Chilean Education Evolution: 1860-1890
Compulsory Primary Education Act
The Compulsory Primary Education Act was enacted in 1860 during the presidency of Manuel Montt. This law envisaged several key points:
- Education for both sexes. This did not mean coeducation, but distinct education, both in content and physical separation. Women studied in convents, and men in educational establishments.
- This law made an elitist distinction in the separation of elementary schools:
- Elementary Schools: Aimed at the masses, the popular sectors. These schools had a four-year duration and taught reading, writing, national identity, basic math, and religion.
- Colleges: Oriented toward a lower-middle class. These schools provided six years of education, teaching the same subjects as elementary schools, plus arithmetic, line drawing, geography, and national legislation.
They aspired to have upper primary schools continue their studies, as entering a school necessarily meant leaving high school.
Here, in education for women, line drawing and the state constitution were replaced by home economics, sewing, embroidery, and other household chores.
The law also recognized the existence of private education, which was autonomous. For greater control of these, inspectors were created.
- Normal School: This constituted secondary education. Its goal was to train teachers for primary education.
Public education in all grades depended on the superintendent of public education, represented by the University of Chile.
The New Primary Education Law of 1863
The new primary education law was implemented in 1863. This regulation had the following characteristics:
- It specified the duties of the inspector general investigators.
- It regulated normal schools, the performance and salaries of teachers, and considered awards for years of service.
- It standardized the operation of schools, the provision of buildings, supplies, and books, and money management.
Educational Landscape in 1871
In 1871, elementary schools were divided between:
- Urban: Limits set by the municipalities.
- Rural: All that exceeded the limits.
Changes in 1881
In 1881, authorization was given for the installation of mixed schools in localities where the number of people did not allow for separate establishments. Financing was minimal and could not afford separate education.
Impact of the Pacific War (1879-1883)
The Pacific War, from 1879 to 1883, meant a budget adjustment and a change in priorities. It also brought great social transformations due to the economic boom from saltpeter and the emergence of the middle class.
This led to a new emphasis on skilled labor.
Consolidation Stage (1880-1890)
This stage was marked by the arrival in Chile of individuals with great experience in the new European trends in education.
The contributions made by these teachers did not imply coverage, quality, or improvements in working conditions for teachers.
Public schools saw a large increase in establishments and students.
- Municipal schools experienced modest growth, reflecting a process of migration to the cities and the growth of the urban world.
- Private schools experienced moderate growth.
Here, the state first began to emerge as the main supporter of education. However, overall educational coverage remained minimal.
Introduction of New Teaching Methods in 1880
In 1880, teaching methods were introduced from France and Germany, institutionalizing an education system that became autonomous in relation to the whole of society.
Factors Discouraging Teaching During This Time
Several factors discouraged teaching during this time:
Precarious Conditions of the Educational System
- Lack of teachers and schools.
- Minimal resources.
- Society itself did not consider education a priority.
Remunerations
Salaries did not work as an incentive to engage in the teaching profession.
- Private Schools: Depended on what parents could afford.
- Convent Schools: Depended on the convents, which were usually very small.
- Municipal Schools: Had higher salaries but depended on the availability of the municipality.