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The Jesuit College of Asunción and the Real Colegio Seminario De San Carlos (C A Thesis Submitted for the Degree of PhD at the University of Warwick Permanent WRAP URL: http://wrap.warwick.ac.uk/91085 Copyright and reuse: This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. For more information, please contact the WRAP Team at: [email protected] warwick.ac.uk/lib-publications The Uses of Classical Learning in the Río de la Plata, c. 1750-1815 by Desiree Arbo A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Classics and Ancient History University of Warwick, Department of Classics and Ancient History September 2016 ii Table of Contents LIST OF FIGURES ...........................................................................................................V LIST OF TABLES .............................................................................................................V ACKNOWLEDGEMENTS ............................................................................................. VI DECLARATION AND INCLUSION OF MATERIAL FROM A PREVIOUS PUBLICATION ............................................................................................................ VII NOTE ON REFERENCES ........................................................................................... VII ABSTRACT .................................................................................................................. VIII ABBREVIATIONS ......................................................................................................... IX INTRODUCTION............................................................................................................. 1 1. Classical Reception, Neo-Latin and Identities ............................................ 2 2. The geographies of classical learning ......................................................... 6 3. The Classical Tradition in Spanish America ............................................. 12 4. Scholastics, humanists, and Jesuits ........................................................... 18 5. Jesuit exile and literary controversies ....................................................... 25 6. 1767-1810: Changes in classical learning ................................................. 29 CHAPTER 1: JOSÉ MANUEL PERAMÁS’ LAUDATIONES QUINQUE (1766), JESUIT CLASSICAL LEARNING AND LOCAL CREOLE AMBITIONS ............... 34 Introduction ....................................................................................................... 34 Biography and Works ....................................................................................... 35 The Early Period (pre-1767): The Laudationes Quinque .................................. 37 Córdoba and Jesuit Education in the Rio de la Plata ................................ 37 The First Oration: Ignacio Duarte and the origins of creole nobility ........ 40 The coat of arms and creole stars........................................................................ 43 iii Conquistador ancestors ....................................................................................... 45 The Second and Third Orations: Education for the good of the Republic and the Ignatian aims of Education ........................................................... 47 The Fourth Oration and the Language of Disease .................................... 50 Fifth Oration: Utilitas and Peramás’ concept of Republic ........................ 53 The utilitas of colleges in the Old World ........................................................... 56 The utilitas of colleges in the New World .......................................................... 59 Education and the dangerous company of ‘the worst kind of people’ ................ 60 For the good of the Republic and the problem of the ‘New’ .............................. 65 For the glory of the Republic and Creole Latin Learning ................................... 69 Conclusion ........................................................................................................ 72 CHAPTER 2: THE EXILE WRITINGS OF JOSÉ MANUEL PERAMÁS AND A JESUIT MODEL OF STATEHOOD (1767-1793) ................................................. 73 Introduction ....................................................................................................... 73 The ‘Middle Period’ (1767-1777): Annus Patiens (1768-69), Finis Anni Patientis elegia (1770), and De Invento Novo Orbe (1777).............................. 77 Coming to grips with exile ................................................................................ 77 Aeneid II and Italy as the land of exile ...................................................... 80 Cicero and coming home to Italy, the ‘mother of eloquence’................... 81 De Invento Novo Orbe (1777) .......................................................................... 83 The Dedication: Celebrating Creole Saints ............................................... 85 The Prologue and Sources of De invento novo orbe ................................. 87 The Epic as a response to the ‘Black Legend’ .......................................... 91 The Later Period (1777-1793): De administratione guaranica and Jesuit notions of nation, patria and statehood in the missions of Paraguay ............................. 93 Presentation of the text and argument ....................................................... 94 At the frontier of the Spanish Empire: The Jesuits in Paraguay (1609- 1767) and relations with the neighbouring Portuguese ............................. 96 Origins of Jesuit discourse on the missions: Responding to European and American critics ...................................................................................... 100 The ‘Jesuit Kingdom of Paraguay’ ......................................................... 103 Plato and the isolation of the Jesuit missions .......................................... 105 iv Adapting Cicero and the invention of a ‘Guarani people’ ...................... 108 The communal system of the missions: Tacitus and Vanière ................. 112 Vanière and Division of labour ............................................................... 116 Education for the Good of the Republic and Indian authorities .............. 117 Jesuit ‘bee-keepers’ and warlike Indian ‘bees’ ....................................... 120 Guarani patriotism and the uprising of 1754-1756 ................................. 124 Conclusion .............................................................................................. 127 CHAPTER 3: CLASSICAL LEARNING IN COLONIAL PARAGUAY, THE JESUIT COLLEGE OF ASUNCIÓN AND THE REAL COLEGIO SEMINARIO DE SAN CARLOS (C. 1750-1790) .........................................................................................131 Introduction ..................................................................................................... 131 The Jesuit College of Asunción ...................................................................... 135 Institutional context ................................................................................. 135 The Jesuit Library of Asunción ............................................................... 145 Asunción and the Neo-Classical Turn at the College of Villagarcía c. 1755-1767 ............................................................................................... 150 ‘Baroque’ Latin Grammars and the teaching methods of Idiáquez ........ 156 After 1767: Bourbon Reforms at the University of Córdoba .......................... 161 The Real Colegio Seminario de San Carlos of Asunción ............................... 166 Institutional Context ................................................................................ 166 The Plan de Estudios of 1783.................................................................. 173 Conclusion ...................................................................................................... 180 CHAPTER 4: THE RECEPTION OF ANTIQUITY AND THE CONCEPT OF REPUBLIC IN THE POLITICAL THOUGHT OF THE RIO DE LA PLATA .....182 Introduction ..................................................................................................... 182 ‘Republic’ in Eighteenth-Century Europe and Spanish America ................... 185 1809-1816: Imagining ‘republic’ in Buenos Aires and the Rio de la Plata .... 195 1811: Articulating self-government in Paraguay ............................................ 201 1812-1814: Articulating ‘republic’ and the Paraguayan consulate ................. 205 1814: Dictatorship of Doctor Francia ............................................................. 211 v Conclusion: Francia’s Radical Republic ......................................................... 216 CONCLUSION .............................................................................................................218 EPILOGUE: NEW TROY AND NEW ROME .........................................................225 BIBLIOGRAPHY ........................................................................................................229 List of Figures Figure 1 - Map of the Jesuit Province of Paraguay and adjacent lands [c.1740]. ... 8 Figure 2 - Der Neue Welt-Bott.............................................................................. 10 Figure 3 - Different kinds of dress of Jesuit
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