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European Heritage Classes

PUBDGIV061 proceedings Colloquy

Chateau de Maisons-Laffitte (France) 7-9 October 1992

Cultural heritage, No. 34

European Heritage Classes

proceedings Colloquy organised by the Council of Europe and the French Ministry of National Education and Culture, in collaboration with the Caisse nationale des monuments historiques et des sites Chateau de Maisons-Laffitte (France) 7-9 October 1992

Cultural heritage, No. 34

Council of Europe Publishing, 1995

French edition: Classes europtennes du patrimoine ISBN 92-871-2795-6

Council of Europe Publishing Council of Europe F-67075 Strasbourg Cedex ISBN 92-871-2796-4 Council of Europe, 1995 Printed in the Netherlands

CONTENTS

Introduction

Opening session Alain AUCLAIRE, Director of the National Office of the Caisse Nationale des Monuments Historiques et des Sites Christian DUPA VILLON, Director of Heritage, French Ministry of National Education and Culture Jos6 Maria BALLESTER, Head of the Cultural Heritage Division, Council of Europe Georges LEMOINE, Deputy Mayor of Chartres, Member of the Parliamentary Assembly of the Council of Europe

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First session: what are European Heritage Classes? European cultural identity through European Heritage Classes Gabriel MUTTE/Jean HAREMZA

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Second session: educational aspects of European Heritage Classes Interdisciplinary and interculturalism: important factors in the fight against failure at school Franz-Karl WEISS Combating the exclusion of disabled, disadvantaged and problem children Renato DALLA COSTA Heritage, environment and education: the European dimension Daniel DEMEULENAERE

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Third session: the cultural heritage: an ideal educational tool Archaeological heritage Serge GRAPPIN

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Architectural awareness in European Cultural Heritage Classes in primary and secondary education (As example: baroque architecture) Goniil ONEY "Art Nouveau" Experience Michele LE MARINEL-CAMBIER Heritage and environment Mikko MANSIKKA Enlarging the sphere of activity Lasl6 AGOSTHAZI

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Fourth session: setting up a European Heritage Class Joint training courses, training of intervening parties Alain RIFFAUD Preparation with the pupils at primary level Derek REID Preparation with pupils at secondary level Maria Dolors DURAN i de GRAU , 73

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Fifth Session: partnerships, funding and objectives Ministry The French experience: heritage classes, workshops, and new forms of action Jean-Michel AGNUS Local Authorities The Council of Europe's Standing Conference of Local and Regional Authorities of Europe Jean SALLES A three-way exchange Jean-Jacques HOELI'AEI'E

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Foundation The King Baudouin Foundation Martine WILLE Council of Europe Partnerships, funding and objectives Gian-Willi VONESCH

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Cultural organisers Heritage classes at the Grand-Hornu Eco-Museum Marinette BRUWIER Archaeology in the museum - Archaeology in the town Barbara THEUNE-GROSSKOPF The Association for the Cultural Heritage and its Pedagogy (APCP) Dany TESTAS-DESJARDIN Cultural Heritage Classes in the Aquitaine Region Fre"de>ic BERTHAULT

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Closing session The Development and Training Department of the French Ministry of Education and Culture: making artistic and cultural heritage more accessible to school children Daniel CHEVIGNY Conclusions Franchise JURION DE WAHA Recommendations

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145 151

Appendix List of participants 155

INTRODUCTION

European Heritage Classes constitute a new and successful type of school exchange, based on themes related to the cultural heritage of the place where they will take place. They are proper classes, activities conducted during school hours, which consist of longterm global educational projects and involve a partnership between education and culture. The classes derive from the "classes du patrimoine" created in France in the early 1980s, from an initiative taken by the Ministry of Culture in partnership with the Ministry of Education and from the "Rhin sans frontieres" operation (April/May 1989). This was the first European Heritage Class officially organised as such. It was an operation which interested the media and was special, symbolically stressing the fortieth anniversary of the Council of Europe under the patronage of its Secretary General. Since 1990, within the Council of Europe, a group of specialists has been entrusted with the definition and implementation of the activity "European Heritage Classes" and has met regularly since then. This Colloquy marked an important stage in their work : its aim was to inform and create awareness amongst political and administrative decision-makers and people in positions of responsibility in the educational and cultural fields, with a view to taking stock of the present situation and studying future possibilities. This approach allowed a consideration on the most appropriate means for helping the running and the organisation of this kind of classes in the future.

OPENING SESSION

Alain AUCLAIRE Director of the National Office of the Caisse Nationals des Monuments Historiques et des Sites

I have great pleasure in welcoming you to this Colloquy on the European Heritage Classes, held in a Chateau which is owned by the French State and run by the National Office of Historic Monuments. For several years now, various ways of presenting heritage to different groups of people have been developed. This Chateau is used for many events and a wide variety of activities. It is open to the public and welcomes visitors. Lastly, and here I come to the subject of our colloquy, it is a monument to which for over ten years teachers and their classes have come for heritage workshops. The National Office of Historic Monuments pioneered this kind of teaching activity in three monuments: Arc et Senans, Fontevraud and Villeneuve les Avignon, in the early 1980s. Similar teaching activities were subsequently organised throughout France by the State Education Service and then by local authorities, the latter through agreements with towns of artistic and historic interest (Villes dart et d'histoire). So, for more than ten years, teaching work has been one of the National Office of Historic Monuments' foremost concerns, and this has enabled us to acquire a fairly wide experience in this field. Nowadays, the National Office of Historic Monuments' work mainly involves organising heritage workshops. Our current goal is to encourage people to contemplate, discover and learn about all aspects of heritage. For monuments offer the chance to learn about all kinds of things, such as history and architecture and they also foster links between people from different groups and nationalities. Some eight million foreign visitors (in addition to French visitors) visit our monuments every year and are often sensitive and imaginative in their expectations. Responses of them are crucial, since they transcend nationalities. The momentum created by the European Heritage Classes should enable children to discover space physical as well as mental and intellectual space - which promotes communication and learning, encouraging them to discover the past in other ways as well.

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Christian DUPAVILLON Director of Heritage, French Ministry of National Education and Culture

Minister, Secretary of State, Mr Chairman, Ladies and Gentlemen, allow me, in my capacity as Director of Heritage at the Ministry of Culture, to welcome you to this Colloquy on European Heritage Classes. I would like to thank the Council of Europe and you, Mr Chairman, for taking this initiative at a time when a cultural Europe is being built and heritage is taking its rightful place in this construction, thanks to links between countries. I would also like to thank Georges Lemoine who very generously agreed to chair this Colloquy, because as the Mayor of Chartres he takes a keen interest in heritage and because his town organises heritage classes. Both political and cultural dimensions to Europe are in the process of being built and it is vital to take practical steps in order to overcome hesitation and doubts. This is another reason why heritage classes are extremely important. The most decisive factors for European heritage are legislation, skills and funding. Unfortunately, far too often, skills come after legislation and funding. By skills, I mean the skills of professionals working in the heritage and conservation field, but also those of the general public, including schools education and training. I would like to see, in the years to come, training being given priority in our societies. Legislation is often accused of being too cumbersome when it exists, and inadequate when it doesn't. It is often said that to restore and protect heritage is first and foremost about resources. Personally, I think what counts more than anything else is awareness, skills, and knowledge. I think that heritage classes play a key role in building up skills, because they are an introduction to heritage. It is fairly surprising to see that heritage is not an integral part of training in schools and is not widely used in education. I have often asked the head architects of historic monuments in France to open sites to school classes and to talk to children. Experiment in this area have been conclusive. In this respect, European heritage classes show enormous potential. If we could establish a network of these classes through a structured and, if possible, institutionalised organisation, it would be a great step forward, not only in terms of increasing awareness but also for safeguarding heritage itself.

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I remain absolutely convinced that it is not through millions of Dollars, Deutschmarks or Francs that we will protect heritage. Rather it is through knowledge, teaching as well as scientific and technical skills. Children have an important role to play in communicating to the general public the problems of protecting heritage. Once children have been introduced to the subject, their awareness raised, and they have seen and understood the problems presented by materials, they themselves become extraordinarily good at communicating this to those around them. My hope, therefore, is that our discussions here will promote these classes as a key element in Greater Europe. I hope that by listening to the wide variety of experiences of heritage classes organised by skilled teachers, the importance of heritage, and of protecting and safeguarding all that constitutes the common memory of our respective countries (cathedrals, castles, skills) will become clear and, for this, I count on the young people attending the classes.

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Jos Maria BALLESTER Head of the Cultural Heritage Division, Council of Europe

On behalf of the Secretary General of the Council of Europe, Catherine Lalumiere, and the organisation as a whole, I would like to thank the organisers of this Colloquy on European Heritage Classes. In particular, I would like to thank the French Ministry for Education and Culture and the French National Office of Historic Monuments and Sites, who are hosting this event today in a fine example of French cultural heritage, the Chateau of Maisons-Laffitte, which is itself used for heritage classes. It is now three years since President Francois Mitterrand honoured us with his presence in Strasbourg at one of the first experiments in European Heritage Classes "Rhine without Frontiers", organised for the 40th anniversary of the Council of Europe. I should point out that heritage classes are a French initiative which, in time, have acquired a European dimension, a stimulus for further action throughout Europe. This is borne out by the enormous number of communications and the variety of themes appearing in the programme for this colloquy, in which, for the first time, heritage classes will be debated at the level of Greater Europe. Having received the political support of Ministers responsible for cultural heritage, who met under the auspices of the Council of Europe in Malta in January of this year, allow me to remind you, before you start, of the issues involved and of the timeliness of your debate. The process of European construction and the events which have occurred in the countries of Central and Eastern Europe present us, as Europeans, with a historic responsibility, that of building in this geographic, political and cultural space a wide community of States, which is already called Greater Europe. But this construction, as we know and see day after day, will not be without upheavals or risks. Varying pace of change, lack of solidarity, internal upheavals in what we call Western Europe, the urgent situation in what we call Central and Eastern Europe, the inclination, always dangerous, towards nationalism and intolerance - as well as violence - make it necessary for us to try to act cohesively. Now, we know that both political and social cohesion, as the recent report on the future direction of cultural cooperation which you have been given said, are only possible in this society which sets out to be democratic and multi-cultural, if mentalities and behaviour are developed, ie through culture and education, through developing identities as well as the sense of belonging to a common civilisation. If there is a lesson to be drawn from the disturbances presently affecting Europe, beyond the obvious political, economic and social interpretations, it is the necessity of developing a European dimension of education, of making young people more acutely aware - as the Director of Heritage said in his speech - of the values of European

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construction at both the level of the Twelve and at a pan-European level which now corresponds to the Council of Europe. This dynamic process of European classes must be consolidated and encouraged, while giving it a pan-European impetus worthy of this historic moment. It is equally important to bring these classes into line with other existing initiatives, such as the European Cultural Routes, European Heritage Day, European Schools Days and other school exchange programmes. European heritage classes are remarkable for their capacity to develop links between educational organisations and schemes for cultural co-operation in different fields and the fact that they are based on heritage. I cannot stress enough the tremendous teaching potential of heritage, a tool for discovering identity and rediscovering collective memory. If we analyse the value of this cultural identity, we see that it is the most visible and the most rapidly observed aspect, which shapes our living environment every day, and which is often the basis for our collective memory and references which are peculiar to each community and each area. Clearly heritage is the best embodiment of all these values and references. I shall finish by pointing out that if heritage is to be a key tool in the search for identity, it is important for this search to be educational. For a common cultural identity, as we understand it at the Council of Europe, means of course an awareness of common experience, and a shared heritage and past. But it also means the political will to plan for the future.

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Georges LEMOINE Deputy Mayor of Chartres, Member of the Parliamentary Assembly of the Council of Europe

First of all, our colleague Mr Jean-Louis Luxen, who was to have chaired this colloquy, is unfortunately unable to attend and sends his apologies. Thus, the honour and pleasure of being with you this morning falls to me. Let me begin by saying that the Council of Europe is to be commended for having taken a number of joint initiatives with France which, in the years to come, will make it possible to strengthen the cultural links between our countries. As the Director for Heritage pointed out, these initiatives are more than simply a question of money. I think that it is important to say straight away that the Council of Europe has a budget of only 680 million Francs, ie twice the budget of the town of Chartres. Therefore, we should not look on the Council of Europe as an institution with the financial resources with which to support a large number of projects. On the other hand, it in the realm of ideas and initiatives, it has an extraordinary influence. I think that Mr Ballester made this point excellently a moment ago. As Mayor of a town which possesses, I cannot help thinking, if not the most beautiful, at least one of the most beautiful cathedrals in the world, and which is lucky enough to be twinned with Ravenna in Italy, and Speyer am Rhein in Germany (three towns which UNESCO has listed as world heritage sites), I try to focus on the European dimension of heritage. I never miss an opportunity to point out that of the two great bishops who have distinguished the history of Chartres, one was an Italian and the other an Englishman. Chartres cathedral has a European vocation. It was in Chartres that Bernard de Clairvaux called on the pious to undertake a crusade and in Speyer am Rhein several years later, and well before us, he first established twinning between the two towns. A Count of Chartres was posted to Ravenna. It is clear that the history of our town is also the history of Europe. Moreover, through twinning arrangements, we take care to ensure that young people from different European towns who come to Chartres are able to participate in heritage classes. These classes have, above all, a departmental vocation. We have transformed empty rooms in a secondary school into classrooms and a meeting place. Groups of pupils come for a week at a time and take part in activities in the cathedral, the museum and the International Centre for Stained Glass. In 48-hour segments, they are taught the basics of stained glass making, after having looked around the cathedral, then after a visit to the museum (itself the former Episcopal palace), we try to give them an idea of what life was like in the area around the cathedral. This type of teaching is of the utmost importance at the moment - a contribution on this topic is planned - at a time when attempts are being made to develop an integration policy for children from different cultures.

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Children whose culture is Islamic need a different kind of presentation and examples in order to understand what a cathedral is. If we had sufficient resources, I would like to send pupils to see the Giralda in Seville, then take them to Marrakesh and explain that both are the work of the same architect. I would also like to be able to show them Cordoba and let them see how one town can have a magnificent mosque as well as one of the most beautiful cathedrals. The architecture of monuments is a means of communicating which makes possible an approach which is sensitive to the idea of European heritage and to a sense of collective responsibility for protecting it. I think that the most fruitful period for European identity was the Middle Ages. Undoubtedly, it was during these two or three centuries that European thought was really established. It was then that the Greek and Roman heritage was fully integrated. Bishop Fulbert, who founded what came to be called the Chartrcs School, whose intellectual influence endured for more than two centuries, reiniroduced Greek philosophers into theology. Those familiar with the cathedral of Chartres will know that it has a portal dedicated to the seven liberal arts, an idea borrowed from Greek and Roman heritage. For example, there was a Bishop of Chartres, whose correspondence was recently published in the United Slates, whose disciples used to call him Socrates. This is one example, and a particularly important one for us, of what the town of Chartres represented, above all a certain idea of culture in the year 1000, a great synthesis of European thought and, undoubtedly, another conception of the world. This is (he message that must be communicated to children. 1 have another interpretation of what arc called the great pilgrimages. Chart res was on the pilgrim route of Santiago of Compostela and. as we know, the Council of Europe has taken the initiative of highlighting the great pilgrim routes. Both we and the Mayor of Speyer thought that on each of the large sites we could put a statue of the pilgrim Saint James of Compostela. a different one on each site, but each one representing the same man. Contemporary sculptors could also be commissioned to work on a unifying theme, following the progress of Saint James of Compostela across Europe. I would like to draw attention to another interpretation of the Crusades, one which does not concentrate exclusively on their war-like nature or on the conquest of Jerusalem, but which also sees them as the discovery of another civilisation, and as all that the discovery of the Middle East contributed 10 the Western Renaissance. This is the spirit in which we wish to undertake historical heritage classes. But classes must also focus on the modern world and tench young people to protect heritage - not to mindlessly carve "I love Francoisc" onto a fragile stone. The day when all of them realise that it would be better to send Fran?oisc a postcard, we will have started to protect heritage. It is also important to learn how to manage access. At the moment, we arc caught up in a way of thinking that could be fatal for heritage. For. the more we extol the benefits of discovering heritage, the more we put it at risk. Everyone knows that the cathedral of Notre Dame in Paris has 7 million visitors a year. Chanrcs still only has 2 million, but we have almost reached saturation point, because

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the more the general public flocks to monuments, the more difficult it becomes to protect them. My last point is one with which I know the Director of Heritage agrees - we share the determination to curb the use of cars around great monuments. I think that we should explain to the generations of children to whom it will fall to protect this heritage that a great monument must be visited on foot and that the visit itself is the reward for this. Of course, I cannot resist summing up by reminding you that, traditionally, people walked to Chartres from Paris. I often say to victims of our civilisation who want to see many things and who are in a great hurry that if it was possible, in a single day, to spend a quarter of an hour in front of the Louvres, looking at the pyramid designed by I.M. Pei, and half an hour in the great courtyard at Versailles, then twenty-five minutes looking at the stained glass windows in Chartres cathedral, and then end the day with a last quick look at Chambord, before sunset, you would have the impression of having seen many things. This is the sorry state of affairs in which we find ourselves today. The more we open monuments to tour operators, the more people will think that the best tour is the one packed with the most visits. I am firmly opposed to a conception of culture which is essentially a kind of "cultural fast food". Let those who are in a hurry go and see reproductions of monuments, but monuments themselves are a reward and visiting them has to be earned. I think that this has to be explained to children, as soon as possible, because we need them to explain it to their parents. Thank you. Allow me to finish this official opening by talking about someone whom some of you knew well. I would like to end with his name. Jean-Pierre Moisseaux, who died in 1991 and who, through his work for the French National Office of Historic Monuments and Sites devoted his all-consuming passion and remarkable courage to heritage classes and training. Some of you will remember the colloquy on young people and the heritage of monuments, which he organised for UNESCO in 1989. To all those who did not know him, I would like to say that he would have made an extraordinary contribution and I would like to pay tribute to his memory.

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FIRST SESSION: WHAT ARE EUROPEAN HERITAGE CLASSES?

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European cultural identity through European Heritage Classes Gabriel MUTTE/Jean HAREMZA

I am sorry that Mr Mutte cannot be with us today because he is a man whose warmth enthusiasm and sense of mischief are extremely infectious. As for me, my role is simply to read his paper. I do, however, have a right to claim to replace him, because I also run heritage classes in the Royal Castles of the Val-de-Loire (Chambord, Chaumont and Blois, where I come from). I have also been the headmaster of a school for 39 years and been involved in the kind of teacher training advocated by Mr Dupavillon. Lastly, I know Europe very well, having travelled widely and visited the places mentioned by Mr Lemoine. Having perhaps said a bit too much about myself, because I am keen to demonstrate my interest in Europe and the issues which will be discussed here, I come to Mr Mutte's paper. First of all, it is difficult to talk about a European identity at a time when our urban world advocates attachment to our native country, a return to our roots and when nationalism is reviving in central Europe. Secondly, how are we to define European heritage and how should European heritage classes be organised and designed? As Mr Lemoine has already said, the identity of Western Europe has been shaped by three factors: the Greek-Roman influence, the Judeo-Christian civilisation of the Middle Ages and lastly modern technological developments. These factors have brought about a unity of landscapes, societies, and mentalities which has endured until the present day. It is fair to talk about a unity of a certain kind of civilisation, based on wheat and vine growing and good food. There was also a complementarity of academic life between countries in which Latin was spoken by scholars and educated people. Students could start their studies in Prague and then continue them in Paris, London, Augsburg, Milan or Seville. Could they do the same today, considering the language barrier? In the age of classicism, French was spoken in all educated societies in Europe, including Russia. At the time when countries were fighting each other, their cultures were developing hand in hand. On the other hand, after the French Revolution as notions of individual liberty evolved, national values and the right of countries to break away from outside constraints and patronage reasserted themselves. Nowadays, the situation has come full circle, and it is the technological world which is the basis for a new kind of unity in Western Europe: overindustrialised and overdeveloped - perhaps false but reflected in the same tower blocks, electronic communication systems, youth music, and even the same attitudes of revolt or nostalgia. Secondly, we should try to define how European heritage classes are to be designed and organised. Even if it is not possible to devise a model suited to all countries, we can at least establish a few pointers. First of all, there are schools, though it is unfair to talk about schools on their own, since culture and schools are complementary and indissociable. Teaching aims and methods are practically the same everywhere. The

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aims are to introduce children to culture and to inspire a love of it, as well as to train European citizens to identify themselves with this newly established Europe. Teaching methods are also obvious everywhere. When the initial work is done in the classroom, it is reinforced - and this is the decisive point - during field work which should, in turn, be consolidated back in the classroom. How do children perceive a monument, either in their own or in another European country? They are bound to be enthusiastic, enraptured and dazzled, rather amazed. Children are struck by the beauty, size or strangeness of the place. This is not an intellectual response, but an entirely instinctive and emotional one. Children only develop a feel for a place if their imagination has been stirred, inspired by what they have discovered. Although the approach will vary from one country to another, it always aims to foster an intellectual and emotional awareness. Nevertheless, in European classes, German teachers will be able to convey their knowledge to young Italian students, as soon as these young people start communicating with each other, as long as these meetings stimulate discussion. Emotional shock often prompts communication - a possibility that young people should discover and share, through heritage studies, international exchanges and casual encounters or organised meetings. For heritage is an aspect of cultural work which is instantly associated with self-expression and communication. Our aim here is to develop these faculties, in order to bring about European rapprochement by involving young people in this process and by helping them to communicate with each other, at a time when borders are vanishing.

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SECOND SESSION: EDUCATIONAL ASPECTS OF EUROPEAN HERITAGE CLASSES

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Interdisciplinarity and interculturalism: important factors in the fight against failure at school Franz-Karl WEISS

Foreword: assessing the subject matter Main part: A. Causes of failure at school: I. II. The traditional school system , The teacher

B. Remedies offered by the European heritage classes: I. Structure: 1. Nature of the subject 2. Selection and development of the subject 2.1 "Natural" setting 2.2 Global approach 3.1 Rhythm of work 3.2 Reports and marking? 3.3 Arousing curiosity 4.1 Cross-linkages 4.2 Emotional relaxation 5. 5.1 5.2 5.3 II. Special role of interculturalism Absorbing Europe's cultural riches The golden mean between different European identities Culture and European togetherness

The teacher's new role: 1.1 1.2 1.3 1.4 2. Opening-up Confidence New educational relationship between teacher and pupils Impact on traditional school lessons Awareness of the exceptional nature of the task

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C. Example: Reciting of Horace's "Oh, spring of Bandusia" at an archaeological site - the "Fontaine du Chene" at Saint-Romain (C6te-d'Or)

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Interdisciplinarity and interculturalism: important factors in the fight against failure at school

Assessing the subject matter At first sight, one might say that the talk I am about to give covers three different aspects of our European heritage classes: a. interdisciplinarity, ie the linking of all - or at least several - disciplines around a single theme, b. interculturalism, ie the joint awareness of Europeans that they belong to a group or even family - of people whose different cultures have common cultural roots, c. the fight against failure at school, ie an important social and humanitarian goal of the European heritage classes. During our 1991 sessions, our in-depth discussions produced some good ideas about the first two aspects, and I do not think very much can be added. Where does that leave us? If I have rightly understood my "duty" as regards our meeting today, it is to explain and illustrate briefly how interdisciplinarity and interculturalism benefit the young people who participate in our European heritage classes. In other words: what leads us to believe that these two aspects of European heritage classes help pupils to improve their school performance? On this point I am still hesitant, for I must admit that our task appears to be a bold one: we are setting out to prove that co-operation between several disciplines in conveying elements of more than one culture should and can help to bring happiness to a large number of school children. We shall have to face up to objections on the lines of the following: Is it likely that a child's performance in discipline X, which the child has not yet mastered, will benefit from a more thorough study of discipline Y or Z? Is the simultaneous and direct contact with several European cultures not likely to produce a cultural shock in a mediocre pupil? If a young person is already worn out by the normal school curriculum, how do you imagine your interdisciplinarity and interculturalism will prompt him/her to pursue the traditional school disciplines with greater effectiveness?

And:
are you not be wasting your precious time and that of your pupils on activities and school outings that entail no commitment?

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There is no way I can go into all details of the subject matter here, so I shall merely attempt to highlight some important points: A. Principal causes of failure at school, especially those associated with either the traditional school system, either the teacher. B. Besides causes, it will be necessary to describe some clear-cut remedies offered by our European heritage classes. C. Lastly, I intend to illustrate my point of view by an example.

A. Principal causes of failure at school Preliminary remark: it is impossible to mention here all the different causes of failure at school, for there are some which, although extremely important or even crucial, are beyond the scope of teacher intervention - for example, those associated with the organisation of people's private lives, the improper use of television and other media, etc. Similarly, the problem of disabled people - Mr Renato dalla Costa's subject - lies outside the scope of this talk. What interests us here are the intellectual difficulties and weaknesses of pupils at our "ordinary" schools. It is here that we may easily jump to hasty, and hence unfounded, conclusions. After all, what is intelligence? The dividing lines between different degrees and different types of intelligence arc - as you know - ill-defined. What value docs the intelligence quotient (IQ) have? None or practically none. In traditional school classes, we prefer to measure language ability and reasoning ability, while many other faculties receive only limited attention. Besides linguistic and mathematical intelligence, however, we should, according to the experts, bear in mind forms of intelligence that express themselves in - for example - the arts, physical activities, various creative pursuits... The complexity of intelligence is too great to be properly described here. I have touched on this question only in order to show how rash some of our judgements arc if we pronounce them without at least some distrust of traditional evaluation criteria. Or do we never pride ourselves on having determined the "intelligence" or "talents" of our pupils when we have added up the marks within and for different disciplines? And what is even worse, we ourselves were forced - and in turn often continue to force our pupils - into a working regime which alienates us from ourselves and our environment. This self-destruction that has been at work in our society for 650 years

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already, has led to- and derives from - our present-day schooling system. What a deadly vicious circle! What hotchpotch of senseless educational material! What fragmentation into tiny study units! How many divergent educational ideologies! Often, the Muses - who once illuminated the Holy of Holies in our schools - now just about survive on the periphery of disciplines that claim to be serious or useful. Often, teachers no longer manage to close the gap between theory and practice, between knowledge and its application in everyday life. As a plethora of technology finds its way into our schools, creativity, enthusiasm and versatile concentration - even soundness and solidarity - imperceptibly slip away. In a word: as many weaknesses in our school system - as many unnecessary causes of failure at school. The defects inherent in the school system are compounded by the defects that can develop in the teacher: As the result of a particular success or failure on the part of a pupil, the teacher may decide once and for all that the pupil in question is brilliant or useless, for it is unfortunately easier to stereotype pupils than to take account of each one's strong points... There are teachers who do not find it so easy to break away from their own logical reasoning and way of thinking and expose themselves to those of their pupils. The bustle, as well the awful tedium of day-to-day school life can lead to profound discouragement that stifles many educational initiatives. The result - in spite of himself - the pupil is frustrated. While most teachers have their good sides, which should not be overlooked, these are some of the unfortunate things that can happen because of the teacher. To make such an analysis is not enough however. We need to ask ourselves some questions, starting with a few general ones: why not pay more attention, try to adapt more to the real world of the pupils and the subject matter? why not switch as soon as possible to more active, more sense-oriented methods of teaching? would it not be better, instead of grabbing at everything, absorbing indiscriminately and trying to test, construct and destroy everywhere and by any means, without regard for the consequences, to relearn how to activate sight, hearing all senses, in order to rediscover beauty, truth and the life of objects and of all living things?

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B. These general questions bring us to the principal question: How then can the European heritage classes, through interdisciplinarity and interculturalism, contribute successfully to the fight against failure at school? I. The first part of the answer relates to their structure, and I shall deliberately start with an obvious point: The following remarks apply only if the participants in European heritage classes are prepared to commit themselves seriously to the realisation of the full potential offered by the structure of these classes. 1.1 The European heritage class starts with a clear-cut, tangible, important, significant subject. 1.2 The subject itself is selected, and all participants are closely involved in developing it. Thus, account is taken of the age, interests and understanding ability of the young people. Anything ready-made, artificial and esoteric is avoided. From the outset, therefore, the working atmosphere will be exciting yet relaxed. 2.1 The subject is not isolated from its natural - ie historical, political, geographic, philosophical, literary, religious etc - setting. 2.2 The participants endeavour to familiarise themselves with the subject through a global approach - that is to say. through the simultaneous and maximum possible use of all kinds of energy (sensory, emotional, intellectual). 3.1 Confident in the power of attraction of the subject, which, since its "birth", has charmed all participants in the joint project, the teacher falls in with the spontaneous, individual rhythm of the pupils. "Hasten slowly" Augustus said. 3.2 As for reports and marks: "Hands off!" No straitjacket! Otherwise, the liberal and spontaneous character of healthy interdisciplinarity would be completely lost. 3.3 The reward for the participants' enthusiasm - need it be repeated? - consists in the fact that all phases in the work of European heritage classes arc enjoyable. This goes also for the multitude of opporiunities to apply at once - or very soon afterwards what has been learned theoretically. However, it should not be thought that this enjoyment derives only from the transition from theory to practice. 1 recall several occasions when various pupils, after intensive excavation, found a mysterious object. The find was the start of a genuine spiritual craving. They began asking serious questions that they would not have asked following a theoretical explanation. The intcrdisciplinarity and the inicrculturalism of our classes filled these young inquisitive persons with enormous confidence in themselves and in us, although very often we were no better informed than the pupils. Everyone fell the same way, and the barriers between teachers and pupils fell, quite naturally.

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4.1 The complexity of the different disciplines and the involvement of several cultures make for comprehension of the finer aspects of the various subjects. The consciousness of having advanced and made progress in accordance with the characteristic rules of this or that discipline recedes into the background. Suddenly, we begin to comprehend and accept the importance and function of a discipline which - in the traditional system had perhaps not found favour in our eyes because the "connecting pipes", the links with other disciplines and with life around it, were clogged. 4.2 A paradoxical consequence: when studying - often unconsciously - in a broader, multi-disciplinary and multi-cultural context, things which in isolation had not previously roused interest in us, we found ourselves in an odd situation - although working hard, we were not being overworked; instead, we felt refreshed and at ease. Emotional relaxation had set in, thanks to which we discovered a new approach to a discipline, or a neglected subject opened up before us. And what's more, this emotional relaxation affected our behaviour towards the other participants in the European heritage classes. So, let there be no doubt about it: such "atmospheric" improvements in our European heritage classes guarantee that, sooner or later, there will be other kinds of success at school. 5. One word more about interculturalism: despite the competition of certain pedlars of tourism, and despite a certain tourism mafia, who keep copying our ideas while thinking only of their own profits, we shall take care not to regard the interculturalism of the European heritage classes as a decorative trimming or a convenient panacea. If others exploit this feature of our classes, it's no business of ours. For us, interculturalism is an essential hallmark. We place great trust in its educational value, without losing sight of certain risks associated with practising it. 5.1 If the participants in our classes are keen, if they know what they are doing, if they respect one another and if they are conscientious, the diverse cultures that we reveal to our pupils (and discover for ourselves) will open up innumerable worthwhile fields of study for those who are interested. The wealth of European culture - and cultures - will be spread out before an amazed and delighted audience. Absorbing these spiritual treasures will be a matter of the spiritual and moral values of the participants who embark on the attempt. Those who are assiduous will gain enormously. Those who do not respond will simply fade even further behind the wall of prejudice and chauvinism. 5.2 Interculturalism does not mean "no commitment to anything". Rather than that, it means a vast new field of endeavour for our European heritage classes. Keeping to the golden mean between different European identities - that will be the new commitment of our educational Sisyphuses. 5.3 Information about the different European heritages and respect for these common treasures will lead to a new depth of knowledge, but also to a sense of shared citizenship, hospitality, companionship - in short, togetherness. 5.4 I cannot say that the creation of such a spirit of European solidarity will result directly in better marks at school. In fact, I find the idea ridiculous, for there are far

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superior ways of succeeding at school. Such successes will -1 am happy to say - never be properly reflected by the traditional system of'school marks. B.II. So much for structure! I shall now explain briefly how the teacher, in adapting to a European heritage class, experiences a change of role and attitude. 1.1 Teaching in a European heritage class requires a much broader overall view than the teaching of a specialised subject. By coming down to the pupils' level, the teacher will, together with them, "look over the fence" of his discipline and - strangely enough will discover not only many astonishing things but also, by turning towards his pupils, certain aptitudes which he did not expect. 1.2 Would it be surprising, therefore, to see him abandon certain preconceptions and embark on the path of understanding and trust? 1.3 That would undoubtedly improve the communication between teachers and pupils. 1.4 Later, on returning to the traditional classroom, the teacher will perhaps be more able to appreciate what his pupils are saying and thinking - and vice versa, I hope. 1.5 I am confident that, (hanks to such changes, the likelihood of general and individual successes will grow. 2. Thus, the business of European heritage classes is not cramming the brain with facts and measuring performance. The classes arc a concept and an institution where the teacher communicates continuously with his pupils, more as a guide or even a partner almost a friend - than as a specialist. He will always try to be on his pupils' wavelength and to answer their diverse questions and he will qualify his answer. The working atmosphere will be one of concentration, but also of emotional relaxation. All participants in a European heritage class know that it is something that will never happen again, neither as regards interdisciplinarily nor as regards the chance to be in such close contact with several cultures. If the participants are fully aware of the wonderfully exceptional situation they are in, that awareness will motivate them from the very start of the European heritage class, and the memories, together with the new knowledge acquired, will spur them on, in their traditional school disciplines, to new efforts,- and fresh approaches. C. Lastly, here is an example - a typical episode that occurred during my last European heritage class. The occasion was ihc reciting of Horace's ode "Ofons Bandnsiae" ("Oh, spring of Bandusia"). The class, consisting of about 30 pupils. French and German, had gathered at the "Fontaine du CliGne" ("The oak spring"), which is located two kilometres above Saint-Remain (COtc-d'Or). The general class theme was "Gestures - an international language".

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1. Two of my pupils - at our German secondary school, the emphasis is on Latin and Greek - had learned Horace's ode by heart (back home in Rottweil). 2. Furthermore, the German and French pupils had learned, at school, a number of .French and German songs which they were singing to each other at the "Fontaine du ChSne". As we all knew in beforehand, these folk songs were about water, springs and streams - rather like the Latin ode. 3. By the "Fontaine du Chene" are three Gallo-Roman stelae which reputedly depict healing deities. Beyond the stelae is an immense wheat field, well fertilised with chemicals. - The water emerging from the ground below the stelae flows into a large, shallow concrete basin. The oak associated with the "oak spring" is nowhere to be seen. 4. Over the "spring of Bandusia", on the other hand, there towered a huge oak tree, which provided shade for the bulls and the sheep exhausted by the summer heat. According to the Roman poet, the spring was to be the scene, on the next day, of rural festivities, where the finest wines would be brought from the cellars and the finest young goat would be sacrificed. And there would be singing. And one of the songs would be that very ode "Ofons Bandusiae", which was to immortalise Horace's historic spring. 5. Perhaps you can imagine the cultural density of the experience. We were no longer engaged in separate academic disciplines, but in something all-embracing; tangible, selfevident, striking - an interplay of languages (Latin/French/German), periods (Roman/Gallo-Roman/Modern), disciplines (mythology/religion/literature/folk tradition/history/music/art/cottage industries/agriculture/ecology/economics/European politics). Truth as seen through the eyes of literature rubbed shoulders with the presentday on-the-spot reality of cultivated soil. It was one of those moments when everything comes together (heritages/activities/enhanced receptivity) and everyone co-operates (literary explanations/recitals of Latin poetry and French and German songs/examination of the fauna and flora in and around the water-filled basin/photography/discussion/ study of the archaeological monuments/communication). The global approach brought out the part played by man, who from classical times to the present, in Gaul, in France, everywhere in Europe, has cultivated, transformed and quite often ravaged the natural heritage so essential for his survival. Also, we began to understand the benefits and problems of human progress. 6. Many occasional, casual observations made by me after our European heritage class at Saint-Romain point to a positive change in the behaviour of most participants as regards traditional academic disciplines. That is what prompts me to say that with our European heritage class we fought with success against failure at school.

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Combating the exclusion of disabled, disadvantaged and problem children Renato DALLA COSTA I should like to propose a few areas of reflection for the work we will be doing together and for the participation project under study, which will give us the opportunity to provide a better service to the community, particularly for disadvantaged and marginalised persons. Combating social, civil and cultural exclusion is highly commendable, and such endeavours should ultimately involve society as a whole. Increased and more broadly based participation would bring even greater meaning to our action. Major educational, training and cultural agencies (the family, schools, sporting groups, cultural circles, parish councils), the mass media, various local clubs and associations, voluntary bodies, public agencies and institutions, must unite in their action to offset segregatory attitudes, to encourage individuals to take a mutual interest in one another, and to form a solid and meaningful sense of community. It is only through widespread recognition of the worth of all individuals -including those who are disadvantaged - and of the contribution that each individual should and can make to community life and society, and only through the concerted action of all groups involved will we able to obtain the results we all hope for, and towards which we continue to work with great determination and expectancy. It is generally agreed that a society, rich with the contribution of all its members, is founded on discovery and acknowledgement of the human dignity of each individual, regardless of his or her situation, physical, intellectual and psychological health, selfsufficiency, integration or adaptation. Only when we actually manage to accept these values within the fabric of our society, and not merely talk about them, shall we be able to take satisfaction in knowing that we are capable of assimilating everyone. These are the crucial issues, along with the overall meaning of life, against which our societies will be required to measure their degree of civilisation. This should be our first concern, and know how urgent it is to make a commitment in this regard, in order to enhance our "quality of life" in a true and lasting fashion. With your permission, I should like to make another observation before continuing. I believe that above and beyond the concern to promote human dignity, something should also be done to create a culture favourable to the family. The primacy of the family must be restored in its capacity to nurture the proper and harmonious development of the personality. The family is the basic unit of society: it is where a person is born, grows up, develops and matures. Human and social development depends first and foremost on the family and the relationships formed within it.

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Exclusion will be best combated by defending and promoting the family, even at a legal and political level, in order to safeguard its fundamental values. Even the best conceived and most relevant intervention cannot replace a family's love, even though our contribution and that of many other agencies is indispensable in helping all individuals chart a course through their everyday life. In our reflection on how to overcome marginalisation, we must pause to consider the problem of our towns and cities and what they represent. Towns and cities, in their structures and the minimal opportunities they offer for community living and communication can themselves be at the heart of handicaps and marginalisation. II is increasingly difficult to communicate, and this stands in the way of (he integration of all members of society, especially those who are disadvantaged, such as the handicapped, children, old persons, and young people with problems. Cities are designed for those who are working and on the move, and less to fill the need to congregate, communicate and understand one another. The structure of the urban fabric at present - especially in the suburbs of the larger metropolises - normally limits its inhabitants' living and relational opportunities. I believe it is revealing that in our cities and new town planning schemes, the only model of consumer used is that of a healthy, middle-aged person in good physical shape, bombarded by advertising and solicited by today's hedonist consumer society; its reference is to him alone, ignoring all other sectors of the population not conforming to this model. On the contrary, the individuals targeted should be the less physically able, older people, children, and young people who desperately need to interact and communicate. Think of the devastating effects on a young person who is not firmly anchored in tradition, or well versed in the vagaries of the city where he lives, or of new outlying districts, which arc dysfunctional in their own way, and highly impersonal. We must not forget that responding to such needs will benefit the entire population, for it will reduce marginalisation and extend and solidify relationships between people of different age groups, physical conditions and social strata. Is it not our task to "return" these cities with all they have to offer to their inhabitants, and to the other individuals with whom we arc in contact through European Heritage Classes? It is not only a matter of making people aware of how history, an, architecture, traditions, religion and culture in general have contributed in the past, but of enabling people once again to "take full possession" of the places in which they live. A city that is better known and liked is a less hostile place to live in, and one whose the inhabitants feel a sense of belonging and identity.

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This is the merit of our project, and as such it has considerable educational value and power to prevent suffering at both the individual and societal levels. In speaking of the European Heritage Class project, we cannot over-emphasise the fact that.the aspects which foster this policy of openness, mutual respect and appreciation of all peoples lead to a spirit of solidarity towards the least advantaged, and are conducive to a more humane and integrated community life. 'When discussing such classes, we should also situate the problem in the context in which we live and work. It is for this reason that I have emphasised on many occasions the need for a change in mentalities, leading to the development of a new moral and collective consciousness wherein the model would be the individual and the community of individuals capable not only to preventative help and assistance to its members in need, but also of respecting the space individuals need for independent growth, and the development of the full potential of each individual for their own benefit and that of society as a whole. European Heritage Classes are unquestionably a positive experience of tremendous educational, formative, social and preventive value. We actively urge that they become even more widespread and available to all, and that what they propose and achieve through long and patient effort and worldwide co-operation should be of benefit to all. Our experience shows that social reintegration, so vital to all disadvantaged peoples, is possible. . We have the praiseworthy experiences carried out in certain particularly disadvantaged areas of France, which allowed to enlight the possibilities of the young people involved, and those concerning blind people allowing them to visit big cultural spaces such as museums. We have learned that for resocialisation and occupational rehabilitation, we must respect the differences and specificities of each individual and each young person; to some we give more culturally-oriented itineraries, and to others, curricula centring more on manual skills. If we do not proceed in this way, we are in danger of becoming slaves to the system, satisfying certain political ambitions and, unhappily, marginalising those individuals who, on the contrary, need to be supported, regain self-confidence, and find a place in society suited to their specific needs. This has been our experience. We have understood through work in the field and direct contact with young people from disadvantaged backgrounds, that not all people face the same set of problems. Each case has its own solution that must be found and studied. We came to understand from practical experience that diversity, limitations and personal values are mutually enriching, making life in society dynamic and productive. A completely self-sufficient people, a community made up exclusively of young people twenty years old, intellectual and athletic over-achievers, with no children to raise, no old people to assist, no sick people to nurse, disabled people to support or

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underprivileged youth, would without a doubt be a more impoverished and less humane society. We must see the transcendence of social, cultural and practical privations as a relational experience. Such things can be learned in the European Heritage Classes, which feature not only cultural, historical, artistic, recreational and religious heritage that all individuals express and recognise in themselves, in others and in personal testimony presented in the field, but also the vast, extremely rich personal heritage that we each carry within ourselves, even those among us who have problems and greater difficulty in discovering the meaning of one's existence, presence and role in society. Our concern is to continue such practical experiments, but also to ensure that they spread to our cities, conurbations and small towns as well, in order that prevention and reintegration work can be better supported, and that our society can emerge enriched in human terms and become a place where all individuals, can express who they are, their anxieties and worries, their hopes and aspirations. We doubtless have a long road to travel yet, but we will succeed if we manage to harmonise our values and objectives, and to attain heightened collaboration between our own organisations and the various other bodies mentioned above.

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Heritage, environment and education: the European dimension Daniel DEMEULENAERE

When a new concept emerges in the field of education, as in the case of European Heritage Classes, we need to devise a teaching model enabling us to develop appropriate learning environments. This model will be grounded in related educational practice and will be reinforced by the first field experiments, all guided by a truly innovative factor -i.e the goals and implications of this type of educative action. Redefining approaches, exploring the field of related educational practice, and identifying key factors based on initial experience in the field - such will be the theme of this paper which sets out to provide some pointers to the construction of a teaching model specific to European Heritage Classes. Let us begin with the approaches: integrating and guaranteeing the diversity of regional lifestyles and cultures, as the fruit springing forth from roots in a common culture, is the challenge to the development of a European identity, and it is this challenge that European Heritage Classes seek to take up. This challenge can be summed up as follows: to foster the child's desire to be in contact with: others of his own age group but living in unfamiliar environments (which will be experienced "here and now" in the foreign environment) other individuals older than he but living in a similar environment (which will be experienced as a "here and then", in search of cultural traces of the past). It is an educational challenge for which the most relevant pedagogical approaches and strategies must be identified. I shall endeavour to do so on the basis of experience and ideas deriving from the field of environmental education, plus the experience of two visits to a Franco-Belgian European Heritage Class of 10 to 12 -year-olds, in turn at Villers-Ia-Ville (roughly 40 kilometres south of Brussels) and Saint-Michel en Thierache (in the dipartement of Aisne). It is no coincidence that this double European Heritage Class outing took place in Belgium on the site of the Cistercian Abbey of Villers-la-Ville. It was from here that the programme of heritage classes was launched five years ago on the initiative of the King Baudouin Foundation, and the programme has since been enriched with two new sites.

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While this site was chosen for its wealth of historical, architectural and natural heritage, it was also chosen for the experience of the teaching team from the "Nature et Loisirs" association which was already held school camps there. This pedagogical experience acquired within the context of environmental education, which began in the Seventies, fits perfectly into a heritage-related approach to the natural and man-made environment. This approach offers a dual outlook: first, education for the environment, as a biophysical and cultural heritage necessary to life and the quality of life; second, education through the environment, as a factor for personal, social and cultural development. I would describe such a dual outlook as "self-eco-developmeni", by which I mean the acknowledgement of sustainable development both at the personal and environmental levels. The following are the three educational mechanisms most often used, cited and advocated by those involved in the field of environmental education: active methods (in ihe form of games, problem-solving, project work, etc). In this respect, remember that a method is described as active when the pupil progresses by his own means and discovers for himself. Therefore, this is more than just a way of keeping children moving! another basic approach is work in small groups in the relevant field, regarded as an environment to explore, investigate and analyse. Here, the importance of the dimension of relationships and communication is revealed.

- finally, a pedagogical approach that aims to be both global and analytical, based on fundamental concepts promoting systemic understanding. This entails giving priority to understanding and the search for meaning, based on a few themes that will be studied thoroughly by exploring the relationships between factors instead of fading into an encyclopedic accumulation of meaningless data. Within the framework of educational action carried out in the form of a project or a theme, the succession of the following three stages corresponds to research findings in cognitive psychology concerning learning strategics: first, a motor-sensory approach with an emotional dimension: the discovery, awareness, and exploration singe of an environment, taking into account values and questions that may arise; then, an investigative and conceptual approach: a "scientific" research stage, with utilisation/construction of concepts, investigative methods, etc;

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- finally, a creative approach: a final phase of synthesis to convey and/or of action to be undertaken. The design and creation of a first European Heritage Class trip enabled us to emphasize upon a few key factors for the success of such an undertaking: the existence of a reception and residential centre with specialised staff and adequate educational tools developed by a multidisciplinary team; a project developed from a training course for teachers in partnership with the educational team of the reception centre. This is an indispensable phase of involvement and adaptation, if we wish to avoid mere consumption of a cultural product; the structuring of activities around unifying themes (such as bread, water, the measurement of time, or memory); the ongoing decompartmentalisation of national groups-classes through a reorganisation into international groups. The above are a few lines of thought which, I hope, will make it possible to undertake model building in the field of this promising educational approach, which combines cultural roots with self-eco-development on a European scale.

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THIRD SESSION: THE CULTURAL HERITAGE: AN IDEAL EDUCATION TOOL

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Archaeological heritage Serge GRAPPIN

I would like to talk to you about a site which my team and I have run for the last twenty years. It is in Burgundy and has a remarkable feature, that of a high cliff with underground caves running through it, which are just visible at tree level on the right hand side. These caves have been inhabited since Palaeolithic times (100,000 years B.C.), but I am going to talk primarily about the people from the Danube who occupied this site around 4100 B.C. and who left many traces. A map gives a clearer archaeological overview, since Burgundy lies at the point where two great cultural currents meet, the one - Danubian - is marked in red, and the other - Mediterranean in black. This site was subsequently occupied by a number of protohistoric farmers, in the Bronze and Iron Ages and by Celtic and Gallo-Roman refugees. The Celts, of course, "made" Europe before us, in their own way. This is just a reminder of their spreading in Europe. This little Gallo-Roman treasure trove shows that the caves were later used as a hiding place during the Germanic invasions. Then, in the 19th century, a strange mixture of people, half peasants half knights, settled on the site which had not yet become a castle and was still a refuge, a transitional site between the ruled who lived in the caves and the rulers who were later to build a castle a kilometre away from the caves. There is a stratigraphy 4.5 metres high which corresponds to the fourteen occupations which occurred between 4100 B.C. to the year 1000. Nothing remains of the new site, called the old castle, which is opposite the circle, because during the Revolution its stones were used to build and re-build the village, but archaeological work has revealed extremely interesting traces dated back to before the 10th century. This is a glass Merovingian goblet found in a sarcophagus. The excavation site has also developed in the last twenty years, welcoming a large number of young people from all over the world, which has enabled it to develop a methodology for restoring archaeological heritage and built heritage, which has subsequently been used in European classes. From the 11th century the village grew around the castle and a Roman priory. This village has no outstanding features, except for its picturesque site and the twenty-five years which volunteers and professionals have devoted to reconstructing its history. Our centre was restored by young people who bought the house with money raised from grape picking over about ten years. We built a second wing, using any available materials. The centre now has good facilities and can accommodate seventy pupils. Each year it runs about fifteen classes, of which two or three are European Classes. Teachers have training concept in how to organise a class in archaeological heritage. Children are eligible to participate in a class on the excavation site from the age of 910. Our first - sensory - approach is fundamental. The children have to be the ones to ask questions and try to find their own answers. Children are capable of seeing
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immediately that a sarcophagus is a tomb. On the other hand, we can tell them that, in Greek, sarcophagus means consumer of flesh. This means that we can use the same sarcophagus to teach a variety of things, ie we can use each question as a peg on which to hang more information. Next, they actually enter a cave. I imagine that psychoanalysts could tell us a great deal about the perception of space in a cave, especially where it is explained that animals or men lived there 100,000 years ago. Coming out of a cave is a little bit like a second birth. Even pupils who were a bit rowdy immediately become quiet. They feel as if they are in a slightly hostile environment and that they had better pay attention. Then there is the problem of communicating by gestures. For example, we see German pupils explaining that animals lived in the caves about 10,000 years B.C. Or, we get them to act out scenes of neolithic man reaping cereal crops with a sickle. They learn about objects, fragments of pottery and pieces of bone. They visit the sifting platform to learn how to evaluate objects, by touch or even through sound. It is possible to learn to distinguish by car the origin of a fragment, for example a well baked Medieval fragment does not have the same resonance as a historic or protohistoric fragment. Also, archaeology is a discipline in which you have to learn how to work with other people, and not tread on things or move them. This means that both sensitivity and a certain degree of socialisation are required. Lastly, important discoveries are made, such as the one made by a pupil who discovered a burial place dating from the Early Middle Ages, or another one who uncovered a turquoise object a 14th century statue of the Virgin, with its head missing, but which is now exhibited in a museum. Imagine how a child feels having found a 14th century statue of the Virgin which is now in a museum labelled and marked with his or her name. It was also made clear that it had been found by a heritage class. Lastly, inter-disciplinary methods arc useful: mathematics can be used in heritage classes, and architecture or archaeology can be used to explain problems of scale and locating objects with safety glasses. Pupils also have to understand that heritage is not only about spectacular finds. It may consist of the remains of burnt grains found in the earth, for instance. A fine 2mm-mcsh sieve has enabled us to collect fish scales. Just as important as training the eye is training the mind, ie how to understand the objects found. For instance, it was not possible to immediately clean the sculpture which I mentioned earlier of a 14th century Virgin, which made it hard to distinguish. In particular, we could not see that the inside of her coat had a fleurs de lys pattern. It is a question of following a technique. We may not always be able to understand the object straight away, but we know that we are responsible for the uncovering of traces. This means that the object must be respected, washed when possible, classified and, above all, very precise information must be given to the specialists who arc to study it. With n bone, for example, we can know more very quickly: bones represent 50% of the objects discovered. We can start to identify them using an atlas which we have devised, comprising twenty-five species of wild and domestic animals, which tells us where the bone came from in less than a minute.

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The reconstitution of pottery is also fascinating. We take the pieces to be identified and reconstituted to a restoration laboratory fifteen kilometres from our site. Using this method, we were able to reconstitute a small vase from the late Bronze Age typical of a large region extending over France, Germany and Switzerland. Another technique allows pupils to reconstitute themselves bronze objects, using the lost wax process. This is a delicate operation but pupils who arrived with no knowledge of the Bronze Age have learned about European civilisation through this method. To explain to pupils the problems of elevation, when walls have been ruined to within a metre of the ground, we give them a scale model to work with. The computer reconstitution of a building close to Saint-Romain like the abbey of Cluny is very interesting and IBM have done extensive work on this. Although only the foundations remain, we were able to recreate its splendour. In order to trace the stones of ruined buildings, we take the pupils to investigate in the village. By looking at a pediment or a fireplace, stones which were reused after the demolition, can be identified. I think that it is important to teach them how to react to unseen situations and discoveries, and how to salvage objects. Archaeology is not just for professional archaeologists. For instance, a wine grower has built up his own personal little museum in the course of working his vineyard - and he talks about it in everyday, easily accessible terms. In order to process and use all this data, scientific methods such as chronology and dendrochronology, ie the study of the rings which you can see in a cross section of a tree trunk, are required. The pupils write excavation reports and may use slides to describe what they have seen. They do a presentation in front of their parents, which shows once more that children have a talent for communication and raising the awareness of people around them. They also make films, and this process is very valuable in helping them to reflect upon and structure their knowledge. They gain an experience which might enable them, later on, to participate in excavations or in restoration work and, above all, to understand the importance of a shared European heritage.

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Architectural awareness in European Cultural Heritage Classes in primary and secondary education (As example: baroque architecture) Goniil ONEY

In classes which aim to present European Cultural Heritage through architectural works in Central Europe, the British Isles, Scandinavia, the Balkans and in the Mediterranean basin, it is necessary to dwell not only on the common European character of the works but equally important to point out the differences which impart variety and richness to the architectural style and hence to the common culture. I believe it is in our interests and our duty to make European youth feel, at the threshold of European unity, that these variations reflect a colourful history and lead to a fulfilling cultural experience. Art movements which have swept through Europe in different centuries were inevitably influenced by the local character of regional architecture, thus resulting in endless more or less subtle. All this diversity have made our common cultural heritage so much the richer. Alongside existing local customs and styles, sectarian and religious differences such as Catholicism, Protestantism and Islam have also played a significant role in the development of this diversity. I would like to take up as a vivid example, the baroque-rococo art which influenced not only architecture but also the whole cultural and artistic life of Europe during the 17th-18th centuries. The baroque style which produced its earliest architectural works at the end of the 16th century and was pursued in the 17th and 18th century, in Spain, Portugal, France, southern Germany, Austria, the Balkans and even in the predominantly Islamic Ottoman Empire, saw a development in ornamental elements and details while adhering to the basic style. I shall try to demonstrate both the unity of style and diversity in character, particularly with examples of churches and mosques. When the baroque architecture of a region is introduced in primary and secondary education, it is necessary to present in broad terms, its characteristics, its evolution and the novelties it has brought to Europe in general. Mere listing of the buildings in catalogue form without dwelling on their place and importance in European cultural history would only be encyclopedic information devoid of substance. Naturally, my limited presentation can only give some general ideas on the method I recommend. To illustrate my point of view, with an example, I picked a rather extreme case, namely the architecture of the 18th century Ottoman mosque. In order to make the students understand the baroque style in Ottoman art, it is necessary to teach them a few concepts first on the evolution of baroque churches in Europe.

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It is common knowledge that baroque style in architecture is characterized by exaggerated odd-looking, contorted and overdone ornamentation. In fact, the word "baroque" in Portugal, refers to pearls with irregular shapes. Throughout the Renaissance, the dominant idea shaping the buildings was spatial unity and openness. The onlooker could see through the building from one end to the other without any optical hindrance and get a full impression of the various parts of the building and their functions. In contrast, in baroque architecture, the main elements of construction are not discernible at a glance. We see here the facade and the entrance of the Quadro Fontana Church in Rome, built by the famous architect Francesco Borromini. It is dated around 1638. Undulating walls and sculptured ornamentations impart the impression of a carved space. Walls are seemingly in motion, with inward and outward gyrations while the circular plan of Renaissance architecture becomes elliptic. The elliptic shaped cupola emphasizes the plan. Baroque architecture in Italy and France retains, to a certain extent, the serious and austere Renaissance style. The Saint Andrea all Quirinale Church in Rome, built by the architect Lorenzo Bernini at the end of the 17th century, presents another typical example of baroque decorations with its pompous and oversized relief decoration on the facade and interior. We notice the austere French character of the famous baroque architect Jules Hardoin Mansart on the facade of the Saint Louis des Invnlidcs Church in Paris and inside the Royal Chapel in Versailles, both dating back the end of the 17th century. The most significant development in France is in internal decoration at the beginning of the 18th century. Grandiose ornamentation is replaced by "finesse" and bold relief gives way to finer decorative elements such as wall paintings, carvings and frescoes. In this manner, the rococo style of the later years of the reign of Louis XIV emerged. Compared to baroque, rococo is less ornate and has a brighter colour. On the other hand, the baroque and rococo churches in southern Germany, Austria, Spain and Portugal are more ornamental. The spatial concept is overshadowed by sculpture, paintings, carved marble or stone decoration. The facades of the Santiago dc Compostela Cathedral in Spain and the Karls church in Vienna (built by Fischer von Erlacli between 1716 and 1739.) arc representative of the differences existing between regional baroque architectural styles. The Spanish examples arc the most intricately ornamental ones. A typical example of German baroque is (he church of St. Peter in Obcrmnrchtul in southern Germany, built at the end of the 17th century. The abundance of details which appear to be unnecessary and irrelevant arc, in fact, parts of a decorative whole. Decoration has thus become an integral part of architecture and the architect was responsible for every thing. He used sculpture, paintings, stained glass find incorporated

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such decorative elements in the architectural concept, creating a fanciful, illusive atmosphere. In fact, optical illusion is one of the most salient characteristics of baroque architecture. In Steingaden, Bavaria, the Wies Pilgrimage Church is excessively decorated. It dates from the middle of the 18th century. The architect Dominitus Baptist Zimmermann lavishly used marble, stucco and frescoes to create an overdone, ostentatious but emotionally eloquent decoration. The simple outlook of the church with its slanted roof reminds us of the typical Bavarian house style. The various figures, cherubin and plant motifs combine to form a decorative whole program and also serve to cover up the connection points of structural elements. It is interesting to note that Britain, northern Germany, Holland and the Scandinavian countries did not fully accept baroque architecture. Their Protestant world was different and the Rome-oriented architecture of the Catholic world did not make a strong impression in those countries. However, interesting baroque churches are to be found in the Balkans and eastern Europe, displaying a remarkable combination of baroque style and local architectural tradition. A typical example is St. Andreas Church in Kiev, built by the Italian architect Rastrelli in the middle of the 18th century, where baroque inspired domes are merged with the classical onion domes of Russia. The New City Church in Warsaw, built in 1735, reflects the stark regional architectural tradition while displaying baroque features. It is quite interesting to note that baroque style also felt its mark in the Ottoman Empire, a largely Islamic domain. To understand the Ottoman baroque inspired architecture, it is useful to have a glimpse at the preceding classical period. The 16th-17th century Classical Ottoman architecture was imposing by its wellbalanced dimensions. Decorative elements such as tiles, paintings, stone and marble carvings were added to it. The Sultan Ahmet Mosque, the so-called Blue Mosque, built by the architect Mehmet Aga in 1609-1616, is a grandiose example of this unpretentious, monumental architectural style. The mosque has a central dome, surrounded by half domes. The outside is enriched by the rhythmical quality of alternating arches and small domes. All the architectonic elements have their proper place in this well designed monumental structure. This lofty style and spirit is very close to the basic concept of Classical Renaissance architecture. The numerous refinements exhibited by the building include the smoothness of contours, the play with the interior transition elements and the rational distribution of the buttresses. Tile panels enhance and underline the structural articulation of the mosque interior. The Blue Mosque marks the end of a rather stable phase of Classical Ottoman history. With the disastrous end of the second siege of Vienna, the Ottoman economy could no longer permit grandiose plans on the 16th century scale. At the beginning of the 18th century, during the reign of Ahmet III, in the so-called "Tulip Period" palace architecture was first exposed to the influence of French baroque and rococo. Mosques, the formal representatives of Turkish culture, are the most notable structures displaying
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the European style. The traditional Ottoman mosque architecture underwent gradual transformation as the new European decorative style became more and more fashionable. Stone and tile decoration was largely replaced by stucco and painting in interior decoration. Baroque interlays and motifs of western origin such as floral rosettes, bouquets, "s" and "c" scrolls and leaves appeared in moulded stucco. ' The Turkish baroque or rococo produced a first major monument, the Nuru Osmaniye Mosque in Istanbul between 1748 and 1755. Although it was built on the simple traditional plan of a single-domed square, this mosque was directly influenced by western baroque with its unorthodox articulation of facades, circular courtyard and decoration. Daring cornices, rich mouldings, decorative arches are typical of this new style. Undulating curved lines, original abstract carvings, imaginative design of doorways, portals are features reflecting the incredible plasticity of baroque taste. In the second half of the 18th century and during the 19lh century, Turkish architects followed this new 'style, as evidenced by numerous buildings in Istanbul and western Anatolia. The Nusretiye Mosque of Mehmet II in Istanbul, dating back to 1822-1826, incorporates in its plan contrasts with the traditional mosque design. It no longer has a courtyard. It is replaced by a palace-like facade of two storeys which is made'up of the sultan's apartments and other rooms. We again observe the typical, overloaded baroque details in the ostentatious decoration. The portal and doorway are typical examples of the European baroque taste. In smaller towns, mostly in western Anatolia, mosques continue to have all the essential characteristics of the earlier Classical Ottoman period plans but the approach lo design expresses a lofty spirituality and curved elegance typical of rococo. In the Hisar Mosque in Izmir, we notice the typical 16th century central domed plan and facades. However, the 18th-19th century baroque influenced the stucco reliefs and paintings of the interior decoration and present a contrast in style . "S" and "C" scrolls, profiles, floral rosettes, bouquets, leaves and characteristically baroque interlace are formed in stucco. The Cihanoglu Mosque, build in 1834 in Ay din, in western Anatolia, has also a typical 16th century Ottoman central-domed plan and facade but the public fountain in the courtyard (adirvan) presents the new decorative style. The stone carvings have typical baroque and rococo motifs. Inside the mosque, the overdone stucco and painted decoration, especially on the cupola, depict how widespread ihc baroque influence is. Even in smaller village mosques in western Anatolia, we observe the baroquerococo influence. Although they have a very simple, house-like outlook, inside they present an unexpected rich baroque decoration. The Cincin Village Mosque in the vicinity of Aydin. built in 1785, is another typical example. The painted stucco tnihrab with its unusually elaborate decoration surprises', the visitor to this "small village. It resembles western baroque altars.
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The Yazir Village mosque in Acipayam, near Denizli, dating back to 1802 is another interesting example, with its magnificent frescoes and architectural paintings. Landscapes, views of towns and villages, pictures of mosques, still lives and flower bouquets are painted directly on plaster and are encircled with baroque motifs. Compared to European baroque-rococo paintings, embellished with religious figures and angels, the difference, under the influence of Islam, is obvious. Human figures never appear in these paintings. It is interesting to note that pictorial ornamentation, even in the form of landscapes without figures, has been forbidden in the mosques of Istanbul. Such decoration thus becomes a new Anatolian fashion, mostly seen in village mosques. This three-dimensional style in painting reflects typical western influence and is very common also in 18th-19th century house, kiosk and palace decoration. Landscapes showing Istanbul were particularly popular. Local unknown artists created a western and baroque influenced folk art which often covered the walls and ceilings of the buildings. In my address, I tried to emphasize the unity of European Cultural Heritage in architecture despite enriching diversities in style due to regional differences in tradition, religion and way of life.

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"Art Nouveau" Experience Michele LE MARINEL-CAMBIER

1. In October 1991, I was asked to organise a gathering of about 60 young people from 16 to 18 years of age from Barcelona, Vienna and Brussels or more precisely, Waterloo. This gathering was entitled: "Classe Europienne, Patrimoine, Art Nouveau", and was a one-week event that took place in Brussels. 2. Why was I chosen to organise it, why my students, and why Art Nouveau? 2.1 The history inspectorate, in the person of Mrs Marcella Colle-Michel, who is here today, knew that I covered this topic in my history class. The official Belgian history curriculum follows a chronological order for five years, finally arriving at the contemporary era. The last (6th) year deals with "Historical Questions". In the course of this sixth year, themes touching on a wide variety of subjects, historical periods and places are looked at or stuied thoroughly. While some themes are mandatory (Belgian Institutions and European Institutions), other subjects are left to the initiative of the teachers. Using this room for manoeuvre, for several years I have chosen in addition to international political issues, to increase my students' awareness of the links existing between economic, social and political life on the one hand, and town planning and architecture on the other. We chose 19th-century Brussels as an example, focusing on the turning point between the 19th and 20th centuries. It can be said - albeit an extreme simplification - that this period in Belgian history was marked by great economic expansion resulting in a transformation of society. This was the heyday of a new, wealthy, often liberal and freethinking bourgeoisie, a sort of new aristocracy without a past, which created its own style; the development of an inner-city working class, the birth of the Belgian Worker's Party in 1885, and the introduction of much social legislation; and finally, the power of the Church and the Catholic Party firmly entrenched by tradition and determined to defend their prerogatives and customs. Architecture, and thus our architectural heritage, is a reflection and a reminder of that past. This heritage shows and tells the story of the extraordinary economic, social, political and cultural expansion of the period to those who are able to look and listen.

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The following are a few revealing examples: schools, hospitals, hospices and courthouses are all expressions of a restructuring of the social fabric;

, - . the aristocratic Leopold district, which was built outside the old city limits by and for the upper classes who fled the centuries-old housing of the centre as it was gradually invaded by the working classes; the wide variety of house fronts: neoclassical, Italian Renaissance, Flemish Renaissance, eclectic, and of course. Art Nouveau, are the expression, reflection of a class, mentality and ideology: the aristocracy expressed itself through a respectable neoclassicism; the conservative. Catholic bourgeoisie was partial to styles-imitating the Gothic and Renaissance; while the progressive liberals and socialists, who were often .free-thinkers, chose to break with tradition and opted.for Art Nouveau.

2.2 With regard to Art Nouveau and the architect Victor Horta in particular, the study of and close encounter with, his preoccupations and objectives through his works and his house, which has been so marvellously preserved, make immersion in the historical context possible. A few examples: The systematic use of riveted metal beams, even in the dining room, as well as the decorative curve and countercurvc made possible by the flexibility of forged metal - thereby sublimating iron and steel, those industrial symbols of the 19th century. The warm, colourful interplay of exotic woods used in doors, frames and floors served c\s subtle public relations tools for the Belgian Congolese adventure. A heating column with curving fins, a hearth grate, with shapes suggesting the front of locomotives from former days, remind us of the use of gas for heating and lighting, and even of the new means of transport.

This encounter with a still recent past, through urban features that for many years were a seemingly insignificant part of everyday life, and which suddenly has been "recognised", understood and interpreted, lias proved extremely positive each year, awakening new curiosity in students, as well as new methods and approaches, by decompartmcntalising the different components of a moment in history: a history in which they also have their place, and where they are not merely objects carried along by the tide, but can and should be conscious participants. 3. How this course was organised: 3.1 Contact was made with schools in Glasgow, Barcelona and Vienna, where teachers had already shown n willingness to work with Belgium, particularly through the Lingua programme. These three cities, each possessing a particularly rich and

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significant Art Nouveau heritage, were a natural choice for a gathering on this theme. Contacts were made one year before the scheduled date for the course, so as to enable those involved to establish links and organise their respective participation in the programme. Unfortunately, Glasgow subsequently withdrew from the project, for what appear to be administrative and perhaps financial reasons. 3.2 The exhibition has given you an overview of the activities carried out during the course, including: * * A presentation of the schools by their pupils (using video, slides, etc). A presentation by the pupils of each school on a specific aspect of their national Art Nouveau: Vienna presented the Viennese Secessionists; Barcelona, Modernism and Gaudi; and Waterloo, Symbolism in literature and painting. So-called "passive" participation, including visits to monuments, lectures and exhibitions. An "active" session, which was particularly successful: six creative workshops were held, dealing with video, photo, slides, posters and architecture. Finally, a variety of recreational activities, including sports, walks, a musical evening and other forms-of entertainment.

* * *

3.3 How was The course perceived by the students? A report by the Belgian students shows that they appreciated the following aspects: Discovering a heritage which they passed by every day without noticing, a heritage that contributes to a different outlook on the past, but also on the future. For example, the problem of safeguarding historic neighbourhoods, problems of town planning, present-day speculation, particularly in Brussels, and another example the awareness of the Art Nouveau heritage common to the three countries, but each in its own unique form, illustrating a common European culture through specific local forms. Speaking foreign languages. Two observations in this respect: at least one language spoken by all participants is needed to establish good relations with one another. In some cases, such as lectures or guided tours, translations are necessary: the intellectual effort needed to understand the foreign language is, in this particular instance, tiring, and can cause the student to lose interest. The "human" aspect: discovering others, fellow students and visitors alike, with their individual and national identities. In this respect, I had opted for dormitory accommodation rather than with families (which would be more appropriate for a language course). The modern, spacious Sport Centre where they stayed was appreciated for its comfort and facilities, which included playing fields, meeting rooms and other spaces, which enabled

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them to organise a variety of evening activities: sports matches, music, games, activities and discussions about the workshops, according to their interests. Length of the course: eight full days, was the perfect length of time to get to know and appreciate each other, as well as to allow for total immersion in the subject, without losing interest. Particularly popular workshops were those on extra-curricular techniques such as video and stained glass window making, which were put into practice immediately - which was very gratifying - and created closer bonds between nationalities. 3.4 By way of a personal assessment, I would add the following: An important aspect of this experience was that it required close co-operation between a large number of individuals and agencies: study organisers, Inspectorate, King Baudouin Foundation, museums, lecturers, administrators and several schools. Also, and importantly, it required a substantial budget. Funding came from a variety of sources: study organisers, Inspectorate, the European Communities, the King Baudouin Foundation, the Ministry of European Affairs, Secretary of State for Europe and also the Association of the Ath6n6e of Waterloo, contributions by participants, voluntary work, etc. This also represents an extra responsibility for the co-ordinating school. I was fortunately able to count on great flexibility and understanding on behalf of the administration in respect of disruptions, especially in the organisation of classes. Further complications arose form the fact that many colleagues were involved in several capacities: reception, translation, sports activities, video reporting and supervision at night. The parents took charge of the opening and closing evenings. Concerning the theme of the encounter: Art Nouveau was particularly well suited to this type of experiment, as it is the reflection of a transitional period in history, and of a state of mind that found original expression in different European countries. It afforded the participants a more global view of European culture, and at the same time an appreciation of specific national or even local features and their interaction. It also furnished an opportunity to question the significance of the heritage and its protection: what is Heritage, what can, what should, what should not be considered as such and must or must not be saved; what is important, what is not. Assessment differs according to historical periods, environments, motivations. What criteria should be used? Yesterday the unavoidable question was raised by the demolition of the Maison du Peuple, Horta's masterpiece; but the question also arises as to why, how, and at what cost Brussels should be safeguarded today.

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Ci

4.

Is the heritage a good educational tool? In the light of this course and the observations that I have just shared with you, I can answer most assuredly: yes. And if I had just one word to summarise the value and significance of the experiment, I would say decompartmentalisation, as well as awareness and lucidity. * Decompartmentalisation, because Art Nouveau evokes not only architecture, but an attitude that is expressed in all aspects of everyday life. Decompartmentalisation because the economy, society, the world of politics and culture are all part of a whole. Decompartmentalisation between theory and practice: lectures and workshop activities. Decompartmentalisation between study time and recreation time, where discussions are carried over. Decompartmentalisation, because Art Nouveau may be European and even international, but its local manifestations are unique. Decompartmentalisation, because the past, present and future form a continuum, but freedom of choice - and thus responsibility - exists. Decompartmentalisation between nationalities while respecting differences. Decompartmentalisation between school and life outside school: personal relationships have been maintained between the participants, and Barcelona will host the course next year. Decompartmentalisation in a Europe whose barriers are crumbling; decompartmentalisation but also heightened awareness and lucidity with regard to issues, problems and limitations; lucidity which is indispensable and profitable, as there is no worse trap than the refusal to see reality and the mirage of Utopian and abstract ideals.

* *

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Heritage and environment Mikko MANSIKKA

Heritage awareness and sustainable development Heritage awareness creates an understanding of the delicate balance between development and the environment. Heritage awareness is thus one of the prerequisites for sustainable development. The relationships between the cultural and natural heritage and sustainable development are explored only superficially. However, some general observations can still be made. It has been pointed out (Allardt 1991) that behind sustainable development, a new morality is visible. This means global solidarity - an international attitude and solidarity vis-a-vis future generations and a perception of the differences in human and ecological/environmental time-scales. Is the town a tree? Another aspect of heritage awareness which is also theoretically interesting is the relationship between the made-made and the natural heritage, physical and natural heritage. My point in this context is that you cannot fully understand the living cycles of the built environment without understanding the eco-cycles which influence the creation, use and demolition of built structures. As an example I refer to a small village near the Polar Circle whose destiny is linked with the harsh climate and a river eco-system. Although the relationship between the man-made environment is mcmTciearly visible in sparsely urbanized areas, the destiny of big cities is also in many ways connected to natural processes. The cities also need oxygen, water and energy and produce wastes which influence not only the urban areas themselves but also far-situated urban and rural areas. In principle, you can look at nature as the engine for urban development or as a marginal factor in the built environment. The former attitude and the values connected with it are well illustrated in a drawing by a young schoolgirl. She illustrates her home town with a holistic, nature-oriented symbol, a tree. In another drawing, this time by a young schoolboy, you can see the opposite view - nature as a management-oriented ornamental factor in a rational built environment. Reading the environment Assuming that is possible to transfer knowledge within the educational system concerning the above-mentioned issues, the perception of time and interlocked human and ecological processes, I will describe shortly some pedagogical communication

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methods that have been used and experimented with within the institutional framework in Nordic countries. First, some general educational findings can be mentioned: start from visions, start with the future and work towards the past; make the underlying processes of change visible; try to find the essence, the "leitmotif of the environment; widen the spatial scale from local to regional; link the environment to past and present production and consumption patterns; make spatial and temporal comparisons; stress the creative aspects in the construction and repair of the built environment and in the cultivation of the natural environment. I have tried to put my examples in a framework that integrates both heritage aspects and I have named this framework "heritage maintenance" in order 10 emphasise the moral and time-space aspects connected to heritage. The framework is structured on the basis of elements for four different fields, visions, heritage, technology and management. Visions I would like to stress the learning potential in the general (master) planning process in which the relationships between natural resources and cco-systems, on the one hand, and socio-cultural resources and settlement-systems, on the other, can be studied and discussed. Environmental computer games can illustrate different futures. It is particularly important to look at our institutional and planning structures from the viewpoint of younger generations. In Norway, interesting experiments have been carried out in order to make a detailed critical analysis of the environment from the viewpoint of children. Children arc capable of taking part even in complicated planning procedures if (he general planning is seen as an interactive learning process and remodelled on pedagogical principles. Heritage Many experiments have been made in Nordic countries in order to build heritage awareness at school. The experience gained so far show some common features. It is advisable, at the outset, to concentrate on the everyday environment of the children along the home-school axis. Because spatial awareness is difficult to build, it is advisable to select some clear spatial entities for detailed study, such as n specific place in an urban or rural selling, a road, a small region. Demonstrations of craftsmanship

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are an evocative subject matter for study, as is the definition of the specialities of the home settlements - even the "leitmotif of the environment can be discussed. Technology From the existing building stock many lessons concerning artistic and ecological technology can be learnt. In many instances the modern building stock and the built environment have many drawbacks (aesthetic appearance, architectonic scale, inner climate, sustainability of materials, etc.) compared with old construction and maintenance techniques. Taking part in real rehabilitation processes has proved to be of great interest to schoolchildren and thus every opportunity should be used to let children meet craftsmen and construction and maintenance workers, fanners, etc. within special rehabilitation projects. Management Management is a complex of tools to build, use, repair and maintain the environment. In the context of the Urban Renaissance Campaign, several communal rehabilitation projects were launched in Finland in which school-children also took part. Community work is a social-educational method to involve local people. Community work could also be developed to include heritage maintenance elements. Heritage experts as interpreters In many work experiments in the social field it has been observed that between official institutions and popular organisations socio-cultural interpretation is needed. This is particularly true for heritage issues where there a language and cultural barrier exists between experts and ordinary people. In Finland, we have learned from the experience of a regional architecture project. Within the project, seven architects were employed as supervisors for local communities and inhabitants. Their consultative work also included heritage issues and special workshops, campaigns and lectures in local cultural institutions, schools, etc. The architects were also involved in information and dissemination work. This kind of intermediate administration proved to be instrumental in building environmental/heritage awareness. This kind of approach can be recommended in order to mobilise local human resources, especially the young, in the analysis of their home environment and in the work to raise the ecological and aesthetical quality of the environment. The real meaning of heritage can be learnt from everyday experience and the ability to read the environment is strengthened. Should it not be a moral task of the various heritage experts, to act in their work, as interpreters of environmental threats and values?

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Enlarging the sphere of activity LasI6 AGOSTHAZI

To begin with, I would like to express my firm belief that the idea for our conference was a very useful initiative by the Council of Europe Cultural Heritage Committee. The papers presented beforehand and those in the programme extend the opportunity for each participant to take stock of the outcomes of the European Heritage Classes, to evaluate experiences, to ponder over future aims and lastly to discuss further possibilities and methods of spreading this magnificent concept. Solely from the perspective of the latter I believe it very important to discuss the problems of those countries which know nothing - or very little - about European Heritage Classes but who, after coining into contact with the idea, may look for ways of participating but feel lost as to the appropriate way to do this. To illustrate this situation effectively, allow me to say a few words about my own experience. I live and work in Hungary, a country which, throughout its history, has always been forced by its specific geographical, historical and ethnic situation to be receptive to all intellectual trends, a country which has always done a lot to preserve its traditions and cultural heritage. Over the last 3-4 years, Hungarians have seen developments of great historic importance and tremendously significant, silent and pacific political changes have taken place. Concerning the preservation of cultural heritage; I would like to mention the period of the sixties, when there were few things in the country attractive for tourism and yet, hundreds of thousands of visitors came to this small country of 10 million inhabitants to admire its well restored monuments, historic city centres and traditional villages. Perhaps it is not by chance that there are two sites from our small country represented on the World Heritage List, the panorama of the banks of the Danube, of the capital and a small, well preserved village. Well, after this small digression, let me get back to the main topic. About a year ago, when I was given the honour of a nomination in the Cultural Heritage Committee's Group of Specialists on European Heritage Classes, I began to collect information on these subjects. First of all, I tried to find out the real meaning of "Heritage Classes" for I had no idea. By taking part in the work of the Group of Specialists I came to understand the real meaning of the concept, as to familiarise myself with this great idea, and to realise towards what aims the efforts of the teachers, archaeologists, art historians and architects were directed. Through these experiences, I came to realise that most of the basic aims of this work could be found within current Hungarian practice as well. To further my project, I tried to collate those initiatives in Hungary which related to the aims of European Heritage Classes. I found quite a lot of them. Allow me to mention a few of them: there are several hundred amateur groups, of varying

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significance, which specialise in local history. They can be found even in the tiniest of settlements and are animated by enthusiastic teachers and experts. Very many students between the ages of 10-14 activity participate. The "Association of the Knowledge of our Country" coordinates the activities of the amateur groups dealing with local history all over the country and it organises regular, local, regional and country-wide competitions. It organises children's drawings competitions etc. too. They also organise archaeological, art and literature summercamps for youngsters. The Hungarian National Museum houses the centre of the country-wide activity known as the "Historic Play-house" which allows school-children to become acquainted with and practise handicrafts and art and to come into contact with a bygone way of life. In 1987, the official Hungarian organisation for the protection of monuments set up a campaign called "Guardians of our Heritage" with the aim of helping youngsters to understand their main goals and to draw them into this type of work. Through summercamps and competitions, thousands of students participated in real preservation projects. At the same time these groups of students became the real guardians and protectors of certain monuments, under their surveillance All this cultural and pedagogical work was helped fundamentally by the scries of booklets introducing monuments and areas of historic interest edited by the so called "Society of Vicinities, Ages and Museums". This list of examples is far from being complete. I have tried to give a brief account of (he activity of schools and amateur organisations working for the Hungarian cultural heritage. I think I dare say that, on the one hand, this activity is of great importance in showing the way of thinking, the mentality of Hungarian school-children and, on the other hand one can see that this activity is analogous 10 thai of the Heritage Classes. The international aspects of this work are demonstrated by the fact that, at the cultural meeting held in Paris this summer and entitled the "Meeting of Rivers", students and teachers from two Hungarian schools were present. Ladies and Gentlemen. I don't iltink I'm going too far in saying that the idea of Heritage Classes and even that of European Heritage Classes is well represented in Hungary. Our duty is now to frame this activity in a new. wider and more ambitious perspective, as we have already started to do. Everywhere where it was possible, we introduced and explained (he idea of European Heritage Classes to specialists in museum or conservation work, to teachers, to architects. 10 art historians who initially had no idea. As soon as they understood the main goals and basic principles, however, everyone agreed on the great value of the idea with far-sighted enthusiasm.

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Naturally, like with any other new processe, the first steps are slow, hesitant and wearisome. At the beginning everyone can only see difficulties and obstacles. This is why we set a high value on the help we got one month ago following the information programme held over a few days and led by Mr Serge Grappin and his colleagues. Their lectures and the explanatory discussions threw light on many baffling, obscure and seemingly insoluble problems for the Hungarian participants. Ladies and Gentlemen, perhaps you found my explanation of our Hungarian circumstances too long. Nevertheless I had to describe the situation which has considered in the case of countries which don't know about European Heritage Classes. One must reckon on a number of such countries within Europe. On the basis of my experience in Hungary and my discussions with members of the Group of Specialists on European Heritage Classes, I have become convinced - and I do hope you will share this conviction - that to start European Heritage Classes activities we need to go through the following phases: selection and preparation of experts receptive to the topic, evaluations of related activities and initiatives, initiating a widespread information and awareness campaign, establishing a directing committee which can study initiatives and play an inspirational role by advising and helping disseminate information throughout the country, forming the first experimental classes, and later on, evaluating their practical experience, launching a programme in order to create as many classes as possible.

I judge the process in Hungary to be in the third phase, i.e. the idea has been launched but it has not yet been put into practice. It is becoming better known and it has some enthusiastic followers. Now that the far-reaching education programme is to be launched, the organisation can be formed and some experimental classes set to work. Being aware of the Hungarian possibilities and intentions and having noticed the readiness of the Council of Europe and of the colleagues I met in the Group of Specialists to help, I am sure that in our next colloquium not only will the Hungarian representatives be able to list the experiences of our Hungarian Heritage Classes but many others will take the floor to speak of the achievement of activities made in collaboration with Hungarian classes: European Heritage Classes. Ladies and Gentlemen, finally, I ask you to reflect on what I have said, as being not only the spokesman of Hungary but also of many other countries which do not run European Heritage Classes and which require your help to undertake such a project.

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FOURTH SESSION: SETTING UP A EUROPEAN HERITAGE CLASS

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Joint training courses, training of intervening parties Alain RIFFAUD

Since 1988, our region of the Pays de la Loire has had a curriculum for heritage classes, with a network of eleven centres spreading over five departments. This project is covered by an agreement signed by the Nantes Education Board and the DRAG. Local authorities are its chief partners, and, in particular, the Regional Council of the Pays de la Loire, which has underwritten the necessary investments. A heritage class lasts one week, and the students - with their teachers and heritage specialists - study a site of historic and artistic interest, participating in on-site courses and workshops. The first European Heritage Classes have been conducted between our region and Italy since 1990. Two classes, one Italian, one French, work together on a heritage site. The Italian classes from Casale (Piedmont) worked at Le Mans cathedral and the return visit was to Casale, a baroque town. A class from Borno, in Lombardy, came to Fontevraud. A class from Milan also worked in Le Mans with a local class, and the return trip to Italy was to the abbey of San Fruttuoso, in Liguria. (For more on this, see the summary which follows). A school from Laval completed a heritage course with a class from Tuscany, at the castle de Craon, and later in Pisa. Plans for 1992 include classes in Clisson, in the Loire-Atlantique region, and in Venice, with secondary school students from both countries. Within the framework of a cooperation agreement signed between the EmiliaRomagna region and the region of the Pays de la Loire, a training and exchange programme has .been set up for 1992. In addition to the two regional councils, the Nantes Education Board is also involved, as are the national education authorities in Italy, the city of Ravenna, and the linguistic bureau of the French embassy in Bologna. The 1992 plans for the development of European Heritage Classes call for meetings between experts and administrators. A seminar was held in our region last May to inform the administration of Emilia-Roinagna of our classes. A second meeting took place in Ravenna, in October, to establish a heritage centre there. In the spring of 1993, two schools - from Sarthe and from Mayenne - will travel to Ravenna to work with Italian students. At the same time, three Italian schools from Bologna will come to France to complete a heritage course with French students on the Le Mans and Gue"rande sites. At the beginning of the second term, the teachers of the ten classes involved will take part in a preliminary on-site seminar. The two regions respectively have taken charge of the seminars for this year, and will share travel expenses for teachers and students in 1993. The participating schools and families will bear the subsistence costs.

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These exchanges should enable students from the two countries to enhance their appreciation of their respective cultural heritages, and to compare their approaches to the subject. Moreover, these heritage courses will be an opportunity to improve their understanding of a foreign language within a cultural context. Heritage Classes in the Nantes Education District Heritage classes were initiated in France in 1982, at the instigation of the Ministries of Education and Culture. These projects were consolidated by the end of the 80s. A heritage class lasts for one week and enables students to discover a heritage site of architectural, technical or other interest. In 1988, the Nantes education district created its own programme, noteworthy for its choice of options and mode of operation. A varied palette The Academic proposes eleven different centres (sec box), each representing a specific aspect of the heritage. Although this range is not of course comprehensive, it is at least representative, and is sufficiently varied to offer teachers specific examples corresponding to their programme of studies from a range of historical periods which can sustain a number of very different educational projects.

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Heritage Class Centres in the Nantes Education District

44

Guerande: medieval city Saint-Nazaire: port and shipyards Nantes: the 18th century town Clisson: Domaine de la Garenne-Lemot
49

Fontevraud: royal abbey Canton de Gennes: archaeological site Dou6-la-Fontaine: troglodytic site Maulevien oriental garden

53
Craon: castle and gardens

72
Le Mans: cathedral

85
Notre-Dame-de-Monts: Breton-Vendeen marshlands This list is supplemented by sites proposing one-day heritage classes: the abbey of 1'Epau (72), the Roman city of Jublains (53), the prehistoric site of Saint Hilaire-la-Foret (85), and the castle mound of Saint-Sylvain d'Anjou (49).

An exemplary partnership It is the interaction of the various participants that makes this project so effective. It brings together not only the Rectorat and the DRAG, but local authorities as well. The Education Board is in charge of coordinating the effort through a teacher who has been relieved of his academic duties within the context of this cultural development. This coordination ensures coherence, exchange of information, and monitoring of organisation and training methods. In addition, the Board finances any necessary training; the DRAG subsidises the different centres, and vets the heritage specialists who participate in the classes. Regional and local authorities have funded any necessary investments. The regional council, for example, has integrated the development of the

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project into the context of its cultural policy. The councils and communes concerned have also contributed, and some even help with operating costs by offering financial assistance to participating classes. We have thus been able to establish teaching teams who work with heritage professionals, high quality centres that serve as work and meeting places, and, of course, educational equipment suited to each centre. Training Preliminary training is a major factor in the creation of a European Heritage Class, and one which guarantees the quality and value of the experiment. European Heritage Classes must be seen as experimental laboratories, where research pays a determining role. The training devised for them must make it possible for the partners to develop jointly content, method and instructional tools which are specific to the task. Such training, in order to be effective, should itself become an integral pan of the preparation of a European Heritage Class, and should bring together all the partners, teachers and heritage professionals. It will take the form of a course held on ihe heritage site, and will serve as an opportunity to acquire knowledge provided by professionals, followed by discussion among the participants on the approaches discussed, the goals envisaged and the methods to be used. The course will thus lead to a joint development of the European Heritage Class curriculum, and assign the tasks for its actual preparation. Finally, it would be preferable that the training be in.siiiutionali.scd. or at least officially recognised, and the funding needed for it set aside within the general budget for the European Heritage Class. As an illustration. I should like to describe the project carried out at the abbey of San Fruttuoso in Italy, with Ihc pupils from a French secondary school in Lc Mans, and an Italian secondary school in Milan. This heritage class, held in Italy, followed the initial experiment that had taken place in 1991 with die same schools at Le Mans cathedral. A training course was held in March 1992 in Italy, in Rccco and San Fruttuoso, a month before the heritage class, and represented the culmination of the preparatory phase. This training was conducted in extremely favourable conditions, as it brought together teachers from both schools, heritage professionals, representatives from the Fondo per I'Ambienic Iialiano (owner of ihe abbey of San Fruituoso). the linguistic aitachfi from the French Embassy in Milan, youth leaders from the Villa Tigcllius in Rccco, where the pupils were staying, and finally, experts from the IRRSAE Lombardia (the latter research institute provided funding for this training within the framework of a boarder research project). This intcrcultural exchange was particularly productive, and (lie historical and archaeological complexity of (lie site led 10 a global approach being adopted in order to integrate its many facets. The curriculum dcvides thus focused more on the "how" of discovery and on ihe comments made on what had been discovered. Seeing ihe

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heritage in perspective in this way should enhance its accessibility. In any case, the training and the meeting of ideas and methods made these heritage classes possible, and were responsible for the originality of the approach adopted. Opting for quality Our essential motivation is quality, and this is achieved in various ways. Firstly, coordination safeguards the fundamental choices and options shared by the centres' directors. The directors all meet once a year for a three-day seminar during which the programme can be reviewed, areas for research outlined, and training programmes for trainers established. The quality of the heritage class is also apparent in the selected heritage site, the centre's facilities and the local teams. Finally, quality is maintained by controlling the number of classes held. On average, each centre hosts six classes a year, thus avoiding the dangers of overcrowding and repetitiousness, and enabling the training and preparation of teachers under the best possible conditions, while preserving the same opportunities for reflection and research as for other services. The number of students can in no way be a valid criterion of quality if this results in offering mediocre activities to the greatest number of participants. Ideal numbers will become clear with time. This is elitism only in the sense that each class is offered a high standard of work as a common denominator. The Heritage Centres One of the characteristics of this project is that is has opted to recognise representative heritage centres. This limits the further extension and mobility of the project, but offers the great advantage of ensuring continuity, permitting effective evaluation, guaranteeing ongoing action, facilitating the development of teaching and research teams, and permitting the gradual development of top quality teaching materials. The centres can, in addition, offer complementary services as an adjunct to the heritage classes, which will remain the core "laboratory". These centres help to define new methods of presenting heritage which is still a matter of national urgency considering the customary, out-dated approach used in the vast majority of cases. Parallel to the established heritage classes, the centres offer day-long classes and training programmes, and also publish documents and works that appeal to the general public. A heritage class: Le Mans Cathedral It all begins in the preceding academic year, so as to incorporate the heritage class into the school curriculum. An application form is accompanied by a teaching project developed by a multidisciplinary team. In September or October, a coordination meeting between the teachers and the directors of the heritage centre takes place. The teachers participate in a five-day training programme at the cathedral a few months before their students are due to start the class. This training focuses on content and method, and culminates in the preparation of the week's lessons plan, in close collaboration with the directors of the centre.

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The heritage class takes place in April or May, and lasts for five days; the students are housed in residential accommodation. Classes are composed of students from both general secondary schools (colleges) and grammar schools (Iyc6es). ) The week is planned as a balance between on-site activities and workshops. On-site activities are led by the (previously trained) teachers, and the workshops by heritage specialists teaching their trade - be it stone carving or stained glass. Eacli workshop session is made up of half a class and the students - who previously selected "their" workshop - follow it through over five days. Each workshop presents a group creation. The classes are also organised around themes selected by the teachers in keeping with their teaching plans, complemented by presentations by professionals connected to the cathedral - for example, the architect from BQtiments de France. The week-long heritage class is designed to be intensive, and concentrates on the monument as well as reflecting on the notion of heritage itself, and aims to impact a cultural awareness that can bring a more discerning eye to this heritage. Special attention is given to the planning of each on-site lesson, which seeks to meet specific objectives through a carefully planned and effective presentation, based on educational materials made available by ihe centre. This week is part of a larger educational scheme which extends over the academic year. The groundwork consists of the development of the project, training, collaboration between colleagues, and the heightening of student awareness. The end result is the presentation of an impressive body of work. From the start of the week-long heritage class, each student keeps a daily journal which will serve as the basis of a final report. Back in school, (he report is polished, and an exhibition can be organised, featuring the completed stained glass window. Teachers send the heritage centre an assessment of the week's educational experience.

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A week of Heritage Classes Monday 8:30 On-site talk (organised by teachers) Perception of space Workshops (1/2 class) (led by heritage specialists) Stained glass/stone carving Recording of day's events

14:00

20:00 Tuesday 8:30

History of the Cathedral Introduction to archaeology Presentation by the Cathedral Curator Workshops Journal work

14:00
20:00 Wednesday

8:30

Architecture The building site and its labourers Workshops Journal work

14:00
20:00 Thursday

8:30

The Organ The Liturgical Area Presentation by the Bishop Workshops Journal work

14:00
20:00 Friday

8:30 14:00

Iconography Workshops

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The European Space Our education authority has been running European Heritage Classes with Italy since 1990. French students and their Italian counterparts can work on the heritage of each country, in both France and Italy. Training courses have been established, as have sources of financial support. The recent agreement between Emilia-Romagna and the Pays de la Loire presents interesting prospects. Sessions have taken place at Le Mans cathedral, Craon castle, Pisa, Casale (baroque city of Piedmont), and the abbey of San Fruttuoso, south of Genoa. The future of such heritage courses unquestionably depends on continued research and training, and increasingly precise definition which avoids facile consumerism and pointless activities that fail to entrance the knowledge of our heritage. A European Heritage Class This class was held in April 1992 at the Abbey of San Frutluoso in Luguria. Two schools took part: the College of Les Sources, in Le Mans, and the Scuola Media Marellin in Milan. This European Heritage Class was exemplary in several ways. This was due, first of all, to the partnership and collaboration it gave rise to: the city of Milan offered hospitality to the students; the FAI (Fondo per I'Ambiente Italiano), proprietor of the abbey, lent its help and financial support; and the IRRS AE Lombardia (a research branch of (he Italian Ministry of Education) financed the necessary educational research. This research was carried well in advance by the IRRS AE experts and by the Italian and French teachers; one phase of the preparatory work consisted of a seminar held in March 1992. The ihcme selected and the materials developed for it were of an original nature. The goal of the classes was to enable students 10 appreciate all aspects of this monument, its place within its setting, and its purpose within the context of history mid human endeavour. This abbey was originally occupied by monks, and later by villagers who were subsequently resettled in order that restoration could be undertaken and a museum installed. The juxtaposition of several meanings, practices and discourses in relation to this heritage gives rise to another level of discussion, more profound, which reflects on the notion of "the cultural object". The evolution of this discussion is evident in students' writings as they show greater subtlety. The literary theme of travel to Italy has been used as the starting point for reflection. The writer's gaze embraces others, yet remains as a cultural statement. San Frutluoso, 7 April Having left Recco by boat to journey to an Isolated abbey, San Fruttuoso, we round the headland, and already the rocks rise up in the background. Beyond the headland the winds grow stronger, the rocking of the boat becomes more pronounced. We enter a small creek. It gradually opens up before us to reveal a few houses. San Fruttuoso seems to offer Itself to our eyes. The rising wind reigns over all else; the coolness rising from the sea - of a more luminous colour, now amplifies the cold.
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There are many cats - and pebbles - on the beach. An enormous tree stands out in this landscape, bathed by the sun. The arches of the abbey stand out from its facade, and the reflected sun is soon covered by mist which descends on the village.

Y.B.
San Fruttuoso, 9 April ... Thinking of the long and poignant history of the abbey (the Dorias, the monks, the villagers, and now the museum). But why did a museum have to be installed, evicting the inhabitants? What have the archaeologists done? In their quest for truth, they contributed to the death of the village. The departure of the villagers preceded the arrival of tourists, who now buy souvenirs from the locals who did not, or could not, leave. I do not know what the best solution would have been because if the village still existed, I would not have come here, I would not have seen this museum; if I hadn't seen the museum, I would not have said what I did earlier, and you would not have known the history of the abbey. Historians believed they were providing visitors with a wealth of information on the history of the abbey so that they might better understand it. But perhaps they overlooked a living, more real history -for one cannot empty a village of living souls and people and fill it with dead documents...

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European Heritage Classes Nantes Education District

French School

Heritage Site

Italian School

College Les Sources Le Mans College Le Grand Champ Grez-en-Bouere (53) College Jacques Brel Gu6rande Lyce'e Galillee* Gu6rande Lyce'e Bellevue* Le Mans College La Psaleue* Le Mans College Les Sources* Lc Mans College Saint-Louis Saumur Lyce'e Kcsler* la Roche-sur-Yon

Ravenna 10-15 May 93 Ravenna 17-22 May 93 Gu<Srande April 93 Gu6rande April 93 Le Mans 29 March2 April 93 Le Mans 19-23 April 93 Clisson (44) 19-23 April 93 Valcainonica Spring 93 Venise Spring 93

Istituto tecnico Comerciale Ginanni - Ravenna Scuola Media Dainiano Ravenna Scuola media Panzacchi Ossano Dell'Emilia (BO) Liceo Copernico Bologna I.T.C. J.M. Keynes Casiel Maggiore (BO) S.M.S. Vitiorino Da Fcltre Buscoldo di Curtarone (MM) S.M.S. Marelli Milan S.M.S. Don Moreschi Borno A Venice Highschool

N.B. The first five classes Kike plncc under n co-operation agreement between the I'nys dc In Loire nnd Gmilin-Romngnn regions. * projccis requiring finunciiil Ixickiny

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European Heritage Classes Emilia-Romagna/Pays de la Loire Notes for the amendment to the agreement signed by the two regions

1. Goals * Organisation of European Heritage Classes between the two regions, with schools alternating on the heritage sites of the two regions. The number of participating French and Italian schools would be limited to ten or so. * Concurrently, organisation of a training programme for teachers participating in the heritage classes. * Establishment of two heritage centres, one at Ravenna, the other at Bologna. The region of the Pays de la Loire already possesses its own network of 11 centres. * Establishment of a reciprocal information and training exchange between tutors and directors of the heritage centres of the two regions. * The European Heritage Classes for pupils from the two regions have as their primary goal the shared study of, and reflection on, heritage. These experiences will also be an ideal opportunity for using a foreign language in a cultural context. 2. Partners * Committed partners: The Emilia-Romagna and Pays de la Loire regions, the city of Ravenna, the linguistic bureau of the French Embassy at Bologna, and the Nantes Education Board. * Partners to appeal to and to inform: The city of Bologna, the Education authorities in Italy, and the French Ministry of Culture (Heritage Directorate). 3. Calendar of European Heritage Classes in 1993 * Training programmes: * Training of Italian and French teachers on-site, Guerande: February 1-5, 1993. * Training of Italian and French teachers on-site, Le Mans: March 15-19, 1993. * Training of Italian and French teachers on site, Ravenna: February 1993.

* Heritage classes scheduled for 1993

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French School

Heritage Site

Italian School

Dates

Lyc6e Bellevue LEMANS

Le Mans Cathedral

Istituto Tecnico commercial CASTEL MAGGIORE Liceo Copernico BOLOGNA

12-17 April 93

Lyc6e Galillee GUERANDE College J.Brel GUERANDE College Les Sources

Medieval city of Gudrande Medieval city of Gu6rande Ravenna

April 93

April 93 SMS Panzacchi OSSANO DELL'EMILIA School to be selected mid-October 92

SMS to be selected mid-October 92 May 93

Collfcge le Ravenna Grd Champ GREZ EN BOUERE

May 93

4. Organisation and educational follow-up * The Heritage Coordinator of the Nantes Education Board liaises with local authorities and coordinates the organisation of (he classes and training programmes. * In each region, and on each site, local authorities, administrative authorities and the directors of centres are responsible for activities on location. Together they decide on the orientation and direction of the exchanges.

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5. Financing Schedule of activities Pays de la Loire Region Financing of training programme Organisation & hospitality 40,000 F Financing of travel expenses: return trip, France/Italy: 10,000 F Emilia-Romagna Region Financing of travel expenses; return trip, Italy/France

May 1992 Training programme: Italian directors

October 1992 Training programme in Bologna and Ravenna for French experts

Financing of training programme. Organisation & hospitality Financing of travel expenses for teachers to Le Mans and teachers to Gu6rande. (Hospitality offered by the two centres.) Funding of hospitality, 4 French teachers Financing of travel expenses of classes. The classes are responsible for on-site expenses of up to around 160,000 F

February/March 1993 Financing of travel Training programmes for expenses for 4 teachers teachers on various sites to Ravenna: 8,000 F

April/May 1993 Heritage classes

Financing of travel expenses for 2 classes: 50,000 F. The 2 classes are responsible for on-site expenses of up to around 800 F per student

N.B. * The organisation of training programmes at Le Mans and Guerande is financed by the Nantes Education Board in the framework of its Academic Plan. * Also, in 1993, a request will be made to the Ministry of Culture to allow the French Heritage Centres to maintain subsidised fees.

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Preparation with the pupils at primary level Derek REID

Before talking to you about preparing a European Heritage Class with primary pupils, I will take a moment to explain to you our overall planning structure, as I think that it is probably unique, and therefore of interest to many of you. The primary Schools European Exchange network is an agreement between three European communities, the Borders Regional council in Scotland, the Belgian community of Woluw6 St. Lambert, which is part of greater Brussels, and the Department de 1'Aisne in France. The basic aim of this triangular network is to encourage and facilitate European Heritage Classes between our schools. Almost 300 children and 20 teachers were involved in these activities in 1992. Three of the greatest problems for schools wishing to carry out exchanges of this kind are finding contacts, preparing the exchanges, and evaluating costs. The network is dedicated to making all of this easier. Our network is based on the following principles: exchanges must be part of a heritage programme; the host region will meet the cost of food, accommodation and transport for visiting pupils; accommodation will be in lodges or youth hostels; network schools will communicate by fax; all teachers will have the opportunity to spend up to one week abroad preparing the exchange with their foreign counterparts; each host region will pay for this reciprocally; all schools will both host and travel to classes each year. At a management level, we have a European Steering Group which coordinates everything at a European level and consists of representatives from each country; each country has its management group which operates at regional level, dealing with such matters as accommodation, travel and finance, so that the energy of teachers is devoted to teaching and so they don't have to worry about anything else. Coordination of transport is a particular feature of this system, and it is not unusual for instance for a Scottish bus to arrive in Brussels with 2 Scottish classes, drop off one class to
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participate in a heritage class in Brussels and then pick up the French class which will travel with the other Scottish class to St. Michel, Soissons or Fossey, where the French heritage class is to take place. Each country mounts its own preparation programme for teachers who will come every year with their classes, usually in the winter, so as to allow staff to prepare the exchange in the best possible conditions. The network has been recognised by the European Community as one of seven official European pilot schemes for European exchange, and receives a grant from the E.G. each year to cover the costs of preparing and organising the exchanges. In the foyer are two exhibitions which give examples of the sort of activities and work that children and teachers from our 3 countries have been involved in over the past two years.

Preparing a European heritage exchange in a primary school "I hear and I remember, I do and I understand"

1. The nature of the primary school child The primary school child, being a prc adolescent, is open, receptive, curious, sociable and active. He warns to know about things and feels the needs to handle things and make things. He wants to do things in order to learn about them. He has few prejudices, and little self-consciousness. He mingles readily with others and through play, makes friends with strangers. Because of these characteristics, the primary school child is ideally suited to participate in European heritage Classes. Lack of knowledge of a foreign language is not a great problem, - the child is able to communicate, make friends and learn without it, through the medium of play, drama, music, art, craft, games, practical investigation and discovery. Sharing new experiences, making new discoveries and sharing strong emotions such as wonder, awe, joy create powerful learning experiences on which the teacher can capitalise. 2. Planning Much planning needs to be done before children ever meet, however. For instance, in the course of developing his European heritage Class one colleague of mine wrote 140 Icttcrsl First, the teachers must define the broad outlines of their project. They have to learn to look at their two classes - say Scottish and French - as one class for the purposes of the exchange a European Heritage class. They must decide where (he class will be held, and what the aims of the class will be. They must choose a theme, a title for the class, imcl decide on the content of the theme - what the children will

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learn, the methodology - how they will learn, and the week's programme - when they will learn it. Other major decisions to take at this stage concern dates, means of transport, accommodation and meals. Teachers will communicate by means of letter, fax, telephone, audio and video and pupils will also begin to communicate via these means. Our European Heritage Network, in the Scottish border regions, the Department of Aisne in France and Woluw6 St Lambert in Brussels, Belgium, use a "fax-pal" system to improve communication: all 14 schools in this network are on fax, and pupils use it freely. It is also important that teachers plan to introduce the teaching of French or English for example: this may cost money, and resources will have to be found. At this stage, language teaching is most effective if it is specifically directed to meet the needs of a social context on a learning situation prepared by the teachers. Lastly, the costs of all this must be worked out, and funding arranged. 3. Preparation Teachers must thoroughly prepare both themselves and their pupils if they are to make the best use of a European Heritage class. This means travelling abroad to the chosen site, studying it, and preparing the various workshops and practical activities in which the children will participate. Specialists must be contacted and meetings with them planed, and lists of available resources made. All of this information must be taken back home to school, where classroom preparation begins. Much of the work involves learning background facts, so that a context is developed in which the European Heritage Class will take place. Though we Europeans share a common heritage and history, it is also very diverse. Even near neighbours, such as Scotland and France, are very different, and it is essential that pupils have at least a basic grasp of their exchange country's historical and geographical context. The time to learn about the Merovingians is in the classroom, so that a visit to an archaeological site at Soissons can be understood, and the jewellery produced during the associated workshop compared to Saxon jewellery from the Dark Ages of English history. At the same time language learning will continue, and joint projects involving the expressive arts will be undertaken. For example, the children could exchange traditional songs which they would like each other to learn for a joint concert organised for parents. A great deal of the preparation work will involve visiting museums, acquiring books, preparing worksheets and materials for practical activity sessions. Perhaps the most important task at this stage in the preparation, however, lies in awakening of the mind and the senses of each child to the richness of their own cultural heritage, and I have found European Heritage classes to be a great motivating force here. In the Scottish Border town of Melrose, the children live cheek by jowl with the

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ruins of Melrose Abbey. Like the white lines on the road, it is so much part of their daily lives that they may well cease to notice it. Planning to visit it with a class of French correspondents alters this perspective radically, however, and it comes sharply in to focus. The child explores and researches it eagerly, with pride as he sees it providing the centre of interest for a European Heritage Class. This approach of viewing the familiar in a totally new and positive way is, I think, a very important justification for these classes, and provides a strong link between the sphere of culture, heritage and education. 4. Living the experience The actual visit, whether one is a visitor or a host is an incredible experience, a social event, an educational happening, a total immersion in the experience from which everyone, pupils, parents and teachers, emerge almost as new people. For children, the class itself is undoubtedly the highlight. For teachers, the satisfaction lies partly in seeing the result of all their planning and preparation over the preceding year, and the richness of the experience that ensues from this labour. Don't get me wrong. Mistakes are made. Everything doesn't always run smoothly. But I have yet to meet the child or teacher who failed to enjoy the experience of a European Heritage Class, and I think of those who continue to write to correspondents for years afterwards, of those who have insisted on revisiting a site in France with their parents while on holiday, and of at least one whole Scottish class, most of whom will now look at Melrose Abbey, think immediately of their European Heritage Class with pleasure and wistfulness, and a moment later recall the Abbey Si Michael-in-Thi6rache, and think of a special friend there. What a fund of memories and experiences to have amassed at the age of 12 years. His European preparation is not complete: it is barely begun. But the concept of Europe formed in this child's mind through the medium of his European heritage classes will surely have a bearing on his outlook as he grows into adulthood, as one of the first generation of true Europeans. Is not this an invaluable asset?

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Preparation with pupils at secondary level Maria Dolors DURAN i de GRAU

I should like to share with you my experience of European Heritage Classes and my enthusiasm for the idea. I have had the opportunity of organising two heritage classes for pupils from southern France in a lower secondary school.
*

European Heritage Classes are always based on a desire to provide lively and active teaching involving a European dimension, multidisciplinary methods and linguistic exchange. In fact, in our school, it is often language teachers who are interested in organising foreign exchanges. The process therefore begins with contacts with the school chosen on the basis of factors such as the geographical location, the opportunity for activities in the region and the opportunity for joint work, etc. The objectives of the heritage classes are very clear: learning about, increasing awareness of and studying a shared heritage. The first step is therefore to find a subject so that those involved can organise and build up the project together. Once the subject has been chosen by the partners involved and the teachers, the latter can begin preparing their pupils for the classes. The project is then explained to the pupils' families, and contact is made with the partners, whether teachers or cultural workers. Heritage classes consist of three key phases: the preparatory phase before the exchange, the central phase (during which the heritage class itself takes place) and a third phase, which involves the pupils' work after the class. For us, the central phase is based on reciprocity, ie one part of the class is conducted in one country and the second part in the partner country. But how can we set about organising activities of this kind, which, it has to be said, are fairly complex (since they depart from the daily routine of classes, courses and curricula, etc)? Above all, we have to make head teachers, parents, teachers and pupils aware of what is involved. In the first place, the teaching project has to be presented to the entire teaching staff. It is necessary to seek the backing of the head teacher and senior staff and to arouse the interest of the teachers who are to take part, as the interdisciplinary and multidisciplinary aspects are crucial. It has been my experience that the teachers most interested are language, geography and history teachers. In my own school, a biology teacher has also been actively involved, which is somewhat out of the ordinary. We always include a science subject in our heritage classes, and we have also enlisted the support of sports and art teachers, etc. Once the project has been presented, the teachers interested in taking part start attending meetings, working out how the work should be done in each class and contacting the other school and the cultural workers and other specialists who will be required to help with the out-of-school activities. In France, for instance, we have received assistance from museum educational services, which we have found to be very well organised. In Barcelona, we have a European Heritage Centre, which helped us

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make contact with lecturers, museums and workshop organisers, etc. In this case, the project was taken further by means of exchanges of documents, etc. When the project has been prepared, it has to be explained to the pupils. Each teacher incorporates it in his or her classwork. This is very interesting teaching work, as the subject chosen has to be introduced from various angles. For instance, when we were working on the Santiago de Compostela Route, we spent a lot of time on the Camargue, as our science teacher was particularly interested in that region. He presented all the aspects concerning nature, while the geography teacher covered its situation in the European/Mediterranean region and its climate. And the French classes covered civilisation in that region of France. In the Catalan class, we studied a Catalan translation of Mistral's "Mireio", trying to comment on it and to identify links between the terms relating to nature in Mistral's poetry and the nature and climate aspects studied in the other classes. For this work, we received documents during our preliminary contacts with the teachers and cultural workers in Aries. The teaching work is therefore based on different approaches to the subject. The pupils must be well prepared as regards the place they are going to visit. However, they should not be told everything, as opportunities must be left for discovery. The pupils learn on a cyclical basis in a process that always involves complementary factors. This learning process must also be subjective and individually-oriented. In order for pupils to take in all the knowledge and information they will acquire during the heritage classes, they must be prepared for what they are going to sec and must also be introduced to a whole series of new concepts. For instance, the art icacher teaches them Romanesque art before they leave so that they can recognise examples of it when they are on the exchange, and the French teacher teaches them the related vocabulary so that they can follow and understand the explanations given on the spot. This means the pupils arc prepared for discovery and are acquainted with the subject on which their learning experience will be based. They are thus able to take in the experiences of each moment and each activity without difficulty. They must reach the stage of possessing skills that enable them to assimilate concepts even if they have not studied them in depth in class. Another example is provided by the cubes of soap exhibited here at Maisons-Laffitte, which represent column capitals which the pupils carved in a workshop held in the cloister itself. They were taught how capitals were made and what they meant, and this was followed by a very interesting workshop with photos and documents which enabled them to carve capitals and understand fully what they were and what their function and origins were. While communication between the teachers and cultural workers is important during the first phase, the pupils must obviously also begin 10 get to know one other. This is the task of language teachers, ic the Spanish teacher in France and the French teacher in our school in Spain. The pupils then start to communicate with one other at individual and group level. Providing the pupils' families with information is another crucial aspect of the preparation for heritage classes. It is essential that the parents arc made aware of and fully understand what is going to take place. The project, the approach and the

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commitments are explained to them at meetings. In our view, parents must be required to make a financial contribution, as this ensures that they take a greater interest in the activity. It is true that teachers often complain that these activities involve a lot of work and overtime for them. We do the classes because we want to, but people must realise what they involve and cost, and parents must be involved in the projects at least to some extent. We have found that parents often do not really understand the approach or think that it is complicated. We now come to the first meeting, based on an agreed programme lasting five days (as a rule). We have had various experiences, for instance, all staying together in group accommodation, which enhances communication and also makes for more effective work. But this obviously involves expenditure. Staying with families has other advantages, eg more personal contacts, experience of the local sociocultural environment and lasting friendships. The class activities last four to five days. In some cases, we have stayed on a few days after the heritage classes. This has sometimes been because of administrative requirements linked to government or other aid which stipulate minimum stays of ten days, etc. In our case, the pupils learn Spanish and French. However, if the heritage classes involve three countries with different languages, the language problems become more serious. Teaching in our school is bilingual, ie in Catalan and Spanish, but obviously all the activities for the visiting pupils from France were in Spanish or French. The activities are thus in three stages. In the first stage, the subject is presented in a short lecture which is always illustrated with slides, documents, photocopies or aerial photographs. After this introductory presentation, the pupils move to the site concerned to get to know the monument, feature or museum, etc, and practical workshops are held on the spot. The workshop activities are very important. In the press workshop, for instance, journalism students help the pupils to make up articles and photographs, etc. In the modelling workshops, young architects help the pupils to make scale models of the monuments visited. In Marseilles, we saw Le Corbusier's Ville Radieuse, and studied the project in its original context, as well as its repercussions up to the present day. As far as the principle of reciprocity is concerned, the return visit follows exactly the same pattern as the first visit, with lectures, site visits and workshops, etc. And the last important aspect is the work the pupils do after the heritage classes, ie the exhibiting of their work, the scale models and photographs and everything else they have done. We always make a point of drawing up an itinerary and making a map of the itinerary planned and followed. In addition, the classes often culminate in some kind of summary document (an album, file, etc).

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I believe that these European Heritage Classes enable pupils to get to know European heritage, with its shared elements, and their own heritage at the same time (natural, cultural, linguistic, historical, institutional, industrial...)- It will be an unforgettable experience for our students, who will, at the same time, share their own heritage and learn to appreciate it and increase their knowledge of it. This example of friendship and of cultural respect, of fraternity and of common life will transform our students into citizens having a sense of solidarity, respect for others and sensitive to their own wealth and to the wealth of others.

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FIFTH SESSION: PARTNERSHIPS, FUNDING AND OBJECTIVES

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The French experience: heritage classes, workshops, and new forms of action Jean-Michel AGNUS France does not claim to be a model in this field, as other countries have carried out a number of interesting projects as well. Furthermore, France's experience is complex and far from Cartesian in its organisation; it results from an accumulation of individual initiatives. It is in constant evolution, and to present it otherwise would be misleading. At the initiative of Jean-Pierre Mouilleseaux, heritage classes were initially developed at three centres: la Chartreuse in Villeneuve les Avignon, the abbey of Fontevraud, and the saltworks of Arc et Senans. There were 120 centres identified and monitored by 1992. The number of classes grew from 11 in 1982 to approximately 600 in 1992; this rapid growth over ten years obviously reflects a broad spectrum of situation and legal arrangements. During the same period, the entire national administration underwent important changes which had repercussions on the management of centres and classes. First, there was the decentralisation process, adopted in 1983, which consisted of shifting state responsibilities to local authorities at the regional, departmental and municipal levels. A few years later there followed a gradual geographic devolution of state powers from Paris to regional prefects and, with respect to culture, to regional cultural affairs directorates. The state thus bolstered its regional structures in order to strengthen its partnership with local communities. Financially speaking, this dual system can also be found within our field. We will now attempt to describe the corresponding structures. Decentralisation The various regions and departements have yet to organise educational activities, although they do have a strong policy of heritage restoration and rehabilitation, particularly at dpartetnent level. However, they own only around 1 % of listed historical monuments. The towns and cities, on the other hand, own over 60 % of such monuments, and virtually all listed churches. Some have developed an educational programme, particularly since 1986, when the Caisse Nationale des Monuments Historiques et des

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Sites introduced the "artistic and historic town" classification, administered by the "Bureau des Villes et Pays a'Art et d'Histoire". Sixteen towns have established a permanent educational service that is entirely selffinanced. This is the heart of the decentralised system, at least with respect to operating structures. Among the large or medium-sized towns are Rennes, Angers and Soissons, and among the smaller ones: Fougeres in Brittany, Cluny in Burgundy, and Villefranche de Conflent in the Languedoc. Between the 16 towns involved, 125 classes were held in 1991-92. Approximately a quarter of the funding for these activities is provided by the host town and the "departement". Thus, in this particular case, local funding is available for the activity as well as for the structure. In the other cases (three-quarters), funding derives from a number of different sources, which leads us to the decentralised system. Devolution Co-financing is provided by: regional directorates of cultural affairs, the national education system (education boards or inspectorates), local authorities, particularly in towns and cities, families, associations, and occasionally work councils.

Within this general framework, let us first look at the main activities in the field of state-owned monuments, then at the overall scheme. Monuments belonging to the State (large chateaux and cathedrals) The education service of the Caisse Nationals des Monuments Historiques et des Sites, is refocussing its activities on three sites; Vincennes, Maisons-laffitie and the Pile de la Cit6, which alone includes Notre Dame, the Sainte-Chapelle and the Conciergerie. Other state monuments also hold heritage classes: Mont St Michel, which has a permanent heritage centre, The Chateaux dc Chambord. Chaumont-sur-Loire, Angers (which is also an artistic and historic city) and Nohani, the cathedrals of Reims, Bourgcs and Lc Mans, the abbey of Fonicvraud, under an agreement with the region.

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the Charterhouse of Villeneuve les Avignon, under an agreement with an association. These particular monuments are well known, and are cited for this reason, but they are nevertheless part of the general operating scheme. Overall organisation of classes This is s tripartite system consisting of class centres, cultural contributors and teachers. * Class centres

Generally speaking, there is one main class centre for each region. A classic example of concentration appears here, with a large number of activities carried out by a small number of centres. The large centres are generally multipurposed and often feature cultural options outside the heritage field, such as music, dance, playwriting and colloquies. Some smaller centres are extremely active. Others are more precarious and operate intermittently, specialising in a specific aspect of the heritage. To maintain educational standards, a maximum of 12 to 14 classes per year is recommended. * Cultural contributors

These contributors come from a variety of different fields. The national survey now being conducted on heritage classes has revealed 88 different profiles and specialities. The professions represented include: architects, archaeologists, documentalists, curators, craftsmen (carpenters, stone masons, ironworkers, gilders), teachers, historians, town planners, landscape architects, botanists and surveyors. The themes they cover, in order of frequency, are: techniques: stonework, archaeology, etc, town planning and society, historical periods, styles, the minor arts.

There are also specific approaches used, such as that devised for the disabled, based on touch, in Blois.

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Teachers

Most teachers are motivated by personal reasons, or hear about the work through the cultural action department of the educational district. The degree of commitment of the teacher determines that of the class. Prior to the class, they generate interest and provide documentation. During the class, they engage in dialogue with participants and encourage questions. Afterwards. they evaluate the class, return documentation, project work, and photos to the pupils, and endeavour to assess individual impact. Statistical assessment A few figures: the six hundred classes held yearly involve some 15,000 children. However, special workshops and day courses have reached ten limes that number of children; less thoroughly, of course, but in the same spirit. Between 1 and 2 million children have participated in these activities over the past ten years. The children themselves pass the message on at home and in school. In this respect, we should stress the importance that creativity has in these classes. It is for this reason that repetitive programmes cast in the mould of traditional classes, textbooks and lecturing are carefully avoided. Level of instruction 70 % to 85 % of the pupils arc from primary schools (ages 7-10), and 15 % to 30 % arc from secondary schools (ages 11-16). The classes will always be easier to organise at primary level, while the secondary level is mainly covered by workshops, which are shorter in length. Budgets Budgets vary according to class between 14,000 and 34,000 francs, the average cost being 25,000 francs. The highest costs are incurred in travel to distant class sites. Average daily cost per pupil is ISO francs. This price, equivalent lo the cost of a small room in a country hotel, includes travel, board and lodging. Educational back-up

This primarily means the teaching materials used by the centres, plus the experience that cultural specialists bring with them to the classes. To this can be added the data available in documentation centres of the "Inveniaire gUiiti-al" (Inveinaire Malranx) operated by the DRAG.

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Such information covers regional heritage, such as: non-protected heritage: fountains, farms, brickworks, mills movable heritage: kitchen implements, decorative items. Educational services attached to these centres have been set up in five regions. A textbook describing the different facets of the heritage is being prepared in collaboration with the Nathan publishing house. It is designed specifically for secondary school history and geography teachers. Opportunities Developing a policy vis-a-vis Eastern Europe is one of our Ministry's focal points, as well as one of the Council of Europe's priorities. For the past three years scholarships have been granted to architects and researchers in these countries to enable them to complete their training in France. Teacher-training activities designed to prepare future heritage classes were launched in Budapest last month, and featured the participation of teachers or officials from Villeneuve les Avignon, Fontevraud, Le Mans cathedral and the village of SaintRomain. This action included a discussion in which the Hungarian participants participated actively. New approaches Such approaches, suggested by the heritage director, are designed to take up the challenges of today's world; the heritage is in a good position to help us come up with new solutions. Special activities for the suburbs Launched in 1991, these activities combine a guided tour of a monument and an explanation of the rural and urban landscape surrounding it (even using geological references), with a practical activity relating in some way to the monument. Such activities have been launched in the suburbs of Lille, Metz, Paris, Lyon and Marseilles. They have taken place, for example, in Saint-Denis and Maisons-Laffitte. They involved children of immigrants born in France, introducing them to monuments close to their homes but which they had never visited. These visits give them a fresh outlook on their environment, and an understanding of building, decorative features, painting and stained-glass windows in situ. Their interest is sparked, and in return, they provide us fresh insight into this heritage.

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Practical activities include pinhole photography using a simple metal box, printmaking on thin paper, soap carving, perfume-making, and the construction of minirockets. Socialisation activities Aimed at reintegrating adults experiencing the economic unemployment, these activities are often held in rural areas. exclusion of

They consist of archaeological digs or restoration sites under the supervision of a foreman and an archaeologist. The work is accompanied by a detailed explanation, and a practical, on-sitc heritage class lasting six months. The purpose of such classes is not as such to find jobs for such individuals, but first to reintegrate them into the world of work, under the supervision of trained professionals in their field. The aim is therefore to give the unemployed new selfconfidence which will later help them when they are seeking employment. There is a very low drop-out rale for these classes. Participants are appreciative of them and they can eventually lead to employment with firms.

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The Council of Europe's Standing Conference of Local and Regional Authorities of Europe Jean SALLES

I am speaking on behalf of the Council of Europe's Standing Conference of Local and Regional Authorities of Europe. It is a body comprised of locally elected representatives from the 27 member countries of the Council of Europe. The majority of them are mayors whose educational responsibilities vary according to their country's institutional framework. I should add that my entire professional career has been devoted to education and international cultural relations. The Council of Europe attaches special importance to the heritage: it participated in the organisation of this colloquy; the Cultural Heritage Committee convened a group of specialists on heritage classes headed by Mr Grappin, which Mr Vonesch will tell you about; the Parliamentary Assembly took note of a recommendation on the cultural heritage in Central and Eastern Europe on 3 February 1992; it participated in the Krakow Colloquy in May/June 1991, etc.

So it was natural that the Standing Conference of Local and Regional Authorities of Europe should address itself to this problem. The study and follow-up were assigned to the Committee on Culture, Education and Media, which works in liaison with the Council for Cultural Co-operation, and of which I am a member. Our committee therefore considered how local authorities might carry out heritage activities. I hasten to point out that this term should be taken in a very broad sense. We are speaking not only of the archaeological and architectural heritage, but the entire cultural basis of European countries, which such education aims to help young people discover, and which ultimately covers the entire domain of culture. The Education Committee of the Standing Conference has undertaken a number of activities with this end in view. The pilot programme it adopted in March 1991 stressed twinnings and school exchanges whose objectives are as follows:

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an understanding of the common cultural heritage, exploring different ways of drawing upon this common heritage, while respecting the diversity of different countries, a better understanding of the history of each of these countries, the specific case of transfrontier school co-operation.

Studies have already been carried out in these various sectors. Reports have been or are being drafted, pointing out the role that local authorities can play in the development of this sector, which encompasses the 27 member countries of the Council of Europe, and will extend to those joining it in the near future. I am thinking in particular of the countries of Central Europe. What is this role? It can of course vary from one country to another, depending on ihe educational responsibilities that are conferred upon the local authorities. However, a number of common characteristics can already be identified. All local authority officers as well as mayors, presidents of regions, officials of intermediate regional bodies (which, according to country, may be the president of the regional assembly, a Kreis, or a county) have a duty 10 promote the heritage of the community they administer. It is their duty, on the one hand, to promote knowledge of this heritage, and on the other, to create opportunities to present it to others. In the education sector, it therefore falls upon them to support school initiatives designed to improve the knowledge of the local or regional heritage and to support exchange projects wiih schools in other countries. Such support can be financial, by way of specific subsidies. It can also be material, through the support of municipal services, exhibitions, (he organisation of the hosting of groups of foreign students, or the publication of the results of inicr-school cooperation. It is up 10 each individual to devise an appropriate type of support. Officials may also follow ihcir own initiatives, cither within the framework of (winnings between towns or regions, or activities which they will organise and run. They can also associate their cities or regions in activities at a national level. I am thinking specifically of the "heritage days" thai the "Direction des Affaires Ciiliurelles" and the "Caisse Nationals des Monuments Historic/nes" hold each year in France, and with which schools from all over Europe should be associated.

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These are but a few examples; the list will grow once the heritage is regarded by local authorities as a special field for school exchanges. The essential thing is to make local authorities aware of the importance of interschool exchanges geared towards the heritage. We have suffered too much in the European Community from approaching European problems primarily from an institutional and economic angle. Then the day came when citizens were asked whether or not they wished to continue the move towards European union. It was at this point that we realised that we had neglected to make them feel that they could be both citizens of their own country and citizens of Europe. The best way to develop a feeling of European citizenship is surely to base ourselves on the culture we share. Each country has contributed to the constitution of this heritage, which is neither American, Japanese or Chinese. Archaeology and history are oblivious to borders; music and painting ignore them, and the literature of each of our countries is steeped in reciprocal influences from Russia to the Atlantic, from England and the Scandinavian countries to Italy. It is this heritage in its multifarious forms that the students in our schools must discover. It is up to local leaders to encourage them in this direction. That is the goal that the Standing Conference of Local and Regional Authorities of Europe has set itself.

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A three-way exchange Jean-Jacques BOELPAEPE

You have heard several statements, and have now seen that the European heritage classes cover a whole series of elements, and that various regional, national and international organisations are involved. It is not always easy for teachers who want to explore the European dimension with their classes to participate fully in this type of activity. That is why I believe that there is, at the present stage, no fixed definition of a European heritage class. You have seen that remarkable film of children actively involved in a heritage class. These classes depend, first of all, on the commitment and ability of teachers - in other words, on what they can do and convey, and also on the enthusiasm which their own interests enable them to communicate to children. That is the first in a series of difficult steps, as we have certainly seen in the Group of Specialists on European Heritage Classes. In this respect, I again thank the Council of Europe for taking this notable initiative, which allows us to publicise projects and assess them. But above all, we have seen that heritage classes work when individuals take charge of them - when teachers are sensitive, find the right people to work with and also, in some cases, get a response from national or local authorities. My job now is to tell you something about a scheme that essentially involves local authorities. I do not have here the large poster (on display downstairs), inspired by the three-way exchange between the Brussels commune of Woluw6 St Lambert (which I represent here), the French Dtpartement of the Aisne and the Borders Region in Scotland. One might assume that these three local entities got together spontaneously and launched an exchange scheme, but that is not quite how it happened. The whole thing began on a very local level. The King Baudouin Foundation, which you will hear about again at this colloquy, works to promote awareness of the Belgian heritage, and I first heard about the heritage classes at an information meeting which it organised on the subject. I found out that heritage classes were being run in Belgium and also in France. Since our commune had no infrastructure in this area, I approached a colleague in France. We got on well, and soon set up a bilateral exchange scheme between the commune of Woluwe" St Lambert (one of the 19 communes that make up the Brussels region) and the D6partement of the Aisne. The latter was working on several sites: the Abbey of St Michel en Thierache; the "art and culture" town of Soissons; and Fossoy, which has recently joined in. We made a start by taking a Belgian class to France, where it was accommodated within the existing structures. Heritage class teachers need clear ideas on what they want to do with their pupils and how they can best do it. We went to see how the French teachers were setting about doing this, and our teachers joined in a French training course, which taught them how to run a heritage class. Our classes started going to France and, on one of these exchanges, we met a teacher from the Thierarche region in the Aisne, which is twinned with the Borders Region in Scotland. This teacher was involved in exchanges with that region at primary and secondary level. That is how I got to know Mr Derek Reid, whom you heard before me.

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Taking the bilateral scheme between Belgium and France as a starting point, we hit on the idea of setting up a three-way exchange between Belgium, France and Scotland, instead of just sending children off to a heritage class in another country (admittedly a European experience, since Belgian children learned about life outside their own locality by going to France). We took the whole thing further and made it reciprocal by starting to receive classes from Scotland and France ourselves. This is not easy, since local government structures are not uniform throughout Europe. We cannot, for example, have an exchange with a town in the Borders Region, since education there is a regional, not a local matter. In Belgium, it is a matter for the communes, but also for the language communities and the private sector. We therefore set out to find the right partners: in Scotland, a region, in Belgium, a commune (admittedly quite a large one, since Woluw6 St Lambert has 50,000 inhabitants) and in France, a D&partement (with departmental inspectors to organise education, which gives it a new dimension). That was the level on which we started to get organised. What that meant was setting up a system in an area which teachers were, perhaps, unaware of to start with. The first thing was to provide information and arrange a preliminary exchange of teachers. It was vital that the teachers should meet, and that each side should really learn about the other's problems and possibilities. You can easily imagine that teachers faced with problems hope that the local authority will in some way get involved and do something to help. The first thing we wanted to do in our approach was use the sites. And so we arranged for classes to travel to sites where they could be accommodated, settle in and live in contact with another class. There are various options here. Some people think that moving a class costs less if the children live with families. We went for an arrangement which kept the primary schoolchildren together, and allowed them to spend plenty of time with children in the host community and feel comfortable with this type of exchange. You must remember that the children we are sending are between 10 and 12 years old, and that there is a psychological barrier which needs to be overcome. To start with, we simply sent children to France, but we soon set up a reciprocal system, and that is what we have now. The transition from simply sending children across the border into France to the far more complex exchange with Scotland has aggravated the financial problems. Some speakers here have suggested that finance is a secondary problem, but our experience seems to me to show that this is not really true - if one wants (he heritage classes to be more than an outing or passing event, and to (urn them into something with a structure which is capable of growing. We found a way of funding the scheme in the first year, but found ourselves facing a big question when we wanted to repeat the operation: what happens when the project stops being a pilot one and becomes permanent or semi-permanent? We have been in touch with the politicians and have asked decision-makers in the Aisnc, the Borders Region and Woluwd Si Lambert to give us the backing, money and staff we need, and do what they can to get people involved. Obviously, all of this represents a large short-term investment. In 1990. we moved on from bilateral to three-way exchange, and saw that our local communities were responding, but that an effort also had to be made, and an example
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set, at the top. What have we got on the higher level (regional and language community in Belgium, and national in the other countries)? What have we got at international level? We started looking and, for the three-way exchange scheme covered by the exhibition here, managed to get financial support from the European Community. Its "Task Force VII" gave us money for a specific project, a pilot project. Again, the question is: what happens when the project stops being a pilot project and starts flying on its own? That is the real problem, since this type of project has proved unexpectedly successful with teachers and parents as well. Another question is what we can do to make it possible for everyone to benefit. We run into this problem in exchanges with our friends in the Aisne: the Aisne Regional Council is in the habit of subsidising state schools and involving only those schools in the heritage classes. In our system, we involve all schools - private, state and community. We can leave none of them out, and the Aisne thus finds itself playing host to private schools, simply because the dynamics of the European heritage classes require them to adjust their own structure. In my view, this is a good thing. Because this exchange requires an effort from the local communities, and because those communities refer us to the international authorities, a vacuum is created: what about the national authorities? Take the three partners involved in our own scheme. When they applied to the EEC, they were incorporated in a school exchange network (SEN to the specialists). We found out that this European network of school exchanges was based on the subsidiarity principle, with responsibility for organising European heritage classes going to states. Each ministry (there are two in Belgium) has been given instructions and the promise of Ecus to cover the setting-up of European heritage classes. This does not apply only to the three regions I have mentioned, but to the twelve Community countries. For the projects to be viable, states which receive sum X in Ecus must contribute the same sum themselves to get things moving. Strange as it may seem, this causes us huge problems, since this sum, which has been doubled, must now cover far more projects than the modest little project we launched in that framework to start with. Subsidiarity thus requires genuine financial commitment to the European cause on the part of states. Let us hope that regional authorities take their cue from the national authorities here. The President of the Departemeni of the Aisne has just succeeded in getting credits voted to cover the sending of five French classes to other countries. It has not been made clear whether this applies only to our three-way exchange programme, but five teachers and five classes will at any rate be subsidised to travel abroad. The same system has been adopted in Belgium and, I think, in the Borders Region too. We have asked our teachers to take part in training courses and evaluation. I repeat that our project is confined to primary schoolchildren. This means that teachers do not always have the same classes. We have focused on the final classes of primary school, on children in the 10-12 age-group. The teachers, however, move around. This means that we must not simply train one teacher in each school, but must gradually train all our teachers to accommodate this new European dimension. We cannot demand that a teacher be assigned solely and exclusively to a senior primary class because he or she deals with heritage classes. You can imagine the difficulties that accommodation caused us. We made a very rapid survey of our local authority infrastructure and found, oddly enough, that, with

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searching a little, the possibilities were better than we had imagined. By involving neighbouring communes, and even the regions or communities, each of our authorities began to set up an accommodation system. In my own commune, for example, we even altered some of the existing structures, so that we could lodge the children concerned. Obviously, travel is the most expensive part of organising a European heritage class. We were not too conscious of this, as long as our exchanges were limited to Belgium and France - we were merely crossing the border. As soon as Scotland came in, however, travel costs became very heavy. The danger here is that heritage classes may become the privilege of the lucky pupils who can afford them. This would be totally at odds with the spirit of the classes, which are intended to put our culture and heritage within reach of all children, including the most disadvantaged. We have therefore kept the financial burden on parents as light as we can, which means shifting it to local, regional, national and international authorities. We do. however, require a contribution from parents for our three-way exchange programme. It would be unfair for children taking part in an international activity to be favoured over those taking part in discovery classes at home. It seems right that parents should make some financial contribution, however small, to the cost of the project. As things stand, about two-fifths of the cost of our three-way project are borne by the local authority, one-fifth by international organisations, one-fifth by the regional or community authorities and the last fifth by parents. This is what we have got with our system. We have set up an exchange network, and regularly second teachers to organise it. They go in turn to Scotland, France and Belgium to prepare these exchanges. We have had problems with this too. In Belgium, we have the ministry's approval and so can go ahead. Structures in France are even better, and the O&panemeni sends in replacements for the absent teachers. But Scottish schools are responsible for their own budgets and have to replace absent teachers at their own expense. You can imagine the problems this causes, and why we need to standardise the system and globalise expenditure. In other words, when we set up a three-way project, we lump all the expenses together, involve all the local infrastructures, and cover all the costs from a common fund. This system is important, since it means that the decisive factor is no longer who has most to offer in local infrastructure or other terms. The role of the local authority is to get this type of project going. In the case of the three local authorities which concern us here. I feel that the projects have then been given the kind of political and media backing they need. Local newspapers and local government press services have joined in and helped on the information front. Afterwards, special inter-school events have built on the exchanges, which have also been reflected in good classroom results. We have tried - successfully. I think to ensure that every European heritage class is well prepared before, during and after the exchange. 1 shall pass over the other technical and financial difficulties we have encountered, and wind up my comments. The upshot of all this is: we had three schools (Melrosc in Scotland, Manigny in France and La Charmillc, a special education school at Woluwfi Si Lambert in Belgium)
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in the scheme in 1990. Two years later, in 1992, 15 classes from Woluw6 St Lambert were involved in bilateral exchanges with France or three-way exchanges, and we had five bilateral French-Scottish, Belgium-French and Belgium-Scottish exchanges, as well as two three-way exchanges. In other words, in our district alone, after a modest start with one, two or three classes, we already have 15 classes in the scheme. France already has five, and Scotland does too. This really is becoming a big thing and, coming back to the financial problems I mentioned earlier, I do not think that they have ever been as serious as they are now. We were among the first to organise this type of exchange - and are now among the first to find ourselves wondering what we can to ensure that interest is maintained and the project kept going. If it does keep going, the thanks will be mainly due to the efforts of children and teachers to involve their local communities, and to the local communities themselves. I must say that one hears European heritage classes mentioned increasingly often at conferences of those communities. My great hope is that other local authorities in the Brussels region and throughout the country will set up, not just exchanges, but exchange networks too. I deeply regret that I cannot make you feel, really feel, the sometimes astonished enthusiasm of the teachers who work on these projects and, above all, the total enthusiasm of the children for whom Europe is becoming a reality through these heritage classes. I can assure you that they are involved heart and soul.

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The King Baudouin Foundation Martine WILLE

The King Baudouin Foundation is a state-approved body, which means that it is not a government service but it is accountable to the state. It was founded 16 years ago as an homage to the King on the 25th anniversary of his reign. In the minds of its founders, the Foundation was created for the unique purpose of improving the living conditions of the Belgian people. This goal remains central, and in order to give it concrete expression, today the Foundation pursues a range of programmes which deal simultaneously with the social environment (youth, the war against poverty, economic prospects, social forecasting) and the physical environment (spatial development, the natural and man-made environment, cultural heritage), while bearing in mind the international dimension of problems. Each of these programmes features both a practical section - such as financial or logistic help, usually to supplement that provided by the government - and a section designed to promote the awareness of the public and administrative and political decision-makers. At an even more practical level, it organises prizes, study grants, competitions and media events, and also publishes reports, studies, official records of colloquies and field projects, and raises funds for these purposes. In this respect, heritage classes have been and remain one of the Foundation's important projects, as they involve both young people and their teachers, entail the preparation of study guides, help in the coordination of private and public, as well as political objectives; and, through the work of the Council of Europe, open up international prospects. We must nevertheless face facts: with the income from its own capital, additional income from public subsidies (like that of the national lottery, which is specifically earmarked for projects concerning the architectural heritage programme), and private donations; and with a team of less than one hundred staff to provide management, supervision, secretarial and supply services for all three national communities (French, German and Dutch-speaking), the King Baudouin Foundation's resources remain rather limited. However, the means it does possess are used to seek solutions to societal problems that have yet to be tackled effectively. In the Eighties, the heritage programme prepared and launched a series of heritage awareness campaigns.

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Some of these are still going on today: grants offering young restoration craftsmen further training courses in specialised centres; a project whereby teenagers introduce other young people to the collections of a dozen different museums by carefully preparing presentations giving their interpretation of works of art; a Heritage Day, in which the Foundation has been involved at both a financial and practical level from the very first year it was celebrated in Belgium, and through the work of the Council of Europe. With respect to this, I would like to point out that Antwerp will be the cultural capital of Europe in 1993, and that the events scheduled include the official inauguration of European Heritage Days in Belgium. Other projects have emerged in the interval, but have cither been one-off projects and hence jiot relevant here, or have been taken over by state authorities. This is precisely our objective: to initiate and, through co-operative efforts, implement projects and demonstrate how vital they are to the community. Heritage classes are a part of this framework. Having learnt of the existence of such classes in France, we set out in 1987 to obtain official recognition of the legitimacy of this form of alternative education. As a result, with the agreement of (he Directorate of Education, heritage classes are now considered part of the "classes de depaysement el df convene" curriculum (travel and discovery). They arc described as such in item 1.4 of circular on travel and discovery classes in Belgium and abroad, as well as on extra-curricular activities within the framework of academic curricula. Their purpose is described as follows: "The objective of "heritage" classes is to bring pupils in upper primary and lower secondary schools to the discovery and understanding of the heritage. They will make these children aware of the importance of the quality of the heritage, using a pragmatic and enjoyable approach. They will offer children the most conducive environment possible for creative activity in relation to a monument or group of buildings. Ideally, these classes will familiarise children with an exploratory and imaginative approach to the heritage that they will be able to use subsequently at other sites". Beyond the terms of this circular, and in the interest of dcmocraiisation, the authorities could eventually sponsor all or part of the participation costs. The Foundation has prepared study guides with a team of historians and educationists, the laiicr supervising their application in class centres. These centres first became operational in the school year 1988-89 at Villcrs-la-Villc. where the theme "The life of a monk in the Middle Ages" was used to help pupils discover the abbey and surrounding monuments. Two further sites have been opened since: Crand-Momu. with its theme of "The life of a 19th-century miner", and Trcigncs, whose farm-chateau and regional heritage museum ("dcomnsde") show the reality of rural living conditions.

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Study guides are being prepared for the classes held in Herve, a small urban community in a wooded landscape, and in Liege, where problems relating to large cities will be examined. Heritage classes are intended for pupils in all education systems from the last two years of primary school to the last year of secondary school. Ideally, heritage classes should last five days, which is the require length of time to become immersed in the subject and assimilate the method. However, it is possible to request a special "short session" of one, two or three days, supplemented by regular visits to the countryside with the school ("classes vertes"). Teachers accompany their pupils to the heritage class, and are assisted at the site (and depending on their requirements), by the team of organisers who also plan evening activities. Study guides are distributed to the pupils and teachers free of charge. In addition, a copy of the publication "Des Pierres pour le Dire" published by the Credit Communal de Belgique and the King Baudouin Foundation, on Villers-la-Ville, Grand-Hornu, Treignes or Herve is provided to enable teachers to prepare these trips. European Heritage Classes are governed by the aforementioned circular and by the one relating to secondary school exchanges (both published by the Direction Generate de I'Organisation des Etudes de la Communaute Fran^aise). Heritage classes are activities which take place during the school year, involve moving to a location different is the usual school environment, in which teachers and other participants collaborate, the goal of which is to enable young people to discover the value of a site, its environment, its historical significance, and its life today. To this classic definition must be added the European dimension of these encounters between young people from different regions and speaking different languages, who are seeking to better understand each other and to work together in a spirit of citizenship, tolerance and fellowship. The class site should, of course, be of historical, archaeological, literary or artistic interest, and the themes chosen based on the richness of the site. Obviously, classes of this sort require active teaching methods. The initiative for such an approach must come from the teachers themselves, for it is they who are the mainsprings for the development and preparation of the project, in which pupils are also expected to participate. During the actual event, the young people become involved collectively in practical workshops, they exchange knowledge, ideas and feelings, and communicate through such diverse methods of expression as gesture, sound and image. Of the different European Heritage Class projects that have been held in Belgium, we have chosen two examples: a primary-level class (ages 11-12) and a secondary level class (ages 17-18) as the European Heritage Class is not specific to any one age group.

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"Abbeys of the Middle Ages", is a class organised jointly by the "ecole d'application de I'lnstitut a*enseignement superieur Pedagogique de la Communaute frangaise de Ganshoren" (Brussels) and the "ecole d'application Louise Macault de I'Ecole normale de I'Aisne" in Laon. This project, carried out in 1990 by two practice schools of teacher training institutes which had already established contact with one another, was carried out in two phases: one week in Villers-la-Ville, and one week at Saint-Michel-en-Thi6rache (Aisne, France) between children speaking the same language. Given the young age of the participants, lively and practical themes were chosen. In Belgium, it was rhythms; the daily rhythm of abbey life, the rhythm of the seasons in nature, and at the abbey-farm; water and bread. In France, it was memory, music and rural resources. Prepared well in advance, the class also featured practical projects which included audio-visual mounting. This experiment showed that young people's relationship with the heritage and art did change: by the end of the class, the word "heritage" had acquired a specific meaning for them, encompassing not only monuments of artistic quality but more modest buildings with a story to tell. The pupils came to recognise their responsibility towards their heritage. Through sharing their ideas, they were able to recreate life as it had been on the site. The children despite their young age, discovered the linguistic peculiarities of the two regions, and discussed them in a positive manner. Brussels, an An Nouvcau capital, brought together young people from three cities: Barcelona (Spain), Vienna (Austria) and Waterloo (Belgium). The main objective of this class, which was held from 11-20 October 1991, was to allow young people, having had an interdisciplinary introduction to the different aspects of early 20lh-century art (so important in these cities) in school, to meet and compare notes, exchange knowledge and share the fruit of their year-long preparation for the course. The programme combined theoretical activities (lectures, guided tours) and practical activities (workshops where audio-visual mounting, posters, architectural models, stained-glass, etc were made). While the programme called upon specialists (an historians, architects, craftsmen, teachers), the course was organised largely by the host school teachers. At the same time, it was made possible through a partnership between the Curriculum Board, the Schools Inspectorate, the Art and History Museums, the government departments responsible for heritage and culture, and the King Baudouin Foundation. Other educational institutions contributed at various levels (tourism, communication, audio-visual, art history faculties).

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Families were asked for a minimum financial contribution (5,200 Belgian francs), the substantial shortfall being made up by financial support from the Curriculum Board and a subsidy from the European Commission. The high quality of the work of the pupils attending the class demonstrated their heightened sensitivity to Art Nouveau. Important benefits included the fact that lasting contacts were established between the young people, class unity was strengthened and stronger ties were forged between pupils and teachers. These two examples demonstrate the diversity and dynamic nature of European Heritage Classes. We believe that a movement has been started, but will require support for some time yet. It would be useful to devise a back-up system for tutors, teachers and organisers responsible for supervising the pupils. This could take the form of seminars designed to develop an awareness of heritage classes in general, and of the importance of the role of tutors responsible for preparing the class months in advance, and then seeing it through successfully. This training would obviously be developed in conjunction with the institutions and associations which the King Baudouin Foundation has always supported.

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Partnerships, funding and objectives Gian-Willi VONESCH

It is a very great honour for me to present the Council of Europe's views on the occasion of the inauguration of European Heritage Classes at the Maisons-Laffitte Colloquy. I thank the Council of Europe for giving me this opportunity. As Chairman of the Group of Specialists on the classes, I participated in the creation and development of this project with great interest because I am convinced that it represents a challenge to be taken up at European level, and brought to successful fruition. The classes derived from a French initiative in 1980. This is why our colloquy takes place at the portals of the French capital in the marvellous setting of the Chateau de Maisons-Laffitte. On behalf of the Council of Europe, I should like to thank our French hosts,, co-organisers of the colloquy very warmly. My report is divided into five parts: 1. 2. 3. 4. 5. Education the eye General definition of the classes Evolutionary phases of the project within the Council of Europe framework The present situation Future prospects

1. Educating the eye I should like to begin by drawing your attention to a definition of these classes which explains their value and meaning. In the "Basic Objectives of the Classes", you will read: "The European Heritage Classes contribute in an active way to educating the eye. They teach us to see things where the interest is not immediately apparent. Looking at things confers value upon them; it stimulates creativity and develops autonomy and a critical mind." Educating the eye is one of the fundamental aims of these classes, the importance cannot be underestimated in an age when we are saturated with information. I am thinking in particular of the continuous flow of images the eye encounters every day, and which must, in one way or another, be assimilated. This task grows increasingly difficult as what is referred to as "visual pressure" builds up. While 50 years ago we were content with the illustrations in magazines and books, or cinematic images, today we are faced with an endless stream. Television - cable or satellite - offers scores of programmes in a large number of European regions and urban areas; to television are added innumerable newspapers and magazines, the sheer volume of which breaks records year after year. And let us not forget travel, increasingly popular - and often stressful - which provides a multitude of visual impressions.

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If we wish to assimilate this enormous flow of images, we can only do so by exercising "selective perception". But this can have serious consequences, for the human being thereby learns to forget something quite important: to see, or more precisely, to look and be fully aware of what he/she is looking at. For example, if we wish to preserve monuments and historical sites - and I refer here also to our natural environment - we must try to rekindle the curiosity of our daily life. The classes offer us a unique opportunity to train an eye for detail. Children and young people who learn to observe, and who recognise for example an architectural detail, a rooftop with its pattern of chimneys, and so on which can be the note that gives a building or edifice all its charm, will in later life remain attentive to these little details that make all the difference. Among these children and adolescents there are no doubt future architects, urban planners, issuers of planning permits and politicians who will determine the future of our towns and cities, and thus our man-made environment. That is why, ladies and gentlemen, to invest in European Heritage Classes is to invest in the future of our fellow citizens - and in our own future. 2. General definition of the classes I should like to explain the main points of the classes, as defined by the Group of Specialists: i. "The European Heritage Classes originated in a common idea which arose in France, in the early 1980s, from an initiative taken by the Ministry of Culture in partnership with the Ministry of National Education." ii. "These are classes - held during the academic year - which involve transposition to an environment different from the usual academic one. Teachers and other participants collaborate in (he aim of "enabling .students to discover the riches of a site, its environment, the historic and artistic hallmarks thai characterise it, the life that animates it today". The site chosen must be of genuine historic, architectural, archaeological, literary, scientific or technical interest." Among the principles underlying the creation of the classes, the following must be kept in mind: i. "One of the goals is to facilitate European rapprochement by involving the young, and even the very young - since the classes arc designed as much for primary school students as for ihosc in secondary school - in experiences shared in a spirit of fellowship, tolerance, and conviviality." ii. "While the classes have been conceived in a European spirit, they arc in no way al odds with the non-European. They reject all forms of ostracism, and, on the contrary, use heritage to foster the understanding that Europe is multicultural and has assimilated extra-European riches. This perception can only bring ihc cultural identity of the young into sharper focus. I would add here that the Group of Specialists consiclcrcrs this point to be absolutely fundamental; we cannot stress enough the notion of a multicultural Europe."

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iii. "The European Heritage Classes are of interest (...) because they correspond in a flexible way to many of the demands of the young. They give them the chance to cross the threshold of verbal communication and communicate by other means of expression: gesture, sound and image. They enable them to experience emotions, to take an active part, to create, and to learn to be, in an atmosphere of mutual respect, tolerance and friendship." iv. "If there is one wish of the Group of Specialists convened by the Council of Europe, it is that these classes never be trivialised or systematised, that their pioneering spirit be preserved, and that each experience remain a challenge. For this success, all partners must feel personally committed - students, teachers, cultural advisers and also parents. No European Heritage Class comes ready-made." In order that classes be truly effective, the following basic conditions must be met: "The preparation and presentation of a European Heritage Class is a comprehensive educational project, carried out over a minimum of a year's course of study and involving the greatest number of disciplines organised around a central theme. In addition, during the actual class there must be real partnership between the educational and the cultural, a mutual confidence and complementarity between the educational leaders and the cultural advisers." Among these basic objectives, one in particular is worthy of note: "More than the acquisition of pure knowledge, the European Heritage Class seeks to foster a thirst for knowledge and to stimulate curiosity. The class is an initiation into an intellectual procedure which enables the same process of discovery to take place under different circumstances. Instead of being defined by some outmoded, nostalgic vision, heritage instead emerges as a vital and tangible pillar upholding and unifying both tradition and creation; it encourages the acquisition of notions of savoir-faire and savoir-Stre." As for themes, social integration and financing, we can add that: i. "The range of subjects to be covered is virtually unlimited. Reports on part experience are sufficient evidence of this." ii. "The themes selected are often linked to opportunities inherent in the study environment: museums, monuments, sites. These encompass all areas: architectural and artistic treasures, customs, crafts, the natural and man-made environment, etc. The European Cultural Routes also offer many interesting perspectives." iii. "(...) The Heritage Class is to be a school of solidarity, allowing for no discrimination of any kind." iv. "The procedures for financing by the authorities concerned vary from one country to another, and often grants are unavailable. Yet all students must be allowed to

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participate in European Heritage Classes, and it is inadmissible that any be excluded for financial reasons." v. "(...) The least costly solutions to the problem of accommodation must be found (such as schools, youth hostels, municipal hostels and those operated by various other organisations), with student involvement in fund-raising through the organisation of shows, festivals, etc. Teachers must be exempt from fund-raising tasks, for they are responsible for the preparation of the class itself. It is essential that we find institutional solutions to this problem." 3. Evolutionary phases of the project within the Council of Europe framework It was through the initiative of the Cultural Heritage Committee of the Council of Europe that a meeting of the Group of Specialists on European Heritage Classes took place in Strasbourg in early December 1990, to conduct an initial review of activities that had already taken place and to prepare a project for classes at the European level. Twenty-four specialists representing ten countries took part in this meeting. From the outset, the Group took great care to present, evaluate, and assess past experiences so that we would be able to formulate recommendations on the organisation of classes as much for the Council of Europe as for the education and culture ministries in the various countries concerned. The participants not only related interesting past experiences such as "Operation Rhin sans Frontiires", as well as Franco-Belgian, Franco-Spanish, Franco-Italian and many other initiatives, but also called for the creation of a core group of specialists, restricted to seven members representing six countries. In the course of in-depth discussions focusing essentially on methodological and didactic questions concerning the exact design of classes, this core group of specialists also completed some essential work which proved to be of great value at the second meeting of the Group of Specialists, held in late September 1991, again in Strasbourg. Fourteen nations were present at this second meeting, represented by 22 delegates. After detailed discussion of the "Draft Format for European Heritage Classes", the participants decided to organise a colloquy in Paris in 1992, to inform and to heighten public awareness of the classes. In the minutes of this second meeting in Strasbourg, the Paris colloquy is described as follows: "This colloquy would cater for political find administrative decision-makers and people in positions of responsibility in the educational and cultural fields. It is only if people were fully familiar with school exchanges of this kind that there was a chance of establishing the European framework needed to set up such classes. The colloquy would also provide an opportunity to take things a stage further and would enable the speakers to exchange views and identify new potential partners. The colloquy should also show that the heritage had excellent potential as an educational tool and a means of enhancing the shared European cultural identity."

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The full Group of Specialists met again in Strasbourg at the end of January 1992. Twenty-five delegates representing 16 countries participated in discussions on activities in progress in the different countries, a review of the final "Draft Format," and the preparation of this Maisons-Laffitte Colloquy. In concluding this overview of the different developmental stages of the project, on behalf of the Council of Europe, I should like to thank the Group of Specialists, the core group of specialists, their members, the representatives of the Council of Europe and, especially, Mrs Annachiara Cerri. They all worked very hard to advance the project, to prepare the agenda, and to organise this colloquy. 4. The current situation I would like to quote the response of the Committee of Ministers to "Recommendation 1111 (1989) on the European dimension of education by the Parliamentary Assembly of the Council of Europe", which says that educational systems must encourage young Europeans to consider themselves not only citizens of their own region or country, but also citizens of Europe and the world. This is exactly the goal envisioned by the Council of Europe when it created the concept of European Heritage Classes. The preliminary work of the Group of Specialists and the Maisons-Laffitte Colloquy have played an important part: the purpose of the latter being to appeal to all interested individuals, public figures, and organisations. We cannot over-emphasise the fact that these classes involve activities calling for collaboration and partnership between the ministries concerned: eg, culture, education, etc. The Group of Specialists is certain that this colloquy is of capital importance to decision-makers in education, culture, politics and administration. Existing structures must be consolidated and broadened, working relationships must be established, and cross-frontier networks formed so as to create a sort of European clearing house of ideas and contacts. Having said this, we must bear in mind that each case has to be considered separately, for there are no cheap, universally applicable solutions. These classes are based on serious and extensive multidisciplinary efforts on the part of the various participants: teachers, advisers, authorities, regional and local government, etc. 5. Future prospects To conclude, I should like to outline for you the future stages of the project. The prime aim is to set up a flexible framework for future action. This work will begin tomorrow, after the colloquy, at a meeting of the Group of Specialists. The task of this meeting will be review the proceedings and look into ways of implementing the ideas that have emerged from this colloquy. To begin with, we will need to establish contact with other Council of Europe projects and initiatives and, more specifically, to associate ourselves with these projects - such as, for example, the European Cultural Routes. The Group of Specialists hopes

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that this will facilitate the direct exchange of ideas, and enable us to obtain practical advice. Over the next year, the Group of Specialists hopes to find a solution to an important problem - collaboration with museums. It will apply itself to finding a diplomatic solution, acceptable to all parties concerned. On another note, the Group plans to undertake the delicate task of setting up a simple data bank with, of course, the authorization of the political authorities of the Council of Europe. My presentation would not be complete if I did not raise the question of funding. In this regard, ladies and gentlemen, all persons connected with these classes depend upon the support that you and your organisations can offer. Let us hope that together we can succeed in making these European heritage Classes a valuable and enduring achievement reflecting our culture and civilisation, for the benefit of the youth of tomorrow.

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Heritage classes at the Grand-Hornu Eco-Museum Marinette BRUWIER

1. This is not a heritage museum, but a set of buildings created by Henri Degorge around 1820-30, of outstanding historic and aesthetic interest, located at Hornu, 15 kilometres west of Mons. It comprises: 1.1. workshops and buildings attached to a coal mine 1.2. a workers' housing estate of 400 houses arranged around the workshops, with five paved streets and two tree-lined squares. 2. The establishment was closed down in 1953 and remained in a state of neglect until 1970. Restored by the architect Guchez, and purchased by the province of Hainaut in 1989, it is administered by a non-profit organisation which holds cultural events there, has opened a historical museum and is attracting a clientele of high technology firms. Guided tours are available for visitors. 3. Heritage classes have been held at Grand Honiu since 1990. published by the King Baudouin Foundation. The study file is

4. The Borinage coal mine. Great prosperity in the 19th century and proletarianisation of the working class, a source of labour union movement. The Borinage, one of the birthplaces of Belgium socialism. 5. The ten topics in the study file are designed for pupils in upper primary and lower secondary school and centre on the life of a 19th-century miner. 5.1. 5.2. 5.3. 5.4. 5.5. 5.6. 5.7. 5.8. 5.9. 5.10. King Coal Grand-Hornu: an early 19th-century colliery Grand-Hornu as the hub of a communications network The miner's work Children and women in the mine The miner's home The miner outside of the mine Labour/management relations Miners in art The future of coal.

6. For each of these topics, the file gives practical applications which utilise environmental studies, maths, graphics, history, geography, social law, etc. Also included are illustrations, vocabulary and suggestions for contemporary topics. 7. The file is the product of a working group comprising historians, geographers, teachers, and representatives from the King Baudouin Foundation and Grand-Hornu-

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Images. It was written by Jacqueline Delrot, a history graduate and teacher at the Ath6n6e Royal, Tournai. Located 15 km west of Mons, between Mons and Valenciennes, near the autoroute linking Paris and Brussels, in the commune of Hornu, Grand-Hornu is not industrial museum but a set of buildings dating from around 1820-30. It consists of the workshops and buildings connected with a coal mine, in the heart of the "Borinage", an old coalfield which is part of the coal deposits stretching from Nord-Pas-de-Calais, through Wallonia and all the way across to the Rhineland. In addition to their outstanding aesthetic value, these buildings also present considerable historical interest. Near them is a workers' housing estate comprising of over 400 brick houses built between 1820 and 1832, set out along five paved streets and around two large public squares planted with trees and decorated with statues. Theses houses, which are slill standing, all have two storeys, a garden, a coal shed, a well and an oven. There was a chapel, schools and a hospital. This is an example of industrial town planning which, although its design dates back to the first quarter of the 19th century, seems to me a very ancient one. Slide presentation 1. The workshops and housing estate cover an area of over ten hectares: here is an aerial photograph taken around 1968, prior to restoration. Here is a plan of the workshops, where we can clearly see the large oval courtyard and part of the housing estate. Here we see an engraving from the mid-19ih century by Madou, which is reproduced in "La Belgique Industrielle": to the left, the front of the workshops with its triple arch, topped with a neo-classical pediment. To the right, coal pits can be seen. There were several located near the workshops, and often put to different uses. This was the last mine building to survive. Today, it has been replaced by the broad esplanade you sec in the foreground. Walking through the archway, one enters the square courtyard, called the "farmyard" in the 19th century. An engraving of the period shows chickens pecking at manure, probably from the horses which were kept in the stables at the far end. The foliage was added during the restoration. Beyond the square courtyard, we can admire the graceful curve of the "great courtyard" which is entered through a second triple-arched gateway topped with a pediment. Here is a view of the oval courtyard, which measures 140 metres long and 80 wide; the interplay of small arches bordering it in particularly pleasing to the eye. To the left, you will see the machine shop. Seven large glazcr window arches this workshop, which is 70 metres long and 28 wide; it was covered with domes on pcnclentives resting on two rows of otolilhic columns in blue stone with doric capitals. Power was supplied by the boilerhouse of which the conical chimney is visible. The domes and columns had collapsed; today the columns have been set up again and a dome has been rebuilt under the chimney. The renovated ruins of the workshop arc probably more attractive now than when it was actually in use. In the great courtyard, the colliery's administrative building, with a facade 58 metres high, is a companion piece to the workshop. Slightly apart from the workshops, a neo-classical mine owner's town house was built, along with the more elaborate homes in the estate.

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on rue Royale, which was rechristened rue Degorge after the founder of this impressive complex. Here we see a typical street in the estate, with its rows of identical houses, and an old photograph of the "Place Verte", with its weather-beaten statue and a kiosk that has since disappeared. 2. All mining activity at Grand-Hornu ceased in 1953. Following the treaty of La Ceca in 1951, the Borinage mines closed down one by one, the last of them in 1975. The buildings of Grand-Hornu were abandoned, and fell into serious disrepair. In 1971, the architect Henri Guchez acquired them and began tasteful and intelligent restoration. For example, he ordered a very special set of doors from the Belgian sculptor Felix Roulin. The industrial buildings of no aesthetic interest were pulled down: they are the ones I showed you earlier. In 1987, "Le Grand-Hornu-lmages" association was established, and Guchez sold the entire site to the province of Hainault. The non-profit organisation is in the process of finishing the restoration work, and a fountain by the sculptor Pol Bury has been erected. The association also organises guided tours and prestigious cultural events. It has opened a historical museum devoted exclusively to the history of Grand-Hornu, placed in context. Furthermore, in order to carry on the innovative spirit of its founder, Henri Degorge, the province is seeking to attract hightechnology industrial firms to the area. 3. Heritage classes have been held at Grand-Hornu since 1990. The King Baudouin Foundation has participated by publishing the study file that I am about to present to you, which is designed for use by pupils at upper primary and lower secondary level (aged 10-14). As they are all located on a single site - Grand-Hornu, whose beauty I have tried to evoke for you here - we hope that these classes will make young people aware of the value of the architectural heritage. The study file centres on the life of a 19th-century miner, in the socio-economic context in which he lived. It aims to impinge on many educational disciplines, including environmental studies, maths, art history and current affairs. 4. So Grand-Hornu was the product of 19th-century coal mining activities. The Borinage coalfield was particularly prosperous at the time, and with this prosperity came a proletarianisation of the workers which led to frequently violent labour disputes. The Borinage miners were among the founders of Belgian socialism, which is still very much alive in Wallonia, especially in the Borinage region. 5. The ten topics covered in the study file are now on the screen. I should like to go into more detail on each one, if I may. 5.1. King Coal This title underscores the paramount importance of coal in the 19th-century economy, as Belgium's primary, if not only, energy source until the Fifties and Sixties. This section deals with the geological origins of coal, then provides an overview of the history of the Borinage going back to the Middle Ages. This area's decisive expansion was to occur in the 18th century, with the introduction of

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Newcomer steam pumps, and the years 1800-1815, with the application of revolutionary and imperial mining legislation. As a practical exercise, a graph comparing distribution and production of coal throughout the world in 1869 and in 1910-1914 is provided, and pupils are asked to calculate the growth of Belgium's share. 5.2. Grand-Hornu: an early 19th-century colliery

This part focuses on the work and housing areas. Henri Degorge-Legrand, of French extraction, bought an unsuccessful firm and, in 1815, began to give it new life. The success of this enterprise was to make him a rich man; in the eyes of his best chronicler, Hubert Watelet, he is an outstanding example of the Schumpeterian entrepreneur. He was the first in the area to attach a steam-engine workshop to his colliery, thus forming an integrated production unit. "In order to attract the workforce by promising them unheard-of-comfort" (these are Degorge-Legrand's own words), he built the workers' housing estate, the houses were reserved for miners and rented on a weekly basis. There was no question of providing housing for miners' widows. Concerning these buildings, I refer you back to my commentary on the slides. As a practical exercise, pupils are asked to calculate the area of the great courtyard and research the etymological roots of the work "urbanism". 5.3. Grand-Hornu as the hub of a communications network: examination of this large-scale economic phenomenon The colliery was located along a recently constructed roadway (in the 18th century) from Mons 10 Valenciennes, not far from another road leading to Tournai, and hence the Scheldt, Flanders and Antwerp. It was also only two or three kilometres form the Maine, a tributary of the Scheldt, which has served to carry coal since the Middle Ages, had been developed in the 16th century and replaced, after 1816, by the canal linking Mons and Condi, which today is a motorway. In addition to the waterways, there was the railway, and with respect to this I should like to mention an invention of Degorge who, in 1829, installed iron rails along which small coal wagons were hauled by horses from the mines to me canal. In the practical exercises section, there we two texts by Victor Hugo on his first encounter with the railway in Belgium. Here is one that concerns Dcgorge's railway. Suggestion: try to imagine what means of transport we will be using it the future. 5.4. The miner's work This section features a succinct description of the miner's arduous task. On ihis subject. I recommend the magnificent book that "Tare Hiimaine" has just published, entitled "Mlneiir de fond" by Augustc Viscux. Firedamp explosions and other mining accidents arc also described.

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The practical exercises include questions on output and miner's lamps, and the concept of occupational disease in introduced in the suggestions section. 5.5. Children and women in the mine This section opens with a late 19th-century engraving depicting a couple with a child walking to work. The descriptive text is supplemented by statistics, and a comparative examination of legislative texts from the 19th and 20th centuries. From this section's many illustrations, I have chosen a photo of a Colombian child of today who, leaning forward on his hands and knees, strains to pull his heavy burden along a mine shaft. A 19th century engraving shows a young coal miner in the same posture, pushing a wagon. The similarity is striking. 5.6. The miner's home A postcard reproduction opens this chapter: here we see the interior of a miner's house: next to the stove, the miner and his wife are sitting at the table with their children. The grandmother is holding the youngest baby on her knees. The house is furnished in traditional style and is elaborately decorated. The students can take the houses at Grand-Hornu they have before them as a reference, to be compared with other houses in the Borinage region. A postcard and painting by Constantin Meunier, statistics concerning the coal miners' homes, rules for tenants of the estate houses. It is interesting to note that in the practical exercises several budgets of working families from 1845 to 1974 have been included. Students are asked to make a graph, and can observe that the percentage of the family budget for food fell from 76.2 % to 29.2 % over this period, while rent rose from 9 % to 13 %. And miscellaneous expenses, which were virtually non-existent in 1845 (2%), had skyrocketed to 40 % by 1974. 5.7. "The miner outside the mine" This is a section that examines the leisure activities of the miner, and their cost Here we see a Sainte-Barbe's day celebration - the patron saint of miners. This was an unpaid holiday for the miners. Traditional Belgian games such as archery, regional games and "crossage", a sort of poor man's golf, which is played in the streets and fields. Brass and wind bands and choirs all made the Borinage an important regional centre for music. These activities were funded by the employer before the advent of socialism, and afterwards by the local sections of the Socialist Party and subsequently, by its adversary, the Catholic Party.

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5.8. Labour/management relations After demonstrating the lack of legal protection and the wretchedness of unemployed miners, the file examines the social measures taken in Belgium following Uie major strikes of 1886, then covers the transformation of the trade union movement into a political movement, the Socialist Party after the creation of trade unions, co-operatives, and mutual health and retirement insurance schemes. The documents provided in facsimile, which include a worker's record book, orders for weapons including six cannons by Degorde after the 1830 uprising, are to be analysed by the pupils. In the "vocabulary" section, they are asked to define the words "trade union" and "co-operative", and local expressions referring to the pillaging of Grand-Hornu during the 1830 uprising arc studied. This riot broke out during a period of severe unemployment in the region's coal mines, stemming from the July Revolution. Paris and northern France were among the biggest buyers of gasworks and steam-powered machinery. These troubles also coincided with the September uprising against the Dutch in Brussels. Directed against Henri Degorge, the riot is thought to have been started by the carters who had lost their jobs following the introduction of the railway system 1 mentioned earlier. They tore up the rails, and legend has it that Degorge nearly lost his life in the struggle. Small wonder then, that by 1831, he was armed to the teeth with rifles and six cannon. The railway was rebuilt, equipped with the locomotive that we saw on the first slide, and the neighbouring communes from which the rioters had come were made to pay the costs. 5.9. Miners in art The most well-known artist cited is Vincent Van Gogh, who came to the Borinagc as an evangelist. He sketched the miners coming home from work, the women scavenging bits of coal from the slag heap (a mountain of worthless debris also called a coal tip). At that time (1879-80), he was at the very beginnings of his art. The years later, a well-known Belgian proponent of realist art, Constant in Meunier, also travelled to the Borinagc and produced a series of drawings that greatly upset the Brussels public, as they exalted the miner, that despised worker, placing him against an inspiring backdrop of chimneys and smoke symbolising (he power of industry. A contemporary of Mourner's, the artist Gicile Drouard, expressed with touching sensitivity the hard lives of the women who worked in the mines, poor creatures bent double under (heir heavy burdens. Reproductions of the works discussed illustrate this section. 5.10. The future of coal The authors assess the importance of coal among contemporary energy sources. Coal has lost its pre-eminence, but continues 10 be mined, except in those mines where (in Belgium, northern France, and even in England) the structure docs not lend itself to high-productivity machinery. The greenhouse effect and climate

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changes resulting from the excessive burning of coal and hydrocarbons are also discussed. The file takes an ecological stance by advocating energy conservation. 6. As you can see, this study file is organised in a logical fashion and, used conjunction with the socio-economic setting of the classes, it allows for observations and practical exercises that broaden and enhance the students' historical grasp of the topic. Each section is followed by practical exercises, illustrations, vocabulary, and references to contemporary issues. In a word, as the King Baudouin Foundation intended, numerous branches of the curriculum are encouraged to contribute to this project: eg environmental studies, maths, linguistics, the humanities including history, of course, but geography, sociology and labour law as well. 7. I shall conclude my remarks by pointing out that, while the study file features contributions by myself and many others, its author is Jacqueline Delrpt, a teacher at the Athenee de Tournai.

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Archaeology in the museum - Archaeology in the town Barbara THEUNE-GROSSKOPF

The Museum of Archaeology (Das archaologische Landesmuseum) in Constance, which was inaugurated in March 1992, is a historical museum, in the sense that the emphasis is not on the display of individual excavated objects but on their integration into their archaeological - and hence historical - context. The Museum will be the Constance branch of a archaeological museum planned for the entire "Land" of Baden-Wiirttemberg. It is not a regional museum, however, but an archaeological showcase for the south-western part of Germany. The "showcase" concept reflects a close link between the Museum and preservation of archaeological monuments. The aim is not only to make known latest results of archaeological work in Baden-Wiirttemberg, but also to explain methods of archaeology and what they can achieve - in other words, to show how archaeologist arrives at a certain result. the the the the

The Museum places particular emphasis on medieval archaeology, especially in the urban context. This is due to the fact that the Museum is located in Constance. Not only have the intensive excavations of recent years in Constance led to numerous discoveries, but the medieval buildings of Constance - which was not damaged during the war - are almost completely intact, a more or less unique situation in Germany. The educational philosophy behind the Museum logically follows from this. The aim is to make people aware of their cultural heritage, the peaceful co-existence of man and monument. Archaeological investigations always involve destruction at the outset - for example, through building projects and other kinds of human intervention. The finds are wrested from their original environment. Fortunately, however, they are then brought together and carefully documented by the archaeologist. In the Museum, the finds and the archaeologist's findings are presented in such a way that the non-expert can understand them. When placed in their proper context, the original objects illustrate historical relationships. The finds, the archaeological sources, are seen as part of our cultural heritage. The medieval town, on the other hand, is a living witness of the past. Here, through expert guidance, the eye must be trained to notice tilings which are not obvious at first sight. Only what is known and cherished will be preserved. It is not by chance that the title of the combined Museum/town guide is "Die Briicke" ("The Bridge") - a bridge

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that links the two archaeological settings. The material presented in the Museum can be rediscovered in its natural setting - in nooks and crannies, in interior courtyards, beneath plastering, in cellars and at excavation sites and such diverse themes as medieval urban development, house-building, popular religion, pilgrims, food and sanitation, commerce and handicrafts are addressed. The proximity between the Museum and the medieval town in Constance facilitates the presentation of medieval archaeology in this manner, but the connection between museum and living monument can undoubtedly be exploited in other areas as well.

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The Association for the Cultural Heritage and its Pedagogy (APCP) Dany TESTAS-DESJARDIN

This Association was founded in 1988 from the common desire of Heritage Class sites to come together and compare methods, and to reflect on goals and a collective methodology by drawing on the unique characteristics of each centre. The network includes an extremely diverse array of partners (bodies responsible for national monuments and archaeological sites, regional heritage museums, teacher training colleges, inventory services, etc.), but all share the objective of high-quality instruction and dialogue with partners in the public education system. Beginning in 1989, we drew up a map of France showing all these sites (145 are now listed) with the assistance of the Ministry of Education and the Ministry of Culture. The tasks we have set for ourselves are as follows: Ongoing information and discussion between class sites and institutional partners in order to devise joint strategies. Joint training for cultural specialists in heritage classes or workshops, and of teachers (primarily teacher training specialists), with a view to working together with different educational teams. These training courses can take different forms: a summer university course on the main themes (industrial heritage, multi-cultural influences of the heritage), and national or individual training schemes on methodological problems specific to one theme or teaching level. Finally, providing services both for our members and for our institutional partners (study of sites and their operations, discussion of class evaluations, a guide for the education culture partnership).

What is vital for us in this original approach to heritage teaching is the contribution made by cultural specialists, artists or persons possessing special skills, who will teach the different aspects of the heritage enthusiastically and in an informal way so that the imagination and creativity of children can be brought into contact with the more formal aspects of the heritage in the broadest sense. All the partners believe that the heritage is an outstanding field of educational application because it cuts across boundaries and disciplines; but it is also a place where the personality of the child can be developed, the eye trained, and the mind opened. Concepts such as chronology and time/space relationships are thoroughly explored in these classes and workshops. The artists who work with us add an extra dimension, and emphasize the importance of work with the pupils both with regard to the topics covered and the actual exchanges they have with them.

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Looking back from the vantage point of over a dozen years of heritage education through the "Heritage Classes" concept, we feel it is vitally important to organise these sites into a country-wide network instead of leaving them in isolation - a network extending across the country and across Europe, to promote joint reflection and a common methodology - and to define together a strategy of European themes and their implications.

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Cultural Heritage Classes in the Aquitaine Region Frederic BERTHAULT

The Heritage Services of the Ministry of Culture in the Aquitaine region have pledged their support to this project on the basis that numerous monuments attest to a prestigious heritage: the caves of the V6zere valley (like those at Lascaux), Chartres cathedral, the Mont St. Michel, the palace of Versailles, all classified World Heritage monuments by UNESCO, and to which can be added those of local heritage interest, perhaps less famous but under greater threat. It is easy to demonstrate to students how important the discovery of a new palaeolithic cave shelter and its scientific exploration are to the understanding of the civilisation of hunter-gatherers, and that the remains of a Gallo-Roman villa and its baths, only a few kilometres away from where they live, contribute to an appreciation of the importance of water in Gallo-Roman civilisation as surely as any magnificent aqueduct. This is why, from the beginning, we have endeavoured to develop local heritage classes designed for students in the region who, out of their awareness of this heritage, will not contribute to its destruction and who, as adults, will actively work to preserve it. While such an approach cannot be faulted, we must not fall into the trap of ignoring monuments which also constitute a heritage belonging to all mankind. Within a relatively small area in Aquitaine, we are fortunate to possess several important examples of palaeolithic parietal art, both pictorial and sculptural, and it is inconceivable that we would not seek to make these elements of world heritage available to all. It is to this end that the Heritage Services of the DRAG d'Aquitaine (Ministry of Culture) are now creating a centre for Heritage Classes which we hope to imbue with European dimension. Situated in the V6zere valley itself, the centre will enable students from European schools to work with fabulous examples of prehistoric parietal art under the best possible conditions, in addition, they will have access to artifacts conserved in the National Museum of Prehistory, also located in the valley. In Aquitaine, Heritage Classes are structured on two levels: The first level aims to heighten the awareness of local students to the heritage they live with and should, by right, protect; the second invites students from outside the region and outside France to discover a heritage which, by virtue of its inherent qualities and uniqueness, belongs to all men.

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Logically, therefore, the nature of the class will determine its location at a particular centre, with each centre committed to the overall objectives of the project. While it is necessary to establish centres adapted to the task of making students aware of their local heritage, it is also essential to create centres facilitating an appreciation of heritage of major significance. It would be unthinkable to present students from Athens, Treviso or Florence with a heritage sample that is perhaps interesting but that does not measure up to the importance of their own local heritage environment. Care must be taken to ensure that these European Heritage Classes do not become simply an opportunity for linguistic exchange, thereby losing the boarder dimension offered by a truly exceptional heritage. It is the task of these classes to highlight the intrinsic uniqueness of the heritage.

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CLOSING SESSION

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The Development and Training Department of the French Ministry of Education and Culture: making artistic and cultural heritage more accessible to school children Daniel CHEVIGNY

First of all I would like to introduce myself and my work, particularly for the benefit of our European friends and neighbours here today. The question you may be asking is what part the Development and Training Department plays within the Ministry of Education and Culture. The Department plays what we in our own jargon, call a cross-cultural role organising and co-ordinating day-to-day activities and procedures which, where necessary, blend the work of the other ten departments of the Ministry of Education and Culture into a coherent whole. Though difficult, this is an absolutely crucial task. This blending and co-ordinating process is, of course, carried out both at the national and the regional level through the unique and extremely effective apparatus of the Regional Directorates for Cultural Affairs (RDCAs). In my contribution I will not be dealing specifically with the European heritage classes. Instead, I would like to begin by pointing out how the special educational methods which provided the basis and the direction for these European heritage classes constantly come into play in the artistic and cultural activities we carry out in partnership with our colleagues in Education. I carry on using the term partnership (which may seem odd to you since the ministry has become a single unit) because in practice there is still a form of partnership between my colleagues in Culture, those involved in the cultural world and teachers. Secondly, if you will allow me, I would like to outline some new lines of work and enquiry which we are currently looking into at the Ministry because, as you know, this recently created ministerial amalgam is getting things moving. This is a promising and crucial development. My aim, therefore, is to show you how lively the present debate is over this all-important matter of complementarity and the strengthening of the partnership between education and culture. Of course I will do this while bearing in mind the major underlying issue, namely the campaign to increase efforts to make the artistic and cultural heritage more accessible to young schoolchildren. The Development and Training Department works on the accessibility of culture in a much wider sense, aiming at all audiences. As I was preparing this contribution I noticed something rather striking which I think it worthwhile mentioning: everything that I am going to say has already been said in circulars. However, this does not mean that these words and expressions are only found in the drab lines of technocratic circulars. These educational methods, which I would immediately class as proactive, lie at the heart of two apparently distinct but ultimately very similar processes which are the real driving force behind artistic and cultural activities in schools. I refer to cultural classes, this time in the broad sense and not just meaning the heritage classes, and workshops for cultural and artistic training since there are also heritage workshops. It is really the concept of movement which forms the basis of our work. I use the word movement, which you will find in its context in the circulars, because, of course, movement implies a sensitive and an

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emotional approach, the etymological root being, as you know, the same. However, this movement comes into play differently in cultural classes, on the one hand, and practical workshops on the other. I use "cultural classes" in the broad sense, since there are cultural classes in all spheres of cultural expression. In cultural classes it goes without saying that we are talking about a movement in space and time and, therefore I would prefer to use the term alienation. My background lies more in the theatre and therefore alienation is a very important concept for me. In order to revitalise a real-life situation or a story I believe that we have to detach or alienate ourselves from it. We must move, for movement is the key. The cultural classes meet this challenge. They are constantly moving. They make people move away from the traditional, fixed location for acquiring knowledge and, above all, for testing and grading knowledge which schools represent. These classes do more than feed pupils with knowledge; they give them the capacity to learn. Il can never be stressed too much, and you will find this in the circulars, that we should train the eye and the ear, help pupils to learn and understand, stimulate their imagination, make them think for themselves, arouse their curiosity and help them find a place for themselves in their surroundings and times. This is very important. I am now going to move away from the subject of heritage to talk about workshops in a broader sense. As you know, the objectives which I have just spelt out again, turn heritage into a key factor in the proactive educational methods which you are implementing, stirring emotions and the imagination and stimulating creativity. Heritage has become an art. But, in addition, let me put it to you quite frankly that these educational methods also lead to a new relationship between teachers and pupils in schools themselves. Thanks to (his new approach, schools arc no longer a place in which we teach culture but one in which we teach cultures (this is a play on words, but I am sure you understand the distinction). These educational methods have a direct influence on the real sense of training young people. They involve learning practical skills and ways of behaving first of all and then developing a critical mind and a sense of initiative. These same objectives are what arts workshops strive for and in this case, although things move in a completely different way, there is movement, because arts workshops are an example of schools opening up to the world of the arts. Artists and professionals from the cultural world [ire besieging and overrunning schools, using every available form of artistic expression. I will cut my comments on this subject short here, as you are familiar with these details. At this point, however. I would like to consider with you the importance of the theoretical debate. At the Ministry of Education and in the wider community at large it could be said that the Ministry of Education and Culture is often thought to have its mind fixed on artistic excellence and quality while caring little about wider social aspects. Yet in these classes and with these methods, we are making a tangible effort to re-occupy the social domain and increase young people's social awareness. I was anxious to mention this because we arc often faced with social problems. Later on, in my concluding comments. I will describe the new methods with which we are experimenting and, in particular, the integration of young people through heritage. In

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all the experience and the accounts of tests and assessments which we obtain from work in the field, there is one observation which is of paramount importance for educationalists and teachers and entirely bound up with day-to-day teaching practice: throughout the eventful weeks of the cultural classes and the arts workshops, there was tangible evidence that the pupils were becoming more motivated to learn, that their capacity to concentrate and memorise information was increasing along with their social skills, and, most of all, that they were enjoying school more. I believe that this is a crucial point. However it must also be pointed out that there are two pre-requisites for effective proactive teaching: firstly, primary or secondary school teachers must be extremely committed because their role is never passive. We insist on this point and when I go on to describe recent developments you will see that the Ministry is currently considering ways of meeting this challenge in the teacher training realm. Teachers at whatever level must make an effort before, during, and after lessons. Their true role, (and this is not a gimmick) is to act as mediators. It may seem to be a fad to talk of arts mediators or cultural mediators, but for us this is a fundamental concept precisely because it is not an empty, meaningless word and it does have practical implications and repercussions in the realm of teacher training. Mediators cannot afford to open the classroom door, let the artists in and then go away leaving them to get on with it. Neither can mediators of a cultural class simply put their pupils on a train and tell them: "Off you go, I am sending you to a site of excellence". Instead, mediators should be the type to develop their own artistic curiosity and their own knowledge of the cultural background of the region or, on a broader scale, the country. They should also be prepared to become involved in the practical side of mediating. And, of course, the second implication or pre-requisite is to obtain the contribution of highly qualified professionals from the cultural world. Returning to recent developments, I would like to try to convey to you what a historic, long-awaited and rare moment of grace this appropriate and timely amalgamation of ministries represents for us. I will return to the specific topic of heritage later since other lines of thought are very abundant at the moment. Most discussion is running along three main lines in terms of potential projects and priority action areas. The three main topics for debate are the new teacher training system, new methods and new or more highly developed means of effectively and resolutely reinforcing the partnership between education and culture. On botli sides we are convinced of the value of linking education and culture. In the area of the partnership between education and heritage, the question is what potential projects we are considering. I think we should begin at the beginning. As you know, recently in France we have set up new teacher training establishments called University Institutes for Teacher Training or lUFMs (Instituts Universitaires de Formation des Maitres). In these lUFMs training courses need to be devised which deal specifically with questions to do with all the arts subjects but particular emphasis has to be placed on heritage subjects. This, of course, entails inventing new teaching methods or taking already existing ones further. You are aware of these already, but we have to take another leap forward. Information cards, teaching packs, and, of course, lists of local resources should be compiled not only within lUFMs but also, for

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example, in the Regional Documentation Centres for Education (Centres Regionaux de Documentation Pedagogique). Priority should be given to these issues and there is one tool which is already widely used in education which should never be overlooked, namely the audio-visual media. We should also consider making more use of the special tools which already exist, such as mobile museums and archives and so on. I would also like to dwell on what I might call a new method, even if this is not strictly the case, and one which has not yet been given a very high profile among our methods. I am referring to twinning schemes. These are important. As we see it, twinning schemes are a close partnership-like relationship on an almost daily basis between a particular heritage site and one school, or a number of schools, giving rise to an intermingling of all potential and exploitable resources and thus creating a synergy between our resources and our potentialities. However, this does present us with a problem which 1 was wanted to mention. When referring to cultural classes or arts workshops we are really talking about a situation in which a small group is paid maximum attention. As I am sure you appreciate, twinning schemes, on the other hand, would represent a qualitative accumulation designed to involve everybody in a particular school by twinning them with a site or a cultural institution. This is an important issue and, moreover, I would like to stress the word qualitative in the term "qualitative accumulation" which 1 used. There is, of course, a need to improve the educational services set up at heritage sites which are sometimes also called cultural services. This should be carried out in conjunction with a mediator. Improving these educational and cultural services implies that educational staff arc in fact available to work on cultural sites. This should also be dealt with. I will leave aside the routine information of pupils. 1 talked about resources just now and, more precisely about lists of resources, and I think that we should aim to draw up this list as a kind of guide which could be consulted at lUFMs, at Regional Documentation Centres for Education and, of course, for the purposes of the further training courses for teachers which form part of the French system, and here I am referring specifically to the departmental further training centres for staff employed in stale education or MAFPENs (Missions Academiques de Formation des Personnels de I Education Naiionale). These, therefore, arc some of the issues currently under consideration. It must be understood (hat the introduction of cultural and artistic activities into schools is really stimulating what we call, if we use once again the theoretical concepts with which you arc familiar, active learning, that is project-based teaching. Schools should no longer be content with providing a purely academic education in which the goal is simply to acquire knowledge. This is a major challenge and I feel thai so far we are living up to it.

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CONCLUSIONS Franchise JURION de WAHA

This is surely the time for memories and anniversaries, since it was here in Maisons-Laffitte that the first course organised in 1987 by the French Ministry of Culture with J P Mouillesseaux, laid the foundations of the heritage classes. May I also remind you that it was two years ago - at the end of September 1990 - that Spaniards, Germans, Italians, Frenchmen and Belgians met for the first time to compare notes on their experience of European heritage classes. They met in Burgundy, in the towns of Cluny and Dijon, and their travels gave them an opportunity of appreciating the heritage in the broad sense of the term, since they also included the pleasures of good food and good wine. Far be it from me to attempt to deduce rules or standards from our experiences, all of which have been spontaneous, original and full of pioneering enthusiasm. The conclusions of the Cluny colloquy produced a general wish for the study to be extended to other European countries (we did not have information about all the activities taking place) and to go more deeply into the subject from the point of view of goals, themes, educational approach and funding. The Council of Europe showed its interest in this activity when, three months later, in December 1990, the first plenary meeting was attended not only by the core group but also by representatives from new countries who had already received preliminary briefings on either the European heritage classes or the teaching of the heritage. From ten countries and 24 representatives at the first meeting, the figures rose to 14 countries in September 1991 and to 16 countries, with 25 representatives, at the end of January 1992. This increase is due basically to the fact that several Central and Eastern European countries have joined us. These few figures are a measure of how keen interest has been taken in the work of this group. Interest is reflected also in the encouragement given by the Council of Europe Standing Conference of European Ministers of Education, which mentioned the European heritage classes for the first time at its meeting in Vienna in 1991; likewise in the desire for co-operation shown by the Council of Europe's Education Committee, which has included examples of European heritage classes in its Practical Guide to school exchanges in Europe. The Standing Conference of Local and Regional Authorities of Europe has also expressed its desire to co-operate in this activity. The two years' work within the Council of Europe have also provided an opportunity for forging links between "specialists", and a genuine network of contacts and exchanges has grown effortlessly from the friendships formed by its members. The history of this group is also a history of growing friendship between people from very different backgrounds. It is our hope that the same alchemy will come about and develop among the participants in European heritage classes.

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You will remember the objectives set for our colloquy, which is now coining to a close, and which was first planned in September 1991. "The colloquy would cater for political and administrative decision-makers and people in positions of responsibility in the educational and cultural fields." It was argued that "It was only if people were fully familiar with school exchanges of this kind that there was a chance of establishing the European framework necessary to set up such classes... The colloquy would also provide an opportunity to take things a stage further and would enable the speakers to exchange views and identify new potential partners... The colloquy would also show that the heritage had excellent potential as an educational tool and a means of enhancing the shared European cultural identity". In these two days, have we achieved those objectives? It must be recognised that not enough political leaders have attended. Our task will be to continue to heighten iheir awareness of the issues, preferably by means of recommendations supported by the Council of Europe. What is certain is that teachers, those responsible for education and above all those responsible for culture, have demonstrated through their presence here iheir interest in the European heritage classes. Spreading information about the heritage classes We should first define with what heritage we are dealing. In our tentative definition in the Handbook on European Heritage Classes we sought to open the door as wide as possible to the heritage as a whole, in the wake up the 1985 Granada Convention, which most countries have either signed or ratified. Let us simply note in a broad outline (hat the approach is geared rather to the landscape and the environment in the countries of the North, where much pride is given to the natural and rural heritage and to a type of vernacular architecture dcprccatingly called the "minor heritage" (though it is highly evocative), whereas the countries of the South lay more emphasis on the unique and exceptional type of monument. There is certainly no clc<'ir-cut division, only a difference in emphasis, and it should be borne in mind, as J M Agnus has explained, that the second area of study chosen in the heritage classes is "town planning and society". Whether it be rural or urban, (he heritage should no longer be separated from its context but should form pan of the overall concept and context of its surroundings. Wherein lies the specific cluirncter of a European lieritnue class? Let us begin by saying what it is not. It is by no means a mere cultural trip. We arc all convinced that it cannot be like a product out of the deep freeze, which loses all its taste when microwavcd. A heritage class is a class project, and even a school project. It is unique, because each person whose taking part makes it so. Only rarely, if indeed anywhere, docs the heritage constitute a discipline in its own right, taught as part of the normal school curriculum. The heritage is approached through history, geography, literature or, less frequently, the history of art. The approach to a heritage class will therefore be interdisciplinary. This implies that there is a transverse link

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between the different disciplines, not simply a juxtaposition. There is a term which aptly characterises a heritage class and has already been quoted, "the breaking down of compartments". This is also vital within the school curriculum. In this class or school project, those participating in the exchange are not only those involved in the school. A European heritage class is a way of enabling pupils, even those not taking part, to make maximum use of their own gifts and their own skills, whether acquired formally in school or informally elsewhere. Parents and families are also involved, for example in organising end-of-class parties, as are teachers of other classes. One should not underestimate the preparatory work for a heritage class. One must "make haste slowly" and take time to listen, look, observe and think things over so as to understand and then progress to action oneself. Great stress was laid on the importance of "looking" during the class. It is necessary to learn how to look at things, when images crowd in upon and jostle each other, and when the brain has to sort them all out. Pupils have to learn to see, look and then exchange with others the feelings they have just experienced. Seeing other people's heritage means absorbing it, so as to be better able to look at one's own heritage; as has been pointed out, pupils look quite differently at their own surrounding once they have attended a heritage class. Sight is not the only sense appealed to. The sensory aspect is also vital - the feel of stone, the snick of scissors, the taste of fruit or bread, the smell of the air or a flower. As regards communication, there is a problem when one is unable to communicate in the other person's language. At primary school level, where pupils have only limited linguistic skills, all forms of non-oral expression are used: music, gestures, drawing. At the secondary level one should avoid using too many different languages. The maximum should be three, with in all cases a common language spoken by most of the participants. Action leads to comprehension: / do, I understand. ^ Action, i.e. practical work activity, takes place in workshops and will include such activities as archaeological digs, stone-cutting, stucco work and making stained-glass windows, all of which provide an opportunity for creativity. After the class there must be an evaluation. The school system is based on assessment of results, yet the most important cannot be assessed. There are forms of success at school which are much more significant than good marks in a workbook. Success in a heritage class is an entirely different thing, expressed rather in terms of self-fulfilment, relational richness of rapport, a thorough and discriminating understanding of subjects and the revealing of hidden potential.

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A heritage class is not a crammer's course. It goes much further than mere learning, even though it takes place during school hours. Heritage classes have been described as a way of overcoming academic failure, failing a year, and social exclusion. Another theme which runs throughout the statements made at the colloquy is the intercultural nature of the European heritage class. For us, it is axiomatic to consider all European cultures, and cultures outside Europe, as equal though different. We must renounce a narcissistic attitude which limits our delight just to the things we have in common; much greater enrichment is to be found in the sustenance we draw from our differences. Exclusion Being intended as lessons in solidarity, heritage classes reject exclusion in all its forms: economic or social: all children should be enabled to lake part in them. 15.000 pupils in France out of 13 million children attending school is a good number but still not enough. The resources of the parents, the school or the local authority should not be a decisive factor. physical: society draws its wealth from the contribution made by all human beings, even the weakest, and a class does the same. Each participant brings a contribution, whatever his or her resources. This docs not mean that the contribution should be the same for all. Account should be taken of each individual's difficulties and possibilities. Here we must stress the value of extending heritage classes to students in technical and vocational branches. It is among them that we shall find the future heritage craftsman who will restore the heritage of yesterday, but also create that of tomorrow. Practical classes on restoration sites could be a very practical way of stimulating a taste for the heritage, through the rediscovery of gestures and tniditions. Concrete examples are the carving of capitals, the production of moulds, scale models etc. Partners A heritage class is above all the result of a three-fold partnership between teachers, cultural workers and, in some cases, host centres. To these should be added local authorities and their resources, voluntary associations and foundations. For all involved it is highly desirable to have an appropriate teacher training course which will bring them together in relation to (he overall project. It is true that a heritage class should make some allowance for improvisation and spontaneous cntlui.sia.stn. but it is also important that teachers and cultural workers should get to know each other and work together, so that the pupils will then derive maximum benefit from the class. This is not the only kind of decompaiimentalisation to be sought.
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A fuller partnership should be brought about between education and culture, and also between training and employment. A heritage class, while it is an outstanding tool, is not the only way of making young people aware of their heritage. It is unnecessary to go beyond three of the examples quoted: "suburbs projects", vocational integration courses and studies by classes in different countries on a common theme, with faxed or written exchanges on the work carried out. Funding There remains one of the underlying problems with European heritage classes, namely funding. While France, thanks to the partnership between education and culture and to the action of local authorities, can genuinely claim that these classes are democratic because they are accessible to the majority of children, the same is not true in other countries. Apart from grants made by the European Community and by Ministries of Education to support this experiment, there are no governmental participation arrangements. The group ardently hopes that local and regional authorities, in addition to all their other contributions to these classes, will make budget provision for specific grants and help to work out financial arrangements, even if projects do not necessarily have to be very expensive to be worthwhile. While the cost/benefit ratio is not an absolute requirement, it must be taken into account. The future A heritage class should always be the outcome of enthusiasm, and even sometimes of passionate enthusiasm. However, in some cases, passion has to be kept under control. The choice of a school as partner should be well thought out rather than left to chance. One of the goals should be to establish a network and a data bank so that each school can choose the right partner. Another priority should be to improve the training of teachers and to simplify administrative formalities so as to leave the teachers and other persons involved the maximum time for educational preparation. Lastly, the countries of Central and Eastern Europe now opening up to us have much to teach us as regards educational work on the heritage. In conclusion, we propose to the group five recommendations which might be forwarded by the Council of Europe to its member countries.

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RECOMMENDATIONS

Since European heritage classes are an ideal tool not only from the educational point of view but also for enhancing a common yet pluralistic European identity and for creating awareness of the cultural heritage among young people, the participants in the Colloquy on European Heritage Classes held at Maisons-Laffitte from 7 to 9 October 1992 wish the Council of Europe to forward the following recommendations to its member states: 1) invite local, regional and national authorities to promote European heritage classes by means of appropriate funding, as the only way of guaranteeing that they will be genuinely accessible to all. 2) invite those responsible for education and culture to set up and organise joint training courses for teachers and cultural leaders; and to make access easier to these courses, which constitute an essential complement to the preparation of European heritage classes. 3) invite all those in positions of administrative and political responsibility to simplify and streamline the administrative formalities involved in European heritage classes. 4) encourage those responsible in each country to organise, over and above European heritage classes, other educational schemes with a view to creating awareness among young people, in particular schemes designed to remedy exclusion in all its forms. An appeal is made to the Council of Europe to set up its own permanent structure for European heritage classes, which will establish a network of relations, a data bank and a liaison body between the various partners, teachers, cultural workers, host centres and other bodies concerned.

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APPENDIX

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LIST OF PARTICIPANTS AUSTRIA / AUTRICHE Mr Franz NEUWIRTH, Bundesdenkmalamt, Bundesministerium fur Wissenschaft und Forschung, Minoritenplatz 5, A-1014 WIEN apologised for absence/excusl BELGIUM / BELGIQUE M. Jean-Jacques BOELPAEPE, Directeur des Classes de Depaysement, Administration Communale de Woluw6 St Lambert, Service de 1'Education, 123 Tomberg, B-1200 WOLUWE ST LAMBERT TEL: 32 2 761 27 42/59 23 31 52 TELEFAX: 32 2 771 63 63 Mme Marinette BRUWIER, Professeur Honoraire a PUniversit6 d'Etat de Mons, rue de la Tannerie, 7, boite 13, B-7000 MONS TEL: 32 65 33 68 57 Mme Marcella COLLE-MICHEL, Inspectrice Histoire, Communaute" Fran9aise de Belgique, Ministere de 1'Education, 25 Quai de la Boverie, B-4020 LIEGE TEL: 32 041 42 49 16 M. Daniel DEMEULENAERE, Conseiller P6dagogique, Institut d'Eco Pedagogic, 50 Bas-Bonlez, B-1325 BONLEZ TEL: 32 10 84 15 62 TELEFAX: 32 10 84 16 61 M. Alain GILLIS, Conseiller-Animateur, Service de la Culture, Province de Namur, Avenue Reine Astrid 22 A, B-5000 NAMUR TEL: 32 81 73 42 00 TELEFAX: 32 81 73 11 46 Mme Marcelle IMHAUSER, Journaliste, RTBF (Television Belge-Spe'c.Patrimoine), RTBF, Palais des Congres, B-4020 LIEGE TEL: 32 41 44 73 11 Ext 7341 TELEFAX: 32 41 41 17 41 Mme Brigitte JOUSTEN, Collaborateur de Programme, Fondation Roi Baudouin, Rue Brederode 21, B-1000 BRUXELLES TEL: 322511 1840 TELEFAX: 32 2 511 52 21 Mme Fran9oise JURION de WAHA, Conseiller au Cabinet du Secretaire d'Etat Didier van Eyll, Region de Bruxelles-Capitale, rue Capitaine Crespel, 35, B-1000 BRUXELLES TEL: 32250879 11 TELEFAX: 32 2 514 48 60

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Mme Genevieve LAGUEAUX, Attached de Presse, Cabinet du Secretaire d'Etat Didier van EYLL, rue Crestel n35, B-1050 BRUXELLES TEL: 32 2 508 7911 TELEFAX: 32 2 514 4860 Mme Michele LE MARINEL, Professeur d'Histoire, Athene^ Royal de Waterloo, 118 rue de la Station, B-1410 WATERLOO TEL: 32 2 354 92 76 Mme Patricia de MESMAEKER, Responsable Classes-Patrimoine a Villers-la-Ville, Nature et Loisirs, 50 Bas-Bonlez, B-1325 BONLEZ TEL: 32 10 84 15 62 TELEFAX: 32 10 84 16 61 M. Didier VAN EYLL, Secretaire d'Etat de la Region de Bruxelles-Capitale charg6 des Monuments et des Sites, rue Capitaine Crestel 35, B-1000 BRUXELLES TEL: 32 2 508 79 11 TELEFAX: 32 20 514 48 60 M. Alex VERWEEN, Adminisiralcur Verheyleweghceu 21, B-1160 BRUXELLES D616gu6, Frame Creation, Av.

Mme Ariane WARNON, Directrice Classe du Patrimoine & Namur, Province de Namur, Ecole de Cadres, 16 rue Bosret, B-5000 NAMUR TEL: 32 081 730968 ou 071 761077 Mme Marline WILLE, Chargde dc Mission, Fondation Roi Baudouin, rue Brederode 21, B-1000 BRUXELLES TEL: 32 2 511 18 40 TELEFAX: 32 2 511 52 21 HULGARIA / BULGARIE Mme Pctia ATANASSOVA IVANOVA, Enscignantc en Beaux-Arts, Institut dc Specialisation P6dagogique, rue Kapilan Parvi Rang Dobrev N8, VARNA, BULGARffi TEL: 52/22 75 24 (+35952) TELEFAX: 52/88 39 17 CYPRUS/CHYPRE Mr Andreas PAPASTAVROU, Ministry of Education, International Relations, NICOSIA, CHYPRE TEL: 357 2 30 35 71 TELEFAX: 357 2 44 50 21 apologised Tor absence / excuse1 CZECHOSLOVAKIA / TCHECOSLOVAQUIE Mr Michal ONDRA, Director of Regional School Administration, Skolska Spravn Kosicc II, Kosice, Komcnskcho 52, CS-042 11 KOSICE TEL: 42 95 4102 490. 4102 605. 397 47 TELEFAX: 42 95.398 82

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FINLAND / FINLANDE Mrs Leena HEINANEN, Architect, District Architects, SF-03850 PUSULA TEL: 358 0 226 62 37 TELEFAX: 358 0 226 62 94 Ms Pirkko-Liisi KUHMONEN, Senior Adviser, National Board of Education, Hakaniemenkatu 2, SF-00530 HELSINKI TEL: 358 0 774 77206 TELEFAX: 358 0 774 77335 Mr Mikko MANSIKKA, Ministry of the Environment, P.O.Box 399, SF-00121 HELSINKI TEL: 3580 19911 TELEFAX: 358 0 1991 499 FRANCE M. Jean-Michel AGNUS, Chef du Bureau Action Culturelle (BAG), Ministere de la Culture et de la Francophonie, 65 rue de Richelieu, 75002 PARIS TEL: 33 16 1 40 15 87 58 TELEFAX: 33 16 1 40 15 87 30 M. Alain AUCLAIRE, Directeur de la Caisse Nationale des Monuments Historiques et des Sites, 62 rue St. Antoine, 75181 PARIS CEDEX 04 M. Jean-Pierre BECK, Documentaliste charg6 de la Protection des Monuments Historiques, Direction R6gionale des Affaires Culturelles d'Alsace, Palais du Rhin, 2 place de la Republique, 67082 STRASBOURG CEDEX TEL: 33 88 23 42 64 TELEFAX: 33 88 75 60 95 M. Frddeiic BERTHAULT, Ing&iieur, Direction des Antiques, 6 bis Cours de Gourgue, 33074 BORDEAUX CEDEX TEL: 33 56 51 39 06 Mme Marie BIASI, Adjointe au Chef du Bureau Action Culturelle (BAC), Ministere de la Culture, Direction du Patrimoine, 65 rue de Richelieu, 75002 PARIS TEL: 33 16 1 40 15 83 14 TELEFAX: 33 16 1 40 15 87 30 Mme Christine de BUZON, Maltre de Conferences, Universit6 de Limoges, 2, rue Denis Papin, 41000 BLOIS TEL: 33 54 74 44 08 + 54 74 12 14 Mme Marie-Jos6 CARROY-BOURLET, Responsable des Actions Decentralisees, Caisse Nationale des Monuments Historiques et des Sites, 62 rue St. Antoine, 75181 PARIS CEDEX 04 TEL: 33 16 1 44 61 20 00 Mme Odile CAYLUX, Animateur du Patrimoine, Service Educatif des Mus6es d'Aries, Musee R6attu, 13200 ARLES TEL: 33 90 49 38 13 TELEFAX: 33 90 49 36 97

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Mme Annick CHANTEREL, Animatrice Scolaire, Chateau de Maisons-Laffitte Mme Dominique DANTEC, Animateur du Patrimoine de Rennes, charged de Cours Universit6 Haute-Bretagne, O.T.S.I, 8 Place du Marechal Juin, 35000 RENNES TEL: 33 99 30 38 01 TELEFAX: 33 99 30 13 45 ,-M. Christian DUPAVILLON, Directeur du Patrimoine, Ministere de FEducation Nationale et de la Culture, 3 rue de Valois, 75042 PARIS CEDEX 01 Mme V6ronique FLOQUET, Responsable des Classes Palrimoine, D.R.A.C Lorraine, 6 place de Chambre, 57045 METZ CEDEX 1 TEL: 33 87 56 41 00 TELEFAX: 33 87 75 28 28 Mme Karine FOREST, Bureau DLC 17, Ministere de ('Education Nationale et de la Culture, 142 rue du BAG, PARIS TEL: 33 16 1 49 55 11 54 Mme Marie-Claude GARCIA, Responsable Service Educatif, MusSes d'Arles, 10 rue du Grand Prieurd, 13200 ARLES TEL: 33 90 49 38 13 TELEFAX: 33 90 49 36 97 M. Christian GOUYON, Conservateur Regional dcs Monuments Historiques, Direction R6gionale des Affaires Culturclles, 6 bis Cours de Gourgue, 33074 BORDEAUX CEDEX TEL: 33 56 51 39 06 TELEFAX: 33 56 44 82 73 Mme Bernadctte GRADIS, Secretaire-General. Jcuncsse ct Patrimoine International M. Serge GRAPPIN, Responsable dcs Classes du Patrimoine. Service D1PRAE - Action Culturclle, Rcctorat dc Dijon, 51 rue Mongc, 21000 DIJON TEL: 33 80 41 81 14 / 80 21 28 50 TELEFAX: 33 80 44 84 28 M. Jean HAREMZA, Mcmbre Fondateur, Association pour le Patrimoine Culture! et sa Pedagogic, 11 rue de Clichy, 75009 PARIS Mine Elisabeth HODEBOURG dc VERBOIS, Inggnicur d'Etudcs en Arehcologie, Service Regional dc l'Arch6ologie - D.R.A.C. Pays dc la Loire, 1 rue Stanislas Baudry, 44035 NANTES CEDEX 01 TEL: 33 40 14 23 36 TELEFAX: 33 40 14 23 01 Mme Claudine LAGOUTTE, Conservateur, Chateau de Maisons-Laffittc, 2 avenue Camot, 78600 MAISONS-LAFFITTE M. Jean-Yves LE CORRE, Conscrvatcur Regional dcs Monuments Hisioriqucs, Grand Palais, Porte C, Avenue Franklin D.Roosevelt, 75008 PARIS TEL: 33 16 1 42 99 44 81 TELEFAX: 16 1 33 42 99 44 05

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M. Pierre Auguste LEMAN, Conservateur en Chef du Patrimoine, D.R.A.C Lille, 3 rue du Marais, 59152 TRESSIN TEL: 33 20 840 125 Mme Marie-Jos6 LE PAIH, Secretaire Administratif au Bureau DE14, Ministere de 1'Education Nationale - Direction des Ecoles, 110 rue de Crenelle, 75007 PARIS TEL: 33 16 1 49 55 26 18 TELEFAX: 16 1 33 49 55 20 92 M. Alain LE ROHELLEC, Conservateur Regional de Monuments Historiques, D.R. A.C, 3 Faubourg Saint-Antoine, 51037 CHALONS-SUR-MARNE CEDEX TEL: 33 26 70 36 61 TELEFAX: 33 26 70 43 71 Mme Jacqueline LE VASSEUR, Chef du Bureau des Enseignements Artistiques et des Actions Particulieres DE14, Ministere de 1'Education Nationale - Direction des Ecoles, 110 rue de Crenelle, 75007 PARIS TEL: 33 16 1 49 55 36 86 TELEFAX: 33 16 1 49 55 20 92 Mme Jocelyne LEYDIER, Chef du Bureau de la Vie Scolaire, du Projet d'Etablissements et de 1'Action Culturelle, DLC 17, Ministere de 1'Education Nationale et de la Culture, Direction Lycdes et Colleges, 142 rue du Bac, 75007 PARIS TEL: 33 16 14955 11 54 M. Daniel LIQUETTE, SNCF, Direction du Personnel, Division des Services Sociaux, 42 rue de Chateaudur, 75009 PARIS TEL: 33 16 1 42 82 95 86 TELEFAX: 33 16 1 49 70 00 62 M. Claude MAILLARD, Intervenant Permanent, Classes du Patrimoine de la Ville d*Angers, 132 Blvd. St Michel, 49000 ANGERS TEL: 33 41 60 22 13 Mme Isabel MARTINEZ, Responsable de 1'Action Artistique en Milieu Scolaire Lorrain, Direction R6gionale des Affaires Culturelles, 6 place de Chambre, 57045 METZ TEL: 33 87 56 41 45 TELEFAX: 33 87 75 28 28 Mme Evelyne MERTZ, Chargee de Mission Affaires Culturelles, Inspection Acad6mique du Haut-Rhin, 21 rue Henner, BP 548, 68021 COLMAR CEDEX TEL: 33 89 22 36 22 TELEFAX: 33 89 41 28 11 Mme Nuket de MONTRICHARD, Administrateur, Vieilles Maisons Francaises, Cleron, 25330 ANNANCEY TEL: 33 81 62 19 03 ou 33 16 1 43 06 14 39 Mme Franchise MOSSER, Sous-Directeur, Caisse Nationale des Monuments Historiques et des Sites, 62 rue Saint-Antoine, 75181 PARIS CEDEX 04 TEL: 33 16 1 44 61 20 19 ou 44 61 20 16 TELEFAX: 33 16 1 44 61 21 81

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M. Gabriel MUTTE, President d'Honneur de FAssociation pour le Patrimoine Culturel et sa Pddagogie (APCP) apologised for absence / excus Mme Francoise PAIMBLANC, Responsable de la Politique des M6tiers d'Art, Ministere du Commerce et de PArtisanat, 24 rue de l'Universit6, 75007 PARIS TEL: 33 16 1 45 56 40 99 TELEFAX: 33 16 11 45 56 34 73 Mme Marie-Armelle PAULET-LOCARD, Ing6nieur d'Etudes - Archdologie, Service Regional d'Archeologie de Haute-Normandie, 12 rue Ursin Scheid, 76140 PETITQUEVILLY TEL: 33 35 73 75 59 TELEFAX: 33 35 72 91 39 M. Philippe R1SS, Directeur d'Agcnce, Edifice Communication, 144 rue de Charonne, 75011 PARIS TEL: 33 16 1 44 64 97 52 TELEFAX: 33 16 1 43 79 59 47 Mine Jacqueline ROBIN, Architccte, 11 rue Simonet, 75013 PARIS TEL: 33 16 1 45 89 72 33 M. Serge SANTOS ECHUERRIO, Responsable Accueil Basilique St Denis, Minist&re de la Culture, 2 rue de Strasbourg, 93200 SAINT DENIS TEL: 33 42 43 32 75 M. Jacques SEGUE1LLA, Sccretairc-GenCVal, Association Naiionalc pour le Patrimoine Culturel et sa P6dagogic, 11 rue dc Clichy, 75009 PARIS TEL: 33 16 1 40 16 95 31 TELEFAX: 33 16 1 48 78 79 92 Mine Elizabeth SZWARC, Enscignante, LUFM Crdtcil, 27 rue dc Passy, 75016 PARIS TEL: 33 16 I 45 25 42 67 Mine Dany TESTAS-DESJARD1N, Pr&identc, Charged des Enseignemenls et des Formations, Association pour le Patrimoine Culture! et sa Pedagogic (APCP), BP 30, 30400 VILLENEUVE LES AVIGNON TEL: 33 90 25 05 46 TELEFAX: 33 90 25 76 21 GERMANY / ALLEMAGNE Mrs Barbara FRANK, Ministry for Cultural Affairs. Department of Education of Lower Saxony, Am-Schiff-grabcn 12, D-3000 HANNOVER TEL: 49 511 120 8560 TELEFAX: 49 511 120 8563 M. Clemens GAUL, Profcsscur Lnngucs Vivanlcs, LycCc Manin-Schongaucr, LcoWohleb Strassc 2, D-7814 BREISACH-AM-RHE1N TEL: 49 7667 7026

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Mrs Helga HINKE, Ministerialratin, Regierungsdirektorin, Staatsministerium fur Unterricht, Kultur, Wissenschaft und Kunst, Salvatorstrasse 2, D-8000 MUNCHEN 2 TEL: 49 89 218601 TELEFAX: 49 89 2186 2800 M. Pascal Jean-Marie PANTHENE, Proviseur du Lyc6e fran9ais de Hamburg, Lyce'e fran9ais de Hamburg, Hartsprung 23, D-2000 HAMBURG 54 TEL: 49 40 58 27 68 ou 58 21 61 TELEFAX: 49 40 58 24 98 Mrs Barbara THEUNE-GROSSKOPF, Scientific Collaborator, Archaologisches Landesmuseum of Konstanz, Benediktiner Plate 5, D-7750 KONSTANZ TEL: 49 75 37 51038 TELEFAX: 49 75 37 68452 M. Franz-Karl WEISS, Professeur, Albertus Magnus-Gymnasium, Ringstrasse 15, D-78586 DEILINGEN TEL: 49 7426 7364 GREECE / GRECE Mme Vika GUIZELI, Architecte-Sociologue, Institut P6dagogique, Ministere de 1'Education Nationale, 396 rue Messogheion, AG.PARASKEVI 15310, GRECE TEL: 30 1 60 16 384 TELEFAX: 30 1 60 16 370 Mrs A6gli ZAFEIRAKOU HOLY SEE / SAINT SIEGE Rev. Mgr Josef BENACEK, Head of Schools' Section, Congregation for Catholic Education, 00120 VATICAN CITY, I-ROME TEL: 39 6 69 88 40 35 TELEFAX: 39 6 69 88 41 72 Rev. Pere Marcel CHAPPIN, S.J., Professeur & l'Universit6 Pontificate Gregorienne, Piazza delk Pilotta 4,1-00187 ROMA TEL: 39 6 67 01 54 61 TELEFAX: 39 6 67 01 54 13 HUNGARY / HONGRIE Mrs Eva AGOSTHAZI, M. Architect, M. Urbanist, Polytechnic "Ybl Miklos" Dept. Town Planning, Thokoly ut 74, H-1142 BUDAPEST TEL: 36 1 14 27 151/36 1 12 28 693 TELEFAX: 36 1 12 29 602 Ms Maria MIHALY, Senior Staff Member of the Museum Dept, Ministry of Culture and Education, H-1884 BUDAPEST PF 1 TEL: 36 1 1326 727 TELEFAX: 36 1 1533 553

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IRELAND / IRLANDE Ms Elizabeth SIDES, Deputy Chairperson, Irish Heritage Education Network, c/o National Gallery of Ireland, Merrion Square, IRL-DUBLIN 2 TEL: 353 1 61 51 33 TELEFAX: 353 1 77 16 60 ITALY / ITAL1E M. Sebastiano ALIFFI, Professeur d'Histoire, Scuola Media Statale "Paolo Orsi", Viale Tunisi 29, 1-96100 SIRACUSA TEL: 39 931 32027 M. Renato DALLA COSTA, Via XXIV Maggio 1, 1-14023 CASALE COCCONATO (Asti) TEL: 39 141 90 70 81 TELEFAX: 39 142 45 58 20 Mme Maria Ausilia NEGRINI, Secr6taire DSpartementale de 1'Association Europ6enne dcs Enseignants (AEDE), Via Gaggia 5,1-25100 BRESCIA TEL: 39 30 38 09 22 MALTA / MALTE Mr Antonio CORTIS, Teacher, Ministry of Education and Human Resources, FLORIANA CMR 02 MALTE TEL: 356 239916 TELEFAX: 356 221634 NORWAY / NORVKGE Mr Dag BJORNLAND, Adviser, Central Office of Historic Monuments and Sites, Postboks 8196 Dcp. N-0034 OSLO TEL: 47 22 94 04 00 TELEFAX: 47 22 94 04 04 Ms Hild SORB Y, Professor, Head of the Society for Preservation of Norwegian Ancient Monuments. Facrgygt 53, N-4009 STAVANGER TEL: 47 48 74159 TELEFAX: 47 48 74327 Mrs LARCHE, Architect, Society for (he Preservation of Norwegian Ancient Monuments. Facrgyi 53, N-4009 STAV ANGER POLAND/POLOCiNE Mine FALKOWSKA-KACZOR, Minisicrc de la Culture. Division dc la Culture Europ&nnc, PL-00950 WARSZAWA Mrs Ewa PENCAKOWSKA, Historian of Art, Head Mistress, spolcczna Szkola Podsinwowa nr 5. ul. Kurczaba 5. PL-30 835 KRAKOW TEL: 48 12 55 44 72 TELEFAX: 48 12 55 12 64

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PORTUGAL Mme Margarida BELARD, Conseillere au Ministere de 1'Education, Coordonnatrice Nationale du Programme "Dimension Europ6enne dans 1'Education", Av.5 de Outubro 35-7, P-1000 LISBOA TEL: 351 1 1352 58 82 ou 57 67 21 TELEFAX: 351 1 352 58 82 ou 54 26 94 ou 76 41 19 Mme Berta BUSTURFF SILVA, Directrice Institute de Artes e Oficios, Fundasao Ricardo Espirito Santo Silva, Calcada de S. Vicente 38, P-1100 LISBOA ROMANIA / ROUMANIE M. Boroianu RADU, Secretaire d'Etat, Ministere de la Culture, 1, Place de la Presse Ind6pendante, BUCAREST 1, ROUMANIE M. Aurelian STROE, 2 Protopopescu Apt. 36, 71255 BUCAREST, ROUMANIE SPAIN / ESPAGNE Mme Maria Dolors DURAN i de GRAU, Professeur a 1'Instituto de Batxillerat Montornes, Pg. Carles I 172 Atic 2, E-08013 BARCELONA TEL: 34 3 232 96 15 TELEFAX: 34 3 478 34 14 SWITZERLAND / SUISSE M. Gian-Willi VONESCH, Directeur du Centre National d'Information pour la Conservation des Biens Culturels (NIKE), Moserstrasse 52, CH-3014 BERNE TEL: 41 31 336 71 11 TELEFAX: 41 31 333 20 60 TURKEY / TURQUIE Mrs GOniil ONEY, Edebiyat Fakiiltesi Dekani, Ege Oniversitesi, Rektor Yardimcisi, Bornova, IZMIR, 35100 TURKEY TEL: 90 232 388 1078 TELEFAX: 90 232 339 90 90 UNITED KINGDOM / ROYAUME-UNI Ms Jennie FORDHAM, Education Officer, English Heritage, Keysign House, 1 High Street, UK-TONBRIDGE KENT TN9 1SG TEL: 44 73 277 80 00 TELEFAX: 44 732 77 80 01 Ms Hazel MOFFAT, Her Majesty's Inspector of Schools, Office for Standards in Education, Turret House, 1 Jenner Road, GUILDFORD, UK-SURREY GUI 3PH TEL: 44 483 38662 TELEFAX: 44 483 440915

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Mr Derek REID, Head Teacher, Primary Adviser, Newtown St Boswells, MELROSE TD6 OSA, Roxburghshire (Scotland), ROYAUME-UNI TEL: 44 835 23 301 TELEFAX: 44 835 82 21 45

PARLIAMENTARY ASSEMBLY / ASSEMBLEE PARLEMENTAIRE M. Georges LEMOINE, D6put6-Maire de Chartres, Membre de la Commission de la Culture et de 1'Education de 1'Assembled Parlementaire du Conseil de 1'Europe, Hotel de Ville, CHARTRES STANDING CONFERENCE OF LOCAL AND REGIONAL AUTHORITIES OF EUROPE (CLRAE) / CONFERENCE PERMANENTE PES POUVO1RS LOCAUX ET REG1ONAUX DE L'EUROPE (CPLRE) M. Jean SALLES, Membre de la Commission de la Culture, dc 1'Education ct M6dias, Conference Permanente des Pouvoirs Locaux ct R6gionaux de 1'Europe du Conseil de 1'Europc

COUNCIL OF EUROPE / CONSEIL PE L'EUROPE

CULTURAL HERITAGE DIVISION / DIVISION DU PATR1MO1NE CULTUREL M. Jos<i Maria BALLESTER, Head of the Division/ Chef de la Division Mine Annachiara CERRI, Administrator/ Administrairicc Ms Mary Ann HENNESSEY, Assistant/ Assistant INTERPRETERS/ 1NTERPRETES Mine Marline CARALY-STARKE Mine Irene TESTOT-FERRY

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European Heritage Classes constitute a new and successful type of school exchange. Based on themes related to the cultural heritage of the place where they will take place, they carry a European dimension. They are proper classes, activities conducted during school hours, which consist of long-term global educational projects and involve a partnership between education and culture. The aim of the Maisons-Laffitte Colloquy was to inform and create awareness amongst political and administrative decision-makers and people in positions of responsibility in the educational and cultural fields, with a view to taking stock of the present situation and studying future possibilities. This approach made it possible to consider the most appropriate means for helping the running and organisation of this kind of class in the future.

Council of Europe Publishing ISBN 92-87I-279S-4

9 789287 127969