The proceedings were utterly infamous. No chance to confront witnesses against him; no opportunity to bring witnesses; not even the books accused of sedition allowed to offer their mute testimony in their own defense; no opportunity given to his defender to prepare; letters sent from England and France to prove what had been the doomed man's purposes and occupations during his stay there, "lost in transit"; the old articles of twenty-four years before, made to appear as if recent utterances; forgeries imposed; and with all this, nothing but hearsay evidence even from his accusers; and yet--he was sentenced to death. Sentenced to death and shot. And all Modern Schools closed, and his property sequestrated. And the Virgin of Toledo may wear her gorgeous robes in peace, since the shadow of the darkness has stolen back over the circle of light he lit. Only,--somewhere, somewhere, down in the obscurity--hovers the menacing figure of her rival, "Our Lady of Pain." She is still now,--but she is not dead. And if all things be taken from her, and the light not allowed to come to her, nor to her children,--then--some day--she will set her own lights in the darkness. Ferrer--Ferrer is with the immortals. His work is spreading over the world; it will yet return, and rid Spain of its tyrants. Modern Educational Reform Questions of genuine importance to large masses of people, are not posed by a single questioner, nor even by a limited number. They are put with more or less precision, with more or less consciousness of their scope and demand by all classes involved. This is a fair test of its being a genuine question, rather than a temporary fad. Such is the test we are to apply to the present inquiry, What is wrong with our present method of Child Education? What is to be done in the way of altering or abolishing it? The posing of the question acquired a sudden prominence, through the world-shocking execution of a great educator for alleged complicity in the revolutionary events of Spain during the Moroccan war. People were not satisfied with the Spanish government's declarations as to this official murder; they were not convinced that they were being told the truth. They inquired why the Government should be so anxious for that man's death. And they learned that as a teacher he had founded schools wherein ideas hostile to governmental programs for learning, were put in practice. And they have gone on asking to know what these ideas were, how they were taught, and how can those same ideas be applied to the practical questions of education confronting them in the persons of their own children. But it would be a very great mistake to suppose that the question was raised out of nothingness, or out of the brilliancy of his own mind, by Francisco Ferrer. If it were, if he were the creator of the question instead of the response to it, his martyr's death could have given it but an ephemeral prominence which would speedily have subsided.