The Basques do not have their own educational system today, nor do we have their own health or finance system, or what to say, their own government. That is our problem, which, being a dominated people, we have been abducted by the power to manage our own identity or control over our own, because it always tries to overthrow local institutions in order to impose its own. All the occupied States have in their territory institutions belonging to the occupant, so it is very important for these peoples to know how to make the difference between what is theirs and what is not, because at the starting point of all analyses there is this dichotomy between theirs and the others.

In our case, the most general antithesis is defined in the Basque (duna)/Spanish-French adjectives, each of which belongs to very specific entities and incompatibles.El Spanish or French are equivalent to those two nationalities, as well as to their respective territories, institutions, languages, etc. The Basque Country also expresses a nationality, that of the Basque Country, with our territories, institutions, languages and other elements, as is evident.

As can be easily deduced, there are few Basque institutions in force in the Basque Country – if we at least understand that they are the ones that we Basques design, create and govern for us. And much, on the contrary, the Spaniards and the French are the signal and the consequence of the imposition of these states. But if that is the case, do you not think it strange that almost all the institutions we have in the Basque Country are designated as Basques and that there is hardly any French or Spanish label?

Let us take the case of the Basque public school as an example. I am of course in favour of that. An education for all children of Euskal Herria, pedagogically dignified, managed by our State, public and national, and therefore valid for the children of Tudela and also for those of Ziburu. But my friends, who can see something like this in our house? The education administered here is that of Spain or France, because for the entire territory under their control the states establish a system as fundamental as that of education, and for these two dominant states, of course, also in the villages that dominate them and that want Spaniard/afrancesar radically, as it should be evident.

Giving the Basque label to organizations that really are not our own is a two-way risk. On the one hand, camouflaging exile, making the bait a devastation with the appearance of ours. And on the other hand, it covers and hides the vacuum of lack. Why will we create what we already have? The Basque public school remains to be done, because the states are the only institutions that have the capacity to create a public system, and the Euskaldunes, as we know, are waiting for it to be launched again. It is precisely with the will to fill this gap that the ikastolas emerged, a very welcome session to structure the national education system of the Basques. But what happened? If the state political structures that are to be owned by our own institutions are not activated, what has painfully shown us is that it is always recovered from the dominators.

Having a proper education system means that we offer adequate education to the needs of Euskaldunes, both in Tudela and in Ziburu. And that we have enough power to do so, well-articulated around a higher political structure. That is not yet the case. Not in the so-called Basque public school, nor in the ikastola; in Ziburu, where France continues to control education; and in Tudela, where Spain has control. Even if it is done in Basque.