In June, 1904, the Bulletin published the following figures in regard to the attendance at school. At that time the publications of the Modern School were in use in thirty-two other schools throughout the country, and its influence was thus felt in Seville and Malaga, Tarragona and Cordova, and other towns, as well as Barcelona and the vicinity. The number of scholars in our schools was also steadily rising, as the following table shows:— LIST OF THE PUPILS IN THE MODERN SCHOOL DURING THE FIRST THREE YEARS. ------------+---------------------------+-------------------------+------------------- | GIRLS. | BOYS. | TOTAL. MONTHS. | | | | 1901-2. 1902-3. 1903-4. | 1901-2. 1902-3. 1903-4.| 1st 2nd 3rd | | | year. year. year. ------------+---------------------------+-------------------------+------------------- Opening day | 12 – – | 18 – – | 30 – – September | 16 23 24 | 23 40 40 | 39 63 64 October | 18 28 43 | 25 40 59 | 43 68 102 November | 21 31 44 | 29 40 59 | 50 71 103 December | 22 31 45 | 30 40 59 | 52 71 104 January | 22 31 47 | 32 44 60 | 54 75 107 February | 23 31 47 | 32 48 61 | 55 79 108 March | 25 33 49 | 34 47 61 | 59 80 110 April | 26 32 50 | 37 48 61 | 63 80 111 May | 30 33 51 | 38 48 62 | 68 81 113 June | 32 34 51 | 38 48 63 | 70 82 114 ------------+---------------------------+-------------------------+------------------- CHAPTER XV. THE INGENUOUSNESS OF THE CHILD In the Bulletin of September 30, 1903, we published the work of the pupils in the various classes of the Modern School, which had been read on the closing day of the second scholastic year. In these writings, in which the children are requested to apply their dawning judgment to some particular subject, the influence of mind over the inexpert, ingenuous reasoning power, inspired by the sentiment of justice, is more apparent than the observance of rules. The judgments are not perfect from the logical point of view, only because the child has not the knowledge necessary for the formation of a perfectly sound opinion. This is the opposite of what we usually find, as opinions are generally founded only on prejudice arising from traditions, interests, and dogmas. A boy of twelve, for instance, gave the following principle for judging the value of nations:—