Ignacio Domeyko, scientist and professor of the National Institute José Miguel Carrera, manifests for the first time -during one year of 1842- the need to change the education system in Chile, inspired by the models that are being implemented in Europe where it was starting to develop a new science: pedagogy.

At that time, Domeyko was a young immigrant in the university lessons around his homeland, particularly in Paris, France, he gave a lot of knowledge that was not limited to the natural sciences, if it was not an innovation in ideas for the organization that did not find education in this country, and that motivated him to start a slow but significant intellectual work.

"Manuel Montt would try to take up Domeyko's original idea of annexing the hypothetical Pedagogical Institute to the National Institute, which would award 20 scholarships for aspiring professors, but in doing so it would be inevitable to absorb the old establishment for the new one, as had happened before when the Instituto Nacional General José Miguel Carrera disarmed the entire building and academic body of the Royal University of San Felipe in 1813, so the idea was discarded.

In 1888, during the government of the liberal president José Manuel Balmaceda, the Minister of Justice, Worship and Public Instruction (equivalent to the current Ministry of Education) Federico Puga Borne - as well as Letelier, a former institute and former student of Professor Arana - builds the formation decree of the Pedagogical Institute of the University of Chile, which safeguarded the budget that allowed to give life to the project after 40 years of waiting.

This model served as an example not only in Chile, where the University of Concepción highlighted with a department of teacher training created in 1919 with the same guidelines of El peda, but also in Latin America.

A select group of German teachers with extensive experience was hired who with exclusive dedication could create their chairs and dedicate themselves to research, the first academic body of the Pedagogical Institute was constituted by a Chilean, Enrique Nercasseau and Morán, and by the German professors: Most of the teachers who came to the old Pedagogical Institute did so, in part, due to the large number of European war conflicts and the exhaustive anti-Semitic persecution.

On this, the famous Chilean philosopher Carla Cordua remembers her first year at the Ricardo Cumming Street house in the following way: We had, due to the National Socialist racial persecution in Europe, many very prominent and famous Jewish professors, who came to Spanish-America, many to Argentina, others arrived to Chile, and in that sense, their misfortune was our luck, because We had fabulous teachers, completely exceptional for the general level of Chilean university studies.

(...) these people were completely exceptional, and had been scammed from Europe, particularly in Germany, but also in other countries that are anti-Semitic to this day.Despite the insistence of Letelier in leaving the Pedagogical to the wing of the Faculty of Philosophy and Humanities of the University of Chile, only at the end of 1890 the house of studies accepted this request by order of the Council of Public Instruction.

1554 creating the Application Lyceum, attached to the Pedagogical Institute, which began operating on March 28, 1892, with the objective of giving a space for new teachers to practice their skills with a select group of middle and upper class students from Santiago: "(...) whose vacancies are disputed every year by hundreds of parents"The first rector of this annexed establishment was the German professor of philology, philosophy and pedagogy (graduated from the University of Jena and Leipzig), Mr. Jorge Enrique Schneider, who had installed the idea of the Liceo de Aplicación in a report delivered on October 10.

This increase also meant difficulties, since the old mansion of Cumming with Alameda, which also housed a small number of students from the Lyceum of Application, could not cope and the rooms soon became insufficient.

In this sense, the university student movement took a greater maturity to understand and deal with the issues that stressed the Chilean conflict, and that the possibility of socialism came to power for the first time in national history.

Although, since 1889 both professors were teaching psychology, it was not until 1908 that Mann was appointed to buy modern instruments and bibliographical material in Europe, establishing in a solid manner the laboratory that aimed to have the characteristics that Wilhelm Wundt used in his University of Leipzig.