Delmouzos Alexandros

8/11/2019 Delmouzos Alexandros

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Delmouzos P. Alexandros(Amphissa 1880 - Athens 1956)

Mpetsas Ioannisi

Alexandros Delmouzos was a prominent Greek

educator and scholar. Delmouzos had been a devoted

proponent of the Educational Demoticism, a

movement connected with the renewal and

revitalization of the Greek educational system that

gradually enhanced the Greek intellectual and social

life. His contribution to the Greek educational affairs is

undeniable, as his educational activity and pedagogical work constitute a valuable

compass, even today, about a century later, for those seeking for a school adapted to

the real needs of individual and collective life in Greece (Papanoutsos, 1984).

The formative years

Descended from a wealthy family of Amfissa, Alexandros was the fourth of the seven

children of Panagis Delmouzos, a merchant and landowner who served as mayor of

the city, and Marigo Delmouzos. Alexandros retained the usufruct of family and other

incomes that secured for him a relative financial comfort during his life. In 1909, he

got married to Frosini Malikopoulou, with whom he had three children (Charitos,

1980: 234).

Delmouzos attended his schooling at his birthplace and graduated from the high

school in 1897. His school years gave him a unique critical insight into the leveling of

the students individuality in the school context. A school of thought, forcing students

to memorization of a multitude of useless and untreated information, servility and

physical cachexia, was the school type that Delmouzos strongly rejected. It was a

school detached from the interests of the children, teacher centered and anachronistic

in its teaching methods and school language (Terzis, 1998: 64-65).

After the completion of the high school, at the age of sixteen, he enrolled the Faculty

of Philosophy at the University of Athens, where he graduated in 1902. The next year

he went to Germany, where he resided till 1907. During that period, Delmouzos

worked specifically with philosophy, psychology and pedagogy. Initially, he enrolled

at the University of Berlin, where he attended courses of Johannes Volkelt, Ulrich von

Wilamowitz, Wilhelm Dilthey and Friedrich Paulsen. For a whole year, he was

working in the psychological laboratory of W. Wundt in Leipzig. Later on, he went toJena, where he attended courses of Wilhelm Rein, the most important representative of

New Herbartianism.

Delmouzos returned to Germany in 1920, where he spent two years and had been able

to look into the newest movement of Reform Pedagogy, both in theory and in practice.

It was during that years at Germany that he attended classes of Georg Kerschensteiner

in Munich, while also he had the opportunity to make systematic visits to various

experimental schools of Munich, the School of Teachers Association and Hugo

Gaudigs school in Leipzig. In both the periods of his residence in Germany,

Delmouzos enrolled at various universities on the basis of the teacher or the teachers

he was interested for (Terzis, 2010: 284). That fact gave him the opportunity to be

aware of different models of the Reform Pedagogy, which were sharing a commoneducational aim, the child-oriented education. That was, however, the determining


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cause Alexandros Delmouzos not to be able to obtain a post-graduate diploma during

his residence in Germany.

Teaching and scientific carrier

Upon returning in Greece in 1908, Delmouzos accepted a headmaster post at the

newly established Senior School for Girls of the city of Volos, a post he was to holdfor 2 years. From this position he had the chance to apply innovative radical

teaching methods, with emphasis on the development of critical thinking and self-

confidence of the schoolgirls. The implementation of comprehensive integrated

teaching, the use of the vernacular language in teaching instead of the scholarly one

[katharevoussa], the teaching of translated texts of the ancient Greek literature, the

students instigation for self-motivation, changes in the relations of teachers and

students were some of the innovations applied by Delmouzos in the school of Volos.

Despite its short run, the school has been an important milestone in the history of the

Greek education, as it was the first strong radical challenge to the monolithic and

formalistic Greek school, which was prevailing until then.

Those pedagogical conceptions, under which Delmouzos organized the newlyestablished School for Girls of Volos, caused severe and varied reactions from the

conservative circles of the local community, which resulted in the closure of the

school (1911). Delmouzos was forced to leave Volos in 1911, deeply disappointed

about the unfair and immoral attack on him. He himself, along with others, was taken

to the court, accused of atheism, socialist propaganda and obscenity, accusations of

which he was acquitted, as the court found him not guilty (Charitos, 1980: 361).

In 1910, Delmouzos, in collaboration with Dimitris Glinos, a scholar and reformer, the

linguist Manolis Triantaphyllidis, as well as other eminent Greek intellectuals and

politicians, constituted the influential Association for Education [Ekpaideytikos

Omilos], aiming at promoting the education reform in Greece, through the change of

the school and the prevalence of the vernacular language in the context of the so called

language question. In the early days of the 20th

century, the language question had

been a fertile field on which serious confrontation of ideas and behaviours was

cultured in critical phases of the development of the Greek society. Delmouzos, Glinos

and Triantaphyllidis have been later, in the period 1917-1920, the triumvirate of the

education reform. During those years, when the vernacular language was imported by

the state in the four first classes of the primary school, the Association for Education

tried to apply its linguistic and educational program, through the force of imposition

that was ensuring for the Association its close connection with the state authority. The

attempted reform, known as the first linguistic and educational reform in the state,

followed a coordinate organisational process, in which Delmouzos and his associatesdetermined the priorities established in each of the dominant dimensions (linguistic

and pedagogic) and the method of the implementation of the reform. During that

period Delmouzos had been a Superior Supervisor of the Primary Education, having

an active role in the legislative preparation of the reform, the training of the teachers

and the writing of one of the most significant books ever introduced in the Greek

school; The Alphabet with the Sun (Charalampous, 1987: 90-106).

However, the political change of 1920 led to a systematic dismantling of the education

reform. Additionally, in the context of the political paths of that period, Delmouzos as

a key figure of the reform and co-author of one of the textbooks, had been proposed

for indictment, once again. Meanwhile, Delmouzos had fled to Germany, deepening

his knowledge about the movement of Reform Pedagogy.


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The political landscape changed again in 1922 and one year later Delmouzos was

appointed master at the Marasleion Didaskaleion of Athens, a college for the

training of elementary school teachers. Delmouzos analyzes his pedagogical

philosophy when working at Marasleio in his book entitled Early attempts at

Marasleio (1930). Referring to the general principles, the program and the results of

his work in Didaskaleion, Delmouzos submits his educational philosophy, as anauthentic of the wider movement of Reform Pedagogy and analyzes the conditions the

educational reform could respond to the real needs of the Greek society (Delmouzos,

1930).

During the second year of Marasleions operation, vehement reactions of conservative

circles were repeated, which resulted to the events called Marasleiaka.

Marasleiaka shocked the educational and social life, justice intervened exploring

how history was taught in the school, and rumors about anti-ethnic teaching were

associated with the communist finger. Against Delmouzos and his colleagues were

filed lawsuits for anti-ethnic action, atheism and of abetting immorality, interrogations

had been carried out, and despite the dismissal of the charges against him, Delmouzos

was fired from Marasleion in January 1925. Marasleiaka confirmed the existence ofa dichotomy of the Greek society, not only in relation to the education, but also to the

wider axiological choices (Terzis, 2010: 317). That fundamental dichotomy had

apparent implications on the social and political life. Delmouzos had been identified

with the party, which was better expressing his views on the modernization of the

school and society, in general. He himself understood the reasons for his personal

persecution in relation to the ideas and perceptions he was expressing in a divided

society: It is too hard to hit an idea, without insulting its flag bearer. The war, from a

fight of ideas, becomes a war of persons (Delmouzos, 1958: 13).

The following year, Delmouzos, defending his ideological kernel of Modern Greek

Humanism, clashed with his old friend and colleague Dimitris Glinos, who was

involving the educational issue to the broader socialist transformation of the Greek

society. This disagreement led to the split of the Association for Education in 1927,

and later, in 1929, to its dissolution.

On 28 November 1928, Delmouzos was elected to the chair of Pedagogy of the

University of Thessaloniki. From this position he took the initiative to revise the

curriculum of the Faculty and established the Experimental School of Thessaloniki

University, first opened in the school year 1934-1935 (Delmouzos, 1944). The

supervision and presence of Delmouzos in the first pedagogical meetings of the

teaching stuff of the Experimental School connected the institution with the principles

of educational Demoticism (Terzis, 1998: 125). At the same time, he actively

participated in the processes that led to the educational reform of the period 1929 -1932.

Those efforts also met with serious opposition and were intercepted once the

dictatorship of 1936 provided the opportunity to the reactionary circles. In September

1937, after a few years of university teaching, Delmouzos was forced to give up his

positions as Professor of Pedagogy and supervisor of the Experimental School. The

fascist regime with a circular of the Minister of Education was including Delmouzos

to those who sought to undermine religion, homeland and family and exhibited their

disintegrating effort as education reform (Dimaras, 1986: 187-188). Since then, he

lived in Athens until his death, December 1956. He continued to write books and

articles and to give lectures about the movement of the Educational Demoticism and

education policy in Greece.


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Pedagogical conception

The theoretical roots of Delmouzos pedagogical conception can be found in the

system of ideas that evolved within the framework of ethical socialism (Terzis,

1998: 45). Individuals personal responsibility about his own fate and the fate of the

society should be assisted by the idea of social pedagogy, an educational ideal

which could harmonize social life creating moral and self-existent characters,nurturing sincere humanism in a society exposed to socialist ideas. Admittedly,

education for Delmouzos was closely connected to the need for any society to secure

the bases of its existence and of its evolution, as well.

His educational thought has been imbued by the humanistic ideal. Delmouzos tried to

combine the ancient Greek ideal with the real needs of his contemporary Greek

society. In his specific humanist sense, Humanism will be told to create people with

strong and beautiful body with pure contemplative mind, with a strong will and love

and respect for fellow human beings [...]people capable to provide themselves, with

their own work, the material conditions of life needed human dignity to be kept; to

affirm freely the necessary commitments for the proper coexistence with their fellow

human beings and their prosperity; able to organize the life of popular wholeness theybelong so that both individuals and the whole to prosper and get better more and

more the level of material and spiritual life (Delmouzos, 1958: 31).

So when Delmouzos discusses the goals of education, he emphasizes a dualistic

aspect: he speaks of a social and spiritual edification of the individual, in order

individual freedom to be combined with societal perspectives. However, over time, he

was increasingly supporting that the Greek school should emphasize the social

direction of education (Terzis, 1998: 160).

Obviously, Delmouzos had formed his pedagogical concepts in the era of the

educational renewal of Europe. He adopted many of the principles of New Education,

in order a child-oriented school to be achieved. Self-education, self-activity,

independence, the shift in the relationship between teacher and student, the technique

of work, encouraging the development of imaginative skills, the proactive attitude of

the student in the learning process, social learning were crucial to his pedagogical

approach. However, he never succumbed to the convenience of the educational

borrowing. His life was a true example of how theory should meet practice, how

pedagogical theory and educational work could be combined. Endless hours of

observation, experimentation in the classroom are reflected in his notes, at every stage

of his educational career.

Delmouzos legacy

The contribution of Delmouzos to the introduction of the demotic Greek language inthe school enabled the expression of the students popular soul and the spiritual

renewal of the nation. The demotic language made it possible to connect the school

with life outside. Educational Demoticism was not limited to the language as a form,

but was connected with cultural origins and ideological reorientation of the Greek

society. In the field of the education policy, Delmouzos left his mark on the dimension

of internal education reform. Training of teachers, curricula and textbooks based on

Modern Greek culture and contemporary Greek reality have been specific

contributions that left their invaluable heritage to succeeding generations.

Works by Delmouzos (in Greek)

I. Prose(1911)Like a Fairy Tale [San Paramythi], Athens: Estia.


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(1950) The Secret School [To Kryfo Scholio], Athens: French Institute of Athens.

II. Essays - Studies

(1919) Towards our Educational Renaissance [Pros tin Ekpaideutiki mas

Anagennisi],Education Associations Bulletin [Deltio Ekpaideutikou Omilou], vol. 7

(1917-1919), 1-20.

(1925)Marasleio and life [Marasleio kai Zoi], Athens: Rallis and Co.(1926)Education and Demoticism [Ekpaideusi kai Dimotikismos]. Athens: Rallis and

Co.

(1930) Early Attempts at Marasleio [Oi Protes Prospathies sto Marasleio], Athens:

Dimitrakos.

(1930) Foreigners and Ourselves [Emeis kai oi Xenoi], Athens: Dimitrakos.

(1944) The problem of the Faculty of Philosophy [To Provlima tis Filossofikis

Scholis]. Athens, Glaros.

(1947) Paideia and Party [Paideia kai Komma], Athens: Alikiotis.

(1947) Fotis Fotiadis and his Pedagogical Work [Fotis Fotiadis kai to Paidagogiko

tou Ergo], Athens: Alikiotis.

(1958) Studies and Sidelines [Meletes kai Parerga]vol.1-2. Athens.III. School Books

(1919) The ABC with the Sun [To Alfabitari me ton Helio], Athens: Estia, (in

collaboration with P.Nirvanas, D.Andreadis, Z.Papantoniou, M.Triantafyllidis and the

painter K.Maleas).

IV. Translations

(1913) Karl Ewald, The Corals [Ta Koralia], Athens: Estia.

(1915) Karl Ewald, Fairytales [Paramithia], Athens: Estia.

Works on Delmouzos (selection)

Charalampous, D. (1987). The Association for Education: Foundation, its Action for

Education Reform and its Dissolution [O Ekpaideutikos Omilos: I idrisi, I drasi tou

gia tin ekpaideutiki metarrythmisi kai I diaspasi tou] , Thessaloniki: Kyriakidis Bros.

Charitos, Ch. (1989). The Girls School of Volos [To Parthenagogeio tou Volou], vol.

I, Athens: Historical Archive of Greek Youth.

Dimaras, A. (1986). The Reform that Never Was [H metarrythmissi pou den egine] ,

vol. 2, Athens: Hermes

Faculty of Philosophy of Aristotle University of Thessaloniki (1991). Alexandros P.

Delmouzos: Educator and Reformer[Paidagogos kai Metarrythmistis], Thessaloniki:

Kyriakidis Bros.

Papanoutsos, E. (1984). Alexandros Delmouzos. His life and his Work [H Zoi kai to

Ergo tou], Athens: National Bank Cultural Foundation.Terzis, N. (1998). The Pedagogy of Alexandros P. Delmouzos. Systematic

Examination of his Work and his Action [H Paidagogiki tou Alexandrou P.

Delmouzou], Thessaloniki: Kyriakidis Bros.

Terzis, N. (2010). Study of the Education of the New Hellenism [Meleti tis ekpaideusis

tou Neoellinismou], Thessaloniki: Kyriakidis Bros.

i Mpetsas Ioannis is Assistant Professor of History of Education at the University of WesternMacedonia (Greece). He is the author of articles and books on Greek educational history.

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Delmouzos Alexandros