「教育水準と古代ローマの価値観：共和政期と帝政期の比較」の英語長文問題

The Roman Republic and Empire witnessed significant shifts in educational practices and values. During the Republic (509-27 BC), education was largely a private affair, with elite families employing tutors to educate their sons in grammar, rhetoric, and philosophy, often drawing upon Greek models. The focus was on developing well-rounded citizens capable of participating in public life. Virtue, civic duty, and stoicism were highly valued, emphasizing self-control, discipline, and the common good. This emphasis on public service contrasted sharply with the trends observed during the Empire (27 BC-476 AD). While elite education continued, its scope broadened to include more leisure activities and a greater focus on rhetoric for political advancement. The rise of patronage and a more centralized administrative system shifted the emphasis from civic virtue to personal gain. The focus on stoicism persisted, but it often coexisted with a growing interest in pleasure, luxury, and entertainment. Access to education also became more stratified, with the vast majority of the population lacking access to formal schooling. Moreover, the value placed on education itself underwent a transformation. During the Republic, education was viewed as a necessary component of citizenship, a means to cultivate virtuous and responsible citizens. In contrast, under the Empire, access to education was increasingly linked to social status and economic opportunity, becoming less about civic duty and more about personal ambition and social mobility. This shift reflected the changing political and social landscape of Rome, moving from a republic based on citizen participation to an empire dominated by a powerful emperor and an increasingly complex bureaucracy.