Colonial Legacy as an Obstacle to the Development of Education in the Devloping Countries -Latinamerican case-

从征服美洲新大陆之初，西班牙王室就对印第安人的教育感兴趣，因为印第安人是西班牙统治下的新附庸。将印第安人转变为基督徒并将他们同化为西班牙文化的问题与西班牙帝国扩张的正当性有关。“精神征服”是殖民政策的一个组成部分。在十六世纪初，印度儿童聚集在一起，在寺院学校进行的宗教命令，主要是宗教教育。另一方面，为了满足克里奥尔人和上层阶级混血儿的教育需求，欧洲的大学和学院被移植到殖民地。殖民地大学以其贵族性质而著称。它提供给学生中世纪sholastic disdiplines如艺术，神学，大炮，法律和医学，所有的基础上拉丁语。因此，到16世纪中期，殖民地教育体系的基本结构已经建立。在基于社会阶级和种族种姓划分的教育种类和程度方面，居民之间存在着巨大的差距。这种殖民地教育的基本模式和特点将在整个殖民时期及以后继续存在。

From the biginning of the conquest of new continente of America, the Spanish Crown was interested in the education of the Indian as a new vassal under their domination. The problem of turning the Indian into a Christian and assimilating them into spanish culture was linked to the need to justify of the expantion of the Spanish Empire. The "Spiritual Conquest" was an integral part of the colonial policy. In the early years of the sixteenth century, the Indian children were gathered together in the monastery-schools conducted by the religious Orders chiefly for religious instruction. On the other hand, in response to appeals from laymen and ecclesiatics for satisfying the educational need of the Creole and upper class mestizos, Europian universities and colleges were transplanted in the colony. Colonial university was distinguished by its aristcratic nature. It offered to the students the medieval sholastic disdiplines such as arts, theology, canons, law and medicine, all upon a base of Latin language. Thus, by the middle of the sixteenth Century, the basic structure of the colonial education system was established. There were a enomous gap among the inhabitantes with respect to the kind and degree of education based on the division of social class and racial caste. And this basic pattern and characterics of colonial education would continue through the entire colonial period and beyond.