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 letters and journal to bear out entirely the judgment I formed, after closely questioning his friends, on his later views.

I must say at once that the statement of some of his less intimate friends, that he came to hold views akin to those of Tolstoy or those of our English Quakers, is denied by those who knew him better. On the other hand, there is not the slightest doubt that, after his long sojourn in Paris, Ferrer ceased to advocate, counsel, or in any way encourage violent insurrection. I have spoken fully on the matter with his intimate Anarchist friends, and the utmost that any of them claimed was that he did not go out of his way to condemn other people's methods. His method was that of education. Do not let me be misunderstood. He did not educate without an ulterior ambition. He trusted that an educated Spanish nation would put an end to that corruption of Church and State which I will presently describe, and which fills modern Spanish literature with laments. But he nowhere, either directly or indirectly, suggested or counselled violence. He held aloof from active participation with any political party in Barcelona, and was absorbed in his schools.

This will be quite apparent as we follow him through the last decade of his career, but it is important to establish that he went back from France to Spain with no intention to engage in political work. We shall see the nature of the "evidence" against him on this point later. It has not the shadow of a particle of value. For the moment I will give a few of the many weighty testimonies to his real views and disposition.

The first testimony is his own explicit declaration, published in the Barcelona Republican weekly, Fructidor, February 8, 1907. He had been asked to furnish an account of the origin of the Modern School, and, in referring to the idea which inspired it, he said: "When Zorrilla died I lost all my confidence, which had been already much weakened, in the results of a revolution effected by superficial revolutionaries who were themselves the victims of much the same prejudices as the monarchists whom they would deprive of power. From that time forward I devoted all my activity to the task of establishing a school which, in my humble opinion, might serve as a model for all the schools which