The older pædagogy, the real, if unavowed, aim of which was to impress children with the uselessness of knowledge, in order that they might be reconciled to their hard conditions and seek consolation in a supposed future life, used reading-books in the elementary school which swarmed with stories, anecdotes, accounts of travels, gems of classical literature, etc. There was a good deal of error mixed with what was sound and useful in this, and the aim was not just. The mystical idea predominated, representing that a relation could be established between a Supreme Being and men by means of priests, and this priesthood was the chief foundation of the existence of both the privileged and the disinherited, and the cause of much of the evil that they endured.
Among other books of this class, all tainted with the same evil, we remember one which inserted an academic discourse, a marvel of Spanish eloquence, in praise of the Bible. The gist of it is expressed in the barbarous declaration of Omar when he condemned the Library of Alexandria to the flames: “The whole truth is contained in the sacred book. If those other books are true, they are superfluous; if they are not true, they should be burned.”
The Modern School, which seeks to form free minds, with a sense of responsibility, fitted to experience a complete development of their powers, which is the one aim of life, must necessarily adopt a very different kind of reading-book, in harmony with its method of teaching. For this reason, as it teaches established [[70]]truth and is interested in the struggle between light and darkness, it has deemed it necessary to produce a critical work which will enlighten the mind of the child with positive facts. These may not be appreciated in childhood, but will later, in manhood, when the child takes its place in social life and in the struggle against the errors, conventions, hypocrisies, and infamies which conceal themselves under the cloak of mysticism. This work reminds us that our books are not merely intended for children; they are destined also for the use of the Adult Schools which are being founded on every side by associations of workers, Freethinkers, Co-operators, social students, and other progressive bodies who are eager to correct the illiteracy of our nation, and remove that great obstacle to progress.
We believe that the section of Malvert’s work (Science and Religion) which we have entitled “The Origin of Christianity” will be useful for this purpose. It shows the myths, dogmas, and ceremonies of the Christian religion in their original form; sometimes as exoteric symbols concealing a truth known to the initiated, sometimes as adaptations of earlier beliefs, imposed by sheer routine and preserved by malice. As we are convinced and have ample evidence of the usefulness of our work, we offer it to the public with the hope that it will bear the fruit which we anticipate. We have only to add that certain passages which are unsuitable for children have been omitted; the omissions are indicated, and adults may consult the passages in the complete edition.
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[1] It should be stated that both the writers are Anarchists, in the sense I have indicated in the Preface. Except on special subjects—the famous geographer Odón de Buen, for instance, [[68]]co-operated with Ferrer in regard to geography—no other writers were likely to embody Ferrer’s ideals. All, however, were as opposed to violence as Ferrer himself, and Mr. W. Archer has shown in his life of Ferrer that the charges brought against Mme. Jacquinet by Ferrer’s persecutors at his trial are officially denied by our Egyptian authorities.—J. M. [↑]
Chapter XII.
SUNDAY LECTURES
The Modern School did not confine itself to the instruction of children. Without for a moment sacrificing its predominant character and its chief object, it also undertook the instruction of the people. We arranged a series of public lectures on Sundays, and they were attended by the pupils and other members of their families, and a large number of workers who were anxious to learn.
The earlier lectures were wanting in method and continuity, as we had to employ lecturers who were quite competent in regard to their own subjects, but gave each lecture without regard to what preceded or followed. On other occasions, when we had no lecturer, we substituted useful readings. The general public attended assiduously, and our advertisements in the Liberal press of the district were eagerly scanned.
In view of these results, and in order to encourage the disposition of the general public, I held a consultation with Dr. Andrés Martínez Vargas and Dr. Odón de Buen, Professors at the Barcelona University, on the subject of creating a popular university in the Modern School. In this the science which is given—or, rather, sold—by the State to a privileged [[72]]few in the universities should be given gratuitously to the general public, by way of restitution, as every human being has a right to know, and science, which is produced by observers and workers of all ages and countries, ought not to be restricted to a class.