"I would like to call the attention of my readers to this idea: All the value of education rests in the respect for the physical, intellectual, and moral will of the child. Just as in science no demonstration is possible save by facts, just so there is no real education save that which is exempt from all dogmatism, which leaves to the child itself the direction of its effort, and confines itself to the seconding of its effort. Now, there is nothing easier than to alter this purpose, and nothing harder than to respect it.
Education is always imposing, violating, constraining; the real educator is he who can best protect the child against his (the teacher's) own ideas, his peculiar whims; he who can best appeal to the child's own energies.
"We are convinced that the education of the future will be of an entirely spontaneous nature; certainly we can not as yet realize it, but the evolution of methods in the direction of a wider comprehension of the phenomena of life, and the fact that all advances toward perfection mean the overcoming of restraint,--all this indicates that we are in the right when we hope for the deliverance of the child through science.
"Let us not fear to say that we want men capable of evolving without stopping, capable of destroying and renewing their environments without cessation, of renewing themselves also; men, whose intellectual independence will be their greatest force, who will attach themselves to nothing, always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life. Society fears such men; we therefore must not hope that it will ever want an education able to give them to us.
"We shall follow the labors of the scientists who study the child with the greatest attention, and we shall eagerly seek for means of applying their experience to the education which we want to build up, in the direction of an ever fuller liberation of the individual.
But how can we attain our end? Shall it not be by putting ourselves directly to the work favoring the foundation of new schools, which shall be ruled as much as possible by this spirit of liberty, which we forefeel will dominate the entire work of education in the future?
"A trial has been made, which, for the present, has already given excellent results. We can destroy all which in the present school answers to the organization of constraint, the artificial surroundings by which children are separated from nature and life, the intellectual and moral discipline made use of to impose ready-made ideas upon them, beliefs which deprave and annihilate natural bent. Without fear of deceiving ourselves, we can restore the child to the environment which entices it, the environment of nature in which he will be in contact with all that he loves, and in which impressions of life will replace fastidious book-learning. If we did no more than that, we should already have prepared in great part the deliverance of the child.
"In such conditions we might already freely apply the data of science and labor most fruitfully.
"I know very well we could not thus realize all our hopes, that we should often be forced, for lack of knowledge, to employ undesirable methods; but a certitude would sustain us in our efforts--namely, that even without reaching our aim completely we should do more and better in our still imperfect work than the present school accomplishes. I like the free spontaneity of a child who knows nothing, better than the world-knowledge and intellectual deformity of a child who has been subjected to our present education."*----------
* MOTHER EARTH, December, 1909.
----------
Had Ferrer actually organized the riots, had he fought on the barricades, had he hurled a hundred bombs, he could not have been so dangerous to the Catholic Church and to despotism, as with his opposition to discipline and restraint. Discipline and restraint--are they not back of all the evils in the world?
Slavery, submission, poverty, all misery, all social iniquities result from discipline and restraint. Indeed, Ferrer was dangerous.
Therefore he had to die, October thirteenth, 1909, in the ditch of Montjuich. Yet who dare say his death was in vain? In view of the tempestuous rise of universal indignation: Italy naming streets in memory of Francisco Ferrer, Belgium inaugurating a movement to erect a memorial; France calling to the front her most illustrious men to resume the heritage of the martyr; England being the first to issue a biography:--all countries uniting in perpetuating the great work of Francisco Ferrer; America, even, tardy always in progressive ideas, giving birth to a Francisco Ferrer Association, its aim being to publish a complete life of Ferrer and to organize Modern Schools all over the country; in the face of this international revolutionary wave, who is there to say Ferrer died in vain?
That death at Montjuich,--how wonderful, how dramatic it was, how it stirs the human soul. Proud and erect, the inner eye turned toward the light, Francisco Ferrer needed no lying priests to give him courage, nor did he upbraid a phantom for forsaking him. The consciousness that his executioners represented a dying age, and that his was the living truth, sustained him in the last heroic moments.
A dying age and a living truth, The living burying the dead.
THE HYPOCRISY OF PURITANISM
