This paper examines the role of anthologies in language education during the ventennio based on a corpus of anthologies prioritising philologically accurate texts sourced from existing authoritative English publications. Biographical information regarding authors was downplayed, with the focus being on the texts. Annotations and images were used to enhance comprehension rather than to foster critical inquiry. The corpus illustrates a shift towards a progressive adaptation of the canon to language learning and an emphasis on the pedagogical value of reading, which aligns with the philosophical principles of fascist ideology as construed in journals like l’Orto. Propaganda did not impact the use of English literature in the secondary classroom.