Spanish Education in the 19th Century: From Liberal Reforms to the Moyano Law
2. Ferdinand VII
Cortes de Cádiz * The new Constitution specified the creation of a public education accessible to all, with the aim to produce citizens capable of fulfilling their role in the new democratic society. This applied to all levels of education, proposing the creation of many schools, universities, etc., as necessary.
Liberals were essential in this respect, and who advocated the Europeanization of Spain and national renewal.
The municipalities had a duty of care of schools and institutions created with public money, controlled by the provinces, plus also had charge of a professional assessment of teachers until they constitute the new Directorate General for Research. At this level, the title of teacher would be issued free of charge and countersigned by the secretary of the council that he had reviewed.
To achieve such systems was presented the Education Act in 1813 by Quintana, whose main feature was the uniformity and centralization of the above. It states that education should be universal, given to everyone and covering all fields, also uniform, public, free and free.
It also provides for the opening of primary schools in every village and one in every 500 people in the cities.
This ideology was implemented almost exactly in 1814.
* Absolutist Sexenio The ancien regime was reinstated, returning to old problems that Spain began to sink, which also occurs in education. Return to the previous teaching, having reduced the number of schools by the war. Also cut funds to Economic Societies, thus affecting the perks of these teachers of poor children and the great help they provided to education.
The teachers were exercising their right of free establishment in large cities, where most students captured, leading to rural inequalities. The picture was clear: few schools and pays nearly all of them.
To curb this situation, the king ordered the establishment of religious orders of charity schools for poor children up to 10-12 years. The teachers saw their incomes affected by these schools, which attracted many students.
Another argument that was against public education was the responsibility of teachers, a problem which directed the Council of Castile, passing it to the board to create the new education law.
With all these problems Romo Cardinal proposed the king leave education in the hands of the clergy, without prejudice to the already established schools, riding in each parish a religious school. The solution was to improve the image of the clergy and meet educational needs. This action was inappropriate, since the company had installed a clerical mentality, so it is not implemented.
Also incorporated a new methodology imported from England, mutual learning, being very useful to overcome the lack of schools and professionals.
* Turns the Liberal Triennium didactic model of training individuals to use their political rights. Already in 1820, replaces the law on education, implementing an enhanced version of the Draft Decree of 1814, which never saw the light, creating the General Rules of Public Instruction in 1821. This law was decreed in the teaching of calculus for girls and retirement of teachers in addition to the proposal preterit. It also instructs the governmental and economic assistance to municipalities and provinces.
In 1821 he created the Directorate General for Research led by Quintana and to improve the existing education. Published in 1822 a methodological guidance arising from these studies.
With all these provisions already studied and ready to begin flowering, the political track again changed to absolutism.
* “Ominous Decade” With the arrival of the “Hundred Thousand Sons of St. Louis” begins a stage completely, down to the death of Fernando VII in 1833. There will also be meetings of purification to purge the administration of liberal officials, also affecting the higher levels of education.
Religious schools are confirmed within the national curriculum and general curriculum started in 1815, returns from 1824. Back in the early months of that year saw the birth of various educational schemes of the hand of the appointed board. All these plans were signed by Francisco Tadeo Calomarde, which took the name.
With the permission of the new plans of competitions and examinations took place the debate on academic freedom, which was settled with the royal order to allow teacher education graduates choose to attend any place that provided the new regulation.
Curiously maintained and even increased the central criticisms of the Liberals.
The Plan was dressed Calomarde multi liberal influences, such as the public inspection of schools, the uniformity in education, the division of the territorial scope of teaching or the sexual division in the classroom.
The main difference with the previous plan are:
“The wealthy must pay for their education, but the poor.
“The great secular clergy’s participation in the establishment of schools and control education.
This plan was very good despite being made of an absolutist system and a very turbulent time, they responded in great detail the organization of education and regulation of the teaching profession. On the other hand, it should be noted that the liberal education system could not be implemented in full, so they could not be seen almost none of the intended results.
The main problem was the neglect Calomarde plan of management in its implementation, neglecting factors that significantly twisted results.
3. Reign of Elizabeth II
(The Seven Years War) in a clash between different conceptions of the monarchy HISPANIOLA.WITH the conflict returns to see injured education but did not thereby neglected, seeing the light in 1834 the decree of the regency to create teaching a Central Committee. The decree made by this Committee joined a great education program, with the urgent objective of restoring mutual schools in court and a normal school to generalize the method liberal.
In 1834 it replaced the Inspection of Public Instruction, 1826 by General Directorate of Studies, in 1836 fully formed. This address drew up a General Plan of Public Instruction, also known as the Plan of the Duke of Rivas, the name of the Minister of Interior.
This plan was designed to replace Calomarde legislation, with the contribution of the Central Committee.
The Duke of Rivas Plan established a division in teaching elementary and high school applies to both public and private.
Included elementary education, religion, simple math, Spanish grammar and reading and writing.
Higher education also included other mathematical operations, natural history, geography and history, both universal and national.
To be master should have the following requirements: twenty years teaching degree and certificate of good conduct.
For every teacher should provide you a home, a classroom with the necessary utensils and a minimum salary of 500 reais for ed. Elemental and 2000 for the superior. However, they were not entitled to retirement or survivor’s pension, authorizing the government to create (on behalf of teachers, without public money) home of “mutual aid.”
The Act provided for the free for the poorest in elementary education, but their exclusion from higher education.
Had almost complete freedom to open private schools, having just to notify the civil authority, though not in higher education, which was state agency.
Teacher training was undertaken by the Central Normal School and its sub Madrid in the provinces.
Female education was separate from men, in separate houses, although the guidelines would be the same.
Primary education should be left to the Ministry of the Interior and local commissions, creating for implementing the plan the Board of Public Instruction in place of General Studies Dir.
The Plan is not implemented completely, because it was a proposal for a Minister, having imposed the law of Cadiz and later the Royal Charter of 36, which set education as a responsibility of the courts and invalidating the entire plan.
This new force of “La Pepa” was interpreted by progressives as the prelude to political reform. Once they entered the government replaced the Constitution of 1812 by 1837, an intermediate document between Cadiz and the law of the Royal Charter, bringing the total of liberal ideology.
Someruelos well presented two educational projects, one for primary and one for secondary and higher education, of which only the former prevailed.
This plan was a plan almost a transcript of the Duke of Rivas
“Just might be a poor child for every ten rich in higher education.
-Salary of 1100 primary teachers = real, real 2500 top, in cash or kind by agreement with the City.
Training of provincial commissions of review, visiting the Ministry of Interior approved for issuance of title.
Teacher-Appointment of Town Councils, together with the political chief and the provincial commission.
-Need for nursery schools and adult education.
One good thing about this plan was to open to future revisions, establishing a solid plan, but leave a little unfinished.
The General Directorate of Studies continue in office until 1843, when it is replaced by the Council of Public Instruction and the Board of centralization of funds.
In 1838 he published the Regulations for Public School Elementary Elementary Education, to improve the plan referred to earlier.
The freedom given to teachers to choose texts, but not that they were against the power, causing negative effects, we had to fight with a list of texts approved by the Government in 1848.
The attendance of students of various ages, levels of education, social class, etc. was complemented by the division of students into age groups and education, combining mutual and simultaneous teaching.
Provided that there are two public examinations in June and December as well as the private weekly, and monthly for awards and promotion in the classroom.
The timing was no summer vacation, but in agricultural populations provides for the reduction of class hours in busy times in which young people need.
Training for women was never published, although it was expected. So the girls’ schools had to make do with male law not break the tasks associated with women, serious neglect causing this damage to the State, which had to set some rules, improving the situation.
In 1839 appeared the Commissions Rules of Elementary and the examination regulations for primary teachers.
In 1836 the Regent was trying to propose the establishment of kindergartens, but the turmoil caused this initiative fell on deaf ears, but Someruelos two years later went to the Madrid Economic Society, requesting the creation of a partnership to open one or several nursery schools in Madrid, in fact happened so quickly and effectively than in the first year of the association was founded in Madrid four schools to accommodate all applicants. One of the key figures of this period was D. Pablo Montesinos, who supported the initiative and formed the first teachers for this work.
Were so well received and results of these schools had only four years in nursery schools in nearly all Spanish provinces and published in 1843, the Professional Regulation for those schools.
In the valuations of many intellectuals of the time as Javier de Quinto and Gil de Zárate, shows the positive action of the crown of Elizabeth II on education, especially primary, stating that the many improvements had been achieved in this period would crescendo the longer you keep the actions promoted.
Also criticized the action of the civil war era, highlighting the mismanagement of local councils in the schools of the time, having more money that concerns improvement of educational services.
With the government of Pérez de Castro and centralizing action of civil authority, the Law on Municipalities, just this time of relative calm, as it takes away the people’s willingness to elect their mayors, producing a general uprising, which would join the general Espartero, gaining great popularity in the country, prompting the Queen to appoint the chairman and abolish the Law of Municipalities, then the military taking the regency of the nation. However, his domestic management errors were killing its popular image and creating widespread discontent. By its action is split progressives and moderates took much political weight in the balance, taking all this to the promulgation of the Constitution of 1845 by Narváez, shows the moderate political ideology.
In this line centralizing a royal order was promulgated to increase the number of public schools in the Kingdom.
That order required the municipalities to sustain primary education, creating new schools and ensuring the objectives under the new law.
Establishing the Royal Decree of 1847, intended to dignify the situation of teachers, increasing the amount of remuneration of teachers according to the villagers which would give the class. For upper primary teachers’ salary worth these amounts increased by one third and, for teachers, a third less than their counterparts.
Making those improvements would be effective under new teachers entering the teaching profession.
But these improvements also bring greater control of the teaching and greater demands, having to cover their positions over 3000 actual through oppositions. Also removed some schools for teachers to use as provincial inspectors.
With the Royal Decree of 1849, reformed the normal schools and creating the body of Inspectors of Primary Education.
The schools accommodated the upper elementary and primary school.
In turn, established a national network of school teachers, with each university district with a higher normal school, besides being the basic.
The length of teaching career included two courses in the e. normal elementary and three in the upper normal.
All provinces should financially support the schools, depending on their contribution to the category of the province. As well as the provinces were responsible to pay for school materials, they were entitled to keep the amount of tuition and fees for wealthy children.
Schools continue to practice in municipal hands.
The same year he decreed a new regulation for the Normal School of Primary Education in the Kingdom, being governed by Presidents.
Another need was to properly inspect the large number of existing schools, creating the Regulations for Inspectors of Primary Education in the Kingdom, which complemented the appointment of provincial inspectors of schools by the Government.
After supporting the absolutism and disentailment Carlism and action, the Church had distanced itself from education. But after Espartero regency, in the decade produced moderate reconciliation with the Concordat of 1851, which granted the legitimacy of ecclesiastical possessions disentailed to buyers, but granting various benefits to the Church, declaring Catholicism the only religion national and the right to control teaching and book publishing. This produces a delay in the planned secularization of education.
Also replaced the Ministry of Commerce, Education and Public Works for Development and delivery of education to the Ministry of Grace and Justice, very conservative.
Also abolished the Directorate General of Public Instruction after leaving Gil de Zárate, to distance his mentality of education, which no longer interested in the government of the day.
Over moderate governments and the failure of all, they do happen to six enclosures in a year and a half, and after the presidency of Narváez and the ideological force of the party in this period, began a process of decline, associated with the desire amend the Constitution of 1845, which had been violated many times already.
The crisis of moderate governments that exercised power arbitrarily led a popular uprising originating from the same party, and that led to the proclamation by the queen of a new government led by Espartero, initiating the “two progressive” (54 – 56)
The first step was the creation of Constituent Assembly to launch a new Constitution, the Nonata of 1856, which entered into force. Also presented a Bill for Public Education, which highlighted the need to regulate in parliament the middle and high school and the need for compulsory education for both sexes.
Espartero’s resignation and the arrival of O’Donnell as president there is a right turn, being in his cabinet as President and Moya Narváez as Minister of Public Works.
The fundamental principles of law or Moyano 1857, based on need and targeted by Alonso Martinez of compulsory education for children in the protection of higher education to change and consensus government in education. For the latter purpose the Minister established a basic law on which it could develop different orientations according to the Government to enter.
The development of the basic law was carried out by a board appointed for that purpose by Moyano, who completed his mission quickly, with the Public Education Act or “Moyano Law” in operation in 1857.
Primary education is divided into elementary and higher education, adding the subjects of agriculture, trade and industry existing in male education and of work and domestic hygiene in female education, in addition to those already given.
Teaching is not closeted in a number of courses and education of both sexes in the same place (co-education) was frowned upon.
It also provides for compulsory education for all Spanish between six and nine years, and can fine parents who fail to comply with this rule, also remains the primary education free only to the poor, showing their condition with a certificate priest and the mayor.
It also provides for the creation of school districts.
To be a teacher should have twenty years of good conduct certificate, title and Spanish nationality. Not so with incomplete elementary school teachers or nursery, they should have a certificate of good conduct. Places of over 3000 real (2000 for the teachers) would be filled by opposition.
The salary of teachers was set at a third less than their counterparts. In addition, teachers were entitled to the remuneration of affluent children and a house to settle with his family.
The incomplete elementary school teachers could share with the profession of healing, town clerk, etc., But not the whole school teaching.
For the establishment of private schools were only required to have twenty years and the title, and religious orders are even exempted from qualification.
Establishing the provision of normal schools in all provinces, in addition to the Normal Central de Madrid. It also proposes the creation of normal schools for teachers.
Inspection is carried out by provincial inspectors under the supervision of Inspector General. It also recognizes the right of the Church of the inspection.
IN SHORT, THE LAW WAS A SUMMARY MOYANO MODERATE EDUCATIONAL LAWS early nineteenth century.