The educational legacy of the Republic in the Balearic Islands: "Upon entering the schools, the children were amazed"

PalmUpon entering CEIP La Soledad, one feeling is overwhelming: the space breathes and embraces. The classrooms are large; the hallways, wide; and the original windows flood the building with light. This environment contrasts sharply with the daily lives of many students, who live in small, overcrowded apartments. "Working at this school is completely different. Here, in the La Soledad neighborhood, which has been stigmatized, the children can feel comfortable, with space and light to grow," explains Encarna Miró, the school's principal. Her words capture the living legacy of the Second Republic, when the construction of schools in Mallorca transformed education with a progressive social and pedagogical vision. During the Primo de Rivera dictatorship, there was a significant shortage of schools. Pere Carrió, a former education inspector and author of the book Schools in Palma during the Second RepublicCarrió recalls that "Joan Capó, head of Inspection, along with the municipal architect Guillem Forteza and the civil governor, convened the mayors of all of Mallorca to propose school models. This led to the creation of schools like those in Sa Pobla, Casa Blanca, and Coll d'en Rebassa." With the proclamation of the Second Republic, these initiatives were consolidated with a modern educational philosophy based on coeducation, hygiene, and pedagogical experimentation. "Republican ministers, such as Marcelino Domingo, championed schools with wide hallways and large windows. Today, students are crammed into small spaces. Back then, you could breathe; now, you barely have time to breathe," Carrió adds.

The Republic built 39 schools in the Balearic Islands: 10 in Palma; 23 in the rest of Mallorca; 3 in Menorca; and 3 in Ibiza. The schools followed an architectural model that combined functionality and beauty: south-facing orientation to take advantage of the light and sun, large windows, modern restrooms, and wide hallways. Carrió points out that Guillem Forteza "opted for a style reminiscent of Mallorcan estates, with characteristic towers and roofs." One example is the CEIP La Soledat school, which has a tower reminiscent of the one at the Son Macià estate.

A space of freedom and community

Inaugurated in 1933, it occupies an entire block in the neighborhood of the same name. The building combines functionality and beauty: an entrance portal with a semicircular arch, a Neo-Baroque balcony and a balustraded terrace, ground floors with wide corridors and semicircular arches, and planters running its entire length. "We have very large classrooms, with plenty of light. The windows are original and enormous. In the summer, we're sweltering," explains Miró with a smile. And one detail that doesn't go unnoticed is the large Republican coat of arms that adorns the exterior facade of the tower. The space allows for creative activities that go beyond the traditional curriculum: a small toy hair salon, assembled by the students with recycled materials, has become one of the most popular activities. The current student body numbers over 390 children from 50 different nationalities, and the faculty consists of 33 teachers. Diversity and special educational needs have led to an evolution in the use of spaces: "We've had to create support areas for students with special educational needs. But the building helps us: we have space, light, and the motivation to adapt to any eventuality," explains Miró.

La Soledad is also a reflection of the neighborhood's life. A historically stigmatized area finds in the school a safe and healthy space, a place where education is a right, not a luxury. "A space like this gives you great well-being; you feel comfortable, you have space," Miró summarizes. The schools built during the Republic were designed with the idea that they should be spaces for social and cultural exchange, especially for children living in vulnerable environments.

The architecture wasn't just about aesthetics: wide hallways allowed for movement, large classrooms facilitated cooperative group work, and constant cross-ventilation contributed to better physical health. "Today, many schools have lost this. The playgrounds are small, the windows are closed (or broken), and the air is thicker," Carrió explains.

Coeducation and democracy

If La Soledad is a space of light and freedom, the CEIP Padre Bartomeu Pou school in Algaida is a testament to the pedagogical transformation that came with the Second Republic. The school was built in 1936 after years in which students had to attend classes in scattered private homes, unsuitable for teaching. Gabriel Vich, who was a student and later the headmaster between 1977 and 2006, remembers it well. "Teachers and students were scattered in houses rented by the City Council, and the spaces were far from ideal. The Republic changed all that. The schools were incredibly educational and hygienic, with large courtyards and designed to take advantage of the natural light. They were temples of culture. The children were amazed when they walked in."

Joan Montserrat, head of studies at the center for over 20 years, working in tandem with Vich, and son of a former director, contextualizes the centers' origins: "The Republic understood that to implement the 1931 Constitution, which was the most progressive in Europe, it needed a literate population. Otherwise, it would have to wait," he laments. The republican vision entailed coeducation, pedagogical innovation, and decent spaces—a philosophy that took time to consolidate. The 40 years of dictatorship were a blank slate, and the Transition was also an educational transition. Montserrat recalls the implementation of Catalan and the participation of parents and students. "When we wanted to normalize Catalan in the 1980s, many parents and some teachers didn't approve. Education is very conservative, and coeducation was also difficult to implement," he says. "But we succeeded," he concludes.

Over the years, the CEIP Pare Bartomeu Pou school has undergone several expansions to accommodate the growing student body, incorporating dining halls and new classrooms without losing its original architectural identity. It has also witnessed increasingly rigid and restrictive educational regulations. Vich nostalgically recalls the close relationship and close connection that, in his opinion, existed with the students before: nature activities, experiments with silkworms, home review sessions, and a pedagogy based on curiosity and the personal bond between teacher and student. "Everything was educational and based on curiosity. We teachers tried to make things interesting and dynamic," he says.

Light and social commitment

The CEIP Alexandre Rosselló, inaugurated on April 14, 1934, and known as Ses Finestres Verdes, is a unique example of Republican-era educational architecture. The main entrance, framed by four Ionic columns, leads to a building that once overlooked the countryside. Today, the school is surrounded by buildings in one of Palma's most densely populated areas. Maria Sancho, the school's headmistress, explains its evolution: "It retains its original foundation, its entire structure. The building had a wing that served as the caretaker's residence. Upon her retirement, the space was converted into classrooms." The school was renovated in 2015 to adapt it to the needs of the 21st century. Located in Foners, a working-class neighborhood, the school has maintained a strong connection with the community: neighborhood activities, integration of students with special needs, and a feminist and egalitarian project that defines the school's identity. The fact that it's a single-stream school with fewer than 200 students helps create a sense of community. "We do activities like reading a manifesto on November 25th in Ses Veles Square. The school is deeply rooted in the neighborhood," Sancho points out. The CEIPA Alexandre Rosselló school retains many original features and has integrated modern amenities like a cafeteria and gymnasium without losing its essence. The classroom doors are as old as the school itself: they've been open for 92 years.

The Pedagogical Legacy of the Republic

Beyond the architecture, teachers and inspectors recall the Republican educational philosophy. The pedagogy was innovative: coeducation, Freinet and Claparède methodologies, experimentation, open classrooms, and bright hallways that fostered active learning. During the democratic transition, the Second Republic built upon its legacy, promoting the participation of parents and students, spaces for extracurricular activities, and the introduction of coeducation. "During the Transition, parent associations and student participation tools were created. Before, it was 'Did the teacher say so? Oh, that's right,'" recalls Gabriel Vich.

The history of Republican schools is one of a constant and silent revolution: that of well-constructed buildings that transformed education, of teachers who championed coeducation and instruction in Catalan, and of students who grew up in spacious, bright, and healthy environments.

More than 90 years later, the schools built by the Second Republic still stand, faithful to a simple and powerful idea: that to educate is to open windows. In a present marked by high student-teacher ratios, cultural diversity, and new educational needs, that legacy remains.