In this paper, secondary education graduation age is proposed as a way of measuring the obstacles students had to face to acquire education in historical contexts. Using a novel historical source, I find that students from rural areas bore increasingly larger obstacles than those from cities. The size of the municipality of origin exerts a larger negative effect on students who graduated later in life—that is, those who bore larger impediments to study. These results suggest that a phenomenon of spatial isolation from knowledge created a problem of access to secondary education.

中文翻译：

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十九世纪西班牙中等教育机会的空间不平等

在本文中，中等教育毕业年龄被提议作为衡量学生在历史背景下获得教育所必须面对的障碍的一种方式。使用新的历史资料，我发现来自农村地区的学生比来自城市的学生面临越来越大的障碍。原籍城市的规模对晚毕业的学生——即那些学习障碍更大的学生——产生了更大的负面影响。这些结果表明，与知识的空间隔离现象造成了接受中等教育的问题。