Ministers of Education in Spain: A Historical Analysis
Pedro Sainz Rodríguez, appointed Minister of National Education (a name reflecting the nationalist ideology, replacing Public Education) in February 1938, implemented significant changes. During his brief tenure, he focused on eliminating bilingualism, coeducation, and secularism. He also censored textbooks and purged teachers. A traditional Catholic and monarchist, he repealed the decree expelling the Jesuits in 1931 and the Law of Confessions and Religious Congregations of 1933.
The Church regained its traditional political and educational powers, legitimizing national-Catholicism. The connection between Catholic fundamentalism and the state was reinforced, emphasizing the importance of teaching Catholic tenets and morals. Religious education became compulsory, and educational establishments were subject to inspection.
In August 1939, Ibáñez Martín became the new Minister. Over his twelve-year tenure, he structured the national education system and allowed certain sectors to exert increasing influence. His first major decision was creating the National Research Council in November 1939, ideologically aligned with the new regime, aiming to continue the scientific and technological advancements of the Board of Advanced Studies.
The old-school Institute was transformed into the Instituto Ramiro de Maeztu, and the Pedagogical Museum National Institute of Pedagogy “San José de Calasanz” was purified. The teaching staff of universities was significantly renewed between 1939 and 1945 due to deaths, purges, and exiles. These changes allowed political factions to control higher education. Provisions in 1940 reinforced these policies, including the Law on Suppression of Freemasonry and Communism, which excluded professors suspected of these ideologies. Teacher training was reformed to instill the values of the regime and ensure loyalty to the new political order.
The extensive purge of teachers, closely associated with Republican reforms, and the assignment of teachers controlled by the S.E.M. (Spanish Education Department controlled by the Falange), ensured alignment with the regime’s goals. The creation of the Youth Front in December 1940, a Falangist organization for students aged eight to eighteen, ensured the indoctrination of children with the system’s values.
In 1951, Giménez Ruiz became the new Minister of National Education. Within the system’s constraints, he introduced openness and flexibility, moderating ideological stances and engaging with early dissidents of the Falange.