As of 1876, Honduras started writing a new page of its story: the liberal reform (1876-1905) with the government of Marco Aurelio Soto, which began the process of modernising the Honduran state, forming part of the wave of reform governments that emerged in Latin America during the second half of the nineteenth century. The main aim of the changes in education during that period was to develop an educational practice based on the positive system proposed by the ideologist of this reform, Dr Ramón Rosa, through the first Public Instruction Code of 1882. In this context, the objective of this article was to analyse, from a foucautial perspective, the forms of school control by exploring the regulations contained in the first Code of Public Instructions and their relationship with the school practices developed in Honduran primary education between 1882 and 1899, as presented in the reports of the Directors-General of Primary Instruction and the investigating inspectors. From this exercise there are four initial categories to reflect on Honduran education in the last two decades of the 19th century: teaching exercise, teaching methods, discipline and school evaluation.