Translation exercice #2 History must not disappear from school The consideration recognised to Ocse's academic performance tests can suggest that the most easily verifiable subjects in to a international comparative perspective (use of the language, compute capability, scientific notions) are the also most important. We risk to put other subjects, like history, in the shadow. This, if it happens, it is a big mistake. History's offer, that must not be limited to the hour dedicated to this subject, has a major significance for intellectual and civil education. It has been reminded by Antonio Augenti, a man of long-term school, in his book, which has been recently published. However, teaching difficulties thicken right when, as Augenti's book suggests, we get closer to burning issues, to the historical geography of the closer years. Therefore, it is clear the welcome that brings devoted historians in France to accept history and geography tests on this year's bac. (Si capisce dunque il favore con cui in Francia storici attenti hanno accolto le prove di storia e geografia del bac di quest’anno. ) Interviewed by Le Monde, B.F., historian and educator, admired that, this year, “sensitive” issues have been proposed to high school students: debate the middle eastern conflict flashpoints from the end of the second World War, how to govern Europe after Maastricht. And then, point-blank, complete a mute map of Africa with its border states, without having their names. It could be possible to export this kind of test. The comparative results will be interesting. (read the original article on http://www.internazionale.it/opinione/tullio-de-mauro/2016/07/01/scuola-insegnamento-storia)