In 1951 he was invited to the International Congress of Columbus Studies, in Genoa, to mark the fifth centenary of his birth. His contribution was noted, and he was nominated Vice-President of the seventh section of the Congresso Luso-Espanhol para a Progresso das Ciências, held in Malaga at the end of the same year. From 1959, and practically up to his retirement, he taught the course in the History of Contemporary Portugal at the Course in Portuguese Language and Culture, for foreigners. Simultaneously he sat on juries examining the various courses in degrees in History and in Pedagogical Sciences, and also the juries for Degrees in Historical and Philosophical Sciences, and in Geographical Sciences. He also took part in the governing bodies for teachers of Romance and Germanics studies, and History and Philosophy. He was president of the admissions jury for the Faculty and set state exams for the Veiga Beirão Commercial School.

To this hectic teaching activity was added, from 1934, his involvement, as secretary and lecturer, in the Vacation Courses at the Faculty of Letters, which started that year, held in the Conde de Castro Guimarães Museum, in Cascais. This initiative was a notable success, and continued for almost two decades, thanks to his dedication in preparing an eclectic and wide-ranging programme that included excursions, study visits, concerts of Portuguese music, and which enjoyed the support of important figures in national culture. Over the years successive generations of students, some of whom became notable individuals in the intellectual and political world, passed through his classes.

From the records of his teaching programmes we can discern conceptual and methodological concerns with history, open to debate, with finding lines of continuity and of rupture, with different conceptions of the world and of mankind, and with political, social, institutional, economic, religious, cultural and artistic aspects. His global and all-inclusive vision, attempting to grasp the complexity of the evolution of reality, while rejecting one-sided and simplistic explanations, were not always appreciated or understood by students, but later many came to recognize the explanatory dimension of his work.

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