In such an environment we may freely make use of the data of science and work with profit. It is true that we could not realise all our hopes; that often we shall find ourselves compelled, from lack of knowledge, to use the wrong means. But we shall be sustained by the confident feeling that, without having achieved our entire aim, we shall have done a great deal more than is being done by the actual school. I would rather have the free spontaneity of a child who knows nothing than the verbal knowledge and intellectual deformation of one that has experienced the existing system of education.
What we have sought to do in Barcelona is being done by others in various places. All of us saw that the work was possible. Dedicate yourself to it at once. We do not hope that the studies of children will be suspended that we may regenerate the school. Let us apply what we know, and go on learning and applying. A scheme of rational education is already possible, and in such schools as we advocate the children may develop freely according to their aspirations. [[54]]Let us endeavour to improve and extend the work.
Those are our aims. We know well the difficulties we have to face; but we have made a beginning in the conviction that we shall be assisted in our task by those who work in their various spheres to deliver men from the dogmas and conventions which secure the prolongation of the present unjust arrangement of society. [[55]]
Chapter X.
NO REWARD OR PUNISHMENT
Rational education is, above all things, a means of defence against error and ignorance. To ignore truth and accept absurdities is, unhappily, a common feature in our social order; to that we owe the distinction of classes and the persistent antagonism of interests. Having admitted and practised the co-education of boys and girls, of rich and poor—having, that is to say, started from the principle of solidarity and equality—we are not prepared to create a new inequality. Hence in the Modern School there will be no rewards and no punishments; there will be no examinations to puff up some children with the flattering title of “excellent,” to give others the vulgar title of “good,” and make others unhappy with a consciousness of incapacity and failure.
These features of the existing official and religious schools, which are quite in accord with their reactionary environment and aim, cannot, for the reasons I have given, be admitted into the Modern School. Since we are not educating for a specific purpose, we cannot determine the capacity or incapacity of the child. When we teach a science, or art, or trade, or some subject requiring special conditions, [[56]]an examination may be useful, and there may be reason to give a diploma or refuse one; I neither affirm nor deny it. But there is no such specialism in the Modern School. The characteristic note of the school, distinguishing it even from some which pass as progressive models, is that in it the faculties of the children shall develop freely without subjection to any dogmatic patron, not even to what it may consider the body of convictions of the founder and teachers; every pupil shall go forth from it into social life with the ability to be his own master and guide his own life in all things.
Hence, if we were rationally prevented from giving prizes, we could not impose penalties, and no one would have dreamed of doing so in our school if the idea had not been suggested from without. Sometimes parents came to me with the rank proverb, “Letters go in with blood,” on their lips, and begged me to punish their children. Others who were charmed with the precocious talent of their children wanted to see them shine in examinations and exhibit medals. We refused to admit either prizes or punishments, and sent the parents away. If any child were conspicuous for merit, application, laziness, or bad conduct, we pointed out to it the need of accord, or the unhappiness of lack of accord, with its own welfare and that of others, and the teacher might give a lecture on the subject. Nothing more was done, and the parents were gradually reconciled to the system, though they often had to be corrected in their errors and prejudices by their own children. [[57]]
Nevertheless, the old prejudice was constantly recurring, and I saw that I had to repeat my arguments with the parents of new pupils. I therefore wrote the following article in the Bulletin:—