Another side of this education is the highly ideal notion of actual reality which is enforced. The child is taught that school is not a particular building, but any place where there is a master to teach and pupils to learn. The character of such a place is bound to the two acts of teaching and learning, therefore, their liberty is a sacred thing. He who prevents the master from being heard, the pupils from hearing him and learning what he says, destroys such liberty. Ceasing himself to listen and to learn, he loses his quality as a pupil, therefore, if his schoolfellows kick him out or the master, to protect their liberty and their right to learn, sends him away he has nothing to say, for he has forfeited his rights by ceasing to learn. He is a pupil in as far as he is learning. It is needless to point out that in consequence of this a workman is entitled to his rights as such, only so long as he is a contributor to the productivity of the enterprise in which he is working; that a landowner is the owner of his land as far as he discharges his duty as such, which is of making such land produce as much as possible for himself, for his tenants and for the country; that a man has the rights of a citizen as long as he is conscious of his being one and discharges all the duties correlative to his rights. The Gentilian reform with Mussolini’s authority has been able to infuse a new life into the teachers of the elementary schools. They have taken their work up as an apostolate. Boys and girls know now that manual work is as dignified as any, and that it has the merit of being always in demand and being more productive than shop and office work. They are taught that they must think, when they choose a calling, of their old people whom they may have to help and of the family which they are going to create. On this particular point the success is wonderful and the author has had several opportunities of realising it. In Rome she was met by the request of a widow, the mother of four children, to recommend her eldest son 15 years old, to a senator to see if he could not find him a job as callboy. Objection was made to the choice of the job, so badly paid and so tedious, good at most for a weak or less clever lad; the recommendation, however, was promised out of respect for the mother’s choice. But the morning after the boy appeared, rather shy, and full of apologies. He had understood that the choice of the job had not been approved. Might he say what he felt about it? Then he began to unburden himself. “You know, miss, I cannot stand the notion of opening doors, answering bells and carrying trays.... I want to have a real calling.... If I am a trained workman I can go all over the world, or stay here and marry, helping my mother all along, because I can get 35 lire a day and even more. If I am a real workman ...” He made up his mind to be a printer and was introduced to a publisher.