Editing Spanish Revolution of 1936 (section)

==== Problems faced ====
The problems that had to be faced had two different roots: on the one hand, there were the problems typical of a war, to which others that had been dragging down the educational sphere can be added, and on the other, those typical of the rationalist school movement.{{sfn|Tiana Ferrer|1987|p=159}}

* In the first place, it is necessary to point out the poor school attendance in Spain.{{Refn|group=lower-alpha|The enrollment rate was around 50%, of which only 70% of those enrolled attended class regularly.{{sfn|Tiana Ferrer|1987|p=160}}}} This problem was exacerbated in rural areas, where a large number of municipalities lacked schools or were in a very precarious situation, with many communities still trying to eradicate child labor.{{sfn|Tiana Ferrer|1987|pp=160–161}}
* In a sense similar to the previous point, one of the problems suffered at a general level, and in the rationalist school, in particular was the lack of trained teachers. This problem, which is inseparable from the structural lack of education, was aggravated in rural areas when it coincided with the summer vacation period.{{sfn|Tiana Ferrer|1987|p=162}} The lack of trained teachers was especially incidental in the libertarian sphere, since most of the people who were in charge of the rationalist schools were militants.{{sfn|Tiana Ferrer|1987|pp=163–165}}
* One of the problems that was tried to solve was the lack of coordination between rationalist centers. In most cases, this coordination occurred informally, on the basis of affinity and proximity. The most interesting response in this regard was the Regional Federation of Rationalist Schools of Catalonia, which planned the creation of an editorial and a Rationalist Norm. However, the federation did not have a remarkable evolution.{{sfn|Tiana Ferrer|1987|pp=166–167}}
* And finally, the scarcity of economic and material resources must be pointed out due to the need to maintain a war economy and the economic downturn to which the collectivist movement was subjected. This lack of resources was a fundamental element in understanding the lack of reorganization of the educational structure, with problems such as the lack of endowments, which was sometimes made up with the repurposing of other buildings.{{sfn|Tiana Ferrer|1987|pp=168–171}}