In Paris, where, with the exception of a short intermission in 1889 when he visited Spain, he remained for about fifteen years, he naturally drifted into a method of making a living quite common to educated exiles in a foreign land; viz., giving private lessons in his native language. But while this is with most a mere temporary makeshift, which they change for something else as soon as they are able, to Ferrer it revealed what his real business in life should be; he found teaching to be his genuine vocation; so much so that he took part in several movements for popular education in Paris, giving much free service.
This participation in the labor of training the mind, which is always a slow and patient matter, began to have its effect on his conceptions of political change. Slowly the idea of a Spain regenerated through the storm blasts of revolution, mightily and suddenly, faded out of his belief, being replaced, probably almost insensibly, by the idea that a thorough educational enlightenment must precede political transformation, if that transformation were to be permanent. This conviction he voiced with strange power and beauty of expression, when he said to his old revolutionary Republican friend, Alfred Naquet: "Time respects those works alone which Time itself has helped to build."
Naquet himself, old and sinking man as he is, is at this day and hour heart and soul for forcible revolution; admitting all the evils which it engenders and all the dangers of miscarriage which accompany it, he still believes, to quote his own words, that "Revolutions are not only the marvelous accoucheurs of societies; they are also fecundating forces. They fructify men's intelligences; and if they determine the final realization of matured evolutions, they also become, through their action on human minds, points of departure for newer evolutions." Yet he, who thus sings the paean of the uprisen people, with a fire of youth and an ardor of love that sound like the singing of some strong young blacksmith marching at the head of an insurgent column, rather than the quavering voice of an old spent man; he, who was the warm personal friend of Ferrer for many years, and who would surely have wished that his ideal love should also have been his friend's love, he expressly declares that Ferrer was of those who feel themselves drawn to the field of preparative labor, making sure the ground over which the Revolution may march to enduring results.
This then was the ripened condition of his mind, especially after the death of Zorilla, and all his subsequent life and labor is explicable only with this understanding of his mental attitude.
In the confusion of deafening voices, it has been declared that not only did he not take part in last year's manifestations, nor instigate them; but that he in fact had become a Tolstoyan, a non-resistant.
This is not true: he undoubtedly understood that the introduction of popular education into Spain means revolt, sooner or later. And he would certainly have been glad to see a successful revolt overthrow the monarchy at Madrid. He did not wish the people to be submissive; it is one of the fundamental teachings of the schools he founded that the assertive spirit of the child is to be encouraged; that its will is not to be broken; that the sin of other schools is the forcing of obedience. He hoped to help to form a young Spain which would not submit; which would resist, resist consciously, intelligently, steadily. He did not wish to enlighten people merely to render them more sensitive to their pains and deprivations, but that they might so use their enlightenment as to rid themselves of the system of exploitation by Church and State which is responsible for their miseries. By what means they would choose to free themselves, he did not make his affair.
How and when were these schools founded? It was during his long sojourn in Paris, that he had as a private pupil in Spanish, a middle-aged, wealthy, unmarried, Catholic lady. After much conflict over religion between teacher and pupil, the latter modified her orthodoxy greatly; and especially after her journeys to Spain, where she herself saw the condition of public instruction.
Eventually she became interested in Ferrer's conceptions of education, and his desire to establish schools in his own country. And when she died in 1900 (she was then somewhat over 50 years old) she devised a certain part of her property to Ferrer, to be used as he saw fit, feeling assured no doubt that he would see fit to use it not for his personal advantage, but for the purpose so dear to his heart. Which he did.
The bequest amounted to about $150,000; and the first expenditure was for the establishment of the Modern School of Barcelona, in the year 1901.