SCHOOLS EXPEL FASCISM.

Cue (NZERS), Issue 9, 15 October 1944, Page 1

SCHOOLS EXPEL FASCISM.

VARIATIONS to which the education system of Italy has V been subjected during the rise and fall of Fascism are surveyed in this article, written for CUE by an Italian pastor. The change from free, uninfluenced education until it became the path to Fascism, and the recent restoration of more normal practice, are shown and readers can compare Italian and NZ schooling.

, The Italian School/ before Fascism, .was grounded on liberal principles. It knew complete freedom of conscience in matters both political and religious. No religious teaching was given in school, on the principle of the laic school which meant that the State should not interfere . with the conscience of the individual, and so could not give in public schools, teaching on a private matter such as religion. The School was divided into two main branchesthe classical and the technical. The- former branch was represented by the GinnasioLiceo, low, medium and high school and the other branch by the Technical Institute, Nautical Institute, Commercial Institute and so on. Historical Influence No attempt was made to influence the pupils, but the scientific bent of the instruction tended to create an attitude of mind sceptical toward religion. Patriotic 1 sentiments were nourished by the teaching of the history of the revival and uniting of Italy in the 18th century and by the ideals of such great men as Mazzini and Garibaldi. - At the beginning of this century education was not widespread. Illiteracy was common, especially in the South of Italy. Parents did not value ’ learning, particularly fpr . girls. One .man . refused to send his . daughters to school lest

they should learn- to. write to their sweethearts. V A big change has since occurred. The value of education has been increasingly appreciated. Illiteracy has diminished. At present almost all children go to school, and in parts of Italy parents are not satisfied with the low school, but insist on their children attending the medium and high school as well. It is hot uncommon to meet country folk whose children are graduates x of a university. This attitude has grown up spontaneously in the course of time. The only State compulsion is attendance at low school but the law has never been fully enforced, particularly in Southern Italy.

All grades of schools, have been always directly under State control. The State schools are the most numerous and important and normally only their diplomas are valid. * Municipalities, private institutions, and individuals used to be free to open schools, which when sufficiently developed and organised, could be parepgiate that is, classed as* State schools. When Fascism seized power in

Italy, the School along with every other aspect of national life, came under its influence. The influence was extended to the School’s principles, teaching, curriculum, organisation, staffing and pupils. According to the general principles of Fascism everything and everyone existed only to serve the aims of the State. The School

therefore became a tool of Fascism and was called The Fascist School. The, transformation took place through sundry reforms —the Gentile and Bottai Reforms, the Carta della Scuola (School Charter), and many laws and regulations. The School then ceased to be an institution for the spreading of pure knowledge. It became a political instrument. This was shown when -teachers and leading pupils wore badges and often the Black Shirt uniform,These were concrete indications that teachers were compelled to join the Fascist Party and had to act and speak in school according to party directives. Fascist culture was made an important subject in the altered curriculum. School books, especially on history, 1 . were given a Fascist twist. Parades of a paramilitary nature became a feature of school life. All pupils were enlisted in the Fascist Organisation, first called Opera Nazionale Balille (ONB),

and then Giqventi Italiana del Littorio (GIL), or Italian Youth of the Lictory. This was the major educational instrument, to which the School was linked and to some extent subdued. / The GIL had one branch for boys, another for girls. Children were enlisted at a tender age. Some parents inscribed their children while still babes-in-arms. Until attaining the age of six the boys were known as Figli della Lupa (Sons of the Wolf) and from six to 11 as Balilla, after a Genoese boy who started a liberation movement there. At 12 they became Avanguardisti, and at 13, Gio'vani Fascist! (Young Fascists). Finally they entered the Fascist Party., The girls passed through similar stages as Figlia della Lupa, Piccola Italiana, Giovani Italiana, Giovani Fascista.

Education became neither more nor less than the path of Fascism. This was perfectly logical. Fascism was proclaimed the highest ideal, and education could have no better task than leading youth to it.

The GIL had a threefold funcmilitary, sporting andi educational. Boys started military training at a very early age. Once

they became young Fascists they had to do pre-military service. Dodging service entailed severe penalties. This was in accordance with the Fascist principle that education must be military as well as intellectual. (Libro e Moschetto—Fascists perfetto. Book and gun—a perfect Fascist.)

Sport, the third function, was made more important than learning. During the school years, study was continually encroached upon by sporting engagements. Sports were held in the GIL fields. In May, a public mass demonstration was staged by the pupils. National and regional athletic meetings were common. Every school sent representatives. Summer camps were established. Pupils slept under canvas and took part in athletic and military exercises.

' With the fall of Fascism all this was changed. The schools needed rebuilding from their very foundation. This was not easy for it involved creating a new feeling among scholars toward the aim of education. All Fascist subjects were eliminated, curricula were radically altered, and many teachers were dismissed or left. The

GIL was abolished and the preFascist organisation was re-estab-lished, . but much uncertainty and confusion still prevails in education,; as in all departments of Italian life. ..Foundation subjects are taught in the low schools— the three Rs, Italian grammar, history, geography, science and geometry. In the medium school these subjects are continued and elaborated according to the type of school. Latin is universally taught and in classical . schools, Greek tuition is given. Foreign languages are French, English, Spanish, . and German. One of these is com- 1 pulsory *in the low-medium and two in the high-medium school French and English are the most popular choice. / - Mathematics, physics and - science are common to all schools. The amount varies according to the type of school, being highest in the Liceo Scientifico - and the Institute Industriale. Italian history is studied in the low schools, general history in the high schools and the history of art, music and philosophy in special schools. In the Scuole Magistral! where teachers for the low school are trained pedagogy is important, and in the Scuole di Avviamento Professionale (Business College) all commercial subjects are taught. Important changes can be expected when Italy has had . an opportunity to settle down after the war.

Fastest time for the 100yds in 'NZ is 9.Bsec, established on February 7, 1891, by W.T. MacPherson (NSW), at Auckland, and since equalled nine timesby four New Zealanders and two Americans. It was last done by W.J. Fitzsimmons (Hawke’s Bay-Poverty Bay) at Napier on February 27, 1937. The world record for the distance- is 9.4 sec set by Frank Wykoff in 1930 and equalled five years later by Jesse Owens. Both are Americans.

Highest radio mast in NZ is that of 2 YA Wellington, located at Titahi Bay. It stands 710 ft high. Second tallest is the 515 ft mast radiating IYA, Auckland, at Henderson. The Christchurch jand Dunedin masts, towering from Gebbie’s Pass in the Cashmere Hills and the Otago Peninsular respectively, are also over 500 ft high. ■

- Illustrations accompanying this article were copied by the CUE artist from murals decorating the interior of a school building once occupied by NZERS in Southern Italy. '