The Origins and Ideals of the Modern School

Epilogue
"That is the story of what the Modem School was, is, and ought to be." When Ferrer wrote this, in the summer of 1908, he was full of plans for the continuation of his work in various ways. He was fostering such free schools as the Government still permitted. He was promoting his "popular university and multiplying works of science and sociology for the million. His influence was growing, and he saw with glad eyes the light breaking on the ignorant masses of his fellows. In the summer of 1909 he came to England to study the system of moral instruction which, under the inspiration of the Moral Instruction League, is used in thousands of English schools. A friend in London begged him never to return to Spain, as his life was sought. He, knew it, but nothing would divert him from his ideal. And three months later he was shot, among the graves of criminals, in the trenches of Montjuich. Form your own opinion of him from his words. He conceals nothing. He was a rebel against rel... (From : Anarchy Archives.)

Chapter 17 : The Closing of the Modern School
I have reached the culmination of my life and my work. My enemies, who are all the reactionaries in the world, represented by the reactionaries of Barcelona and of Spain, believed that they had triumphed by involving me in a charge of attempted assassination. But their triumph proved to be only an episode in the struggle of practical Rationalism against reaction. The shameful audacity with which they claimed sentence of death against me (a claim that was refused on account of my transparent innocence rather than on account of the justice of the court) drew on me the sympathy of all liberal men---all true progressives---in all parts of the world, and fixed attention oil the meaning and ideal of the Rational School. There was a universal and uninterrupted movement of protest and admiration for a whole year -from May, 1906, to May and June, 1907---echoed in the Press of every civilized country, and in meetings and other popular manifestations. It proved in the end that the mo... (From : Anarchy Archives.)

Chapter 16 : The "Bulletin"
The Modern School needed and found its organ in the Press. The political and ordinary press, which at one time favored us and at another time denounced us as dangerous, cannot maintain an impartial attitude. It either gives exaggerated or unmerited praise, or calumnious censures. The only remedy for this was the sincerity and clearness of our own indications. To allow these libels to pass without correction would have done us considerable harm, and the Bulletin enabled us to meet them. The directors published in it the program of the school, interesting notes about it, statistical details, original pædagogical articles by the teachers, accounts of the progress of rational education in our own and other countries, translations of important articles from foreign reviews and periodicals which were in harmony with the main character of our work, reports of the Sunday lectures, and announcements of the public competitions for the engagement of teachers and of our l... (From : Anarchy Archives.)

Chapter 15 : The Ingenuousness of the Child
In the Bulletin of September 30, 1903, we published the work of the pupils in the various classes of the Modern School, which had been read on the closing day of the second scholastic year. In these writings, in which the children are requested to apply their dawning judgment to some particular subject, the influence of mind over the inexpert, ingenuous reasoning power, inspired by the sentiment of justice, is more apparent than the observance of rules. The judgments are not perfect from the logical point of view, only because the child has not the knowledge necessary for the formation of a perfectly sound opinion. This is the opposite of what we usually find, as opinions are generally founded only on prejudice arising from traditions, interests, and dogmas. A boy of twelve, for instance, gave the following principle for judging the value of nations: To be called civilized, a nation or State must be free from the following Le... (From : Anarchy Archives.)

Chapter 14 : A Defensive Chapter
To promote the progressive evolution of childhood by avoiding all anachronistic practices, which are merely obstacles placed by the past to any real advance towards the future, is, in sum, the predominant aim of the Modern School. Neither dogmas nor systems, molds which confine vitality to the narrow exigencies of a transitory form of society, will be taught. Only solutions approved by the facts, theories accepted by reason, and truths confirmed by evidence, shall be included in our lessons, so that each mind shall be trained to control a will, and truths shall irradiate the intelligence, and, when applied in practice, benefit the whole of humanity without any unworthy and disgraceful exclusiveness. Two years of success are a sufficient guarantee to us. They prove, in the first place, the excellence of mixed education, the brilliant result---the triumph, we would almost say---of an elementary common sense over prejudice and tradition. As we think it advisable, especially t... (From : Anarchy Archives.)

The Co-education of the Sexes
The most important point in our program of rational education, in the view of the intellectual condition of the country, and the feature which was most likely to shock current prejudices and habits, was the co-education of boys and girls. The idea was not absolutely new in Spain. As a result of necessity and of primitive conditions, there were villages in remote valleys and on the mountains where some good natured neighbor, or the priest or sacristan, used to teach the catechism, and sometimes elementary letters, to boys and girls in common. In fact, it is sometimes legally authorized, or at least tolerated, the means to pay both a master and a mistress. In such cases, either a master or a mistress gives common lessons to boys and girls, as... (From : Anarchy Archives.)

Mlle. Meunier
Among my pupils was a certain Mlle. Meunier, a wealthy old lady with no dependents, who was fond of travel, and studied Spanish with the object of visiting my country. She was a convinced Catholic and a very scrupulous observer of the rules of her Church. To her, religion and morality were the same thing, and unbelief - or "impiety," as the faithful say - was an evident sign of vise and crime. She detested revolutionaries, and she regarded with impulsive and undiscriminating aversion every display of popular ignorance. This was due, not only to her education and social position, but to the circumstance that during the period of the Commune she had been insulted by children in the streets of Paris as she went to church with her mother. Ingen... (From : Anarchy Archives.)

I Accept the Responsibility
Once I was in possession of the means of attaining my object, I determined to put my hand to the task without delay. It was now time to give a precise shape to the vague aspiration that had long haunted my imagination; and to that end, conscious of my imperfect knowledge of the art of paedagogy, I sought the counsel of others. I had not a great confidence in the official paedagogists, as they seemed to me to be largely hampered by prejudices in regard to their subject or other matters, and I looked out for some competent person whose views and conduct would accord with my ideals. With his assistance I would formulate the program of the Modern School which I had already conceived. In my opinion it was to be, not the perfect type of the futur... (From : Anarchy Archives.)

The Reform of the School
There are two ways open to those who seek to reform the education of children. They may seek to transform the school by studying the child and proving scientifically that the actual scheme of instruction is defective, and must be modified; or they may found new schools in which principles may be directly applied in the service of that ideal which is formed by all who reject the conventions, the cruelty, the trickery, and the untruth which enter into the bases of modern society. The first method offers great advantages, and is in harmony with the evolutionary conception which men of science regard as the only effective way of attaining the end. They are right in theory, as we fully admit. It is evident that the progress of psychology and phy... (From : Anarchy Archives.)

The Birth of My Ideals
The share which I had in the political struggles of the last part of the nineteenth century put my early convictions to a severe test. I was a revolutionary in the cause of justice; I was convinced that liberty, equality, and fraternity were the legitimate fruit to be expected of a republic. Seeing, therefore, no other way to attain this ideal but a political agitation for a change of the form of government, I devoted myself entirely to the republican propaganda.I My relations with D. Manuel Ruiz Zorrilla, who was one of the leading figures in the revolutionary movement, brought me into contact with a number of the Spanish revolutionaries and some prominent French agitators, and my intercourse with them led to a sharp disillusion. I detecte... (From : Anarchy Archives.)