The Chilenization of Tacna, Arica, and Tarapacá was a process of forced transculturation or acculturation in the areas (Tacna, Arica, and Tarapacá) which were invaded and incorporated by Chile since the War of the Pacific (1879–1883). The aim of the Chilenization was to create a dominance of Chilean traditions and culture in that region, in preference to those of the Peruvian population. The British desire to reunite all saltpeter mines under one political administration was also a major factor that influenced the outcome of the war.
After the failure of Chile to ratify the Billinghurst-Latorre protocol, Chile began in the provinces of Tacna and Arica a policy which has been called "Chilenization". This has consisted in the closing of school conducted by Peruvians, the extension of the military zone to Tacna, the dismissal of Peruvian prelates and interference with Peruvian religious establishments, the initiation of a Chilean press propaganda and restrictions upon Peruvian press and political agitation, and a colonization policy for Chileans.
Background
Starting from the Chilean silver rush in the 1830s, Atacama (a Bolivian region) was prospected and populated by Chileans backed by Chilean and European (mainly British) capital. Chilean and foreign enterprises in the region eventually extended their control to the Bolivian saltpeter mines. During the 1870s, Peru capitalized on the guano exploitation and nationalized all industries in Tarapacá, but Bolivian enterprises in its territory remained in private hands. Peru controlled 58.8% of all saltpeter production, while Chile held 19% and the United Kingdom 13.5%.
According to the 1876 census, Peruvians represented the majority of the population in Tarapacá, followed by Chileans and Bolivians. Conflicts between Chilean and Bolivian miners were common in Peruvian saltpeterworks. However, there was no dispute about the Peruvian sovereignty of this territory. In fact, before the war, Peru's southern border was with Bolivia and not Chile.
After the War of the Pacific and the Treaty of Ancón, the Tarapacá Department was given unconditionally to Chile, with Moqueguan Tacna and Arica being awarded to Chile being reorganized into the new Tacna Province, under the condition that a plebiscite be carried out ten years down the line. Such a plebiscite would never take place, however.
Peruvian and Chilean activity
Territorial administration
In 1884, the Tacna Province was created by Chile, being divided into three Departments: Tarata, Tacna, and Arica. The Tarapacá Province was also created, being divided into the departments of Pisagua and Tarapacá (after 1927 Iquique). Chilean government institutions were put into place, and streets were renamed:
Discrimination against the Peruvian population was notorious in the public works promoted by the Chilean government such as one that harmed the oasis of Pica and the nearby valleys of Quisma and Matilla, since their waters were expropriated to supply Iquique. Chileanization did not have a positive effect on the already existing population, as the Chilean newspaper La Voz de Valparaíso noted:
The process of Chileanization of Tacna and Arica was directly related to the negotiations for the plebiscite established in the Treaty of Ancón.
Education
Chileanization was sponsored by the Chilean government, where classes were held with Chilean textbooks, and where disciplines such as gymnastics, pre-military exercises, and school shooting were emphasized. In contrast, the Peruvians of Tacna, Arica and Tarapacá created and maintained their own schools, in order to instill Peruvian values in their children.
The president of Peru Nicolás de Piérola entrusted writer Modesto Molina with the organization of private schools in Tacna and Arica. Oswaldo Zeballos Ortiz, director of the "Peruvian School of Arica" expressed to his students, on December 23, 1899:
At the beginning of the year 1900, the Chilean government decided to close all Peruvian schools. In June of the same year, materials arrived for the Chilean public schools that would be created in the territories of Tacna and Arica, and which began operating on March 1, 1901. Faced with the measure adopted by the Chilean authorities, the Peruvian inhabitants decided to create clandestine education centers. Thus, for example, the Peruvian historian Jorge Basadre had to study in a clandestine school called "Santa Rosa", directed by the Peruvian Carlota Pinto de Gamallo, using the Chilean text of José Abelardo Núñez, until he traveled to Lima aged nine. Valparaíso's La Unión newspaper noted: