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Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper outlines the joint story of education and feminism in the journey to equality and women’s emancipation in the contemporary world. Following a chronological order, it seeks to show in a panoramic manner –but with Spain as a case study– the achievements that have made possible to shorten some distances between men and women, and also the obstacles that have hampered its progress and consolidation. The paper concludes with the analysis of some relevant aspects of the complex framework in which feminism and education are today, as a consequence of the important changes of the 21st century and the patriarchal rearmament that they entail.

School holiday camps, which started in Switzerland in 1886, would start to function in Spain under the institutionalist and director of the then called Museo de Instrucción Primaria de Madrid (Museum of Primary Instruction), Manuel B. Cossío, in 1887. The paper analyses briefly the social, hygienic and educational context in which international movement of summer camps made their appearance and with special reference to Spain. The paper focuses on the beginnings and the scope of these camps in Spain and on the influence of public policies on these processes. These policies shifted from initial government inhibition and the call to the forces of the country to charity and patriotism, to a progressive promotion and to State protection for the summer camps.

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we analyze the different curricula that coexisted in the Normal School of the Primary Magisterium of Cáceres during the Second Republic, from the Bergamín Plan of 1914, which continued those students who had already begun their studies in previous years. And who were given the opportunity to enter the like teachers through their participation in the Professional Selection Courses, following the Preparatory Plan. Who were surprised by the transition of curricula but did not have the title of higher bachelor required in the new, and ending with the star plan of the Second Republic, the so-called Professional Plan. We analyze the courses taught, the contents, the final revalidate of studies, the examination courts and the ways of evaluating in the Cacereña Normal School.

Copyright of Historia de la Educacion is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Starting with the medieval canon of the six non-natural things that maintain and prolong health, this paper analyses some of the hygienic aspects (air and life in the towns, the body and bathing, noble sports, the physic exercises, moderation in diet and way of life, the passions of the soul and spiritual exercises) that were considered important during the Late Middle Ages and Renaissance. Furthermore, viewing the history of teaching as a process that spansmany centuries, the author argues that education has perpetuated, from Antiquity to the modern period, a series of commonplaces about bodily health that extol - in line with Aristotelian and Galenic tradition - the importance of a balanced, moderate life, which aligns with the virtue of temperance. It is also stated that hygiene ?in its public and private dimensions? has a history that goes back before the Enlightenment and the liberalism of the 19th century.

The development of the so-called «feeble-minded childhood» was one of the immediate consequences of obligatory education. The fact that some child had difficulties in accepting educational rules or getting adapted to them lead to their medicalization and to set off an assistive technology that, under different titles like medico-pedagogy, therapeutic education, orthophrenic pedagogy, delineated a field of action shared by physicians and pedagogues. The paper will analyze the importance and success of this orthophrenic pedagogy within the framework of the Spanish science, society and culture during the first decades of the XXth century. Authors will draw special attention not only to discourses held by experts in order to justify their intervention but also to professional interests and scientific practices carried out by them.

El exilio de los maestros republicanos de Cataluña es una expresión evidente de las consecuencias que trae la instauración por las armas del nuevo régimen de Franco. En el artículo se deja constancia de las razones de la persecución y el exilio de este grupo profesional, y también se recogen pistas y testimonios de quienes cayeron o se asentaron en campos de concentración y países muy diversos. Deja abiertas varias líneas de investigación para otros trabajos posteriores, como es el tema del llamado exilio interior.The Catalonian republican primary school teachers exile is an obvious expression of the consequences brought by artmed instauration of Franco's new regime. This article try of explaining the reassons of the hunt and exile of this proffessional group. Also it try of picking up trails and testimonies of whose lived in concentration camps and other countries. The paper opne and offer some research lines, for instances the inside exile.

The Second Republic in Spain brought important news and improvements for the primary school teachers, but also aroused several professional resistances and struggles. The paper try of showing and explaining the inside dialectic of the scholastic reform process, certaining not easy.La Segunda República española aportó novedades y mejoras importantes para los maestros de primaria, pero también suscitó resistencias y conflictos profesionales que hasta ahora apenas se habían evidenciado. Este es el objeto del artículo, mostrar y explicar la dialéctica interna de un proceso de reforma nada fácil.

El objeto de este artículo es estudiar la distribución diaria y semanal del tiempo escolar en el grado primario de la escuela en la España de 1900 a 1936. El análisis se desarrolla desde tres puntos de partida: las propuestas teóricas de distribución y usos del tiempo, la normativa vigente, y la realidad de las prácticas escolares. Este estudio demuestra, no sólo los contrastes y las influencias recíprocas entre estos tres referentes, sino también las diferencias entre las escuelas rurales y las urbanas, las escuelas unitarias y las graduadas, y entre el tiempo escolar no flexible y uniforme y los tiempos de la vida familiar y el trabajo. Con ello se justifica la discordancia que existe entre ellos dando lugar a la asistencia irregular o al absentismo de los niños en la escuela.The subject of this paper is the study of the daily and weekly distribution of the school time at the primary level in Spain from 1900 to 1936. Its analysis is being carried out from three approaches: the theoretical proposals of the distribution and uses of time, the legality, and the reality or school practices. This study shows not only the contrasts and reciprocal influences among these three issues, as well as the differences between the rural and urban schools, the schools with one or several teachers —graded school—, and between the unflexible and uniform school time and the familiar and working times, that is to say, the unsuitable which existed between them giving rise to absence or irregular school attendance.