The Byzantine Empire was a continuation of the Roman Empire in the eastern Mediterranean area after the loss of the western provinces to Germanic kingdoms in the 5th century. Although it lost some of its eastern lands to the Muslims in the 7th century, it lasted until Constantinople—the new capital founded by the Roman emperor Constantine the Great in 330—fell to the Ottoman Turks in 1453. The empire was seriously weakened in 1204 when, as a result of the Fourth Crusade, its lands were partitioned and Constantinople captured, but until then it had remained a powerful centralized state, with a common Christian faith, an efficient administration, and a shared Greek culture. This culture, already Christianized in the 4th and 5th centuries, was maintained and transmitted by an educational system that was inherited from the Greco-Roman past and based on the study and imitation of Classical Greek literature.

Stages of education

There were three stages of education. The basic skills of reading and writing were taught by the elementary-school master, or grammatistes, whose pupils generally ranged from 6 or 7 to 10 years of age. The secondary-school master, or grammatikos, supervised the study and appreciation of Classical literature and of literary Greek—from which the spoken Greek of everyday life differed more and more in the course of time—and Latin (until the 6th century). His pupils ranged in age from 10 to 15 or 16. Next, the rhetorician, or rhētor, taught pupils how to express themselves with clarity, elegance, and persuasiveness, in imitation of Classical models. Speaking style was deemed more important than content or original thinking. An optional fourth stage was provided by the teacher of philosophy, who introduced pupils to some of the topics of ancient philosophy, often by reading and discussing works of Plato or Aristotle. Rhetoric and philosophy formed the main content of higher education.

Elementary education was widely available throughout most of the empire’s existence, not only in towns but occasionally in the countryside as well. Literacy was therefore much more widespread than in western Europe, at least until the 12th century. Secondary education was confined to the larger cities. Pupils desiring higher education almost always had to go to Constantinople, which became the cultural centre of the empire after the loss to the Muslim Arabs of Syria, Palestine, and Egypt in the 7th century. Monasteries sometimes had schools in which young novices were educated, but they did not teach lay pupils. Girls did not normally attend schools, but the daughters of the upper classes were often educated by private tutors. Many women were literate, and some—such as the hymnographer Kasia (9th century) and the historian-princess Anna Comnena (1083–c. 1153)—were recognized as writers of distinction.

Elementary education Elementary-school pupils were taught to read and write individual letters first, then syllables, and finally short texts, often passages from the Psalms. They probably also learned simple arithmetic at this stage. Teachers had a humble social status and depended on the fees paid by parents for their livelihood. They usually held classes in their own homes or on church porches but were sometimes employed as private tutors by wealthy households. They had no assistants and used no textbooks. Teaching methods emphasized memorization and copying exercises, reinforced by rewards and punishments.

Secondary education The secondary-school teacher taught the grammar and vocabulary of Classical and ecclesiastical Greek literature from the Hellenistic and Roman periods and explained the elements of Classical mythology and history that were necessary for the study of a limited selection of ancient Greek texts, mainly poetry, beginning with Homer. The most commonly used textbook was the brief grammar by Dionysius Thrax; numerous and repetitive later commentaries on the book were also frequently used. From the 9th century on, these books were sometimes supplemented with the Canons of Theognostos, a collection of brief rules of orthography and grammar. The grammatikos might also make use of anonymous texts dating from late antiquity, which offered word-by-word grammatical explanations of Homer’s Iliad, or of similar texts on the Psalms by Georgius Choiroboscos (early 9th century). Pupils would not normally possess copies of these textbooks, since handwritten books were very expensive, but would learn the rules by rote from their teacher’s dictation. Beginning in the 11th century, much use was made in secondary education of schedē (literally, “sketches” or “improvisations”), short prose texts that often ended in a few lines of verse. These were specially written by a teacher to illustrate points of grammar or style. From the early 14th century on, much use was also made of erotemata, systematic collections of questions and answers on grammar that the pupil learned by heart. Secondary schools often had more than one teacher, and the older pupils were often expected to help teach their juniors. Schools of this kind had little institutional continuity, however. The most lasting schools were those conducted in churches.