Seventy years after Mar\u00eda S\u00e1nchez Arb\u00f3s dreamt of children’s work filling these halls, her vision came true. Today, we stand before the UNED Centro Francisco Giner de los R\u00edos. It is more than just a building. It is a testament to educational innovation and resilience.
The UNED Centro Francisco Giner de los R\u00edos first opened on April 14, 1933. President Niceto Alcal\u00e1-Zamora himself inaugurated the school. He spoke of a triangle of joy, light and sentiment. This triangle should guide the children’s learning experience.
Francisco Giner de los R\u00edos was designed to be innovative. It promoted hands-on learning and outdoor lessons. Dance and social mixing were encouraged. The school fostered comprehensive learning. Teachers’ authority came from respect not physical force.
Imagine children eating with tablecloths and using utensils. They cared for plants and swam in a pool. This was a stark contrast to the schools of the early 20th century. These schools were often in poor conditions. They could be in a church porch or even a cave.
The Instituci\u00f3n Libre de Ense\u00f1anza envisioned a new kind of school. It would cater to eager students. Mothers would queue all night to enroll their children. The buildings were designed for specific needs. They considered location, climate and environment. The UNED Centro Francisco Giner de los R\u00edos had a pool and proper sanitation. The interior design separated classrooms by subject. These were the new temples of knowledge.
The 1920s brought a new era to teaching. Gymnastics, outdoor schooling and aquatic exercises became popular. Sunbathing became part of the curriculum.
Mar\u00eda S\u00e1nchez Arb\u00f3s was the school’s first director. She had been a student of Francisco Giner. She pledged to continue his pedagogical approach. Juan A. Gimeno was the Rector of the UNED. He read from Arb\u00f3s’ diary. She had dreamed of seeing the classrooms filled with student work. She hoped former students would return and recognize themselves in their childhood creations.
The UNED Centro Francisco Giner de los R\u00edos now bears its original name. This restores its legacy. Gimeno said that erasing names is another form of exile. He stated that this act of homage is an act of justice. He added that this archive will help us learn from past mistakes. Gimeno concluded by saying that we leave with joy, light and sentiment as Alcal\u00e1-Zamora recommended.
Originally, the school was to be named after both Francisco and Hermenegildo Giner de los R\u00edos. However, it was decided to honor only Francisco Giner. He founded the Instituci\u00f3n Libre de Ense\u00f1anza. The Republic valued this institution greatly. Other schools opened the same day. Their names reflected a lack of political bias.
The Francisco Giner project was approved in 1931. The budget was over one million pesetas. Both the state and the Madrid City Council funded it equally. The school had six sections for boys and six for girls. It could accommodate 600 students. There were two service pavilions and a fence around the school.
Antonio Fl\u00f3rez Urdapilleta and Bernardo Giner de los R\u00edos designed the school. Some attribute it solely to Antonio Fl\u00f3rez. The design mirrored Joaqu\u00edn Muro’s school in Valladolid.
The UNED Centro Francisco Giner de los R\u00edos occupied a large plot. The playground was a significant portion of it. The building had two floors and a symmetrical layout. Classrooms faced north, east and west. Boys and girls occupied separate halves. Common areas included a dining room. Medical inspection facilities were available. Towers at the ends housed workshops. A caretaker’s house was included. It also featured an outdoor pool with changing rooms. Today, the pool area is the library.
The design aligned with the school concept of the time. Schools should have social purposes. The center had medical services and a canteen. It avoided excessive decoration. It used local materials like brick and granite.
The UNED Centro Francisco Giner de los R\u00edos maintains its historical importance. It stands as a reminder of the progressive educational ideals. These ideals shaped the Second Republic.