hecl 2-07 riunito bozza2, 3.qxp

468 Pages·2007·1.43 MB·English

HISTORY OF EDUCATION
& CHILDREN’S LITERATURE
/2 2007
II
eum
Alla memoria del Prof. Pietro Scoppola (1926-2007)
maestro di studi storici, di passione civile e di umanità
In memory of Prof. Pietro Scoppola (1926-2007)
Master of historical studies, civic passion and humanity
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Finito di stampare nel mese di dicembre 2007
ISBN 978-88-6056-026-1
«History of Education & Children’s Literature»,II,2 (2007),pp.3-6
ISSN 1971-1093 (print) / ISSN 1971-1131 (online)
© 2007 eum (Edizioni Università di Macerata,Italy)
Contents
Indice
7 Abstracts
Essays and Researches
Saggi e Ricerche
17 Katherine Maye-Saidi
The historical al-Andalus in Spanish and Moroccan secondary
school history books
45 Carlo Vecce
La scuola umanistica dall’Italia all’Europa
55 Ilaria Filograsso
Per una storia del teatro scolastico. Il contributo di Jan Amos
Komensky´
69 Honoré Vinck
«Flat nose versus point nose»: Black and White in Congolese
colonial schoolbooks
79 Patrizia Savio
I Fratelli delle Scuole Cristiane autori ed editori per la scuola
4 CONTENTS/ INDICE
101 Simonetta Polenghi
From Vienna to Milan: the Austrian reform of the Gymnasium
and its implementation in Lombardy during the Restoration,
with some data on the Ginnasio di Brera
127 Vincenzo Trombetta
Libri per gli educatori: l’istituzione della Biblioteca Magistrale
nella Napoli postunitaria
157 Anna Ascenzi
The image of Giuseppe Mazzini in history textbooks from
Italian unification to the end of World War II (1861-1945)
177 Elemér Kelemen
The reflection of the changes of the educational policy of the
19th and 20th centuries in the Hungarian educational laws
193 Davide Montino
Libro, quaderno e moschetto. Pedagogia della guerra nelle
letture e nelle scritture scolastiche durante il regime fascista
217 Roberto Sani
Educational and mass market Catholic publishing in Italy
between the two wars
239 Vitaly Bezrogov
Between Stalin and Christ: the religious socialisation of children
in Soviet and post-Soviet Russia (based on materials about
memories of childhood)
267 Valentina Oldano
Lo scrittore e il priore. Appunti per un confronto tra Gianni
Rodari e don Lorenzo Milani
291 Ilaria Mattioni
Editoria periodica salesiana ed educazione femminile nell’Ita-
lia del secondo dopoguerra. Il caso di «Primavera. Rivista per
giovanette» (1950-1979)
CONTENTS/ INDICE 5
Sources and Documents
Fonti e Documenti
315 Patrizia Morelli
Contro la “pedanteria grammaticale”. La relazione di Giovanni
Pascoli sull’insegnamento del latino nei ginnasi-licei al Ministro
della Pubblica Istruzione Ferdinando Martini (1893)
Critical Reviews and Bibliography
Rassegne critiche, Discussioni, Recensioni e Bibliografia
Critical Reviews / Rassegne critiche
373 Mario Caricchio
Se la fiala è infranta. Su Donald McKenzie, la bibliografia e la
storia
Forum/ Discussioni
393 Pino Boero, Mariella Colin
Itinerari della letteratura per l’infanzia nell’Italia del secondo
dopoguerra. Le suggestioni di una ricerca
403 Maria Cristina Leuzzi
Le mille e una notte di Shahrazàd
411 Renata Lollo
Oberlin le pasteur des Lumières. A propos d’une récente publi-
cation
419 Alberto Carli
Religion, children’s literature and modernity in Western Europe
1750-2000. A valuable text for historical research
Notices / Recensioni
427 Simona Negruzzo, L’armonia contesa. Identità ed educazione
nell’Alsazia moderna (Gian Paolo Brizzi)
430 William Grandi, Infanzia e mondi fantastici (Alberto Carli)
434 Enzo Giammancheri.Fede, cultura, educazione(Giorgio Chiosso)
434 Mario Taccolini, Vittorino Chizzolini. Le opere e i giorni(Gior-
gio Chiosso)
6 CONTENTS/ INDICE
436 Fabio Targhetta, La capitale dell’impero di carta. Editori per la
scuola a Torino nella prima metà del Novecento (Giorgio
Chiosso)
439 Dorena Caroli, L’enfance abandonnée et délinquante dans la
Russie soviétique (1917-1937) (Elisa Mazzella)
440 Grazia Honegger Fresco, Maria Montessori, una storia attuale
(Davide Montino)
443 Juri Meda, Stelle e strips. La stampa a fumetti italiana tra ame-
ricanismo e antiamericanismo (1935-1955) (Davide Montino)
443 Juri Meda, È arrivata la bufera. L’infanzia italiana e l’esperien-
za della guerra totale (1940-1950) (Davide Montino)
445 Patrizia Guarnieri, L’ammazzabambini. Legge e scienza in un
processo di fine Ottocento (Davide Montino)
448 Maria do Rosario Longo Mortatti, Os sentidos da alfabeti-
zaçao. São Paulo 1876-1994 (Davide Montino)
448 Maria do Rosario Longo Mortatti, Educaçao e letramento
(Davide Montino)
451 Francesca Dello Preite, Il fascismo e l’educazione primaria. L’e-
sempio di Campi Salentina (Michel Ostenc)
453 Francesco Soave, Epistolario. A cura di S. Barelli (Simonetta
Polenghi)
Scientific News and Activities of Research Centres
Cronache scientifiche e Attività degli istituti di ricerca
459 Agnese Ravaglia
Cultura hermenéutica y educación. The results of an interna-
tional conference in Spain
463 Marta Brunelli
Five hundreds years of the history of childhood and the family
at the Istituto degli Innocenti in Florence. Two exhibitions
«History of Education & Children’s Literature»,II,2 (2007),pp.7-13
ISSN 1971-1093 (print) / ISSN 1971-1131 (online)
© 2007 eum (Edizioni Università di Macerata,Italy)
Abstracts
Katherine Maye-Saidi, The historical al-Andalus in Spanish and Moroccan secondary
school history books.
Among the many media for the transfer of history which exist in the 20thcentury, the his-
tory schoolbook has a special status, in that it is a medium for the transfer of history used by
the majority of a society, in addition to being a type of modern day chronicle, as a form of
national history writing and, finally, as one of the most widespread media for a country’s
identification-process in a society. In these respects, the portrayal of two events (the Islamic
invasion of the Iberian peninsula and the fall of Granada) and one dynasty (the Almohads)
from the period between 711 and 1492 are examined and compared in Spanish and Moroc-
can secondary history schoolbooks. The episodes chosen are significant on the level that they
represent the beginning, middle and end of al-Andalus, while at the same time they are rele-
vant for the history of both Spain and Morocco and on other levels for both the Orient and
the Occident and Catholicism and Islam. This period offers a basis for comparing school-
books of the two countries from various points of view: the position within the books, the
length and the volume of texts related to this historical period and the choice of source mate-
rials. The results of this essay show how much remains open for further comparative research
on the Muslim and Christian perception of al-Andalus and other common history.
Keywords: Medieval history; Textbooks; Secondary School; Course programme;
Andalusia; Morocco; Spain; VIII-XVthCenturies
Carlo Vecce, La scuola umanistica dall’Italia all’Europa / The humanistic school from
Italy to Europe
The death of Guarino da Verona in 1460, is the starting point for a review of leading
figures of the “Pedagogical Humanism”, in a sort of ideal way which begins in the – only
8 ABSTRACTS
seemingly “peripheral” – town of Capodistria (homeland of Pietro Paolo Vergerio il Vec-
chio, and then of Enea Silvia Piccolomini), and goes so far as to include the entire European
cultural landscape. From Vergerio to Giovanni Conversini, to Guarino Veronese, Gaspari-
no Barzizza, Vittorino da Feltre, Maffeo Vegio, through the Humanists of the Florentine cir-
cles such as Coluccio Salutati, Leonardo Bruni and others, Italy became the heart of a real
“revolution of schools and teachers”. The social, economical and cultural changes begun
in the late Middle Age, come now to a complete realization, into the new ideal of civic life
promoted by that universal humanitas, on which converged all the suggestions of the new
age: the artes liberales (now set free from the strict medieval curriculum based on the triv-
ium and quadrivium), the rediscovered lesson of the ancients and the expansion of the
sources, and finally the new social and liberating mission of education – this all contributed
to build the homonovus, the learned and talented man, the civisof the Renaissance.
Keywords: History of education; Philosophy of Education; Modern history; Europe;
Italy; XVthCentury
Ilaria Filograsso, Per una storia del teatro scolastico. Il contributo di Jan Amos Komen-
sky´/ For a history of the school theatre. The contribution of Jan Amos Komensky´
The constant presence of the theatre in the school can be seen from the beginning, in the
same huge pedagogical building of Humanism. Then the foundations were laid of a strong,
even though controversial, combination which would have had many and exemplary
achievements, such as – for example – in the new French educational theatre of the last
forty-year period of XVIIIthcentury. The history of the school theatre must still be studied
in depth, with regards to three research directions: the institutional role played in the edu-
cational and learning processes; the practices and their evolution, from the last-year per-
formance, to a regular experience in atelier; and finally, the performed texts, from materi-
als submitted to students to those produced by the students themselves, following the jour-
ney from performance to creation, from stage re-writing, to writing itself. In this connec-
tion, the A. offers a first critical analysis of the dramatic texts of Jan Amos Komensky´,
recovering a crucial step, until now neglected both by the historiography about this author
and the history of the theatre for school. Komensky´’s dramatic writings, as well as his the-
oretic reflection on the theatre’s pedagogical value, demonstrate how he – after gathering
the humanistic heritage and the Jesuits’ suggestions – was experimenting a method and a
model which already showed, in nuce, the essential demands of modern pedagogy.
Keywords: History of education; Theatre; School activities; Curriculum subject; Prin-
ciples of education; XVIthCentury
Honoré Vinck, «Flat nose versus point nose». Black and White in Congolese colonial
schoolbooks
The A. examines the features of the colonial ideology as it emerges from the analysis of
the schoolbooks in the Belgian colony between 1900 and 1960. The leading concept of this
educational practice was the submission to the authority of the foreign conqueror, and
according to thisconcept a complex value system was elaboratedwhich has continued to
show a strong persistence also in the post-colonial period. Here some theses and tropes are
analysed, which were repeatedly stressed in the colonial education and textbooks, such as
the inferiority of the black race, supported even on a biblical basis; the intellectual, moral
and technical superiority of Whites; the qualitative differences between ethnic groups
among African themselves; the religious foundation of the concept of “authority”. The A.
ABSTRACTS 9
shows a direct link between the mentality which followed this colonial education, with the
concept of power and authority which have been characterizing the attitude of the Con-
golese politicians also in the more recent history of the country.
Keywords: Textbook; Colonialism; Educational policy; Racial discrimination; Christian
education; Authoritarianism; Congo PR; XXthCentury
Patrizia Savio, I Fratelli delle Scuole Cristiane autori ed editori per la scuola / The
Brothers of the Christian Schools authors and publishers for school
The history of authorial and editorial activities for education by the Brothers of the
Christian Schools is analyzed for the eighteenth-century period in the Piedmont area, where
their action was largely widespread. Following the mission indicated by the founder Jean
Baptiste de La Salle (1651-1719), the Lasallians were famous as expert in educational field,
and in this quality they were invited in 1829 in Turin, in order to reorganize and manage
schools and to educate teachers. From then on, the Lasallian schools quickly spread: the
Brothers begun composing many textbooks for their own pupils, since they judged the
existing one as being totally inadequate. This activity developed to the point where the
Brothers became real authors, and established relationships with printers and publishers
in the Turin area, and finally set up their own publishing house with the mark “A. & C.”.
The A. retraces the history and the steps of the Lasallians and their enterprise during the
lucky period in the Piedmont, examining in detail authors and texts from the very beginning
through to the entire XXthcentury. A special attention is given to the analysis of the school-
books’ features, which were so innovative – with regards to the form as well as the contents
– that they contributed to the development of the modern conception of the schoolbook.
Keywords: History of education; Textbook; Educational institution; Christian educa-
tion; Publishing industry; Italy; XIX-XXthCenturies
Simonetta Polenghi, From Vienna to Milan: the Austrian reform of the Gymnasium
and its implementation in Lombardy during the Restoration, with some data on the
Ginnasio di Brera
The essay aims at showing the consequences of the implementation of Austrian school
laws regarding the Gymnasium in Lombardy during the Restoration, i.e. after the fall of
Napoleon and before Unification to Piedmont (1859). In order to explain the origin of the
Codice Ginnasiale, that Vienna imposed in Lombardy in 1818, the essay goes back to
Maria Theresa’s age. Using Austrian bibliography, the A. remembers the reforms and
debates that took place in Austria from the suppression of the Jesuits to Francis II, who
eventually adopted a solution that actually retained the Jesuitic-Scolopian model. Several
issues, educational and social as well, are examined in the light of the many archival sources
analyzed (letters, class registers, etc.): from the sour point of the debate which revolved
round the figure of the teacher, whether specialized (Fachlehrer) or class teacher (Klassen-
lehrer); to difficulties faced by both teachers and pupils through changes; to social conse-
quences of the reforms, e.g. in Ginnasio di Brera and of the Liceo di Porta Nuova, where
during the Restoration Milanese middle and low classes (particularly civil clerks) kept push-
ing towards secondary education. The continuity of the teachers is also shown, who often
kept their chairs from Maria Theresa onwards, and the slowness of the introduction of lay
teachers in the Ginnasio, with difference to the Liceo.
Keywords: History of Education; Secondary school; Education System; Austria; Lom-
bardy; XVII-XIXthCenturies
10 ABSTRACTS
Vincenzo Trombetta, Libri per gli educatori: l’istituzione della Biblioteca Magistrale
nella Napoli postunitaria / Books for educators: the foundation of the Biblioteca
Magistralein Naples after the unification.
The foundation of the new Biblioteca Magistrale(Teachers’ Library) in Naples in the first
years after the unification, represents an event which is not marginal, both for the history of
Neapolitan libraries and for the history of education. The royal inspector Costantino Dalmasso
founded it in order to provide teachers with fundamental work tools, so that the library antic-
ipated the didactical-pedagogical model of the libraries which flourished at the end of the cen-
tury. The same founder drew up the complex library’s Rules, which contemplated modern pro-
cedures for management, growth and the correct use of the new institution. The initiative had
the support of the local authorities and the effective cooperation of teachers and intellectuals,
who offered financial means and an adequate amount of books, in order to enlarge the col-
lections. The classified List of Acquisitions and Donations(which is contained in the First
financial-statistical reportof 1stJuly 1863, and reproduced by the A.) is particularly interest-
ing for the general landscape of Italian school-publishing that it delineates. Noticeable is the
necessity, for the Southern school system – which is still underdeveloped – to be integrated in
the new unified educational system. Also the “strong” project of the Library emerges, that is
to provide teachers with specialized and up-to-date bibliographical materials, and oriented
towards the modern liberal culture of the new Italy.
Keywords: Teachers’ library; Textbook; Publishing industry; Educational Reform; Italy;
XIXthCentury
Anna Ascenzi, The image of Giuseppe Mazzini in history textbooks from Italian uni-
fication to the end of World War II (1861-1945)
The image of Giuseppe Mazzini and the Mazzinian movement is reconstructed as chron-
icled in Italian history texts used in public primary and secondary schools, that is to say
those textbooks which enjoyed a much wider circulation and therefore contributed far
more significantly to the creation of a collective image of the life and work of this figure.
Analyzing omissions, as well as censorship and myths, the infinite and surprising meta-
morphoses for ideological and political purposes that this historical figure has undergone,
can be followed and rebuilt through manuals of five historical periods: the first decade fol-
lowing Unification; the period from the early 1870s to the late 1880s; the last decade of the
nineteenth century; the Giolitti era; and finally the post-WWI period through the mid-1920s
and the years of Fascist totalitarianism. The scholastic texts return to us the trends of the
national historiographic point and the different projects designed to build the national iden-
tity and shape the civil and political ethic for new generations. At the same time, the history
schoolbooks witness the development process of that national pedagogywhich, in differ-
ent post-Unification periods, inspired and nurtured the teaching activity in Italian schools.
Keywords: Modern history; Textbook; Teaching programme; Political propaganda;
Italy; XIXthCentury
Elemér Kelemen, The reflection of the changes of the educational policy of the 19th
and 20thcenturies in the Hungarian educational laws
Starting from the premise that the legal regulations occupy a significant position in the
system of the means of governmental intervention in matter of education, and at the same
time reflect the development of the relevant political views and educational policy of a