STAGE 2 CLASSICAL STUDIES
ASSESSMENT TYPE 2: Essays
Topic: Greek Society
‘Athenians and Spartans took different approaches to raising male children,
but their approaches to raising female children were the same.’
To what extent do you agree with this statement?
Athens and Sparta as societies were predicated on fundamentally different
ideologies, and, accordingly their methods of raising children – whether male or
female – were similarly disparate. Whereas Spartan education – the brutal agoge for
males and a form of state education for females – had the ultimate aim of military
perfection, Athenian education for males was not systematic in the same way and
almost non-existent for females. This correlated to Athens’ societal values, which
had a broader focus than the agoge on the development of young men and which
limited the scope of female achievement to the oikos.
Communication
(C3)
Clear and fluent
introduction to the
essay
It is easy to identify the differences between Sparta and Athens apropos the rearing
of male children. Sparta’s fundamental social institution was, of course, the agoge;
having survived a sort of screening process at birth where the elders would
determine whether or not a male infant was healthy enough to live, all boys – except
for the heirs apparent to the two kingships – would enter the agoge at the age of
seven. The agoge itself was divided into 3 stages; the first was enrolment, under the
supervision of a paidonomos (or magistrate). The second began at 12 with boys
systematically underfed, to encourage the sort of resilience needed in battle and the
sort of guile necessary to steal food, given only one article of clothing per year, and
forced to sleep on ‘mattresses which they made for themselves from the tips of reeds
growing along the River Eurotas’ (Plutarch, Lycurgus). The third stage was at 18,
when they became reserve members of the Lacedaemonian army, and concluded at
20, when they became fully-fledged soldiers and formally enrolled in a syssition. The
overarching aim of this system was to produce superlative warriors. After all, the
Spartans were distrustful of Athens’ walled city, for they believed a city’s men should
be its walls (Plutarch, Lycurgus) and its ideals, not its buildings, should be its
defining characteristic. This clearly reflected in its rearing of male children, from its
devaluation of the traditional family unit in favour of the military mess down to
manner in which enforced universal participation in the agoge regardless of social
status truly ensured that the homoioi it produced were equal peers.
Knowledge &
Understanding
(KU2)
Discerning selection
and application of
factual knowledge
In contrast, Athens did not have such a clearly defined and specific aim, and so its
raising of male children was not as systematic or as rigorous. Education of male
children differed, largely contingent on the means available to the child’s family; he
might attend school as a youth, but would only progress to higher education if his
family could afford it (Barrow, Greek and Roman Education). Moreover, the oikos
remained at all times the fundamental social unit; boys were not removed from their
families as in Sparta. If anything – as the lives of women exemplify – Athenian
societal practices were geared mostly towards its preservation. A practice of
employing sophists as teachers also developed, but, once again, there was never
any universal or systematic education system as in Sparta. Since Athens had a
broader focus on maintaining a functional democratic society composed of
harmonious oikos units, it took an entirely different approach to raising male children
to its Laconian compatriots, who were focussed always on ideological conformity and
militaristic perfection.
Page 1 of 4
Communication
(C2)
Astute and selective
integration of source
material
Research &
Analysis (RA2)
Critical analysis and
synthesis of
research.
Research &
Analysis (RA1)
Extensive and
balanced research.
Knowledge &
Understanding
(KU3)
Well informed
recognition of the
differences between
Spartan and
Athenian ‘systems’.
Stage 2 Classical Studies student response
Ref:A133177 (revised January 2013)
© SACE Board of South Australia 2012
In any case, it can clearly be seen that the rearing of male children differed between
the two poleis. But what of females? As it happens, the contrasting ideological
foundations of each polis resulted in different practices regarding the rearing of
female children too. Athenian society relied on the integrity of the individual oikos,
and the primary means of maintaining the prosperity of an oikos through the
generations was to produce an heir; therefore, the two most prized functions of a
woman – and those for which her childhood were meant to prepare her for – were to
‘bear us [citizens] legitimate children and to be the trusted guardians of our
households’ (Demosthenes, Against Neaera). Society attempted to ensure the
legitimacy of the heir by the almost absolute confinement of females, both as
children and adults, to the oikos. Females at all ages were also subject to their kurios
(their father prior to marriage and their husband afterwards). In fitting with their future
destiny as managers of the household, females received very little education as
children beyond what was necessary for household duties, such as weaving, cooking
and cleaning, as Xenophon’s Oikonomikos famously documents.
Whereas the Athenian approach to raising female children – confining them to the
oikos and limiting their education only to the bare minimum – fostered sickliness and
condoned stupidity, respectively. Sparta took an almost diametric approach to raising
female children, in accordance with its aspirations towards military perfection. It is
not that Sparta was a less conservative society and therefore more sympathetic to
the feminist cause – hardly so; rather, it recognised that healthy females produced
healthy children, and the enforced serfdom of the helots meant the oikos – for what
little it was worth in Sparta – did not really require significant contributions from
women of the citizen group. As such, Spartan females received a form of state
education, involving dancing, gymnastics and athletics – if not for women’s liberation,
then for eugenic purposes, since ‘healthier children will be born if both parents are
strong’ (Xenophon, Spartan Constitution). Female children of Sparta enjoyed a
freedom uncommon for Athenian females at any age; simply because Sparta did not
share its obsession with the maintenance of the oikos, having its own
preoccupations with physical and military prowess.
In conclusion, Athenians and Spartans took different approaches to raising male as
well as female children. These differences were a manifestation of the fundamentally
different ideologies that underpinned both societies, where Spartan children were
compelled either to be perfect warriors or to produce them, and Athenian children
were encouraged to protect the integrity of the oikos.
Page 2 of 4
Stage 2 Classical Studies student response
Ref:A133177 (revised January 2013)
© SACE Board of South Australia 2012
Communication
(C2)
Astute and selective
integration of source
material
Research &
Analysis (RA1&2)
Incisive analysis,
research and
reflection.
Communication
(C2)
Fluent explanation of
ideas.
Knowledge &
Understanding
(KU3)
Well-informed
recognition and
reflection on the
diversity of attitudes
and values between
Athens and Sparta
A
Knowledge and Understanding
Research and Analysis
Communication
In-depth knowledge and critical
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Extensive and balanced research into
primary and secondary sources, including
literary text(s).
Clear, logical, coherent, and controlled
communication of informed argument using
appropriate examples and ideas.
Incisive critical analysis and synthesis of, and
reflection on, research.
Astute and selective integration and
acknowledgement of source material.
Selective recognition and controlled
application of relevant terms, concepts, and
skills, including skills of historical literacy.
Fluent and lucid explanation of ideas using
a range of forms.
Discerning selection and application of
factual knowledge that demonstrates critical
understanding of the civilisations of Greece
and/or Rome.
Discerning and well-informed recognition of,
and insightful reflection on, the diversity of
attitudes, beliefs, and values in the classical
world.
B
Well-considered knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Well-considered selection and application
of factual knowledge that demonstrates
well-informed understanding of the
civilisations of Greece and/or Rome.
Well-informed recognition of, and thoughtful
reflection on, the diversity of attitudes,
beliefs, and values in the classical world.
C
Appropriate knowledge and understanding
of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts
of the classical world.
Competent selection and application of
factual knowledge that demonstrates
informed understanding of the civilisations
of Greece and/or Rome.
Competent recognition of, and reflection on,
the diversity of attitudes, beliefs, and values
in the classical world.
D
Recognition and some understanding of
texts, ideas, individuals, groups, institutions,
practices, events, and artefacts of the
classical world.
Selection and application of aspects of
factual knowledge that demonstrate some
understanding of the civilisations of Greece
and/or Rome.
E
Comprehensive definition and development
of a point of view.
Sound research, with breadth and balance,
into primary and secondary sources,
including literary text(s).
Clear and relevant communication of
informed argument using mostly
appropriate examples and ideas.
Well-informed critical analysis and synthesis
of, and reflection on, research.
Well-considered selection and integration
and acknowledgement of source material.
Well-informed recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Mostly clear and thoughtful explanation of
ideas using a range of forms.
Well-considered definition and development
of a point of view.
Generally sound and balanced research into
primary and secondary sources, including
literary text(s).
Generally clear and reasonably accurate
communication of informed argument using
mostly appropriate examples and ideas.
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate integration and
acknowledgement of source material.
Appropriate recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Generally clear explanation of ideas using
some different forms.
Competent definition and development of a
point of view.
Superficial research into primary and
secondary sources, including literary text(s).
Superficial argument using limited
examples and ideas.
Superficial analysis and description of
research.
Some integration of descriptions of source
material; acknowledgment of sources and
tending mostly towards description.
Basic recognition and application of relevant
terms, concepts, and skills, including skills of
historical literacy.
Attempted explanation of ideas using one
or more forms.
Some recognition, and superficial
consideration, of some attitudes, beliefs,
and values in the classical world.
Some definition, and partial development, of
a point of view.
Some awareness of aspects of one or more
texts, ideas, individuals, groups, institutions,
practices, events, or artefacts of the
classical world.
Limited research into primary and secondary
sources, including literary text(s).
Some attempts at argument using few
examples and ideas.
Limited description of research.
Attempted selection and application of
aspects of factual knowledge that
demonstrate some awareness of the
civilisations of Greece and/or Rome.
Attempted use of some relevant terms,
concepts, and skills, including skills of
historical literacy.
Limited integration of descriptions of source
material and acknowledgment of sources.
Description of one or more ideas.
Attempted development of a point of view.
Attempted description of one or more
aspects of attitudes, beliefs, and values in
the classical world.
Performance Standards for Stage 2 Classical Studies
Page 3 of 4
Stage 2 Classical Studies student response
Ref:A133177 (revised January 2013)
© SACE Board of South Australia 2012
Page 4 of 4
Stage 2 Classical Studies student response
Ref:A133177 (revised January 2013)
© SACE Board of South Australia 2012