Education and Middle-Class Society in Imperial Austria, 1848-1918

Cover

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Title Page, Copyright, Dedication

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CONTENTS

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pp. v-vii

Figures and Tables

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pp. xi-xii

ACKNOWLEDGMENTS

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pp. xiii-xiv

The generous assistance of a number of institutions and individuals enabled me to complete this study. The American Council of Learned Societies, the American Philosophical Society, the Fulbright-Hays Program of the United States Department of Education, the International Research and Exchanges Board (IREX),.the National Endowment for

A NOTE ON PLACE NAMES

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pp. xv-

Where there are commonly recognized English designations for places discussed here, such as Vienna, Prague, or Bohemia, they will be used. Otherwise, the place names that are currently recognized by the various states of Central and East-Central Europe will be employed so that readers can find these places in present-day atlases and other ...

ABBREVIATIONS

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pp. xvii-

Maps

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pp. xviii-xxi

INTRODUCTION: Social Development and Austria's Modem Educated Elites

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pp. 1-10

Even after the 1860s, when Austria finally inaugurated constitutional government and representative bodies, the historic forces of the Habsburg dynasty, its officialdom, the aristocracy; and the Catholic Church all retained great power. According to conventional views, the continuing role of the historic elites prevented the modern entrepreneurial and professional middle classes from achieving the political dominance that their Western ...

1. Education and the Modernization of Austria in the Mid-nineteenth Century

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pp. 11-54

In the early nineteenth century, modern textile manufacture and metallurgy found footholds in Lower Austria, Bohemia, Moravia, and Vorarlberg, with some additional activity in Styria and Carinthia; but restrictive economic regulations and guild structures persisted in most towns. Traumatized by rebellions in the late 1780s and then by the French Revolution and ...

2. Opening the Gates: Expansion of the Educational Network

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pp. 55-94

In more utilitarian terms, these institutions were. to produce the professionals, technical personnel, and educated employees required to assure order and prosperity in a modern society. The reformers of the 1850s and 1860s expected the educational system to grow in numbers of institutions and people served, but they could hardly have expected the expansion in student enrollments and the resulting pool ...

3. Guarding the Gates: The Social Politics of Education after 1880

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pp. 95-126

Some educators worried about the effects of overcrowding on students and on the quality of their education. Some students and their parents also feared the impact on prospects for successful professional careers. Conservative officials and elected representatives worried about the threats to social stability of producing more educated persons than were actually ...

4. The Changing Ethnic and Religious Recruitment of Students

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pp. 127-169

... Austria attended academic secondary schools, and only around 1.5 percent of the prime age groups were enrolled in universities and technical colleges. In numerical terms secondary and higher education still served only small segments of the German and Austrian populations, and advanced education brought considerable privileges and prestige. Reporting to the Silesian Provincial School Board in 1880, one Austrian school director ...

5. The Limits of Opportunity: Students' Occupational and Class Origins

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pp. 170-211

Analysis of the students' occupational and class origins confirms the impression of broad recruitment. Secondary and higher education "in Austria did more than help perpetuate the status and privileges of propertied and educated elites from one. generation to the next. During much of the late nineteenth century, as we shall see, majorities of the students in ...

6. The Social Experience of Students: The Many Paths of Academic Education

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pp. 212-248

Of equal importance, secondary and higher education were also to help develop character and a more general Bildung, the basic intellectual abilities and broader fund of knowledge in the humanities and sciences that were considered essential to cultivation. At the same time, whether graduates eventually had successful professional careers ...

CONCLUSION: Education, Society, and the State in the late Nineteenth Century

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pp. 249-270

In France the rate of secondary school attendance relative to the school-aged population increased by 53 percent between 1854 and 1911. Between 1876 and 1911, enrollments in French public higher education more than tripled relative to the population aged nineteen to twenty-two years. ¹ In Prussia secondary school enrollments relative to the school-aged ...

Appendix A: Supplementary Tables

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pp. 271-292

Appendix B: Statistical Methods

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pp. 293-300

NOTES

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pp. 301-346

SOURCES

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pp. 347-378

INDEX

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pp. 379-386