Social Structure and the Role of Women in 19th Century Spain
Social Relations and Liberalism
With the triumph of liberal revolutions, a social model based on the principles of liberalism emerged. A new dynamic arose where merit and capacity were the determinants of social promotion. There was a clear correlation between economic development and social mobility. Most industrialized countries multiplied the opportunities for social mobility through educational and training networks available to all. These changes were not so evident in societies that retained many traditional structures.
The Structure of Spanish Society in the Nineteenth Century
Nineteenth-century Spain continued to have a very rigid social structure where social ascent only benefited a small number of people. A very marked social design was evident: a powerful elite concentrated the vast majority of wealth in their hands. This elite included the nobility of the old regime, who, after the liberal revolution, continued retaining ownership of the land. The bourgeoisie, with its main center in Madrid, economically reinforced itself thanks to the confiscation. Other prominent groups included provincial notables related to rural economies, and the political and military elite.
A few middle classes, no more than 5% of the population, included public employees, the commercial or industrial middle class, members of professions, and small renters and landowners.
The working classes formed the base of the social pyramid. It was a group of diverse compositions. Within this group, workers slowly began to develop working-class consciousness through their own organizations. In any case, this group had great difficulty in climbing the social ladder.
The Woman in Liberal Society
The liberal revolution did not substantially alter the social role and behavior patterns of women. Their role was to organize the family and maximize unstable domestic economies. The incorporation of women into the labor market was weak. In rural areas, their presence in agricultural work was normal, but in the developed industrial world, they performed low-skilled and low-paying jobs. Domestic service was the main focus of work.
In the middle and upper strata, women continued their role administering aid, and domestic service was a basic piece of convenience in marriage strategies. In the nineteenth century, the first speeches rejecting female submission emerged, with figures like Concepción Arenal demanding women’s rights. Fernando Castro created teaching opportunities for women.
Illiteracy as a Problem
Liberal thought defended that education should be a universal heritage, and not an exclusive privilege of certain social strata. The idea of progress was associated with the existence of a well-trained human capital. One problem in nineteenth-century Spain was the failure of schooling and high illiteracy rates. Children often played a role in supplementing family income.
There were regional differences, with the Cantabrian and Madrid regions having lower rates. Gender was also a determinant variable, with 85% of women being illiterate compared to no more than 50% of men. The liberal state created legislation on education, and theoretically, the Law of Instruction was published in 1857 by Claudio Moyano. The state focused its efforts on university education and ceded primary education to religious institutions and municipalities. The result was a failure in educational policy.