«Povere vecchie semianalfabete, poveri ruderi umani»: le maestre d’asilo agli inizi del Novecento

This paper examines the role of infant-school teachers in the early twentieth century, focusing on whether the earliest training programs introduced between the Giolitti Era and the rise of fascism enhanced their professional competence. It also considers the knock-on impact of this training on the quality of education and teaching in nursery schools. To this end, particular attention is paid to a source often overlooked in educational historiography: contemporary education and schooling journals. Indeed, from the 1800s onward, these publications played a crucial role in disseminating teaching methods, transmitting values, shaping teachers’ lifestyle choices, and supporting their professional development.