Rebirth of Empire (Part 1 of 2) - Pombaline Cabinet (1762 -1777) - Minister of Science & Education (2 of 3)
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Rebirth of the Empire (Part 1 of 2) (cont)
Pombaline Cabinet (1762 - 1777) (Cont)
Ministry of Science & Education ( 2 of 3)
University Modernization, Standardization & Multiplication
Pombaline Cabinet (1762 - 1777) (Cont)
Ministry of Science & Education ( 2 of 3)
University Modernization, Standardization & Multiplication
“I do not seek to gut our prestigious establishments, your Excellency. The replacement of crosses on the wall with maps of the known world hardly constitutes heresy, as far as the Lord believes, much less the destruction of priceless legacies of wisdom and grace. What I seek is transformation, multiplication and improvement; and aren’t these the traits Man has sought to perfect in the name of God since He created us?”
-Duke of Lafões to Bishop Saldanha, on the subject of the Minister’s expansion and reform programs.
-Duke of Lafões to Bishop Saldanha, on the subject of the Minister’s expansion and reform programs.
The expulsion of the Jesuits from Portugal in 1759 had left Portugal without a secondary school system since the Jesuits had run all of Portugal’s secondary schools since the 16th century. While the University of Coimbra was fairly secular, every other major college had also been greatly influenced by them and was also greatly affected by their expulsion, with the Jesuit University of Évora having even been fully closed.
The educational reforms needed in Portugal and initiated by Pombal were carried forward with great enthusiasm and dedication by the Duke of Lafões, who firmly believed the first step to regenerate education, was to modernize and increase the number of major education spots in Portugal.
However, there was also the ever-frustrating need to minimize work and expenditure. The budget the Prime Minister dispended for the Duke was significantly decreased by the radical changes the Count of Lippe was simultaneously making in the Portuguese Army, as well as the significant program launches made by the new Navy Minister Martinho Castro. There was thus the need to optimize his intended reform program so it wouldn’t rip a hole in the Portuguese treasury.
The question of how he could put in motion his rather radical changes to the Portuguese educational structure with as little money as possible was put, but even more so the doubt of whether he should really cut corners with such an important matter. Not willing to compromise any further with the other members of the Cabinet, the Duke decided then to work with what was already in place and the friendships he had already secured.
By March 1763, his University Reform program was organized and presented to the cabinet, which approved his list of measures following a discussion over the budget. It was his intention to create a new model of University for the country, one not too distant from the Coimbra Model but still with enough enlightened punch to pack a serious change.
The main points consisted of the following:
- Secularization of mainstream Universities: All main universities would have scientific pursuit as their main priority, rather than spiritual or even philosophical ones. This also confirmed the main scientific courses, such as mathematics and physics, as the ones prioritized in programs and budgets.
- Fringing of Catholic Universities: State support would not be given to theological courses and ecclesiastic careers would cease to be encouraged by schools.
- Removal of restrictions to University posts: University jobs, from teaching to bureaucracy to administration, would no longer uphold religious or nationality requirements. Qualifications would instead be the main requirement.
- Standardization of departments and architecture: University design would follow a more uniform skeleton model, improving assembling, maintenance and bureaucracy speed and costs.
- Connection with ‘Letter Road’ Post Offices: Publications, reports, communications, orders and requests by Universities would be made through official state channels, also allowing convergence of related institutions.
The first two main points were especially controversial, even accentuated by the age of Jesuit persecution the country was living in. Religious influence in high education was now officially under attack and many feared the promotion of a fully atheist set of policies for the entire state. The Duke’s efforts to ostracize the clergy completely would have perhaps gone even further, had Bishop Saldanha, Pombal’s informant, not intervened with the cabinet with the request of not outlawing religious schools as alternatives.
The third point, on the other hand, had in mind the objective of filling the intended new colleges. Initially most of these colleges’ professors were foreign, mostly English and German, because not enough qualified professors were available in Portugal. Predicting this, the Duke worked intensely to ensure no obstacles were raised to their employment.
Unfortunately, as said before, the Duke’s ministry had a lack of budget for building entire new universities straight out of nowhere, so fundraisers were made amongst the court to gather the necessary support for building the new establishments. Using his skills with and position in the court, the Duke was able to secure the help of a number of wealthy estate owners and noblemen, often on the condition of immediately admitting their family members as students or teachers.
As a result, by 1765, the Duke had been successful in funding the construction of said new Universities, but was conditioned by the funders on several aspects of their construction, from location to department inclusion. This was the birth of the ‘Colégios dos Nobres’.
Named ‘Noble Colleges’ after both the circumstances of their funding and the intended alumni, a total of three of these new secondary schools were built in Lisbon, Porto and Coimbra to combat the lack of adequate mid-level learning centers in Portugal[1]. The objective of these colleges was to instill in the descendants of the aristocrats a modern education and was made prerequisite to enter university.
At first there was very little interest in these colleges from the noble families so the government opened them to the middle class and the new capitalist class. Plutocrat competition in land owning and business management as a result of this led to a surge of sons of barons and counts suddenly enrolling, though. By 1769 when all three colleges were fully staffed and had a full student body of which half of the students were of noble families.
Even so, while this produced many qualified plutocrat and aristocrat classes, it couldn’t solve the problem of widespread lack of education. It also failed to take full advantage of the lingering religious figures of teaching, which were still viewed as the traditional educators of the countryside. Employing them, however, went against the one of the primary overall objectives of the cabinet, which was to take Portuguese education off the clergy’s hands.
Thus, in 1768, still facing huge work skill and literacy problems while being pressured to lay off religious institutions by morality protesters, the Minister of Science and Education was forced to work around this conundrum and compromise, passing a new law that would fill the remaining gaps. The level of education a student was to receive was based on the social class the student was born to. The people who were to be farmers or laborers were to receive their education from the parish priests. Those who were to fill higher functions were divided into two groups: those who needed to learn to read write and do arithmetic and those who were to go on to university.
While this renegaded modern ideals regarding education by making use of feudal-like separations, this still allowed adopting large masses of population as basic students without radical institutional transformations, which was far better than not having enough teachers for them in the first place. Therefore, it was vital to start the birth of primary and secondary education system. This system would continue until the reign of Joseph II when the primary school system expanded to all children.[2]
The Duke of Lafões recruited Father Manuel do Cenáculo Vilas Boas who coordinated with the Religious Orders in Portugal and the help of the Portuguese Religious Council to help staff the primary schools and in turn the new Portuguese Catholic Church and its Religious Orders supplied over two thirds of the staff for these new schools.
Father Manuel do Cenáculo Vilas Boas
1724-1814
Confessor of King Joseph II 1769 – 1778
Secretary of Elementary Education 1769 -1778
Bishop of Beja 1778 – 1795
Archbishop of Évora 1795 -1812
The secondary schools were much harder to staff and again the Duke of Lafões had to bring teachers from England and Europe to staff these schools. It was not until 1782 that all the secondary schools were staffed. Over the next twenty years the secondary schools were subsequently opened in every Portuguese provincial capital including its overseas provinces.
In 1765 as part of the education law reforms the Duke of Lafões dismissed the entire teaching staff of the University of Coimbra. The lack of qualified professors in Portugal forced Duke of Lafões to again fill all teaching positions with professors from foreign countries[3] and it was only in 1777 that the university re-opened and it was not until 1782 when all the professors were hired. In addition two new faculties were added: Advanced Mathematics and Philosophy. The Philosophy faculty included science courses as well as courses in Natural sciences, Physics and Chemistry.
The faculty of Medicine was also drastically changed, practical education was imposed and for the 1st time students were exposed to patients in the local hospitals. This was the start of the Hospital University dependency that still exists today.
The faculty of law was also changed to include the study of the evolution of the judicial institutions from their origin to the historical evolution. This was the groundwork for the study of the rights in Portugal in the next century. The rights attributed to all Portuguese including non-whites in Portugal in the 1800s would not of been possible were it not for it.
The most radical of the Education reforms in the University was the introduction of structured course outline and structured teaching methods. Course manuals were introduced and students were forced to study from books. These reforms transformed the education in Portugal from the dark ages to same level as those found in other more enlightened European countries. While this was not accomplished overnight, by 1800 Portugal education system was equal to the most enlightened European countries and more advanced than many.
The Jesuit University of Coimbra _________________________The Pombaline University of Coimbra
Language, Business, Politics, History & Literacy
“The Kingdom of Portugal champions the cause of ignorance and dirty-mouth-ness. Our people are rude, crude, illiterate or rough and could not be prouder of it. Let us give them other reasons to be proud. Let us give them the gift of knowledge, of true citizens of this great continent, and enlighten their minds with a new mentality. They will reward you all for it, by giving their strength back to this land.”
-The Duke of Lafões, to the Pombaline cabinet, on the importance of molding the minds of the people.
The Expulsion of Jesuits & Enlightenment to the People
“The Kingdom of Portugal champions the cause of ignorance and dirty-mouth-ness. Our people are rude, crude, illiterate or rough and could not be prouder of it. Let us give them other reasons to be proud. Let us give them the gift of knowledge, of true citizens of this great continent, and enlighten their minds with a new mentality. They will reward you all for it, by giving their strength back to this land.”
-The Duke of Lafões, to the Pombaline cabinet, on the importance of molding the minds of the people.
The Expulsion of Jesuits & Enlightenment to the People
At the start of the Duke’s ministry, the country faced widespread education problems that went far beyond mere illiteracy; there were significant social, cultural and traditional dissonances from region to region as a result of the Portuguese having different levels of common knowledge over their lives and their kingdom, of living lives overly dedicated to raw agriculture and fishing and still being under the influence of feudal age traditions and customs. The separations of sheer ability and awareness of national, commercial and worldly matters let to a large-scale detachment and lack of involvement from the people’s part in the affairs of their region, much less their state.
Local developments were not understood or properly interpreted. As demonstrated by the gradual perspective changes amongst the Portuguese between 1750 and 1762, most did not yet even fully understand why the economy was faring better, why the percentage of foreign-own businesses were decreasing and what was even going on at the capital with the Távora Affair and the Jesuit persecutions. Moreover, there were very strong language and cultural barriers in place, sometimes not just between the people and foreigners, but also between Portuguese of different regions and classes.
The Duke of Lafões argued, much to the disagreement of not only Pombal but also of Count William of Lippe, that there were important benefits to reap from giving the people an intelligently thought education on mid-level matters of state interests. Traditionally, it was in the interest of generals, kings and even the merchants that the people remained ignorant, for it meant less arguing when ordering them, drafting them or selling them something. Having been raised to such a powerful aristocratic position, it surprised the rest of the cabinet that the Duke would defend the overruling of such an idea.
The Duke’s adamancy on the matter would be explained by the fine print details of his plan. Having studied humane matters and knowledge itself while at Coimbra, the Duke possessed an understanding of the issue of the citizen’s valor that few of his inner circle did and argued that it was possible to use education as a tool to shape not only the worthiness of a man, but also his desires and mindset. A true philosopher at heart, the Duke argued that the same events and influences that drove their Prime Minister to hate the Jesuits and the country’s sorry state could be used to instill the mentality of an energetic contributor to the youths of the kingdom.
This meant that the Duke planned to do far more than educate the masses; he also intended to brainwash them. With the Jesuit Order gone, it was possible to now replace them and their so-nefarious miasma of religious and moral mania with new ideas and objectives, particularly ones favorable to the government.
The new course reforms were simple to plan and organize so, by the end of 1766, most of the new universities and schools built and staffed by the Duke in the previous years enforced the new curriculum:
- Secondary & University Language Degrees: As of September 1766, English, French and German degrees became options in obligatory language classes. The objective was to drastically increase the number of citizens who could speak at least one foreign tongue. Universities already taught many languages, but the program’s intention was to spread the teaching to lower level school establishments in major commercial spots, particularly Lisbon and Oporto. The available languages were picked over their global mercantile and industrial importance but, strangely, Spanish was not included outside minor studies on its Galician and Leonese variants.
- Business & Market Course Expansion: Studies on market dynamics, usury, supply & demand, mercantilism, free trade, colonial economy and commercial history received new funding and infrastructure. The objective was to promote the growing of an educated and skilled capitalist class that could act in an optimized manner in the Portuguese imperial market.
- Political Science & Philosophy Funding: Colleges now provided classes of political history and finesse so as to spread a better understanding of modern country inner workings. Along with a stronger emphasis on updated philosophy consensuses, this would lead to atmospheres of revitalized political discussion amongst the educated masses.
- Primary School History Class: Uniformed history class programs were introduced with the aim of preserving, promoting and evolving a widespread national identity. Studies were simplified according to year. The impact of this new course was heavily marked by the recent Spanish invasion of 1762 and the ongoing conflicts in the La Plata border.
- Illiteracy Combat Program (PCA): Primary Schools received special funding to promote the learning of reading and writing in a widespread manner, prioritizing it over work skills and elementary mathematics. The PCA (por. Programa de Combate ao Analfabetismo) was formed as an institution with the objective of overseeing this effort, making use of the new Pombaline Censuses to keep a grasp on the progress of its objective.
Moreover, the investment on political science was regarded as a dangerous move by the Count of Oeiras, who feared greater opposition from the masses to the cabinet’s agenda should they be provided with a higher insight on what he had planned for them. By the time the feared awareness was in place, however, both Pombal and the cabinet were at the peak of their consolidation.
Even so, the benefits of these programs were felt by the end of the decade. By 1770, the new generations of land heirs and business owners benefited from a much better preparation to the worlds of business, art, industry and war.
This also did not mean that the sons of farmers, butchers and gardeners were left unattended. The PCA would take many years to pick up momentum due to the sheer lack of adequate staff and money, but even in its infancy it played an important role in bringing books and low level education to small villages of the interior where there was none.
The biggest surprise of all, according to the information gathered by the Pombaline censuses of the mid and late 1760s, were the effects the new history class programs had in public perception of both foreigners and nationality. The program played itself out right after the Fantastic War and all through the Luso-Hispanic Undeclared War over the South American borders. This meant that a history of independence and imperial conquest was taught to the people at the same time they were under attack by their ancient invaders. The censuses claimed that public opinion of Spain and Spanish representatives underwent a steady decline over the course of the decade, which also lead to small trickles of volunteering during Luso-Hispanic conflicts of the following years (the count of Lippe’s army reforms would render this volunteering nigh insignificant in comparison to the professional forces).
Moreover, the education levels amongst the merchants and nobles in Portugal by the end of the decade received a new level of recognition and prestige as British merchants found it harder and harder to compete with native entrepreneurs in the Douro and Tagus markets. A new pursuit of self-improvement in their businesses, possessions and reputations was sparked by the revitalized generations of princes who actively worked to enhance their statuses and strengths (at least in comparison to the relatively comatose energy the country previously felt).
Lastly, the promotion of second tongues amongst the citizens, particularly of the northwestern European brands, would have an extremely important role in transforming the very attitude of the people. While hostility towards their closest neighbors was on the rise, the spreading of English, French and German to higher sects of population resulted in the birth of a new openness and acceptance of enlightened western ideals. Interaction with the British and French present in Portugal would be revitalized and, by 1770, approximately one in every ten people in continental Portugal spoke a second tongue to a degree.
This percentage did not reflect the true distribution of said skill; second tongues were mostly present in Lisbon, Coimbra, Oporto and Faro, where not only knowing a foreign language was most useful but also where education was much stronger. Still, it ceased to be uncommon to run into priests and bishops in Guarda and Braganza who could speak French.
In this day and age, this all proved itself significantly unusual, especially in a country previously afflicted by educational deficiencies. Duke John of Lafões therefore proved himself one of the biggest lynchpins of cultural change in Portugal of his age, having been singlehandedly responsible for metaphorically bringing the people into the light of more advanced Europeans.
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[1] The educational reforms in Portugal was looked with great interest throughout Europe, the Portuguese government was able to bring skilled teachers from all over Europe including several from the Italian Peninsula such as João António Dalla Bella from Padua and Miguel Franzini from Venice.
[2] In 1771 Viceroy Marquis of Lavradio announced the construction of the first ‘Colégios dos Nobres’ in Rio.
[3] The introduction of state funded primary education was a slow process. In the early 1780s the first schools were built and at first attendance was voluntary. In 1810 several governors or local officials began making attendance of grades 1-4 obligatory. In 1825 Portuguese government made attendance of grades 1-6 obligatory nationwide, including colonies.
Note:
These chapters dealing with educational reforms had profound effect on the country and eventually the Empire. iOTL Pombal did institute many of these reforms more specifically the changes to University of Coimbra and Noble Colleges but being only one person and being responsible for so many different portfolios and not being as educated and enlightened at Duke John they were not as profound and complete as indicated in these chapters.. Comments / questions???.
Please return Thursday March 30 as we finish the Ministry of Education with the discussions on Publications and the Royal Academy of Sciences.