M.A. / In this study we describe, analyze and assess the educational system that was valid as the elementary education during the period of the kingship of Othon (1833 - 1862). Based on the given law, unpublished historical documents and the relevant Greek and foreign bibliography we try to present the frame of the founding and function so that we can end p with safe results. After the flourishing of education during the time of Kapodistrias (1828 - 1831) we face a regression because of the anarchy that reigned in Greece for two years after loannis Kapodistrias' violent death. King Othon's regency formed a Special Committee to study the issue of education and in February 1834 an Act was issued "About primary schools" that was based on the French law of Guizot (1833) and was valid up to 1880. According to this order, studying at "primary school or people's school" was made compulsory and the responsibility for the primary school was given to the Municipal Authorities, as far as both the founding and the operation were concerned. Even if this was of a de-centralized and progressive character, it failed because no financial sources were provided, there was no equivalent cultural level at the time, nor the experience, the organization and the scale of priorities of the social needs. It was obviously affected by the Prussian Educational System so it didn't give results, since it ignored the Greek reality. However it was foreseen in the founding law that all children regardless of sex or financial situation would study at school. The Ministry of Education with later circulars tried to improve the legislated system but these acts were more informative than serious. Except for the primary schools there were also secondary ones (grammatodidaskaleia) but there was an attempt to eliminate their number to their total abolition. Private schools were also founded but they didn't have the same results because of the lack of teaching personnel as well as special schools for the practice of the teachers to-be. Providence was also taken for separate schools for boys and girls since ethics of the time didn't allow mingling pupils of both sexes. The category of private schools included kindergartens. The management of the Primary Education had as central organs the Secretariat of Church and Public Education and the General Inspector of Primary Schools. As regional executive organs there existed inspecting committees at country and region level, various other committees and the teachers themselves. The teaching personnel consisted of the teachers that were divided into three grades, among them, women teachers coming mostly from the Filekpedeftiki Eteria (The Society of the Friends of Education) and experienced teachers (grammatodidaskaloi) without any studies at all who taught the basics. A School was founded for the education of teachers, a School of two years study where subjects of general knowledge were taught. This public school didn't function: properly, examinations were loose and it was finally led to decadence. In 1864 the National Assembly abolished it to re-organize it on a new basis. The teacher besides teaching the various subjects had to observe his pupils behavior outside school too. In case a teacher violated his duty or went beyond it, he was punished as it was expected by the law. There was a problem with the payment (the Municipal Authorities didn't pay on time nor they shared the fees that parents paid or gave the money for the rent). Subjects were divided in compulsory and non-compulsory ones according to the teacher's judgment. Lessons of religion were also taught to non-orthodox pupils. The subjects were very useful to the pupils regardless their interest on further education or not. But basically education was limited to Reading, Writing and Arithmetic (just addition, subtraction, multiplication and division) because of the lack of properly educated teachers, the necessary books and the materials and mainly the parents' limited finances that prevented them from educating their children. As far as the educational method that was used was the alternate teaching and in some small schools the co-teaching. As books they used various publisher's editions after having taken the permit of the Ministry of education. In 1856 a competition of writing text books was held and some of the were approved. Every six months, public examinations were held. Their legislated frame was formed according to a series of Ministerial orders but there were problems since many times these examinations were just a typical procedure and the mingling of the Mayor was inevitable. Generally we see that during the kingship of Othon there was the will and the attempts as far as the State was concerned to found the Primary Education on a serious base. Bu various factors such as the lack of able teachers, the financial weakness of the State, the Municipalities and the parents, made it difficult for schools to operate and didn't have the expected results, without this meaning that there was not a certain progress in the attempt to provide the essential education to Greek people.

M.A.(Greek) / Please refer to full text to view abstract

This thesis deals with the topics of sex and society in the Laws of Plato with recourse to ancient historical context and modern critical theory. It examines reconstructions of ancient 'sexuality' (e.g. through Dover, Foucault and Davidson) with a view to increased clarification. The text of the Laws is considered, along with many of its literary qualities, its influences and the utopian plan that it entails. Plato's narrator, the Athenian Stranger, has proposed the remarkable theory that sexuality can be controlled through the manipulation of people's thoughts. The thesis is particularly interested in the manner in which sexuality is ideologically constructed. A significant portion of this inquiry deals with education in the hypothetical polis (Magnesia) and the part that this is designed to play specifically in terms of sex-role stereotyping. The Laws spins andreia as the ideal model for the Magnesians to imitate in their mandatory pursuit of arete. The reformulation of the Magnesian oikos and the 'brave new femininity' that this plan entails figure prominently into this examination. Magnesian women must become more like (idealised) men in terms of 'manly' enkrateia. They will combine alleged elements from athenian, Spartan, Kretan, Sauromatian and Amazonian women (plus Platonic philosophy) to attain this new status. Men must become less like women are perceived to be. A law is drafted to ban same-sex activities, considered 'womanish', but there is some uncertainty as to whether or not it will ever be enforced. Psychology and propaganda, religion, education, the family and government will all work together to affect the moral hygiene of Magnesia. The thesis investigates each of these topics, with recourse to material outside the Laws, in considering Plato's social/sexual construction theory.

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This thesis contains a discussion of the historical content of the London papyrus, POxy C42, the f1orentine papyrus,PSI \304 and the recently published fragment PCairo. (Ter.tp. irw. no. 2G/6/2//l-35),collectively known as the Hellenica Oxyrhynchiu (P). The focal point is the Asiatic campaign of Agesilaus and the battle of Sardis. Impressions gained from a personal investigation of the terrain are reviewed and an attempt is made to isolate the misconceptions that have hampered more constructive thinking on this episode of history. An endeavour is made to arrive at a personal reconstruction of the battle of Sardis and an assessment of P's credibility and value as an historian. The thesis concludes that there is no valid reason to doubt P's credibility and that discrepancies between the two main sources, Xenophon and P. can be ascribed to the difference in histographical approach. The autumn campaign of Agesilaus is discussed to illustrate more clearly how Xenophon's approach conditioned his writing of history / Classics & Modern European Languages / M.A. (Greek)

In the Timaeus Plato sets forth his cosmological system, and near the beginning of the dialogue he carefully qualifies his claims by saying that his account of the cosmos is not absolutely true, but only no less likely than any other account. Rather than being an offhand remark, this statement is key to understanding Plato's aim in constructing his cosmological myth. Plato's epistemological position prevents him from making strong assertions about physical objects and phenomena, but does allow him to make assertions of truth in morality and metaphysics. Thus while the Timaeus is ostensibly an account of the physical universe, for Plato its true value is in using the physical universe as a mythological symbol for moral and metaphysical truth. Plato's account is no less likely than those of other ancient cosmologists because multiple accounts can fit with the observed phenomena. However, his account, while no more likely, is superior to those of others in that it avoids impiety and, by qualifying its claims about the physical universe, is not threatened by future observations. / text

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The following offers a new perspective to explain the disintegration of the Peloponnesian League and the Boeotian Federation in the early half of the fourth century B.C. Members of both these alliances had legal and conventional expectations regarding what they had to give and what they could receive from their associations. Tensions and conflicts arose within an alliance once an individual polis did not fulfill its duties and obligations. There were two factors that persuaded a member not to meet their expected responsibilities: one was the role of a polis ' factions and the other was the intervention in the association's affairs by a third party. It was primarily the failure of an alliance's members to meet each others expectations that inevitably led to the dissolution of these interstate organizations.

No description available.

This thesis contains a discussion of the historical content of the London papyrus, POxy C42, the f1orentine papyrus,PSI \304 and the recently published fragment PCairo. (Ter.tp. irw. no. 2G/6/2//l-35),collectively known as the Hellenica Oxyrhynchiu (P). The focal point is the Asiatic campaign of Agesilaus and the battle of Sardis. Impressions gained from a personal investigation of the terrain are reviewed and an attempt is made to isolate the misconceptions that have hampered more constructive thinking on this episode of history. An endeavour is made to arrive at a personal reconstruction of the battle of Sardis and an assessment of P's credibility and value as an historian. The thesis concludes that there is no valid reason to doubt P's credibility and that discrepancies between the two main sources, Xenophon and P. can be ascribed to the difference in histographical approach. The autumn campaign of Agesilaus is discussed to illustrate more clearly how Xenophon's approach conditioned his writing of history / Classics and Modern European Languages / M.A. (Greek)