Society, State and popular education: England, Portugal and Japan

Abstract

This article analyses three cases of differentiated development concerning popular education: England (1790-1840), Japan (1860-1890) and Portugal (1926-1939). At the distance of 130 years, in two different societies - England and Portugal -, some sectors of the ruling classes deliberately attempted to prevent the spread of popular education. Could it be the case that any conservative regime would always resist the granting of instruction to its people? An extraordinary example of an opposite situation is shown by late nineteenth century Japan. Here, an equally conservative ruling class adopted a radically different policy, and magnanimously gave education to all its people. The question then of what accounts for the development - or stagnation - of popular education arises. This article will attempt to answer it. One will therefore try to consider here the fundamental factors which influence such a development; not only the socio-economic factors but also political-ideological factors will be considered. Labour market needs have been clearly important in the development of mass schooling; but the political-ideological factors cannot be minimized. No simple mechanical model postulating a direct, immediate relationship between the economic needs and schooling can account for what happens in real situations.