The ILE: Shaping Education and Intellect in Spain

Influences of the ILE

A. Mission Bulletin

The Mission Bulletin was a means to explore the intellectual connections of the institution. This magazine served as a link between all its supporters, and between them and the main currents of thought (in general) and pedagogical concerns (in particular) that were happening in Spain and abroad. It was the best of the Spanish educational journals, offering a broad horizon to both Spanish and foreign readers, mainly from France, as many reports came from there (it had exchanges with other foreign publications).

B. Influence on Spain's Intellectual Wealth

The ILE influenced various schools, for example, the ILE de Bilbao and the ILE de Sabadell. The ILE de Madrid (Center) enjoyed an indisputable authority. The creation of the Marine Biology Laboratory in Santander and the Central Institute for Meteorology can be attributed to its influence. Another aspect of the influence exerted by the ILE was the development of tour companies.

C. Diffuse Influence

We're talking about a diffuse, intangible influence that arises from the relationships between people. The most powerful means of influence of the ILE was not the schools themselves, but all the relationships that unfolded around it. The common bond was the desire to renew Spain intellectually and morally.

Origins and History of the ILE

A. Foundation

The Marquis of Orovio Decree of 1875 is the fundamental fact behind the appearance of the ILE. The denial to the east of Giner de los Ríos, Azcárate, Salmerón, Figuerola, Calderón, and González Linares, and his vision of promoting a Spanish youth outside the formal university, seem to be the reasons that inspired Giner during his exile in Cádiz to create the first draft of a proposed Free Institution. Giner drew inspiration from the Université Libre de Bruxelles and some American universities. The ILE is a center for the propagation of science in all its forms, a science independent of any political obligation, philosophical or religious, reported by teachers who do not recognize any other authority than their own conscience.

B. Organization

The Royal Decree of August 16, 1876, adopted the statutes of the ILE, which appears as an association created by funds contributed by partners. The Board decided on the movements of funds, the salaries of teachers, and material issues. The Technical Board organized studies and internal administration. The Technical Board was constituted with the teachers of the ILE. The ILE aimed to be a center of general studies, i.e., high school. However, its members realized that it was insufficient to deal with children after primary education, as these had created habits of passivity and made it difficult for the ILE to implement the active methods that were the basis of high school. Therefore, in 1878, they established a primary section to teach children from the beginning and to inculcate the same methods for primary and secondary education. ILE students did not bring work home. The courses covered the period between October and June, although the institution remained open throughout the year. They attached great importance to manual teaching and wanted to introduce technical and vocational education from primary school. The ILE established higher education courses whose purpose was to complete the courses of the University Journal and keep the college's alumni in primary and secondary education. No more could be done because the law did not grant complete freedom to higher education. In this higher education, the ILE incorporated a series of conferences that were less scientific and aimed at a wider audience.

Location

The first location where the ILE was installed was Esparteros Street in Madrid, but it was small. In 1880, it settled in a bigger place that was expensive. Finally, it moved to the Paseo del Obelisco (then outside Madrid). The ILE always lived with hardship; it survived thanks to the generosity of friends and the heroic sacrifice of the teachers.