Abstract
AbstractThe idea that a public and secular institution was needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century. However, because of local political, economic and social contexts the underlying model of what is now meant by secondary education has developed differently in each country. This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature (zoology, botany, geology and mineralogy) inliceus, during the nineteenth and early twentieth centuries. In particular, the importance given to specimens and collections will be emphasized. The emergence of laboratory-based teaching never replaced traditional approaches centred on observation of specimens. By focusing on the Portuguese case, this article aims ultimately to contribute to a broader understanding of the secondary-educational model implemented throughout Europe in the nineteenth century.
Highlights
The idea that public and secular institutions were needed to prepare citizens for higher education proliferated throughout Europe during the nineteenth century, following French and German examples.[1]
This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature in liceus, during the nineteenth and early twentieth centuries
This essay provides a historical account of the development of secondary education in Portugal, in what concerns the study of nature in liceus, during the nineteenth and twentieth centuries, paying particular attention to the period between 1836 and 1933, an epoch that encompassed a constitutional monarchy (1820–1910), a republic (1910–1926) and a dictatorship (1926–1933).[7]
Summary
The impact of Jaime Moniz’s reform was enormous. Contemporaries considered it a moment of ‘great educational progress’ that allowed Portugal to approach the ‘most culturally advanced nations’.58 During the two decades, new legislation copied (with small changes) the 1894 reform. This new subject seems to have been part of a pedagogical movement that, in the early years of the twentieth century, advocated changes in science-teaching methodologies.[82] As far as the study of nature was concerned, the importance given to taxonomy was the main target of criticism. Universities should provide their museums and laboratories for secondary-education teachers wishing to improve their technical knowledge to better carry out their new duties: Art. 6, Portaria n.° 239, de 26 de Setembro de 1914, Diário do Governo n.° 175/1914, I Série. Decreto n.° 16:362, de 14 de Janeiro de 1929, Diário do Governo n.° 11/1929, I Série. 92 Decreto n.° 16:362, de 14 de Janeiro de 1929, Diário do Governo n.° 11/1929, I Série
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