Acceso usuarios
Victoriano Gaviño Rodríguez 
This article focuses on the process of institutionalising academic school grammar in mid-19th century classrooms in relation to the social, political and educational context of the time. The central aim of this research is to analyse the economic, doctrinal or pedagogical reasons given by various authors in the contemporary press for rejecting the imposition of the Moyano Law of 1857, which mandated the teaching of grammar through academic texts. The different textual expressions in a medium such as the press will serve to gain a more precise understanding of the struggle and challenges faced by the academic institution and the government in achieving the widespread adoption of their teaching doctrine through their works Compendium and Epitome. The chronological framework of this analysis comprises two periods: the first begins in 1857, with the first publication of these two manuals, and ends in 1868, which coincides with the beginning of a second period during the six-year democratic period and the establishment of educational freedom, and ends in 1875, when the compulsory use of the Real Academia Española grammatical texts in schools was reinstated.
