With this group of friends they promoted and founded the Cossío School, a name chosen in memory of the famous educator, Manuel P. Bartolomé Cossío.
The stages of gestation, foundation, promotion and start-up of the Cossío School in Valencia were, without a doubt, one of the most fruitful periods of María Moliner’s intellectual and working life. The materialization of this dream by the Ramón-Moliner couple – together with the couple friends who participated in the project – served, from the outset, for their children to receive the quality education that their parents desired, following in the wake of the ile and the pedagogy that Maria had learned there.
The arrival of the Second Republic was an opportunity for María Moliner, who was already very committed and socially aware, especially with regard to education and culture. In a way, with the conception and start-up of the school in Valencia, in the 1930-1931 academic year, María Moliner – along with her husband and her group of friends – contributed to the awakening of Spanish society, which would crystallize with the proclamation of the Second Republic on April 14, 1931. This environment favored María Moliner to continue giving her best and to feed her intellectual and, above all, social and educational concerns.
And precisely having promoted and founded the Cossío School in Valencia made it easier for María Moliner to come into contact with one of the great projects of the Republican Government, in which she would participate very actively: the Pedagogical Missions, created on May 29, 1931 and dependents of the Ministry of Public Instruction and Fine Arts. This date so early with respect to the proclamation of the Second Republic – a month and a half later – shows the importance that the new republican government gave to culture and the regeneration of the Spanish people.
We find the antecedents of the Pedagogical Missions in 1881, when Giner de los Ríos and Manuel B. Cossío asked the Minister of Public Works of the first Government of Sagasta to create “traveling missions” to take the best teachers to rural areas more secluded. The idea was to send them, in groups of two or three, as “missionaries”, so that in the main localities they would gather the rural teachers and explain to them in a practical way what it was that under the conditions of the time they could do in order to improve teaching. Later, in 1912, some experiences, which were already called “pedagogical missions”, were promoted to fill the intellectual and social void with which teachers in the villages frequently worked.