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E-teaching History
E-teaching History
Edited by
Joanna Wojdon
E-teaching History
All rights for this book reserved. No part of this book may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without
the prior permission of the copyright owner.
Introduction ................................................................................................. 1
Smartphone Apps: Their Use of History and Use for History Teaching .... 141
Dennis Röder
Playing with the Past: Digital History and Historical Consciousness ..... 153
Emilia Salvanou
Sometimes they refer not only to computer games but more generally
to historical edutainment which the games are a part of. Most (but not all)
of the articles originate from the papers presented in September 2014
during the conference of the International Society for History Didactic in
Wrocáaw (Poland). Some other aspects of history and edutainment, that do
not necessarily involve digital technologies, are discussed in the 2015
volume of The International Journal of Research on History Didactics,
History Education, and Historical Culture published by the Society in
Wochenschau Verlag.
DIGITAL OR CULTURAL CHALLENGES?
A POLISH HISTORY E-TEXTBOOK WRITTEN
BY THE OLDER GENERATION
FOR THE YOUNGER ONE
PRZEMYSàAW WISZEWSKI
1
An outline of the comprehensive programme for the digitization of Polish schools
currently being implemented by MNE, including the creation of digital educational
resources which are to include e-textbooks for the humanities, life sciences and
hard sciences, was presented in 2012 Cf. http://men.gov.pl/jakosc-edukacji/
edukacja-informatyczna/cyfrowa-szkola-aktualnosci/e-podrecznik-nowa-jakosc-w-
polskiej-szkole.html.
2
The team was divided into two sub-teams composed of scholars at the University
of Wrocáaw Institute of History, responsible for preparing a series of textbooks for
primary school and for secondary schools. The first series, divided into textbooks
covering particular chronological periods, was authored by Maágorzata Pawlak
(antiquity), Wojciech Mrozowicz (Middle Ages), Robert Koáodziej (modernity
4 Digital or Cultural Challenges?
through 1789), Joanna Wojdon (19th century and contemporary era). The second
series was composed by Andrzej Wypustek (antiquity), Przemysáaw Wiszewski
(Middle Ages), Leszek Ziątkowski (modernity through 1789), Monika Piotrowska-
Marchewa (19th century) and Barbara TechmaĔska (contemporary era).
3
http://legislacja.rcl.gov.pl/docs//3/23941/23943/23944/dokument22402.pdf (accessed
29.07.2015).
Przemysáaw Wiszewski 5
surrounding them. As it would later turn out, history textbooks were in this
respect to be supported by textbooks for teaching Polish. During the
course of preparing the materials, the team of authors also focused on
presenting pupils with the meanings of cultural texts and methods of
interpretation.4 The impact of the project on society was to be enhanced by
the fact that simultaneously with the publication of the textbooks, the
MNE was to support universal access to broadband Internet in schools and
the homes of pupils (distribution of tablets as end devices).
In March 2013, the MNE supplied the final guidelines for the e-
textbook, which we used as the basis for beginning our work. During that
time, the Ministry left us with broad freedom of action in preparing the
textbook. The team of authors did not receive guidelines from the
contractor concerning the form of the work. Conditions as to the content
were also quite general. The textbook was to facilitate implementation of
the core curriculum as published by the MNE at the primary level.5 In May
2013, we received a schedule to follow in our preparation of the textbook.
The deadline for submitting a working version of the material suitable for
editing was set as February 2014. Work on the version to be published,
following editorial review, proofreading and multimedia tests was to be
completed by July 2014.6 Alongside the preparation of methodological
assumptions, the rules for the presentation of content including a draft
design of the layout, primary text, exercises and comments to multimedia
content, our responsibilities also included authoring multimedia exercises
and games. The authors were obliged to select all of the multimedia
content that was to be published from familiar sources. After a time it was
then specified that only items previously published on open licences and
fulfilling certain quality standards would be acceptable. In August 2013,
the authors were to supply a detailed description of all maps and pictures
of monuments which they planned to use in their portion of the textbook.
4
Cf. http://www.epodreczniki.pl/begin/aktualnosci/uczniowskie-spotkania-ze-
sztuka/ (accessed 29.07.2015).
5
The core curriculum for history in the Polish educational system contains a
keyword-based listing of the primary educational content that should be
communicated to pupils at various levels of education. There are 29 themes for
primary school, 39 for lower secondary, and 12 for upper secondary. The content
of the core curriculum for general education in Polish schools was published in
2009 in a Regulation of the Minister of National Education of 23 December 2008
(OJ L 2009, no 4, item 17, attachment 2 (primary schools) and attachment 4 (lower
and upper secondary schools), Cf. http://www.bip.men.gov.pl/men_bip/
akty_prawne/rozporzadzenie_20081223.pdf (accessed 29.07.2015).
6
Determinations of the meeting held on 25 May 2014.
6 Digital or Cultural Challenges?
7
Cf. a brief review of the use of e-textbooks in Europe in 2009-2011
http://eurydice.org.pl/wp-content/uploads/2014/10/Men_podreczniki.pdf (accessed
29.07.2015).
8
For example, Catalonian http://www.edu365.cat/ or a repository focused on
audio-visual materials http://www.edu3.cat/ (accessed 29.07.2015).
9
Cf. methodological assumptions of the textbook http://xn--institut-fr-digitales-
lernen-b7c.de/fileadmin/templates/Theoretiosche_und_didaktische_
Hintergruende_des_mBook.pdf (accessed 29.07.2015). See also chapter IV.
8 Digital or Cultural Challenges?
Do they seek to gain a sense of events around them in the same manner as
we do, reaching far back into the past and comprehending the chain of
causal links? Do they develop their own vision of the world as we do, by
draping a fabric of facts over the skeleton constructed by a model of the
truths governing reality, bringing clarity to the emerging image by joining
it to successive chains of events and facts? This linear narration, so
familiar to us and based on the continual reference of the products
generated by analysis of particular cases to a synthetic vision of the world,
which was continually subjected to evolution, was vital for us in a time of
information paucity. It was then necessary to capture information and
build a model out of a few disjointed scraps. This model, in turn, would
then serve to justify decisions in respect of the manner in which the
contours of the past were presented, as well as the proper way to proceed
in the present. However, in a world of excess information, easily available,
is such a model of seeking and using information necessary? Is it not being
replaced by a model of ad hoc use of information which should function as
separate wholes, answering the specific question of the user? In this
model, acquisition of information is not a process, but rather an act;
information is not something we receive for our effort, but rather an
instantly accessible product ...
At present, we have at our disposal broadly accepted knowledge about
the psychological development of children and associated potential for
concrete and abstract perceptions of both simple and complex content.
However, and paradoxically, there is little agreement as to the effects
wrought within the scope of children’s construction of models for
describing the world and the shape of those models by changes transpiring
in communication compared to the classic, pre-digital generation. It is no
less difficult to evaluate these changes from the perspective of society’s
future viewed through the prism of the traditional values of our
contemporary culture.
In this situation, the methodological and content assumptions proposed
by the team for the e-textbook were based on analysis of available
traditional and digital educational aids, as well as empirical experiences
from 1) teaching in primary and secondary schools; 2) reviews of previous
traditional textbooks authored by members of the team; and 3) last, but not
least, consultations with our own children aged 7–16 years. The effect of
this avant-garde procedure was the June 2013 preparation of the
fundamental assumptions for the e-textbook. In accordance with the
current educational model in Poland, children complete the full history
course over two cycles. The first is taught in forms 4–6 of primary school
(primary education lasts a total of 6 years). The second is taught in lower
Przemysáaw Wiszewski 9
secondary school (3 forms) and the first year of upper secondary school.
As a result, we adopted the assumption that the publication of the e-
textbook would comprise two series – one for primary schools, and the
second for lower secondary and the first year of upper secondary schools.
Because of the obvious differences in children’s developmental stages, the
majority of assumptions of the two series were also formulated differently.
They were linked, however, by one leading idea: we are striving to
transmit accurate knowledge about historical events and social processes
in a manner that will interest pupils while placing emphasis on developing
skills.
This triad of meta-objectives for our project was to be reflected in the
structure and construction of the e-textbook. Accurate knowledge was to
be ensured thanks to the professional experience of the historians
preparing the textbook. The fact that nearly every member of the team had
prepared traditional commercial textbooks for primary and secondary
schools was grounds for faith in the authors’ capacity to stimulate
children’s interest. They had been invited to write the textbooks based on
their ability to ensure sales of those products on the open market.10
Furthermore, every member of the team possessed years of experience in
authoring popular scientific publications. Additionally, Maágorzata Pawlak
and Joanna Wojdon had been involved for years in the methodology of
teaching history in schools. Joanna Wojdon in particular has conducted
research on the potential for the use of information and communication
technology for history instruction in schools (cf. Wojdon, Analyzing,
2011: 159-180; Wojdon, Obudowa, 2011, 394-415).
The team adopted two goals with regard to sparking the interest of
pupils. Firstly, and rather obviously, increased emotional activity of the
pupils channelled by the structure of the textbook and particular messages
contained within it was to facilitate their openness to perception of the
communicated elements of knowledge and skills. Secondly, it was
considered of equal importance to use positive emotions to construct clear
signposts within the memories of students that direct them to specific
events, phenomena and processes. These were intended to refer primarily
10
Interesting children in the content of textbooks on the Polish publishing market
was not easy. Several to several dozen versions of the same textbook were sold
around the country by an equal number of publishers. At the same time, textbooks
authored by the members of the team are no longer among those permitted by
MNE for use in schools, which eliminates conflicts of interest between the older
publishers and the present authors of the e-textbook. Cf. current list of textbooks
for history at educational levels,
http://men.gov.pl/podreczniki/wykaz_dopuszczone_lista3.php (accessed 30.07.2015).
10 Digital or Cultural Challenges?
to the rich Polish and European symbolic heritage, but would span even
broader periods and territories if possible. The primary task of this
undertaking was to transmit to children a dictionary for the symbolic
language of culture that surrounds them. In this manner, we sought to
reinforce their self-awareness in the world of their native, i.e. Polish and
European, culture. We also wanted to help them in precisely and quickly
communicating with members of that cultural community, in which they
would most likely spend the majority of their lives. Thirdly, and lastly,
positive emotions – interest – were to be the factor encouraging pupils to
engage in their own travels through history beyond the confines of the
textbook. In this respect we wanted to emphasize both intra-group
interaction and independent activity by the pupil.
This was linked with the conviction that it was possible to educate
pupils through the teaching of history in not only the particular skills
associated with that area of knowledge (chronological thinking,
constructing a historical narrative). We also desired to facilitate pupils’
development of universal skills, both cognitive and social. Our conviction
was based on the acknowledgement of history as a science specialized in
the goal-based critical analysis of diverse information produced by people.
We felt that type of instruction would facilitate introducing textbook users
to the world of critical analysis of the wealth of information surrounding
them, not only through developing the inclination to seek genetic links
among pieces of information, but primarily through defining the contexts
in which messages arise, are distributed and exert their influence. Most
importantly, we wanted to emphasize the necessity of relating the content
of the information obtained to the objective which led to its creation, and
the cognitive capacities of that creator. In this manner, elements of
criticism of a historical source were to support the development of open
minds, yet which remained critical towards the flood of information that
characterizes the modern world.
The synthetic application of the three pillars in the structure of the
textbook’s content described above was intended to facilitate enhancing
children’s sensitivity and awareness of issues of values. This was to be
achieved not through the introduction of their concrete forms, but rather by
indicating those which are characteristic of a given culture or even
individual as factors determining decisions which are taken and shaping
relationships with the environment. A significant role to this end was to be
played by exercises encouraging reflection on one’s own set of values,
justifying them in discussions with classmates and the teacher,
determining the impact of their cultivation for life in the contemporary
Przemysáaw Wiszewski 11
Structures
In order to implement these assumptions, we proposed a multi-layered
structure for the e-textbooks. It was to possess a unified character within
each particular level of education (primary, lower secondary, upper
secondary). The structures of the particular levels were to differ from one
another. However, we treated each of the closed unique narratives
encompassing particular epochs of history as a work composed in
accordance with the plan developed by the author, which best addressed
the epoch presented by that author and its issues. This led to the
fundamental division of content being expressed in the separate series of
textbooks for primary schools and for secondary schools. Within each of
them, particular eras retained their distinctness, and the textbooks
addressing them were prepared by different authors (antiquity, Middle
Ages, modernity (through 1789), the long 19th century (1789–1918) and
contemporary history). This rather conservative chronological approach
resulted in part from the needs of the contractor. However, it was also
derived in part from the convictions of the authors that it was necessary to
give teachers a message constructed in accordance with patterns familiar
to them.
The same assumptions determined the selection of the fundamental
building blocks of the textbooks. With the differences in developmental
levels among children attending different types of schools in mind, it was
decided to reduce the structuration of textbooks for primary school in
relation to secondary schools.
11
For example, in a lesson for pupils in stage III of education, focusing on the
functioning of European societies in the early Middle Ages, there was an exercise
in which pupils were to learn about the duties placed on emissaries (missi
dominici) in 802 by Charlemagne. Next, they were to formulate instructions that
the Emperor would give to his/her ministers. Their objective was to understand the
values acknowledged by Charlemagne. Next, they were to compare the proposals
for the Emperor’s hypothetical instructions in class, and then determine what
values – according to their classmates – his/her ministers adhered to, lesson by
Przemysáaw Wiszewski, SpoáecznoĞci plemienne i tradycje rzymskie.
12 Digital or Cultural Challenges?
12
Cf. http://www.epodreczniki.pl/begin/aktualnosci/uczniowskie-spotkania-ze-
sztuka/ (accessed 30.07.2015).
14 Digital or Cultural Challenges?
13
Emphasis on the significance of activation methods in the process of
transmission of educational content resulted from the direct experiences of the
authors in teaching (cf. Wojdon, 2012: 177-186).
Przemysáaw Wiszewski 15
14
One example is the exercise from the lesson “The elephant and the Polish issue”,
presenting the efforts of Poles to resurrect their own state in the 1920s. Joanna
Wojdon scrapped a lecture on approaches by Polish politicians who contributed at
the start of the 20th century to the battle for independence - Roman Dmowski and
Józef Piásudski. This was replaced with two source texts – short biographies of the
politicians – and a table which the students completed on the basis of source
material on the views of the two figures. They were also to add their own views,
and compare them with the positions of the two politicians.
15
This concerns not only written sources, but also iconographic presentations. In a
lesson on ancient Greek democracy (stage III), Andrzej Wypustek placed the
oldest existing inscriptions from Athens alongside a presentation of scribes and
readers on a vase from the 4th century BC to demonstrate the link between the
dissemination of the ability to write with the birth and development of democracy
in Athens.
16 Digital or Cultural Challenges?
16
Cf. press material http://www.rp.pl/artykul/1163913.html ('Rzeczpospolita',
11.12.2014); http://www.tvp.info/18113718/zwolnienia-w-men-za-epodrecznik-
sztandarowy-projekt-rzadu-kiepskiej-jakosci (Telewizja Polska, 18.12.2014);
http://edukacja.dziennik.pl/aktualnosci/artykuly/478472,men-kluzik-rostkowska-
zwalnia-za-e-podrecznik.html ('Dziennik', 21.12.2014); http://wyborcza.pl/
1,75478,17289072,Zostali_zwolnieni_bo_e_podrecznik_nie_ma_fajerwerkow_.ht
ml ('Gazeta Wyborcza', 21.01.2015).
18 Digital or Cultural Challenges?
grabbing their attention. Even if it takes this form for only a short time, it
will rapidly become obsolete.
Technology alone is insufficient to create a textbook that children will
accept as sufficient to meet all of their expectations. We are not – or at
least we have not been so far – capable of keeping pace in our educational
offerings with the revolutions in young people’s technological tastes.
Paradoxically, in respect of maximization and optimization of exploiting
an available medium for educational purposes, traditional printed
textbooks and their electronic versions with multimedia enhancements
remain the best forms. They do not need to direct the teacher’s or pupil’s
attention to the technology. The author’s contribution, i.e. the content of
the message, remains the essence of the material. However, such a classic
book with a linear, closed structure suggesting a totality of knowledge
does not encourage creativity in the user. Furthermore, by avoiding
interaction in real time with the surrounding world of information, it runs
contrary to one of the fundamental experiences and social problems faced
by young people in Europe – the excess, shallowness and fluidity of
accessible information. A book is not capable of meeting those
requirements. Its objective has always been to record and transmit
information, not to react and participate in discussion over it.
In this context, a multimedia, digital, internet-based history textbook,
that may be used on-line, downloaded or printed would seem a good
solution to the problems of shaping the skill of analyzing and selecting
information, of fostering informational interactions in a community, and
also of ensuring affordable access to the highest possible quality of
knowledge and cultural heritage. It seems that all of this is within our
grasp. However, what is needed is not only acceptance of the
distinctiveness of such a textbook compared to the classic book form. It is
worth defining fundamental educational objectives with the assistance of a
digital networked medium. Perhaps we should ask the question of who
really needs a textbook that simply summarizes knowledge from a
particular discipline in an age of global, diffuse and non-authoritative
information? Maybe adults more so than children? Maybe it would be a
better solution to offer continually updated, authoritative, diffuse
educational materials, which would be prepared in an appropriate and
narrow scope by specialists? It would be easier to adjust small wholes to
newly emerging informational challenges. As a result, rather than
undertaking large publishing projects every several years, a continual
process of review and modernization of educational modules could be
maintained. This is also the tone of remarks from the contractor, indicating
that e-textbooks should be treated as a collection of autonomous wholes at
Przemysáaw Wiszewski 19
the level of modules. The teachers can then freely shape them owing to the
broad scope of permissible use under the CC-BY licence.
To a large degree this was consistent with the assumptions of the
authors. We did not wish to prepare yet another textbook based on a rigid
division of content transmitted in a fixed chronology. Autonomy of
educational chunks in the humanities does, however, have its limits.
Textbooks for understanding history and culture must be based on a story,
a narration describing processes. In painting a picture of a community’s
past – a phenomenon whose nature is continuity – it is not possible to offer
a result consisting of a collection of separate, fully autonomous, small
fragments to be used freely. The user should have the capacity to use
exercises, multimedia content or even entire modules as he/she sees fit.
The fact remains, however, that their content interacts. During a lecture on
estate societies in the Middle Ages, a pupil may participate in a simple
role-playing game which requires a decision between submitting to the
authority of an aristocrat and becoming his subject, or rather attempting to
retain his freedom. However, in order to take the right decisions – and to
acquire knowledge about the foundations of European civilization – he
must have learned about the functioning of Roman society in the 2nd–3rd
centuries and the Germanic tribes of the 3rd–4th centuries.17 Of course,
this knowledge does not have to come from our textbook, it can be drawn
from other sources. However, if an educational objective is to be achieved
in the course of the game, the user must possess particular knowledge. The
author’s metanarrative gives order to the manner in which pieces of the
past are discovered; if the user chooses to abandon it, this should be done
consciously and with reference to another, previously accepted cognitive
scheme.
We wanted our offer to satisfy new expectations related to the flow of
information. At the same time, we also worked to retain what is most
valuable in the European tradition – the capacity to conduct a discussion
leading to the development of a shared, collective, holistic description of
reality. One which will unite, but will also be elastic and adapt to the needs
of its user – while remaining open to change, discussion and enrichment.
This constitutes merely a test run, and certainly an imperfect one at that.
However, I believe that contemporary, traditional textbooks in the
humanities are an attribute of industrial education just as classes with rows
of desks, summer vacation during harvest time, and assessment of progress
using evaluative symbols are. They once served as a means of forming
17
Lesson by Przemysáaw Wiszewski, “The ideal and the reality of the three
estates” (textbook for stage III education), exercise “Take the challenge...”.
20 Digital or Cultural Challenges?
References
Wojdon, Joanna. “Analizyng and evaluating Information Technology (IT)
resources for the history textbooks.” Yearbook. International Society
History Didactics 32 (2011): 159-180.
—. “Metody aktywizujące w dydaktyce historii – z praktyki akademickiej”.
In Wokóá problemów edukacji... KsiĊga pamiątkowa dedykowana Pani
profesor GraĪynie PaĔko z okazji 40-lecia Zakáadu Dydaktyki Historii
i Wiedzy o SpoáeczeĔstwie w Instytucie Historycznym Uniwersytetu
Wrocáawskiego, edited by Joanna Wojdon and Barbara TechmaĔska.
Wrocáaw: Chronicon. 2012.
—. “Obudowa multimedialna wspóáczesnych polskich podrĊczników do
historii.” In Edukacja 2010, edited by GraĪyna PaĔko, Maágorzata
Skotnicka, Barbara TechmaĔska. Opole-Wrocáaw-Lubin 2011.
SHARED HISTORIES FOR A EUROPE WITHOUT
DIVIDING LINES:
ORIGINS AND OUTCOMES OF A COUNCIL
OF EUROPE HISTORY EDUCATION PROJECT
PIOTR PODEMSKI
1
Treaty of London (Statute of the Council of Europe), 5 May 1949 –
www.conventions.coe.int (accessed 23.072015).
22 Origins and Outcomes of a Council of Europe History Education Project
Considering that the textbooks and basic material at present in use need to
be adapted to the times;
2
Resolution (52) 17 (19 March 1952) of the Committee of Ministers –
www.coe.int (accessed 23.07.2015).
3
European Cultural Convention (19 December 1954) – www.conventions.coe.int
(accessed 23.07.2015).
Piotr Podemski 23
Although this particular topic had also been present in the Council of
Europe documents before, it was only in 1984 – and in a somewhat new
historical context of mass-scale migrations – that the question of teacher
training was thoroughly addressed. Recommendation no. 18 of the
Committee of Ministers called upon Member Governments to “make the
intercultural dimension and the understanding between different
communities a feature of initial and in-service teacher-training”. In
particular, teachers were expected to
4
Resolution (64) 11 of the Committee of Ministers – www.coe.int (accessed
23.07.2015).
5
Ibidem.
6
Recommendation (84) 18 of the Committee of Ministers–www.wcd.coe.int
(accessed 23.07.2015).
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[40] V. Hist. de Port. l. v.
III
AS GERAÇÕES NOVAS
1.—A INICIAÇÃO PELO FOMENTO
Poeta da liberdade
Fiz d’esta nova deidade
A dama do meu pensar
Prostrei-me aos pés da donzella
Heide com ella e por ella
A minha terra cantar!
(Palmeirim, Poesías).
O chefe d’este neo-romantismo, entre burocratico e piegas,
artificial, sem raizes no coração de uma gente prosaica ou devassa;
o chefe d’esse romantismo, cujos derradeiros foram Chagas e
Thomaz Ribeiro, «christão, portuguez e bacharel formado», (Prol. do
D. Jayme, 2.ª ed.); o chefe de uma eschola arrebicada e pedante, foi
Castilho, um velho Fontes da poesia!
Ao seu temperamento feminino ou infantil agradavam as ternuras
doces dos Byrons do Terreiro-do-Paço; e, se lá no fundo tinha uma
ironia aguda para os crivar de epigrammas antigos, vingando-se,
não podia deixar de os lisongear, de os acolher, de os encher de
louvores e mimos, chamando Isto a um, Aquillo a outro: um
congresso de genios! A hypocrisia natural em sociedades que,
tombando na chateza do utilitarismo, não querem confessar, por um
resto de pudor esthetico, o americanismo dos seus sentimentos e
motivos; esse estado de desaccordo da intelligencia moral, da
esthetica e da pratica, reclamava o governo politico de um homem
como Fontes, e o governo litterario de outro homem tambem vasio
de idéas, repleto de sábia poetica, um arcade como Castilho.
E se o primeiro cantava em discurso a «locomotiva, e sobre a
locomotiva o progresso!» se o primeiro obedecia á corrente do
Capitalismo moderno: o segundo, cantando a Felicidade pela
agricultura, o Hymno do trabalho, obedecia á corrente do
fourierismo; e ambos recebiam e davam a iniciação propria da
edade do Fomento, nas suas duas faces.
Capitalismo, Socialismo, eis ahi, com effeito, o que se achava no
fundo da Regeneração; sem que os nossos regeneradores tivessem
uma consciencia nitida do que faziam e do que eram. Succede quasi
sempre assim aos homens, e muito mais succedia então, quando
tudo apparecia ainda confuso, indeterminado, n’um crepusculo de
Liberdade ainda confessada, n’uma combinação ainda vaga dos
elementos futuros das questões sociaes. Fourier, Saint-Simon,
Owen, Cabet: capitalistas ou socialistas? As duas cousas a um
tempo. Era o socialismo pelo capital: tambem na politica era a
liberdade pela riqueza. E por cima da vasta confusão de idéas e
preconceitos, de phrases ingenuas e astucias calculadas, havia
apenas na sociedade portugueza um desejo ardente de paz, riqueza
e goso. Os jovens politicos aprendiam corajosamente o can-can
com as francezas do Jardim mythologico.
Esta consequencia immediata da iniciação do Fomento, apoz a
longa historia das duras campanhas liberaes, levava a mocidade
regeneradora a não presentir as inconsequencias das suas
opiniões, nem o caracter ás vezes infantil das suas distracções.
Emigrados da miseria, no dia da abastança não se fartavam de
gosar; e no seio da paz, assim como as lettras eram uma distracção
amena de homens graves, assim o era a politica. Lisboa teve o quer
que é de rococó burocratico e litterato, n’esses tempos doirados da
mocidade regeneradora, em que,—como creanças perante um
brinquedo, a locomotiva,—se via no Salamanca e na cohorte dos
hommes d’affaires que desciam da Europa a faire-le-Portugal, uma
aurora do futuro, sarjada de rails, com aureolas de clarões de
fornalhas entre nuvens de um forte cheiro a sebo queimado.
Se Castilho tinha os seus saraus, onde os poetas de fartas
melenas iam recitar peças lyricas ou hymnos trabalhadores, os
politicos pisavam tapetes em salões celebres que recebiam de
portas abertas uma pleiade de estadistas novos—os filhos da
Liberdade! Os nomes conhecemol-os todos; mas talvez já não
lembrem algumas das diversões interessantes das noites de
comadres. Cada cavalheiro tirava á sorte a comadre, na quinta-feira
propria; e cada comadre, uma dama, tinha uma divisa: Liberdade,
Democracia, Joanna-d’Arc, Corday, a Padeira? Não: imagens de
agora, vivas. Uma era a Prosperidade-publica, e saiu a Fontes;
outra a Camara-dos-deputados, e saiu a José-Estevão; outra a
Fazenda-nacional, e saiu a Cazal-Ribeiro; outra a Imprensa-
periodica, e saiu a Sampaio; etc. (Rev. penins. Chron. fev. de 56)
Não tivemos razão de chamar á Regeneração um cezarismo de
secretaria?
Quasi vinte annos levou a dissipar-se (51-68) esse neo-
romantismo da geração em que primeiro se enxertaram as idéas
sociaes modernas, pelos modos e fórmas que esboçámos
rapidamente. Outros modos, fórmas diversas: um neo-setembrismo,
um socialismo platonico, a Iberia, a Republica, vieram entretanto
invadindo os cerebros de outras camadas, e forçando as anteriores
a congregarem-se definitivamente em partido conservador. Foi o
que já vimos, faltando-nos ainda estudar as novas influencias do
periodo da Regeneração.
Depois de 68 nada ha que regenerar, ou todos regeneram de um
modo egual. Depois d’esta epocha, e consummada uma tal ou qual
restauração da riqueza nacional, todos apparecem convertidos ao
opportunismo pratico. Não ha mais distincções de partidos, ha
apenas grupos diversos. Não ha mais programmas, porque ha a
liberdade pratica bastante e toda a ideologia liberal morreu. Os
bandos politicos já não têem rotulos, basta-lhes o nome dos chefes:
é o d’este, o d’aquell’outro. E uns succedem-se aos outros, até que
... Ponto. Não precipitemos o discurso.
2.—O IBERISMO
O leitor sabe que nos ultimos reinados da dynastia de Aviz a
politica de fusão dos dois estados, já ao tempo unicos na Peninsula,
inspirou por mais de uma vez a côrte portugueza.[41] Sabe tambem
a deploravel historia da annexação de Portugal, e a da occupação
castelhana, mais deploravel ainda. Em 1640 uma conspiração
palaciana, com a protecção dos jesuitas e da França, restaura a
independencia portugueza, levantando a dynastia de Bragança. No
meiado do xvii seculo acontecia o que succedera no seculo xii e no
fim do xiv: as tres dynastias portuguezas foram, nos seus primeiros
periodos, o symbolo da independencia nacional.
Á maneira, porém, que com o tempo se obliterava a lembrança
das crises successivas, renascia, com as complicações dynasticas,
o pensamento natural da união. Assim aconteceu no tempo de D.
Fernando; assim desde D. Affonso v até 1580. E quando foi a crise
peninsular, determinada pela invasão franceza, D. João vi, do Rio,
onde se achava, viu despontar a perspectiva da união, e a côrte
voltou a ser iberica. O duque de Palmella estava então enviado junto
á Regencia de Cadix (1809-10) e dizia-se do Brazil que se o throno
viesse a pertencer a Carlota Joaquina, uma esquadra iria leval-a a
Hespanha, e essa solução teria «as vantagens de preparar e facilitar
a reunião das duas monarchias». (Off. no Conimbricense, n. 3664)
—Depois, na crise dynastica, determinada em Portugal pela morte
de D. João vi, voltavam os planos ibericos.
A ambos os pretendentes se attribue o pensamento de resolver,
por meio do iberismo, o problema em que se viam afflictos. (Port.,
seus gov. e dyn. op.)
Logo que a volta de D. Miguel em 28 levou Saldanha a emigrar, o
Cid portuguez escrevia de Londres para o Rio a D. Pedro excitando-
o, acenando-lhe com planos ibericos, conforme já vimos. (Liv. prim.
I, 3) Em 31, regressado D. Pedro á Europa, e emquanto não havia
ainda decisão assente sobre a marcha a seguir, Saldanha d’accordo
com o general Mina foi a Londres convidar o principe para a
empreza, a que Palmerston se teria opposto. (Carnota, Mem.)
Pensaria D. Pedro n’um imperio mais ou menos
napoleonicamente liberal, herdando Fernando vii e expulsando D.
Miguel? D’este, diz se, como já vimos, que no mais desesperado
momento da guerra teria pensado em correr sobre Madrid, ao tempo
quasi desguarnecida, tomal-a, e fazer causa commum com D.
Carlos, então a ponto de vencer.
Qualquer que seja o grau de verdade d’estas allegações, é facto
que, resolvida a questão dynastica em Portugal, vencedor o
liberalismo, a sua historia deploravel arraigou em muitos a opinião
unionista. Palmella toda a sua vida dizem ter affirmado que
«Portugal, depois da separação do Brazil, não tinha mais remedio
do que unir-se á Hespanha». Do lado opposto, vimos Passos
confessar na tribuna que o futuro nacional estava na união. A
opinião do duque de Palmella firmava-se naturalmente na historia do
paiz que vivera por quatro seculos da exploração de territorios
ultramarinos, e que desde 20 se achava reduzido ao canapé
europeu de D. João VI, porque o resto das suas colonias, armazem
de escravos apenas, de nada valia desde que o tráfico dos negros
era prohibido. As finanças nacionaes, exprimindo a ruina economica
portugueza, eram o commentario eloquente da doutrina e a causa
immediata mais grave das agitações da politica.
Chegaram as idéas de união a inspirar os actos das côrtes de
Lisboa e de Madrid? Querem alguns que sim: o futuro o dirá,
quando se poderem vêr os tombos das embaixadas e ministerios.
Como se sabe, Portugal, alliado á Hespanha pelo tratado de 34 que
expulsara D. Miguel, tinha mandado uma divisão com o conde das
Antas auxiliar Isabel II a expulsar D. Carlos. No theatro da guerra,
diz-se, o conde e o general Cordoba teriam projectado
combinações, que dos seus gabinetes faziam tambem Mendizabal e
o primeiro marido de D. Maria II. Esse principe morreu breve, mas a
nossa rainha casou-se logo, e em 38 já tinha os seus dois primeiros
filhos. Por casar ainda em 44 a rainha de Hespanha, accrescenta-se
que adquirira grande acceitação a idéa de um duplo enlace de
Isabel II com o herdeiro de Portugal, e de D. Luiz com a infanta
hespanhola. (Borrego, Hist. de una idea, ap. Rios, Mi mision, etc.) O
doutrinarismo vingou porém em Hespanha; Guizot casou a rainha
em 46, de modo a tornar provavel a successão de Montpensier ao
throno; esteve a ponto de haver uma guerra; e, dissipada a
esperança de enlaces dynasticos, veiu a intervenção hespanhola de
47 em Portugal terminar completamente este episodio da historia
moderna do iberismo. (Rios, Mision)
Os emigrados que, ás centenas, o doutrinarismo hespanhol
expulsava para Paris eram ibericos; e emquanto no exilio os
progressistas do reino visinho punham a união no seu programma,
em um canto afastado do mundo, em Macau, estava, consul pela
Hespanha na China, D. Sinibaldo de Más que converteu ao iberismo
o bispo portuguez. (Ibid.) Fôra isto em 50; e no anno seguinte deu-
se a Regeneração, cuja physionomia moderna o leitor conhece.
O escasso ou nenhum valor que o utilitarismo dá ás idéas, a
importancia exclusiva ligada ao fomento material estavam dizendo
que a união encontraria adeptos entre os moços. Não seria a visão
de um imperio poderoso, como o que D. João II planeara, como o
que enchia democraticamente os sonhos de Passos. Era a
demonstração rigorosa e exacta de quanto havia a ganhar,
apagando as linhas raianas, unificando a economia, subordinando a
rede da viação a vapor á geographia commercial da Peninsula, em
vez de a torturar por motivos politicos. «Fraternidade, Egualdade,
União, entre portuguezes e hespanhoes», trazia como epigraphe o
livro de D. Sinibaldo, traduzido em portuguez e prefaciado pelo
joven Latino Coelho. (A Iberia, por D. Sin. de Mas: tr. Lisboa 1853)
Os embaraços, com que então se luctava entre nós para levar a
cabo o caminho de ferro de Leste, eram o motivo immediato para
declarar urgente a união que agora procedia de razões economicas,
como se vê, sem se ligar a chimeras politicas, no genio de homens
que tinham o espirito afinado pelo tempo. D. Sinibaldo dizia que se
nós queriamos o caminho de ferro, adherissemos á união. Como?
De um modo pratico e simples: casando o rei portuguez com a
herdeira hespanhola, D. Pedro V com a princeza das Asturias,
«construir-se-ha o caminho de ferro a Badajoz». (Iberia) Fontes
passava por partidario d’esta combinação (Rios, Mision); e um dos
publicistas mais graves e entendidos escrevia assim: «O paiz menor
tem um varão reinante, o paiz maior tem uma princeza por
successor ao throno». (Cl. Ad. da Costa, Mem. sobre Portugal e a
Hespanha) Emquanto D. Sinibaldo se fixava mais sobre as
condições de politica internacional, sobre as opiniões da geração
nova, sobre as considerações de geographia commercial e politica,
determinando já a capital—Santarem—ao mesmo tempo que
desenhava a futura bandeira iberica quadricolor: Costa, o estatistico,
alinhavava os algarismos, multiplicava os calculos para demonstrar
as riquezas que nos viriam da união. Era um iberismo positivo,
pratico, regenerador.
Mas com este novo espirito portuguez tinha-se tambem insinuado
em Portugal um corpo de sentimentos modernos, ainda mal definido
em idéas, mixto de socialismo humanitario e republicanismo
cosmopolita, federalista: a atmosphera necessaria de idealismo que
alimentava o espirito dos moços, formando a vanguarda dos
partidos revolucionarios portuguezes de 51 a 68, forçando os
regeneradores a tornarem o Fomento solidario da Conservação.
Concebe-se facilmente como a semente do iberismo devia germinar
em um solo bem preparado pelas idéas cosmopolitas e
humanitarias, pois que estas idéas, em vez de penderem para o
lado dos antigos liberalismos, se alliavam á doutrina do fomento
economico eivada de socialismo, democratico e não cesarista. Além
d’isto o phenomeno singular do pessimismo portuguez, oriundo do
caracter apathico do povo, justificado pela historia, corroborado com
eloquencia pelas miserias presentes, conduziam a vanguarda da
geração nova a vêr na solução iberica a conclusão natural da
historia patria.
Latino, publicista imaginoso, artista nas idéas, no temperamento,
no estylo, apresentava no seu prologo á Iberia as opiniões vagas e
nebulosas da gente que, ligada partidariamente á Regeneração,
como José-Estevão se achava ainda, se não satisfazia já com o
mutismo politico regenerador. Latino via auroras para além do
zollverein peninsular. Não via Fontes «sobre a locomotiva o
progresso?» Mas o progresso do ministro era a riqueza apenas; e
as auroras do publicista eram a Humanidade, uma Republica
europêa, a Paz universal! «Se a federação europêa não é tão cedo
possivel, não será mesquinho o nosso desejo, se aspirarmos á
diminuição progressiva do numero dos Estados independentes.—A
peninsula iberica que já formou uma só nação pela conquista,
poderá, deverá ser um só paiz pela fusão espontanea». (Prol. da
Iberia, anon.) Era tambem a opinião de Cazal Ribeiro que
acclamava a Iberia, sob a fórma de uma republica federativa. (Rev.
lusit. maio 53) Era tambem a opinião do moço, mallogrado Nogueira,
(Fed. iberica, 54; ap Th. Braga Sol. pos. da pol. port.) que chorava
sentidamente a nossa dolorosa situação: «Minha pobre patria!
escuta a voz do ultimo e mais obscuro de teus filhos. Sacode essa
nuvem de harpias que especulam com a tua passada grandeza,
para se nutrirem em teu corpo extenuado! Quando volverem dias
mais auspiciosos lança-te resolutamente na vanguarda do
movimento peninsular, onde tu e os teus briosos companheiros tens
tudo a ganhar e nada a perder». (ap. Iberia, tr. port.) Tambem o
prologo da Iberia dizia: «Portugal, só, como está, desajudado,
moribundo, que poderá jámais tentar? Exhauriu-se de forças na
lucta: precisa que lhe injectem sangue novo. É, depois da Turquia, o
povo mais atrazado».
3.—O SOCIALISMO