— w 4,6 ITALIAN EDUCATIONAL POLICY TOWARDS MOSLEMS IN LIBYA 1911 - 1922 by Leonard Alban Appleton a thesis submitted for the degree of M.Phil.in Education King’s College,University of London,1979 ProQuest Number: 11015593 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11015593 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 To Joe and Agnes Allen ’’Things and actions are what they are,and their consequences will be what they will be : why then should we desire to be deceived ?" - Bishop Butler. "Politics gave life to the colonisationjpolitics ultimately strangled it." - Claudio Seqre,Fourth Shore,p.182 "Only the thought that emerges from Islam,which is a true expression of Arabism,humanitarianism,socialism and progress,should prevail." - Muammar Gadafi.The Third International Theory "Cling one and all to the faith of Allah and let nothing divide you...." - The Koran.Sura III('The Family of Imran*),verse 103 ACKNOWLEDGEMENTS In the writing of this thesis,lam particularly grateful for the advice and assistance of my supervisor,Professor Kenneth Charlton of King's College.Iam also indebted to Mr. Kalifa Bazelya,Cultural Counsellor at the Embassy of the Socialist People's Libyan Arab Jamahiriya,London;and Dr. Ali Howat,Dean of the Faculty of Education at the University of El-Fatah,Tripoli,Libya where I originally commenced work on the project,while teaching at the Un­ iversity between 1973 and 1976. Although it is,unfortunately,impossible to individ­ ually thank all those who helped in the development of this work,I must particularly thank my parents,along with Julian,Martin and Jennifer Peach for their unfailing support and-;encouragement,especially in times of hardship and difficulty.Also,Dr.J.A.Allan,F.R.G.S. of the School of Oriental and African Studies, London; Signor a G.Borghe’se of the Istituto Italiano Di Cultura,London;Ambassador Renzo Rota of the Ministero Degli Affari Esteri,Servizio Storico E Documdntazione;Signor Francesco Attilio Scag- lione»of the Ufficio Studi Del Ministero Dell'Africa Italiana;archivist,Dr.Mario Gazzini of the Comitato per la Documentazione delle Attivita Italiane in Africa,Rome; and the staffs of the Archivio Storico e Diplomatico,the Archivio Centrale dello Stato,the Istituto Italiano per 1'Africa,Rome,the Castle Archive and Library,Tripoli,the Maraff Repository,Tripoli,the British Library and the Library of the School of Oriental and African Studies, London.Finally,I must thank Mrs Renata Sewel for her patience in attending to my queries upon the finer points of the Italian Language. CONTENTS Abstract......... ••....•••••.•..•••••••••6 Abbreviations.. ......... .7 \ No t e ......................................................... 8 Chapter One Italian Colonial Policy and Libya........ 9 I. Central Aims and Strategy; II. General Determinants. Chapter Two Direct Rule and the Government Schools 1911-1919................................... 26 I. Introduction; II. Education and the transition from Turkish to Italian rule 1911-1913; III. Bertolini’s formulation of the : official policy 1913-1915; IV. Gaspare Colosimo's attempt at reformulating the Bertolini premise 1916-1919. \ Chapter Three Direct Rule and the Libyan Schools 1911-1919........................ 65 I. Introduction; II. Italian policy and the Koranic schools; III. Whether to establish a Medersa in Libya ? IV. Policy towards professional education and the School of Arts and Crafts in Tripoli. Chapter Four The Conceding of a Protectorate and the Orientalist Policy of fAlfonso Naiiino 1918-1919 . .t ... ..... .96 I. Introduction; II. Arab opposition to the governments educational policies; III. Nallino's development of an orientalist policy; IV. The educational provisions of the Fundamental Law of Tripolitania (R.D. June 1919,N.931). Chapter Five The Conceding of the Protectorate and the Policy Accommodation Developed by j Rodolfo Micacchi 1918-1919.......... 130 I. Introduction; II. Micacchi*s mission of 1919 and his defence of the Italo-Arab schools; III. The third theorysMicacchi's concept of accommodation; IV. Micacchi's proposals for implement­ ing the Statutes of Libya. Chapter Six The Establishing of a Protectorate in Cirenaica and the Final Formul­ ation of Liberal Educational Policy (R.D.Feb.1922 and D.M.14 Sept.1922), 1919-1922 158 I. Introduction; II. The formulation of Arab aims and the emergence of an Arab policy; III. The Parliament of Cirenaica;and the educational commission author­ ised by the Treaty of El-Ragima; IV. The scholastic ordinance of Cire- naica(R.D.5 Feb.1922,N .368)and for Tripolitania(D.M.14 Sept.1922,N. 606). Chapter Seven Arab Reaction to the Statutes of Libya in Tripolitania:the Failure of the Ed­ ucational Provisions of the Fundamental Law,1919-1924............................ 192 I. Introduction; II. The survival of the Italo-Arab Schools; III. The" decay and collapse of prof­ essional education; IV. The Secondary sector and the needs of Libyans provisional efforts at setting up an Islamic University. Chapter Eight Preparations in Cirenaica for Implem­ enting the Fundamental Law:1919-1921; a Period of Reassessment and Reorient­ ation. ................. 230 I. Introduction; II. The condition of the schools and Micacchi's mission of 1919; III. Initial action at reforming the schools in accordance with the Fundamental Law. Chapter Nine The Implementation of the Fundamental Law:1921-1922;A Year of Change and Expansion •••••••.••....... 268 I. Introduction; II. The Reformed Kuttabs; III. The new Arab elementary schools; IV. Schools of education and work; V. Professional education; VI. Arab secondary education:the idadia at Bengasi and Derna; VII. Condominium and the question of supervision and control. Chapter Ten Final Recapitulation and Conclusion...309 Bibliography, 324 Appendices.• 338 11. Statistics: ^ A)Relating to educational provision for Italians and non- Italians attending the Italian scKools all"estero in Tripolitania prior to 1911; B)Relating to educational provision for Libyans and other Moslems in Tripoli before 1911; C)Relating to educational provision for Moslems and non- Moslems in Tripolitania and Cir­ enaica between 1911-1922; D)Relating to educational provision for Moslems in Libya in the final school-year of the Italian occupation,1939-40; E)Relating to financial prov­ ision for the educational service in Libya during the school-year 1922-1923; F)The objectivity of the statistical material before 1943* ABSTRACT Libya has remained a, relatively neglected field for academic historians since the collapse of Italy’s African Empire in 1943.This is particularly the case with regard to the effect of colonial rule upon the indigenous pop­ ulation itself.In seeking to examine,through the use of the surviving secondary sources and the available archival material,the effect of colonial policies in education upon the Moslem population,it is hoped that a start has been made in opening up this important area to the mind of the historian. After a brief background chapter dealing with Italian colonial policy and its chief determinants,there follow two chapters which examine the initial policies of Italian rule in respect of the indigenous institutions and the government’s own schools.The main policies of Italian rule,however, are examined in chapters four,five and six, for in the period 1919-1922 Italy was confronted with the need to formulate an educational policy for Libya,which made sense in terms of the overriding concern to avoid a further colonial war in the country.Nationalist determinat­ ion to avoid conceding Italy’s colonial future in Libya for the sake of a temporary truce with the Libyan Independence Movement causes the Colonial Ministry to take a long hard look at the existing policies and their possible political implication for the future.As a result the educational pol­ icies that characterise Italian educational activity under fascism emerge. Chapters seven,eight and nine deal with the government’s attempt to implement the educational policies of the Fund-, amental Law of 1919 in both Tripolitania and Cirenaica.The concluding chapter deals briefly with the main strands of fascist policy,which are telescoped for the remaining years of colonial rule,to provide the necessary educational pers­ pective upon the period as a whole. ABBREVIATIONS : A.C.S.- Archivio Centrale Dello Stato,Roma. A.P.CvD.- Atti Parliamentari Camera dei Deputati. A.S.M.A.I.- Archivio Storico ex-Ministero dell?Africa Italiana(Ministero degli Affari Esteri),Roma. B.M.A.- British Military Administration. B.U.C.- Bollettino Ufficiale del Ministero delie Colonie e successivamente Bolletino Ufficiale del Ministero dell'Africa Italiana. B.U.Cir.- Bollettino Ufficiale del Governo della Cirenaica. B.U.L.- Bollettino Ufficiale del Governo della Libia. B.Pers.- Bollettino del Personale del Ministerp delle ... Colonie. _ B.U.T.- Bollettino Ufficiale del Governo della Tripolitainia BUST.* Bus tar - _ C.D.I.A.- Ministero degli Affari Esteri,Comitato per la Documentazione delle