Demonstration in Palma against housing speculation

 

On Monday, September 28, a massive demonstration took place against the real estate speculation promoted in the Islands by the PP-Vox coalition, and in favor of a policy ensuring decent housing for all—a constitutional right.

Article 47 of the 1978 Constitution—the one currently in force—states unequivocally:

All Spaniards have the right to enjoy decent and adequate housing. Public authorities shall promote the necessary conditions and establish the relevant regulations to make this right effective, and shall regulate land use in accordance with the general interest to prevent speculation.

The community shall share in the capital gains generated by the urban planning actions of public bodies.

Here in the Balearic Islands, the public authorities responsible for ensuring compliance with this provision—promoting conditions for everyone to enjoy decent housing and preventing speculation—include the Government of the Balearic Islands, the Island Councils, and the municipal governments, as well as the Parliament. In the case of the Islands, Mallorca, Palma, and the Parliament itself, this responsibility falls to the PP-Vox coalition; yet, far from fulfilling this constitutional mandate, they do nothing to ensure everyone can enjoy decent housing. Furthermore, far from seeking to prevent speculation, they actually foster it—if not actively participating in it—because it yields greater profits than social policy. During the three and a half years of this administration, residential rents have risen far beyond workers' wages, and both purchase and rental housing prices have increased to the point where they are out of reach for many people—even those in full-time employment earning a standard salary. Citizens—particularly young people who see no way to live independently or afford market-rate housing—have taken to the streets to demand that housing be recognized as a constitutional right for all, rather than a commodity for business, investment, and capital accumulation.

Food, clothing, and housing are three basic necessities; as such, they should not be subject to speculation but rather guaranteed as essential goods for everyone.

https://youtu.be/0OlH5AQgj9s?si=1UtvOIS8cRZJABZt

Manifestación en Palma contra la especulación de la vivienda

  

El pasado lunes 28 de septiembre se realizó una masiva manifestación contra la especulación inmobiliaria favorecida, en las Islas, por el PP-Vox y en favor de una política de vivienda digna para todos, ya que es un derecho constitucional:

El artículo 47 de la Constitución de 1978, la vigente actualmente, dice taxativamente:

Todos los españoles tienen derecho a disfrutar de una vivienda digna y adecuada. Los poderes públicos promoverán las condiciones necesarias y establecerán las normas pertinentes para hacer efectivo este derecho, regulando la utilización del suelo de acuerdo con el interés general por impedir la especulación.

La comunidad participará en las plusvalías que genere la acción urbanística de los entes públicos.

Aquí, en las Islas Baleares, los poderes públicos que deben velar para que se cumpla este punto, promover las condiciones para que todo el mundo pueda disfrutar de una vivienda digna y para impedir la especulación, son los gobiernos de las Islas Baleares, de los Consejos insulares y de los Ayuntamientos, así como el Parlamento que en el caso de las Islas, Mallorca, Palma y mandato constitucional, no hace nada para que todo el mundo pueda disfrutar de una vivienda digna y lejos de procurar impedir la especulación, la fomenta, si es que no participa porque produce más ganancias que la política social.

En los tres años y medio que ha gobernado se han incrementado los precios de los alquileres habitacionales muy por encima de los salarios de los trabajadores y el precio tanto de compra como de alquiler de viviendas se ha incrementado de tal forma que, tanto uno como otro, se han hecho imposibles para mucha gente, incluso para personas con trabajo a jornada completa y su correspondiente sueldo. La ciudadanía, sobre todo la juventud que no ve la manera de independizarse y comprar o alquilar vivienda a los precios del mercado se han levantado ebn manifestación reclamando que la vivienda sea un derecho constitucional de todas las personas y no un bien con el que poder hacer negocios e inversiones y así incrementar el capital.

La alimentación, el vestido y la vivienda son tres bienes necesarios básicos y, como tales no pueden ser objeto de especulación y bien básicos garantizados para todos.

https://youtu.be/0OlH5AQgj9s?si=1UtvOIS8cRZJABZt

He already showed promise.

He already showed promise.

When Millán-Astray launched the Legion, he sought out Franco—then a major (nicknamed "Little Major" by some and "Big-Butt Paca" by others)—and entrusted him with commanding the First *Bandera* (battalion). Millán retained command of the Second *Bandera*. From the start, a relationship defined by both hierarchy and strong camaraderie developed between them, with Millán-Astray as the charismatic founder and Franco as a leader who was not always disciplined.

I say this based on the account given by Blanco Escolar in his book.

It turns out that Francisco Franco, having just taken command of the Legion's First *Bandera*, wrote to Millán-Astray asking for instructions on how to proceed with shooting a legionnaire—just like that, directly. Millán-Astray’s reply—and he was certainly no member of Amnesty International—was interesting and highly revealing: he warned that a legionnaire could not simply be executed by firing squad; such a penalty could only be applied to a deserter during open combat against the enemy. In any other case, standard procedure had to be followed: convening a court-martial, ensuring the accused had a defense, and reporting the case to the government for approval—the famous *Enterado* (official acknowledgment/authorization).

In his next written communication, Franco informed Millán-Astray that he had indeed shot a legionnaire. He was likely trying to figure out how to handle the paperwork. The reason for the execution was that the soldier, dissatisfied with the rations, had thrown his meal in an officer's face. Franco had him executed by firing squad without a court-martial or authorization from above. He even had the Legion battalion march past the corpse. That is how Franco’s history with administrative death began: not with glorious battles, but with an act of extreme discipline that foreshadowed the kind of leader he would become (responsible for ultimate treason and over 500,000 deaths). 

From the book *No había costumbre* by Miguel Ángel Aguilar

Franco i Millan Astray

Ya apuntaba maneras

Ya apuntaba maneras

Cuando Millán-Astray pone en marcha la Legión, busca a Franco, que entonces era comandante (“Comandantin” por unos, “Paca, la culona” para otros), y le confió la responsabilidad de dirigir la Primera Bandera. Millán mantiene el mando de la Segunda Bandera. Desde el principio, se establece una relación entre ellos de jerarquía y muy marcado compañerismo, con Millán-Astray como fundador carismático y Franco como líder no siempre disciplinado.

Y lo digo por lo que narra Blanco Escolar en su libro.

Resulta que Francisco Franco, recién llegado al frente de la Primera Bandera de la Legión, escribe a Millán-Astray pidiéndole instrucciones sobre cómo proceder para disparar a un legionario. Así, directamente. La respuesta de Millán-Astray, que no era precisamente de Amnistía Internacional, es interesante y muy significativa: le advierte que no se puede fusilar a un legionario sin más, que sólo es posible aplicarle esta pena a un desertor cuando está en combate abierto contra el enemigo. Para otro caso, debía seguirse el procedimiento reglamentario: formar un consejo de guerra, garantizar la defensa del acusado, y comunicar el caso al Gobierno, que debía dar el visto bueno. El famoso "Enterado".

Franco, en su siguiente comunicación escrita, informa a Millán-Astray de que ha disparado a un legionario. Seguro que lo intentaba para averiguar cómo cubrir el expediente. El motivo de la ejecución fue que el soldado, insatisfecho con el rancho, le había lanzado a la cara de un oficial. Franco le hizo fusilar sin Consejo de guerra o autorización superior. E hizo desfilar la bandera de la Legión frente al cadáver. Así empezó Franco su historia con la muerte administrativa. No con batallas gloriosas, sino con un acto de extrema disciplina que ya anunciaba qué tipo de líder sería (responsable de máxima traición y de más de 500.000 muertes).

Del libro: "No había costumbre" de Miguel Angel Aguilar

Franco i Millan Astray

Robin Hood in full in Catalan, Spanish, and English

  

Until two weeks ago, we offered the novel *Robin Hood* in serial format; now, we offer it in its entirety in three languages: Catalan, Spanish, and English. These are the latest three additions to the Arcos digital library, arriving just 24 hours after the exclusive first-time publication of the digital version of *Schools in the Balearic Islands During the Second Republic*.

https://arcmediterrani.blogspot.com/2024/05/biblioteca-digital.html

Remember that this library also houses—among more than a hundred other titles—the book *Las Escuelas de Palma en tiempos de la II República*, and do not overlook *La Breu Història de Mallorca*, a historical summary that all true Majorcans ought to know.

Robin Hood completo en catalán, castellano e inglés

  

Hasta hace dos semanas ofreciamos la novela Robin Hood por capítulos, ahora la ofrecemos completa en las tres lenguas, catalán, castellano e inglés. Son las tres últimas incorporaciones a la biblioteca digital de los arcos, justo 24 horas después de publicar por primera vez, y en exclusiva, la versión digital de las "Escuelas de las Islas Baleares en tiempos de la II República":

https://arcmediterrani.blogspot.com/2024/05/biblioteca-digital.html

Recuerde que en esta biblioteca también, entre más de un centenar de libros también está el libro "Las Escuelas de Palma en tiempos de la II República" y no olvide "La Breu Història de Mallorca", un resumen histórico que todos los mallorquines y mallorquinas de verdad deberíamos saber.

Don Melchor Rosselló: Audios: 8 talks and Conference on Don Joan Alcover

The audio recordings are in Catalan.

Don Melchor Rosselló: Audios: 8 talks and Conference on Don Joan Alcover

We have 12 audio recordings featuring Don Melcior Rosselló: 8 conversations and 4 segments from the lecture he gave in 2004 to the Retired Teachers' Brotherhood regarding Don Joan Alcover. Consequently, in the final installment of the conversations with Don Melchor Rosselló, we label it "Conversation 7 of 12"; however, it is important to distinguish between a conversation and a lecture. In conversations, there are one or more participants alongside the main subject, whereas a lecture is delivered by a single speaker.

Here, we present the 8 conversations held with Don Melchor Rosselló, as well as the four segments into which we have divided the lecture he gave on Don Joan Alcover. We have split the lecture into four parts to make listening to them in separate sessions easier; presenting the entire lecture as a single audio file would make it excessively long—over an hour. All 12 recordings—both the conversations and the lecture—were made in 2004.

Talks:

First conversation: 3:12

Actions of the Republic; Professional Teaching Plan. Teachers and instructors. The three graduating classes. Don Melchor discusses the teaching-related initiatives undertaken by the Second Republic, the professional teaching plan, the instructors from the Normal School who implemented it, the students from the plan's first three (and only) graduating classes, and his own experiences as a student in the third class.

https://drive.google.com/file/d/1zuAIE3KD5NFJVDv-Lw9KwLPVxk-j4Er3/view?usp=drive_link

Second conversation: 10:35

We continue with the same topics as the first, discussing them in greater detail: The third graduating class of the Professional Plan. The first textbooks. A contrast between the training provided by the Second Republic and that of the insurgent forces. The enthusiasm and competence of the teachers from the Professional Plan. The year of student teaching. Repeating the practicum. The happiness of one of Don Melchor’s students: "The History Lesson." Assignment to the *Escola Graduada* (Graded School). The *peraires* (wool-combers). Don Melchor’s brothers and military service.

https://drive.google.com/file/d/1WDoCKu4rM7SdM4FGQ28GXA8yZXzw5OFu/view?usp=drive_link

Third Conversation: 10:19

He continues: "Because of my brothers, I was exempt from military service, so I could dedicate myself to being a teacher. They made me repeat my student teaching. A great preschool teacher, Doña Maria y Santandreu; Olmos, García Saiz, Jaume Oliver. A debate about which teacher training plan was better: the Professional Plan or the 'Plan of '14.' Don Gabriel Viñas, Celia Viñas—many people who trained under the Plan of '14..."

https://drive.google.com/file/d/1aM8X0gyBUQ5cDGW6QcjVYvDFxch5pzwB/view?usp=drive_link

Fourth Conversation: 6:24

"I’m a bit nervous. This year (2004) marks the 150th anniversary of the births of Costa and Alcover, and 'their brotherhood of teachers' wants to hold an event to celebrate it. Last night, around 10 o'clock, Catalina Felani called me: 'Cion, are you asleep yet?' We’re going to hold a very simple event... and when they ask me to speak about the Viñedos... memories come flooding back... I think I’ll do a good job... While Costa led a very placid life, Don Joan Alcover was a man forever linked to death. Uncle. Tuberculosis. Mama Teresa was a niece of Don Joan Alcover..."

https://drive.google.com/file/d/1y0tgWn3N6EgQFzFstHmDZ7T1EOqKi9Uy/view?usp=sharing

Fifth conversation: 4:56

Continuing... "Don Joan Alcover had a brother who was a notary and quite renowned... and this young woman was the notary's daughter. I knew Don Joan—not well; I might have seen him two or three times in Santa Maria. I must have been about six years old. As a child, I used to stay with my godparents near the square in Santa Maria—right by the church. Don Joan used to come here, and very possibly, he drew inspiration for the stanza in *La Balanguera*—where it says: 'When the couple returns from the wedding / she sees and sings to their children / she sees them descend into the forge / those who now live in the cradle / in the square... / *La Balanguera* will spin.' In this painting—which I cherish—you can see the house, the square, and the street. We talk about Francisca Comes, the conversations with her, the trip to Barcelona to pay tribute to Doña Rosa..."

https://drive.google.com/file/d/1DsyJVDHIQgzwpRBW6NfqGUSm1gHwBWhd/view?usp=sharing

Sixth conversation: 11:59

Continuing... he tells us about his house in Santa Maria (his godparents' house—the one on the left in the photograph; the one on the right is the Town Hall) and about Antoni Borràs: "the first person to hold a degree in pedagogy; had he made the most of it, he could have gone as far as he wanted. Later... even Antoni Ensenyat reached out to me, but I said, 'And leave everything I have here?' I was already the head of the *Escuela Anexa* [Attached School], and the inspector, Blat Gimeno, proposed that I go to Paris for a few years, but—as you can imagine—I didn't want to leave everything I had here." At that time, I was working on *Las Rutas de Mallorca* [The Routes of Mallorca]... a young woman who was very interested in speaking with me—I told her no, that I was already retired and had nothing more to say. This went on two or three times until one day she said, "Sion, I can't do it anymore; I'll tell her to come over, and you can tell her whatever you want." That young woman was Francisca Comas; she introduced herself... He speaks of San Felipe Neri, of Father Mateu, of his visit to Barcelona with Francisca Comas to talk about Doña Rosa: "Doña Rosa is generating a lot of interest in Catalonia right now. Just as we have the retired teachers' brotherhood here, they have the 'Association of Former Students of Sa Normal'..."

https://drive.google.com/file/d/1BmB1foHSHhl1PKuLCTdUUlTBv_vawAXB/view?usp=drive_link

Seventh Conversation: 30:40

This is the first conversation we had with Don Melchor after he gave the lecture on Don Juan Alcover.

He tells me that the Brotherhood is preparing another lecture—this time on "En Costa"—but that he won't be the one giving it. We discuss the lecture he *did* give on Juan Alcover, the magazine *Quimera*, Don Tofol Serra, Don Juan Alcover's legacy, Don Pablo, and the fact that his house is now the headquarters of the "Obra de Mallorca." We also talk about Andreu Crespí visiting the home of Don Juan Alcover's son, Don Melchor's sister in Son Ferriol, and the two streets in El Molinar located very close to one another: one dedicated to Guillermo Canyellas Alcover—a passionate Francoist—and the other to Aurora Picornell, the leading figure among the "Rojas del Molinar" [Red Women of El Molinar].

https://drive.google.com/file/d/1zB0SwH0xmenTlK0XHglp1iH3l2fuWyYp/view?usp=drive_link

Eighth conversation:    59:40

Don Melchor tells us about his three brothers: the eldest, Pedro, went to France and later returned, only to face legal proceedings; the second, Tolo, had to report for duty—he went to Inca and then to the mainland, where he became an ensign and rose through the ranks; and the youngest, Juan—who was like a son to Father Cerdá—was a prodigy. He knew everything, became a navigator, wanted to go to Russia, and ended up staying there; it was a great shame, as Juan could have had a brilliant career. I was in Palma working as a teacher. I had a book here with a note that read: "first teacher's salary, December 3, 1936"... The mayor took a personal interest in the schools—much like Mayor Emili Dader. I remember when I was doing my student teaching at the *Escuela Graduada* in Palma; he arrived one day while school furniture was being unloaded. When he saw a table with a group of students, he said "no" to a formal lunch; instead, he pulled up a chair and ate the same meal the students were having. He also visited the kitchen, and after he left, we asked the cook what he had said. She replied: "He congratulated me; he told me everything was very clean and the food was excellent." "My brother died in the Battle of the Ebro (fighting for the Nationalists); he had attended the Augustinian school—which was a disaster—and had gone off the rails, so he was sent to Father Cerdà. Cerdà was a distant relative of ours and the headmaster of the school in Inca; he was deeply grateful to us because an ancestor of ours had once helped him in every way possible. He also spoke to me about Antoni Bellés Capellà—married to Rosa Satandreu, the daughter of the doctor from the village of Santa Margalida—noting that both had been teachers in Santa Margalida... and then the war broke out... the teachers underwent political purges... and all that. I was among the very first to be purged; one day someone came and said, 'Look, I have your file here,' but I told him, 'I don't want to see it; I don't want to talk about any of this—these are wounds that are hard to heal.'" We went on talking about Randa and Father Cerdà—and how he completely transformed my brother—in what was perhaps the most extensive, comprehensive, and illuminating conversation of the eight we had regarding the Civil War.

https://drive.google.com/file/d/1XtzG1P0iNOSE2kq8FkiWr8IbThRgoKP1/view?usp=drive_link 

A lecture given by Don Melchor Rosselló to the Retired Teachers' Association regarding Don Joan Alcover. He delivered it in 2004, between the sixth and seventh talks. I do not know the exact date, though the Association might have that information. Could it have been April 14, 2004?

In 2004, Don Melchor Rosselló gave a lecture on Don Joan Alcover at the Retired Teachers' Association. We have divided the lecture into four parts to make listening easier, as the full lecture in a single audio file would have been too long—over an hour. The first part lasts 17 minutes, the second 20 minutes, the third 24 minutes, and the fourth and final part 56 minutes. So, let’s begin with the first part of the lecture:

Lecture on Don Joan Alcover – Part 1 (17 minutes)

The first part—the one we are presenting today—begins with a tremendous amount of background noise from the audience. It was so loud that I used an app to remove the noise and isolate the speaker's voice. I succeeded, but Don Melchor's voice was altered so much that he was unrecognizable; consequently, I decided to leave the recording exactly as it was. This affects about the first 20 seconds, after which the recording returns to normal.

https://drive.google.com/file/d/1Q9h_m90Gidw-326KOy9BVvkt_gNqMjLr/view?usp=drive_link

Lecture on Don Joan Alcover 2. 20 minutes

To be continued...

https://drive.google.com/file/d/1n4CLNOL2zD0zBodaLqgVXFMpIemvU-eV/view?usp=drive_link

Lecture on Don Joan Alcover 3. 24 minutes

Continued...

https://drive.google.com/file/d/102OyKE484EhxcbZ9jTf62xDFt81WDnGK/view?usp=drive_link

Conference on Don Joan Alcover 4 and last. 56 minutes

Continue... and finish.

https://drive.google.com/file/d/1FR4qTcJWpxtODiRfao2X3ZCvvdkkgjWr/view?usp=drive_link  

___________________________ 

Don Melchor Rosselló: Audios: 8 charlas y Conferencia sobre Don Joan Alcover

Los audios son en catalán 

Don Melchor Rosselló: Audios: 8 charlas y Conferencia sobre Don Joan Alcover

Los audios que tenemos de Don Melcior Rosselló son 12, 8 conversaciones y 4 audios de la Conferencia que dio en 2004 a la Hermandad de Maestros Jubilados sobre Don Joan Alcover. Por eso en la última entrega que haremos de las conversaciones con Don Melchor Rosselló decimos: "Conversación 7 de 12", pero conviene diferenciar lo que es una conversación de lo que es una conferencia, en las conversaciones, además del personaje principal, hay uno o más participantes; la conferencia la da el conferenciante.

Así, aquí damos las 8 conversaciones que tuvimos con Don Melchor Rosselló y las cuatro particiones que haremos de la Conferencia que dio don Melcior Rosselló sobre Don Joan Alcover. La dividiremos en cuatro partes, para facilitar su audición en cuatro momentos. Toda la conferencia en un solo audio se haría demasiado larga, más de una hora. Los 12 audios, conversaciones y conferencia, se hicieron en 2004.

Charlas:

Primera conversación: 3:12

Acciones de la República, Plan profesional de Magisterio. Profesores y profesoras. Las tres Promociones. Don Melchor nos hablará de las acciones referentes al magisterio que realizó la II República, del plan profesional de magisterio, de los profesores de la Nomal que lo llevaron a cabo, de los alumnos de las tres primeras y únicas promociones de este plan y de sus experiencias como alumno de la tercera promoción.

https://drive.google.com/file/d/1zuAIE3KD5NFJVDv-Lw9KwLPVxk-j4Er3/view?usp=drive_link

Segunda conversación: 10:35

Seguimos los mismos temas de la primera, algo más hablados: Tercera promoción del Plan Profesional. Los primeros libros. Contraste entre la formación de la II República y la de los sublevados. Ilusión y capacidad de los maestros del Plan Profesional. El año de Prácticas. Repetición. Felicidad de un alumno de don Melchor: "La lección de la Historia". Destinado a la Escola Graduada. Los peraires. Hermanos de Don Melchor y servicio militar.

https://drive.google.com/file/d/1WDoCKu4rM7SdM4FGQ28GXA8yZXzw5OFu/view?usp=drive_link

Tercera Conversación: 10.19

sigue: "Por los hermanos yo quedé libre de hacer el servicio militar, pude dedicarme a hacer de maestro. Me hicieron repetir las prácticas. Una gran parvulista, dña Maria y Santandreu, Olmos, García Saiz, Jaume Oliver. Discusión sobre qué plan de magisterio era mejor, si el plan profesional o el plan del 14. Don Gabriel Viñas, ' Celia Viñas, mucha gente que hizo magisterio por el plan del 14, personas".

https://drive.google.com/file/d/1aM8X0gyBUQ5cDGW6QcjVYvDFxch5pzwB/view?usp=drive_link

Cuarta conversación: 6:24

"Estoy un poco nervioso. Este año (2004) se celebra el 150 aniversario del nacimiento de Costa y de Alcover y 'su hermandad de maestros' quiere hacer un acto para celebrarlo. Anoche, sobre las 10, me llamó Catalina Felani y 'Cion que ya duermes?' Y haremos un acto muy sencillo y eso... cuando me dicen hablar de los Viñedos,... recuerdos que vuelven a salir,... Yo creo que lo haré bien,... Así como Costa tuvo una vida muy plácida, D. Joan Alcover fue un hombre siempre ligado a la muerte. tío. Tuberculosis. Mamá Teresa era una sobrina de D. Joan Alcover..."

https://drive.google.com/file/d/1y0tgWn3N6EgQFzFstHmDZ7T1EOqKi9Uy/view?usp=sharing

Quinta conversación: 4:56

Sigue,... "Don Joan Alcover tenía un hermano que era notario y tenía mucha nombrada,... y esta muñeca era hija del notario. Yo conocí a Don Juan, no mucho, acaso lo vi dos o tres veces en Santa Maria. Yo debía tener unos seis años. De pequeño estuve hacia dos plaza de María a la plaza de María a mis padrinos, piensa de Santa María. la iglesia Y aquí venía don Juan y, muy posiblemente, se inspiró para la estrofa de la Balanguera, cuando dice: 'Cuando la pareja viene de bodas / ya ve y canta a sus muchachos / ve cómo descienden en la fundición / los que ahora viven en la bala / en la plaza de la / la Balanguera hilará'. Este cuadro, que yo aprecio mucho, se ve la casa, la plaza y la calle. Hablamos de Francisca Comes, las conversaciones con ella, el viaje a Barcelona para hacer un homenaje a doña Rosa...

https://drive.google.com/file/d/1DsyJVDHIQgzwpRBW6NfqGUSm1gHwBWhd/view?usp=sharing

Sexta conversación: 11:59

Sigue,...nos habla de su casa de Santa María (ca sus padrinos. La casa de la izquierda de la fotografía. la de la derecha es el Ayuntamiento), de Antoni Borràs, "el primero que tuvo de licenciado en pedagogía, si lo hubiera aprovechado habría llegado hasta donde hubiera querido, después... incluso Antoni Ensenyat llegó a yo. pero yo le dije 'y dejar todo lo que tengo aquí?', yo ya era regente de la Escuela Anexa, y el inspector Blat Gimeno me propuso ir a París durante unos años, pero yo, puedes pensar, yo no quería dejar todo lo que tenía aquí. En aquel tiempo trabajaba sobre 'Las Rutas de Mallorca',... chica que está muy interesada en hablar conmigo, le dije que no que yo ya estoy jubilado y no tengo que decir nada más, y así dos o tres veces hasta que un día me dijo 'Sion ya no puedo pus, le diré que venda y tú ya le dirás lo que quieras' Esta chica era Francisca Comas, se presentó y, piensa. Habla de San Felipe Neri, del padre Mateu, de su visita a Barcelona con Francisca Comas a hablar de Doña Rosa, "Ahora Doña Rosa despierta mucho interés en Cataluña. Allí, así como aquí tenemos la hermandad de maestros jubilados, allí tienen 'La asociación de antiguos alumnos de Sa Normal'",...

https://drive.google.com/file/d/1BmB1foHSHhl1PKuLCTdUUlTBv_vawAXB/view?usp=drive_link

Septima Conversación: 30:40

Ésta es la primera conversación que tenemos con Don Melchor después de que él diera la Conferencia Sobre Don Juan Alcover.

Me cuenta que la Hermandad prepara otra conferencia sobre "En Costa", pero que esta conferencia no la dará él, hablamos de la conferencia que si dio él, sobre Juan Alcover, de la revista "Quimera", de Don Tofol Serra, de la herencia de Don Juan Alcover, de Don Pablo, de que ahora su casa es la sede de la Obra de Mallorca", Andreu Crespí, iba a la casa del hijo de Don Juan Alcover, la hermana de don Melchor en Son Ferriol, las dos calles del molinar muy cerca una de la otra, una dedicada a Guillermo Canyellas Alcover, franquista pasional y Aurora Picornell, la principal de las Rojas del Molinar,

https://drive.google.com/file/d/1zB0SwH0xmenTlK0XHglp1iH3l2fuWyYp/view?usp=drive_link

Vuitena conversa:     59:40

Don Melchor nos habla de sus tres hermanos, el hermano mayor, Pedro, fue a Francia, después vino, le hicieron un proceso, los otros dos, Tolo, el segundo se tuvo que presentar, fue a Inca, entonces se fue hacia la Península, se hizo alferez y arriba,...y el pequeño. Juan, con el padre Cerdá como si fuera un hijo fue un fenómeno, sabía se todo, se hizo viador, quiso ir a Rusia y allí quedó, fue una lástima para que Juan hubiera hecho una carrera brillantísima. Yo estaba en Palma haciendo de maestro. Aquí tenía un libro con una anotación que ponía: primer sueldo de maestro 3-12-1936,... El alcalde se metió de las escuelas, justo igual que el alcalde Emili Dader que, cuando yo hacía prácticas en la Escuela Graduada (Palma) vino un día que descargaban mobiliario ecolar, cuando vio una mesa con un grupo dijo "no" la hora del almuerzo, se acercó una silla y se puso a comer lo mismo que comían los alumnos, también visitó la cocina y cuando se fue le pedimos a la cocinera que le había dicho, y la cocinera contestó: 'me felicitó, me dijo que todo estaba muy limpio, que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien, pero que la comida estaba muy bien. mi hermano murió en la batalla del Ebro (con los nacionales), había ido a la escuela de los agustinos, que era un desastre, y se hizo un perdido y lo enviaron con el padre Cerdà que era un poco pariente nuestro y era el director del colegio de Inca, estaba muy agradecido con nosotros, porque un antepasado nuestro es un día le ayudó en todo lo que pudo, me habla también de Antoni Bellés Capellà casado con Rosa Satandreu que era hija del médico del pueblo de Santa Margalida, ambos fueron maestros en Santa Margalida, ... y después estalló la guerra y... los meyges depurados,.. y todo esto. A mí me depuraron de los primeros de todos y un día vino alguien y me dijo, mira, aquí tengo tu expediente, le dije no quiero verlo, no quiero hablar de todo esto, son heridas difíciles de curar", Seguimos hablando de Randa, del padre Cerdà de cómo cambió totalmente a su hermano, posible, la conversación más, posible, la guerra civil, larga, completa e ilustrativa de las ocho.

https://drive.google.com/file/d/1XtzG1P0iNOSE2kq8FkiWr8IbThRgoKP1/view?usp=drive_link 

Conferencia que da don Melchor Rosselló a la Hermandad de Maestros Jubilados sobre don Joan Alcover. La dio el mismo año 2004, entre las conversaciones 6 y 7. Desconozco la fecha, seguramente la hermandad pueda saberla. ¿Podría ser el 14 de abril de 2004?

Don Melchor Rosselló, el mismo año 2004 dio una conferencia en la Hermandad de Maestros Jubilados sobre Don Juan Alcover. Nosotros hemos hecho cuatro particiones de la conferencia para facilitar su audición, La conferencia entera en un mismo audio resultaría demasiado larga, más de una hora. La primera parte de la conferencia dura 17 minutos, la segunda 20 minutos, la tercera 24 minutos y la cuarta y última 56 minutos. Vamos, ido con la primera parte de la conferencia:

Conferencia sobre Don Joan Alcover 1. 17 minutos

La primera de ellas, ésta que presentamos hoy, comienza con un trui enorme por parte del público de la conferencia. Tanto que usé una aplicación para quitar el ruido de fondo y dejar solos la voz del conferenciante. Y lo conseguí, pero la voz de don Melchor cambiaba tanto que no se le reconocía, por lo que opté por dejar la copia tal y como era realmente, Son unos 20 segundos desde el principio, a partir de los cuales la grabación se normaliza.

https://drive.google.com/file/d/1Q9h_m90Gidw-326KOy9BVvkt_gNqMjLr/view?usp=drive_link

Conferencia sobre Don Joan Alcover 2. 20 minutos

Sigue,,,

https://drive.google.com/file/d/1n4CLNOL2zD0zBodaLqgVXFMpIemvU-eV/view?usp=drive_link

Conferencia sobre Don Joan Alcover 3. 24 minutos

Sigue...

https://drive.google.com/file/d/102OyKE484EhxcbZ9jTf62xDFt81WDnGK/view?usp=drive_link

Conferencia sobre Don Joan Alcover 4 y última. 56 minutos

Sigue... y finaliza.

https://drive.google.com/file/d/1FR4qTcJWpxtODiRfao2X3ZCvvdkkgjWr/view?usp=drive_link  

___________________________ 

Les Escoles de les Illes Balears en temps de la II República

The book is in Catalan.

Schools in the Balearic Islands During the Second Republic

Today, Sunday, September 27, 2026, this book is being published for the first time in a digital format that is free for everyone. If you are particularly interested in it and do not own a print copy, I recommend downloading it to your own computer. It is currently hosted on my Google Drive, though I cannot guarantee how long it will remain there.

The print edition of the book was published in January 2015. The authors are:

Pere J. Carrió Villalonga

Manel V. Domenech Bestard

Antoni Ramis Cakdentey

Cover and zone maps: Antoni Ramis Laloux

Language editor: Amgels Estevez

This book was made possible thanks to a large group of individual and institutional patrons via Verkami. You can view the full list on pages 185 and 186. Many thanks.

https://drive.google.com/file/d/1t6WmsZi14lU7OE544Kqi2EbYGO4d0W1P/view?usp=drive_link

Les Escoles de les Illes Balears en temps de la II República

El libro está en catalan 

Les Escoles de les Illes Balears en temps de la II República

Hoy, domingo, 27 de Septiembre de 2026 se publica este libro por primera vez, en formato digital y gratuito para todos. Si alguien le interesa especialmente y no lo tiene en papel le aconsejo que se lo baje a su propio ordenador. Ahora está en mi Drive (de Google), pero no puedo garantizar hasta cuánto estará allí.

El libro, en papel, se publicó en enero de 2015. Los autores son:

Pere J. Carrió Villalonga

Manel V. Domenech Bestard

Antoni Ramis Cakdentey

Portada y mapas zonas: Antoni Ramis Laloux

Correctora lingüística: Amgels Estevez

Este libro pudo publicarse gracias a un grupo numeroso de mecenas personales e institucionales a través de Verkami. En la página 185 y 186 los puede ver todos. Muchas gracias.

https://drive.google.com/file/d/1t6WmsZi14lU7OE544Kqi2EbYGO4d0W1P/view?usp=drive_link

The OECD: Organisation for Economic Co-operation and Development

 

The OECD (Organisation for Economic Co-operation and Development) is an international intergovernmental organization that coordinates policies to improve people's economic and social well-being.

It serves as a forum where governments compare public policies, seek solutions to common problems, and identify best practices.

Founded in 1961, it is headquartered in Paris, France. It analyzes data, publishes economic forecasts, and establishes international standards in areas such as taxation, education, and the environment.

There are 20 founding countries: Germany (then West Germany), Austria, Belgium, Canada, Denmark, Spain, the United States, France, Greece, Iceland, Ireland, Italy, Luxembourg, Norway, the Netherlands, Portugal, the United Kingdom, Sweden, Switzerland, and Turkey.

Currently, the OECD has 38 member countries from various continents: Germany, Australia, Austria, Belgium, Canada, Chile, Colombia, South Korea, Costa Rica, Denmark, Slovakia, Slovenia, Spain (founding member), the United States, Estonia, Finland, France, Greece, Hungary, Ireland, Iceland, Israel, Italy, Japan, Latvia, Lithuania, Luxembourg, Mexico, Norway, New Zealand, the Netherlands, Poland, Portugal, the United Kingdom, the Czech Republic, Sweden, Switzerland, and Turkey.

The OECD organizes the PISA assessments and reports, which are conducted every three years. OECD member countries participate, as do other countries—known as partner countries—that have been admitted to participate despite not being members. The list of partner countries may vary from one cycle to the next. There are 61 participating "partner" countries (non-OECD members) from all over the world:

Asia: Singapore, Macao (China), Hong Kong (China), Chinese Taipei (Taiwan), Beijing, Shanghai, Jiangsu, Zhejiang, Indonesia, Malaysia, Vietnam, the Philippines, Thailand, Brunei, Cambodia, Mongolia, Kazakhstan, Uzbekistan, Kyrgyzstan, Tajikistan, Azerbaijan, Saudi Arabia, the United Arab Emirates, Qatar, Jordan, Lebanon, and the Palestinian Authority; Latin America and the Caribbean: Brazil, Argentina, Uruguay, Peru, Colombia, Costa Rica, El Salvador, Guatemala, Honduras, Panama, the Dominican Republic, and Jamaica; Europe (non-OECD members): Bulgaria, Romania, Croatia, Serbia, Montenegro, North Macedonia, Albania, Kosovo, Ukraine, Moldova, Georgia, and Armenia. Note: Malta and Cyprus have also participated in some editions; Africa: Morocco, Tunisia, Egypt, Algeria, Kenya, Mauritius, Rwanda, and Zambia.

La OCDE: Organización para la Cooperación y el Desarrollo Económicos

 

La OCDE (Organización para la Cooperación y el Desarrollo Económicos) es una organización intergubernamental internacional que coordina políticas para mejorar el bienestar económico y social de las personas.

Es un foro donde los gobiernos comparan políticas públicas, buscan soluciones a problemas comunes e identifican buenas prácticas.

Fue fundada en 1961 y tiene su sede en París, Francia. Analiza datos, publica pronósticos económicos y establece estándares internacionales en áreas como impuestos, educación y medio ambiente.

Los países fundadores son 20: Alemania (entonces Alemania Occidental), Austria, Bélgica, Canadá, Dinamarca, España, Estados Unidos, Francia, Grecia, Islandia, Irlanda, Italia, Luxemburgo, Noruega, Países Bajos, Portugal, Reino Unido, Suecia, Suiza y Turquía.

Actualmente, la OCDE cuenta con 38 países miembros de diferentes continentes: Alemania, Australia, Austria, Bélgica, Canadá, Chile, Colombia, Corea del Sur, Costa Rica, Dinamarca, Eslovaquia, Eslovenia, España (miembro fundador), Estados Unidos, Estonia, Finlandia, Francia, Grecia, Hungría, Irlanda, Islandia, Israel, Italia, Japón, Letonia, Lituania, Luxemburgo, México, Noruega, Nueva Zelanda, Países Bajos, Polonia, Portugal, Reino Unido, República Checa, Suecia, Suiza y Turquía.

La OCDE organiza las pruebas e informes PISA, que se realizan cada tres años. Participan los países miembros de la OCDE, y otros países que, sin ser miembros, han sido admitidos para participar, se denominan países asociados. La lista de países asociados puede variar de un año a otro. Los países "socios" (no pertenecientes a la OCDE) que han participado son 61, procedentes de todas partes del mundo:

Asia: Singapur, Macao (China), Hong Kong (China), Taipéi Chino (Taiwán), Pekín, Shanghái, Jiangsu, Zhejiang, Indonesia, Malasia, Vietnam, Filipinas, Tailandia, Brunéi, Camboya, Mongolia, Kazajistán, Uzbekistán, Kirguistán, Tayikistán, Azerbaiyán, Arabia Saudita, Emiratos Árabes Unidos, Catar, Jordania, Líbano y la Autoridad Palestina; América Latina y el Caribe: Brasil, Argentina, Uruguay, Perú, Colombia, Costa Rica, El Salvador, Guatemala, Honduras, Panamá, República Dominicana y Jamaica; Europa (no pertenecientes a la OCDE): Bulgaria, Rumania, Croacia, Serbia, Montenegro, Macedonia del Norte, Albania, Kosovo, Ucrania, Moldavia, Georgia y Armenia. Nota: Malta y Chipre también han participado en algunas ediciones; África: Marruecos, Túnez, Egipto, Argelia, Kenia, Mauricio, Ruanda y Zambia.

PISA 2026 (2025) Report

 

PISA 2026 (2025) Report, and the OECD

The PISA tests (Programme for International Student Assessment) are international educational assessments driven by the Organisation for Economic Co-operation and Development (OECD) that measure the performance of 15-year-old students. [1, 2]

Main objective:

To evaluate education systems: Neither individual students nor schools are assessed; rather, the efficiency and overall quality of the education system in each participating country or region are evaluated. International comparison provides standardized data to compare results across countries and guide public policies for improvement.

Areas assessed:

Core competencies: Reading, mathematics, and science.

Frequency: They are conducted every three years using a randomly selected sample of students (generally 15-year-olds, the age at which compulsory secondary education ends in most places).

Question types: They include practical questions designed to see how students apply knowledge and skills to everyday situations or real-world problems, going beyond rote memorization.

The tests for the latest PISA report were administered in 2025. The results were released recently, in early September 2026.

https://www.lamoncloa.gob.es/serviciosdeprensa/notasprensa/educacion-fp-deportes/Documents/2026/080926-PISA-2025-Resumen.pdf 

The complete table of PISA 2026 (2025) results is shown below:

From this table, we draw the following conclusions:

1 It is notable that the top five spots are held by five Asian countries, with China in first place; this helps explain China's growing importance in technology (it is currently capable of manufacturing electric cars that are better than American ones and much cheaper).

2 The PISA tests and the subsequent report feature both OECD countries and non-OECD countries that participated in the assessments; the latter are classified as partner countries. It is significant that the top four positions are held by partner countries with close ties to China. The fifth country on the list is the first OECD member—Japan—which is also an Asian country.

3 The highest scores, achieved by China, are:

1 China: Science: 597, Reading: 527, Mathematics: 612, Average: 579

The OECD averages are:

Science: 482, Reading: 461, Mathematics: 463, Average: 469

The European Union averages are:

Science: 481, Reading: 463, Mathematics: 459, Average: 468

Spain's averages are:

Science: 477, Reading: 451, Mathematics: 457, Average: 462

The lowest scores belong to Rwanda:

91 Rwanda: Science: 317, Reading: 301, Mathematics: 312, Average: 310.

Regarding Spain's standing within the group and within Europe: in science, it is 4 points below the European Union average and 5 points below the OECD average; in reading, 12 points below the European Union and 10 points below the OECD; in mathematics, 2 points below the European Union and 6 points below the OECD; Regarding the average across the three competencies, it stands 6 points below the European average and 7 points below the OECD average. It ranks 32nd out of the 91 countries on the overall list and 20th out of the 39 European countries included.

When looking specifically at Europe—and comparing it with key Western nations—Spain occupies one of the lowest positions; it outperforms only Luxembourg, Norway, and Greece, while trailing behind all the others: Portugal, France, Italy, Sweden, the Netherlands, Germany, Ireland, Belgium, Austria, Switzerland, Finland, and the United Kingdom.

However, Spain labors under a significant disadvantage—a heavy burden: the 1936 coup d'état and civil war, the Franco regime during Franco's lifetime, and the legacy of Francoism persisting from his death to the present day. The Second Republic had championed civic engagement, education, and public healthcare, leading to substantial growth in public education (such as reduced illiteracy and increased school enrollment) and significant healthcare development in both research and practice. Had that progress not been criminally interrupted—considering its political approach and the growth achieved during its brief existence (April 1931 to July 1936)—Spain would today stand on par with Europe's leading nations in terms of PISA rankings and GDP per capita (see https://arcmediterrani.blogspot.com/2025/07/espanya-al-si-deuropa-pib-dels-distints.html). The Republic prioritized people and citizens over privileges and the privileged—the exact opposite of the current policies pursued by parliaments and governments led by the PP or PP-Vox coalitions, which place privileges and the privileged first, leaving citizens and the general public far behind. While the Republic pursued policies centered on education and training for all—as well as the improvement and universal expansion of healthcare—PP and PP-Vox governments have dismantled public education and universal healthcare, favoring private education and private healthcare (often subsidized by public funds) that are inherently exclusive. The results are reflected in PISA reports and GDP per capita figures, with Spain trailing other European countries in both metrics.

Regarding Spain's Autonomous Communities, here are the results from the 2025–2026 PISA report (tests conducted in 2025, with results published in September 2026):

As for the Balearic Islands, while Spain’s average ranks among the lowest in Western Europe, the Balearic Islands fall short even of that Spanish average; they sit in eleventh place out of the 18 regions compared—or twelfth out of 19 if Catalonia is included. If Spain as a whole fares poorly compared to other Western European nations, the Balearic Islands fare even worse. This is due not only to the burden weighing on the entire country but also to the disastrous educational policies implemented by the PP-Vox governments in the Balearic Islands. Throughout the time we have been analyzing educational outcomes, we have consistently found that whenever policies disadvantage public education while favoring private education—across all levels, from early childhood to university—overall results are significantly lower. In science, the region scores 471 points—6 below the Spanish average, 10 below the European average, and 11 below the OECD average; in reading, it scores 449 points—2 below the Spanish average, 14 below the European average, and 12 below the OECD average; in mathematics, it scores 441 points—16 below the Spanish average, 18 below the European average, and 22 below the OECD average; and the overall average is 454 points—8 below the Spanish average, 14 below the European average, and 15 below the OECD average. These results are dismal and deeply concerning. If the Islands had responsible governments—and in three and a half years, they have shown no signs of responsibility—they would step up and adopt an educational policy completely opposite to the one currently in place.

Student exclusion rates for selected countries:

At the international level, it is observed that certain Anglo-Saxon and Nordic countries historically tend to record exclusion rates slightly above 5%, owing to their policies of integrating students with special needs or language barriers into mainstream schools.

Student exclusion rate by Autonomous Community (Spain):

This table lists the percentages for all autonomous communities for which monitoring data have been published. They are ranked from highest to lowest student exclusion rate: