Bruges is not enough. Let us talk of hope. Most of the time, this section deals with difficulties or conflicts, or defends Europe against unfair criticisms. This is why I gladly write today of a small event for Europe, but one that warms the heart. I refer to the first annual leture for the 'Advanced diploma in European studies' (DAEE) at the European College in Parma (Italy), opened last Saturday with a speech from the Commission President Romano Prodi.
Why do I attribute importance to the Parma initiative? Firstly, because I know the result and the effect of the European college in Bruges. How many times have I noticed, over the last sixty years, the extent to which the postgraduate year in Bruges marked souls and spirits! Knowledge of the European adventure from the outset, understanding its aims and its meaning, open to cultures and the identity of all the member states… There is immediate understanding with those that 'left' Bruges, and I always had something to learn. However, Bruges was insufficient, even with its 'addition' in Poland. The progressive geographic enlargement of the EU and the incredible extension of its fields of action, require the multiplication of its sources of information and of its instruments and for them to be made available to youth. It is true that initiatives are not lacking, and some are successes, such as the Jean Monnet Chair, the numerous European studies institutes, and in particular the 'Erasmus' programme. However, it is important to increase the number of specific institutions that prepare a certain number of particularly qualified students to take on responsibilities in Community life, such as civil servants for the institutions, or in the political life, or in the organisation of the increasingly numerous representatives in the regions, either employers or trade union organisations or other actors in civil society. Bruges remains Bruges, but it is now insufficient, and significantly so.
Two reasons to hope. It is within this context that the Parma imitative exists, with its own specific characteristics. I will cite two of these. The first is linguistic. The classes are taught in three languages: French, English or Italian, according to the subject. The second concerns the lectures. A significant part of the classes, especially those concerning technical matters (competition, single market, fiscal policy or transportation) are entrusted to senior European civil servants (unpaid).
Why, above, write of hope? For two reasons. The first is the response of students to the Parma initiative. Candidates are far more numerous than places, coming from a wide range of European countries and even extra-European countries. In the first year, only roughly 45 graduates will be taken; suitable candidates are four times more numerous; only one candidate in four is accepted. The second reason for hope is wider ranging. I profoundly believe that the new generation is in the process of rediscovering its European enthusiasm and thrust. After the post-war explosion, when youths demonstrated and called for the dismantling of barriers between European countries and for a united Europe, after the generation of the fathers of Europe and that which immediately followed, Europe as an ideal lived a stagnant period. It was merely seen as an economic operation based on conflicts of interest and on new forms of nationalism. Ignorance over the finalities of European integration, in particular within the political class, has become endless. Though, the new generation which learns the history of European unity at school is different. Below are two episodes I witnessed.
The return of emotion. On April First, in a bar at the Gare du Midi in Brussels where I was accompanying Jacques Delors who was returning to Paris after having taken part in the 50th anniversary of Agence Europe. He rose for a moment to buy a newspaper when two youths approach me and ask: 'Is that really Jacques Delors?' 'Of course', I answer. Their emotion was obvious. 'May we have a photograph with him?' I reassure them that he will not refuse. Then, suddenly it is twenty girls and boys that approach him, surround the former Commission President who returned with his newspaper, and they place themselves for the picture while explaining that they study at the Faculty of Political Science in Paris, they had visited the European institutions in Brussels and were delighted to conclude the day with a photograph with he whose role in the European building process they where studying.
A few months later, during a ceremony making the end of the Convention's works, a very young man approaches the main table, timidly addressing Viscount Davignon, he presents himself as a diplomat from an acceding central European country: 'Mr Viscount, you are my idol, I am delighted to meet you. Last year I completed my studies, I studied and commented upon the Davignon report, I would never have thought being able to shake hands with its author.'
This is the generation that will give new impetus to Europe and Parma will contribute towards forming it. (FR)