María de Maeztu

From Hispanopedia
For the class of tugboats named in her honor, see María de Maeztu class.
María de Maeztu
OfficeMember of the National Consultative Assembly[1]
Parent(s)Juana Whitney
Manuel de Maeztu Rodríguez
RelativesRamiro de Maeztu (brother) Gustavo de Maeztu (brother)

María de Maeztu y Whitney (Vitoria, July 18, 1881 – Mar del Plata, January 7, 1948) was a Spanish schoolteacher, professor, pedagogue, Hispanist, philologist, lecturer, and feminist Walliser Martín (2007), p. 417. She is recognized for her fundamental work in promoting women's education and as one of the most influential figures of the Silver Age of Spanish culture.

She was the founder and director of the innovative Residencia de Señoritas in Madrid (1915–1936), a pioneering center inspired by the philosophy of the Institución Libre de Enseñanza that sought to offer high-quality higher education to women. She was also co-founder and first president of the Lyceum Club Femenino (1926), a key association for the intellectual and social development of women in Spain.

After the execution of her brother Ramiro de Maeztu she resigned from her post and went into exile in Argentina, where she died at the age of sixty-six.[2]

Biography of María de Maeztu

Early years and education

María de Maeztu y Whitney was born on July 18, 1881 in Vitoria, the daughter of Juana Whitney y Donè and the engineer Manuel de Maeztu y Rodríguez. Her mother Juana[3] was an English teacher born in 1854 who died in Estella in 1945. Her father was a Cuban landowner of Navarrese descent born in Cienfuegos, the son of the last intendant general while the Island of Cuba was still Spanish territory. Her parents met in Paris when her mother was 16 years old and settled in Vitoria without ever marrying. The couple had five children: Ramiro, Ángela, Miguel, María and Gustavo. She was part of the prestigious and tough Maeztu family.[note 1]

Her father, Manuel, lived off businesses derived from Cuba belonging to Spain, so the independence of Cuba in 1895 sank those family businesses, and his death in Cuba in 1898 brought about a series of confusing administrative problems concerning his inheritance. This left Juana Whitney and her children in a precarious situation, which led the family to move to Bilbao, the city where Juana set up the Academia Anglo-Francesa (later the Academia Maeztu), where she taught English and her daughter Ángela taught French.[3]

María de Maeztu graduated from the Escuela Normal de Magisterio (1896–98) and also helped out at her mother's academy until, in 1902, she began working as a teacher at a public school in Santander, from where she was transferred to Bilbao five months later, ending her journey in Madrid in 1909. She reflected on her experience as a schoolteacher, drawing conclusions such as the one she expressed at the University of Oviedo years later:

It is true, the old saying that learning enters with blood, but it must not be the child's blood, but rather the teacher's.

Meanwhile she continued her university education. Having obtained her bachiller at the Instituto de Vitoria in 1907, two years later she enrolled as a non-official student at the University of Salamanca, completing her studies in Madrid, where she earned her degree in Philosophy and Letters in 1915.

Awarded a grant by the Junta para Ampliación de Estudios e Investigaciones Científicas from 1908 onward, her knowledge of languages, uncommon in the Spain of that time, and her bold and active spirit made her an ideal student for several projects. Thus, she was part of the commission appointed by the Government for the pedagogical exhibition held in London. On her return, at the Bilbao society "El Sitio", she gave a lecture in which she observed that:

The progress of England is due not to the peculiar conditions of race and climate, but to the predominant elements in the direction of that country, singularly to the social action of the school.

Maeztu's international education continued in the following years, with trips to Brussels (1910) and to Germany, where at the University of Marburg she was a student of Paul Natorp and of Nicolai Hartmann in 1912. This trip was suggested by Ortega y Gasset so that she could become acquainted with the thought of the second German Neo-Kantian movement.[4] Back in Madrid, she joined the Centro de Estudios Históricos, in the circle of José Ortega y Gasset.

In the spring of 1919 María de Maeztu visited Smith College, the American private women's college located in Northampton, Massachusetts, and during this visit she was awarded an honorary degree ("Honorary degree of Law, LL.D") at the graduation ceremony held on June 17, 1919. This gave her academic credentials in the United States that served her in establishing permanent ties of collaboration with various North American universities.[5]

The Residencia de Señoritas

When the Residencia Internacional de Señoritas was created in Madrid by the Junta de Ampliación de Estudios, she was entrusted with its organization and direction.[6] She held this post between 1915 and 1936, and it would become the great project of her life. In an article titled «Lo único que pedimos» ("The only thing we ask") published in the magazine La mujer moderna, she explained her position on the liberation of women:

I am a feminist; I would be ashamed not to be one, because I believe that every woman who thinks must feel the desire to collaborate, as a person, in the whole work of human culture.

The Residencia de Señoritas was an immediate success and shared its objectives with the International Institute, directed by Susan Huntington in the United States. It was a micro-community of female knowledge. The trips she made to that country were a result of her relationship with Huntington, and through them she managed to establish the first study-abroad program for women. In 1923, all these collaborations were brought together under a bilateral collaboration agreement, organized into four types of initiatives: student exchanges, lectureships abroad, research grants, and exchange of laboratory and bibliographic material.[7]

Any young woman over 17 years of age who was studying in Madrid or preparing for admission to the university faculties, the Escuela Superior de Magisterio, the Escuela Normal or the Escuela Hogar, or who was privately extending her scientific training, could be admitted to the Residencia. Foreign and non-resident students were also admitted. In addition to accommodation, they were offered classes and courses given on its premises. Thus, there were supplementary classes in Pedagogy and Philosophy, given by Maeztu.[8]

The success was resounding, and soon the number of undergraduate and doctoral students exceeded that of aspiring teachers. In addition, it was a meeting place, with lectures and courses whose audience was predominantly female and which achieved great renown in the Madrid of the 1920s and during the Second Republic[9]. Among the most prominent figures were the poet Concha Méndez, the lawyers Victoria Kent and Matilde Huici, the later Republican deputy Francisca Bohigas, the journalists María Luz Morales and Josefina Carabias, the physicist Felisa Martín Bravo, the artist Maruja Mallo, and the physicians Cecilia García de Cosa and Elisa Soriano.[10]

One of the most important figures to visit the Residencia was Gabriela Mistral, who stayed there in December 1924. From then on, they maintained a friendship with ups and downs that would last until Maeztu's death in 1948. They shared the idea of Ibero-America, their pedagogical spirit and a profound Christianity.[11] Mistral dedicated her poem «Salutación» to her; it was read at the Pen Club event and published in El Sol on December 17, 1924.[12] In 1921, together with Clara Campoamor, she founded the Federation of University Women; Maeztu was vice-president and Campoamor the secretary.[13] In 1928, the 12th International Congress of University Women was held in Madrid, and numerous delegates stayed at the Residencia. Spain was represented by María de Maeztu, Matilde Huici, Jimena Quirós, Matilde Ruíz and Clara Campoamor.[5] In 1931 Marie Curie also stayed there during her visit to Madrid. That same year, in October, Victoria Ocampo, director of the Argentine magazine Sur, gave a lecture on Harlem and, in 1935, gave another titled "Supremacía del alma y de la sangre" ("Supremacy of the Soul and of the Blood"). María Montessori also stayed there when she was in Madrid giving lectures on her method in 1934.[14]

The Instituto Escuela

María de Maeztu managed to combine her work at the Residencia de Señoritas with the direction of one of the departments of the Instituto Escuela, also launched by the JAE in 1918, where she was able to broaden the range of her pedagogical ideas even further.[note 2] This Institute was conceived as an official secondary school where curricula and educational methods were tested in order to implement them later throughout Spain. It was also a center of pedagogical experimentation for teachers. Maeztu defined it as the first official active school in Spain—the first private one had been the Institución Libre de Enseñanza. For her, what mattered was not that the young students learned and repeated, but that they reflected, verified and carried out. Therefore, all teaching had to start from facts and from the observation of phenomena. She made a special effort to ensure that there were no textbooks, but rather that students took their own notes from the beginning of their studies so that they would become accustomed to interpreting what they heard. Also noteworthy is the Biblioteca literaria del estudiante (Student's Literary Library), a collection of selected books of Spanish literature under the direction of Menéndez Pidal. She remained at the Instituto Escuela from its founding until 1934, when she resigned.[8]

Lyceum and feminism

In 1926 María de Maeztu was co-founder and first president of the Lyceum Club Femenino, modeled on those already existing in Europe;[7] although from the beginning she advocated a mixed club, she had to accept the international regulations in force in Europe. The Lyceum aimed to foster the collective spirit of women and also to be a place open to married women who did not want the four walls of the home as their only horizon.[note 3] It was inaugurated with one hundred and fifty members of all tendencies. Following the international model, it had sections for Literature, Sciences, Plastic and Industrial Arts, Social Affairs, Music and International Affairs. Maeztu organized short courses, lectures, concerts and exhibitions led by Spanish and foreign intellectuals, scientists and artists. García Lorca read his book Poet in New York there and gave the lecture Imaginación, inspiración y evasión en poesía (Imagination, Inspiration and Evasion in Poetry) in its rooms; Unamuno also read his drama Raquel encadenada.[note 4] For her part, Carmen Monné, wife of Ricardo Baroja, organized performances and raffles of paintings in her chamber theater «El mirlo blanco» to raise funds.[15]

Its vice-presidents were Isabel Oyarzábal and Victoria Kent; secretary, Zenobia Camprubí; vice-secretary, Helen Philips; treasurer, Amalia Galárraga; and librarian, María Martos de Baeza. Also participating were Margarita Nelken, María Lejárraga, Carmen Baroja, Ernestina de Champourcín, Concha Méndez, María Teresa León, Elena Fortún, Mabel Rick Pérez de Ayala... The honorary presidency was held by Queen Victoria Eugenia and the Duchess of Alba.[16]

Participation in politics and university teaching

During the Dictatorship of Primo de Rivera, María de Maeztu, supported by her brother Ramiro, agreed—together with 12 other women—to become a member of the National Assembly, in the section devoted to education.[17][18] Between 1926 and 1929 she made several trips to the Americas: Argentina, Uruguay and Mexico, where she taught courses on education and gave lectures on Spanish culture. She was also Spain's delegate to various Education Congresses in Europe and the Americas.[8] Later, in 1930, she was a member of the Council of Public Instruction, and in 1934 a member of the National Council of Culture. She entered university teaching in 1932, in the newly created Section of Pedagogy of the Faculty of Philosophy and Letters of the Central University, a post she held until 1936.[7]

Exile

When the Civil War broke out in 1936, the execution of her brother Ramiro—a ninety-eighter intellectual who, after a youth in radical liberalism, had evolved toward the ideology of the nationalist right—was a hard blow for María. Although some sources indicate that she was removed from her post at the Residencia de Señoritas, the truth is that she resigned in September 1936[19].

She left Spain and, after passing through the United States, arrived in Buenos Aires, where she settled and where the University granted her the chair of History of Education, which she held until her death.[note 5][20] In this exile she was helped by her friends Gabriela Mistral, who offered María her house in Lisbon, and Victoria Ocampo, who at the end of May 1937 offered her the chance to attend a History congress in Buenos Aires to give a series of lectures. This encouraged her to settle in the Argentine capital, after turning down the chair of Spanish Literature at Barnard College of Columbia University, in the United States. In Buenos Aires she devoted herself to giving lectures, teaching courses, and writing articles and books. She tried to create a new Residencia, but there was no budget for it.[21]

She traveled to Spain in January 1947, on the occasion of the death of her brother Gustavo—author of her portrait Mi hermana María (My Sister María)—,[22], and delivered a speech on the occasion of the inauguration of the Ramiro de Maeztu Chair at the Central University of Madrid. Back in Buenos Aires, she died the following year. Her body was repatriated to the family mausoleum in Estella (Navarre), amid great honors.[21]

Pedagogical work

Her whole life was devoted not only to the education of her students, but to offering them an intellectual formation that would foster civic responsibility and equal and full participation in the building of Spain. She began working in 1898 at her mother Juana Withney's academy, and continued her own education throughout her life.

Her pedagogical career was strongly marked by her period of training in different countries: Belgium, Switzerland, Italy and England. She would broaden her training when she began teaching at the International Institute, where she worked in the North American educational environment, collaborating closely with Susan Huntington Vernon. This institution used an innovative teaching methodology based on coexistence, tolerance and the integration of the sciences and the arts. The classes the students took were complemented by lectures given by Ortega y Gasset or Juan Ramón Jiménez, among others. The academic curriculum of the International Institute was expanded, incorporating new academic disciplines: economics, law, sciences, biology and chemistry.

She combined her work directing the Residencia de Señoritas and teaching with her responsibilities as Spain's official representative at international pedagogical congresses. Her travels and her relationships with women pedagogues and teachers from other countries made her see that advances in women's education resulted in the development of political and social awareness. For this reason, in 1926 she took part in the founding of the Lyceum Club.[7]

During the years 1907, 1908 and 1909 she applied to the Junta for a grant to extend her pedagogical studies. In her work proposal she highlighted what she considered admirable in English education: the principle of mental economy, active methods, games and contact with nature, and the teacher as an essential element in the school. This was one of the main objectives of the Instituto Escuela: the training of the teaching staff, then called the maestros. Maeztu also shared the principle of the pedagogy of effort, which entails regulation and norm, that is, the rational as opposed to the spontaneous.[8]

Maeztu evolved from an initial Europeanism, linked to her association with the JAE, to a position closer to that of her brother Ramiro, a Catholic-Hispanist traditionalist. For her the pedagogical vocation is an intimate calling, and she stated that "the school must be for the teacher the altar where he offers his life to God". This led her to identify with Saint Teresa of Jesus and to state that if she lived in the 20th century she would found hospitals, schools and universities.

The book El problema de la ética, la enseñanza de la moral (The Problem of Ethics: The Teaching of Morals), written during her exile in 1938, summarizes a pedagogical thought that places religion at the core of education. In it, Maeztu establishes the connection between morality and religion through the linear chain morality–duty–rule–obligation–discipline–authority–admiration–religion. She had already put forward this idea in 1925 in the essay she had written on education at the Instituto Escuela. For her, "the obedience that discipline demands does not mean the negation of one's own will; it consists simply in submitting to the will of the guide because he is the one who best knows the way".[11]

Three former students of the Instituto-Escuela began meeting clandestinely in the early 1940s to continue the educational project in which they had taken part. Thus, Jimena Menéndez-Pidal, Ángeles Gasset and Carmen García del Diestro founded the Colegio Estudio in Madrid, which has continued its educational work to the present day.[7]

Portraits

In 1931 the American Hispanist Caroline Bourland recorded in a letter her impressions of a dinner attended by Victoria Kent, Victoria Ocampo and María de Maeztu, intellectuals of whom she said that they "out-radical the radicals".[23]

Carlos Morla Lynch, permanent counselor of the Chilean embassy in Madrid from 1928 to 1939, was a writer, composer and humanist. His house in Madrid was a center of literary activities, many of them recorded in his book España con Federico García lorca: Páginas de un diario íntimo. María Manuela Vicuña, his wife, moved in Maeztu's circle, attending the lectures she gave and the Lyceum. For this reason, Maeztu was among the people who frequented Morla Lynch's house. Among his descriptions of the pedagogue is this one:

Entry of September 18, 1931
Blonde, of small stature, nervous, vibrant, she expresses herself with such loquacity that at times it is almost impossible to keep up.

In his entry of September 29, 1934 he would say of Gabriela Mistral and María de Maeztu:

Gabriela is unhurried, calm, of an austere, dry and severe serenity that inspires respect and at the same time apprehension. She has the sturdiness of granite.
María, on the other hand, is clever and sharp, of astonishing quickness. One would say she moves on roller skates. She expresses in one minute—with prodigious eloquence—what Gabriela—with her reflective calm—takes a quarter of an hour to formulate. And she gestures rapidly with her hands, without wasting a second, like a person who has no time to lose, with the speed of a passing express train. She has the mobility of mercury.[24]

Julio Caro Baroja remembered María de Maeztu in his work Los Baroja. Memorias familiares in this way:

With the air of a Basque schoolmistress. She spoke with great authority and self-assurance, and one could see that she had a high idea of her mission.[25]

The resident Milagros Martínez Prieto also described her physically:

A woman not very tall, with a very personal beauty, a very English air, blue eyes and grayish-blonde hair, and rather masculine movements for that era in which we women were "extremely effeminate".[21]

The journalist Mariano Daranas, in the Diario Vasco in 1948, in his article "Pesar en Argentina por la muerte de María de Maeztu" ("Grief in Argentina over the Death of María de Maeztu"), described María as:

Petite, blonde, with intense eyes and thin lips, she chatted at gatherings in short, quick sentences, always said something new, something of her own, and her way of expressing herself was clear and direct.[21]

Tributes and honors

  • She was awarded honorary doctorates (honoris causa) by various universities around the world.[26]
  • In 2008 the Salvamento Marítimo tugboat BS-13 María de Maeztu was launched in her honor.
  • In 2016 the Government of Spain recognized, with the María de Maeztu Unit of Excellence distinction, those «public research units, in any scientific area, that demonstrate scientific impact and leadership at the international level and that actively collaborate with their social and business environment».[27]

Works

Her command of several languages allowed her to carry out interesting work as a translator: works by the German Paul Natorp such as Curso de pedagogía (1915) and Religión y humanidad: la religión dentro de los límites de la humanidad: contribución a la fundación de la pedagogía social (1914), or the Historia de la pedagogía by the Englishman Paul Monroe (1918 and 1931). Among her humanistic and pedagogical work, written largely in the last stage of her life, the following stand out:

  • «La Pedagogía en Londres y las escuelas de párvulos» in VV. AA., Anales de la Junta para la Ampliación de Estudios e Investigaciones Científicas, Madrid, Impr. y Encuadernación E. Raso, 1909, vol. I, report 8.
  • El trabajo de la mujer: nuevas perspectivas: conferencias pronunciada el 8 de abril de 1933. Madrid: Escuela de Enfermeras del Hospital Central de la Cruz Roja Española, 1933.
  • El problema de la Ética: la enseñanza de la moral. Universidad de Buenos Aires, 1938.
  • Historia de la cultura europea. La edad moderna: grandeza y servidumbre. Intento de ligar la historia pretérita a las circunstancias del mundo presente, Buenos Aires. Juventud Argentina, Biblioteca de la Esfinge. (Libros para la Mujer), 1941.
  • Antología. Siglo XX. Prosistas españoles. Semblanzas y comentarios. Madrid: Espasa-Calpe, 1943.

Notes

  1. ↑ In the words of Ramón Gómez de la Serna, sister of the "ninety-eighter" Ramiro de Maeztu and of Gustavo, the painter.
  2. ↑ One of the students at that institute, the writer Carmen Bravo-Villasante, described the atmosphere of the institution this way:

    Languages were studied; French was compulsory, and one chose between English or German. Apparently no work was done, nothing was compulsory, and the student had the feeling of having a good time and of doing nothing more than listening to the teachers... The teachers were our friends, their vocation and dedication were complete; the tutoring system, exemplary; the curriculum, perfect. We went home on Saturdays wishing Monday would come so we could go back to school; we had no assignments or homework, we had no monstrous obligations, like children nowadays... I wish that all the children and all the young people who study would leave their school as I left mine, with the memory of one of the most wonderful periods of my life.
  3. ↑ It was also called 'the club of the wives' (el club de las maridas), because several wives of personalities of the time, especially from the intellectual elites, came together in it.
  4. ↑ Rafael Alberti appeared one November afternoon dressed as a fool, wrapped in an immense frock coat, with baggy trousers, a wide wing collar and a small bowler hat, with a caged dove in one hand and a turtle in the other, since the lecture was called "Palomita y galápago (¡No más artríticos!)" ("Little Dove and Turtle (No More Arthritics!)"), and he raised a ruckus, surprising some, scandalizing others and amusing the rest. Jacinto Benavente, however, on the day he was invited to give a lecture at the Lyceum, apparently quipped: "A mí no me gusta hablar a tontas y a locas" (a pun meaning "I don't like to speak haphazardly," literally "to silly women and madwomen").
  5. ↑ After turning down other American offers (a chair at Barnard College and a teaching post at Vassar College), María stayed in Argentina with the government's promise to set up a new "Residencia de Señoritas" in Buenos Aires, a promise that was never fulfilled; she was instead granted a chair in the Faculty of Pedagogy. She also took part in the academic life of Chile and Uruguay.

References

  1. ↑ "Maeztu Whitney, María de. 53. Elecciones 12.9.1927". Buscador Histórico de Diputados (1810-1977) (in español). Congress of Deputies.
  2. ↑ Biography on the portal of the Residencia de Estudiantes-CSIC. Retrieved December 2014.
  3. ↑ 3.0 3.1 "Juana Whitney en la Enciclopedia Vasca Auñamendi" (in español). Retrieved December 10, 2020.
  4. ↑ Hermida de Blas, Fernando (2014). "El Pensamiento pedagógico de María y Ramiro de Maeztu y el primer neokantismo español". Pensamiento, vol 70 Universidad autónoma de Madrid (in español).
  5. ↑ 5.0 5.1 Isabel, Piñón Varela, Pilar (February 4, 2016). "Go West Young Woman! Redes transatlánticas e internacionalismo cultural. Las mujeres como protagonistas del intercambio académico entre España y los Estados Unidos (1919-1939)". Retrieved June 11, 2018. {{cite journal}}: Cite journal requires |journal= (help)CS1 maint: multiple names: authors list (link)
  6. ↑ Vázquez Ramil, Raquel (2012). Mujeres y educación en la España contemporánea. La Institución Libre de Enseñanza y la Residencia de Señoritas de Madrid (in español). Madrid: Akal. pp. 313–21. ISBN 978-84-460-2920-5. Archived from the original on December 27, 2014. Retrieved December 25, 2014.
  7. ↑ 7.0 7.1 7.2 7.3 7.4 Walliser, Marta. «La influencia de la experiencia internacional en la labor educativa de María de Maeztu.» Instituto Cervantes.
  8. ↑ 8.0 8.1 8.2 8.3 "Aproximación a la labor pedagógica de María de Maeztu | rep". revistadepedagogia.org (in español). Retrieved June 5, 2018.
  9. ↑ Ramil, Raquel Vázquez (2015). "La Residencia de Señoritas de Madrid durante la II República: entre la alta cultura y el brillo social". Espacio, Tiempo y Educación (in español). 2 (1): 323–346. ISSN 2340-7263. Retrieved August 26, 2020.
  10. ↑ Eiroa, Matilde (July 15, 2015). "La popularización del saber y la « generación de las modernas » : revistas y espacios femeninos en la España de entreguerras". Amnis (in español) (14). doi:10.4000/amnis.2621. ISSN 1764-7193. Retrieved June 5, 2018.
  11. ↑ 11.0 11.1 Melián, Elvira M. (June 1, 2015). "En la frontera: señas de identidad de la labor pedagógica hispano-americanista en María de Maeztu (1924-1936)". Historia de la Educación (in español). 34 (0): 287–303. doi:10.14201/hedu201534287303. ISSN 2386-3846. Retrieved June 9, 2018.
  12. ↑ LAGO DE LAPESA:, Pilar (1976). "Una poesía olvidada de Gabriela Mistral" (PDF). Cuadernos hispanoaméricanos (in español). Retrieved June 9, 2018.{{cite journal}}: CS1 maint: extra punctuation (link)
  13. ↑ María curros Ferro. "María de Maeztu, una figura enmascarada" (PDF) (in español).
  14. ↑ Mujeres en vanguardia (in español). Residencia de Estudiantes. 2015. ISBN 978-84-939988-6-8.
  15. ↑ Antonina Rodrigo (1978). "La pedagoga María de maeztu" (PDF). Tiempo de Historia (in español) (4). Retrieved June 5, 2018.
  16. ↑ Shirley Mangini: "El Lyceum Club de Madrid, un refugio feminista en una capital hostil", Revista Asparkia número 17 (2006); pp. 125-140. Archived (Date missing) at mav.org.es (Error: unknown archive URL) Retrieved December 2014.
  17. ↑ Julio de la Cueva Merino, Angel Luis López Villaverde: "Clericalismo y asociacionismo católico en España" Universidad de Castilla-La Mancha, 2005 Retrieved December 2014
  18. ↑ Pedro Carlos González Cuevas: Maeztu: biografía de un nacionalista español. Retrieved December 2014.
  19. ↑ "Orden admitiendo la dimisión de María de Maeztu de su puesto de directora de la Residencia de Señoritas de Madrid. Gaceta de Madrid nº 226, 22/09/1936, p. 1917" (PDF) (in español).
  20. ↑ Emilia de Zuleta: "Españoles en la Argentina: el exilio literario de 1936" (Capítulo IV). Retrieved December 2014
  21. ↑ 21.0 21.1 21.2 21.3 Lastagaray Rosales, María Josefa (2016). María de Maeztu whitney: una vida entre la pedagogía y el feminismo (in español). Madrid: EDICIONES DE LA ERGASTULA. ISBN 9788416242146.
  22. ↑ View of Mi hermana María on the portal of the Museo Gustavo de Maeztu, where the painting is kept.
  23. ↑ López-Ríos, Santiago (2013-01). "'These Ladies Out-radical the Radicals': María de Maeztu, Victoria Kent and Victoria Ocampo". Bulletin of Hispanic Studies. 90 (3): 331–346. doi:10.3828/bhs.2013.22. ISSN 1475-3839. Retrieved June 11, 2018. {{cite journal}}: Check date values in: |date= (help)
  24. ↑ Morla Lynch, Carlos (2008). En España con Federico García Lorca (Páginas de un diario íntimo, 1928-1936) (in español). Renacimiento. ISBN 84-8472-349-6.
  25. ↑ Caro Baroja, Julio (2011). Los Baroja (memorias familiares) (in español). RBA Libros. ISBN 9788498679083.
  26. ↑ Auñamendi Eusko Entziklopedia Retrieved December 2014
  27. ↑ https://igfae.usc.es/igfae/es/mariademaeztu/ «Apoyo y acreditación de Centros de Excelencia "Severo Ochoa" y a Unidades de Excelencia "María de Maeztu".» Ministry of Economy, Industry and Competitiveness. Retrieved August 2, 2017.

Bibliography

  • Lastagaray Rosales, María Josefa. María de Maeztu Whitney, una vida entre la pedagogía y el feminismo. La ergástula ediciones, Madrid, 2015. ISBN: 978-84-16242-14-6
  • Dios Altuna de Martina, Ángeles de: "María de Maeztu: tras sus pasos en la Argentina". José Ramón Zabala Aguirre: Non zeuden emakumeak? La mujer vasca en el exilio de 1936. San Sebastián: Saturrarán, 2007; pp. 383-408 ISBN 978-84-934455-2-2.
  • Fructuoso Ruiz de Erenchun, María Cristina: María de Maeztu Whitney. Una Vitoriana Ilustre. Vitoria: Real Sociedad Vascongada de Amigos del País, 1999.
  • Pérez-Villanueva Tovar, Isabel: María de Maeztu: una mujer en el conformismo educativo español. Madrid: Universidad Nacional de Educación a Distancia, 1989.
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  • Vázquez Ramil, Raquel. Mujeres y educación en la España contemporánea. La Institución Libre de Enseñanza y la Residencia de Señoritas de Madrid. Madrid: Akal, 2012. ISBN: 978-84-460-2920-5.
  • Cuesta, Josefina; Turrión, María José; Merino, Rosa María. La Residencia de Señoritas y otras redes culturales femeninas. Ediciones Universidad de Salamanca, 2016. ISBN: 978-84-9012-612-7
  • Mujeres en vanguardia. Residencia de Estudiantes. ISBN: 978-84-939988-6-8
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