- List of Figures
- List of Tables
- Becoming Human: From the Embryo to the Newborn Child
- The Demography of Infancy and Early Childhood in the Ancient World
- Babies in the Well: Archeological Evidence for Newborn Disposal in Hellenistic Greece
- Infant Exposure and Infanticide
- The Child Patient of the Hippocratics: Early Pediatrics?
- Raising a Disabled Child
- Children in Archaic and Classical Greek Art: A Survey
- Children as Learners and Producers in Early Greece
- Shifting Gender: Age and Social Status as Modifiers of Childhood Gender in Ancient Athens
- Children in Athenian Religion
- Play, Pathos, and Precocity: The Three P’s of Greek Literary Childhood
- Children in Latin Epic
- The Socialization of Roman Children
- Slave and Lower-Class Roman Children
- Children and Childhood in Roman Commemorative Art
- Toys, Dolls, and the Material Culture of Childhood
- Roman Children and the Law
- Education in Plato’s <i>Laws</i>
- Boys, Girls, Family, and the State at Sparta
- Engendering the Scroll: Girls’ and Women’s Literacy in Classical Greece
- Educating the Youth: The Athenian Ephebeia in the Early Hellenistic Era
- The Ancient Child in School
- Children in Ptolemaic Egypt: What the Papyri Say
- Children in Roman Egypt
- Adoption and Fosterage in the Ancient Eastern Mediterranean
- Pictorial Paideia: Children in the Synagogue
- Children and “the Child” in Early Christianity
- Elite Children, Socialization, and Agency in the Late Roman World
- Remembering Children in the Roman Catacombs
- Stages of Infancy in Roman Amphora Burial
Abstract and Keywords
This chapter examines changes in the Athenian ephebeia during the last thirty-five years of the fourth century BCE. The evidence suggests that under the Lycurgan reforms the mostly military training was subsidized by the state and took on a more broad-based approach that fostered civic cohesion at a moment when Athens’s military future was in doubt. Honorary inscriptions suggest the presence of civic and religious content in the ephebic experience and supplement the brief description of the institution in the Athenaion Politeia. Near the end of the fourth century, ephebic training became voluntary and enrollments dropped sharply. By starting his school at this moment and choosing a location without athletic facilities, Zeno may have provided a model for a more intellectual form of ephebic training. The specific language of an unprecedented public decree for Zeno suggests that Athens was acknowledging his role in shifting the nature of ephebic education.
Eric Casey, Associate Professor of Classics, Sweet Briar College (USA).
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