room were the petates used to sleep, every young person had a wooden box, where they kept their limited personal items, as it was the norm, they should learn to live with the minimum essential.
In another building, of equal proportions, lived teachers and instructors, the austerity and sobriety was the same as in the young people building. The third building, around the square, served as warehouse for education utensils, library and an administrative area. The facilities also had a small kitchen and a dining room towards the rear. The fourth building was used as studies area. The four buildings and the square were surrounded by a wall. In the southern part was a large access door and in the north part, behind the building, were the baths and a water pond, fed from the town aqueduct, which passed near the wall.
The youth house was a place of values education. The boys should learn self-discipline, to be responsible and to work in group; their ability to be responsible, disciplined, focused, attentive, respectful and humble. There they learned the old urbanizing rules. Teachers and instructors taught good manners, to express and conduct themselves. The word of the old and wise grandparents was also an important part of teaching, as well as basic knowledge of religious rites, the history of the people and their civilization, the political and administrative organization, laws and ancestral customs; in short, they were prepared to be citizens.The youth House had farmland and orchards, where students learned to work various activities to ensure sustenance; from working the land, care for fruit trees, collecting plants, honey and insects, hunting and fishing, and performing various craft activities, essential for family life, such as wood and stone carving, fiber fabrics, basketry and pottery.
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