The development of Latin language and Romance languages

The development of Latin language and Romance languages.

Originally Latin was spoken by a small group of people who settled in Latium (west Italy) around the 1st millennium BC. Afterwards it became the spoken language of ancient Roman people. With the rise of the Roman political power the Latin language became popular. The languages that developed from Latin were called the Romance languages and were spoken in those countries that were once a part of the Roman Empire. The main Romance languages are: Italian, French, Spanish, Portuguese and Romanian. ‘To speak in a Roman way’ in Latin is, fabulare romanice. That’s how it got the name Romance. There were two forms of Latin: classical and the locally spoken vernacular. The first one was popular among educated people and the second one was the spoken language of the common people. The Romance languages were developed from the dialects of the vernacular Latin (called Vulgar Latin) over a period of several centuries, and around 1200 AD most of the western Europeans were speaking Latin or Romance language (especially Italian, French and Spanish). All of the Romance languages had their own dialect as spoken in different parts of the country and had their own history of development as to how their style of writing, grammar, phonology and vocabulary changed and developed in 1,000 years and how they received their modern shape.

Roman vs. Greek Civilization

Roman vs. Greek Civilization

Although both Roman and Greek civilizations shared similarities in the areas of art and literature, their differences were many and prominent. Their contrasting aspects rest mainly upon political systems and engineering progress, but there are also several small discrepancies that distinguish between these two societies. This essay will examine these differences and explain why, ultimately, Rome was the more advanced civilization of the two.
Greece, originally ruled by an oligarchy ("rule of the few"), operated under the premise that those selected to rule were selected based not upon birth but instead upon wealth. Eventually, however, Greek government became democratic. Rome, on the other hand, was a republic that elected its officials, and common citizens were not allowed as many opportunities as Athenians to participate in matters of the state. While Greece had branches of government to represent citizens, Rome implemented branches of government to represent different components of society. For example, Rome had authorities to supervise public works projects, administer justice, supervise recreational activities and conduct a census (text). Rome, who, like Greece, was a polytheistic society, also appointed a priest for life who was in charge of the entire state's religion.
Another difference in these civilizations is in the architecture of each region. The architecture of the Romans was also more advanced than that of the Greeks; they used concrete and placed emphasis on arches, vaulted ceilings, and domes while Greece emphasized balance and symmetry. Greek temples aimed at impressing by designing intricate, aesthetically pleasing outer views, while Roman architecture's goal was to impress by enclose a vast amount of space.
Thirdly, the Romans were far more advanced than Greece in terms of engineering progress. In both the areas of civil and hydraulic engineering, Rome towered above Greece. They constructed a network of durable, paved highways and city streets; in fact, most everything had concrete walls and pavement. They developed a water supply and storage system as well as a waste disposal scheme, using aqueducts when local water supplies ran low. Furthermore, they implemented food preparation, storage, and distribution centers in addition to their dependable water supply system.
Rome's technological advances, as described above, place it above any civilization of its time. Based on these examples, Roman civilization was by far more highly developed than Greek civilization.

how does the advancement of the ROMAN civilization helps humanity

It helps humanity in terms of education:

The history of education is the history of teaching and learning. Each generation, since the beginning of human evolution and writing, has sought to pass on cultural and social values, traditions, morality, religion and skills to the next generation.[1] The passing on of culture is also known as enculturation and the learning of social values and behaviours is socialization. The history of the curricula of such education reflects human history itself, the history of knowledge, beliefs, skills and cultures of humanity.[2][3]
In pre-literate societies, education was achieved orally and through observation and imitation. The young learned informally from their parents, extended family and grand parents. At later stages of their lives, they received instruction of a more structured and formal nature, imparted by people not necessarily related, in the context of initiation, religion or ritual.[4][5][6]
As the customs and knowledge of ancient civilizations became more complex, many skills would have been learned from an experienced person on the job, in animal husbandry, agriculture, fishing, preparation and preservation of food, construction, stone work, metal work, boat building, the making of weapons and defenses, the military skills and many other occupations.
With the development of writing, it became possible for stories, poetry, knowledge, beliefs, and customs to be recorded and passed on more accurately to people out of earshot and to future generations. In many societies, the spread of literacy was slow; orality and illiteracy remained predominant for much of the population for centuries and even millennia.[7] Literacy in preindustrial societies was associated with civil administration, law, long distance trade or commerce, and religion.[8] A formal schooling in literacy was often only available to a small part of the population, either at religious institutions or for the wealthy who could afford to pay for their tutors. The earliest known universities, or places of higher education, started teaching a millennium or more ago.
Universal education of all children in literacy has been a recent development, not occurring in many countries until after 1850 CE. Even today, in some parts of the world, literacy rates are below 60 per cent (for example, in Afghanistan, Pakistan, Bangladesh). Schools, colleges and universities have not been the only methods of formal education and training. Many professions have additional training requirements, and in Europe, from the Middle Ages until recent times, the skills of a trade were not generally learnt in a classroom, but rather by serving an apprenticeship.
Nowadays, formal education consists of systematic instruction, teaching and training by professional teachers. This consists of the application of pedagogy and the development of curricula.