Anarchism and Other Essays Part 8

Of all the evil results, I have just described, none seems to me so detrimental to human integrity as the spirit patriotism has produced in the case of Private William Buwalda. Because he foolishly believed that one can be a soldier and exercise his rights as a man at the same time, the military authorities punished him severely. True, he had served his country fifteen years, during which time his record was unimpeachable. According to Gen. Funston, who reduced Buwalda's sentence to three years, "the first duty of an officer or an enlisted man is unquestioned obedience and loyalty to the government, and it makes no difference whether he approves of that government or not." Thus Funston stamps the true character of allegiance. According to him, entrance into the army abrogates the principles of the Declaration of Independence.

What a strange development of patriotism that turns a thinking being into a loyal machine!

In justification of this most outrageous sentence of Buwalda, Gen. Funston tells the American people that the soldier's action was a "serious crime equal to treason." Now, what did this "terrible crime" really consist of? Simply in this: William Buwalda was one of fifteen hundred people who attended a public meeting in San Francisco; and, oh, horrors, he shook hands with the speaker, Emma Goldman. A terrible crime, indeed, which the General calls "a great military offense, infinitely worse than desertion."

Can there be a greater indictment against patriotism than that it will thus brand a man a criminal, throw him into prison, and rob him of the results of fifteen years of faithful service?

Buwalda gave to his country the best years of his life and his very manhood. But all that was as nothing. Patriotism is inexorable and, like all insatiable monsters, demands all or nothing. It does not admit that a soldier is also a human being, who has a right to his own feelings and opinions, his own inclinations and ideas. No, patriotism can not admit of that. That is the lesson which Buwalda was made to learn; made to learn at a rather costly, though not at a useless, price. When he returned to freedom, he had lost his position in the army, but he regained his self-respect. After all, that is worth three years of imprisonment.

A writer on the military conditions of America, in a recent article, commented on the power of the military man over the civilian in Germany. He said, among other things, that if our Republic had no other meaning than to guarantee all citizens equal rights, it would have just cause for existence. I am convinced that the writer was not in Colorado during the patriotic regime of General Bell. He probably would have changed his mind had he seen how, in the name of patriotism and the Republic, men were thrown into bull-pens, dragged about, driven across the border, and subjected to all kinds of indignities. Nor is that Colorado incident the only one in the growth of military power in the United States. There is hardly a strike where troops and militia do not come to the rescue of those in power, and where they do not act as arrogantly and brutally as do the men wearing the Kaiser's uniform. Then, too, we have the d.i.c.k military law. Had the writer forgotten that?

A great misfortune with most of our writers is that they are absolutely ignorant on current events, or that, lacking honesty, they will not speak of these matters. And so it has come to pa.s.s that the d.i.c.k military law was rushed through Congress with little discussion and still less publicity,-a law which gives the President the power to turn a peaceful citizen into a bloodthirsty man-killer, supposedly for the defense of the country, in reality for the protection of the interests of that particular party whose mouthpiece the President happens to be.

Our writer claims that militarism can never become such a power in America as abroad, since it is voluntary with us, while compulsory in the Old World. Two very important facts, however, the gentleman forgets to consider. First, that conscription has created in Europe a deep-seated hatred of militarism among all cla.s.ses of society. Thousands of young recruits enlist under protest and, once in the army, they will use every possible means to desert. Second, that it is the compulsory feature of militarism which has created a tremendous anti-militarist movement, feared by European Powers far more than anything else. After all, the greatest bulwark of capitalism is militarism. The very moment the latter is undermined, capitalism will totter. True, we have no conscription; that is, men are not usually forced to enlist in the army, but we have developed a far more exacting and rigid force-necessity. Is it not a fact that during industrial depressions there is a tremendous increase in the number of enlistments? The trade of militarism may not be either lucrative or honorable, but it is better than tramping the country in search of work, standing in the bread line, or sleeping in munic.i.p.al lodging houses. After all, it means thirteen dollars per month, three meals a day, and a place to sleep. Yet even necessity is not sufficiently strong a factor to bring into the army an element of character and manhood. No wonder our military authorities complain of the "poor material" enlisting in the army and navy. This admission is a very encouraging sign. It proves that there is still enough of the spirit of independence and love of liberty left in the average American to risk starvation rather than don the uniform.

Thinking men and women the world over are beginning to realize that patriotism is too narrow and limited a conception to meet the necessities of our time. The centralization of power has brought into being an international feeling of solidarity among the oppressed nations of the world; a solidarity which represents a greater harmony of interests between the workingman of America and his brothers abroad than between the American miner and his exploiting compatriot; a solidarity which fears not foreign invasion, because it is bringing all the workers to the point when they will say to their masters, "Go and do your own killing. We have done it long enough for you."

This solidarity is awakening the consciousness of even the soldiers, they, too, being flesh of the flesh of the great human family. A solidarity that has proven infallible more than once during past struggles, and which has been the impetus inducing the Parisian soldiers, during the Commune of 1871, to refuse to obey when ordered to shoot their brothers. It has given courage to the men who mutinied on Russian warships during recent years. It will eventually bring about the uprising of all the oppressed and downtrodden against their international exploiters.

The proletariat of Europe has realized the great force of that solidarity and has, as a result, inaugurated a war against patriotism and its b.l.o.o.d.y spectre, militarism. Thousands of men fill the prisons of France, Germany, Russia, and the Scandinavian countries, because they dared to defy the ancient superst.i.tion. Nor is the movement limited to the working cla.s.s; it has embraced representatives in all stations of life, its chief exponents being men and women prominent in art, science, and letters.

America will have to follow suit. The spirit of militarism has already permeated all walks of life. Indeed, I am convinced that militarism is growing a greater danger here than anywhere else, because of the many bribes capitalism holds out to those whom it wishes to destroy.

The beginning has already been made in the schools. Evidently the government holds to the Jesuitical conception, "Give me the child mind, and I will mould the man." Children are trained in military tactics, the glory of military achievements extolled in the curriculum, and the youthful minds perverted to suit the government. Further, the youth of the country is appealed to in glaring posters to join the army and navy. "A fine chance to see the world!" cries the governmental huckster. Thus innocent boys are morally shanghaied into patriotism, and the military Moloch strides conquering through the Nation.

The American workingman has suffered so much at the hands of the soldier, State, and Federal, that he is quite justified in his disgust with, and his opposition to, the uniformed parasite. However, mere denunciation will not solve this great problem. What we need is a propaganda of education for the soldier: anti-patriotic literature that will enlighten him as to the real horrors of his trade, and that will awaken his consciousness to his true relation to the man to whose labor he owes his very existence.

It is precisely this that the authorities fear most. It is already high treason for a soldier to attend a radical meeting. No doubt they will also stamp it high treason for a soldier to read a radical pamphlet. But then, has not authority from time immemorial stamped every step of progress as treasonable? Those, however, who earnestly strive for social reconstruction can well afford to face all that; for it is probably even more important to carry the truth into the barracks than into the factory. When we have undermined the patriotic lie, we shall have cleared the path for that great structure wherein all nationalities shall be united into a universal brotherhood,-a truly FREE SOCIETY.

FRANCISCO FERRER AND THE MODERN SCHOOL

Experience has come to be considered the best school of life. The man or woman who does not learn some vital lesson in that school is looked upon as a dunce indeed. Yet strange to say, that though organized inst.i.tutions continue perpetrating errors, though they learn nothing from experience, we acquiesce, as a matter of course.

There lived and worked in Barcelona a man by the name of Francisco Ferrer. A teacher of children he was, known and loved by his people. Outside of Spain only the cultured few knew of Francisco Ferrer's work. To the world at large this teacher was non-existent.

On the first of September, 1909, the Spanish government-at the behest of the Catholic Church-arrested Francisco Ferrer. On the thirteenth of October, after a mock trial, he was placed in the ditch at Montjuich prison, against the hideous wall of many sighs, and shot dead. Instantly Ferrer, the obscure teacher, became a universal figure, blazing forth the indignation and wrath of the whole civilized world against the wanton murder.

The killing of Francisco Ferrer was not the first crime committed by the Spanish government and the Catholic Church. The history of these inst.i.tutions is one long stream of fire and blood. Still they have not learned through experience, nor yet come to realize that every frail being slain by Church and State grows and grows into a mighty giant, who will some day free humanity from their perilous hold.

Francisco Ferrer was born in 1859, of humble parents. They were Catholics, and therefore hoped to raise their son in the same faith. They did not know that the boy was to become the harbinger of a great truth, that his mind would refuse to travel in the old path. At an early age Ferrer began to question the faith of his fathers. He demanded to know how it is that the G.o.d who spoke to him of goodness and love would mar the sleep of the innocent child with dread and awe of tortures, of suffering, of h.e.l.l. Alert and of a vivid and investigating mind, it did not take him long to discover the hideousness of that black monster, the Catholic Church. He would have none of it.

Francisco Ferrer was not only a doubter, a searcher for truth; he was also a rebel. His spirit would rise in just indignation against the iron regime of his country, and when a band of rebels, led by the brave patriot, General Villacampa, under the banner of the Republican ideal, made an onslaught on that regime, none was more ardent a fighter than young Francisco Ferrer. The Republican ideal,-I hope no one will confound it with the Republicanism of this country. Whatever objection I, as an Anarchist, have to the Republicans of Latin countries, I know they tower high above the corrupt and reactionary party which, in America, is destroying every vestige of liberty and justice. One has but to think of the Mazzinis, the Garibaldis, the scores of others, to realize that their efforts were directed, not merely towards the overthrow of despotism, but particularly against the Catholic Church, which from its very inception has been the enemy of all progress and liberalism.

In America it is just the reverse. Republicanism stands for vested rights, for imperialism, for graft, for the annihilation of every semblance of liberty. Its ideal is the oily, creepy respectability of a McKinley, and the brutal arrogance of a Roosevelt.

The Spanish republican rebels were subdued. It takes more than one brave effort to split the rock of ages, to cut off the head of that hydra monster, the Catholic Church and the Spanish throne. Arrest, persecution, and punishment followed the heroic attempt of the little band. Those who could escape the bloodhounds had to flee for safety to foreign sh.o.r.es. Francisco Ferrer was among the latter. He went to France.

How his soul must have expanded in the new land! France, the cradle of liberty, of ideas, of action. Paris, the ever young, intense Paris, with her pulsating life, after the gloom of his own belated country,-how she must have inspired him. What opportunities, what a glorious chance for a young idealist.

Francisco Ferrer lost no time. Like one famished he threw himself into the various liberal movements, met all kinds of people, learned, absorbed, and grew. While there, he also saw in operation the Modern School, which was to play such an important and fatal part in his life.

The Modern School in France was founded long before Ferrer's time. Its originator, though on a small scale, was that sweet spirit, Louise Michel. Whether consciously or unconsciously, our own great Louise felt long ago that the future belongs to the young generation; that unless the young be rescued from that mind and soul destroying inst.i.tution, the bourgeois school, social evils will continue to exist. Perhaps she thought, with Ibsen, that the atmosphere is saturated with ghosts, that the adult man and woman have so many superst.i.tions to overcome. No sooner do they outgrow the deathlike grip of one spook, lo! they find themselves in the thralldom of ninety-nine other spooks. Thus but a few reach the mountain peak of complete regeneration.

The child, however, has no traditions to overcome. Its mind is not burdened with set ideas, its heart has not grown cold with cla.s.s and caste distinctions. The child is to the teacher what clay is to the sculptor. Whether the world will receive a work of art or a wretched imitation, depends to a large extent on the creative power of the teacher.

Louise Michel was pre-eminently qualified to meet the child's soul cravings. Was she not herself of a childlike nature, so sweet and tender, unsophisticated and generous. The soul of Louise burned always at white heat over every social injustice. She was invariably in the front ranks whenever the people of Paris rebelled against some wrong. And as she was made to suffer imprisonment for her great devotion to the oppressed, the little school on Montmartre was soon no more. But the seed was planted, and has since borne fruit in many cities of France.

The most important venture of a Modern School was that of the great, young old man, Paul Robin. Together with a few friends he established a large school at Cempuis, a beautiful place near Paris. Paul Robin aimed at a higher ideal than merely modern ideas in education. He wanted to demonstrate by actual facts that the bourgeois conception of heredity is but a mere pretext to exempt society from its terrible crimes against the young. The contention that the child must suffer for the sins of the fathers, that it must continue in poverty and filth, that it must grow up a drunkard or criminal, just because its parents left it no other legacy, was too preposterous to the beautiful spirit of Paul Robin. He believed that whatever part heredity may play, there are other factors equally great, if not greater, that may and will eradicate or minimize the so-called first cause. Proper economic and social environment, the breath and freedom of nature, healthy exercise, love and sympathy, and, above all, a deep understanding for the needs of the child-these would destroy the cruel, unjust, and criminal stigma imposed on the innocent young.

Paul Robin did not select his children; he did not go to the so-called best parents: he took his material wherever he could find it. From the street, the hovels, the orphan and foundling asylums, the reformatories, from all those gray and hideous places where a benevolent society hides its victims in order to pacify its guilty conscience. He gathered all the dirty, filthy, shivering little waifs his place would hold, and brought them to Cempuis. There, surrounded by nature's own glory, free and unrestrained, well fed, clean kept, deeply loved and understood, the little human plants began to grow, to blossom, to develop beyond even the expectations of their friend and teacher, Paul Robin.

The children grew and developed into self-reliant, liberty loving men and women. What greater danger to the inst.i.tutions that make the poor in order to perpetuate the poor. Cempuis was closed by the French government on the charge of co-education, which is prohibited in France. However, Cempuis had been in operation long enough to prove to all advanced educators its tremendous possibilities, and to serve as an impetus for modern methods of education, that are slowly but inevitably undermining the present system.

Cempuis was followed by a great number of other educational attempts,-among them, by Madelaine Vernet, a gifted writer and poet, author of L'AMOUR LIBRE, and Sebastian Faure, with his LA RUCHE,[1] which I visited while in Paris, in 1907.

Several years ago Comrade Faure bought the land on which he built his LA RUCHE. In a comparatively short time he succeeded in transforming the former wild, uncultivated country into a blooming spot, having all the appearance of a well kept farm. A large, square court, enclosed by three buildings, and a broad path leading to the garden and orchards, greet the eye of the visitor. The garden, kept as only a Frenchman knows how, furnishes a large variety of vegetables for LA RUCHE.

Sebastian Faure is of the opinion that if the child is subjected to contradictory influences, its development suffers in consequence. Only when the material needs, the hygiene of the home, and intellectual environment are harmonious, can the child grow into a healthy, free being.

Referring to his school, Sebastian Faure has this to say:

"I have taken twenty-four children of both s.e.xes, mostly orphans, or those whose parents are too poor to pay. They are clothed, housed, and educated at my expense. Till their twelfth year they will receive a sound, elementary education. Between the age of twelve and fifteen-their studies still continuing-they are to be taught some trade, in keeping with their individual disposition and abilities. After that they are at liberty to leave LA RUCHE to begin life in the outside world, with the a.s.surance that they may at any time return to LA RUCHE, where they will be received with open arms and welcomed as parents do their beloved children. Then, if they wish to work at our place, they may do so under the following conditions: One third of the product to cover his or her expenses of maintenance, another third to go towards the general fund set aside for accommodating new children, and the last third to be devoted to the personal use of the child, as he or she may see fit.

"The health of the children who are now in my care is perfect. Pure air, nutritious food, physical exercise in the open, long walks, observation of hygienic rules, the short and interesting method of instruction, and, above all, our affectionate understanding and care of the children, have produced admirable physical and mental results.

"It would be unjust to claim that our pupils have accomplished wonders; yet, considering that they belong to the average, having had no previous opportunities, the results are very gratifying indeed. The most important thing they have acquired-a rare trait with ordinary school children-is the love of study, the desire to know, to be informed. They have learned a new method of work, one that quickens the memory and stimulates the imagination. We make a particular effort to awaken the child's interest in his surroundings, to make him realize the importance of observation, investigation, and reflection, so that when the children reach maturity, they would not be deaf and blind to the things about them. Our children never accept anything in blind faith, without inquiry as to why and wherefore; nor do they feel satisfied until their questions are thoroughly answered. Thus their minds are free from doubts and fear resultant from incomplete or untruthful replies; it is the latter which warp the growth of the child, and create a lack of confidence in himself and those about him.

"It is surprising how frank and kind and affectionate our little ones are to each other. The harmony between themselves and the adults at LA RUCHE is highly encouraging. We should feel at fault if the children were to fear or honor us merely because we are their elders. We leave nothing undone to gain their confidence and love; that accomplished, understanding will replace duty; confidence, fear; and affection, severity.

"No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the soul of the child. The effort of every true educator should be to unlock that treasure-to stimulate the child's impulses, and call forth the best and n.o.blest tendencies. What greater reward can there be for one whose life-work is to watch over the growth of the human plant, than to see its nature unfold its petals, and to observe it develop into a true individuality. My comrades at LA RUCHE look for no greater reward, and it is due to them and their efforts, even more than to my own, that our human garden promises to bear beautiful fruit."[2]

Regarding the subject of history and the prevailing old methods of instruction, Sebastian Faure said:

"We explain to our children that true history is yet to be written,-the story of those who have died, unknown, in the effort to aid humanity to greater achievement."[3]

Francisco Ferrer could not escape this great wave of Modern School attempts. He saw its possibilities, not merely in theoretic form, but in their practical application to every-day needs. He must have realized that Spain, more than any other country, stands in need of just such schools, if it is ever to throw off the double yoke of priest and soldier.

When we consider that the entire system of education in Spain is in the hands of the Catholic Church, and when we further remember the Catholic formula, "To inculcate Catholicism in the mind of the child until it is nine years of age is to ruin it forever for any other idea," we will understand the tremendous task of Ferrer in bringing the new light to his people. Fate soon a.s.sisted him in realizing his great dream.

Mlle. Meunier, a pupil of Francisco Ferrer, and a lady of wealth, became interested in the Modern School project. When she died, she left Ferrer some valuable property and twelve thousand francs yearly income for the School.

It is said that mean souls can conceive of naught but mean ideas. If so, the contemptible methods of the Catholic Church to blackguard Ferrer's character, in order to justify her own black crime, can readily be explained. Thus the lie was spread in American Catholic papers, that Ferrer used his intimacy with Mlle. Meunier to get possession of her money.