We do not hesitate to say that we want men who will continue unceasingly to develop; men who are capable of constantly destroying and renewing their surroundings and renewing themselves; men whose intellectual independence is their supreme power, which they will yield to none; men always disposed for things that are better, eager for the triumph of new ideas, anxious to crowd many lives into the one life they have. Society fears such men; you cannot expect it to set up a system of education which will produce them. What, then, is our mission? What is the policy we must adopt in order to contribute to the reform of the school? Let us follow closely the work of the experts who are engaged in the study of the child, and let us endeavour to find a way of applying their principles to the education we seek to establish, aiming at an increasingly complete emancipation of the individual. But how are we to do this? By putting our hand energetically to the work, by promoting the establishment of new schools in which, as far as possible, there shall rule this spirit of freedom which, we feel, will colour the whole education of the future. We have already had proof that it leads to excellent results. We can destroy whatever there is in the actual school that savours of violence, all the artificial devices by which the children are estranged from nature and life, the intellectual and moral discipline which has been used to impose ready-made thoughts, all beliefs which deprave and enervate the will. Without fear of injury we may place the child in a proper and natural environment, in which it will find itself in contact with all that it loves, and where vital impressions will be substituted for the wearisome reading of books. If we do no more than this, we shall have done much towards the emancipation of the child. In such an environment we may freely make use of the data of science and work with profit. It is true that we could not realise all our hopes; that often we shall find ourselves compelled, from lack of knowledge, to use the wrong means. But we shall be sustained by the confident feeling that, without having achieved our entire aim, we shall have done a great deal more than is being done by the actual school. I would rather have the free spontaneity of a child who knows nothing than the verbal knowledge and intellectual deformation of one that has experienced the existing system of education. What we have sought to do in Barcelona is being done by others in various places. All of us saw that the work was possible. Dedicate yourself to it at once. We do not hope that the studies of children will be suspended that we may regenerate the school. Let us apply what we know, and go on learning and applying. A scheme of rational education is already possible, and in such schools as we advocate the children may develop freely according to their aspirations. Let us endeavour to improve and extend the work.