Selected Works of Voltairine de Cleyre

by Voltairine De Cleyre

Stunned, bewildered, shocked, it recoiled and stood gaping with astonishment. How to explain it? The average individual—certainly the average individual in America—could not believe it possible that any group of persons calling themselves a government, let it be of the worst and most despotic, could slay a man for being a teacher, a teacher of modern sciences, a builder of hygienic schools, a publisher of text-books. No: they could not believe it. Their minds staggered back and shook refusal. It was not so; it could not be so. The man was shot,—that was sure. He was dead, and there was no raising him out of the ditch to question him. The Spanish government had certainly proceeded in an unjustifiable manner in court-martialing him and sentencing him without giving him a chance at defense. But surely he had been guilty of something; surely he must have rioted, or instigated riot, or done some desperate act of rebellion; for never could it be that in the twentieth century a country of Europe could kill a peaceful man whose aim in life was to educate children in geography, arithmetic, geology, physics, chemistry, singing, and languages.

No: it was not possible!—And, for all that, it was possible; it was done, on the 13th of October, one year ago to-day, in the face of Europe, standing with tied hands to look on at the murder.

And from that day on, controversy between the awakened who understood, the reactionists who likewise understood, and their followers on both sides who have half understood, has surged up and down and left confusion pretty badly confounded in the mind of him who did not understand, but sought to.

The men who did him to death, and the institutions they represent have done all in their power to create the impression that Ferrer was a believer in violence, a teacher of the principles of violence, a doer of acts of violence, and an instigator of widespread violence perpetrated by a mass of people. In support of the first they have published reports purporting to be his own writings, have pretended to reproduce seditious pictures from the walls of his class-rooms, have declared that he was seen mingling with the rebels during the Catalonian uprising of last year, and that upon trial he was found guilty of having conceived and launched the Spanish rebellion against the Moroccan war. And that his death was a just act of reprisal.

On the other hand, we have had a storm of indignant voices clamoring in his defense, alternately admitting and denying him to be a revolutionist, alternately contending that his schools taught social rebellion and that they taught nothing but pure science; we have had workmen demonstrating and professors and litterateurs protesting on very opposite grounds; and almost none were able to give definite information for the faith that was in them.

And indeed it has been very difficult to obtain exact information, and still is so. After a year's lapse, it is yet not easy to get the facts disentangled from the fancies,—the truths from the lies, and above all from the half-lies.

And even when we have the truths as to the facts, it is still difficult to valuate them, because of American ignorance of Spanish ignorance. Please understand the phrase. America has not too much to boast of in the way of its learning; but yet it has that much of common knowledge and common education that it does not enter into our minds to conceive of a population 68% of which are unable to read and write, and a good share of the remaining 32% can only read, not write; neither does it at all enter our heads to think that of this 32% of the better informed, the most powerful contingent is composed of those whose distinct, avowed, and deliberate purpose it is to keep the ignorant ignorant.

Whatever may be the sins of Government in this country, or of the Churches—and there are plenty of such sins—at least they have not (save in the case of negro slaves) constituted themselves a conspiratical force to keep out enlightenment,—to prevent the people from learning to read and write, or to acquire whatever scientific knowledge their economic circumstances permitted them to. What the unconscious conspiracy of economic circumstance has done, and what conscious manipulations the Government school is guilty of, to render higher education a privilege of the rich and a maintainer of injustice is another matter. But it cannot be charged that the rulers of America seek to render the people illiterate. People, therefore, who have grown up in a general atmosphere of thought which regards the government as a provider of education, even as a compeller of education, do not, unless their attention is drawn to the facts, conceive of a state of society in which government is a hostile force, opposed to the enlightenment of the people,—its politicians exercising all their ingenuity to sidetrack the demand of the people for schools. How much less do they conceive the hostile force and power of a Church, having behind it an unbroken descent from feudal ages, whose direct interest it is to maintain a closed monopoly of learning, and to keep out of general circulation all scientific information which would tend to destroy the superstitions whereby it thrives.

I say that the American people in general are not informed as to these conditions, and therefore the phenomenon of a teacher killed for instituting and maintaining schools staggers their belief. And when they read the assertions of those who defend the murder, that it was because his schools were instigating the overthrow of social order in Spain, they naturally exclaim: "Ah, that explains it! The man taught sedition, rebellion, riot, in his schools! That is the reason."

Now the truth is, that what Ferrer was teaching in his schools was really instigating the overthrow of the social order of Spain; furthermore it was not only instigating it, but it was making it as certain as the still coming of the daylight out of the night of the east. But not by the teaching of riot; of the use of dagger, bomb, or knife; but by the teaching of the same sciences which are taught in our public schools, through a generally diffused knowledge of which the power of Spain's despotic Church must crumble away. Likewise it was laying the primary foundation for the overthrow of such portions of the State organization as exist by reason of the general ignorance of the people.