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The close connection between universities and bureaucratic institutions such as church and state was perhaps first noticed by Max Weber. Such institutions, he observed, require a dependable source of cadres to run them. Thus, the size and composition of university enrollments are often a function of bureaucratic needs. Richard Kagan examines the dynamics of this relationship historically by racing the growth and decline of the university system in Castile, the heart of the Spanish monarchy, between 1500 and 1809. This period marked the emergence of a strong Habsburg state and a militant Catholic church, both of which looked to the universities for "educated" men. Accordingly, the universities grew rapidly, and by 1600 Castile was perhaps the best-educated kingdom in Europe. But this did not last. Jobs were increasingly filled through nepotism, causing students to abandon the universities in search of other careers. By 1700, the universities were small, backward institutions. Kagan begins by examining the nature and position of primary, secondary, and university institutions in Hapsburg Spain, concentrating on the extent and purpose of literacy. In Part II, Kagan discusses the growth and development of the ruling hierarchies in the bureaucratic world and gives special consideration to the criteria used to recruit officials. The author concludes with an assessment of the impact of bureaucratic changes in church and state on the universities of Castile. The data he collects on changes in the curriculum, the professorate, and the social and geographical backgrounds of the students are used to support hypotheses about the spectacular rise and collapse of university education in Spain, the process of modernization, the development of bureaucracies, and the crisis of the Spanish monarchy. Students and Society in Early Modern Spain demonstrates that institutions of higher learning often collapse when they become over-professionalized and fail to respond to changing conditions. Thus, Kagan provides a study of education and social changeā€”of why educational institutions are central to a society in one century but only peripheral to it in the next. The author casts new light not only on the short lived educational revolution of the sixteenth century but also on education in other societies, both past and present.

Table of Contents

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  1. Cover
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  1. New Copyright
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  1. Half Title
  2. p. i
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  1. Title Page
  2. p. iii
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  1. Copyright
  2. p. iv
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  1. Dedication
  2. p. vii
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  1. Contents
  2. p. ix
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  1. Abbreviations
  2. pp. xi-xii
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  1. Preface
  2. pp. xiii-xv
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  1. Introduction
  2. pp. xvii-xxv
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  1. Half Title 1
  2. p. xxvii
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  1. PART I. The Educational System of Habsburg Spain
  1. 1. Early Education
  2. pp. 5-30
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  1. 2. Latin and the Liberal Arts
  2. pp. 31-61
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  1. 3. The Universities
  2. pp. 62-73
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  1. PART II. Office and Honor
  1. 4. Incentives to Study
  2. pp. 77-81
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  1. 5. The Letrado Hierarchy
  2. pp. 82-87
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  1. 6. Recruitment to Office
  2. pp. 88-105
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  1. PART III. The Universities of Castile
  1. 7. The Colegios Mayores
  2. pp. 109-158
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  1. 8. Teachers and Students
  2. pp. 159-195
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  1. 9. Change and Decay
  2. pp. 196-230
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  1. 10. Conclusion
  2. pp. 231-236
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  1. Appendix A: Additional Tables
  2. pp. 237-259
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  1. Appendix B: University Matriculation Books in Spain
  2. pp. 260-261
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  1. Bibliographical Essay
  2. pp. 262-271
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  1. Index
  2. pp. 273-278
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Additional Information

ISBN
9781421430065
Related ISBN
9781421430904
MARC Record
OCLC
1120078698
Launched on MUSE
2019-09-20
Language
English
Open Access
Yes
Funder
Mellon/NEH / Hopkins Open Publishing: Encore Editions
Creative Commons
CC-BY-NC-ND
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