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Chilean educational system experienced relevant changes after the military triumph over Peru and Bolivia in the so-called “Guerra del Pacifico” (Salt pepper War, 1879-1883). Regarding to infrastructural realm, there was an exceptional growth of public expenditure due to the subsequent economic boom. Besides, a major educational reform (following the German model) took place. Given the global antebellum situation and national postwar triumphalism, military symbols and practices flourished in schools. As Rojas Flores (2004) as shown, between 1880’s and the first years of twentieth century school battalions channeled nationalism and patriotism partially sponsored by educational authorities. Since the official adoption of physical education (under German and Swedish influences) from 1889 onwards, school battalions eventually disappeared by 1910 when new forms of standardized appeal to children and young students, like Boy Scouts, emerged. Even though, military echoes in schools remained for almost twenty years with the practice of shooting lessons ( Tiro Escolar ). On the contrary, at a global level, a massive militarization of childhood and youth was about to come under totalitarian regimes which envisioned new generations as armed bodies (Keys, 2009). This paper aims to identify and analyze how military references in schools were prescribed. Two main interpretative keys are proposed to deal with school battalions and shooting lessons as educational phenomena in Chilean schools: bodies and emotions. Since education is an embodied practice, military instruction seeks to normalize and shape students’ bodies and gestures and to instill some emotional patterns as well. During the fin de siecle epoch and the first decades of twentieth century child and juvenile socialization was expected to shape patriotic and masculine future citizens. In order to fulfill this duty, control over body and emotions was crucial (in the British context) to foster “obedience, reverence, self-control and discipline” (Olsen, 2014). Our proposal is to unveil these patterns in the Chilean case and to shed light on their emotional dimensions, in an effort to emphasize how emotions are embodied. References Keys, Barbara: “The Body as a political space: comparing physical education under Nazism and Stalinism”, in German History, v.27, no3, 2009, pp.395-413. Olsen, Stephanie: Youth, emotions and the Making of the Modern British Citizen, 1880-1914 , Bloomsbury, London, 2014. Rojas Flores, Jorge: Moral y practicas civicas en los ninos chilenos, 1880-1950 , Santiago, Ariadna Ediciones, 2004.

Toy soldiers: The armed body of Chilean students. Military instruction and shooting lessons in schools (Ca. 1880-Ca.1930)