Use this link to cite:
http://hdl.handle.net/2183/7732 O ensino da Historia Natural no Instituto de Santiago (1850-1903). Profesorado e recursos, dependencias e influencias
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Sarmiento Anuario galego de historia da educación, 1999, 3: 205-221. ISSN: 1138-5863
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Abstract
[Resumo] Dado o seu carácter de instituto universitario, o Instituto de Santiago mantivo, dende a súa cre-
ación, unha gran dependencia da Universidade compostelá, especialmente nas chamadas materias de
ciencias. Aínda que a cátedra de Historia Natural loi creada no ano 1850, o Instituto seguiu utilizando aulas
e materiais da Universidade para impartir a disciplina, ata a creación en 1863 dun gabinete propio.
Neste artigo estúdiase esta relación de dependencia que se mantivo no tempo, as características dos
distintos períodos de actividade, a actuación do prolesorado, a utilización que fixo dos recursos didácti-
cos dispoñíbeis -especialmente das colección s do gabinete- e a incorporación das novas técnicas e dis-
ciplinas ó ensino da Historia Natural.
[Abstract] The High School 01 Santiago has always maintained close links with the local university, having the reputation 01 being an academic institution, especially in the sciences. Although the chair 01 Natural History was created in 1850, the Secondary School continued to use the University's c1assrooms and teaching materials until it set up its own lacilities in 1863. In this article we study the relationship between the two institutions over the years, the different kinds 01 activities carried out, the work of the teaching staff, the use made 01 the educational resources available -especially the museum collection- and the incorporation 01 new techniques and disciplines into the tea- ching 01 Natural History.
[Abstract] The High School 01 Santiago has always maintained close links with the local university, having the reputation 01 being an academic institution, especially in the sciences. Although the chair 01 Natural History was created in 1850, the Secondary School continued to use the University's c1assrooms and teaching materials until it set up its own lacilities in 1863. In this article we study the relationship between the two institutions over the years, the different kinds 01 activities carried out, the work of the teaching staff, the use made 01 the educational resources available -especially the museum collection- and the incorporation 01 new techniques and disciplines into the tea- ching 01 Natural History.







