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

NOTES

NOTES INTRODUCTION Social Development and Austria's Moder~ Educated Elites 1. See, for example, the interpretation in Gross 1973, 11-12. On historical interpretations of the failings of bourgeois liberalism among Austrian Germans , see Ritter 1984. 2. Until 1993 the two most important published studies of Austria's German liberal movement both dated back to 1955: Eder 1955; and Franz 1955. Representative of recent research on the German liberals are Hobelt 1993; Judson 1987; and Ritter 1984. On Czech liberal politics, see Garver 1978; Mallf 1975-79, 1985, 1988; and Vojtech 1980. 3. See Blackbourn and Eley 1984; and Boyer 1995, xii':"'-xiii,' 452-60. 4. Lhotsky1962 is a standard older work on Habsburg and Austrian historiography . For more recent discussions of particular historiographical issues, see Fichtner 1971; Good 1984, 4-10; and Rath 1991. On Czech historiography , see Kutnar 1973-77; G. Cohen 1979; Plaschka 1955; and Rossos 1982. 5. See, for example, the treatment of the.riiodern middle class and its politics in survey histories such as Alexander Gieysztor et al. 1968; Macek et al. 1958; Riha and Mesaros 1960; and the later, less orthodox Pamlenyi 1973. 6~ For examples, see Urban 1978, 1982; and the collections of essays from the 1970s and 1980s by Peter Hanak (1984) and Jifi Kofalka (1991). 7. For revisionist studies that offer a higher estimation of economic development in the Habsburg Monarchy during the nineteenth century, see Good 1984; Berend and Ranki 1974; and Rudolph 1975. For some counterarguments, see Gerschenkron 1977. 8. Schorske 1980. For discussions of Schorske's contribution and of the recent interest in turn-of-the"-century Viennese culture, see Roth 1994 and Steinberg 1991. 9. On nineteerith-century'Austrian entrepreneurship, see Klima 1977; Matis 1969; Mentschl 1973; Mentschl and Otruba 1965; and Michel 1976. 10. For examples, see Hanak 1984; Kofalka 1991; Malif 1975-79, 1985, 1988; Urban 1978,1982; and the collective volumes, Bruckmuller, Docker, Stekl, and Urbanitsch 1990; and Stekl, Urbanitsch, Bruckmuller; and Heiss 1992. The Bei~ trage zur historischen Sozialkunde, published· by the Verein fUr Geschichte und Sozialkunde in Vienna and the VIenna University's Institut fUr Wirtschaftsund Sozialgeschichte since 1970 for secondary school teachers of history, and the Newsletter: Geschichte des Biirgertums in der Habsburgermonarchie, published by Peter Urbanitsch and Hans Peter Hye of the Austrian Academy of Sdences in Vienna since 1992, have been barometers for the rising interest in the modern middle classes among Austrian historians. 11. On the state officials, see Heindl 1990; and Megner 1985. 301 302 NOTESTO PAGES 5-7 12. Lundgreen, Kraul, and Ditt 1988, 11-12. 13. For examples, see, in general, Ringer 1979; and Muller, Ringer, and Simon 1987; on Britain, Banks 1955; and Floud, Halsey; and Martin' 1957; on France, Bourdieu and Passeron 1979; Gerbod 1965; Harrigan with Neglia 1979; and Harrigan 1980; on the United States, Jencks and Riesman 1969; and Veysey 1965; and on Germany, Berg 1991; Jarausch1982; McClelland 1980; and Muller 1977. 14.. On .the historiography,of Austrian education through the mid-1970$, see Engelbrecht 1977. Strakosch-GraBmann 1905 offers a generally sound discussion of institutional and political developments, marked by some German liberal, centralist biases and with little on social dynamics. The older general studies by Czech scholars~Kadner 1931; and Safranek 1913-1~ have virtues similir to those.of Strakosch-GraBmann, complemented by Czech nationalist biases. The essays in Lechner, Rumpler, and Zdarzil 1992 are representative of recent work by Austrian historians. Engelbrecht 1982-88 _ is a masterful synthesis on institutional, political, and pedagogical developments in all sectors of education but focuses primarily on the territory of the current Austrian Republic. On social dynamics, Engelbrecht offers what he can from the limited studies available. H6flechner 1988 focuses on the political history of Austrian higher education with only limited treatment -of the late niheteenthcentury . On the history of Czech education, Kopac 1968 offers a broad . survey, while Kuzmin 1981, also broad in approach, is more sensitive to social issues. 15. See the methodological and conceptual discussions in Craig 1983; Lundgreen, Kraul, and Ditt 1988, 15-20; and McClelland 1986; and Ringer 1979, 1-31. 16. Ringer 1979, 22-25. 17. Some, like J Maillet and Victor Karady, have questioned whether analyzing the size and social composition of enrollments in secondary and higher education relative to the total population reveals anything important about the social dynamics of advanced education or the professions, since such education has typically served small, very specific social groups in any case. In practice, though, historians...