1. During the first quarter of the 19th. century, there were no important educational experiences. There have been some small schools teaching the "3R s" and -of course- religion. A brief experience with monitorial methodology - the Lancasterian School, 1821-25- didn t cause real changes in the educational conditions.

2. Between 1825 - the date of Uruguayan independence - and the 70 s, public schools were not that good : insufficient economic resources, badly prepared teachers, learning by rote and poor curriculum. By the middle of that century, Dr. Palomeque´s rigourous report denounced this situation and asked for measures to the authorities , who did not do anything about it. Private schools were working fine, but only the upper classes had access to them. Two important facts should be mentioned about this period: the opening of a commercial shool ("Mercantile School", 1829-1836) as well as the creation of the University (1849), with few preparatory courses (Latin, Philosophy, Mathematics) and only one Faculty : Law.

3. Around the 1870´s , a very important period began -during which the educational system became structured. In 1877, José Pedro Varela - with the support of a dictatorial government - established a school system. He was actually inspired by H.Mann s and Sarmiento s works. In a few years -based on a free and compulsory education and a limited religious teaching-, he had the system working well enough : modern methodology, well- prepared teachers, and more people attending schools. The "Arts and Crafts School" was created by that time (1879), as a state workshop and correctional institution for young delinquents. In addition, during the 70 s and 80 s, the University created two new faculties of Medicine and Mathematic (the latter prepared engineers, architects and geographers). The development of the University as well as the elementary preparatory school curriculum was influenced by the Positivist Philosophy (Compte, Spencer).

4. During the early 1900 s, high school education began to change, dropping its "pre-universitary" style and becoming an usual continuity of elementary school. Between 1912-18, some provincial high schools ("liceos"), and then one girls "liceo" as well as another night school for workers (both in the capital city) were created. This fact increased the number of people who attended schools by the middle of that century. Elementary schools had also evolved, by introducing modern methodology (Decroly, Montessori, Dewey). In 1908, new professional careers emerged, as a result of a new statute that reduced the University s scope. This period was distinguished by a serious conflict between University and Government as well as a student movement that started in the C¢rdoba University (Argentina) in 1918, and demanding a revision of the universitary system. The "Arts and Crafts School" -whose principal was Dr.Figari-, changed its structure, by dropping the correctional institution style and becoming a second-level technical school. However, since it prepared people to work with their hands, it didn't achieve social prestige. In 1942, its name was substituted for "The University of Work", with no change in its social image.

5. During the second half of this century, the educational development was still having a great impulse. Nevertheless, the country s economic crisis implied a barrier to its success. A new statute for the University (1958) allowed (undergraduate and graduate) students and teachers to participate in its government. At the same time, a University extension program began to develop by working in communities, tradeunions, etc.; an institute for preparing teachers was created in 1949, but the authorities did not recognize its importance. By the end of the 60 s, the economic crisis caused a climax of political and social violence, which disturbed the educational system. In 1973, after a period of irregular democracy, a military dictatorship took over. During more than a decade, all political opponents were persecuted as well as progresive teachers and students were persecuted. In fact, the educational system was reformed according to this authoritarian philosophy. As a consecuence, the quality of education was deteriorated..

6. In 1985, when democracy took over, Uruguayans asked for a new educational system which would recover the high levels they had know before the dictatorship. Pedagogical and political changes were made aiming at the development of education: new teachers and new curricula were the starting point. However, it is still too soon to see the results of these efforts.

Born in Uruguay (1934). Studies in education and philosophy performed in Teachers Institute "Artigas". Professor in the secondary education, in Teachers Institute "Artigas" and in University (Social Work School and Social Science Faculty). He has published many books about the history of uruguayan education.