Educación - History Lab

Book of Grammar Exercises for Young People (1786)

ad_hlab_min — Sat, 19 Feb 2022 16:54:58 +0000

The work presented consists of a series of writings and grammar exercises. Together with the list of students (name, age and origin), it includes the notions they had in the Modern Age about Grammar, Orthography, Etymology, Syntax, Prosody, Language, Voice, Diction and Punctuation.

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Dictionary of Authorities (1726-1739)

ad_hlab_min — Sat, 19 Feb 2022 16:34:35 +0000

Published between 1726 and 1739, during the reign of Philip V, the Diccionario de Autoridades was the first dictionary published by the Real Academia Española. With a total of 69,410 entries, its mission was to establish the spelling and lexicographical criteria of the Castilian language. The website offers a search engine where you can enter words and see the different meanings and meanings they had during the Modern Age.

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20th Cloisters Book

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

Until the 18th century, the university system did not depend on a political authority from which curricula and operational guidelines emanated. In the ancien régime, the nobility, the church, private individuals or the king could promote universities. In this case, the universities pro religione were those promoted by the regular orders such as the Jesuits. However, as early as the 18th century, the Enlightenment criticised the fact that this type of university, controlled by the regular orders, conditioned the education of students according to their affiliation to one order or another, as well as the fact that their students were too easily awarded the relevant degrees because their academic value was recognised. The Enlightenment tried to centralise education in order to establish quality criteria for it. A necessary step was the secularisation of education in the hands of the Jesuit order in 1768, which the Enlightenment wanted to extend to all other regular orders. Since then, the number of graduates and doctors has declined. In this case, the present text is a complaint by a religious about the provisions of Charles III in this line.

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Rules and Exercises ofthe Congregation of Students, under the protection of the Virgin Mary in herMary in her Annunciation, founded with Apostolic authority in the College of the Company ofCollege of the Society of Jesus in Barcelona in the year 1577

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

The success of the Jesuit order founded by Ignatius of Loyola soon covered the field of education as an expression of the reforming spirit of the order. Between the last third of the 16th century and shortly before it was dissolved, the order had taken over secondary education and a large part of university education, especially in the fields of philosophy and grammar. The education received in the Marian Congregations was so important that the degrees obtained were recognised in the universities. In the formative process, however, the religious and moral facets were emphasised, and these took precedence over the academic education itself. It was precisely this spirit that was criticised by the Enlightenment, who pointed out that the aspects relating not to the faith itself, but to those of the order itself, took precedence over the academic aspects.

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Complete library of education orinstructions for young ladies

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

In the 18th century, education became a subject of enormous importance. The advent of the Enlightenment led to a wide dissemination of scientific publications, welcoming other platforms that had hitherto been developing underground, such as societies of scholars who exchanged correspondence. This preoccupation with education and knowledge included women who were also concerned about the state of women’s education at the time. Writers and educators such as Mme Le Prince de Beaumont advocated a female education that would bring women up to the level of knowledge of men. She strongly criticised the disregard for women’s aptitudes and argued that women had intellectual capacities that should be exercised. These publications were of great importance in France and England, and her writings were translated and spread to other places such as Spain. This was a moment of great importance in which women’s writings were beginning to gain importance. A few years after the death of Mme Le Prince de Beaumont, the French Revolution broke out and in 1799 Olympe presented the Declaration of the Rights of Women and of the Citizen.

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Study course for the instruction of the Prince of Parma

ad_hlab_min — Sat, 19 Feb 2022 16:33:40 +0000

The Abbé Condillac was a leading figure of the Enlightenment. Trained for a religious life, he did not take the habit and completed his education in science and pedagogy. His active academic life led him to be presented as preceptor to the nephew of Louis XV in Parma. There he wrote his 13-volume publication entitled “Cours d’études pour l’instruction du Prince de Parme” in which he was to train the young monarch. His enormous interest in pedagogy enabled him to present a method that he himself pointed out as novel and relevant for training the prince. In this case, the fragment highlights his empiricist side, where he calls on the prince to know things through experience in order to obtain true knowledge of things as opposed to already established systems. The structure of his publication also draws from another great preceptor, the abbé Fénelon, who had trained the grandsons of Louis XIV and the dauphin of France.

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Grammar studies in the rural world? A dangerous choice for the enlightened

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

During the Modern Age, grammar schools were usually established in the most populated and important towns in Spain. These studies constituted the intermediate education between the first letters and the university. In the province of Extremadura, these schools were mainly established in the municipalities which were the heads of the district, as well as in some villages with more than 300 inhabitants, as established by law: Villa del Campo (370 inhabitants), Santa Marta (400) or Villanueva del Fresno (450). The resource shown here is a fragment of the research carried out by Carmen Solano Macías and Agustín Vivas Moreno (see “source”). The authors rescue a writing by the learned Juan José Alfranca y Castellote, visitor of the Llerena district and oidor of the Royal Court, on the social inconvenience of establishing grammar schools in rural environments. The main reason he argues against the social reproduction strategy that families had to ensure the future of their offspring and their lineage: the introduction of some sons into the clergy. To be ordained as a priest, one first had to study grammar and, later, under the title and patrimony of a chaplaincy or pious work, they reached the state of priesthood. According to Alfranca’s enlightened conception, this phenomenon was harmful to the host people in that it nourished them with unproductive and ignorant individuals.

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Directorate of parents of orphans and superintendents of schools of the Kingdom of Navarre

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The 18th century saw the consolidation of the Enlightenment as the hegemonic paradigm of knowledge. The strength of this ideology, together with the consolidation of the European monarchies, led to a pact between the enlightened and the monarchs. This gave rise to what was known as enlightened despotism, which, as the motto went, consisted of doing “everything for the people, but without the people”. The education of the population was one of the points most insisted on by the Enlightenment reformers, who wanted to give the population a utilitarian education. They thus promoted projects to establish primary schools with the aim of making the population literate, under the maxim that an educated and trained people would favour progress and the formation of a political society of a “republican” character. In this fragment, Tomás Virto de Vera denounces the obstacles to the establishment of compulsory schooling, something that was attempted in much of Europe, which does not deny the resistance and complications that these initiatives encountered. In this case, the main social and economic impediments to the introduction of schooling are depicted, as minors were employed to help support the precarious family economies of the working classes. In other cases, schooling was simply not considered to be of value in the children’s future.

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The conferences of the famous city of Tortosa

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The exclusion of women from the field of education has been a widespread reality for many centuries, and Europe was no exception. Despite the fact that this area gradually became one of the most outstanding centres of knowledge production on the planet, the succession of paradigms of knowledge (Scholasticism, Scientific Revolution, Enlightenment, etc.) did not contemplate women as generators of knowledge. At this time, the role of women was to be reduced to housework and the education of children. Nevertheless, the profile could vary according to social status. For example, women who belonged to the nobility or the bourgeoisie could be somewhat better educated than their lower-ranking counterparts. Women’s education had already been considered as far back as Plato, and in the modern era, Juan Luis Vives’ work (De institutione feminae christianae), published in 1523, was also a case in point. However, the repercussions of this type of approach were not profound, and it would not be until the 18th century that a concern for the instruction of women would be shown. In this case, this is a text from the 16th century which shows the marginal situation of women in the field of education. It would be interesting to show the students the historical situation of exclusion of women from educational training, which on the other hand explains their absence in the production of knowledge, inventions, etc. Despite the fact that in the underground there will always be women who escaped from these rigid rules that for centuries governed society, it would be interesting to show the students the historical situation of women’s exclusion from educational training, which also explains their absence in the production of knowledge, inventions, etc

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