For
the largest part of Colombian history, libraries were more a
dream than a reality. Illiterates formed the majority of the
population and libraries were signs of wealth or social
distinction, restricted to a narrow elite and its cultural
institutions. However, in different periods libraries were
conceived by some intellectuals as forces for social change. In
this lecture I will tell the story of some of the efforts of
using libraries to change the minds of the people and form
citizens since de late 18th century until today.
The
Library as instrument for the formation of national identity
As in many Latin American countries, in
the 16th Century a literate society established his
power over many illiterate communities. Pen and paper were part
of the weapons that made possible for a small number of
Europeans to defeat and subjugate Indian societies with million
of persons. Spanish colonists developed a culture in which
learning and knowledge were highly valued. Books were protected
and did not pay taxes: as a Royal Order of 1548 said, “The
Kings…, taking into account how useful and honorific was that
books were brought to these kingdoms from other places, so that
with them men became scholars and literate, they wanted and
ordered that books did not pay sales tax”.
But books were censored and had a limited circulation, and
Indians were not supposed to read and write. In fact, books were
restricted to the white population, a very small proportion of
society. By 1778 whites, of which only a minority were able to
write and read, were around 25% of a population in which poor
mestizos formed the majority, and Indians and black slaves were
also large groups.
For most of the society, culture was oral and visual: they learn
by heart the cathecism of Father Gabriel Astete and received in
church, by the word of the priest and the sacred paintings,
their notions of religion and sacred history.
By the end of the 18th century
local whites had developed some features of an initial feeling
of identity, and book culture was a crucial part of such
process: reading the European authors, they discussed about the
wealth and qualities of America, learned the basis of natural
history and made the inventories of local flora. Books by the
scientists and political philosophers of the Enlightenment
became precious and great efforts were made for instance to buy
in France, sometimes circumventing censorships and prohibition,
a copy of l’Encyclopedie Methodique.
In
1767 the Spanish colonial government expelled the Jesuits of
America. Francisco Antonio Moreno y Escandón was an outstanding
local intellectual: born in Mariquita, he graduated from the
Jesuit University in Bogotá and had an exceptional bureaucratic
career: after teaching at the local university and occupying a
large array of jobs, we went to Spain and came back as
“Solicitor” in the Royal Tribunal of Bogotá. He was the second
lawyer born in New Granada to be a member of the Tribunal in 200
years, against the traditional policy of excluding local born
whites of the highest employments. During the following years he
become the more influential officer of the viceroyalty, the
advisor to the Viceroys, and held many different jobs, some time
simultaneously and always diligently. In 1767, while he was
Solicitor of the High Tribunal, Defender of Indians, Judge of
Monopolies and many other things, he was at charge of writing
the instructions for the expulsion of the Jesuits, ordered by
the King Charles the III. He became later Director of Studies of
the Jesuit College, San Bartolomé, and member of the board in
charge of administrating the goods sequestered to the Jesuits.
In
the latter capacity, he proposed in 1768 that a public
university be created, in place of the Jesuit’s university, so
that lay men were liberated from the “heavy yoke” they suffered
under the members of the church. In 1774, while the proposal was
still in study, he wrote a new curriculum, in which he ordered
that mathematic, physics and politics were included in the
courses, the “subtleties of scholastic philosophy” be abandoned,
and teaching be done by modern authors
Related to such proposal was his idea that the books of the
Jesuits should be used for the creation of a public library. As
he wrote en 1774: “Being instruction… one of the
first subjects that dwell in the Royal Mind of the Sovereign,
and helping to obtain it the creation of a public library, where
the students of all faculties could come, and be instructed in
solid and true knowledge, in many cases ignored by the lack of
good books, mostly in this farthest kingdoms, where they are
scarce and expensive, it would be very good that after
separating the books with loose doctrines and pernicious
teachings, and having selected the soundest and more useful,
such library be formed with all the sequestered books”
When the viceroy approved the plan, the
untiring bureaucrat made himself directly the inventory of the
4784 existing books, sequestered from the colleges the Jesuits
had in the New Kingdom of Grenada. The Public Library of Bogotá
opened in the Colegio de San Bartolomé, in 1777, without having
received the royal approval, which came only in 1778. It was the
first public library in the Americas, open to all and supported
by public funds. Moreno y Escandón abandoned the Kingdom in
1780, when he was appointed as a member of the High Audiencia of
Lima and never saw the fruits of his proposal.
The
library was meant to serve the poorest scholars, in a society in
the midst of rapid cultural change. Some signs of change were
evident. After a century in which teaching was based on medieval
theology and physics, in 1765 doctor José Celestino Mutis had
dared to teach, despite heavy disputes and polemics, a course of
physics in which the Copernican theory was defended. Educated
creoles –local born whites- wanted the universities to serve the
economic progress of the country, teaching chemistry, mining and
natural sciences. Moreno proposed also that communal Indians
became private property and that the Indian tribute was
eliminated, so that Indians and Spaniards became legally equal.
Some scholars joined a scientific undertaking that intended,
under Mutis’ direction, to chart the flora of the country:
thousand of species were described and painted. Mutis’ library,
rich in works by 18th. Century scientists, was added
in 1822 to the public library.
The library, during the last 30 years of
colonial rule, was used by university students and, even if most
of its books were considered obsolete examples of medieval
obscurantism, was a center for intellectual debate and literary
societies. It published, from 1791 to 1797, the first periodical
of the country, Papel Periódico de Santafé de Bogotá. As
few of the books related to the new interests of the students,
the librarian, Manuel del Socorro Rodriguez, gave many of the
works of his personal collection to the library. Antonio Nariño,
one of the leading intellectuals, proposed in 1793 the formation
of a “subscription by the literate”, to buy “the best foreign
journals and gazettes, the encyclopedic periodicals and other
similar papers. The members will gather at some appointed hours,
read the papers, criticize them, and talk about such matters,
spending entertaining but useful hours”
For
the intellectual elite the library was ideally the instrument
for giving scholars the opportunity to acquire the scientific
knowledge required for knowing the American realities: it was an
instrument for the first efforts to define a national identity.
It helped, together with programs as the Botanical Research
Expedition, to form the intellectual group that led the revolt
against Spain in 1810. The triumph in war brought the decline of
the library: most of the intellectuals and scientists were
executed by the Spanish or lost their life during the
independence war, and a new elite, formed in 15 years of
battles, replaced the university men.
The
Library as keeper of the heroic deeds of the nation
Precisely one obscure colonel of the wars of independence,
Anselmo Pineda, offered in 1851 to the National Library, as it
was now named, the sale of his personal collection of Colombian
books and newspapers. He had gathered, in 30 years of obsessive
efforts, most of what had been published in Colombia, Ecuador
and Venezuela: more than 6000 titles, newspapers, political
broadsides and polemical booklet, few of which were in the
National Library, despite a law that ordered in 1834 that all
items printed in the country should be delivered to the
library.
As the government refused to buy, Pineda
decided to donate the books, but established several conditions,
from which one is, I think, of bibliographical interest: Pineda
observed that as he had spent all his money buying in everywhere
all these materials, he had to bind books by size. Therefore,
the collection would be very difficult to use without indexes:
he had elaborate them and he wanted the government to publish
them. This would be very useful also to “keep their record, in
the event in which evil or interested people steal or deface a
piece”
He
delivered the collection, but the amazingly detailed indexes
were never published, and they can still be seen in the National
Library: 10 beautiful cross-referenced lists with color marked
keywords, which can be searched alphabetically, by author,
title, place of edition, date and keywords.
Some
20 years later Pineda complained bitterly: many items had
disappeared, the catalog was still manuscript and the Library
had not updated the collection.
As he said.
“Had
I imagined, even remotely, that the conditions of my free
cession were not to be fulfilled, I´d had not dared to take such
goods from my family bread”.
Yet he had collected again all prints
between 1851 and 1872, and was willing to donate again over 6000
items he had, if the Government would give them good
conservation. He offered, were the government to pay him the
military pension he had gained, to use all 1440 pesos in
bounding the volumes and indexing them. In the debates that took
part in Congress, a commission of legislators wrote: “Think,
Senators and Members of the House, that you can save the more
precious sources of our history, sparing from Colombian
Erostratos documents whose existence and conservation is an
honor for the Republic”.
In
fact, the national library became the proud depository of the
records of Colombian history, mostly by the feat of a single
man: it would serve, as Pineda wrote, the “member of Congress in
the good formation of laws…, the public officer …who wants to
take correct decisions…in sum, all needs of the readers would be
answered, as long as these works of patriotism and intellect
allow it”. For the rest of the century, it was a library for
historians and writers, and developed slowly, without much
public support. Some catalogues were published, and the
collections grew mostly by the generosity of some donors, as
buying was exceptional.
Educating the peasantry and forming citizens
The
legal basis for a segregated society disappeared after
independence. The constitutions of the new nation, since 1821,
were democratic and elective, and declared that all men were
equal. But for using such equality citizens should learn to read
and write: as it happened in all Latin American countries, the
political franchise was reserved to literate people and property
owners.
Some
liberal politicians believed that the democratic goals of the
nation would not be reached without the participation of all
citizens, and that meant universal suffrage. In 1853, in the
wake of the liberal revolutions of Europe, and after slavery had
been abolished, universal suffrage was written into the
constitution. But peasants, led by their patrons and the church,
voted heavily for the conservative party and gave it the
majority. When the liberals returned to power, they had reached
the conclusion that only education could change a society in
which 90% formed a mostly illiterate peasantry, which was seen
as backward, superstitious, unlettered and ignorant of modern
technologies. Since then most liberals were theoretically in
favor of universal suffrage but decided to restrict it for the
time being to literates, as they were supposed to be the only
independent voters; conservatives while wary of giving power to
the masses and opening the way for demagogues, were sometimes
willing, by expedience, to accept universal suffrage.
Therefore, liberal governments tried to
develop a system of education that in the long run would take
the peasantry of the hold of the priests and the conservatives.
In 1870 they created teacher’s schools in all states of the
country, brought German educators to direct them, and expanded
basic education. As Eustorgio Salgar, president of Colombia,
said in 1870 “We have been happy with merely changing
legislations, but we have done nothing to introduce the reforms
in the sluggish mass of the population who does not change
neither with time nor with revolutions. We can not form a
republic without forming first the citizens. People cannot
arrive to the ballot box and to the jury seat but with the help
the reading primer and by the hand of the school teacher”.
As books did not exist outside of the largest cities, -and
schools, as had reported an astonished traveler in 1851, did not
have books-,
a law was passed that ordered all the municipalities to create
“popular libraries and literary societies… with the goal of
promoting the appetite for reading and give strength to work in
all social classes”
In the schools, the government thought, at least a book –the
reading primer- should be given to every student, for although
"all other topics can be taught orally, it is necessary that
every pupil has his own book in order to learn to read and
write”.
This
was the first time that public libraries became an explicit part
of the political programs of a Colombian government. In a
country in which democracy was the declared basis of polity but
effective citizenship was reserved to less than 5% of the
population, the expansion of literacy was an obvious means of
widening the political participation of the people. The implicit
premises of this argument were that the largely oral culture of
the peasantry was backward and should be replaced by a culture
based on the written word and the book, which was identified
with modernity and rationality. In this elliptic argument the
liberals condensed their vision of the countryside of Colombia
as a feudal society, in which a land holding elite used all
forms of power –economic, social and cultural- to subjugate the
people. Therefore, the program of educate the peasantry was not
simply a program for improving schools: it intended to change
the social fabric in the countryside.
This explains the immediate failure of the
program: in 1876 the Conservative Party and the Church led a
revolution against the educational reforms and the evil attempts
to establish compulsory education. In the difficult years that
followed many schools were founded, but no public libraries were
opened. In 1886 the conservatives came to power and public
libraries were left out of the plans of the national government:
the idea that the book should replace tradition was challenged
by Miguel Antonio Caro, the foremost conservative intellectual,
former director of the National Library, bookseller, and several
times president of the Republic: “Writing was not in the initial
designs of Divine Providence in respect to the human race, and
today, good customs, the essential base of citizenship in a well
ordered republic, are not transmitted by reading, but by oral
tradition and good counsel.”
The
library of the writers
In 1897 the French traveler Pierre
d’Espagnat visited the antioqueño town of Santo Domingo. Not
much more than a hamlet, with 8000 inhabitants, mostly peasants
and miners. But the small village, in a region where Indians and
slaves had been few, had a public school, some well provided
merchants, mine and landowners, and many smallholders, which
send their children to school. What most surprised D’Espagnat
was the “rich library, interesting and well stocked”, served by
a young and active librarian.
It was a unique library: in 1893 a group
of enthusiast readers, some of them just returning of some years
at the University in Medellín, decided to create a subscription
library. They found the way to get the books from Madrid and
Paris, and the library, by 1908, had already 3800 books. In 1900
the report of the head of the library boasted that love of
lecture has spread to all groups of society: “The craftsman
finds in the book the amusements he missed before, without
getting out of home; the shop owner, in his own store, finds
pleasure with the volume that instructs him in his moment of
leisure; women pass their evenings with the delicious pages
that, while educating her sensibility, save her from mental
idleness, that frequent reef of antioqueño women; even the
unconscious and mindless masses, the people, is discovering
vibrations of new ideas, inklings of other horizons”.
Of one of the founders we have some data:
he did not graduate: according to the rector of the university,
“constant reading of novels explains the bad results of this
student”. The ledger of book loans of the library has been kept:
in a few months scores of novels by Pérez Galdós, Tolstoi,
Chejov, Valera, Daudet and many more were lend to this
omnivorous reader, which usually returned them one or two days
later. But for War and Peace he needed six days.
In his old ages, he remembered the town, fria, fea y falduda
(cold, ugly and full of slopes), and his own inclinations:
“Indolence, laziness and a bit of other capital sins, which I
have always eagerly tended, did not let me learn much nor do any
ordered thing. But in those lands of God, lacking worst things
to do, one reads without stop. In my parents’ house, in my
friends’ houses, there were not a few books and many readers.
Therefore I’m here, still with a book in my hand, at all hours,
in the rural coziness of my house. I read and read and kept
reading, and I think that in the hole in which I will be buried
I will read the full library of death, where all the essence of
deep knowledge is probably condensed. I have read all kind of
thinks, good and bad, sacred and profane, licit and forbidden,
without order, plan or defined purpose, just to kill the hours…”
He
also paid close attention to the tales of the old women of the
region, originated in Spain or Africa and to their speech ways.
Some time later, in a literary group in Medellín, he sustained
that local life in Antioquia could provide the stuff for novels.
The members of the group, among them two young writers who were
later presidents of Colombia, challenged him to prove it, and he
did: during the next 30 years Tomás Carrasquilla published
scores of tales and novels, many of them recovering the oral
traditions of the mining regions of Antioquia, and received in
1936 the National Prize of Literature.
We know also of some other founders: the
first promoter, a young lawyer, became the well known novelist
Francisco de Paula Rendon, Ricardo Olano ruled the Society of
Public Improvements in Medellín and started city planning in
Colombia. Justiniano Macias was an educator of national fame,
Claudino Arango built a commercial empire, three or four more
became well known lawyers and industrialists. That hamlet, in
which reading was a passion, produced a disproportionate amount
of intellectuals and professionals. The library was more the
result of a preexisting passion. And a similar passion was at
the time touching many persons in the state of Antioquia: in
Medellín a public library was opened in 1881, and by 1888 four
small renting libraries had been established. In 1915 one coffee
shop, where the young writers who published the literary journal
Panida used to meet, advertised “The best library of Medellin.
One thousand books, almost all new, clean and well kept.
Scientific works, travel books, novels, history, poetry, of the
foremost authors. We are glad to offer it to the public, and
specially to the ladies of this capital”.
These
libraries were signs of the forming of a new public: the spread
of learning from the elite to new middle classes. Literacy was
growing and reaching the working classes in towns, and at least
some layers of rural society. Learning provided a few the road
to escape poverty and segregation. In Antioquia, where education
had advanced more than in the rest of the country, learning and
culture were extolled as the ways for social progress. Medellin,
a city of hard traders, received rapid veneers of
gentrification: art exhibitions became frequent, literary
magazines were published by groups in which the scions of the
wealthiest families joined with the more typical middle class
writer.
Libraries improved slowly, however, and in the rapid economic
growth of the region during the first half of the 20th
Century, when it became the hub of national industry, the
initial flowerings had an early stagnation. By the 1930s most of
the literary periodicals had closed and industry and money
seemed, according to the disappointed intellectuals, the only
goal of the people.
In the rest of the country some libraries
were created, along with high schools and local newspapers, in
middle size towns which wanted to receive the benefits of
progress. But they were poorly managed and had little impact.
Even in Bogotá, the capital, the National Library was, as his
director said in 1923, only a reason for public shame. He had
tried in 1921 to open a lending service, which confirmed to
extreme elitist vision of the library. As a newspaper protested
by the money deposit that had to be placed for every book
borrowed, saying that it was more than the daily wages of a
worker, the director explained that the library was not intended
to be for popular groups: how could workers and artisans, he
asked, use the books of the circulating library, if the 500
hundred titles that formed it were all in French?
The
library for the people: revolution in the march
In
1930, in the wake of the world crisis, the conservative party,
that had ruled the country since 1886, lost the elections. A
liberal government was elected that wanted to transform the life
and minds the Colombians. The intellectuals in the government
promoted a new idea of the nation and a revaluation of popular
culture. In their view, the problems of the country, the
difficulties for become a modern nation, came mostly from the
separation between the ruling classes, which despised the
people, and the masses, which had not received a modern
education. To form a real nation the divide among the ruling
groups and the popular culture had to be bridged, and that meant
recognizing the deep value of popular traditions. Even if the
people was still seen as backward, as it has been 60 years
before, the responsibility for it fell on the elites, which
despised the traits of national identity and attributed the ills
of the country to the racial characteristics of the masses, but
wanted to maintain them in cultural and political submission,
mostly with the support of the church.
Following the inspiration of the Mexican revolution, the
government believed that popular culture was a valuable part of
the nation and had to be registered and recorded, and that high
international culture had to reach the masses. The balance and
interplay between popular and high culture would contribute to
form a rich and advanced country: intellectuals should learn
from the popular creativity, while peasant should become
literate, enjoy the products of western artistic and cultural
tradition, and embrace new technologies and progress.
In 1931 Daniel Samper Ortega, one
intellectual of patrician origins –his grandfather had been
presidential nominee for the liberal party in 1898- was
appointed Director of the National Library, a job he held up to
1938. When he arrived to the job, he wrote, “People thought that
the Library was a heap of books, useful only for occupying the
time of idlers or for difficult and erudite researches: but no
one had imagined that the book is one of the major leverages for
arising the sleeping forces of the country and for creating
public and private wealth”.
The book was then adopted as a weapon in a crusade for bringing
culture to the people. The National Library redefined its goals:
they were so wide and varied that it is impossible to deal with
many of them.
In
the more conventional aspects, the library tried to modernize,
improve its services and reach new publics. It was able to buy
books on science and technology, increased its holdings of Latin
American books through an active exchange program, bought
private collections, published several catalogs of its more
important collections, like Colombian periodicals and Alselmo
Pineda’s Manuscript and Book Collection –a new catalog, that did
not had the multiple searches of the one made by the donor-. It
opened a circulating library, which used messenger boys to bring
the books to the homes and offices of the patrons. It made a
serious effort of cataloging the collection, adopting, under the
advise of Mr. Janeiro Brooks, librarian of the Pan American
Union, the Dewey system. A new building was inaugurated by the
president of the Republic in 1936, and an illustrated journal,
Senderos, came to life in 1934: it published academic
articles, position papers, cultural statistics and facsimile
pages of many of the treasures of the library.
Very soon the National Library moved into
very innovative programs. As the director Samper wrote in the
first issue of Senderos, the library should stop being “a
deposit of lifeless books waiting patiently the visit of a
reader to clean up the dust… it has to be a modern library, open
the most modern technologies, so that they can awake the
sleeping mind of the peasantry… The National Library will have a
radio station, because the peasants, who do not know how to
read, have to be brought to civilization by means that, like the
radio, teach them while entertaining them...” And he added “In
[Hispanic] America we need that the libraries be living
organism, power generators which move book and thinking
throughout all the country and work with the ministry of
education in the task of redeeming men from ignorance”
This
statement defined the central aims of the new policies: to
change the minds of the rural areas of the country. The peasants
were seen, in somewhat patronizing ways, as children who should
be led step by step into culture. But at the same time the
library, in agreement with the idea that popular culture had
many hidden treasures, started a systematic effort of gathering
information on it.
In
1933 a survey was initiated, in which the Library asked the
municipal authorities and the teachers of all the country to
report on a staggering variety of topics respecting every
village: living conditions, agricultural production, health
situation, roads, markets, water provision, schools, cultural
halls, libraries. They were asked even to provide the name and
addresses of all writers and intellectuals, literary societies,
and the list of all books published by local authors. The amount
of information produced by this statistical madness overwhelmed
the library: although it published many statistical tables on
libraries, schools, printing presses and other cultural
facilities, most of the information is still in the original
forms and in 1938 the director of the Library was complaining
that not even a member of Congress has asked to consult any of
the hundreds of local reports they had compiled. The Library
wanted to use this information to better plan the programs of
cultural diffusion it wanted to develop: to be aware of the
cultural conditions of every region. Later it organized groups
of sociologists and anthropologists, which went to several areas
of the country to recollect folkloric information.
The
cultural activity started with the creation of the radio station
of the Library, HJN, which since early 1932 broadcasted cultural
programs to the central regions of the country. Public lectures
on history, education, literature, agriculture and many other
topics were transmitted every day, in a radically new
experiment: during the first year more than 800 lectures by
local authors were given, in a country which did not have any
experience in the new technology.
Film
was also immediately adopted. “Cultural Missions” were
organized, to “go to the hamlets and villages, especially to
those where the educational influence of the government rarely
arrives, to make lectures, distribute books, show educational
films and even show exhibitions of printings which help to
improve artistic taste”. The lectures were given in the central
park of the village; the films were projected on a sheet, with
film projectors which arrived by car, if possible, but in many
cases, as Samper wrote, by mule, in two trunks, one for the
projector and other for the electric generator, as almost none
of the villages of the country had electricity. Many educational
films were bought, some of them from United States services, and
in 1934 the National Library filmed the first cultural film made
locally: “Let’s form our nation”.
The
center of the program of the library was to take the book to all
the regions of the country. Initially the library organized
traveling libraries, formed by elementary handbooks on practical
matters and some literary works, which were taken along with the
cultural missions. The new Minister of Education, in 1934,
decided to unify the government cultural strategy under a
general program of “village culture”. The main decision was
converting the traveling libraries in permanent institutions,
the “village library”, a place in which the local community
could get in touch with universal and national culture. For
world culture, a basic list of 100 major literary works was
bought from a Spanish publisher. In included Homer, Shakespeare,
Tolstoi, Balzac, Washington Irving and many more, in simplified
versions. They had been prepared initially for young readers,
and the director of the National Library found that precisely
such feature made it very appropriate for the peasant mind,
which was at the level of children’s. Besides the works of
universal culture, 100 books by Colombians were prepared. They
were anthologies of different genres, historical books and most
of the works of the Colombian literary canon of the day. In
fact, the first list had been made in 1929 as a proposal for
taking a representation of the culture of Colombia to the
International Exhibition of Sevilla in Spain by a young doctor
and writer, Luis López de Mesa, who became Minister of Education
in 1934. By that time the list had already been adopted by a
private publisher and the books were in print. The government
decided to buy the collection, reprinted under the general name
of “Colombian Village Library” (Biblioteca Aldeana de Colombia).
A third group of works was to be included, formed by elementary
handbooks and booklets on practical topics of interest for
country people: health, husbandry, chemistry, drawing,
gymnastics and so on, as well as a dictionary and a syllabus of
history and geography: among the technical books it was included
a book of political economy of W. S Jevons, as well as books on
Astronomy, Greek History, Physiology and Geology: difficulties
for obtaining good and rapid proposals led to a rather
idiosyncratic selection. Some of the libraries were to be placed
in schools, and those received additional textbooks.
The
selection was remarkable. The works by the local writers was
balanced, with literary works of all times, and had not obvious
political preferences: the conservative writers having as wide
representation as the liberals. It was expected that the books
would help the schools, but it is obvious that one of the dreams
was that independent readers and autodidacts would use the
library. Those collections were to be sent to all municipalities
that wanted to participate in the program: to receive the
collection, the local council had to appoint a librarian, offer
an convenient building to house it, and make appropriations in
the budget for future additions to the collection.
The director of the National Library
informed in 1938, four years later, that 618 small libraries had
been created, in about two thirds of the municipalities of the
country. The program and the book selection were hotly debated
in the newspapers, and thousand of letters were sent to the
National Library by local librarians, priests, teachers and
other members of the community, asking for new collections,
criticizing the adequacy of the handbooks, reporting the
advances of the program, its difficulties and failures. The
historian Renán Silva, in a fascinating book on the cultural
policies of that period, transcribes many of such letters, whose
texts give a lively portrait of the arrival of the book into
remote towns, the enthusiasm it generated, the efforts of local
authorities for promoting reading. It is obvious that, in a
country side largely illiterate, the groups animated by the
libraries were the reading part of urban dwellers, who took with
surprising eagerness the new opportunity. The selection of the
books were largely praised by readers, although some writers
thought it was very partisan, left out important and
representative works or included marginal authors. Practical
problems were frequent: the books arrived with long delays to
places that the Post Office did not serve; some libraries were
kept, lacking better facilities, in private houses; librarians
were teachers and payless voluntaries, which sometime invented
rules and restrictions. Some of the inspectors complained that
books were used for recreation and not for self learning.
Others, in keeping with the positive stereotypes of the official
rhetoric, reported that the more assiduous readers were women,
children and peasants, while complained of the indifference of
elites, public officers and intellectuals. In Pueblo Nuevo, the
librarian reported the difficulties for following the path to
books, as “the peasants, after reading the books, lend them to
other members or the family or to friends, and I have to request
the help of the police authorities to find where a book is”. And
in many places, the libraries are described as spaces of social
gathering and cultural activities. The municipalities which have
not received a library wrote demanding one: in Guapi, in the
swampy and hot jungles of the pacific coast, the inhabitants
wrote that a library was required to “create life again”, as
“nothing but the croak of frogs and the murmurs of the river
interrupt the monotonous, vegetative life of the inhabitants”.
The complaints of some regions are signs of success: in
Piedecuesta, the librarian reported later that reading was
declining, as “as books are few, most of them have been already
reread by the book lovers of this town”; the same complaints
appears in other places.
The
final balance of Silva is that libraries were surprisingly
successful, at least up to the mid 1940s: they were the first
inroads of a writing culture for many of the towns of the
country; the books offered were received and read with pleasure
and interest; technical books were sought after, Colombian
authors became known outside the great cities and “without
doubt, an element of modernity was introduced in the more
popular forms of reading in Colombia”
Other elements of the “village culture”
developed along the village library. In 1936 the government
organized the first National Book Fair in Bogotá, which still
exists; schools libraries were started, and the investigation of
popular culture and local realities advanced: research
institutes for ethnology and anthropology were established,
detailed geographies of the states of the country were written
and in 1942 the Ministry of Education undertook a wide and
ambitious Survey of Popular and Folk Culture, in which teachers
were asked to give a full view of all the popular lore of their
communities: stories, traditions, food habits and recipes,
proverbs and sayings, dresses and dances, music and housing.
More than 1000 reports were received, covering most of the
country. The high return must be explained by the militant
quality of the campaign, which surfaces in the words of the
Minister of Education, Darío Echandía, which in 1936 said that
the instruments used by the government were “the guerrillas of
ambulant teachers, night schools, village libraries, radio and
educational film”
It
was, by all means, a very ambitious program, which had only two
major predecessors in Latin America: the school libraries
promoted by Domingo Faustino Sarmiento in Argentina in the late
19 Century, and the system of libraries established by Jose
Vasconcelos in Mexico after the revolution, which was probably
one inspiration for the Colombian effort.
It
has to be remembered that it was part of a larger social and
political program: it included the support of trade unions, the
distribution of land to peasants, the adoption of universal
suffrage in 1936, the promotion of national industry, the
separation of church and state. For the members of the
government, all this has to go by the hands with changes in the
political culture of the people. As the director of Cultural
Difusion wrote in 1940, the country had to incorporate “to the
social patrimony the dense population of peasants, workers and
wage earners”. To make them active members of society, the
“village culture” program was teaching them “the necessary
notions which allow the individual to know his rights and
obligations”, in a task that included the “promotion of notions
and practice which give every men the capacity for demanding
better conditions of life and produce a more valuable work”
It was also a program that could give
definitive results only in the long run. As the President of the
Republic Alfonso Lopez said it in somewhat convoluted form: “if
in 20 years the influence of this slow process of cultural
preparation of the masses starts to be felt… such deep roots
would exist in our society that the efforts of the liberal
party, in the battlefields or in the civic contest, would not
have been in vain”.
Again, a program as this had many opponents, and the specific
cultural programs, which could have been less polemical by
themselves, were seen as part of a political enterprise to win
the minds of the people for the liberal party. In some
municipalities, controlled by conservative politicians, the city
councils did not accept to participate, as they were informed
that the books sent did not have the imprimatur of the Church.
Many articles were published denouncing the communist, Masonic
or protestant inspiration of the program, which pretended to
subvert the traditional texture of Colombian life. The program
had administrative limitations, and had to labor against the
fact that most of the peasants were not able to write and read,
and therefore showed “the natural apathy of the popular classes:
it is very difficult to convince them of the utility of reading”
as one of the animators of the program wrote in 1941.
The
elections of 1946, when conservatives won the elections and
returned to power, sounded the death knell for the program,
which disappeared from government reports during the next years.
Local libraries declined without the central government support.
The upsurge of rural violence after 1948, following the
assassination of the leader of the Liberal Party, changed life
in the countryside and in small remote towns: civil strife
damaged the conditions for normal cultural activities.
The
new government, wary of the political inclinations of
intellectual and teachers, gave strong support to a program that
shared the fascination with technology: peasants were to become
literate through radio. Hundreds of thousands of rural homes
received a radio receptor which was tuned to one only frequency,
so that the peasants could not hear but the state supported
catholic radio station. Broadcast lessons taught the peasants
reading and writing, gave them advice for improving rural
productivity and taking care of their health and life. Bur all
talk of political participation, all promotion of rural
organization and citizenship was absent of this effort.
By 1961 an evaluation of Latin American
libraries found that, while academic and school libraries,
including the National Library, had about 1.5 million books in
the country, public libraries, had only 600000 books: they were
probably 200 to 300 small libraries, and probably none had more
than 5000 books.
They were formed mostly by poor textbooks collections, with
closed stacks, did not allow borrowing books, had no catalogs,
and were staffed by voluntary workers. Some of them were kept by
the active enthusiasm of local readers: community run libraries
replaced in many towns the “village library”. When I was a small
boy, I found in a small hamlet of Boyacá, where I went during
the school holidays, most of the books of the village library in
the corner of a tavern, where the shopkeeper, that had been a
teacher, would lend the books to readers as myself: I still
remember having read, by the side of chicha or beer drinking
peasants, books by James Fenimore Cooper and Washington Irving.
Libraries for the citizens
Public libraries appeared in Colombia as part of a program for
making citizens from the peasants. They failed when political
life was restricted by political and military dictatorship, by
mid century. When democracy returned, in 1958, libraries were
not in the political agenda. But the generalization of primary
schooling became a real priority of the country. The advances
were great, but quality was poor. However, it has to be stressed
that between 1930 and 2000 the literacy rate/ went from 38% to
93%, and that today, for the first time in history, all children
go to school, at least for some time. This change gave new basis
to libraries, although it was a belated literacy, which came
after most people had become used to radio and television. To
maintain the relevance of reading in a literate society, against
the advancement of alternative means of information and
recreation, may be challenging, but it is much more so when the
new media came before the population had acquired the habits of
reading and the society had built strong institutions for the
circulation of books.
However, some advances took place. In 1954 the director of
Unesco, former Librarian of Congress Luther Evans, inaugurated
Biblioteca Pública Piloto of Medellín, one of the Model Public
Libraries UNESCO promoted. It was an open stack library, with
good collections and easy borrowing, which became the image of
what a modern library should be. In 1958 the Central Bank
inaugurated the Luis Angel Arango Library, as a public library
with research emphasis: it did not allowed borrowing and books
were in depots. Both libraries were instant successes, with
crowds of readers filling their rooms and forming lines outside.
In Bogotá, the demand overflowed the library: there was a day in
which 24000 readers entered into the library, a number of users
that threatened to bring collapse to the normal services. To
reduce inflow, the library started in 1996 a digital collection,
became in 1997 a circulating library and offered support to the
municipality for improving small neighborhood libraries. The
Library network of the Banco de la Republic was expanded and has
now 19 libraries, serving most of the middle size state
capitals, besides Bogotá: in six towns, as the banking services
of the bank became redundant, the bank offices were transformed
in libraries.
The
evident demand for library services demonstrated when good
libraries were offered explain the decision of private
organizations in the 1980s to open public libraries: since then
the Family Subsidy Fund, a private organization supported by a
tax on payrolls, has opened 140 modern public libraries.
But
the most impressive development took place in Bogotá, where in
1998 major Enrique Peñalosa, decided to create an impressive
citywide system: three very large libraries, so called mega
libraries, were built. Now a system including 25 libraries, that
are receiving 20000 readers a day, is operating. As a whole,
public libraries attendance in Bogotá went from a total of 5
million visitors in 1998 to more than 11 million in 2004.
¿Could the results of Bogotá be extended to the rest of the
country? In large cities the example was rapidly taken. In 2004
Cali inaugurated a modern library which receives over a million
visitors every year, and the same has happened in other places.
Medellín is building four large libraries, in which sporting
facilities and books will be located in the same building.
But the real challenge are the small towns
and villages of the country: in 2002 the national government
adopted a proposal made by Biblioteca Luis Angel Arango to give
all municipalities without a library or with a very poor one, a
new Village Library, with 2500 well selected books, films, video
equipment and computers.
By 2005 580, i.e. circa 60% of Colombian municipalities, have
received the library and for the first time, most Colombian
towns have a good, although in most cases very small library,
operated with modern criteria, open stacks and lending books to
readers.
Again, like in the 1930s, the basic thrust of the program is the
conviction that education is the only way to create a nation in
which all persons become real citizens, and can participate in
political life, as the constitution of 1991 pretends. And that
education and culture can be very important in generating the
political culture required to overcome the problems of violence
which the country confronts. The success of the programs
recently adopted, show that the increase in literacy has created
a large population of young students, coming from the lower
strata of society, which can become active citizens and overcome
the social inequalities perpetuated by the school system only if
they, more or less independently, develop reading abilities
which allow them to use effectively the book and the computer.
If that is the case, and now the reasons that destroyed the
program in 1946 do not seem to be in action, libraries would
have contributed seriously, as they started to do in the 1930s,
to creating a nation of citizens.
Jorge
Orlando Melo
Illinois, October 28, 2005
“Informe,
Bogotá, 23 de marzo de 1866”. en Pineda,
Anselmo, 1805-1880: Breve reseña de la Biblioteca de
Obras Nacionales, dedicada desde 1849: con los
sentimientos del mas profundo reconocimiento a los
ilustres patriarcas de la independencia americana, por
medio del Augusto Congreso Granadino, Bogotá:
Imprenta de Foción Mantilla, 1866.
In 1909 the Congress ordered the
publication of the index, but the government changed the
allocated budget to other ends. Later the Library made
a new index, which was published in 1935.
Biblioteca Nacional, Catálogo del
"Fondo Anselmo Pineda": dispuesto por orden alfabético
de autores y de personas a quienes se refieren las
piezas contenidas en los volúmenes de la sección
respectiva, Bogotá : Editorial "El grafico", 1935.:
2 v.
Rey,
Alicia, La enseñanza de la lectura en Colombia
(1870-1930): una aproximación desde el análisis del
discurso, Bogotá: Universidad
Distrital Francisco José de Caldas; Colciencias, 2000.p.
21
Decreto
orgánico de Instrucción Pública,
1870, cap 21, par 26
Informe del Director General de Instruccion Primaria de
la Unión,
Bogotá, 1876, p. 192.