Education in Chile During the Government of José Miguel Carrera (1812)
Government of José Miguel Carrera 1812
Expansion of Educational Coverage
There was an intention to educate a greater number of people during José Miguel Carrera’s government. Orders were given to all ecclesiastical establishments, monasteries, and chapters to open primary schools. The idea was to expand educational coverage and try to arouse the interest of the masses in the independence process by lifting the social barriers that separated them, without reaching a democratic conception of education.
One factor that greatly expanded the implementation of these ideas was internal rivalries among Chilean patriots. The “Dawn of Chile” newspaper played a key role as it spread the ideas of independence. The founding of the National Library and the foundation of the National Institute, derived from the Carolingian Convictorium, contributed to the dissemination of ideas and culture. Public spaces became places of learning.
Regulations for the Master of First Letters
The government aimed to increase educational coverage by promulgating the “Regulations for the Master of First Letters,” which sought to establish the foundations for what would become education in Chile.
- Education should be free.
- All teachers must adhere to the provisions of the regulations.
- Girls’ schools are created (not mixed), which are annexes to the religious convents.
- The existence of private education is promoted.
- A teacher competency test should be given to the town hall and a teacher. Teachers received an exemption from tax burdens (pay no tax) and military service, and the requirement of purity of blood was eliminated.
All this produced great change, but Chile retained the same teachers.
Technical Education
Another important element was the desire to implement technical education. Although it never came to fruition, there was a process of profound break with the colonial movement, thanks to the separation of faith and technical knowledge. The church taught faith, and schools taught science.
- The responsibility of the state over educational activity was emphasized.
All cities, towns, or villages with more than 50 people were required to establish a free school of first letters for the residents. However, the poverty of the country prevented this measure from being fully implemented.
Challenges and Limitations
In conclusion, education for all was never achieved due to the economic needs of the country, and only practical work was prioritized. The situation in the provinces was very complex due to the scattered population, the lack of teachers, and the lack of government funding.
Universities
Focus on Control, Not Development
Universities were the priority for the crown, and their facilities were established immediately. (The University of San Marcos was a reference for Chile.)
There was no interest in the development of skilled labor; the goal was to maintain control over the colonies. Education was not intended to enhance economic development.
America came to have 30 universities, modeled after the University of Salamanca.
In Chile, new universities were implemented from the seventeenth century onward due to the need for the training of priests. In Chile, there were 5 private colleges and universities, essentially monastic workshops. None of them aimed at economic development.
The Nineteenth Century and the Influence of the Enlightenment
The only fundamental change in the nineteenth century was the change of dynasty. Certain reforms and changes were implemented, influenced by the enlightened kings and the use of reason. This was the era of enlightened despotism (enlightened government without people’s opinion). These ideas, prevalent in the eighteenth century in Europe, arrived in Chile a century later.
Changes in America
- Creoles were excluded from public administration (Spanish government).
- The need to fund modernization led to higher taxes.
- 1767: Expulsion of the Jesuits (to prevent the church from having more power than the state).
- Intellectual openness in universities was promoted, and education in different social classes was encouraged.
- All these changes had little effect because the colonies in America were less compliant.
- With the expulsion of the Jesuits, educational institutions were taken over by religious orders, and those in the provinces were closed.
- The circulation of books linked to the French Enlightenment was authorized, despite the resistance of the church.
- 1762: Rousseau’s Social Contract was published.
- 1770: Rousseau’s The Spirit of the Laws was published.
Further Reforms and the Seeds of Independence
- The San Francisco Convictorium, one of the most important asylums, was transformed into the Royal Carolina Academy, under the University of San Felipe, and became a paid institution.
- By the early nineteenth century, the ideals of the French Revolution had spread throughout America, leading to a wave of independence movements and a proliferation of ideas connected with Enlightenment philosophy.
- Rousseau had a significant influence on the American aristocracy, leading to the questioning of Spain’s right to rule America.
An important part of the process of the settlement of these Enlightenment ideas was the presence of European scientists who traveled to America. There was a scientific effort to understand this region. Young Creole students traveled to Europe for their studies. All of this contributed to the growing sentiment for independence.