Patriotic Schools in 18th Century Murcia: A Historical Analysis
Elementary School Royal Economic Society
1. A Real Body Illustrated
At the end of the 18th century, the population was in need of knowledge to help the country overcome its difficult situation. As schools began to be created, some as additions to existing ones, “economic societies of friends of the country” arose to address the economic, cultural, and social issues of the time. These societies, supported by King Carlos III, were well-received and soon began to emerge in various parts of the country.
In 1776, Pedro RodrÃguez Campomanes, with his publication of “Speech for the People’s Industry Incentive,” encouraged the creation of these societies. That same year, 1777, the Royal Economic Society of the Country of Murcia was approved. Through these societies emerged “patriotic schools,” which referred not only to education but also to the training of citizens. Following this, a school was started in Murcia.
According to the statutes of this Royal Society, patriotic schools were created with the aim of teaching literacy and practical skills. To achieve this, the Royal Society took the following actions: studying the state of literacy schools, purchasing writing materials, establishing awards, creating schools, appointing curators as school supervisors, constructing a Patriotic School building, and establishing a school for both sexes.
Following this process, many educational institutions arose, created and directed by the Royal Society. This cultural diffusion effort was a manifestation of pedagogical optimism influenced by the Enlightenment. The Economic Society served to uplift the poor state of education at the time.
2. Financing, its Issues, and Impact on Teaching
Maintaining these teachings required funds or support, which were scarce within the society itself. The eagerness to achieve their objectives led them to seek patronage. Four sources of funding were extremely important for the subsistence of the education created by the Royal Economic Society of Murcia throughout its history:
- 1st: Extraordinary contributions periodically made by some gentlemen members.
- 2nd: A great contribution from Bishop D. Manuel Rubin de Celis, intended to cover all the needs of the reading school (one million reales).
- 3rd: The concession by His Majesty of the Beneficial Pius fund with an annual pension of 10,000 reales. However, over time, as debts increased and funds decreased, problems arose, leading to the closure of schools.
- 4th: Her Majesty’s approval of a “means plan” for some of the foodstuffs consumed in the city. This helped to improve the economic situation of education.
In short, the financial history of the Royal Society (1800-1858) was shaped by a continual insistence on securing and managing its main sources of revenue to continue its educational endeavors.
3. Patriotic School: Literacy and Education Plan
Since its inception, the Royal Economic Society of Murcia had made great efforts to improve instruction. A particular board of members was formed within the Society to discuss an appropriate teaching plan. This led to the creation of the “teaching plan of first letters” (1786-1807), which regulated education.
Instruction was divided into six classes: three for reading and three for writing. Students were distributed according to their level of knowledge.
Classes of Reading:
- 1st class: Knowledge and pronunciation of letters and syllables, Christian Doctrine, the sacraments, acts of faith, contribution.
- 2nd class: Teaching spelling by syllables, the Commandments…
- 3rd class: Learning to read fluently, Arabic numerals.
Writing Classes:
1st class: teaching d write lapsed,’s board of arithmetic .. 2nd class: teaching writing without lapsed, 4reglas integer arithmetic and broken … 3rd class: TyP are taught how to spell EN .
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School 3rd patriotic men and women.Formation of the q x Regulation should be governed. Following these events s starting to raise this idea. In 1832, once approved RSocEcoMU xla, for which a regulation operating area highlighting points as NLQ: girls would target x a teacher and an assistant, named x RS. The girls No. 48. The girls would be educated in Christian doctrine, reading, sewing and embroidery, rules of civility and courtesy. Teaching children stria d by 2 teachers and an assistant were selected q x opponent for the title. The children No 100, a group would be free and one paid. For adimisión had to have 5years. The subjects to be taught Christian doctrine, reading prose and verse, ort, gram, arithmetic, and d civility and political rules. The time was 6 hours JOURNAL, except summer 5h. The duration of 12 months / year.
Appointment of teachers, opening and operation. Q The only thing missing was to operate a building to run the classes. Achieved. q teachers were to occupy the seats would be selected x opponent and when the term s opened only 1 per. Given this, review the rules again and decided to reform, especially n lo q concerned the salary, and q were low and not attract. Once renovated, s proceeded to find teachers to fill places x opponent. 2comisiones examiners were formed: 1 for profs and one for pforesa. When s allocated places teachers opened the school in 1834.