Part 16

Paul Robin did not select his children; he did not go to the so-called best parents: he took his material wherever he could find it. From the street, the hovels, the orphan and foundling asylums, the reformatories, from all those gray and hideous places where a benevolent society hides its victims in order to pacify its guilty conscience. He gathered all the dirty, filthy, shivering little waifs his place would hold, and brought them to Cempuis. There, surrounded by nature's own glory, free and unrestrained, well fed, clean kept, deeply loved and understood, the little human plants began to grow, to blossom, to develop beyond even the expectations of their friend and teacher, Paul Robin.

The children grew and developed into self-reliant, liberty loving men and women. What greater danger to the institutions that make the poor in order to perpetuate the poor. Cempuis was closed by the French government on the charge of co-education, which is prohibited in France. However, Cempuis had been in operation long enough to prove to all advanced educators its tremendous possibilities, and to serve as an impetus for modern methods of education, that are slowly but inevitably undermining the present system.

Cempuis was followed by a great number of other educational attempts,--among them, by Madelaine Vernet, a gifted writer and poet, author of L'AMOUR LIBRE, and Sebastian Faure, with his LA RUCHE, which I visited while in Paris, in 1907.

Several years ago Comrade Faure bought the land on which he built his LA RUCHE. In a comparatively short time he succeeded in transforming the former wild, uncultivated country into a blooming spot, having all the appearance of a well kept farm. A large, square court, enclosed by three buildings, and a broad path leading to the garden and orchards, greet the eye of the visitor. The garden, kept as only a Frenchman knows how, furnishes a large variety of vegetables for LA RUCHE.

Sebastian Faure is of the opinion that if the child is subjected to contradictory influences, its development suffers in consequence. Only when the material needs, the hygiene of the home, and intellectual environment are harmonious, can the child grow into a healthy, free being.

Referring to his school, Sebastian Faure has this to say:

"I have taken twenty-four children of both sexes, mostly orphans, or those whose parents are too poor to pay. They are clothed, housed, and educated at my expense. Till their twelfth year they will receive a sound, elementary education. Between the age of twelve and fifteen--their studies still continuing--they are to be taught some trade, in keeping with their individual disposition and abilities. After that they are at liberty to leave LA RUCHE to begin life in the outside world, with the assurance that they may at any time return to LA RUCHE, where they will be received with open arms and welcomed as parents do their beloved children. Then, if they wish to work at our place, they may do so under the following conditions: One third of the product to cover his or her expenses of maintenance, another third to go towards the general fund set aside for accommodating new children, and the last third to be devoted to the personal use of the child, as he or she may see fit.

"The health of the children who are now in my care is perfect. Pure air, nutritious food, physical exercise in the open, long walks, observation of hygienic rules, the short and interesting method of instruction, and, above all, our affectionate understanding and care of the children, have produced admirable physical and mental results.

"It would be unjust to claim that our pupils have accomplished wonders; yet, considering that they belong to the average, having had no previous opportunities, the results are very gratifying indeed. The most important thing they have acquired--a rare trait with ordinary school children--is the love of study, the desire to know, to be informed. They have learned a new method of work, one that quickens the memory and stimulates the imagination. We make a particular effort to awaken the child's interest in his surroundings, to make him realize the importance of observation, investigation, and reflection, so that when the children reach maturity, they would not be deaf and blind to the things about them. Our children never accept anything in blind faith, without inquiry as to why and wherefore; nor do they feel satisfied until their questions are thoroughly answered. Thus their minds are free from doubts and fear resultant from incomplete or untruthful replies; it is the latter which warp the growth of the child, and create a lack of confidence in himself and those about him.

"It is surprising how frank and kind and affectionate our little ones are to each other. The harmony between themselves and the adults at LA RUCHE is highly encouraging. We should feel at fault if the children were to fear or honor us merely because we are their elders. We leave nothing undone to gain their confidence and love; that accomplished, understanding will replace duty; confidence, fear; and affection, severity.

"No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of the child. The effort of every true educator should be to unlock that treasure--to stimulate the child's impulses, and call forth the best and noblest tendencies. What greater reward can there be for one whose life-work is to watch over the growth of the human plant, than to see its nature unfold its petals, and to observe it develop into a true individuality. My comrades at LA RUCHE look for no greater reward, and it is due to them and their efforts, even more than to my own, that our human garden promises to bear beautiful fruit."

Regarding the subject of history and the prevailing old methods of instruction, Sebastian Faure said:

"We explain to our children that true history is yet to be written,--the story of those who have died, unknown, in the effort to aid humanity to greater achievement."

Francisco Ferrer could not escape this great wave of Modern School attempts. He saw its possibilities, not merely in theoretic form, but in their practical application to every-day needs. He must have realized that Spain, more than any other country, stands in need of just such schools, if it is ever to throw off the double yoke of priest and soldier.

When we consider that the entire system of education in Spain is in the hands of the Catholic Church, and when we further remember the Catholic formula, "To inculcate Catholicism in the mind of the child until it is nine years of age is to ruin it forever for any other idea," we will understand the tremendous task of Ferrer in bringing the new light to his people. Fate soon assisted him in realizing his great dream.

Mlle. Meunier, a pupil of Francisco Ferrer, and a lady of wealth, became interested in the Modern School project. When she died, she left Ferrer some valuable property and twelve thousand francs yearly income for the School.

It is said that mean souls can conceive of naught but mean ideas. If so, the contemptible methods of the Catholic Church to blackguard Ferrer's character, in order to justify her own black crime, can readily be explained. Thus the lie was spread in American Catholic papers, that Ferrer used his intimacy with Mlle. Meunier to get possession of her money.

Personally, I hold that the intimacy, of whatever nature, between a man and a woman, is their own affair, their sacred own. I would therefore not lose a word in referring to the matter, if it were not one of the many dastardly lies circulated about Ferrer. Of course, those who know the purity of the Catholic clergy will understand the insinuation. Have the Catholic priests ever looked upon woman as anything but a sex commodity? The historical data regarding the discoveries in the cloisters and monasteries will bear me out in that. How, then, are they to understand the co-operation of a man and a woman, except on a sex basis?

As a matter of fact, Mlle. Meunier was considerably Ferrer's senior. Having spent her childhood and girlhood with a miserly father and a submissive mother, she could easily appreciate the necessity of love and joy in child life. She must have seen that Francisco Ferrer was a teacher, not college, machine, or diploma-made, but one endowed with genius for that calling.

Equipped with knowledge, with experience, and with the necessary means; above all, imbued with the divine fire of his mission, our Comrade came back to Spain, and there began his life's work. On the ninth of September, 1901, the first Modern School was opened. It was enthusiastically received by the people of Barcelona, who pledged their support. In a short address at the opening of the School, Ferrer submitted his program to his friends. He said: "I am not a speaker, not a propagandist, not a fighter. I am a teacher; I love children above everything. I think I understand them. I want my contribution to the cause of liberty to be a young generation ready to meet a new era."

He was cautioned by his friends to be careful in his opposition to the Catholic Church. They knew to what lengths she would go to dispose of an enemy. Ferrer, too, knew. But, like Brand, he believed in all or nothing. He would not erect the Modern School on the same old lie. He would be frank and honest and open with the children.

Francisco Ferrer became a marked man. From the very first day of the opening of the School, he was shadowed. The school building was watched, his little home in Mangat was watched. He was followed every step, even when he went to France or England to confer with his colleagues. He was a marked man, and it was only a question of time when the lurking enemy would tighten the noose.

It succeeded, almost, in 1906, when Ferrer was implicated in the attempt on the life of Alfonso. The evidence exonerating him was too strong even for the black crows; they had to let him go--not for good, however. They waited. Oh, they can wait, when they have set themselves to trap a victim.

The moment came at last, during the anti-military uprising in Spain, in July, 1909. One will have to search in vain the annals of revolutionary history to find a more remarkable protest against militarism. Having been soldier-ridden for centuries, the people of Spain could stand the yoke no longer. They would refuse to participate in useless slaughter. They saw no reason for aiding a despotic government in subduing and oppressing a small people fighting for their independence, as did the brave Riffs. No, they would not bear arms against them.

For eighteen hundred years the Catholic Church has preached the gospel of peace. Yet, when the people actually wanted to make this gospel a living reality, she urged the authorities to force them to bear arms. Thus the dynasty of Spain followed the murderous methods of the Russian dynasty,--the people were forced to the battlefield.

Then, and not until then, was their power of endurance at an end. Then, and not until then, did the workers of Spain turn against their masters, against those who, like leeches, had drained their strength, their very life-blood. Yes, they attacked the churches and the priests, but if the latter had a thousand lives, they could not possibly pay for the terrible outrages and crimes perpetrated upon the Spanish people.

Francisco Ferrer was arrested on the first of September, 1909. Until October first, his friends and comrades did not even know what had become of him. On that day a letter was received by L'HUMANITE, from which can be learned the whole mockery of the trial. And the next day his companion, Soledad Villafranca, received the following letter:

"No reason to worry; you know I am absolutely innocent. Today I am particularly hopeful and joyous. It is the first time I can write to you, and the first time since my arrest that I can bathe in the rays of the sun, streaming generously through my cell window. You, too, must be joyous."