{"id":34528,"date":"2026-04-17T08:50:31","date_gmt":"2026-04-17T06:50:31","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=34528"},"modified":"2026-04-17T11:02:34","modified_gmt":"2026-04-17T09:02:34","slug":"do-not-take-the-name-institut-escola-in-vain","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/do-not-take-the-name-institut-escola-in-vain\/","title":{"rendered":"Do not take the name \u201cInstitut Escola\u201d in vain"},"content":{"rendered":"

Teachers and students of the first cohort of the Instituto-Escuela, Miguel \u00c1ngel 8, June 1924. Residencia de Estudiantes, Madrid. \/ Photo: Laboratorios de la nueva educaci\u00f3n<\/em> exhibition<\/p>\n

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License Creative Commons <\/a><\/p>\n

\"\"<\/strong><\/p>\n

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Felipe J. de Vicente Alguer\u00f3<\/strong><\/p>\n

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The Ley de Educaci\u00f3n de Catalu\u00f1a (LEC, Catalan Education Act) sets out, in Article 75, the different categories of Catalan state schools, introducing a new type of institution: the so-called institut escola<\/em><\/strong>. It appears to have been a personal contribution of Minister Maragall<\/strong>\u2014unsurprisingly, given that his father was a teacher of Philosophy at the Instituto Escuela del Parque de la Ciudadela in Barcelona during the Second Republic. The introduction of this new designation also carried a respectable \u201cprogressive\u201d pedigree, as it purported to recover elements of republicanism and Catalanism within the Catalan educational model.<\/p>\n

However, the Instituto Escuela that existed prior to the Civil War was neither republican nor an expression of specifically Catalan pedagogy. Moreover, it was something very different from what today\u2019s schools\u2014rather grandly\u2014display on their fa\u00e7ades under the name \u201cInstitut Escola\u201d.<\/p>\n

The first Instituto-Escuela<\/em><\/strong> was created by decree on 10 May 1918, bearing the signature of King Alfonso XIII and that of Santiago Alba, Minister of Public Instruction in the conservative government of Antonio Maura. Alba belonged to the most left-leaning wing of the Liberal Party. In a sense, the Instituto-Escuela was a creation of the two major parties of the Restoration period. This is made clear in Article 1 of the decree: \u201cUsing the staff of the official teaching corps and under the inspection and direction of the Board for the Extension of Studies and Scientific Research (Junta para Ampliaci\u00f3n de Estudios e Investigaciones Cient\u00edficas), there shall be organised in Madrid, as a pedagogical experiment<\/strong>, an Instituto-Escuela providing secondary education\u2026\u201d<\/p>\n

Its roots lie in the Instituci\u00f3n Libre de Ense\u00f1anza<\/strong> and in one of the great achievements of the institucionistas (<\/em>members of the Instituci\u00f3n Libre de Ense\u00f1anza)<\/em>: the Board for the Extension of Studies, today\u2019s Spanish National Research Council (Consejo Superior de Investigaciones Cient\u00edficas). It was therefore not a republican institution, but a monarchical one. The fact that a branch of the Instituto-Escuela was established in Barcelona in 1932 does not alter its much earlier origins\u2014thirteen years before the fall of the monarchy. As the decree itself makes clear, it was a \u201cpedagogical experiment\u201d, that is, an experimental centre<\/strong> designed to apply new methodologies and to train teachers. Legally, the Instituto-Escuela was a \u201csecondary school\u201d, as such institutions were then termed. Its novelty lay in the inclusion of three years of primary education, known as \u201cpreparatory\u201d courses, intended to ensure that pupils were properly prepared to begin the Bachillerato<\/em> (upper secondary education, typically leading to A-levels) at the age of eleven. The institution was centred on the Institute rather than the school, hence the name was not \u201cEscuela-Instituto\u201d.<\/p>\n

The first Instituto Escuela in Barcelona\u2014the one in Parque de la Ciudadela\u2014was created by decree on 9 October 1931, signed by the President of the Republic, Niceto Alcal\u00e1-Zamora<\/strong>. Under this decree, the new institution came under the authority of the Generalitat of Catalonia, on the understanding that it would follow \u201cthe organisation and powers established in the decree of 10 May 1918 creating the Instituto-Escuela of Madrid\u201d. Subsequently, the Generalitat issued a further decree specifying all aspects of the new institution, from its location to its teaching staff, which was drawn from the state corps of secondary-school catedr\u00e1ticos<\/em> (senior teachers), with the exception of the so-called complementary teachers, equivalent to today\u2019s temporary staff.<\/p>\n

It is true that the Institut Escola adopted Catalan as its language of instruction and paid greater attention to the Catalan context in its curriculum, particularly in History and Geography. However, its dependence on the Madrid model was almost total. Its director for most of its existence (he died a few months before the end of the Civil War) was the Catalan Dr Josep Estalella<\/strong>, a secondary-school catedr\u00e1tico<\/em> in Girona and Tarragona who had previously taught at the Instituto-Escuela in Madrid. In October 1931, the Generalitat\u2019s Council of Culture published a set of pedagogical principles by which the centre was to be governed, even before their formal approval. These principles were, in fact, almost a literal translation of those published in 1925 for the Madrid institution. Alexandre Gal\u00ed<\/strong>, one of the foremost exponents of Catalan pedagogy, wrote the following: \u201cthe men who drafted the Norms passed off as a product of the Generalitat something that was not its own, without the elementary courtesy of stating where they had obtained the elements to compose them\u201d (Hist\u00f2ria de les Institucions i del Moviment Cultural a Catalunya, 1900\u20131936<\/em>, Book III, p. 250). It would therefore be difficult to regard the Institut Escola as a major expression of Catalan pedagogy. Rather, it was the Catalan version of the pedagogical model advocated by the Madrid institucionistas<\/em>. To make this dependence even more explicit, the official name of the Parque de la Ciudadela institution was: Instituto Escuela de Segon Ensenyament Giner de los R\u00edos<\/em><\/strong>, after the founder of the Instituci\u00f3n Libre de Ense\u00f1anza<\/em>.<\/p>\n

Like its Madrid counterpart, the Institut Escola was a secondary school. It was by no means an \u201cEscola-Institut\u201d. There was a primary section housed on the ground floor of the former Governor\u2019s Palace in Parque de la Ciudadela; however, unlike in Madrid (where it legally formed part of the Instituto-Escuela), in Barcelona it was in fact part of a municipal primary school. The Generalitat decree of 26 October 1931, which set out the organisation of the Institut Escola, stated that it would operate \u201cacoblat\u201d (that is, \u201cattached\u201d or \u201cintegrated\u201d) to a primary school, which, of course, had its own staff\u2014primary teachers. The intention was merely to ensure good coordination between the two. In practice, however, pupils could enter the Institut Escola either from the associated primary school or from any other school in Barcelona. Admission was not automatic: headteachers of primary schools were required to provide detailed reports on candidates wishing to begin the Bachillerato<\/em><\/strong>, and only those deemed to possess the intellectual ability for secondary education were admitted at the age of eleven.<\/p>\n

The teaching staff of the Institut Escola bore little resemblance to the standards currently applied by the Generalitat in today\u2019s Instituts Escola<\/em>. The core of the staff consisted of catedr\u00e1ticos<\/em> drawn from the state corps. They were appointed on secondment following a selection process, and both in Madrid and Barcelona there was a consistent effort to recruit the very best specialists in each field. All catedr\u00e1ticos<\/em> were required to devote themselves fully to the institution<\/strong>, to identify with its pedagogical model, and to engage in ongoing professional development\u2014though priority was given to deepening their expertise in their subject. Above all, they were expected to be first-rate specialists in their discipline. The same criteria were applied in the appointment of complementary teachers.<\/p>\n

A clear example is the director of the Institut Escola, Josep Estalella. He was a catedr\u00e1tico<\/em> of Physics and Chemistry, specialising in Physics, and had held a doctorate since 1902, with a thesis on X-rays\u2014then a novel field which he helped to disseminate in Spain through numerous publications. He had been awarded a scholarship by the Board for the Extension of Studies, which facilitated his appointment to the Instituto-Escuela, where he taught for two academic years before accepting the directorship of the newly created Institut Escola. He later became President of the Catalan Society of Physical, Chemical and Mathematical Sciences. He combined professional prestige as a specialist with a strong interest in the teaching of his subject, in which he was also an outstanding educator.<\/p>\n

He was not alone. Manuel Mateo<\/strong>, also a catedr\u00e1tico<\/em> of Physics and Chemistry, was a member of the Catalan Society of Physical, Chemical and Mathematical Sciences and the author of well-regarded textbooks. Juan Nogu\u00e9s Aragon\u00e9s<\/strong>, catedr\u00e1tico<\/em> of French, was appointed at the age of just twenty-two as a Spanish lecturer in Montpellier on the recommendation of the Board for the Extension of Studies, as the holder of a government scholarship. Joan Ras Claravalls<\/strong>, a catedr\u00e1tico<\/em> of Mathematics, would later become the first director of the second Institut Escola established by the Generalitat, the Ausi\u00e0s March; he was a distinguished scientist who went into exile after the Civil War. Josep Verg\u00e9s i F\u00e0bregas<\/strong>, catedr\u00e1tico<\/em> of Latin, was closely associated as editor and translator with the Bernat Metge Foundation. In 1928 he translated the poems of Catullus, and in 1930 the speeches of Isaeus of Athens. And so on. For pupils, it was a privilege to be taught by such distinguished specialists. Ensuring that teachers are genuine subject specialists\u2014that is what it means to defend public education.<\/p>\n

As for methodology, the Instituto-Escuela adopted the innovations of the time, strongly influenced by the American philosopher John Dewey<\/strong>, whom I have discussed in another article<\/a><\/span>. There were no examinations, and no textbooks\u2014these were replaced by teachers\u2019 notebooks. Reading was encouraged, as were manual activities, what we would now call extracurricular activities, contact with nature, practical exercises (for instance, in the laboratory), music and theatre. Pupils progressed from one year to the next without repetition. However, it must be borne in mind that there was no need for what we would now call provision for diverse learning needs: the vast majority of pupils came from professional middle-class backgrounds, and admission was strictly selective. These were always experimental centres, and there was no intention of imposing their methodology more broadly. Teachers trained there were free to adopt whatever elements they considered most appropriate in their subsequent posts. The curriculum itself was the official one and was always organised by subjects<\/strong>. At its core was the transmission of knowledge, albeit through highly innovative teaching methods. Some of these innovations later found their way into mainstream secondary schools, long before the LOGSE (the 1990 Spanish Organic Law on the General Organisation of the Education System), and without the need for grand pedagogical rhetoric.<\/p>\n

The short lifespan of the Institut Escola makes it difficult to offer an overall assessment of its experience. However, the Instituto-Escuela in Madrid, which operated for more than twenty years, does allow for a proper assessment. This has been undertaken by a well-informed scholar, Salvador Dom\u00e9nech<\/strong> (L\u2019Institut Escola de la Generalitat i el Doctor Josep Estalella<\/em>, Barcelona, 1998). He notes that, over time, some pupils became demotivated, as they always progressed and invariably obtained certification. Among the teaching staff, there was a gradual abandonment of certain innovative methodologies, which came to be regarded as ineffective. There were no professional incentives for teachers, many of whom ended up combining their work there with teaching in other institutions, and the curriculum became increasingly standardised.<\/p>\n

It is thus clear that the Institut Escola<\/em> introduced by the LEC bears little resemblance to its predecessors. In reality, these centres are simply Escoles Institut<\/em><\/strong>, in which secondary education is subordinate to primary education\u2014the exact opposite of the historical model. To call these centres Institut Escola<\/em> is a genuine misuse of the term. It would be better not to mislead anyone and to rename them for what they truly are: Escoles Institut<\/em>.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

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The Ley de Educaci\u00f3n de Catalu\u00f1a (LEC, Catalan Education Act) sets out, in Article 75, the different categories of Catalan state schools, introducing a new type of institution: the so-called institut escola. 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