The press was generally in sympathy with the Modern School, but when the programme of the third scholastic year appeared some of the local journals, the Noticiero Universal and the Diario de Barcelona, broke out. Here is a passage that deserves recording as an illustration of the way in which conservative journals dealt with progressive subjects:— We have seen the prospectus of an educational centre established in this city, which professes to have nothing to do with “dogmas and systems.” It proposes to liberate everybody from “authoritarian dogmas, venerable sophisms, and ridiculous conventions.” It seems to us that this means that the first thing to do is to tell the boys and girls—it is a mixed school—that there is no God, an admirable way of forming good children, especially young women who are destined to be wives and mothers. The writer continues in this ironical manner for some time, and ends as follows:— This school has the support of a professor of Natural Science (Dr. Odón de Buen) and another of the Faculty of Medicine. We do not name the latter, as there may be some mistake in including him among the men who lend their support to such a work. These insidious clerical attacks were answered by the anti-clerical journals of Barcelona at the time. CHAPTER XIII. THE RESULTS At the beginning of the second scholastic year I once more drew up a programme. Let us, I said, confirm our earlier programme; vindicated by results, approved in theory and practice, the principle which from the first informed our work and governs the Modern School is now unshakable. Science is the sole mistress of our life. Inspired with this thought, the Modern School proposes to give the children entrusted to it a mental vitality of their own, so that when they leave our control they will continue to be the mortal enemies of all kinds of prejudices and will form their own ideas, individually and seriously, on all subjects. Further, as education does not consist merely in the training of the mind, but must include the emotions and the will, we shall take the utmost care in the training of the child that its intellectual impressions are converted into the sap of sentiment. When this attains a certain degree of intensity, it spreads through the whole being, colouring and refining the individual character. And as the conduct of the youth revolves entirely in the sphere of character, he must learn to adopt science as the sole mistress of his life.