Maturity, including a text from Calabresi's book, Frank Furedi 'The borders count', a poem by Pavese and the Constituent Assembly

The Italian high school final exams, known as the Maturità, commenced on a significant day for over half a million students nationwide. These students, totaling 527,747, began their first written exam around 8:30 AM, tackling a common theme that would serve as the foundation for their assessments. The exam consisted of seven distinct tracks divided into three categories: two literary analyses—one poetic and one in prose—three argumentative texts, and two contemporary topics. Each student was required to bring essential items such as a valid ID, pens, and an Italian dictionary. Schools provided stamped protocol sheets, while electronic devices like smartphones, smartwatches, tablets, and earbuds were strictly prohibited, risking disqualification for those who used them.

Among the literary selections presented to the students was a poem by Cesare Pavese titled "Passerò per Piazza di Spagna." This piece, which explores themes of unrequited love for the American actress Constance Dowling, was chosen to challenge students to analyze, interpret, and respond to questions about the text. Despite some controversy regarding whether Pavese's work was included in standard curricula, experts emphasized that the analysis of the text did not require prior familiarity with the author. Instead, it tested students' ability to critically engage with the material using skills developed throughout their education.

Another notable inclusion was a passage from Vitaliano Brancati’s prose work "I Piaceri," which invites students to reflect on personal experiences and emotions. Brancati’s diary-like narrative, filled with reflections, fantasies, and painful memories, serves as a deep dive into human introspection. Alongside this, students were also asked to examine a segment from the inaugural speech of Giuseppe Saragat, the president of the Constituent Assembly. This historical text prompts discussions on civic responsibility and the formation of communities, linking internal reflection with broader societal engagement.

The contemporary issues addressed in the exam included the concept of "incanto," or enchantment, inspired by an article by journalist Wenke Husmann published in January 2026 in the magazine "Internazionale." Students were tasked with reflecting on humanity's capacity to feel wonder when faced with natural phenomena. Another topic focused on the idea of fatigue, drawing inspiration from a passage in journalist Mario Calabresi’s book "Alzarsi all'alba." Here, students were encouraged to draw upon their personal experiences and knowledge to explore the notion of fatigue as depicted in the text.

Despite the richness and depth of these selected texts, there has been considerable debate surrounding the choice of Pavese and other authors. Social media platforms have seen heated discussions where many students and parents argue that Pavese is not typically covered in school programs. However, experts like Professor Roberto Carnero from the University of Bologna clarify that national guidelines suggest including literature up to the present day. He attributes the issue to teachers often failing to cover the entire range of twentieth-century literature due to practical constraints rather than any oversight by the ministry.

Carnero further explains that the inclusion of modern authors like Pavese, Brancati, and even Pasolini is beneficial as it encourages educators to expand beyond traditional figures such as Ungaretti, Montale, and Quasimodo. This shift aims to align educational content more closely with the current sensibilities of students born in the twenty-first century, whose understanding of history and culture is already shaped by a different temporal perspective.

The selection of these texts reflects a deliberate effort to create a balanced examination that challenges students both intellectually and emotionally. By integrating works that span from personal introspection to civic duty, the exam seeks to foster a comprehensive understanding of self and society. As students move forward with their responses, they will be engaging not just with academic exercises but with profound reflections on love, community, and the human condition.