In the Service of the Nation: The Establishment and Consolidation of the Universidad de Chile, 1842-79

One Local Dimension of a Global Project: The Introduction of the Monitorial System of Education in Post‐Independent Chile, 1821–1833

“…However, Mora adopted the system for other reasons. The Liceo de Chile was obliged to compete with the Instituto Nacional, which after Meneses appointment started to be seen as a bastion of conservatism (Jaksic and Serrano, ; Yeager, ). This led many liberals, particularly from Francisco Antonio Pinto's government, to view ‘with impatience the predominance of Spanish and Catholic traditions in the school's curriculum’ (Jaksic and Serrano, : 10).…”

“…The Liceo de Chile was obliged to compete with the Instituto Nacional, which after Meneses appointment started to be seen as a bastion of conservatism (Jaksic and Serrano, ; Yeager, ). This led many liberals, particularly from Francisco Antonio Pinto's government, to view ‘with impatience the predominance of Spanish and Catholic traditions in the school's curriculum’ (Jaksic and Serrano, : 10). That is why, according to Gertrude Yeager they ‘established a competing Liceo de Chile, and when possible they attached Instituto's funding’ (Yeager, , 76).…”

Tensions between State and Market in Chile: Educational Policy and Culture

“…Historically, the State as the Estado Docente was the driving force behind the expansion of education which was framed as an integral part of the national project and a key element of citizenship (Jaksic and Serrano 1990, Yeagar 1991, Newland 1994). The Ley de Educación Primaria Obligatoria of 1920 provided four years of free education for boys and girls, and this was increased to six years in 1929.…”

Andres Bello and the Challenges of Spanish American Liberalism

“…61 Bello's rectorship might seem a shoe-in nowadays, but it was controversial enough at the time -first because he was up against the conservative priest who had directed the old college of San Felipe, which was now to be incorporated into the University, and then because, breaking with the French tradition, he included a faculty of theology and so infuriated `Read these lines to my mother', Bello wrote to his sister-in-law in 1847. 'Tell her that her memory never leaves me, that I am not capable of forgetting her, and that there is neither morning nor night when I do not remember her'.…”