Anarchism and Other Essays 10 – Goldman · Verses Across
Freethought · Women freethinkers
Anarchism and Other Essays 10Ferrer
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Freethought · Women freethinkers
Anarchism and Other Essays 10
Ferrer
GoldmanEnglish
October thirteenth, 1909, Ferrer's heart, so brave, so staunch, so loyal, was stilled. Poor fools! The last agonized throb of that heart had barely died away when it began to beat a hundredfold in the hearts of the civilized world, until it grew into terrific thunder, hurling forth its malediction upon the instigators of the black crime. Murderers of black garb and pious mien, to the bar of justice!
Did Francisco Ferrer participate in the anti-military uprising? According to the first indictment, which appeared in a Catholic paper in Madrid, signed by the Bishop and all the prelates of Barcelona, he was not even accused of participation. The indictment was to the effect that Francisco Ferrer was guilty of having organized godless schools, and having circulated godless literature. But in the twentieth century men can not be burned merely for their godless beliefs. Something else had to be devised; hence the charge of instigating the uprising.
In no authentic source so far investigated could a single proof be found to connect Ferrer with the uprising. But then, no proofs were wanted, or accepted, by the authorities. There were seventy-two witnesses, to be sure, but their testimony was taken on paper. They never were confronted with Ferrer, or he with them.
Is it psychologically possible that Ferrer should have participated? I do not believe it is, and here are my reasons. Francisco Ferrer was not only a great teacher, but he was also undoubtedly a marvelous organizer. In eight years, between 1901-1909, he had organized in Spain one hundred and nine schools, besides inducing the liberal element of his country to organize three hundred and eight other schools. In connection with his own school work, Ferrer had equipped a modern printing plant, organized a staff of translators, and spread broadcast one hundred and fifty thousand copies of modern scientific and sociologic works, not to forget the large quantity of rationalist text books. Surely none but the most methodical and efficient organizer could have accomplished such a feat.
On the other hand, it was absolutely proven that the anti-military uprising was not at all organized; that it came as a surprise to the people themselves, like a great many revolutionary waves on previous occasions. The people of Barcelona, for instance, had the city in their control for four days, and, according to the statement of tourists, greater order and peace never prevailed. Of course, the people were so little prepared that when the time came, they did not know what to do. In this regard they were like the people of Paris during the Commune of 1871. They, too, were unprepared. While they were starving, they protected the warehouses, filled to the brim with provisions. They placed sentinels to guard the Bank of France, where the bourgeoisie kept the stolen money. The workers of Barcelona, too, watched over the spoils of their masters.
How pathetic is the stupidity of the underdog; how terribly tragic! But, then, have not his fetters been forged so deeply into his flesh, that he would not, even if he could, break them? The awe of authority, of law, of private property, hundredfold burned into his soul,--how is he to throw it off unprepared, unexpectedly?
Can anyone assume for a moment that a man like Ferrer would affiliate himself with such a spontaneous, unorganized effort? Would he not have known that it would result in a defeat, a disastrous defeat for the people? And is it not more likely that if he would have taken part, he, the experienced ENTREPRENEUR, would have thoroughly organized the attempt? If all other proofs were lacking, that one factor would be sufficient to exonerate Francisco Ferrer. But there are others equally convincing.
For the very date of the outbreak, July twenty-fifth, Ferrer had called a conference of his teachers and members of the League of Rational Education. It was to consider the autumn work, and particularly the publication of Elisee Reclus' great book, L'HOMME ET LA TERRE, and Peter Kropotkin's GREAT FRENCH REVOLUTION. Is it at all likely, is it at all plausible that Ferrer, knowing of the uprising, being a party to it, would in cold blood invite his friends and colleagues to Barcelona for the day on which he realized their lives would be endangered? Surely, only the criminal, vicious mind of a Jesuit could credit such deliberate murder.
Francisco Ferrer had his life-work mapped out; he had everything to lose and nothing to gain, except ruin and disaster, were he to lend assistance to the outbreak. Not that he doubted the justice of the people's wrath; but his work, his hope, his very nature was directed toward another goal.
In vain are the frantic efforts of the Catholic Church, her lies, falsehoods, calumnies. She stands condemned by the awakened human conscience of having once more repeated the foul crimes of the past.
Francisco Ferrer is accused of teaching the children the most blood-curdling ideas,--to hate God, for instance. Horrors! Francisco Ferrer did not believe in the existence of a God. Why teach the child to hate something which does not exist? Is it not more likely that he took the children out into the open, that he showed them the splendor of the sunset, the brilliancy of the starry heavens, the awe-inspiring wonder of the mountains and seas; that he explained to them in his simple, direct way the law of growth, of development, of the interrelation of all life? In so doing he made it forever impossible for the poisonous weeds of the Catholic Church to take root in the child's mind.
It has been stated that Ferrer prepared the children to destroy the rich. Ghost stories of old maids. Is it not more likely that he prepared them to succor the poor? That he taught them the humiliation, the degradation, the awfulness of poverty, which is a vice and not a virtue; that he taught the dignity and importance of all creative efforts, which alone sustain life and build character. Is it not the best and most effective way of bringing into the proper light the absolute uselessness and injury of parasitism?
Last, but not least, Ferrer is charged with undermining the army by inculcating anti-military ideas. Indeed? He must have believed with Tolstoy that war is legalized slaughter, that it perpetuates hatred and arrogance, that it eats away the heart of nations, and turns them into raving maniacs.
However, we have Ferrer's own word regarding his ideas of modern education:
"I would like to call the attention of my readers to this idea: All the value of education rests in the respect for the physical, intellectual, and moral will of the child. Just as in science no demonstration is possible save by facts, just so there is no real education save that which is exempt from all dogmatism, which leaves to the child itself the direction of its effort, and confines itself to the seconding of its effort. Now, there is nothing easier than to alter this purpose, and nothing harder than to respect it. Education is always imposing, violating, constraining; the real educator is he who can best protect the child against his (the teacher's) own ideas, his peculiar whims; he who can best appeal to the child's own energies.
"We are convinced that the education of the future will be of an entirely spontaneous nature; certainly we can not as yet realize it, but the evolution of methods in the direction of a wider comprehension of the phenomena of life, and the fact that all advances toward perfection mean the overcoming of restraint,--all this indicates that we are in the right when we hope for the deliverance of the child through science.
"Let us not fear to say that we want men capable of evolving without stopping, capable of destroying and renewing their environments without cessation, of renewing themselves also; men, whose intellectual independence will be their greatest force, who will attach themselves to nothing, always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life. Society fears such men; we therefore must not hope that it will ever want an education able to give them to us.
"We shall follow the labors of the scientists who study the child with the greatest attention, and we shall eagerly seek for means of applying their experience to the education which we want to build up, in the direction of an ever fuller liberation of the individual. But how can we attain our end? Shall it not be by putting ourselves directly to the work favoring the foundation of new schools, which shall be ruled as much as possible by this spirit of liberty, which we forefeel will dominate the entire work of education in the future?
"A trial has been made, which, for the present, has already given excellent results. We can destroy all which in the present school answers to the organization of constraint, the artificial surroundings by which children are separated from nature and life, the intellectual and moral discipline made use of to impose ready-made ideas upon them, beliefs which deprave and annihilate natural bent. Without fear of deceiving ourselves, we can restore the child to the environment which entices it, the environment of nature in which he will be in contact with all that he loves, and in which impressions of life will replace fastidious book-learning. If we did no more than that, we should already have prepared in great part the deliverance of the child.
"In such conditions we might already freely apply the data of science and labor most fruitfully.
"I know very well we could not thus realize all our hopes, that we should often be forced, for lack of knowledge, to employ undesirable methods; but a certitude would sustain us in our efforts--namely, that even without reaching our aim completely we should do more and better in our still imperfect work than the present school accomplishes. I like the free spontaneity of a child who knows nothing, better than the world-knowledge and intellectual deformity of a child who has been subjected to our present education."
Had Ferrer actually organized the riots, had he fought on the barricades, had he hurled a hundred bombs, he could not have been so dangerous to the Catholic Church and to despotism, as with his opposition to discipline and restraint. Discipline and restraint--are they not back of all the evils in the world? Slavery, submission, poverty, all misery, all social iniquities result from discipline and restraint. Indeed, Ferrer was dangerous. Therefore he had to die, October thirteenth, 1909, in the ditch of Montjuich. Yet who dare say his death was in vain? In view of the tempestuous rise of universal indignation: Italy naming streets in memory of Francisco Ferrer, Belgium inaugurating a movement to erect a memorial; France calling to the front her most illustrious men to resume the heritage of the martyr; England being the first to issue a biography:--all countries uniting in perpetuating the great work of Francisco Ferrer; America, even, tardy always in progressive ideas, giving birth to a Francisco Ferrer Association, its aim being to publish a complete life of Ferrer and to organize Modern Schools all over the country; in the face of this international revolutionary wave, who is there to say Ferrer died in vain?
That death at Montjuich,--how wonderful, how dramatic it was, how it stirs the human soul. Proud and erect, the inner eye turned toward the light, Francisco Ferrer needed no lying priests to give him courage, nor did he upbraid a phantom for forsaking him. The consciousness that his executioners represented a dying age, and that his was the living truth, sustained him in the last heroic moments.
A dying age and a living truth,
The living burying the dead.
