Kapo bemoaned the fact that the men of the socialist society had not shaken off the vestiges of the past and that there were yet a large number of people who, with their behavior and actions at work, in society, and at home, were in contradiction to the requirements of the personality of the new man in the socialist society. Villages, agricultural collectives, artisan and trade cooperatives, and work centers daily faced such social problems as betrothals and marriages that did not follow guidelines set by the Party, conservative attitudes toward women and youth, and widespread tendencies toward clannishness.

According to Kapo, there were a large number of Communists who made little effort to implement the Party social line because the customs inherited from the old society still existed in the minds and hearts of the people and because the Party had been unable to divest people of all that was "hostile and reactionary and clothe them with the Party ideology." Kapo considered the most disturbing feature of this state of affairs to be the religious and patriarchal aspects that prevented the youth from creating a new socialist society and that continued to exist even among Communist cadres.

Western correspondents reporting from Tirana, in commenting on Kapo's speech, stated that what actually disturbed the Party most was the persistent opposition of the parents to new social standards set by the Party to regulate and control family life in general and the life of the youth in particular. Standards for dating, mixed Muslim-Christian marriages, engagement of boys and girls within socially accepted classes (the aim being to isolate the children of the former upper classes), and working and living together in various so-called volunteer construction projects were objectionable to parents.

EDUCATION

Pre-Communist Era

As late as the 1940s over 80 percent of the people were illiterate. The principal reason for this was that schools in the native language were practically nonexistent in the country before it became an independent state in 1912. Until about the middle of the nineteenth century the Ottoman rulers prohibited the use of the Albanian language in schools. The Turkish language was used in the few schools that existed, mainly in cities and large towns, for the Muslim population. The schools for Orthodox Christian children were under the supervision of the Istanbul Ecumenical Patriarchate. The teachers for these schools were usually recruited from the Orthodox clergy, and the language of instruction, as well as that used in textbooks, was Greek. The first known school to use the native tongue in modern history was in a Franciscan seminary that was opened in 1861 in Shkoder, where the Jesuits in 1877 founded a seminary in which the native tongue also was used.

During the last two decades of the nineteenth century and the first decade of the twentieth, a number of patriots who were striving to create a national consciousness founded several elementary schools in a few cities and towns, mostly in the south, but they were closed by the Turkish authorities. The advent of the Young Turks movement in 1908 encouraged the Albanian patriots to intensify their national efforts, and in the same year a group of intellectuals met in Monastir (Bitolj), Yugoslavia, to formulate an Albanian alphabet. Books written in Albanian before that date used a mixture of alphabets, consisting mostly of a combination of Latin, Greek, and Turkish-Arabic letters.

The Monastir meeting developed a unified alphabet based on Latin letters. As a result, a number of textbooks were written in the new alphabet, and elementary schools were soon opened in various parts of the country. In 1909, to meet the demands for teachers able to teach in the native tongue, a normal school was inaugurated in Elbasan. But in 1910 the Young Turks, fearing the emergence of Albanian nationalism, closed all schools that used Albanian as the language of instruction.

Even after the country became independent, schools were scarce. The unsettled political conditions caused by the Balkan wars and World War I hindered the development of a unified educational system. The foreign occupying powers, however, opened some schools in their respective areas of occupation, each using its own language. A few of these schools, especially the Italian and French, continued after the end of World War I and played a significant role in introducing Western educational methods and principles. Of particular importance was the French Lycée in Korce, founded by the French army in 1817.

Soon after the establishment of a national government in 1920, which included a Ministry of Education, the foundations were laid for a national educational system. Elementary schools were opened in the cities and some of the larger towns, and the Italian and French schools opened during the war were strengthened. In the meantime, two important American schools were founded—the American Technical School in Tirana, established by the American Junior Red Cross in 1921, and the American Agricultural School in Kavaje, sponsored by the Near East Foundation. An important girls' school was also founded by Kristo Dako, an Albanian-American, whose teaching language was English. The two top leaders of the Country in 1970, Party First Secretary Enver Hoxha and Prime Minister Mehmet Shehu, were educated in these foreign schools; Hoxha graduated from the French Lycée in 1930, and Shehu from the American Technical School in 1932.