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The development of modern education in Guatemala

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The development of modern education in Guatemala

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Content ÎHB DEffELOPMEKT OF MODERE EiXIOATIOE ZÂ. IH ' > 7 GUATEKAIA A thesis Presented to the School of Bdueatioh University of Southern California m partial fulfillment of the Requirements for the Degree of Master of Arts in Education By Eugenia Alice Phillips May 25, 1927 8 / UMI Number: EP69809 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. in the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMI D i s s e r t a t i o n R j b l i s h i n g UMI EP69809 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code uesf ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 This thesis^ having been approved by the special ¥ acuity Committee^ is accepted by the Council on Graduate Study and Research of the University of Southern California^ in partial fulfillm ent of the requirements for the degree ofMaAsr_jof_Ar%a_M.3dmatXoni V ^--yÇ=:> .__ S e c r e t a r y D e a n Date...Jvma.A^..\9 .Zl....... Dedicated to ThB îîasarene Girl *8 School at Coban, Guatemala oommra Chapter Fage Introduction preliminary statement factors to be considered In the education-»» al development Sources of information I Historical background from before 1403 to 1871 *•1 The civilization of the Pre-^Oolumblan period 1 General statement ##*###.#,####*##,#.### 1 Civilisation of the Caehlquel Indians ♦ 4 Civilisation of the Quiche Indians 6 Civilization of the fauthils and the Akahals ,#***.##*#####.#*.,.###, 7 Three centuries of Spanish rule and its results from 1524 to 1821 ,*###*.###.# 8 Oonquest of Central America by the Spanish 8 Establishment of the Spanish Kingdom. * # 9 Beginning of educational interest .....10 Besuits of three centuries of Spanish rule on Indian civilization *...15 Results of three centuries of Spanish rule on educational development 15 Formal establishment of San Carlos tïnl* verslty 16 IV Guatemala am imdepemdemt republic 17 Eatabllehment of the governmemt of the Republic 17 Dawmizg of period of liberal govern* memt #. #.*### • » * * ♦ * * *. ♦ * * * 10 Summary 20 XI Origin and development of mom*public scboola*»* 25 Early ml a si one 1024 to 1071 # # # * # ♦ *•,##..»*• 23 General statement .,#*.**##*..$*,+*** 23 Educational activities of the Jesuits .... 20 Plan of organization ................ 26 Objectives of their educational activities .#. ♦ *. 4. ♦. • ♦...... 20 Educational efforts among the Indians ...................... 27 Comtributioms to higher education ... 27 Com tribut lorn of the Dominicans to edu* cation 28 General statement ................... 29 Purpose of the order of the Dominicans ................... 29 Contribution to higher education .... 30 Educational work of the Franciscans ...... 31 Object of the Order of St. Francis *. 51 Contribution to education ........... 32 Conclusion of contribution made by early missions 33 Dater missions 1871 to 1927 *.•# * *.* #...# * *.#♦♦ 54 General statement ,* # * * * *..#•#♦*•v•.# 54 Contribution made by the Oatholie private schools .4*4.#..*..,,**.#*$#,,..#». 55 Work aooomplisbed 35 Contributions. made, by the Protestant ■ church schools #*##,#.#,^..****.##***4*,** 56 Purpose of the Protestant church schools .*.#...#..#456 Contribution ‘ of the Presbyterian Church schools ..#.#..## 58 History of Presbyterian work in Guatemala $ # #.* #.,.####*.# 58 Establishment of girl*# and boy*s sohopls ............ 39 Glasses of schools maintained #. 59 Contribution made by Friends Church . 41 History, of the, educational work* 41 Contribution to, education 43 Contribution of the Church of the Hazarene * *................... 43 Beginning of educational work .. 43 Classes of schools established . 44 Contributions made to edu* cation 44 Summary of aims of the Protestant Church schools 45 Contribution made by the non*sectartan private echoola »#*.**.*$#*##***## 40 Summary 40 III Bduoational development during the period of liberal government .#♦* 49 â* Types of sehools established 40 Origin of public schools in Guatemala 40 Classes of schools established * 0 1 Primary education • 52 Gcope of primary education .**.*. 52 Difficulties encountered •«*«•*•• 53 Attitude of people toward public schools 53 Growth of schools in the ' Republic &##*..*#.#*#.*##* 54 Modern trend of primary educa tion 57 Secondary education #,,#*#.«.###»#,*.# 58 Entrance requirements ..#,.#*#*#. 58 Development and growth of second* ary schools 50 length of course and certifioa* tion 50 Objectives of secondary educa tion 60 Bormal school education * # 60 VII Origin and growth of normal schools.» 60 Dongth of course and certification;;* 61 The beoa, the government scholar- ' ‘ #ip .#**#.#.,#**,.61 Higher education 62 B* Courses of study and curriculum of schools #***#.*.$.* **.**•* * « « * « « * * * 66 General statement 4 ;•* # «•• 66 Curriculum development in Guatemala .#.**. 67 Modem trend in development since 1985 69 Courses of study **#,....*#*.,*.*,*** 70 Primary school course of study # 70 Secondary and normal school . • *. 78 0* Sources of revenue *#$***.*#..**.*.#**# 73 General statement *.*.*,...•*#♦* 73 Endowments and private re quests 73 Moneys received from the govern ment ***4*.*#**,.*.***.*## 75 Moneys received from the govern ment and local departments# 75 D* Status of teachers •♦#.#♦.♦.*♦##..♦###» 76 General statement #•#.**«*•.»*## 76 Preparation requirements *#.♦*.• 77 Compensation #é♦* *.**.#,.**♦.**. 79 E# Methods used # # * * # 4 *.#.»..*#..* ».,.*..• 79 Summary . * . * $ # * . , # * 81 VIII IV Introâuotion of the modem edueatloiial theory *• 8B Advance atepe taken in education In 1926 ,. 85 General statement 85 Modern trend shown In suggestions to teachers #.##* « « ##,# ##* * * *•• 85 Advance in secondary education *.***•• 89 Advance made in physical education ** 89 Advance made along other lines •#**»** 90 latest word in education latter part of 1926 and 1927 91 Rural education or special education for the Indians. ^éé#*i:*»#***44*4 91 Schools for the blind# and deaf and dumb **..*****#*.*#,.*.##,,.,** 92 The American Academy 92 lew,Periodical *#,***.**.**#4**..*,**4 93 Text books furnished at cost, especial ly to professional students **.*94 Summary *'•«••**••.*«*••««***•*«**•..• 4 • *. « * 4 * *94 V General Summary * * * * * *... * « * *•* * * *♦*♦* * * *•*••* * ** 98 VI Bibliography *.*.**..******44..**..*•..*.****** 104 lîïTRODOCTIOK Preliminary Statement. If It is true that we are orea- tures of environment, then the aesthetic temperament of the people of Guatemala Is their natural heritage. The name Guatemala means wooded hills, and the country is indeed a land of exquisite tropical picturesqueness. Guatemala is the largest in population, and the most important of the Central American Republics, and borders Mexico on the South. She has an area of 48,290 square miles and a population of more than 2,000,000 inhabitants, of which 60 per cent are pure Indian. When the term native is used it refers to the Indian. The term Guatemalan refers to a person who is a mixture of Indian and one of the white races, principally Spanish. While the Guatemalans are in the minority, they are the class in authority. The educational philosophy of Guatemala for centuries was based upon the European idea, which provided higher education for the children of the wealthy classes, but made no provision for the education of the masses. In 1873 the educational system was reorganized according to the American Plan, in which. Primary education, or those grades corre sponding to the eight grades of the American Elementary school, was made compulsory, universal and free.^ In 1926 under the Administration of President Orellana the educational system was modernized, giving emphasis to the practical rather than ^Hubert Rowe Bancroft, History of Central America, V, III, 432 n. 3 and 4. to the theoretical In child development.^ Since the history of education in Guatemala has never been written the need of such a work challenged the writer, who has spent six years in educational work in Guatemala from 1917 to 1923, to gather together and present such facts as would give an unbiased presentation of the developing factors of modem education# Factors to be Considered in the Educational Development, In order to have a clear conception of the development of mod em education in Guatemala, there are three principal factors to be considered; (1) The early historical background, (2) The agencies that contribute to the educational development and (3) The educational objectives* The history of Guatemala as a republic dates back to 1821 j as a kingdom under Spanish rule, to the Spanish Gonquest in 1624; and as a kingdom under aboriginal government to a date that history does not record# A knowledge of the civiliza tion attained by the Indians before the Gonquest is necessary before one can fully appreciate the evolutionary changes brought about by the various educational agencies; religious, non-public and public, which have operated at some time dur ing the four centuries of Guatemala history* Her educational objectives have been expressed by ex-President Cabrera; ”Ed- ucation and physical development. Education and moral culture. 2 Secretary of Public Instruction, Memoria do la Secretaria de Educacion Publico, 1925. XI Education and mental attainments. In other words the edu cational objective in Guatemala is the development of the whole man.^ Source of Information. The sources of information have been many end varied. Acknowledgement is made to Major R. Arturo Ramirez, Consul of Guatemala to the United States at Dos Angeles, for some valuable first hand infor mation concerning the modern phases of educational develop ment; to the Department of Foreign .Relationsand to Dr. Federico Mora, Minister of Public Instruction# in Guatemala. In the Dos Angeles City library there are copies of the original writings of several of the conquerors who accompa nied Cortes, when he subdued the Latin American Continent. There is also a copy of an original account of the Conquest by an adult Indian, who belonged to the royal family of Xahila of the tribe of the Cachiquels.^ For Information concerning archeological evidences of the exalted Indian civilisation, reports of archeologists to Archeological Societies were consulted, especially the reports by feobert Ma 1er to Peabody Museum of America at Harvard University from 1908-1910 and 1911-1915. Also the '^Federico Tejada, **Education in Guatemala,” H.E.A. Journal of Addresses and Proceedings, 15, 1915. ^Qomenlus ^Brinton, Daniel, (translator) Annals of the Cakchiquels. XII writings of individual archeologists as Desire» Gharnay, Maudslay and others* Concerning the contribution made by the Evangelical Church Schools information was obtained from printed official reports, questionnaires and personal interviews. Special assistance was rendered by Dr. W. B. Allison, who had charge of the Presbyterian work in Guatemala for nine teen years, also by Miss Mary L. Hammond who established the educational work of the Presbyterian Church, Miss Matilda Haworth of the Friends Church, who has spent several years in educational work in Chlqulmula, Guatemala, contributed some valuable information, as did also Miss Heva Dane, who now has charge of the Hazarene Girl»s School at Coban, Guatemala. Secondary sources of information were more numerous. The Pan American Union and the Bureau of Education of the Department of Interior at Washington, D# C., furnished bibliographies as well as material* Recognized reliable historians as Fuentes y Guzmàn, Don Domingo Juarros, Antonio Batres Jauregui, laudslay, Herrara, Brinton, Paul Monroe, Hubert Howe Bancroft and Baldwin made contri butions to the historical background or to other phases of the educational development. On such phases of educational development as touched the contribution made by the Catholic Church the Catholic Encyclopedia of 1910 was frequently consulted. Mr. Rafail Ordonez Soliz, Minister of Public Instruction, in his ”Msmoria” presented to the Legislative Assembly in 1926, called attention to the fact that hitherto, educa tion in Guatemala had been theoretical rather 6an practi cal. He said that the Executive Department inspired by the pure ideals of democracy had given special attention to the perfecting of the primary school education* whose objective was to prepare the individual to make the most of life for himself, and at the same time to make the A largest contribution possible to society# %emoria de los trabajos llevados a cabo nor la Secretaria de Educacion Fublica durante el Ano de 1925. Guatemala 0, A. 1926. Chapter I HISTORICAL BACKOROOro FROM BEFORE 1493 to 1871 Every epoch to the history of Cuatemalm is fascinating# The Fre-Col%mhi@n Period# or that period wMch preceded the Conquest by the Spanish in 1524; the three centuries of Span ish dominion from 1524 to 1821; the period of Independence f^om 1821 to 1871# and the period of Liberal Coverimient frmm 1871 to 1927* THE CIVILIZATION OF THE PRE-COLmmiAN FmiOD Oeneral Statement* History does not record how or when the Americans were peopled by the Indians# but several theo ries have been advanced and some of them have been partially substantiated* It is claimed by seme that the monuments and hieroglyphics of the early Indians antedate those of Syria and Egypt by thousands of years. ^ Others claim that the ancient practices of the Indians# and the pyramids left as evidences of their worship so nearly resembled those of the Egyptians and Asiatic peoples that one would be led to believe that the p e^liest aboriginal peoples had mi^ated from Asia. From the ruins found in Mexico and Central America# which are dif ferent from those of ary other people, Baldwin considers the 3 early Indians an entirely original civilization. According I Antonio Batres Jauregui# La America Central Ante la Historic b. 1# 25. P Department of Public Works, Guatemala, "Guatemala the Country of the Future", 76-77 %ohn Baldwin, Ancient America, 184 to Guatemala legends the early people came from the East 4 or from Afriea and Brrope* Little is known of these people except that they came frma the North perhaps seeking a more fsvorahle climate and from the different types of ruins it is supposed that there were several migrations* It seems, however, that each in turn conquered those in possession of the country or drove them further south. When Don Pedro de Alvarado, the Spanish OeMral sent hy Cortes# entered Guatemala in 1524, to fouM four principal tribes of Indians, the Quiches, Cachiquels, Tsuthils and the Akahals, and several minor tribes ♦ The same plane of culture was observed in these principal tribes and dialects marked them of the Maya linguistic stock. The Maya linguistic stock was a family of languages which extended over the whole pen insula of Yucatan, through the greater part of Guatemala, and Chiapas and febasco which were then Guatemalan territory, but now the souttom part of Mexico* from Oapictoch, the trunk of the family of Mins-Quiche all the royal progeny of the Indians of this kingdom derived their origin* The Kingdom of Goethemala, as it was then called, was established by four brothers whose parents cam© from the royal family of the foltecas, a tribe in Mexico* %ey divided the country among themselves and the youngest and most illustrious son, known 4 Puentes y Guzman, Hlstoria de Guatmôala v* II, 166* ■me ^memm the he«A mt the Qalcb*le@, the Caehivielea «M the îtenthUee*® These faftbe# tatweû them- aelves Into * Coafeâerae, kaonet as the (Jxtiehe* Ceehlqwl E»#lpe ani Awght agmüKt the âeeeenSente of the other tKpotbmpe qntll the fleeter pert of mrne e<«^»ereâ. m#ther ttw Qalohe-Cfw^qpel a#ir# wme ever « aaiteâ king* Û hm# Wen dmbted, w% tt is certWWk that at Um time of tW #m#m@»t iW## tarâtes ##re mmmg tWmelve#*^ Aivarado #«ya very little about the eiviHsatioii of the Dodiana mmpt that to fmm# mamgr atmmg tmma* GmmernWg tto capital of tto Gmehiquel» to eai# it to# well Imtlt and s amrtoieuely atWhg# For furmm^ iwrtmmtiom it i@ woewary to owmlt tto wnti%## of tto hi#tgei#m# too aocmpmoied him at tto ttee of tto Antonie de Bewwa, a Spapieh oouquerw ato hiétwian, does not give a gloetisg aoommt of tto Ihââim# a# to eon- eidered thmm mtoutoful and tu^ateful, tot to dee# give ttoé mention# that epeeial prevtaion- wwe mmâm for the educatims 5 #%emte# y l^maaa. Materia to II, Ghap.I, 1# n ifaudalay, A Gltepee at toatmaala# 0# ^Brinton, Amale of tto EaeMeuela* 67-176* %ihp to Atttore# Egpanele# tome XXII, 0 of the boys# instance, in the town of fepeaea he saw a large building like a college in which four hundred chosen young men were educated# When a young man married he left the school and his place was filled by another. Civilisation attained by the üachiguel Indians# The Annals of the Cakchiquels were written in 1588 by a native Oachiquel Indian# who was adult at the tism of the Conquest. He was a member of the ruling family# and weH acquainted with the tribal history aM legetos# before they were affected by 10 European influences # H# gives a very different account of the culture attained by the Oachiquels* This manuscript contains toe history of the royal family of Xahila mâ the Kingdom of the üachiquels since 1380.^^ The manuscript has b#m% translated into the English by D. H# Brinton II* #, Brinton states that the #hohlquel language was a written language at that time but not a printed la%#i#ge# that this manuscript was written on a kind of paper made from âmatl* From the account given in the Annals one is led to be lieve that the govermmnt was a limited monarchy; that the Q Herrera# Hlstoria General de los Hechos delos Oastillanos. Dec IV# Lib iX# gap Vii t ,SSg'. ' ^ ^%aniel Brinton# Annals of the Kachiquels* 57. ^Antonio 1 v*l# 30. Antonio Batres Jauregui# La America Oentral Ante la Historia* Gachiqusls believed in the of rulers# but that they checked the authority of the ruler with a Council; that the system of administering Justice was quite modem. In that pleas were heard and the right of appeal was granted to the accused* Their lives conformed to hi#% standards# They refused to_ poison their weapons# and after they were conquered by the Spanish they refused to bring forth sons to be reduced to slavery* From a religious standpoint the Indians were superstitious and in some respects cruel* To profane those things that pertained to worship was held to be a serious crime, and often punishment was meted out not only to the offender but to his entire family*^ In some respects the chlture of the Oacbiquels has not been surpassed today. The Gachiquels were a race of builders, skillful masons, stone cutters md metal decorators# They built massive stone edifices'on the highest mountain peaks. These structures were usually surrounded by solid stone walls* They developed the art of picture writing, which was used to preserve their national history.Fuentes y Guzman, a historian whose researches have been esteemed trustworthy, assures us, says Juarros,. that he had before him all the books, records, manuscripts and other papers of the secret archives of the city of Guatemala that could In any way assist V b'" .......... ... .......... ' ^ ‘ ‘ ^Puentes y Guzman, Recordacion y Florida, 52. IS Daniel Brinton# Armala of the Cachiquels# Fuentes y Guzman, (Ibid) Lib.# II# Cap. I. 14 hlm. He personally verified many points of history hy hav ing the Indians explain the histwioal events protrayed % the pictures The Civilization of the Quiche Indians . The civiliza tion attained hy the Quiche Indians was even in advance of that reached hy the Oachiqiiels. They tod developed the sciences and arts to an ineredihle degree* %e geometric proportloE# used in textile weaving were in the earliest ages as well as at the present time, developed to an art* They also fahricated tex tiles of the very finest quality# the Quichd calendar had long been famous* The Quichds had a literature bey<md their history, the fragments of which have been preserved in the drama, "Rabinal âchi*" %eir language was considered the most perfect of the six htmdred Indian dialects spoken in Central Amm^ica* They wrote on paper imde from Amatl. Their aes thetic natures sou^t expression in poetoy, chants and music* The marimba, a musical instrument idiich cannot be excelled for sweetness of tone, was wiginated by the %%iches*^^ fhe ruins of ages past reveal their skill in sculpturing, Herrera, as eye witness of the paintings in the province of Htatlan, the capital of the Quichd tribe, affirmed that it was reckoned from their paintings that the Indians tod a history antiquity 14 Domingo Juarros, History of Guatemala, 160 ^®(Ibidî 16 Dep’t. of',Pub. Works# Guatemala# "Guatemala the Country of of the Future" 77. • of more than 8W years The 01vlllzatl<m of the Tzuthils and the âkahals » The Tzuthtls and Akatols while not such strong tribes as the Qmeches and Gachiquels had, nevertheless# attained to about the same degree of culture# which was very simils# to that of the Mayas and As tecs* Maudslay, an areheologist# who has p^sonally ex amined smse of the ruins in toatemala and compared measurements with those given by one of the early Spanish writers# is in clined to discredit some of the accounts of the superior civil ization of the early Indians as being overdrawn*^^ But we have no other records from which to obtain information* Maiy of the manuscripts of the early Indians were destroyed by the Dominicans and the Franciscans in their zeal to evangelize them and tom them from their former history# ideas and religious customs However, a few manuscripts were saved from the flames and have served as a basis for the history of the early Indians. After the period of the destruction of records had passed, the Popol-Vuh, or the Bible of the Quiches was discovered by P# Francisco Xismues, priest psrrochial of St. Thomas Ohick- ieastenango. The Annals of the Kachiquels, or Ghronicles as they are sometime# called, were hot discovered until 1844. These records have held an ImpOTtant place in evaluating the Herrera. Hlstoria de las Indies Occidentales » toe.Ill .Lib. IV. cap. mïîTTéi:---- — -------------- 18 Maudslay, A Glis^se of Guatemala. 61, 60 10 John Baldwin, Ancient America, 189* s civilization attained by the Indians during the Pre-Columbian TBRm CENTmiES OF SPANISH RULE AND ITS RESULTS PRO# Comme St of central Amerioa by the Spami# * Thm world has m record few accomts so sad as the oomquest of the Latin American Continent by the Spanish* After centuries of undis puted demain the red man s%%ddenly saw Ms land invaded by the pale-face. Had the four great tribes of Indians living in the Kingdom of Guatemala been united# the past four eeatories of Latin American History might îmv© been differently witten* But they were divided and fighting among toemselves and when Don Pedro de Alvarado appeared on the scene in 1524 with 320 horsemen, 300 infantiy and thousands of picked Indian warriors, which he brought with him from Mexico, these Indian tribes met the enmy alone and lost* All, however, except the OacMquels, were crusty subdued* The fire and smmd of gun# carried death to entire towns* Maiy were burned in an effort to make them tell where their treasures were buried. Their women were taken, their idols destroyed and life became a horrible persecution. Concerning the treatment of the Indians Alvarado can speak for 20 himself in a letter he wrote to Oortes: And as far as touching the war I have nothing more at present to relate but that all the prisoners of war were brmoded and made slaves. ... I want Your Excellency to know that the country is healthy and the climate temperate, that there are many strong towns, and that this town is well built aM wonderfully strong. Bib* de Autores Espanoles, Relacion de Pedro de Alvarado* mil, 459. When the Gachtquela mw that their powerful enemy, the Quiches had been conquered by to# Spanish, the king of the 0achiquel tribe knew that it wcuM be iB#oasible to wittotand the foreigners so he tent the following diplomatic offer to Since the time When King âxiquat established this king- dom, the nei^axwimg kings have vainly endeavored to subdue it ^ their arms; but I# admiring the great worth and their bravery# am desirous, with my caciques, mà the prtncipM persons of kingdom to be their friend, and to pay obediance to so great a monarch ms the Emperor of Castile Who has such valiant and powerful subjects* Alvarado gra#iou#% accepted the offm* mad# by the king of toe Cachiquels and wrote to Cortes the following; April 11, W2ê I started fw Qustemala to sub- due the Cachiquels but was received in a friendly man ner* #e could not have been better treated in our own Establishment of the Spanish Eimdcm* The capital of the new Spanish Kingdom, which is/known as Old Oimtemmlm was founded# Alvarado, on the site of toe capital of the v - r t - Oachiquel Kingdom, in 1024, Alvarado probably chose this site because the Cachiquel Indians had received him in such a friend ly manner. With the help of his lieutenants he goverwd this Kingdom from 1024 until his death in 1041# The first four years he govemmi it under a coamlssion from Cortes, but after that he was officially appointed as Governor and Captain 21 Domingo Juarros, History of Guatemala. 423* 10 22 Generalcy by Otorle# the Fifth ling of Spain* In 152# Alvarado went to %#eet Oortee and left hi# brother Gonzal# Alvarado to authority. Gonzmlo Alvarado be tog an urn- prtoeipled. man took advantage of thia opportunity to demand heavy tribute from the Indians, which remilted to the revolt of all the toibe# ineWLtog the Çaohiquel#* The reahbduing of the Indian# meant more bloodshed and hatred*^^ Stotory reveals that Guatmsalm has had her share of dis aster* The vaoanoy caused by the death of Alvarado was filled by hi# wife two days only# as she was one of the victims of the ewthquake disaster which destroyed the oity September 11, 1541* The Capital was then moved a distenoe of three mile# to the site of La Antigua, the second #ld Guatemala* togtontog of .Bduoational Effort* . The office of Ooveamor was tes#orwily filled by Don Francisoo Mampoquto, a man of rare qualities* While curate of Guatemala he had been a strong advocate for éducation# and to 1541, being eleotM to the office of Bishop, he dili^ntly besought Bis Majesty to be half of the establishment of a University, which would devote 24 its effort# to the education of the chilien of the Spaniards. 22 Domingo Juarros, Bistory of Guatemala * 12#-127* (Ibid) 145-14#* 24 Domingo JUarros, History of Guatemala* 131-132* Il îfa^roQuia hBlû the position of Governor tmtiX May 17# 1542, when Xieenciado Alonzo de Maldonado# judge of Mexloo# was made the first president of the royal andlenoia of Guatemala and Slearagua, hy a decree of the King of Spain# The sittings of this Audieneia were held hj rc^al deeree# first at Valladolid Gomayagua# then at (h?aelas a Dios# later it was moved to Panama hut finally it was permanently located in Guatemala Gi%* The presence of the Boyal Audiencia or High Court made Guatemala the head of the Spanish power in Central America. This position it held for two and a half centuries♦ During this period Guatemala had three capitals, all named Guatemala City* Bach in turn was destroyed hy earth» quake shocks. In 1773 the destruction was so complete that it was decided not to rebuild hut to move the capital again. A new site was selected, thirty miles distance from the old# on a plateau, known as the flain of Da Virgin# In the Das Vaeas Valley. On this plateau nearly five thousand feet above sea level the present capital is Ideally located. The scenery to the Horih# South# Bast and West holds one spellbound by OK its picturesqueness. It was in the midst of such beauty that the University of San Carlos flmirished; it was here that the Royal Bcon<mical Society was organized in 1*3^5# whose objective was to advance the progress of arts# to encourage agriculture# ^®<ïblâî 126-128, 117 12 to promote the public welfare and the happinese of : it was here tlmt special effort was put forth to encourage industry hy offering %U'emiim#* 1* To those who would plant the most trees* 2 m To excelleuoy in fine weaving* 3* To those who would facilitate the process of fine arts* The first evening classes were opened in March of 1707# in #iich 52 men received free instruction in drawing fr<m 7 W 0 F*tt* Guatemala by her enthusiasm and zeal in governmental as well as Wucatioiml advances won for herself royal favor* As early as 1570 the city was granted the additional appelation of May Woble y #Uy Deal (most noble and most loyal) Avuntamlento, Almost from the very beginning she had enjoyed a siï^lar pre eminence# which perlmps no other city of the Spanish Monarchy 26 had obtained* Per several years bi»anmal Conventions had been held in the interests of the public good, prizes had been awarded and discourses eulogizing education had been given* The King by a decree luly 15, 1790 had given his hearty approval to the efforts made by the city to advance the Interests of the Kingdom* Tkm decree of Atly 14# 1800# however, shattered her hopes of success# for without offering any reason# the King 27 prohibited all j^ture progress and all future meetings* s r --------------------------- Domingo Juarros# History of GuatOTSla, 143# 144# 120 27 (Ibid) 144* 13 Tble met and other almilar nets by the King of Spain aroused the indignation of the people of Guatemala and finally led to their break with the Mother Country • The Independence gained hf the Colonies of North America, and the Independence won by Mexico had also encouraged them to strike for liberty# The struggle began in ISll and ended in 1821. The Independence 28 of Cental America was proclaimed September 13, 1821. Bèsults of Spanish Eule on Indian civilization. As the result of three centuries of Spanish dominion on the oivlli» aation of the Indiana, Serrera tells us that the Indians tried pa wl th all diligence to conquer the Spanish* But the policy of Spain was selfish and narrow, when the Indians revolted they were crushed * Sad the Spanish desired to educate the Indians there is reason to believe that a general education would have been hindered by the many difficult Indian dialecte, but without doubt the main reason was, that Spain knew, that if the Indians were educated their natural indomitable and unconquerable spirit would not submit to Spanish domination* Therefore, after three centuries of Spanish Rule the ancient culture of the Indians was lost completely# S5------------------ Dept, of Public Works, Guatemala, ^■Guatemala The Country of Tomorrow,” 77* 29 ■ Herrera, Els tor la de Das Indies Occidentales, Dec .7, Lib, IV, 6ap.to*. iÔ3. 30 Domingo Juarros, History of Guatemala, 1^* 14 31 Quoting from ju&rros: To those observing the humble state of the Indians today# it is difficult to believe or imagine that in their paganism they could have had such well arranged and well defended cities# magnificent palaces# and fortresses constoie ted with such art as described in their histories* It is difficult to believe that they could have had such laws# well adapted to modern con» ditions when they seem today so destitute of taient**..* The great palace and city of trtatlan, the cities of Tepanguatemala and Mlxco# the fortresses of farraxquin, Socoleo# Dspantlan, Ghalcltan » the great circus of Oopan# the great stone hmmoek and cave of Tibulca » in spite of skepticism cause us to have confidence in their histories and cause us to chai^ge the low concep» tlon that has been so long entertained of their capacity. The only explanation that seems plausable for the great difference In the civilization of the Indians at the time of the Conquest and three centuries later is# that the Indians recc^» nizing that their civilisation had been superseded that of a different kind, in which they were given no part, and in which they had no interest, there was nothing else for thBm to do but to turn back and follow the traditions of the fathers. For the last time, drawing the curtains of history aside, the sad fate of the early Indiana Is revealed in the words of Jauregui:^^ In the cold and silent lips of the idols. In the Mero» glyphics of the hm&#ity ruins of dentral America re» main sealed innumerable secrets of dead civilizations, reimin the contemptuous disdain of a race * S i rr-r. . . . . . Domingo Juarros, History of Guatemala, 188♦ 32 Antonio Batres lauregui, Da America Central Ante la Hlstoria, 326. 15 Results of Spanlsh Rule on Educational Advancement* What was the result from am educatlomal stamdpelmt# of three centuries of Spanish Rule? Though the Gmthollc people may megleet the edueatlom of the masses thi^ do mot fail to pro» vide intellectual traimimg far those whose social position * s t % calls for superior knowledge# " As early as 1546 classes im Datim mare given and in 1540 a professorship im Grammar was added by the Elmg*s decree* As already has been stated# Bishop aarroquîm petitioned the King to found a Bhivarsity # since there was mo provision made for instruction in theology or the liberal arts* The petiti<m was not granted and Marroquim died without seeing the réalisa» tion of his ardent desire* However# he bequeathed fhmds to erect a Gollege, in which twelve students chosen from sons of deserving citizens should be itotrueted im philosophy and theology*^ Abmit 1560 the Convent of the Dcmimicams granted a piece of ground as a site for the College# and buildings were soon erected* The College was called St* Thomas Aquinas* To the Domimieams was intrusted the reading of lectures, which was to be done without stipend until such a time as the College would bo able to pay for such lectures* in 1601 there existed 33 Hubert Brown# latin America# 208* I Domingo Juarros# History of Guatemala# 155»150* 16 no other institution of learning in the Kingdom of Guatemala except the Tridentlne College of Guatemala* St* Thomas was temporarily erected into a University by Philip the Fourth# SS with the privilege of granting degrees for a limited time* It seems# however, that after 1626 the course of studies ceased in St* Thomas and degrees were then granted in the Col lege of the Jesuits* This privilege had been granted to the Colleges of the Jesuits# which were two hundred miles distance from any of the general Universities in latin America# by an ordinance of Pope Gregory XV dated August B, 1621# and officially 56 commanded by the King of Spain in 1622 * Formal Establishment of the Pontificial University* 1659 sufficient funds had accumulated through endowments and bequests that it was thought advantageous to formally estab» lish a ^Diversity* Although lectures had been delivered and degrees granted# there had been no proper Collegiate form of discipline* The request of the people of Guatemala was so earnest that a decree was issued Jan. 5, 1676# by which the College of St# Thomas Aquinas was created into a University# known as the University of San Carlos# The decree was re» ceived with the greatest entîmslasm# because it had been ardently sought for almost a century* 55, 56 Dcsaingo Juarros# History of Guatemala* 153 - 138* 17 Dee tores were delivered in theology# moral theology, philosop3## eanon law, civil law, medicine and the EacMquel language- On June ## 1680 the King issued an order to compose a code of laws for the University* This was royally approved February 26, 1686* Thus was completed the formal foundation of the University of San Oarlos, or what is known today as the National University# It was a magnificent contribution made by the Royal Kingdom of Spain to the development of ed» moation in Guatemala, GUATBmm AN imEPBmmT mmmhid m m issi to i87i Betablistoent of the Government of the Republic, To the student of History who is interested in the formation of new governments, with their disagremients, discussions, cot» promises and Conventions this period of Guatemala History will be of intense interest. The history of this period is very much interwoven with the history of the other Oentral American Countries, for it must be kept in mind that the Kingdom of Guatemala was made up of what Is known today as the five Republics of Central America, The Constitution of this Independent Kingdom, known as the Federation of Central America, was patterned after the constitution of the Hnited States, with the exception that many of the advantages obtained for the people of the Hnited States w Domingo Juarros, History of Guatemala, 153 » 138, 18 the Amendment# were incorporated in the original Ooaeti» tnti<m of the Federation of Centeal America# For example, in the Constitution of the Federation, ^slavery was forever 38 aholished and every man declared free in the republic”# the Cmmtitution was adopted November 24, 1824 and Manuel Area# the first president took Ms office April 20# 1825#. For a time all went well but dissatisfaction becwe evident when President Arce began to compromise with the Clerical powers# and peace was not restored until Arc# was • forced from office* Also Guatemala Gity was the Gapital of the Federation as well as the seat of authority for the state of Guatemala# The authorities of the two governments conflicted which resulted in further dissatisfaction# so the Federal Government was removed to Salvador. However# there was so much dissatisfaction with the Federal Congress that the Fed» eration was abolished# This resulted in the organisation of several independent Republics * President Carrera In April 1830# entered Guatemala on Ms own authority and took to himself the reigns of power* The liberal laws of Fresident GalvCz were repealed# civil marriage was abolished# monasteries were reopened and the tithes of the church were restored# E# named a council of his own choosing to take the place of the National Assembly# 3 5 -- : - - - - Paul Burgess# Jus to Huflno Barrio.s# 35* (Guatemala Daws Title B Sect* 2 Art* 13*Î 19 and thereby so insoensed the people against him that he was forced to resign and leave the country, General Paredes, the new president* who represented the Mberal Party, finding him self with a situation too diffieult to meet oalled Carrera to his assistance* The return of Carrera meant Clerical dominatioru^ As long as such bitter enmity existed betwen the liberals and Conservatives or Clericals, there could be no real permanent peace * Mkewise during such a time of political warfare there could be little attention given to the developmOTt of National education* therefore, says Federico Toj«da,”mm y years after being freed frOT Bpain darkmss reigned in Guatemala* The Government from 1821 to 1871 did not bestow due is^ortance mx the education of the masses*” ^ The Dawn of Idberal Government#: %ere were two great men who believed that tW future of Guatemala depended on having a liberal Government# so they linked forces with an Indomitable determinatimi to see their desire realized* These men were General Miguel Garcia Granados and General Jus to Bufino Barrios# To them Guatemala owes much* They helped to break the bands of Clerical bondage and to pave the way for religious liberty, democracy, justice, a free press anâ un iversal education* Their campaigpi met with success and the 41 Period of Liberal Government began in 1871* -------------------------- Paul Burgess, Justo Hufino Barrios* 45* 40 Federico Tejada, N*E*A» Jour* of Proceedings and Mdresses* ^^WmxX Burgess, Justo Eufino Barrios* 77* (Juste Rufino Barrios) smwARi The Hi story of Guatemala is divided into four periods ; the Pre-Coiumhiam period, the period of Spanish Rule, the period of Independence and the period of Liberal Government. There are several theories as to the origin of the Indians in the Americas, but the early Indians of Guatemala bore marks of belonging to the ancient Maya stock because of their language* The four principal tribes in Guatemala were the Gachiquels, the Quiches, the Tzuthils and the Akahals, all of which had attained a hi#% standard of cul ture as revealed by archeological ruins, records of the Spanish conquerors, and a few manuscripts of the early Indians, etc# The Gonquest of Guatemala was under Don Pedro de Alvarado, who subjected the Indian tribes with great cruelty. However, the Gachiquel tribe submitted voluntarily# The capital of the new kingdom was established on the site of the capital city of the Cachiquels, which city was destroyed by earth quake in 1541# The present capital was finally located at Guatemala City in 1773* Three capital cities were destroyed by earthquakes* The Cachiquel Indians were a race of builders, masons# architects, stone , cutters and metal decorators* They devel oped picture writing and painting* The Quiches were famous for their calendar, textile weav ing, musical instruments, literature, paintings, sculpture and language. 21 &e Tzuthiis and Akahals were on the same level in . culture as these# Ihe three centuries of Spanish rule practically obliterated the culture of the early Indians# who were given no place In the life of the kingdom and consequent ly they degenerated* During the Spanish rule, education had had several ardent advocates# Francisco Marroquin, biship of Guatemala as early as 1546 had petitioned the establishment of a university of the King of Spain# After almost a century the request was granted 1676 and the University of San Oarlos was founded# Marroquln had be queathed a fund to build the College, the Dominicans had bequeathed a site# and Pedro Suarrez had bequeathed |20#000 for the endowment of several professorships* the Univer sity of San Carlos produced many men of culture and leam- Ing* It finally became the National University of the Republic of Guatemala* Because of their educational and governmental interest the people of Guatemala won unusual recognition from Spain* They organised a Royal Economical Society# to advance public welfare and education# The first evening classes were es tablished in 1707# which gave drawing to 32 men free* In 1800 the King of Spain forbade all future advance effort* This and other causes as well as the Influence of the Mexican and the American Colonies, who had won their Inde pendence# caused the Kingdom of Guatemala to break with Spain and her independence was won in 1821# 22 The Kingdom of Guatemala, which was made up of the five countries known as the Eepublics of Central America # for sev eral years continued as the Federation of Central America, but when the president, Manuel Arce began to COTpromise with the conservatives or Clericals, dissatisfaction resulted* Other troubles arose and finally the Federation was abandoned, and each country formed itself into an 'Bidependent Republic. During the Independence, education did not have very much impulse, in fact, the policy was retrogressive under the conservative administration* General Barrios and General Granados were convinced that Guatemala could never advance unless she had a liberal govern ment, so they determined to separate Church and State and thereby liberate the government from Catholic dcmiination* Their campaign for liberty met with success and religious liberty, free education, a free press and liberal institu tions were guaranteed September IS, 1871* way was now opened for educational development# œiom Am mMswmœp o? saaoom mmar m 0 w a % ùammûL atmimmat* A# m wmmM #f th# Cm#### M#im #k» * #m#t Wmpltmy ### #o làw Gmtbelld enish Language *#*#*##.##***#..** 2m Arithmetic and Motions of Geometry 3* Mature Study ,#**,#***##»##*.*$#*## 4* Sand Work (for boys and girls)#**** 5, Writing and Drawing .*****.****#.*# 6* Singing ************************** 7* Geography and History **#**$*****#* 8, Moral and Dœaestie Instruction. * * * * 9* Physical Educatlcm 10# Hand Work (sewing, mending, dresses 11. Hygiene #*#.**.**#.#****,.***.**#** 2 fi If ft , 2 . # # * » 2 îf « It 1 ft A n e If It It 5 « ft It 6 It # « 2 ■ I f » A 4 « ft It 2 ft It ft 3 « ft It 2 n « tt 2 n If « 2 ft It ft 1 « ft fl 5 If If II 6 it U « 5 It » ft 2 It n it 4 » It ft a « ft ti 4 It ft ft 2 a « ft 2 » ft It 1 2 n ft I t 1 It ft It 71 Fourth year ""“ TTspinlsh Language ♦***♦**♦*#•*♦***.*♦» B hours per week 2* Arithmetic and Motions of Geometry»#* 5 5. Mature Study ♦**»**♦**♦*•••♦#**•****» 5 4# Hand Work and Agriculture (modeling) 2 " B* Peimtanahip and Drawing **#•♦*♦♦♦*♦*** 5 0* Sight reading and Singing ♦»*#*♦***#♦ 2 7 ♦ Ge«^apî^ and History of Oentral A, 4 8* English #«#.***##*,*****#***.**#***#. 2 #* Moral and Domsetlc Instruction*»***» 2 10* Physical Education *♦*•♦**♦•#***♦*** B U* Sand Work (mending, crochet, etc#)** 2 12» Hygiene *******».*#»***».#***#»****# 1 W I» ft ft tt ft » t t f t # I f » I f « ft If It tt tt tt f t f t » tt tt tt ft tt tt tt tt tt Flfto year i# Spanish Language ****#*»*»,#**^#»*#* B hours per week 2* Arithmetic and Motions of Geometry. * S 3* Mature Study ****#********.******»** S 4* Manual training and Agriculture! hoyS ' ) - 2 5. Penmanship and Drawing ♦**»•**»♦•»#* 3 0* Sight reading and Singing ****»**»** 2 7# Universal Orography **»********..*** 4 8* English »*****#**»#»**»**.**»***»»*. 2 0* Moral and Dcmeatlc Inetructlto ***** 2 10. Bead Work (girls) .................. B " ” * 11* Physical Biucatlcm *.*#..*.**..*».* 2 12* Hygiene **.****#*#.***,**#********** 1 t t t t f t 1 1 t t t t tt tt t t t t t t tt tt tt tt t t tt tt tt tt tt t t tt tt 1 1 tt tt tt tt tt Sixth year 1* Spanish Language **«**••»*«•*««*#**« B hours per week 2* Arithmetic and Beginner*# Book keeping * * * *■** ************* * * * . ♦ - • ■ * * * i 5» Mature Study *****.****************, 4* Manual Training and Agriculture (for hoys) •*»*•*»*«*•**«•**««**»*»* 2 5. Penmanship and ïhrawing »*****«*»•*«* 6* Sight reading and Singing ********** 7* Universal History ****##..**.******* 3 * English »*#****«•*«* *•« * #****##»*** 0* Moral and Dcsnestic »#*;»*.»»*■*■*•*»**:♦* 10* Motions of General Pedagogy ******** 11* Physical Education ,,#«#****#******# 12* Domestic Economy (for girls)******** 6 , » t t « 0 « t t tt 2 - I t t t t t 2 tt tt t t 2 « tt tt 4 tt ft tt 2 « t t tt 1 tt tt tt 4 tt tt tt 2 tt tt tt o tt ft tt 72 First year . Î V Bpanit Language 2 m Arltbmetl# 5. Botany 4# Geogx^pî^ of Central America 5. History of Central America 0. Economy, ^glénèi School legislation 7# English (first course) 0. Applied Drawing 0. Writing ■ .. 10* Manual Arts SecoM year Ï ♦ ' ■ ' WptoisE'''Language 2* Elementary Algebra 5# Zoology 4* Universal Geography Bm History of America 6. Psychological Pedagogy 7# Jtoglish C second coursé) 8# Applied Drawing 0. Industries and Industrial work Third yew Ï* 'SpanfsE Language 2* Plane and Solid Geometry S# Mineralogy 4* Geology 0* Universal Geogpsphy-....... ' 6# Ancient end Medieval History 7 * General Methodolo^ 8. General Psychology ‘ 9* Logic 10* English (third course) Fourth ÿéar Ï*" 'ëen^al' "Grammar and Literature 2, Ahàtmÿ, Ptysiology 3* 4* s; 6# 7* 8* 9* 10* Modern Contemporeaneous Hiètè^ %eciàl Methodology Practice Teaching Oritic Pedagogy English (fourth course) French (first course) Book-keeping Physics Mechanics Flfto year IT’ SEHci^ 2* Aesthetic Appreciation 3# Physical Geo^aphy Astronomy 4* Chemistry 0. Philosophy 0* His toi^ of Mueation 7 *'Civics and Science of Econmy 8* Political Economy 9* Practice Teaching 10# English Language 11* French Grammr Odneral Classes ' Ï*' %ÿgh% 'réadlz^ and Singing 2. Manners , and Citizenship ' 3# Rational * and World Citizenship 4# Physical Culture Special subjects or electives under the program of Physics ' ' ’ ' ‘ ' ' X* ' "ëtudy'' ' " I KcusIfOS T 2# Study of Optics^ 3* Study of Electricity Study of Magnetism Study of Meteorology 4 * ' 0* 73 The course of study for the primary school was taken from the 1925 government course of study, which is the last edition and the course which is being used hy the schools 42 of Guatemala today* course of study for the secondary and normal schools was taken from the 1925 govermaent course of study, which is * % the cowse being used today the secondary schools* 0 SOURCES OF REVEmm General statement* The educatimial program of every nation is maintained at a tremenduou# expense* the non public schools in Guatemala are maintained by tuition or from private funds or scholarships* The govenmient funds are not used to support private schools* The governmeht institutions of learning are maintained from one or more of the three following sources: 1* Endowents and private bequests* 2* Moneys received from the governmsnt# 3, Moneys received from the local departments# Endowments and private bequests# The Rational Uaiver- sity has been the recipient of special endowments and be quests* Francisco Marroquin, the moving genius of early W ....... : - Sec^y de Educacion fubllca, frogramas getallados para las Bseuelas Urbanas y de Parvulbs ' de" la' ''Kepu!i% Ckiatemala# 192B.'..' ' ' ’.." ' ' .--■Trni.-r-n-r.^rrn-.-m^n#,,..... ,rr--TT -t.i- - Æ K t ( Ibid) Frogramas Detallados para los Institutos Rormales de la RepuSlicsu 1 74 education, bequeathed at Ms death funds for the erection of a eoliege, which later became the Uhlversity of San 44 Oarlos, and today is the Ratioml University# - In 1646 Pedro Orespo Btmrrm, director of tto Post Office ia Guatemala Oity, bequeathed #20,000* for the en- dowment of the professorships of la#, medicine and philosophy 46 in the university when it should be established* The Order of the Dominican convent bequeathed the site fcr the Oollege of St* Thomas, which later became the Un iversity of San Csrlos*^^ Among those who have made recent bequests are: Senor Angulo, who having devoted his life to charitable work left a large mm of money at his death to charitable institutions* Part of this money is available for educational work in some of toe special institutions, as the school for the deaf an dumb, and the school for the blind which Guatemala is planning 47 to establish soon, etc* of Guatemala * 151* 134, 46 DWingo Jusrros, statistical History of the Kingdm of 47 Major B* A# Bamires, Guatemala Consul to the U* S* at Los Angeles* w Mr* and Mrs. Walter MeDougal gave to the Presbyterian Oîmroh in Guatemala Olty, the building for the Girl*s Board ing school which was opened jto# 1, 1913* This building was almost totally demolished by the earthquake of 1917* Moneys received from the government* The University and the professional schools are supported entirely by the Rational government* The govenmient is also undertaking the project of supplyi% books to the professional students at cost* Since the primary and secondary schools are maintained by both the naticmal government and the local departments# their maintenance will be ccmMdered under the Joint headings Moneys received from the Bmepmmnt aod the local depart^ ments # As previously stated the government has not had the full cooperation of the people in the support of the public school system, therefore, the funds have been inadequate# @md as a result teachers* salaries have been low, and equip ment has been very limited* moneys expended on educa tion is given in pesos, the national dollar. It would be necessary to know the rate of exchange at that time if the expenditure is to be stated in American gold* Bancroft states that it seemed from I860 to 1870 the total amount expended for educational purposes was #60,000 48 Bmicroft, History of Central America ^ 626. 76 From 1872 to 1074 the smnloipalitles or local depart ments paid for educational purposes ,#*##$ 16,051 pesos# The national government paid * * # # # . * # 112,048 " From 1870 to 1883 the munieipalitles paid . * # * » , * * , , # . # * , * # . * * 36,242 " The national government paid # « « # * # * # 1,773,890 " In 1000, the total appropriation was # 2,526,015 " which was equal to #885,146 gold# It was less than 7# 49 appropriated for all purposes# 1m 1925 the appropriation for education together with the repair of school buildings etc# was several million dollars gold# D 5TATU8 OF TBAOHms General Statement, A well organised system of public schools is a good recommendation for any nation; a well balanced and practical curriculum is a further recommendation, but according to Dr* Woody a perfect organization in itself aceottg>lishes nothing unless it has back of it men of vision, j C # of purpose of de termina tioh and of ability to execute them# ^^Faul Monroe, A Cyclopedia of Education, V# III, 1012# so 6ec*y# of Educacion Public a, "liemorla" 1925# ®%r# woody# Dr# thesis. Early Education in Pennsylvania# 268, 1920# 77 One of the hindrances to advance in Guatemala has been the lack of well trained teachers. And without doubt one of the reasons that young people did not desire to train for the profession of teaching was that teachers were paid such a low wage# As a consequence, the teaching force was largely made up of women, and some were persons of inferior ability# The government has within the last five years taken an advance step, in that a definite standard has been fixed, not only as to preparation requirements, but as to compensation paid# Preparation requirements, Until 1924 there was no law in Guatemala which required teachers to present a diploma from a normal school in order to teach* Preference, however, was always shown to the teacher who had a diploma, and the government scholarship was available to those who wished to take a teacher *s training course# according to Information supplied by the Pan American Union,by Decree Ho# 862 of February 28, 1924, provision is made that persons desiring to teach must be in full possession of their civil rights, be of good moral character and in good health, and demonstrate their pro fessional ability by the presentation of their diploma# Teachers having no diploma may qualify through an examination# Diplomas obtained in foreign countries must be validated by the Govern- ^ ment# The diploma of "Maestro de Educacion Primaria is requisite for the position of school principal, except those of only three grades# Quoting farther: 62 Fan American Union, Information supplied by Eeloise Bralnerd, Chief, Division of Education, Washington, D# C. 78 Teachers are trained in normal schools of two grades# The elementary normals (Escuelas Normales de Freeeptorea) train teachers for the first three primary grades and confer the diploma of "Preceptor," while the normal institutes (Institutos Normales) prepare for teaching in the upper primary grades* The former admit pupils of 11 years of age who have had 3 years of primary edueatioh, and give a very elementary course of one year# Homml Institutes admit pupils between 14 and È0 years of age upon completion of the 6-year primary course and have a 6-year course which combines secondary and normal training# The diploma con ferred by the Institutes is "Maestro- de Educacion Frimarlaî* Teachers in service are exempt from military service except in case of a foreign war, and from municipal service, as well as from payment of any special personal tax, whether national or municipal# Those who fulfill all the require ments cannot be removed except for cause and with the approval of the Minister of Public In struction# Minor penalties include fines, ad verse notes in the teacher*s record, transfer to a school paying a smaller salary, and temporary suspension of from 1 to 6 years# Guatemala also has a pension system# Of the 4,386 teachers in Guatemala, who were teaching in 1024-25 3,724 were teaching in the primary schools, 30 in the schools of Freceptores, and 351 In the Normal in stitutes # The application of scientific knowledge in the business world has shown that waste can be eliminated and the business hour made to yield greater returns; scientific research and experimentation has proven that the school hour for the stu dent can be made more productive, and waste eliminated; to the 4,386 teachers in Guatemala as well as to the hundreds 80 of thousands of teachers In the United States, the challenge has been made by Dr# Lester Burton Rogers, Dean of the School of Education, University of Southern California# Is it pos sible through the science of education to make the teacher hour increase in productivity? Compensation of feachers# According to the Consular re port received May 28, 1923 frcaa Guatemala the pay of school teachers has been raised# B MBTB0D8 USED From the foundation of the University of San Carlos in 1676 until about 1792, the old scholastic lecture method of the Socratlc type was used# Even today in the professional •schools the lecture method is the one used most in class in struction, while oral and written examinations, combined with the monthly paper make up the method by which learning is tested* The methods of instruction used in the primary school have passed through practically the same stages of develop ment as methcHis of instruction have passed in the education al development in the United States* The first method used was the oral method of communication « This was followed by the rote method or memorizing from copies# This rote method 53 Department of Interior, Washington, D# C# Special information 80 was supplanted by the text book method by which a wider scope of information was obtainable however much it lacked pedagogi cal context* Although in 1924 the old type, text-book method was the one used principally in the primary schools of Guatemala, yet in some of the more remote localities, where the people were usually of the poorer class, the use of text books was a rare occurrence and the old copy and memory method was still em ployed* At the same time in some of the private schools and in some of the larger city schools as the Liceo "Models" and the "Minerva" the more modern methods, which are suggested in the 1925 course of study were being tried out* According to the consular report of American Consul Holland from Guatemala in 1924, the Montessori System had been introduced and was at that time being tried out in some of the kindergarten classes* Nothing in a scientific way and but little in a theoretic way was being done for the individual child, 1. e# from the teacher to knowledge of the nature and needs of the individual child* The child was required to memorize many things that he did not understand, and for which he would never have auy use* Classes followed one another in the routine of daily work regardless of the lack of interest on the part of the children or the symptoms of fatigue manifested* In the minds of most of the children lessons in school were one thing and ei living life was another* Hot much attention had been given to the cultivation of the spirit of play; to the value of health# to the essential need of fresh air and to regular habits from an educational standpoint* In fact child life in Guatemala had hardly been seriously considered, in the educational program prior to 1925 smmaz Guatemala had no system of public schools previous to 1871* The public school system was established by President Barrios in 1873 and from the beginning was eos^ulmry# un iversal and free* It was divided into primary, secondary# normal# higher or professional education* Primary education covers six years# is divided into elementary and complementary Instruction, each covering a period of three years * The completion of the primary course gives one entrance to the secondary schools* There were 600 primary schools in 1876* In 1925 there were 2761* President Cabrera devoted his greatest effort to the education of the masses* He did not have the full cooperation of the people as some wanted their children to work# others didn*t appreciate education# and the better classes educated their children in private schools so for many years public education was depreciated as the education for the poor* Cabrera# established schools in almost every locality* He established the Festival of Minerva in order to encourage ed- 82 uoatlon* He created the Beca, or Government Scholarship in order to give impetus to secondary education* During his administration the University was recreated into the Rational University* The secondary school is a 5-year course leading to degree of graduate of science and arts # In 1876 there were three secondary schools, in 1925 there were fourteen with 3786 stu dents and 331 teachers# One of the results of the secondary schools is the socializing, unifying influence it has had upon society, since the children of both rich and poor usually take their secondary work in the government Institutes* The Normal school course is 4 years, and leads to degree of "Maestro de Education Primaria." Most of the students of the Normal school are educated at the expense of the govern ment, hut they must give the government as many years of service as the govermwnt gave them in preparation with stipend* Higher education is under the direction of the Rational University* There are at present seven colleges within the University, but each one practically independent of the other* In 1909 there were 184 students in the University* In 1925 there were 1621# Guatemala has made marked progress in education since 1871, but has just arrived at the period of curriculum re organization* In 1924 attempt was made to change the curriculum and methods by government enactment but it will require time @3 to actually put In practice throughout the Republic the new methods incorporated in the new courses 'Of study* Schools are supported from three sources in Guatemala endowments, or bequests, appropriations from the government and support from the local departments* Francisco Marroquin, Pedro Crespo Suarrez, and the Order of Dominicans have made bequests to the Rational University* The Fresbyterlan Girl*# Boarding School was a gift from Mr* and Mrs* Walter McDougal, but this building was destroyed by the earthquake in 1917, The University and professional schools are supported en tirely by the national government# while the primary and secondary schools are supported by both the Municipal and national governments* Until 1924 there was ho law that required teachers to qualify for teaching by taking a course in the Normal school, but now teachers for the complementary grades and al 1 grades above the primary school must present a diploma from the Normal school or its equivalent* In 1923 a law was passed providing for an increase in the salaries of teachers* This will be an inducement to the bet ter educated class to enter the teaching profess on* One of the greatest needs of Guatemala today is better trained teachers * The lecture method has held the preeminent place in teaching in the University and the professional schools* The methods used in the primary school have developed by evolutionary 84 Changes* First the oral method was employed*. This was followed by the rote method, which meant the memorizing of the text and repeating it verbatim# And this in turn was followed by the text book, or the question and telling method* The method used most today in Guatemala is the text book method* The Montes8or 1 method has been introduced and is being tried out in some of the kindergarten classes * Guatemala has been progressive in her educational intent, but it is one thing to incorporate new methods in the eurriculum suggestions and another to actually have those methods worked out throughout all the schools * Guatemala is working to that end* Chapter IV IRTRODUOTIOR OF TSE MODERN EDUCATIONAL THEORY ADVANCE STEPS IN EmCATION TAKEN IN 1025 General Statement* In the preceding chapter it wa« stat ed that until 1024 the traditional ourrlcultaa was adherred to very closely; that during the year 1924 the educational regime suffered almost a revolution in the effort to change the methods and the curriculum by government action and that modem scien tific curriculum development was the advance, step for the to morrow in educational development* It was also stated that Guatemala was conscious of the need of a revised curriculum# Therefore# because of the conviction of this need Don Rafael Ordonez Sills# the Minâter of Public Instruction backed by the President of the Republic succeeded in putting the educational regime on the basis of the modern theory. This does not mean to say that every school began immediately to operate accord ing to modem principles* It simply means that modem princi ples of education were incorporated in the course of study* Years will be required to work out in actual practice in: all the schools of Guatemala the modem theory of education# How ever# from the suggestions made to teachers in the course of study for 1926 the modem trend of educational progress in Guatemala is obvious*^ made to teachers* The suggestions on the technique of teaching are briefed as follows: ' ' ' r r r r , T - r - . T - , T - f T Seoretarla de Educacion Publico# Programas Delalledeo pora las Escuelas Urbanas y de Parvulos de la Republica de Guatemala# 5-12. 86 1* , Imdlvldiml e M M » Teaober# are asked to study their ehildreu Individually# and in the elass room methods to make provision for the mental dlfferenoes of children# B# Memorizing the text discouraged* Mothlns should be memorized which is not understood* The ehlM^s personal reaction is preferred to memorised materials# 3# Mental fatigue# If mental fatigue is observed among the children the order of the day should be changed regard'* less of the arrangement of classes# 4# 0se of blackboards# Instead of having only one black* board for the teacher^ s use# sufficient blackboards for the use of all or a large part of the class are recommended# 6# Order of classes# Order of classes should be so ar* ranged as to alternate the heavy and li#it classes# 6# The recitation# The recitation is to follow the -parrot- like method no loiter# i*e* Just repeating the lesson learned# It should be characterised by the spirit of interest in the exploration of the subject* The followi%% outline is indicat ed in the course of study: First# Exploration# understanding the subject* Second^ A collection of data on the subject by the pupils Third# 0oordination of these facts and evaluating material Fourth, Conclusion j^eached from knowledge of field observed This method is similar to the method suggested Wilson, Kyte and lull In Modéra Methods in Teaching# under Technique of Solving problems #iich follows thus: 1# That by conversation and exploration the problem is made clear# 2# %ild brings forth his stock of information# 3# All the available informatlra on the subject is collected* 67 4* Analyzes# evaluates and cordlnates material. 5# Conclusion is reached* 6* Conclusion is verified with conclusions of others* 9# The art of questioning* In order that a lesson as in* dice ted# beginning with exploration and ending with a definite conclusion# be cronmed with success# the teacher ought to know how to question, to converse, to suggest and to draw out the child, to the end that the children contribute of their judge ments with the least possible effort# 8. Spirit of cooperation sought. It is suggested that early in the chlld^s school life the spirit of cooperation be developed, by undertaking projects where each child will have a part and will feel responsible to the others for the execution of that part* 9* Final aim of the les s cm. A modern suggestion is made here that no lesson should be closed without the child knowing what its practical application is to the present as well as to the future# This sounds like Dewey *s philosophy, that education is life, and not mere preparation for life# 10* Play# The course of study in its directions to teachers suggests that the play spirit be cultivated definite* ly* That the cause of the <^ild*s withdrawing himself from the crowd be tactfully sought and effort made to teada children how to adjust themselves to the group* 11# Heat# (In 1917 the school day in acme parts of the Republic of Guatemala began at 7 A# M# and closed at 5 P. M*) In 1928 teachers are cautioned to observe symptoms of fatigue and to change the order of the day that its cause may be eliminated. Flay is suggested as a remedy# 88 Î2# Singing end music. The Guatemala child being by nature aesthetic# naturally responds to music# art# and love. Due eon* sidération is given music In the program. 13. Discipline# The old type of discipline# that of re quiring children to sit quietly all day whether they are oc cupied or not is discountenanced# The child^s nature is taken into consideration in the problem of discipline# interest be ing regarded as the .greatest precaution against misbehavior* 14# School life participation. Teachers are to see that every child has a part in the school life and activities in study# in play# in social contacts and in work. This will develop his sense of responsibility and cooperation* 18, Moral education. One phase of the educational ob jective of Guatemala according to president Gabrera was, edu cation and moral culture# therefore# toe provision made in the program for moral education is In perfect harmony wlto her objective. 16. Citizenship and hygiene. Since the formation of habits of courtesy and cleanliness are possible only through continual practice# both at school and at home# it is suggest ed that these characteristics be corrected in every practical way possible. 17. Physical education# . A large place has been given to the physical education of the child since 1925* Health is considered of ^eat importance in the mental development of the child* Plenty of fresh air, light and exercise are en joined. The health consideration of children is one of the greatest advances made in educational development. 89 18# A decided advance in the methods of teaching since 1925 is the special instruction given to teachers in the hack of the course of study on nearly every subject to be taught# Previous to 1925 the courses of study gave the merest outline of the required subjects, but the 1925 course of study has not only incorporated imny modern ideas but has given specific directions as to the most efficient method of working them out, 19# Correlation of jecte# Fomerly all material was taught practically unrelated# but teachers are encouraged to correlate every subject with as many different situations in life as possible# ADVmCE KADB IS BECOmAHY EmOATIOM 8IMCE 1925 Objectives. Every subject has a definite aim or purpose listed* Independent thinking is encouraged# Memorizing texts as formerly is discountenanced# Mere imitation has no place in secondary school life. Text books used# Psychology# The Education of the Mind by Betts Principles of Pedagogy by James; The Psychology of life and the Psychology of the Teacher by Mumsterberg# Requirements. Written examinations# Previous to 1925 practically all examinations were oral# The use of reference text books as helps. Independent research work is encouraged, etc# Advance steps in physical education. In January of 1925 the Rational Olympic Games were organized under the direction of the biga Depwtiva Hacional, for the purpose of encouraging the development of well formed and vigorous bodies among toe 90 yotmg men of the various schools of Ouatemla City* The swimming and Gymnasium classes, participated in by the boys and girls of the primary and secondary schools, are under the directlcm of Mr# Fercival William Fuller, a director of physical education from En^and# Mr# Fuller has done much for the physical development of the young people of Guatemala City# 2h the year 1925 there were 5000 boy# and 3500 girls who attended these physical culture classes. Match games in basket-ball, and base-ball between girl teams took place during the year, the girls of the Rational Institute for Young Women of %tezaltenemgo winning the ” ^Wrigley’ * cup. Match games are encouraged in foot-ball be tween schools for boys in the Republic as well as between schools of the different republics of Central America. Advance steps along other educational lines# A School Book Store was seriously contemplated in 1925, which was es tablished later in which books on education could be consulted by teatoers, and where books for the professional schools could be purchased at cost. Duri%%g the year 103 extra grades in the primary and second ary schools were provided for and five new schools were estab lished. A school for architects and builders was established la quezaltenango which has been attended principally by Indians. In order to develop appreciation in art and music toe Government procured toe services of artists in piano and violin and novel writing, as well as theatrical companies to give con certs mid lectures and plays, in toe différant theaters of toe 91 Capital during the year 1925. From the foregoing facts It would seem that Guatemala was making special effort to measure up to the standards of modern education; WORD IR EDUCATION 1927 Adult education. The new movement in behalf of adult education is worthy of mention. The purpose of this move ment is to provide education for the people who didn*t have’ the opportunity to receive an education earlier in life, or who did not recognize the value of an education, but who represent a large per cent of the non-bearing capital of the State. Some of these adult schools are schools especially for mothers. Here they are tau^t not only to read and wrlW but to car# for their children. Also they are taught how to pre pare their food and how to properly car© for food stuff. They learn how to sew and make their own clothes as well as how to make the home attractive. The hours are not long, since moth ers have home duties, but they are productive and worth while. The teachers are selected from the better educated class of ' citizens, who without stipend are supposed to give a certain p number of hours of their time in teaching these classes* Rural schools. Guatemala has suddenly awakened to the fact that the education of the Indians, which aggregate 60 per cent of the population, is her greatest educational %ajor R. A. Ramirez, Guatemala Consul to the United States at bos Angeles 92 problem* It Is her greatest need and responsibility, and her greatest effort la being put forth along that line* In 1025, 182 rural schools'for the Indians on the coffee plan tations were established* In 1926 there were others, but in 1027 special emphasis has been put on the education of the Indians* According to the Central American Daily, March 5, 1927 there is to be an increase in the number of rural schools and the cooperation of every organization that will help is asked. School for. the blind, in the **lxc©laior,^ the independ* ont daily of Guatemala the public is informed that Dr* Federico Mora* the Minister of Public instruction has practically completed all plans for the extablishment of a School for the Blind* El senor don 'Francisco bambardo of Mexico has been asked to take charge of the school* and as '5 soon, as possible it will be formally established* Plans are under way for the establishment of a school for the deaf and dumb* and as soon as a specialist in such work can be se*, cured plans will be perfected for a school for the deaf and dumb* The American Adademy* Quoting from a letter, which was received from the Department of Interior, Bureau of Education, the following is noted; Information about the American School at Guatemala, reported by Arthur Geissler, Dnited States Envoy Extraordinary and Minister Plenipotentiary to Guatemala, is to be found in ^School life,” pub lished by this Bureau, Vol. XII, Ho* 2, October 1926* The American legation at Guatemala further ^Excelsior, Diario Independents, Guatemala, Viernes 4 do Marzo de 1027 93 reported on January 11, 1927, .that the "formal inauguration of the American Academy took place on January 9, 1927, In the presence of the Minister of Education, the American Minister, and a large number of Americans and Guatemalans* The following day about 60 students were enrolled in the grammar and hi#% school grades* Since that time the attendance has increased to about 90 pu pils, the larger part of whom are Guatemalans* The Academy has already enrolled more students than it can conveniently take care of and has a considerable number of applications for admission on file* It is now endeavoring to lease addition al quarters* The staff of the school consists of four American teachers*** American Academy is a project of the American Colony in Guatemala for the education of the American children and as many others as can be accomodated* Its support comes from tuition, scholarships and special contributions. The Guatemala Government made a contribution toward the establishment of the Academy, which aims to promulgate not only American ideals but modern educational methods* In 1926 a Teacher-Rating Bureau, and a general Department for the Education of Katives and Control of Illiteracy, were 4 created* lew Periodical* The Fan American Union, gives the fol lowing information: The Department of Fublic Instruction has initiated the publication of an interesting journal entitled "Rural Education, " as the organ of the Department for the Education of R&tives and Control of Illit eracy* "This journal," according to the Depart ment, "is intended for teachers and all persons interested in the advancement of the poorer classes, and especially for rural teachers in re mote districts who are working among the poor In dian population," *♦•*♦* 4 Fan American Union, information received 94 Text books for professional students at coat* "A people 5 that, does not rbad la a people that does not think" are the words of Dr, Federico Mora, Minister of Public Xnatruction in Guatemala* Dr* Mora has observed the benefits derived by the people of Mexico from the Government libraries maintained in all the towns, and while it was not possible for Guatemala to undertake so great a project at once, yet it is possible to furnish text books to all students and especially to the professional students at cost# This will make it possible for many to secure scientific and educational books at a price within their reach# Guatemala has been called the country of # tomorrow, but with the effort that her people are putting forth, it seems that her tomorrow is dawning today* What are her educational objectives? Education and physical development; education- ^0#,mental attainments, Yes, in other words her objective is the development of the whole man# smmRY Previous to 1924 the traditional curriculum was uniform for all# The year 1924 was characterized by educational revo lutionary stirrings, but with the coming of 1025 out of the confusion of 1924 there evolved the formation of a curriculum, which bears many marks of the modern trend of educational development# The introductory pages of the course of study contain suggestions to teachers concerning the technique of teaching. 5 Dr* Federico Mora, Diario de Oentro America, 3 de Marao de 95 the modern methods to apply In their class rooms, also at the back of the course other helpful suggestions arc given which help to simplify the use of the methods* The methods suggested are along the lines of the study of the individual child# The personal reactions of the child are preferable to the memorizing of the lessons ver batim* In the enrichment of courses and the levels of work given provision is to be made for the individual differences of children* If the child manifests symptoms of fatigue, teachers are at liberty to change the order of the class, and play is suggested as a remedy for mental fatigue* Instead of having but one blackboard for teacher dem onstration, a sufficient number of blackboards is recommend ed to provide for class room work. Special emphasis is plac ed upon the art of questioning# Teachers are enjoined to study the principles of the art of questioning in order to intelli gently direct the child along the lines of independent think ing# The teacher who knows the value of student cooperation, will continually hold that in mind,, as a worthy objective of his endeavor# teachers are asked to apply the principles of the lessons to real life situations, to encourage the play spirit and to change the order of the day if fatigue is manifested. Other suggestions are made concerning the value of rest, singing, and music in school life$ Spécial attention is requested to see that each child has a part in the school activities, as well as in training for citizenship# 96 The correlation of subjects with life situations is a decided advance over teaching these subjects as unrelated material# Some of the advance measures for the secondary school are the listing of objectives for the several subjects, and testing the work covered by written examinations. In physical education advance is noted along various lines. One of these is the match games in basket-ball, foot ball, and base-bail. Another is the swimming clubs and gymnasium exercises under the direction of Mr, William. Fereival Fuller# A third is the Rational Olympic games instituted in 1926. In art and music appreciation a decided advance is recog nized in the provision made for special artists to give spe cial programs for the children of the schools* The most recent educational advances include adult edu cation which is intended primarily to teach the illiterate adults to read and write# The teachers are selected from the better educated citizens who are to give a certain number of hours in teaching without emolument* The establishment of the rural schools, which is to provide education for the Indians is the solution of Guatemala*# greatest problem, A school for the blind and for the deaf and dumb is also advocated. The American Acadeny established January 9, 1927 will doubtless prove an educational factor of merit. Other cational factors of value are the Teacher-rating Bureau 97 created te 1926 and the new publication called "Rural Edu cation," which is supposed to be of special value to teachers engaged in the education of the Indian. Provision has been made to sell text-books to school children and professional students at cost, to order to en courage reading and thinking# Guatemalans tomorrow has already dawned# Ghapter 7, GERERAI» SUWARY His torleal b&ete*ound # The entire history of Guatemala is faeinatlng* The four periods are* The Fre-Golumhiau period, or the period which preceded the conque at by the Bpaniah in 16241 the period of Spanish rule from 1624 to 182Ij the period of Independence from 1821 to 1871 and the / period of Liberal Government from 1871 to 1927, The several theories as to the origin of the early Indians is only partially substantiated, but the four prin cipal tribes found in Guatemala at the time of the Conquest were the Oaehiquels, the Quiches, the fzuthils and the Akahals$ They bore evidence of being of the leya linguist stock, be cause of their language as well as the culture revealed by the ruins of temples, pyramids, cities, and early manuscripts* The records of the Spanish conquerors speak of them as a people of advanced culture# The conquest by Don fedrod© Alvarado was cruel# Having subdued every tribe except the Oaehiquels, who voluntsrially submitted, he established his kingdom on the site of the Oachiquel capital* Three capital cities of Guatemala have been destroyed by earthquakes* The conquest and its results have been so dlaasterous on the Indian civilization that three centuries later it was entirely lost* It seems almost in credible that the Indians of today could have descended from 99 a race of builders, architects, stone cutters, and warriors with a literature beyond their time# The Bpanish rule came to an end in 1821 when the people of Guatemala won their political liberty# Development of education# The European idea of education controlled through the period of Spanish rule, that of pro viding higher education for the few and making no provision for the masses# As early as 1669 Francisco Marroquin had petitioned the King of Spain to establish a university, which in reality, however, was not established until more than a century later, in 1676# The people had manifested so much interest in education and governmental affairs that Guatemala won special recognition from Bpaln, and the University of San Carlos was recognised as equal to the universities of Lima and Mexico# The educational work during the period of Spanish rule was largely in the hands of the Jesuits, since the educational work of the Catholic was under their charge# Their order was compact in its organization in that only men of superior capability could be members. They divided their attention between the Indians and the children of the wealthy# Their object was to foster the spirit of intolerance as well as to give instruction, iThls they did so well that during the period of Spanish rule no religion except the Catholic was tolerated# 100 The PranclBCanê as well as the Domtoieans and Jesuits made definite contribution to higher éducation; the Fran- olsoans and the Dominicans gave their greater attention, however, to evangelistic work. As a result of education being fostered by these re ligious orders the greater impetus was given to private schools, and the private school has held preeminence in the educational development in Guatemala even until recent years # The private or non-public education is divided into several classes; the datholic private schools, the protestant church schools and the non-sectarian private schools * The Catholic orders being sent out of the Republic in 1872 by President dranadas and religious liberty having been guaranteed,the protestant churches entered the field. The three protestant churches maintaining educational enterprises in Guatemala are the Presbyterian Church, the Friends Church, and the Church of the Razarene * All private schools are under Government regulation in that they must conform to the government course of study, system of making reports, and the examination of pupils at the end of the year# The three churches named maintain both primary and secondary schools for boys as well as girls except the schools of the Rasarene Church at Coban, which has only primary schools. The Presbyterian Church has a normal school at Inezaltenango 101 and the Friends maintain a normal school at Ohiquimala* The non-sectarian, private schools perhaps hold the pre eminent place among schools in Guatemala# They have made a worthy contrihution since three fourths of the government officials and professional men have received their early ed ucation in the non-sectarian schools* Development of education by the government# Guatemala had no system of public schools previous to 1871* President Barrios and President Oabrera were the two great moving geniuses of education during this period# Barrios instituted the public school system whereby# education became# compul sory# universal and free# There are few divisions in the systems primary education, secondary education, normal school education# or the training of teachers# and higher or pro fessional education# Primary education covers six years# secondary education five years# normal school four years and the most of the pro fessional courses are five years# with the exception of medicine and engineering which are seven year courses# Secondary education leads to the degree of graduate of science and arts# normal school education to the degree of Master of Primary Education and all the professional courses to their appropriate degrees* The completion of the primary school is the requisite to entrance into the secondary or normal schools # 102 There has been a decided growth in the public schools since 1871# In 1876 there were 600 primary schools while in 1925 there were 2761. In 1876 there were 3 secondary schoole and in 1925 there were 14# The Rational University is supported altogether by govern ment funds# The primary and secondary schools are supported by funds from the government and the local departments in which they are located. Until 1924 there was ho law with regard to teacher re quirements# but since then teachers must present a normal school diploma or its equivalent in order to teach# In certain cases one can qualify through an examination* Until recently there has been but little incentive to enter the teaching profession because of the low salaries paid# but the government in 1923 req^ir^d the salaries to be raised* The lecture method Is used principally in the professional classes# The methods used in the primary schools have changed as methods have changed in the United States; beginning With the oral method# followed by the memory or rote method, and in turn by the text-book method # Guatemala is using the old type text-boOk method today# Modern trend in Guatemala since 1925# Previous to 1924 the traditional curriculum was uniform for all, but in 1924 there passed a time of educational revolution from which there 103 evolved the adoption of modern methods in 1925* This is clearly revealed by the suggestions made to teachers in the preliminary pages of the 1925 courses of study* Memorizing work which is not understood is discountenanced# more time is given to develop the spirit of play; aesthetic education is encouraged, and physical education is now %iven a large place in education in Guatemala* Secondary education has been modernized to this degree, that objectives are listed for the several subjects* The principal advances made since 1925 ares impetus has been given, to Indian education since rural schools-have been established, for the education of the Indian; a school book store has been established in which text-books can be purchased at cost by the professional students as well as by the people who are interested in education. The American Academy was founded in 1926 by the American Colony for the education of the Americans and as many Guatemalans as could be accommodated* The day of great educational advances for Guatemala has dawned* BIBLIOOmPHY SOURCES Brlnton, Daniel G., Armais of the Gakchtquela. Philadelphia, 1885. Bryee, James, south American Observations and i - Impressions* The Macmillan Go,m R.Y., 1913* Castillo# Jose Leon, Geografia General de la America Del Centro* Tipografia "San Antonio" Guatemala, C.A., 1926* Charnay, Desire, The Ancient Cities of the Rew World, l^ans* by J. Govlno and Helen S« Conant, Harper and Brothers, Franklin Square, R*Y#, 1887* Department of Publie Works, "A Descriptive Account of the Republic of Guatemala, G#A* pamphlet. Press of Courrier de Chicago, Chicago, 1093. Dunn,. Henry, Guatemala, or United Province of Central America, G* and G* Garvil, Broadway, R.T*, 1828* Friends Missionaries at Chiquimula, Guatemala, The Harvester, Special number, "A Brief History of the work of the Friends Missions 25 Years," Chiquimula, Guatemala, O.A*, 1927* » Geissler, Arthur,"American Academy at Guatemala." School Life, Vol. XII, Ro* 2, October, 1926. Herrera, Antonio de. Historia General de les Hechas de les Castelianas* 4 vols* Decada Terzera al Hey Rueatro Senor 1492-1531. Madrid, Oficlna Real de Nicolas Rodriquez, Franco Amo 1726. 105 Iruokéy, George W* A#, "outline of Educational Systems and School Oonditiona in Latin America*" Bureau of Educational Bulletin, 1083, No. 44. Superin tendent of Documents, Washington, D*C. Machado y Ruiz, Manual, Eeaena del Desarrollo do la ins true ci on publica en Guatemala des de 1898-1913» Tip Sanchez y De Guise, Guatemala, C.A*, 1914* Maler, Teobert* Reports by, Peabody Museum of America, Archeology and Ethnology Memoirs Harvard University, Vol. If, ?. Pub* by Museim, Cambridge, Mass*, 1908- 1910, 1911-1913ê Morley, Sylvanu# Griswold, "The Foremost Intellectual Achievements of Ancient America*" The Rational Geographic . Magazine, February, 1988* Pan American Union, "The Festival of Minerva in Guatemala (annual school festival)*" Bulletin, Pan American Union, October 1909, Washington, D*G* The Pan American Pedagogical Congress* pamphlet. Government Printing Office, Washington, D*C*, 1984* Perez-Verdia, Bendito Jarvier, "Public instruction in Guatemala* Bulletin of the pan American Union, 788-729; November, 1918* Secretaria de Educaeion Publica, Decreto Ho* 854 Reformado por el Deereto Legislarlv© lo* 1896, issued by President Orellana on January 31, 1984* Programmas para las Esouelas Rurales de la Bepublica, Guatemala, Géh*, 1985* Decréto NO * 868# Calificaelones de Maestros, passed February 28^ 1984* Ley de Reformes a las fituXos. Prellmlner y Frlmero de la Ley .Qrganioa y. Hêglamentaria de Instruenon publica* Guatemala, 0#A*, 1984» Beglamento para la Frac.tioa. de. las famines en las Esouelas, Prlmarlas Hacionales y fartieulares de la Bepublica, Guatemala, G»A», 1985», Memoria de Istadistica. de la Bepublica de Guatemala, Guatemala, G.A», 1893» Memoria.de, los trabajcs lleyadoa a eabo por la secretaria de Educaeion. Publica* Tlpcgrafia Naeional, Guatemala, a»A*, 1988* Flan.de Estudi.as,. .Brogrmmm e instruoion. .para il L , Guatemala, G»A*, Plan de Estudlas de .Bnseuanza..Normal» . Guatemala, G»A*, 1982, Memoria de las fraba.Jos. de la Facultad de O.ieneias Haturales y Farmacia* 1982» Guatemala, 0.A» Reglamento para la Concession de BecaS, Guatemala, C,A», 1984», • Programmas Betallados para Los Institutes Normales dé la Republica, Guatemala# 0*A*, 1925* Frogyamas Detallados para las Esouelas Urbabae y de Paryalos de la Republiea de Guatemala» Guatemala, C»A», 1985* Smith, Anna folman, "Secundary Schools in the States of Central America, South America and West Indies - 107 Scholastic Scope and Standards," U.S* Bweau of Education, Bulletin, 1016, No. 86# Tejada, Federico S., "Education in Guatemala," B.S.A» Journal of Proceedings and Addressee. 152-167t Villacorta C# R# Antonio, Monograjfia. del Departamento de Guatemala. Tlpografia Hacional, Guatemala, G#A., Winter, levin 0., Guatemala and Her People of TO' L# 0. Page and Gompany, Boston, 1909* l^GOimRY AUraOBITIES Amerioanc Friends Board of Foreign Missions, Mission Work by California Friends, Richmond, Indiana, 1918. Historical Sketch of the Missions of Californie Yearly Meeting Friends.. tourch» Whittier, California, Whittier News printing Department, Whittier, California, 1026# Baldwin, John D$, Anc lent. America » Sampson, Low, Son and iarston, London, 1872* Bancroft, Hubert Howe, History of Central America, S vois.*, The Hist. Comp# Pub#, San Francisco, 1887* Bernard, Moses, South America on the Eve of Emancipation* G.P* Putnanis Sons, H*Y.,190$* Brandon, Dr* Edgar Ewing, "Education in Guatemala." Bulletin, Pan American Union# 535-641: September, 1918, 108 Brown, Hubert M,A#, Latin America* Fleming Revel Company, N*Y,, 1901* Burgees, Paul, Justo Ruflno Barrios* Dorranoe and Company, 1926, Bloaese Fathers, The . Oatholie.Bneyelopedia, 15 vols*, Vol. V, Robert Appleton Co,, M* Y,, 1909, Domvllle-Flfe, Charles W., The Great States of South America, G, Bell and Sons, London, 1910, Encielopedla Universal Ilustrada, Europa-Anerieana, fomo XXVI, lljos'de J. Bspasa (Edltores), Barcelona, 1925* .Fuentes y Gusman, Francisco Antonio, de, HIstoria de Guatemala, 2 vols,, L, Navarro, Madrid, 1882-• .Jauregui, Antonio Batres, La America Central Ante La Historié, 2 vols*, Imprenta de Marroquin Hermanos,. "Casa Colorada," Guatemala, 0,A,, 1915, / ■ Jensen, Howard B, , "The Educational Problems in Central X i America." El Estudiante .Latino-Americano. N.Y\, June, 1921, Juarros, Don Domingo, Statistical, and .Commercial History of the Kingdom of Guatemala. 1752-1820. Translated by\ J. Daily. J, Hearne, London, 1823, Keltie, Sir John Scott and Epstein, N.,\Guatemala. Statesman's year-Book, 1926, 971-976. 63rd. Annual Pub, Macmillan and Co., N.Y. 1926, Maudslay, Anne Cary, A Glimpse at Guatemala, J. Murray, London, 1899. 109 Méfia,. J.V., Oéografi-â. Desorlptlon de la Eepublioa de Guatemala * . Philadelphia, 1898. Monroe, Paul, "Education in Guatemala#" A Cyclopedia of Education,' 192* 8 vole * She Macmillan Co., #*%,, 1988. Niederlim, 0*, The Republic of Guatemala# Philadelphia, 1898. Fainter, P.V.R., History of .Education# "Jesuit Education," 167-174. t >9 Appleton and Company, Hew York, 1887. Pan American Union, The, Guatemala General descriptive data (pamphlet), Government Printing Office, Washington, 1984, "Guatemala," Latin American Secundary Schools Courses of Study# Monograph Ho.l, 16-17. Washington, B.C.*, 1980. Pelasz, Dr. D. francixeo de Pauls Garcia, Memorias para la Historia del Antiguo Reymo de Guatemala, fomoa 1-5. Tip. de L# Luna, Guatemala, C.A., 1881-88. Pepper, Chas. 1#, Guatemala pakphlets, "Guatemala - The Country of the Future." Arranged for Guatemala, Con# R.R.Co*, by H.A* Van Ifiddledyk, Washington, B.C., 1906. Riggs, A.f.#, "Cultural Evolution in Guatemala." Art and Arehaeol, 82: 808-28. Dec. 1986, 85$ 16-55, Jan., 1987. Sandberg, Harry 0., "Practical Education in Central America," Bulletin Pan American Union, March, 1917. 110 Villacorta, 0», Blemontoa de Historia Patrie* Tllvoé Primer0 y Segimdo, Glatemala,*C.A., 1982, Watson, Prof* Foster, The Bnoyclopedia and Dictionary of Education* Sir Isaac Pitman and Sons, Ltd*, New York, 1921, Yanes, Francisco J*, A Glance at Latin. American Oivilizatlon» (pamphlet) Government Printing, Office, Washington, B#0*, 1924# The Relation of State Universities to Spanish American Educational. Problems» (pamphlet ) Govern ment Printing Office, Washington, D#G#, 1924#

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Asset Metadata

Creator Phillips, Eugenia Allee (author)

Core Title The development of modern education in Guatemala

Contributor Digitized by ProQuest (provenance)

School School of Education

Degree Master of Arts

Degree Program Education

Degree Conferral Date 05/25/1927

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education,OAI-PMH Harvest,social sciences

Format application/pdf (imt)

Language English

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-90957

Unique identifier UC11271202

Identifier EP69809.pdf (filename),usctheses-c40-90957 (legacy record id)

Legacy Identifier EP69809.pdf

Dmrecord 90957

Document Type Thesis

Format application/pdf (imt)

Rights Phillips, Eugenia Allee

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA