"It would be unjust to claim that our pupils have accomplished wonders; yet, considering that they belong to the average, having had no previous opportunities, the results are very gratifying indeed. The most important thing they have acquired--a rare trait with ordinary school children--is the love of study, the desire to know, to be informed. They have learned a new method of work, one that quickens the memory and stimulates the imagination. We make a particular effort to awaken the child's interest in his surroundings, to make him realize the importance of observation, investigation, and reflection, so that when the children reach maturity, they would not be deaf and blind to the things about them. Our children never accept anything in blind faith, without inquiry as to why and wherefore; nor do they feel satisfied until their questions are thoroughly answered. Thus their minds are free from doubts and fear resultant from incomplete or untruthful replies; it is the latter which warp the growth of the child, and create a lack of confidence in himself and those about him. "It is surprising how frank and kind and affectionate our little ones are to each other. The harmony between themselves and the adults at LA RUCHE is highly encouraging. We should feel at fault if the children were to fear or honor us merely because we are their elders. We leave nothing undone to gain their confidence and love; that accomplished, understanding will replace duty; confidence, fear; and affection, severity. "No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of the child. The effort of every true educator should be to unlock that treasure--to stimulate the child's impulses, and call forth the best and noblest tendencies. What greater reward can there be for one whose life-work is to watch over the growth of the human plant, than to see its nature unfold its petals, and to observe it develop into a true individuality. My comrades at LA RUCHE look for no greater reward, and it is due to them and their efforts, even more than to my own, that our human garden promises to bear beautiful fruit."[2] Regarding the subject of history and the prevailing old methods of instruction, Sebastian Faure said: "We explain to our children that true history is yet to be written,--the story of those who have died, unknown, in the effort to aid humanity to greater achievement."[3] Francisco Ferrer could not escape this great wave of Modern School attempts. He saw its possibilities, not merely in theoretic form, but in their practical application to every-day needs. He must have realized that Spain, more than any other country, stands in need of just such schools, if it is ever to throw off the double yoke of priest and soldier.