There are, moreover, teachers in what are called “secular schools”—a name imported from France, where it arose because the schooling was formerly exclusively clerical and conducted by religious bodies. This is not the case in Spain; however Christian the teaching is, it is always given by lay masters. However, the Spanish lay teachers, inspired by sentiments of freethought and political radicalism, were rather anti-Catholic and anti-clerical than Rationalist, in the best sense of the word. Professional teachers have to undergo a special preparation for the task of imparting scientific and rational instruction. This is difficult in all cases, and is sometimes rendered impossible by the difficulties caused by habits of routine. On the other hand, those who had had no pædagogical experience, and offered themselves for the work out of pure enthusiasm for the idea, stood in even greater need of preparatory study. The solution of the problem was very difficult, because there was no other place but the rational school itself for making this preparation. The excellence of the system saved us. Once the Modern School had been established by private initiative, with a firm determination to be guided by the ideal, the difficulties began to disappear. Every dogmatic imposition was detected and rejected, every excursion or deviation in the direction of metaphysics was at once abandoned, and experience gradually formed a new and salutary pædagogical science. This was due, not merely to my zeal and vigilance, but to my earliest teachers, and to some extent to the naive expressions of the pupils themselves. We may certainly say that if a need creates an organ, the organ speedily meets the need. Nevertheless, in order to complete my work, I established a Rationalist Normal School for the education of teachers, under the direction of an experienced master and with the co-operation of the teachers in the Modern School. In this a number of young people of both sexes were trained, and they worked excellently until the despotic authorities, yielding to our obscure and powerful enemies, put a stop to our work, and flattered themselves that they had destroyed it for ever. CHAPTER IX. THE REFORM OF THE SCHOOL There are two ways open to those who seek to reform the education of children. They may seek to transform the school by studying the child and proving scientifically that the actual scheme of instruction is defective, and must be modified; or they may found new schools in which principles may be directly applied in the service of that ideal which is formed by all who reject the conventions, the cruelty, the trickery, and the untruth which enter into the bases of modern society.