A Quote by Francesc Ferrer i Guardia
We must destroy all which in the present school answers to the organization of constraint, the artificial surroundings by which children are separated from nature and life, the intellectual and moral discipline made use of to impose ready-made ideas upon them, beliefs which deprave and annihilate natural bent.
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We speak erroneously of "artificial" materials, "synthetics", and so forth. The basis for this erroneous terminology is the notion that Nature has made certain things which we call natural, and everything else is "man-made", ergo artificial. But what one learns in chemistry is that Nature wrote all the rules of structuring; man does not invent chemical structuring rules; he only discovers the rules. All the chemist can do is find out what Nature permits, and any substances that are thus developed or discovered are inherently natural. It is very important to remember that.
Because, unlike courage and wisdom, which made our state brave and wise by being present in a particular part of it, discipline operates by being diffused throughout the whole of it. It produces a concord between its strongest and weakest and middle elements, whether you define them by the standard of good sense, or of strength, or of numbers or money or the like. And so we are quite justified in regarding discipline as this sort of natural harmony and agreement between higher and lower about which of them is to rule in state and individual.
Nature consists of facts and of regularities, and is in itself neither moral nor immoral. It is we who impose our standards upon nature, and who in this way introduce morals into the natural world, in spite the fact that we are part of this world. We are products of nature, but nature has made us together with our power of altering the world, of foreseeing and of planning for the future, and of making far-reaching decisions for which we are morally responsible. Yet, responsibility, decisions, enter the world of nature only with us
[Socialists claim] that we reject fraternity, solidarity, organization, and association; and they brand us with the name of individualists. We can assure them that what we repudiate is not natural organization, but forced organization. It is not free association, but the forms of association that they would impose upon us. It is not spontaneous fraternity, but legal fraternity. It is not providential solidarity, but artificial solidarity, which is only an unjust displacement of responsibility. Socialism . . . confounds Government and society.
So much for the right books; the right use of them is another matter. The children must enjoy the book. The ideas it holds must each make that sudden, delightful impact upon their minds, must cause that intellectual stir, which mark the inception of an idea.
In every remodelling of the present, the existing condition of things must be supplanted by a new one. Now every variety of circumstances in which men find themselves, every object which surrounds them, communicates a definite form and impress to their internal nature. This form is not such that it can change and adapt itself to any other a man may choose to receive; and the end is foiled, while the power is destroyed, when we attempt to impose upon that which is already stamped in the soul a form which disagrees with it.
It is extremely important that adequate provision be made for reasonable levels of income to them, for the care of the children which they must leave at home or in school, and for protection of the family unit. One of the prime objectives of the Commission on the Status of Women, which I appointed 18 months ago, is to develop a program to accomplish these purposes.
The separation of science and non-science is not only artificial but also detrimental to the advancement of knowledge. If we want to understand nature, if we want to master our physical surroundings, then we must use all ideas, all methods, and not just a small selection of them.
The laws of thought are natural laws with which we have no power to interfere, and which are of course not to be in any way confused with the artificial laws of a country, which are invented by men and can be altered by them. Every science is occupied in detecting and describing the natural laws which are inflexibly observed by the objects treated in the Science.
It is inadmissible that systems of ideas like religions, which have held so considerable a place in history, and to which, in all times, men have come to receive the energy which they must have to live, should be made up of a tissue of illusions.
It is a mistake to try to impose Christian beliefs on children and to make them the basis of moral training. The moral education of children is much too important a matter to be built on such foundations.
Extinction has only separated groups: it has by no means made them; for if every form which has ever lived on this earth were suddenly to reappear, though it would be quite impossible to give definitions by which each group could be distinguished from other groups, as all would blend together by steps as fine as those between the finest existing varieties, nevertheless a natural classification, or at least a natural arrangement, would be possible.
In your deliberations, when seeking to determine the military conditions, let them be made the basis of a comparison, in this wise: which of the two generals has the most ability? on which side is Discipline most rigorously enforced? which army is stronger? on which side are the officers and men more highly trained? in which army is there the greater constancy both in reward and punishment?
People use the word "natural" ... What is natural to me is these botanical species which interact directly with the nervous system. What I consider artificial is 4 years at Harvard, and the Bible, and Saint Patrick's cathedral, and the Sunday school teachings.
If children have an interest in nature, they will understand. I want them to become people who appreciate the consequences the next generation will suffer if we destroy our natural surroundings. So without a doubt, they need to learn that nature is vital to us by experiencing it. I want them to like nature and to climb mountains and so on.
People who believe in something for which there is not a shred of evidence act on that belief and, above all, impose their beliefs on others, they make me cross, and they make me especially cross when they impose their beliefs on defenceless children.
