Copyright in the Text of This Thesis Rests with the Author

CEU eTD Collection Second Reader: Professor András Ger Professor Reader: Second Karády Victor Professor Supervisor: SOCIAL FACTORS OFACADEMICSOCIAL FACTORS PERFORMANCE ELITE SCHOOLING IN VIENNA (1870-1910): INVIENNA SCHOOLING ELITE In partial fulfillment of the requirements for the degree of Central European University Central European Ę History Department History Budapest, Hungary Budapest, Master of Arts Julia Komleva Julia Submitted to Submitted By 2009 CEU eTD Collection such instructions may not be made without the written permission of of Author. permission the written be the made may not instructions without such form made in such page mustmade. copies with a partof accordance Further any copies lodged in Central the Library.European may Details be from obtained librarian.the This and Author the by given instructions the with accordance in only made be may part, or full Copyright in the text of this thesis rests with the Author. Copies by any process, either in Copyright Notice ii CEU eTD Collection century. and early twentieth nineteenth of the the in last in elite third the Vienna of educated picture whole the to contributes correlations these of interpretation The career. future of choice andstudents’ academic achievements the between ascorrelations background, aswell subjects mandatorysubjects in Viennese the in particular students of performances academic the between various correlations detecting central Viennese the in students of composition regional and ethnic socio-denominational, the of analysis motivation. and frequency diverging with offspring their for education secondary multi- and for advanced sought monarchy, who Austro-Hungarian confessional the of population multiethnic, multicultural, the of categories different the drew city capital for the elite, educated theViennese of feature distinctive wasa character religious and Central societiesEuropean during the period of modernization. The complex socio-ethnic of a larger elitescultural infin-de-siècle Viennaof andof problem inthe elite educated The present study is based on astatisticalstudy isbasedThe methodand presents prosopographical the on present The issuein of Vienna elitea part between the schooling 1870 and 1910constitutes ABSTRACT Gymnasien during the period in question. The received results allowed inquestion. The periodresults received during the Gymnasien iii and their socio-denominational and regional and socio-denominational their and CEU eTD Collection on on students the of Viennesethe byhim collected databank afforded the who Steven Beller Dr. to grateful also Iam thesis. this of and period writing research the and comprehensiveduring continuous support aid I wouldlike toexpress my mygratitude to Victor supervisor, Karády,for his ACKNOWLEDGEMENTS Gymnasien , which formed the basis of the present study. iv CEU eTD Collection set fteEieShoigMre nVen...... 32 Aspects oftheElite Schooling MarketinVienna...... 32 ...... Chapter III oacy...... 17 Monarchy...... Gymnasium and PopulationofVienna Education theDual during 17 Chapter II...... 9 ...... Vienna Social ofEducatedEliteinFin-de-Siècle Characteristics 9 ...... Chapter I 1 Introduction...... vi List oftables...... ilorpy...... 97 Bibliography...... 95 ...... Appendix 90 ...... Conclusion 65 Social ofPerformances andCareerOption...... Factors Academic 65 Chapter IV...... 3.12. General Tables for the Viennese Central Gymnasien between 1870and 1910 3.11. The k.Maximilian-Gymnasium intheNinthDistrict 3.10. The k.Piaristen-Gymnasium inthe Eighth District The3.9. k.MariahilfergymnasiumSixth district inthe The3.8. k.Elizabeth-Gymnasium inthe Fifth District 3.7. Thek. k. Theresianische Akademie in the Fourth District 3.6. Thek. k. Landstrasser-Gymnasium in theThird District 3.5. TheSperlgymnasium intheSecond District 3.4. Thek.Sophien-Gymnasium in theSecond District 3.3. The k.Schottengymnasium ofBenedictines in theFirst District 3.2. Thek. k. Franz-Joseph-Gymnasium inthe First District 3.1 Thek. k. Akademisches Gymnasium inthe First District 2.2. Population ofthe Central Districts of Vienna 2.1. The system ofGymnasium education in the Habsburgs monarchy Students 4.1. Correlation between Academic PerformanceDenominational and Background of of Students 4.5. Correlation between Academic PerformanceSocio-Denominational and Background 4.4. Correlation between Academic PerformanceChoice of and Career 4.3. Correlation between Academic PerformanceRegional and Background ofStudents 4.2. Correlation between Academic PerformanceSocial and Background ofStudents ...... 77 ...... 67 ...... 84 ...... Table of Contents v ...... 46 ...... 26 ...... 55 ...... 52 ...... 42 ...... 57 ...... 33 ...... 48 ...... 36 ...... 60 ...... 50 ...... 17 ...... 80 ...... 40 ...... 62 .... 71 . CEU eTD Collection 3/13. Ratio of teachers andin students the 3/12. Students Students 3/12. of the 3/11. Students Students 3/11. of the 3/10. Ratio of Teachers and Students in the 3/9. Students Students 3/9. of the 3/8. Students Students 3/8. of the 3/7. Ratio of Teachers and Students in the Students 3/6. of the 3/5. Students Students 3/5. of the 3/4. Ratio of Teachers and Students in the Students 3/3. of the Students 3/2. of the 3/1. Ratio of Teachers and Students in the 2/5. Students 2/5. Students of Central Viennese between Gymnasien 1870 and 1910by Social Number and 2/4. of Graduates 2/3. Number of Students in the Fifth Classes of the Viennese 2/2. Relation between 2/2. and Population Frequency the of Austrian Students the of 2/1. Frequency 23 of Students in Austrian Gymnasien at the End of the Second Semester (at the End of II) Semester the End of (at the (at the End of II) Semester the End of (at the (at the End of II) Semester the End of (at the ( Category Gymnasien at the End of II) Semester the End of at the Schottengymnasium Schottengymnasium Franz-Joseph-Gymnasium Franz-Joseph-Gymnasium Akademisches Gymnasium Akademisches Gymnasium Sophien-Gymnasium Sophien-Gymnasium Maturanten List of tables List of by Denomination by Native Language by Language Native by Denomination Sperlgymnasium Schottengymnasium Franz-Joseph-Gymnasium Akademisches Gymnasium in the Viennese Sophien-Gymnasium vi byNative Language by Denomination byNative Language by Denomination Gymnasien Gymnasien 45 45 44 42 41 41 38 39 38 34 35 35 30 25 25 23 CEU eTD Collection 3/31. Ratio of Teachers and Students in the 3/30. Students Students 3/30. of the 3/29. Students Students 3/29. of the 3/28. Ratio of Teachers and Students in the 3/27. Thestudentsofthe 3/26. Thestudentsofthe 3/25. Ratio of Teachers and Students in the 3/24. Students Students 3/24. of the 3/23. Students Students 3/23. of the 3/22. Ratio of Teachers and Students in the 3/21. Students Students 3/21. of the 3/20. Students Students 3/20. of the 3/19. Ratio of Teachers and Students in the 3/18. Students Students 3/18. of the 3/17. Students Students 3/17. of the 3/16. Ratio of Teachers and Students in the 3/15. Students Students 3/15. of the 3/14. Students Students 3/14. of the (at the end of the Semester II) Semester end of the (at the (at the end of the Semester II) Semester endof the (at the (at the end of the Semester II) Semester endof the (at the (at the end of the Semester II) Semester endof the (at the (at the end of the Semester II) Semester endof the (at the (at the End of II) Semester the End of (at the (at the end of the II Semester) II endof the (at the Piaristen-Gymnasium Piaristen-Gymnasium Elizabeth-Gymnasium Elizabeth-Gymnasium Gymnasium Gymnasium Landstrasser-Gymnasium Landstrasser-Gymnasium Sperlgymnasium Sperlgymnasium Mariahilfergymnasium Mariahilfergymnasium of of Theresianische Akademie Theresianische Akademie by Language Native by Denomination by by Language Native by Denomination by Language Native Maximilian-Gymnasium Piaristen-Gymnasium Mariahilfergymnasium Elizabeth-Gymnasium Gymnasium Landstrasser-Gymnasium by Denomination vii by Denomination by Native Language by denomination by languagenative of Theresianische Akademie by Language Native by Denomination 60 59 59 58 55 56 56 54 54 53 52 51 51 49 49 49 47 47 47 CEU eTD Collection 4/7. Average Grades inObtained by Mandatory Subjects Students of Different 4/6. Average Grades inObtained by Mandatory Subjects Students of Different 4/5. Average Grades inObtained by Mandatory Subjects Students of Different 4/4. Average Grades inObtained by Mandatory Subjects Students of Different 4/3. Average by 4/3. in GradesObtained of Students Subjects Mandatory Average by 4/2. in GradesObtained of Students Subjects Mandatory 4/1. Average grades inobtained Mandatory by subjects students the of the Students ofCentral 3/36. Viennese 3/35. Students of Central Students ofCentral 3/35. Viennese 3/34. Ratio of 3/34. Ratioof Teachers in andStudents Central Viennese 3/33. Thestudentsofthe 3/32. Thestudentsofthe Regional Background Taught in Regional Taught the Background Maximilian-Gymnasien Regional Background Taught in Regional Taught the Background 1870 and 1907 Social Social in Background the in between 1870andVienna 1907 Social Social in Background the between 1870and 1907 in the Denominations Different Maximilian-Gymnasien in the Denominations Different Akademisches Akademisches Gymnasium Sophien-, Mariahilfer- Maximilian-Gymnasium Maximilian-Gymnasium and in Vienna between 1870 and1907 in Vienna between 1870 and1907 Akademisches Sophien-, Mariahilfer- Sophien-, in Vienna between 1870and 1907 Maximilian-Gymnasien Gymnasien Gymnasien Akademisches Gymnasium Mariahilfer- Sophien-, Akademisches Gymnasium Sophien-, Mariahilfer- viii in 1870-1910 by Denomination in 1870-1910by Native Language Gymnasium by denomination by languagenative and Gymnasien ; and of the in between Vienna Maximilian-Gymnasien and and in Vienna in 1870-1910 in Vienna 78 74 73 69 68 66 63 63 62 61 61 CEU eTD Collection Regional Regional 95 Background among Viennese Gymnasien Students between 1870 andand Class 1910 Social by Denomination Differentials Schooling Quantitative 1. (Appendix) 4/11. Average Grades inObtained Mandatory by Subjects Students of Different Choice 4/9. by in Career andAverage GradesObtained of Subjects Mandatory 4/10. Average Grades inObtained Mandatory by Subjects Students of Different 4/8. Choice 4/8. by in Career andAverage GradesObtained of Subjects Mandatory Maximilian-Gymnasien in between 1870andVienna 1907 in Socio-Denominational the Background the of Students Socio-Denominational in Socio-Denominational the Background in between 1870andVienna 1907 Students of the of Students between 1870and 1907 Akademisches Gymnasium Sophien-, Mariahilfer- in Vienna between 1870 and1907 ix and 83 in Vienna between 1870 and 1907 Akademisches Gymnasium Sophien-, Mariahilfer- Maximilian-Gymnasien and 86 85 82 79 CEU eTD Collection Gymnasien study,in which social,the regional and composition religious from of graduates central the central 3 Press, 1989), 49. by represented university and intellect. world tothe of exceptions in cultural in elite. exceptions cultural marked adividingline in educated society:Vienna’s who those wentto pretensions. with cultural for those agoal however, was not, 2 languages instead of classical languages Though insteadof classical ones. 1 1904, monarchy,Austro-Hungarian in the classical institutionseducation of wasthe latter basis the of theeducational class bourgeoisie; of Viennese the educated the from weremainly produced of nowadays.fin-de-siècle The Vienna the elite until cultural urgency their lost not have and researchers of attention the attracting long been have heyday transformations of their traditions. subversive or reformulations in critical engaged also were Austrians the politics, arthistory,psychology, in andmusic; painting, literature,architecture, of and fields the made in were achievements brightest The schools. Vienna as sphere cultural European the throughout identified became that innovations produced intelligentsia city’s the Ibid, 49-50. Steven Beller, Steven Carl E. Schorske, E. Carl Gymnasien Some of the Viennese cultural elite went to The issues of The issues intellectual,the of social and background political of Vienna’s cultural One of the most fruitful periods of the modern history fruitfulhistory isOne 1900,when most the modern Viennathe around of periods of Gymnasien of Vienna between 1870 and 1910 is examined, provides, therefore, a fairly a therefore, is examined,provides, 1870and1910 between Vienna of Vienna andthe Jews, 1867-1938:ACultural History Realschulen Fin-de-siecle Vienna: politics and culture that taught both in Latin and Greek were the only route to entry into entry to route only the were Greek and Latin in both taught that accounted for most of the major figures of life. figuresmost of of for cultural major the accounted , which provided more practical , which modern teachingprovided education, 1 Introduction 2 Another typeof Another advanced secondary education was 1 Realschulen (New York: Vintage Books, 1981),26. Gymnasien also offered a good education, alsooffered agood it (Cambridge: Cambridge University Gymnasien outside Vienna, yet the yet Vienna, outside Gymnasien and Realschule 3 The present The Realschulen . Until were CEU eTD Collection Unterricht aufdem Boden Österreichs, University Press, 1996); Helmut Engelbrecht, 5 society inimperial Austria betweencrownlands 1848 B.Cohen’s and 1918areGary in Austrian the higher education and of secondary development on the studies general fundamental most The sight. first the at seem may it as largely as not but literature, in Compromise of 1867, which the creationpromulgated of Dualmonarchy,the discussed was various strata. of motivations and characteristics collective well-known relatively to reference the by interpreted are differentials schooling Hungary”, 4 to motivations and frequency sentThe various ethnic, groups their denominational economic and offspring with diverging performance ofstudents ofvarious backgrounds socio-denominational and aswell. regional inacademic variations general significant the caused elitethey schooling; to chances eliteeducated as during Dual a whole monarchy. the Viennese the composition of and ethnic socio-denominational of the representative picture educational educational under period the system question.during for given the study inview of for general context developmentthe of Austrian the Austrian largest Gymnasien the from graduates the of composition religious and ethnic social, the on Bildungswesens access opportunities schooling for intheirstrategies social mobility intellectual reproduction,or geographical or financial possibilities, vested interests in the pursuit of higher learning, the weight of Gary B. Cohen, VictorKarády, “Social Mobility, Reproductionand Qualitative Schooling Differentials inAncien Régime The issue of the elite secondary schooling in Vienna after the Austro-Hungarian the in after Vienna schooling secondary elite The issueof the Socio-economic factors of inequality in the Viennese society affected access the affected society inthe Viennese inequality of factors Socio-economic CEU History Department Yearbook, 1994-95 , without allocating Viennese situation specifically; but still they are important are they still but specifically; situation Viennese allocating without , Educationand Middle-Class Society in Imperial Austria ( The Historythe AustrianEducation of 4 . In the present study, therefore, both quantitative and qualitative and quantitative both therefore, study, present the In . andEngelbrecht’s Helmut Gymnasien Bd. 4 . (Vienna: Österreichischen Bundesverlag, 1986). Geschichtedes österreichischen Bildungswesens: Erziehungund , depending on the changing conditions of their conditions the of changing , depending on 2 (Budapest, 1995), 136. ). 5 These works contain certain data contain certain Theseworks Geschichte des österreichischen Education andmiddle-class (West Lafayette, Ind.:Purdue CEU eTD Collection Brigitte Stemberger’s Brigitte Piaristengymnasim Johannes Jung’s Winter’s works devoted to the history of oldest the of history devotedtothe works each can general development be obtainedfrom various essayspublished statistical and by data Viennese of the question. of composition denominational socio- the of monarchy, peculiarities in the the major and capital of especially the political elites in patriotic direction in direction in patriotic elites political importance, by governmentsocial,to theupbringing Austrian of attached and ethnical the Bundesgymnasium Wien 8 Schottengymnasium in Wien University of Chicago Press, 1983); Social Opening, and Professionalization in England, Germany, Russia, and the United States National Consciousness EducationinImperialAustria and Elementary School 6 Habsburg1848-1918 monarchy, 1930 Konrad of by covered H.Jarausch, works 7 State Patriotism in the LateHabsburg Monarchy Cole Daniel and L. Unowsky (eds.), National Myths: National Consciousness and Elementary School Education inImperial Austria”, in in the Habsburg Monarchy,1848-1918 Robert Winter, Konrad H. Jarausch(ed.), , Robert A. Kann, A. Robert , Gymnasium Though thereis, tomy knowledge, nocomprehensive study devoted conditionto the The main trends of the Austrian governmental policy on educational affaires are affaires educational on policy governmental Austrian the of trends main The Das Akademische Gymnasium in Wien (The AkademischesGymnasiuminVienna), inWien Das AkademischeGymnasium Das Akademische Gymnasium in Wien Das Schottengymnasium inWien Das Schottengymnasium in yearbooks since the second half of the nineteenth century. The recent The century. nineteenth the of half second the since yearbooks in Gymnasien ) 7 , also cover the period under consideration. (Wien: Elternverein, 2001). The Transformation of HigherLearning,1860-1930: Expansion,Diversification, (Wien: Böhlau, 1997);Brigitte Stemberger, Multinational Empire: nationalism and national reform inthe Multinational Empire:nationalism andnational 300 JahrePiaristengymnasium during the Dualmonarchy specifically, idea the abouttheir Robert A.Kann The Limits of Loyalty: TheLimitsof ImperialSymbolism, Popular Allegiances, and , and ErnstBruckmüller’s (New OctagonYork: Books, Bruckmüller, 1983);Ernst “Patriotic and Gymnasium Gymnasien (New York: Berghahn Books, 2007), 11-36. The Transformation ofHigherLearning,1860- The Transformation , Multinational empire: Nationalism andNational Reform 3 students in students duringVienna in the period Gymnasien ( (Wien: Böhlau, 1996);Johannes Jung, The Schottengymnasium in Vienna The Schottengymnasiumin , explains the elitist character of those of character elitist the explains , Patriotic andNationalMyths: in Vienna, namely, Robert namely, in Vienna, 300 JahrePiaristengymnasium ( 300 Yearsofthe (Chicago: Laurence . 6 ), and ), The Das CEU eTD Collection students belongingdifferent to social, regional and groups can religious be foundin the elite schoolingin Dual monarchy.the kind What of differences in progress academic of the Viennese the of investigation the Consequently, city. capital Austro-Hungarian another Vienna, of case mynosimilarwritings the considering while Budapest, knowledge, are,to casethe there of Hungary Ancien Régime in regional background general cansignificantly the complement of picture elite educated the schooling differentials of children from the families with different social, religious and qualitative the of examination The consideration. thorough deserves monarchy Dual denominational backgroundsandin regional taught Viennese the remaining still unexamined issueof ofvarious ofstudents academic performance socio- the However, Jews. like groups, socio-denominational particular on or context, political Vienna Dualmonarchy the during in their writings, they mostly on concentrated general the 8 by Jews the an degree exclusive almost shared to backgrounds of graduates from backgrounds graduates of eleven central published articles in separate and essays, alongissues, where, other he traces the previously research, his of statistical main results acollection of the presents study Beller’s The study. present in the detected trends main the for explanations necessary providing 1938 in her Marsha Rozenblit Jewish attendance. byhigh-degree characterized were correspondently, Beller, fin-de-siècle , regard the phenomenon of Jewish over-representation in the Viennese the in over-representation Jewish of phenomenon the regard , The In his In Vienna and the Jews, The socio-denominational composition of cultural elite in fin-de-siècle Vienna was Vienna in fin-de-siècle elite cultural of composition The socio-denominational Nevertheless, even though scholars touched upon the problem of problem the upon touched scholars though even Nevertheless, Jews of Vienna, 1867-1914 Jews of Gymnasien Vienna. Social Mobility, Reproduction andQualitative Mobility,Reproduction Schooling Differentialsin Social Victor Karády examines the problem of schooling differentials in differentials schooling of problem the examines Karády Victor 57-58. ’s case is required in order to receive the complete picture of of the picture receive complete to the in isrequired’s order case , and Steven Beller in Beller Steven and , 4 Gymnasien 8 inVienna. , andthe Viennese Vienna andtheJews, 1867- Gymnasium Gymnasien Gymnasien Gymnasien during the in , , CEU eTD Collection educational system, when the advanced education became invested with a multiplicity multiplicity of invested with a became education the advanced when educational system, between 1870and 1910werea very periodimportant for thedevelopment of Austrianthe performance. of socialfactors academic the of analysis statistical combination of ( producing combination students, graduates of denominational and ethnic social, mixed relatively with districts central Vienna’s namely, view of availability data limited from the sources, the fourof on students of only them, Wasa-Gymnasien, Sophien-, Sperl- Viennese received by Karády received byKarády in his case of Hungarian the choice of career and andtheacademic performance of students; background andregional performance as well. academic students; backgroundthe of andsocial academicstudents; performance the The results background of denominational and academicperformance the between correlations of the statisticalto establish in order statistically werethenprocessed data The collected subjects. background,analysis arebetween 1870and 1910,namely, information the on their social,and regional religious ascompared well as collecting of the thedata on individual tostudents, who studied in the central Viennesethoserecordsit thegiven the assumed research, For societies. pre-modern fortechnique studying of their gradesanalysis based on prosopographicalthe method,whichis commonly used as a valuable obtained in each Viennese society under period during consideration? the of the mandatory The chronological frames of the research are chosen due to the fact that the years fact the duetothe that are chosen research of the frames The chronological Eleven Viennese with statisticalIn the afore-said isof problem the present study, help the treated Akademishes, Sophien-, Mariahilfer-, Akademishes, Sophien-, Gymnasien , Landstrasser-,Theresianum were examined in the given research, for these were the , and how can they be interpreted in the broader context of the of context broader in the interpreted be they can how and , Gymnasien , namely, the namely, , 5 ’s and , Elizabeths-, Mariahilfer-, Mariahilfer-, Piaristen , Elizabeths-, Gymnasien Maturanten Akademishes, Franz-Joseph Wasa-Gymnasien, during same the period. ) between ) between 1870 and 1910.In were involved were for the Gymnasien -, Gymnasien Schotten-, -, and -, in CEU eTD Collection mandatory and elective courses, tasks for tasks courses, and elective mandatory approaches to the problem of elites problemapproaches infin-de-siècle tothe Vienna,as well as andcultural educated of framework of the given research is presented with thebrief overview of general historical as well as the information on the curriculum of of the curriculum the information on the as well as language, religion, school fees; lists of Gymnasium or university forfuture faculty studies as or The well. for whichtimeitwas taken;the gradesobtainedby choiceoffuture a student; and the career Matura – examination system graduation aboutforAustrian educational the principal the records Maturitätsprüfungsprotokolle The year. academic of the semesters for two eachof the andbehavior subjects inname,grades particular and address; guardian’s occupation experience; or father’s the place of year placethe toa birth; of of acceptance confession; between 1870and 1910. records), and the (class journals) of the graduate classes, the thegraduate journals) of (class in are the research this groups engaged of sources question. other Three the of most the and functions, Steven Beller, which was collected from the students’ inscription filesof from inscription students’ the Beller,whichwascollected the Steven different stage in the history of education, which is not apart of the issue in question here. functioning inthe 1870s, while beginningthe of Worldthe marks War I a completely The present thesis consists of four chapters. In the first chapter, the theoretical the chapter, first In the four chapters. of consists thesis The present The The given study The given isstudy based largely on handwrittenthe databank kindly by afforded Dr. , which granted the right to enter the university; the date it was taken bya enter itstudent; was taken to university; the thedate the , which right granted annually, include the statistical data on the students’ age, place of on birth,include native age, statistical annually, data of the place students’ the Hauptkataloge Jahresberichte offer the following information: the name of a student; date and date astudent; of name the information: following the offer , along the general information about the student, contain the contain student, the about information general the along , (yearly school reports) oftheabove-listed reports) school (yearly Gymnasien Maturanten Matura 6 were founded or started started high-gradetheir founded were or Maturitätsprüfungsprotokolle exams, lists of mandatory literature, etc. literature, mandatory of lists exams, , their results in results , their Gymnasium Jahresberichte, Gymnasium , with , with detailed description of Matura ; previous schooling , choice of career; of , choice issued by issued each Hauptkataloge (examination Gymnasien Gymnasien in CEU eTD Collection Gymnasien confessional in tothecentral and studentrecruitments regional differentials Viennese students of same the insocial category arealso eachdenominational group provided. of in and performance andtheir the career options, comparison the inmandatory subjects confessional background.and The regional between correlations students’ the performance intaught Viennese the identifywhich to allowed of correlationsthe between academicthe achievements students Gymnasium in a atmosphere physiological percept the to whichallows ratios, students teachers and inyears; of frequency and staff particular students circumstancesfoundation; of the their of the eleven central districts. thecentral in eachof its peculiarities to according examined wasalso latter the population, Viennese of the onthegeneral structure considerably depended afore-saidthe composition students at different stages of the development of the of and regional influencedcomposition socio-denominational elite the and education, to society Viennese of the strata different of relationship the had shaped that circumstances 1870 andis in provide introduced 1910 to ageneralideaorder of social the and political schoolchildren. of performance academic the affecting factors social the about theories sociological The appendix of The appendix of thesisthis ausefuldetailed contains table,presenting the social, The fourth chapter is based on the findings inis the Viennese the based findings The fourth on chapter The third chapter is devoted to the consideration of the major characteristics of each of major characteristics the of consideration tothe is devoted chapter The third In the second chapter, the state of the secondary school network in Vienna between in Vienna network school secondary the of state the chapter, second the In ; proportion of students according denomination to and native language. between 1870 and 1910, which was elaborated takenfrom on between of basis 1870andthe 1910,which was elaborated data Gymnasien Gymnasien in in Vienna betweenquestion 1870 and 1910,including sincethe 1910sandtheir 1870still social,the 7 Gymnasium education education in Vienna. For Gymnasien ’s databank, ’s CEU eTD Collection Régime Hungary”, Régime 9 in obtained taught averagebetween by the Viennese the students grades Gymnasien the Hungarian regional groups granted and socio-denominational various theimportance or interest of diversity the to pertained to each subject, as it was Dual the monarchy shownand their social, regional and denominational backgrounds, which by Victor Karády in the case of family prestige, and national and class legitimation. class and national and prestige, family andexpectations, prospects professional motivation objective regarding competences, linguistic as factors “familyculture”, were causedby subjects “family capital”, such in Viennesesociety the between 1870 and 1910. elite cultural image of the whole and the inspirations biases,capacities, of characteristics the academic progress on their social, religious and regional accessory strongly contributes to See Victor Karády, “Social Mobility,Reproduction and Qualitative Schooling Differentials in Ancien Hauptkataloge The main hypothesis of the thesis is as follows: there were clear correlations clear were there follows: as is thesis the of hypothesis main The in question, and from the databank afforded by Dr. Beller as well. Gymnasien CEU History Department Yearbook, 1994-95 of of classes andthe graduate the . The higher or lower. Thehigher grades or inobtained bystudents particular 8 9 Thus, the dependence of dependence Thus,the of students’ the (Budapest, 1995),133-156. Maturitätsprüfungsprotokolle Gymnasien of the during CEU eTD Collection 11 joyeuse reached its purest and most concentrated expression in Vienna at the turn of of in century expression turn the atthe Vienna concentrated mostand its purest reached Modernism European that increated werenot consider scholars alone, Vienna thought century of twentieth the foundations the excellence. Though par topic became the research 10 to examineto thesocial medium and cultural had this which produced phenomenon. Thefocus researchers induces threedecades?” twoor inand only in culture art excellence unsurpassed “Howbe could The still of yearsa concentration such there remainsquestion of alive. ago “soul-scapes” and Gustav musicMahler’s being among the brightest achievements. with Freud’s psychoanalysis, Arnold twelve-tone music, Schoenberg’s Arthur Schnitzler’s 1980s, large-scale in the exhibitions the on work thisby period. The nextphasein was in-depth evolution of the research triggered in Viennese fin-de-siècle Vienna. His magnum opus, magnum His Vienna. fin-de-siècle such as Carl E. Schorske, who can be called the pioneer of research intophenomenon of the instarted 1960s.The the interestbooming wasgreatly aided by work of the cultural scholars characteristics. the fin-de-siècle Viennese society and its major socio-denominational and ethnic Vienna,is linked tightly with a widely in discussed historiographical problem literature of Isabella Ackerl, Isabella Exhibitions in Paris (1986) were devoted to the historical development and the artistic achievements of the epoch. of the achievements artistic the and development historical the to devoted were (1986) Paris in In the early twenty-first century the interest centered on the glamour of era100 the of glamour the on centered interest the century twenty-first early In the The issue of the socio-denominational, ethnic and regional composition of students Intensive academic interest in Vienna’s socio-cultural developments around 1900 indevelopments socio-cultural interest Intensive Vienna’s academic Social Characteristics ofEducated Elite in Fin-de-Siècle Vienna Arte in Vienna Gymnasien Vienna Modernism, 1890-1910 between 1870 and 1910, who performed the future educatedelitewho between1870and the future of performed 1910, in Venice in (1983), 10 Chapter I Traum und Wirklichkeit (Vienna: Federal Press Service, 1999), 5. after which Vienna of the late nineteenth century nineteenth late the of Vienna which after Fin-de-Siècle Vienna Fin-de-Siècle 9 Viennain (1985)and , is still a standard reference L’Apocalypse 11 , CEU eTD Collection government employees, Protestant pastors, small business owners, master craftproducers, master owners, small business pastors, Protestant employees, government camemanynineteenth century students from familiesthe clerks, of petty schoolteachers, the throughout that show Austria in education elite the on studies families, middle-class of fin-de-siècle Viennesesociety. fin-de-siècle of distribution values,of general social likeincome,power, and members prestige, among the etc. access opportunities, schooling for intheirstrategies social mobility intellectual reproduction,or geographical or financialto motivations and frequency possibilities,The various ethnic,economic groupssent andreligious their offspringdiverging with vested society. the inequality of denominational and socio-economic the reflected also schooling interests in the pursuit of higher learning, the weight of breeding ground for the cultural for thecultural breedingintellectual ground andelite”. Hungary”, 14 Ivar Oxaal,Michael Pollak, Gerhardand Botz(eds.) Vienna’s central and denominational composition of Viennesethe cultural elites around1900are, therefore, of obtaininstitutions higha Vienna’s picture culture. Thesocio-ethnicto modern clear key “educated”, which meanseducated elite that major playedthe rolein developmentthe of elite. Viennese the of composition multi-denominational and multi-national 13 12 coexistencemindsets, the highly contradictory of of research is increasingly on placed Viennesethe phenomenon multi-culturality of and on VictorKarady, “Social Mobility, Reproductionand Qualitative Schooling Differentials in AncienRégime Steven Beller, “Class, culture and the Jews of Vienna, 1900”,in Vienna, of Jews the and culture “Class, Beller, Steven Ibid. Though the majority of the Access chances to the One of membershipOne elite preconditions for of the of wasbeing fin-de-siècle the CEU History Department Yearbook, 1994-95. Gymnasien 14 Thus, the limited unequal the Thus, schooling accesstoelite reflected the . According to Beller’s assertion, the assertion, Beller’s to According . Gymnasien Gymnasien Gymnasien’ , depending on the changing conditions of their conditions the of changing , depending on which were regarded as a form of the elite (London : Routledge & KeganPaul, 1987), 48. 10 (Budapest, 1995), 136. 12 s students s students came undoubtedly from the which were indisputablycaused by the 13 Jews, antisemitism, and culture inVienna Gymnasien were “the by CEU eTD Collection Sozialstruktur in Mitteleuropa im19.und 20. Jahrhundert 18 17 16 population. Gymnasien students in Austrian institutes providing the education,including advanced Viennese recruitment. alsochangedthepatterns student the of representedand before mid-nineteenth the century more poorly population segmentswere ofthe accessto increased that system gave und Unterricht auf dem Boden Österreichs, University 1996) andPress, Helmut Engelbrecht, declined. gradually enrollments total of fraction Catholics’ theGerman-speaking representation while andgroups, the Jewish minoritiesreligious and Protestant greatlyincreased their changed strikingly between 1870 and1910,as Czechs and Poles, among the largerethnic measuring social the by offered opportunities advanced education. important as was population the of diversity and religious Austria, ethnic the imperial class, for as and occupation occupation been have century nineteenth the during states West-European in the elites or class for analyzing population.the of segment privileged a small, for expect might one than origins social of diversity greater the origins of the educated elites and 15 farmers. peasant or holders. and alsofrequently professional modest titles many the originscelebrate of of diploma-the See Gary B. Cohen,“Education, Social Mobility, the Austrian and Jews 1860-1910”,in Ibid, 128. Cohen, See Gary B.Cohen, SeeGary A number of reviews of the enrollment statistics show that the Jewish proportion of The ethnic and religious composition of students in the Viennese in the students of composition religious and ethnic The of educated the changingrecruitment measuring the criteriafor primary While the Education and middle-class society, 16 17 The educated elites in fin-de-siècle Vienna were characterized, therefore, by therefore, elites Vienna were characterized, The infin-de-siècle educated The policy of The policyAustrian expansionthe on the of government of educational the as well, atthe end of the nineteenth century greatly exceeded the Jewish share of 18 The enrollmentstatistics also show that other formerly disadvantaged elements 15 Education and middle-class society in imperial Austria Memoirs and popular fiction that portray academicfiction that portray and popular to Memoirs deference the Bd. 4 127. . (Vienna: Österreichischen Bundesverlag, 1986). Geschichte desösterreichischen Bildungswesens: Erziehung 11 by ViktoKarády and (West Lafayette, Ind.: Purdue Ind.: Lafayette, (West Wolfgang Mitter(Köln: (eds.) Bildungswesen und Gymnasien CEU eTD Collection sons of the intellectuals and professionals displayed better marks, while the regularly poor 21 Change 20 19 1938: A Cultural History or identical to those necessary for satisfactory academic achievements. wereclose competences linguistic and capital” “intellectual culture”, “family the is, whether that capital”, “educational with families’ endowment to Karadyspecifies, linked, asVictor social classes. different of members the between boundaries of maintenance the to contributing culture, “high” or legitimate of appreciation an and with familiarity a of in terms capital cultural well. as ambitions and motivation, intelligence abilities, family culture, “capital”, intellectual and cultural characteristics: denominational origin according canbe interpreted to followingthe of factors collective and ethnic social, of different students of in variations performance general The significant social, anddenominational ethnic by was origin clarified a numberof sociological theories. elitethe schoolingin Vienna between 1870 and 1910. liberation of the to a trend of totherevealing contributes denomination students’ the on data Identity Böhlau Verlag, 1990),209-246; Marsha L.Rozenblit, by margin.share of exceeded education total aclear their the population in secondary representation their in nineteenth century, aslate the Jews, didhigh arate as at schools secondary academic attend not did Calvinists and Lutherans Protestants, the Though population. total the of their relative shares to students the among overrepresented in Austrian society were also able to gain sufficient access to the educational system to be Karady, 140. PierreBourdieu, “Cultural Reproduction andSocial Reproduction”, in Cohen, “Education, Social Mobility, and the Austrian Jews 1860-1910”, 147. (Albany, N.Y.: State University of New York Press, 1983); Steven Beller, by Richard Brown(ed.) (London: Tavistock,1973), 71-112. The concept of “cultural capital” was first proposed by Pierre Bourdieu, who defined of their andpeculiarities progress academic students’ the between The relation 20 Along the cultural capital, scholarly excellence or meritocracy is also is meritocracy or excellence scholarly capital, cultural the Along (Cambridge: Cambridge University Press, 1989). 12 The Jews of Vienna,1867-1914: Assimilation and Knowledge,Education, and Cultural Vienna andtheJews, 1867- 21 For example, the example, For 19 Theempirical CEU eTD Collection 26 25 84(2), 134; Robert Sternberg “Allowing forthinking styles”, 24 Leadership besmart?”, to mean it does “What Sternberg, Robert 23; 1986), Jovanovich, Brace Harcourt secondary secondary education. in close, hermeneutic advanced asKarády pursuedclassical quite marks,basic literary tothe religious learning, ahigh level from wascustomarilyyouth,maleof which was required of kind This law. religious Jewish the Talmud, on commentary and tenets scriptural which is based on oral and written exercises providing discussions andinterpretations of upbringing, Jewish of thetradition with over-performance academic Jewish the connect students canProtestant gounmentioned not inthegiven Scholarsresearch. conventionally ethnic, and background. religious presence of differentlevels of academic achievements by the students with different social, patterns, differentindication thinkingstylesof preference ofthinking people’s gives that an performance. student in role important an play levels, ability the with together styles, thinking and learning 23 22 characteristics. between students’ achievements and their racial, ethnical and socio-economic correlation is astrong there abilities, practical and creative analytical, namely kinds, of bourgeoisie. sons for entrepreneurial the wererecorded performances profession and academic performance of students in of profession and academic performance Viennese students the father’s the between correlation ofstatistical results the to study in given the be applied Karady, 148. See Robert Sternberg, SeeRobert Robert Sternberg, “Ability tests, measurement, and markets”, Robert Sternberg, Robert Ibid, 140-41. The concept of “religious intellectualism” applied in varying degrees to Jewish and Jewish to degrees in varying applied intellectualism” “religious of concept The According to Robert Sternberg’s theory of intellectual abilities, which are of three of are which abilities, intellectual of theory Sternberg’s Robert to According 25 , 1997, vol.54 (6), 24. which also contributes to academic performance. Such an approach explains the explains approach an Such performance. academic to contributes also which 23 Furthermore, in his researches Sternberg emphasizes that students’ that emphasizes Sternberg researches his in Furthermore, Intelligence applied: understanding and increasing your intellectual skills Thinking Styles 26 24 It is quite fair to expect, therefore, that the Jewish students were Jewishstudents the that therefore, expect, fair to is It quite His theory of mental self-government refers to an inventory of inventory an to refers self-government mental of theory His (New York: Cambridge University Press, 1997). 13 Educational Leadership Journal of Educational Psychology Gymnasium , 1994,vol. 52(3), 36-40. 22 This theory will . (San Diego: Educational , 1992, vol. CEU eTD Collection examination and explanation. and examination further require can which regularity, meaningful a form to significantly differed in Viennese minorities the of these achievements whether theacademic detect will study This groups. immigrant and Christian non-Catholic of performances differential the to contributed have may that factors psychological and cultural the of examination psychological, for success economical and in requisites higher education.secondary and improve and sharingProtestants immigrants, cultural, same the soughtto their positions, like Jews, the intheViennese society, “alien” groups The performance. academic verbal expression theperformanceand, thereupon, ofin students oral subjects. influence of theskills could significantly Thesefamily presenceoftraditions the older. the characteristic, families social of suppression any the rank, verbal children’s of wasquite excessiveness Christian the for contrary, On the youth. the and adults between exchange verbal of intensity liberty grantedexpression, the Jewish family life from early childhood onwards was strongly marked by the to childrenin Christian families the enforcement of patriarchal authority was the rule of verbal to whichsubjects, supposedthehabitverbal liberty of usageof andopen While the discussion. formulate ideas, emotionsCatholic students. and sentiments as well as by 28 27 well-preparedfor the studying in Cohen, “Education, Social Mobility, and the Austrian Jews 1860-1910”, 148. Ibid, 148. However, the scholarly literature heretofore has not provided adequate has any not heretofore literature scholarly the However, their affected strongly that factor a significant wasalso students of The motivation The role of verbal expression in family pedagogy also contributed in schoolingto the family The role verbal contributed also of pedagogy expression 27 for patriarchal custom dictated reverence and briefness for the younger in younger forthe reverence briefness and patriarchal for dictated custom Gymnasium 14 and, probably, performed better than the than better performed probably, and, Gymnasien 28 CEU eTD Collection 31 University of California Press, 1959). certain amount of truth, that all paths for the future stand open to the Silesianindeedview, ProvincialSchool in a holds Board 1880: “thepublic and the with 30 43, No. 1 (Oct., 1964), 60. 29 mobility. of prospect downward faceadvancedthey education unpopular the would conserving or maintaining their social positions. Were most of them to refuse from of amiddleclassmeans schooling was Elite valueof advanced education. the endorsed goal. by not individual the members ambitiousness,class butby class-saliencethe for given the determined in are aspirations variations class-determined that presupposes which distance”, occupational in.aspirationsvarious classes social applying theconceptof “relative toprovide them. advancedthe expected education thekindfuture occupationambitions, reflected which social of students prestige and value of employment. actual their of circumstances education whoaspired Dualmonarchy. those the view receive maintains the this that type Cohen to of expectedconsiderable broughtadvanced privileges education of which andperiod the during prestige special performexpected to well for themaintaining of their class prestige. were classes middle and upper from students the and Vienna, fin-de-siècle in reproduction respect,this reason, theregardless Gymnasium’s education was regarded asof one of thetheir major ways of eliteown social origins or the Cohen, See SeymourMartin and Lipset and Reilnhard Bendix, Suzanne Keller and Marisa Zavalloni, “Ambitionand Social Class: ARespecification”, Social Forces, vol. 29 Sociologists conventionally recognize that in each case more of the middle class Suzanne Keller interprets differencesthe Suzanne Keller interprets in frequencies of the and educational by wasdetermined influencedtheir performance thestudents’ factor more that One However, not only those from the Viennese upper and middle classes soughtfor Education and middle-class society, Gymnasium education by quoting an Austrian school director, reporting to the to reporting director, school Austrian an quoting by education 127. 31 He demonstrates beliefs aboutthe popular the Hedemonstrates 15 Social Mobility in Industrial Society Gymnasium (Berkeley: 30 For CEU eTD Collection conventionally conventionally bysociologists discarded as unverifiable. as the theoryGymnasien of “hereditarysocio-denominational backgroundof inand regional students taught Viennese the genius”explanation are not of appliedthe various in kinds twentieththe century. ofpresent correlations study between for theythe academic are performance and the students of of Viennese the students the 32 graduate”. Cit. in Cohen, Thus, the regarded sociological theories provide the theoretical framework for the 32 between 1870 and 1910. The “biological” or “anthropological”“biological” 1910.The between qualities,1870 and or aswell This explains the considerable number of sons from lower class families among families class lower from sons of number considerable the explains This Education and middle-class society, Gymnasien in the second half of the nineteenth and the early the and nineteenth the of half second the in 127. 16 CEU eTD Collection Gymnasien 80 only 1817andcrownlandsto between from changed 79 1847. no growth. For instance, the number of little showed institutions or educational numbersociety, the andof advanced organization changing the of needs the meet to reforms for called monarchy the in situation political social, economic, modernizethe system. Though and educational Habsburgrulersto the by wereexerted efforts no higher education, and secondary of academic the rationalization twelve, mandatory from from for andsix to the partial education ages primary all children the of introduction the with mostly concerned were which II, Joseph Emperor and Theresa Maria by Empress the undertaken century eighteenth of secondhalf the the of reforms as remainedcompared inneighboring outdated to those Central states. AfterEuropean the 2.1. Thesystem ofGymnasium education in the Habsburgs monarchy of of students taughtin the performance academic the whichaffected factors social of the understanding better for the 33 of character the about composition Viennesethe of population during the periods in The general question. idea governmental policy on educational itaffairs; dependedalso onthe changes in general Viennese Gymnasium Education andPopulation of Vienna during the Dual Monarchy Cohen, Until the March revolution of 1848, the Austrian system system advanced education Austrian of1848,the of Until March revolution the The socio-denominational, andregional ethnic composition students taught inof the Education and middle-class society Gymnasien per territory had most perterritory theprovinces advanced the of economic development, between between 1870 andwas strongly by 1910 influencedAustrian the Gymnasien Gymnasien education in education Habsburgthe monarchy provides contextthe of of Vienna during the Dualmonarchy. , 12. Chapter II Chapter Gymnasien 17 in the Habsburgs’ non-Hungarian 33 The highestdensity of CEU eTD Collection were prevented form the admission to admission form the were prevented 37 36 35 34 under who’s direction the Franzof SeraphinExner(1802-53), higher education prepare acomprehensivesecondary and of reform began to Instruction March revolution 1848 andthefall of Thegovernment. new oldthe of Ministry of Public only forin social expectation and economic advancement. Gymnasien attending. from which were previously when free run by orders, religious to discourage youth poorestthe schools, in secondary introduced were fees and wherewithal, financial the and abilities from social change. labor agriculture and destabilizing number from the poorer strata, in the view of the central government, could cause the loss of influx prevent forany in taking weretaken of certain steps to students, significant excessive learning publicmore ortoassistthe for generally of its pursuitownsake.broad the physicians,notaries and some in butand lawyers, nowise provide to advanced education to servants, clergy, state of training fulfillpurposes practical the to regarded universities were system. The educational the thinkers regarding century cameralist one. major the being Vienna with centers, administrative important most the and Moravia, and Bohemia, Silesia, Austria, Lower like only good officials”. good only widely attributed to the Emperor Francis I phrase stated: “I need no learned men; I need Ibid, 162-63. Engelbrecht, 149-50. Ibid, 18. Ibid, 15. The great changes in the Austrian educational system were brought about with about the brought system were changes in educational The great Austrian the eighteenth- the of principles followedutilitarian the state imperial Habsburg’s Only able youth was expected tobeadmitted to the Only ableyouth wasexpected for students from for students lower classthe probably, advanced soughtfor who, education 37 The state policy was aimed at the complicating of enrollment to enrollment of complicating the at aimed was policy state The 35 Gymnasien 18 unless they unless extraordinary they possessed 36 The burghers’ and peasants’ sons peasants’ and burghers’ The Gymnasien Proposal BestFeatures ofthe Gymnasien and universities and as well as 34 The CEU eTD Collection than halfinthan six-year old curriculum. the more of compared with hours, forthe whichall only accounted one-quarter now literature, and Latin to grammar devoted hours reduced the sciences with natural andthe mathematics newthe Untergymnasium the Untergymnasium for desire thosewhodidsimplereducation continuenot general The to studies. their yet complete offered were arelatively year-olds, between fourteen andten agegroup the four-year Kultus und Unterricht, 1849), 14-45. 39 Gymnasium introductory universities’ into old courses aneight-yearphilosophic were united 38 its indissolution 1918. monarchy inuntil the Dual for academiceducation framework basic secondary provided the and Realschulen philology at the Vienna University. The famous recommendations of Exner inregardingwere proposed the document this and Herman that higher education and secondary of basicreforms nearly the all implemented Instruction Bonitz,1848. the professorPublic EducationinAustriaof of the chair of classical See Cohen, Obergymnasium 38 Entwurf derOrganization derGymnasien und Realschulen in Österreich In 1849 under Count Leo Thun-Hohenstein (1811-88), the Ministry Ministry (1811-88), the Religion and In1849under CountLeoThun-Hohenstein of In According to the In designing the new program In new designing in the of studies program Education and Middle-Cass Society Obergymnasium Gymnasium Obergymnasium course of studies, which was divided into a four-year ’s course were to be taken up again with greater sophistication. Generally, sophistication. begreater with up again taken wereto ’s course finish to wishing those for basis appropriate the offered also curriculum ’s drafted by Exner and Bonitz and approved by the emperor inand by by Bonitzemperor drafted and approved Exner the 1849 and later and toattend university.the ’s curriculum was characterized by the increased attention to increased attention by the was characterized ’s curriculum . 39 , many topics which had been already introduced in the introduced already been had which topics many , Proposal The students of the summed viewsofthe liberal educational upthe of reformers , the former six-year former , the , 25. 19 Gymnasien Proposal forthe organizationGymnasien of Untergymnasium Gymnasium education. Gymnasium , Count Thun , Count followed the , who normally presented normally who , Untergymnasium (Vienna: Ministerium für and two-year and a CEU eTD Collection time in exceptional cases. time inexceptional third for the even and secondtime, for the months twelve or six againafter Matura the take statistical data on the achieved results. Those students who failed for the first time might information about the topics of the of topics the about information forms. written and oral took and forms, and organizational nature their debates regarding year curriculum of of the curriculum year achieved by who student, had reachedthe years of eighteen age andcompleted theeight- universities. the to verify each student’s fulfillment of the goals of as the as Abitur Maturitätsprüfung maturity, socalled the intellectual of examination and general subjects, the added newly languages,the classical by of werecaused complicacy the universities to the crafts. 43 der österreichischen Gymnasien the Butmany in examinations. students aswell Vienna, inas everywhere monarchy,the quitted Publikum 40 a gradescould enter with elementary adequate school 42 41 Cohen, Cohen, See about it Kamillo Huemer, Ibid, 28. Gymnasium 40 requiredfor admission Prussianto the universities after 1834. Matura The yearly reports of Viennese each yearly The reports The main mission of the of mission main The Formally, every boy who reached the age of ten and had completed the four-year The further attrition of the total of number of total the Thefurther attrition (Wien: Alfred Hölder, 1905);AntonMalfertheiner, Education and Middle-Class society Education and Middle-Class Society –atermstill used informer lands the of Habsburgsmonarchy,the was to after several years in the lower forms to pursue careers in commerce or the in or careers commerce pursue forms to in years lower several the after or 41 Itwas a general examination testing the level of intellectual ability Reifeprüfung, Gymnasium (Wien: Verlag vonA. Pichler’s Witwe & Sohn, 1897), 39-69. Die Maturitätsprüfung inihrem Verhältnis zuGymnasium, Universität und 43 The Maturitätsprüfung, which was introduced in 1849 as an equivalent to the into equivalent as an whichintroduced 1849 was . The . Maturitätsprüfung , 28. , 31. Maturitätsprüfung Maturitätsprüfung 20 Gymnasium whichbe sooncame known to popularly Gymnasium Gymnasium Vergleichende Statistik des Unterrichtserfolge Gymnasium 42 administered by accredited administeredan in each subject, as well as the were exercisedin several subjects education admission and grant education , which public caused wide contained the necessary contained the graduates eligible to go on without any admissions any without CEU eTD Collection data, thirty-six Austrian his to According years. in ten reduced twice almost was number their that means which 44 Communalgymnasium a either of attachments received the they schools: the of names official the in change the form traced be can It administration. thelocal community or theprovincial government, or authorities, state central either the of control the under schools their passed costs, financial and requirements necessary the Maturitätsprüfungen regulation if it claimed for public accreditation and the right to manage had to fulfill all the clergy secondary in advanced education. state requirements intherole of causedageneral decline These circumstances provide teachers. to difficulty resultedorders, in inability latter tomeetof the for expenses their schools and inincreasing as regards religious other onCatholicand financial pressures with and together educated certified, to curriculum, beproperly all teachers that requirements new state The specialties. in their certification stateteachers have hadin studied to have fora university and to there passed examinations inspectionthe that prescribed The new arrangements for eachsubject. by expertteachers and replaced were 1848 before a range subjects of taught who teachers” “class former well. The positions. for many service civil became anda qualification soon Gymnasium Catholic orders in Austrian orders Catholic Ibid, 37. After 1867 every secondary educational institution run institution After 1867every by a run secondary educational religious congregation in changes introduced ofthe The regulations the 1849 the Cohen shows that there were 62 per cent of the ecclesiastic teachers from the granted the student admission anyto university on the territory of the monarchy . The result was that many religious corporations, being unable to meet accordingly. Gymnasien Gymnasien were still operated by werestill inoperated religiousthe orders but 1870, in 1861,butonly 36 per centof them in 1871, Staatsgymnasium 21 , or a Landesgymnasium Gymnasien ’s faculty ’s faculty as Gymnasien , or a 44 CEU eTD Collection other Austrianother crownland. of Vienna, sent their offspring to the their frequency. As itfollows from table 2/2, the population of the Lower Austria, especially leader as regards to the highest concentration of the of concentration highest the to as regards leader increase. wasanindisputable Vienna constant of the trend thecharacteristic 1882 shows monarchy the aforesaidduring is period in demonstrated followingthe table 2/1. service. in of instead period years’ military generalAustrian the reserved, obligation three the of by befolloweda to candidate asanofficer service volunteer of one-year, privilege the of graduates the tothe bill, the granting of ratification reinforced with the positions. lower-level the requiring increasingly bureaucracies and private public expanding the with Hungarian Empire, Austro- the whole as well throughout in Vienna, grew education secondary academic education well. for financial as additional resources system forby increasingeducatedemployees, demand and need popular and provided the which Europe, significantly aided andof growth the Austrian development the educational ofthissecond chapter study. Viennese the for characteristic 48 Wissenschaften, 1985), 23-35. zur Geschichte derÖsterreichisch-ungarischen Monarchie, 47 46 45 secularized. more were these inof a half than 1873already Engelbrecht, 13-16. in Beamtentums“ k. k. des Aspekte sozialgeschichtliche und Wirtschafts- “Beamte: Megner, Karl Ibid, 38. Ibid. The number of the students attending the Austrian the attending students of the The number boom in greateconomic Central ofthe The late 1860sandthe1870swere period 48 The growth of the students of Matura or at least some kind of the secondary education for intermediate and intermediate for education secondary leastthe kind of at some or 47 The popular belief in the social value of secondary education was education value secondary inof belief social Thepopular the Gymnasien Gymnasium Gymnasien , which will be closely demonstrated in the in demonstrated closely be will which , 22 in more cases than the population of any 46 Gymnasien vol.21 (Vienna: ÖsterAkademie der The social and economic benefits of in the Austrian part of the Dual Gymnasium ’ students and the growth of andthegrowth ’ students 45 The same trend was between 1873 and Obergymnasien Studien CEU eTD Collection monarchy reducingthe of number of inhabitants for one Österreichischen Monarchie für dasJahr 1881. Wien: Druck der k.Hof- undStaatsdruckerei, 1884. Teil I,2. das Jahrfür1873. Wien: Druck der k.Hof- Staatsdruckerei, und 1876. Teil I,2;Statistisches Jahrbuchder (Vienna: Druchvon Carl Gerold’s Sohn, 1883), 8-12; Statistisches JahrbuchderÖsterreichischen Monarchie Sources: Berthold Windt, Dalmatia Galicia Bukovina Moravia Bohemia Silesia Tirol-Voralberg The Austrian Littoral Carniola Carinthia Styria Salzburg UpperAustria LowerAustria (including Vienna) Vienna / Land (Vienna: Druchvon CarlGerold’s Sohn, 1883), 8-12. Windt, Berthold Source: Dalmatia Bukovina Galicia 1494 1529 1573 1598 1859 1384 1962 1430 2005 Tirol-Voralberg 2114 Littoral Austrian The Carniola Carinthia Styria Salzburg UpperAustria outside Vienna Vienna LowerAustria / Land Year Table 2/2 also demonstrates the general trend in the Austrian part of the Dual Table 2/2.Relation betweenthe Population and Frequency of Students ofthe Year oa 15 12 33634 35464 38110 41456 44633 Total 47658 31353 31629 49512 50291 623 832 9504 10005 8974 7666 8355 67487125 6565 6982 10302 740 583 401 1152 1204 1286 1354 1471 1584 1669 1145 1771 1151 204 695 1423 1515 1621 1714 1824 1903 1968 1294 2079 1385 1875 1876 1877 1878 1879 1880 1881 1873 1882 1874 8028 3228 3524 3915 4312 4627 4821 4733 2860 4616 2981 4651 5039 5536 6026 6451 6724 6701 4154 6695 4366 Table 2/1.Frequency of Students in Austrian Gymnasien Average Stand und Frequenz der österreichischen Gymnasien Decennium im 1873-1882 Stand und Frequenz der österreichischen Gymnasien im Decennium 1873-1882 644 856 738 577 386 197 729 at the End of the Second Semester 660 893 806 576 381 213 743 Austrian 611 889 815 627 412 197 732 One student for the number of inhabitants the number student for One 1873 Number of students Number 23 Gymnasien 622 931 870 657 463 183 836 731,3 1.011 1.064 623 1004 1065115212141188 983 690 513 211 904 733 823 640 492 627 499 642 818 801 842 750 496 212 Gymnasium 614 1128 1220 1087 1272 769 500 346 1086 1131 1012 1169 ’s student,which means 609 812 511 354 1882 590 877 531 356 578 931 547 404 514,6 824 578 481 368 345 425 432 509 517 638 405 348 157 685 650 CEU eTD Collection university. years of the complicated curriculum, passed the passed curriculum, years complicated the of staying year;beyond the third fourth or minority only a small fullthem the of stood eight advanced learning. Many of had to beenadmitted advanced learning.who students of the Many youth youth were entering the of assumptions common governmentunder CountEdward Taaffe during the 1880s.Ministerial officials shared the is This observed. of policy resultissuesthe was restricting the on of educational new the Gymnasien to university. the classical the to develop the attempts Religion analternative Ministry the suspended to of and Instruction however, did not get wide circulation, and disappeared soon 1870s. the after soon disappeared wide get and circulation, not however,did The form of Mariahilfergymnasium Gymnasium eitherforms tothe upper of proceed studentscould four-year which after curriculum the initial forms of the numberan experimentinAustrian localities in of a combining the the 1870sof 1860sand 49 the to sons their sent Dalmatia, except crownlands, Austrian inthe families more more and that 51 50 Cohen, Ibid, 42-44. Ibid, 41. Gymnasien As it follows from table 2/1, the steady growth of the enrollments in the Viennese in the enrollments the of growth steady the 2/1, table from follows it As Popular pressure for greater access to academic secondary education even motivated even education academic secondary accessto for greater pressure Popular Education and Middle-Class Society 51 stopped in stopped 1880, andsince declining then,the tendency of studentnumbersthe or Tables 2/3 and 2/4 demonstrate loss Tables2/3and2/4demonstrate consistentthe duringof the students the Gymnasium Real-Gymnasium between 1873and 1882. Realschule Gymnasien and the and Gymnasium which would have equal rights to prepare students to the entrance tothe prepare students to rights haveequal would which . For instance, the two known Gymnasium offering the public broader access to secondary offering access publicbroader the to secondary education, Sperlgymnasium without adequate preparation and real commitment to commitment and preparation real adequate without and , 41. Realschule professors and school inspectors that too many 24 , wereinitially founded as in a Maturitätsprüfung Real-Gymnasium Gymnasien Gymnasien , and went to a . inVienna,the Real-Gymnasien 49 It had a single 50 Afterwards, werenot . CEU eTD Collection from handicraft, small manufacturing, and farming background, was to pursue vocational wasto smallfrom manufacturing, farming and background, handicraft, should youth the serve alimited constituency, while Gymnasium believed education thatthe Conservatives professions. andcareers in semi-educated educated aspired to farmers who and peasant producers craft all, of sons of first education, secondary from academic the skills,divert conservative the andaway religion.sought to 1880s, During the government writing, introduction grammar, onreading, spelling, arithmeticexaminations admission of to maintain its fundamentally elitist character were undertaken as early as in 1870 with the Religion initiated anumberReligion measures.and Instruction of control means to improve their social Malfertheiner, Anton Source: position1894-95 1889-90 and 1884-85 achieve1879-80 a better1874-75 career,1869-70 the Ministry of the (Wien: Verlag vonA. Pichler’s Witwe & Sohn, 1897), 39. Malfertheiner, Anton Source: 1894-95 1889-90 1884-85 1879-80 1874-75 1869-70 pass Matura. the failed to first year of the Academic year Academic year The first attempts restrictto the wide public access to To cut off the stream of students regarding advanced secondary asthe secondary education regarding advanced off students To cutof stream the Table 2/3. Number of Students in the Fifth Classes of the Viennese Table 2/4.Number of Graduates and 571 576 586 563 321 327 Obergymnasium 338 338 353 237 192 187 the eight classes the eight graduated from Vergleichende Statistik Vergleichende Statistik des Unterrichtserfolge der österreichischen Gymnasien enrolled Students and the increasing number of students of the last year who year last the of students of number increasing the and 272 248 307 210 181 177 passed the passed Matura Students of the 5 ofthe Students , 40. 25 460 464 455 415 247 271 Maturanten in numbers in 66 90 46 27 11 10 th classes in numbers in in the Viennese Gymnasium graduated Difference 80,5 80,5 77,6 73,7 76,9 83,2 education in education order 19,5 29,6 13,0 11,4 5,7 5,3 % Gymnasien Gymnasien % CEU eTD Collection any legislative control over the educational affairs. educational the over control any legislative World WarIin summer none 1914,with of beingthem atpowerlong enoughtoachieve of the outbreak the Badeni in1897and Count between fall of the succeededeach other more cabinets than ten when inthe elite for circumstances especially education, appetite 1895 and 1910. between increase inenrollments ina numbers,two-thirds increasingresulted which student sons of craftsmen farmers.and of sons craftsmen which belonged upperclassintellectual tothe professions,or with few students being the Viennese the of clientele Viennese 54 53 52 and agriculture. manufacturing of in sectors economic trainingand remain demolished by order of the Emperor Francis Joseph. Since then, the former the then, Since Joseph. Francis Emperor the of order by demolished Stadt enclosing the walls when city the 1857, such after legal only as receivedrecognition Viennese Gymnasium thein theirfor to children population most casessent parents Viennese districts, of the ethnic and denominational characteristics was closely connected with the composition of the 2.2. Population of theCentral Districts ofVienna in the social, ethnic and religious composition of the students. changes considerable entailed also study, of present the in chapter second the data statistical Ibid, 110. Ibid, 108. Ibid, 99-102. , the future first district, and physically limiting the city of Vienna to it, were After the early 1890s, the Austrian early the After1890s, the The students’ incomposition the Gymnasien Gymnasien situated in the same district they lived in. Moreover, the very history of 53 The central The central longerauthorities no could suppress growingthe public is tightly linked with the development of the districts, for the latter between 1895and 1910,which will bewith demonstrated the Gymnasien in 1880swas the predominantly from familiesthe Gymnasien Gymnasien 26 54 experienced again a powerful wave of of Vienna according to the social, the to according Vienna of The increase in enrollments of the of in enrollments increase The 52 Therefore, the Therefore, Vorstädte Innere , i. e. CEU eTD Collection times of times of Ferdinand Emperor the when II(1578-1637), itwas opened majority the for poor of suburbs on the Danube Island. suburbs ontheDanube older demanded establishing for the of additional institution educational of kind.this the of of –“theimperial government city” andcapital residence 56 55 the place of the formernew the cityalong wealth their walls.flaunt to dwellings private magnificent factory businessmen build andgreat owners began financiers, to longer-established housed inministries From splendid early the nouveaux palaces. as 1860s, theriches as well Gymnasien education andinfluenced for the beliefs advanced common demands and sharing specific customs the intensity social occupations, ethnicdistinctions, andconfessional composition; compliancethe of the population of particulareducational demands of the district population. the meeting and building, planning, of matters the over power districts exercising administration city the of subdivisions own their with Vienna of sentdistricts inner the as devolopment their offspring fortifications, their secondbutwithin suburbs the got theof city the ring wallsoutside to which, the which, fact influenced the students’ composition of the of composition students’ the influenced fact peopledwell in; andcivil servants,andto where prosperous the well-to-do this place sought Hilde Spiel, Michael Göbl, Eva Saibel, Franz-Joseph-Gymnasium Leopoldstadt The population of each inner district of its features considering The of had Vienna each innerdistrict the of own population The second district of Vienna was formed in 1850 in the result of unification of in in The result wasformed1850 the unification of of districtsecond of the Vienna The first district, . Akademische Vienna's golden autumn, 1866-1938 on the left bank of the Danube Canal and the parts of other Viennese and the Die Wiener Bezirke Innere Stadt , was set up in, wasset 1872 asthe growth of districtthe population Leopoldstadt Schottengymnasium 56 The first district became the place of residing for high for residing of place the became district first The , remained the historic heart of , remainedhistoric city heartof the centre and the the (Wien: Perlen-Reihe, 2003), 23. (London: Weidenfeld Nicolson,and 1987), 36. was the traditional home of the Jews since the 27 Gymnasien , wereof oldfoundation, andthe third, 55 – with Austrian parliament and parliament Austrian –with in the first district, two of Ringstrasse , designed on CEU eTD Collection established in the third district third inestablished the second half of many nineteenth century the foreign andlegations were embassies formerly to be onconsidered were andSalm, Razumovsky of counts the Metternich, Prince of town houses the outskirts, famous including thebourgeoisie Belvedereand and great whose dwellings the and nobility, now appeared close to the centre of Vienna. In the their development, being distinguished bythe prevalence of Jewishthe students. established in the late 1870s,the late inestablished the form of assimilation. of form always livedin the second district, holding on to their orthodox rites and disdaining any where the well-to-do university tothenoblyand company the of or academics, of merchantsprecincts the occupied special quarters; the poorer Jews, however, had 60 59 58 57 gates. city them,reside financiers special Jewish while the within the permission court gained to the remained highin secondthe district, and the two soldiery. Russian the from periodically and growing from fleeing Russian Poles’ Shtetls, the and hostility conducted pogroms the district, move theninth to to preferred advancement, spiritual rulers. policy the the of from Carpathian distant the provinces by Galiciaof andBukovina,out driven and pogroms different 1880s, privileges. Since the Ibid, 36. Ibid. Ibid, 50. Spiel, 37. The third district, In due course, mostthe successful lookingJews,and prosperous for material and 57 In the late eighteenth century wealthy and assimilated Jews were granted 58 Their ranks were swelled by thousands of immigrants from Polish from immigrants of thousands by swelled were ranks Their Landstrasse 60 ; it had also become a manufacturing and small business small and manufacturing a become also had ; it Sophiengymnasium Leopoldstadt , was the favorite residence place of the Viennese 59 Nevertheless, the general demand for education for demand general the Nevertheless, 28 was by flooded Jewishimmigrants the and the and Obergymnasien Sperlgymnasium Alsergrund of , to be near the Leopoldstadt Innere Stadt , continued , , CEU eTD Collection children mostlychildren the to secondary secondary education. advanced received Vienna fin-de-siècle culture of liberal bourgeois of the representatives physicians. became more and more the home of academics, especially medical scientists and practicing lower civil servant families. Gymnasien organized asearly in as definitive1850, butthe indexingwas assigned them in 1861.The eighth districts, eighth Ring, the medium merchants, professional classes and civil servants occupied the fifth to the nineteenth century, attracting especially Hungarian the nobility. over the Habsburg monarchy,Empress and Maria kept itsTheresa aristocratic exclusively character for inthe the offspringsecond half ofof thethe aristocratic families from all question was the The only secondary educational institution institution The of secondary only educational Viennese of the one oldest palace was characterized, therefore, by therefore, by palace was mixedcharacterized, backgroundits of the students. the in theirmasterpieces andcreated resided born, were musicians writers Austrian and famous 64 63 62 61 area with slopworks, cloth mills, and mirror and piano factories. Ibid. Spiel, 36. Spiel, 36. Göbl, Saibel, 36. Landstrasse The ninth district, ninth The While themiddle upperand affluent classes up residence took along and the around The lower aristocracy of Vienna settled mainly in the fourth district, fourth inthe mainly settled of Vienna The lower aristocracy 64 students in these districts came predominantly from the petty from and came petty bourgeois the predominantly in districts students these It was strongly populated with the prosperous assimilated Jews, who sent their 63 . The . Margareten Theresianische Akademie Theresianische Lanstrassergymnasium Maximilian-Gymnasium Alsergrund Vorstädte , Mariahilfer , which united smaller in1851 was with two suburbs. , was incorporated , wasincorporated in seven suburbs, 1862,with and , Neubau 29 , or housed in the premises of the Razumovsky the of premises in the housed Gymnasium , where a big number of the outstanding the of number big a , where Theresianum , and Josefstadt type hereduring the period under , which was set up by the accordingly, which were 61 The whole number of Wieden , 62 the CEU eTD Collection influencing the social, ethnic and denominational composition was the allocation of in the social compositionin eliteclassical toprovided public access education secondary of the restrictingwide or 1870 and 1910,encouragingits between evendirections and emphases and the number of sons from the families of artistic professions was insignificant. from wereunder-represented; lower class students werelessnumerous; the and petty traders the forth was occupied by sons free professionalsemployees;ofcivil sons servantswereinthe private and of position; third landlords and property owners;between 1870 and 1910 is the inobvious; position second numerosity was sharedbysons of sons of teachers, clerics Total Landlords and property owners bourgeoisie Entrepreneurial professionals Free Private employees Artists clerics and Teachers Higher civil servants Lowercivil servants Petty traders without qualification Independent craftsmen, petty bourgeois class Lower individual students intaught nine central Viennese 1870 andis in 1910 demonstrated table 2/5,whichwas basison the constructed data on of So thepolicy Austrianthe of educationalgovernment on affairs changed repeatedly The over-representation of sons of petty bourgeoisie in Viennese bourgeoisie the of sons petty of The over-representation in The students the composition Viennese social general of Table of 2/5.Students Central Viennese Gymnasien between1870and 1910 Social category Social Gymnasien by SocialCategory students in Vienna. Another important factor 30 Gymnasien number duringin the period question. Gymnasien 1991 173 192 260 239 155 204 206 103 368 Students 35 56 Gymnasien , which resulted , which Gymnasien % between 13,1 12,0 10,2 10,3 18,5 100 1,8 2,8 8,7 9,6 7,8 5,2 CEU eTD Collection Jewish character. Jewish some kind of “aristocratic”, “bourgeois”, or “lower class” tints, and either Catholic or particular Gymnasien . Depending on the district the latter were situated in, they acquired 31 CEU eTD Collection Yearbooksthe Austro-Hungarian Monarchy of students of the Gymnasium honorary achievements tothehistorical andrewardssystem, ofthe review a particular of or Gymnasium by yearly each published central presented. The information The information presented. was takenprimarily from classical curriculum for upperschool the in the continue their studies after the forth class either in a thechoice lower for school, curriculum to they students the providing offered apeculiar other two, the Piaristen 65 Theresianische Akademie administer the administer eleven were the attended the attended Beller, Gymnasien In this chapter the basic information on the individual development of each of eleven The usual educational base elite of Viennesethe educated between 1870 and1910 Gymnasien Vienna and the Jews, Gymnasium - and - Gymnasien . The second part of the ’s professor and devoted either to some urgent issues of the Austrian educational Gymnasien Sperl Maturitätsprüfung Maximilian-Gymnasien Gymnasium Aspects of the Elite Schooling Market in Vienna in the inner districts of intheinner of Vienna districts with accreditation public to and the right in the second half of the nineteenth and the early twentieth century is - and - and lead tothe and in of the innerdistricts Vienna, onlyfew while from cultural the elite outside the city. , the , 49. Mariahilferfergymnasien Gymnasium , on the base of which and on the base of data from Schotten . Nine of them,namely, the Maturitätsprüfung Jahresberichte , represented the classical type of classical the , represented , which included , which by an obligatory written article a -, Chapter III Chapter Franz-Joseph Realgymnasium 65 During the periodthe under During were there question 32 , the tables were constructed for this study to , were contained the statistical data on the -, . Gymnasium Jahresberichte Sophien , however, was the same as for Realgymnasien Akademisches Gymnasium Akademisches -, or in a Landstrasse , that is, the reports , which meant that meant which , Gymnasium Realschule -, Elizabeth Statistical . The . . The , the -, CEU eTD Collection Wien proclaimed by the 67 Gymnasium the influence of Protestantism on clergy and university professors. and university clergy on influence of Protestantism the Reformatio institution. Its foundation was a part ofinschool was foundedVienna. It in by 1553 Jesuitthe Order asa the public educational greater program of reforms, the so called 3.1 Thek. Akademisches Gymnasium intheFirst District all for findings the summarize tables general The religion. any without those and confessions, Anglican separately; and the groupfor “Other” refers tothe Greek Orthodox, Lutheran, Calvinist, and identified are Jews confessions; Catholic andArmenian Catholic, Greek Catholic, composition, denominational to the tablesItalian, devoted theTurkish, Greek, the English. In and group for “Catholic”Ruthenian, Serbian, Bulgarian and languages, andthe forgroup “Other”including French, combines speakingwith groups, groupincludingSlavic-speaking Polish, the Czech, Slovak, Russian, referencesin the correspondingis tables, there into the German-,division Slavic-, and Hungarian- to the Roman Catholic, Old was introduced leading the to was introduced upperschool.the With Exner-Bonitzthe – two second the and school lower the formed which of four first the classes, six integrated century Austrianand educational general of until the reforms 1849, the 66 for each students of the composition ethnicanddenominational andthe andteachers the ratio, students demonstrate About the history of the The prefix The (Wien: Böhlau, 1996). The k. The ethnic difference was identified according to the native language of the students; the language of native identified to according was The ethnicdifference was a state one. , aimed at the elimination of the harmful effects of the religious schism and of k. k. Gymnasien stands for “ Akademisches Gymnasium Akademisches Gymnasium Gymnasium Akademische Gymnasium kaiserliche und königliche” in innerthe districts of Vienna between 1870 and 1910. Maturitätsprüfung was the broad general general languages, was of basis broad on education the the . Gymnasien 33 66 see Robert Winter, seeRobert is considered to be the oldest secondary asgraduation official exams. The purpose , i. e. “imperial and royal”, which meant that the that meant which royal”, and “imperial e. i. , reform of 1849, the eight-class system Das AkademischeGymnasium in 67 Since the late sixteenth late the Since Gymnasium Nova CEU eTD Collection of teacher. of one with nineteen averageon of the sharing good, students werequite teaching supervision the toother if one compared largest the yearly, of even students Vienna. of a state sinceadmittancegirls was of 1949.Since only school allowed possessed 1850the status the from girlsas early in it students as as general graduated 1886 andexternal 1887,the building in neo-Gothic style was erected for the style was erected inneo-Gothic building other 1874 Hof- und Staatsdruckerei, 1871), 366-67; 1882), 84-85; Österreichischen Monarchie fürdas Jahr 1879, passed honour. graduates their with the exams 68 Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 year Academic as amandatory subject. FrenchDrawing, Singing,andEnglish. Sports, Soon Philosophical Propaedeutics added was suchas “freesubjects”, socalled the sciences,with natural mathematics and history, Vierhundertjahre Akademisches Gymnasium: 1553-1953: Festschrift , TeilV(Wien: Druck derk.Hof- Staatsdruckerei, und 1877), 24-25; Gymnasium From table 3/1 it follows that the The first The Statistisches Jahrbuch der Österreichischen Monarchie das für Jahr1869 Table ofTeachers 3/1.Ratio in the andStudents Gymnasium Statistisches Jahrbuch derÖsterreichischen Monarchie fürdas Jahr 1882, Maturitätsprüfung in the Dual monarchy was reserved exclusively for boys. Though the first the Though boys. for exclusively reserved was monarchy Dual the in ; after it ; enrollstarted after to classesin parallel the a newlarger1854, -stic ecclesia 4 3 2 1 3 3 4 Teachers seculartotal regular private (at the End of the Semester II) Statistisches Jahrbuch der Österreichischen Monarchie fürdas Jahr were held as early as at the end of 1851; forty per cent of 21 22 26 29 30 29 21 Akademisches Gymnasium Teil V(Wien: Druck derk.k.Hof- Staatsdruckerei, und 34 25 25 28 30 33 32 25 Gymnasium 68 The 436 397 426 430 570 550 660 Akademisches Gymnasium Students (Vienna, 1953), 14, 67-9. tuition in Gymnasien Akademisches Gymnasium Beethovenplatz 11 24 37 40 48 7 5 enrolled alargenumber Statistisches Jahrbuch der total (Wien: Druck der k. k. 443 402 437 454 607 590 708 ; yet the conditions Bd. IX, Heft 1 students for one for students in the core of Number of Number teacher as any 17,7 16,1 15,6 15,1 18,4 18,4 28,3 CEU eTD Collection 1912: IX, 1, 30-31. Akademisches Gymnasium Staatsdruckerei, 1912),30-31. der Österreichischen Monarchie für das Jahr 1909, Statistisches Jahrbuch, Statistisches Jahrbuch, 1882: V,84-85; 1882: V,84-85; Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Sources: 1909/1910 1904/05 1 1897/98 1882/83 1879/80 1874/75 1869/70 can presence of ethnic alsogroups other beobserved. Jahr 1904, k. Hof- Staatsdruckerei, und 1902), 32-33; Statistisches Jahrbuch derÖsterreichischen Monarchiefür das Jahr 1899, Monarchie fürdas Jahr 1897, (Wien: Druck derk. k.Hof- Staatsdruckerei, und 1885), 30-31; 899/1900 Academic year Academic Academic year Academic As it follows from table 3/3, the Catholic and Jewish students were presented in the presented were students Jewish and Catholic the 3/3, table from follows it As Table 3/2 demonstrates that the majority of students were German-speaking, yet majority that the Table 3/2demonstrates studentswereGerman-speaking, the of Statistisches Jahrbuch, Statistisches Jahrbuch, Bd. IX, Heft 1(Wien: Druck der k. k. Hof- und Staatsdruckerei, 1907), 30-31. Table of 3/2.Students the Table 3/3. Students of the Statistisches Jahrbuch, Statistisches Jahrbuch, number 1902: IX,1,32-33; 1902:IX, 1, 32-33; German 483 95,6 432 97,5 415 95,0 436 96,0 557 91,8 548 92,9 679 95,9 383 95,3 number Bd. IX, Heft 1(Wien: Druck der k. Hof- und Staatsdruckerei, 1900), 30-31; almost in almost equal proportions. 1871:366-67; 231 200 220 237 222 295 303 391 1871:366-67; Catholic % number % number %number % number % 1885: IX,1,30-31; % 1885: IX,1,30-31; 45,7 45,1 54,7 54,2 48,9 48,6 51,4 55,2 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch der Österreichischen Monarchie fürdas Slavic Akademisches Gymnasium Akademisches 13 2,6 14 3,2 22 3,6 15 2,5 17 2,4 11 2,7 Statistisches Jahrbuch, Statistisches Jahrbuch, 4 0,9 7 1,5 Akademisches Gymnasium number 35 200 180 142 161 188 261 242 274 Bd. IX, Heft Druck 1(Wien: der k. Hof- und Jews Native language Hungarian Denomination % 39,6 40,6 35,3 36,8 41,4 43,0 41,0 38,7 17 2,8 12 2,0 Statistisches Jahrbuch, Statistisches Statistisches Jahrbuch, Statistisches 5 1,1 5 1,1 4 0,8 7 1,6 7 1,0 5 1,2 Statistisches Jahrbuch der Österreichischen Jahrbuch Statistisches 1907: IX, 1,30-31; 1907:IX, 1, 30-31; 1877: V, 24-25; number 1877: V, 24-25; Bd. IX, Heft 1 (Wien: Druck der k. 74 63 40 39 44 51 45 43 Other byNative Language byDenomination Other 11 1,8 15 2,5 % 14,6 14,2 10,0 2 0,5 6 1,3 5 1,0 1 0,2 5 0,7 3 0,7 8,9 9,7 8,4 7,6 6,1 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch 1900:IX,30-31; 1, 1900: IX,30-31; 1, number 437 454 607 590 708 505 443 402 Total 443 100 454 100 505 100 437 100 708 100 607 100 590 100 402 100 Total % 100 100 100 100 100 100 100 100 CEU eTD Collection Hegelgasse Nr. 3. (Albany, N.Y.: State University of New York Press, 1983). University Press, 1989); and Marsha L. Rozenblit, Lehrerpädagogium Lehrerpädagogium Joseph in April 1879, wasinitially in allocated premisesthe of municipal the new the a newbuilding, of the population of the first district. For it was problematicprovide to subsidies for erecting new toestablish a ordered itwas therefore, imperialfrom February According tothe 1872, position anddecree career. in social means of became advancement a necessary education whom for bourgeoisie grow very rapidly, and the 3.2. Thek. Franz-Joseph-Gymnasium intheFirst District Akademisches Gymnasium the attended all Masaryk, Thomas Czechoslovakia of founder the and Schrödinger Erwin physicist nuclear the as as well Mises, von Ludwig liberal classical and philosopher Kelsen, Hans jurist famous the Altenberg, Peter Beer-Hofmann, Richard Hofmannsthal, bourgeoisie. and The authors prominent dramatists von Arthur Schnitzler, Hugo 69 Vienna, fin-de-siècle in phenomenon Jewish the predominantly was latter Since elite. cultural becoming afundamental institutioneducational for Viennesethe bourgeois liberal and See about it Steven Beller, Steven it Seeabout After the demolition of the city ramparts, the population of the first district started to In the course of the nineteenth century, the century, of nineteenth the course In the 69 the heavily attended Gymnasium was by Jewishgrandthe offspring of the demandedfor their premises back,the Nr.in12 / , Hegelstraße SchnellinggasseWhen Nr.11. the Gymnasium Vienna and the Jews, 1867-1938:ACultural History during period the question. under Gymnasium Akademisches Gymnasium Akademisches , which was granted the name after the emperor Franz emperor name the the after granted was , which in Dominikanerplatz TheJews of Vienna, 1867-1914: Assimilation andIdentity 36 Akademisches Gymnasium could not accept all the sons of to fulfill needs theeducational to Gymnasium (Cambridge: Cambridge was relocated to was gradually CEU eTD Collection 74 Gymnasiums, 1879), 62-63. 3/4. 300 students only, with twenty around teachers being employed, which is in shown table during the late nineteenth century itarranged eightclasses comprising approximately 270- of It nickname in the a “family house matters. shortly Hegelgasse”, acquired school emperor. the duepatriotic feelingto idealism bypoetry, with Germanclassic the of supported the harmonious shaping of a well-balanced personality following the sample of the ancients and was warned from. Nothing when wereby thereading accompanied students of andmagazinesnewspapers parents; their was to distract a student cases inthe even administration, school by the be approved wereto concerts or theatres the from the main educational goal – the performance. totheir according academic admitted exams in German, Latin, Greek, and Mathematics, and oral exams in other subjects. Gymnasium firstThe speeches. pathetical messesand with empress, as well as to the day of their accession, and the the emperor birthdaysname-daysthe of festivities to and necessary devoted which were celebrated in the 73 72 1853). 71 Festschrift 100 JahreGymnasium Stubenbastei, 1872-1972 70 for director of the class and 16in secondclass. the Nowotny, 10. See Nowotny, 8. See Ernst Nowotny, “VomKaiser-Franz-Joseph-Gymnasium Bundesgymnasium zum Stubenbastei”,in Gymnasium Die neue Organisation der Österreichischen Gymnasien Fünfter Jahresbericht über das k.k. Franz-Josephs Gymnasium in Wien The discipline was especially severe in the severe especially was discipline The The In October 1872 the lessons were started forclasses, in In 1872thelessonsstarted with 54students firsttwo October were the 72 The feeling of loyalty to the House of Habsburgs was also maintained by took place took in 1879, k. k. Franz-Joseph-Gymnasiumk. Gymnasium classes, with the central role of the classical languages; . The curriculum was organized according to the state instructions 73 when seventeen candidates were subjected to the written tothe subjected were candidates when seventeen 70 The famous Latinist Karl Schmidtwas a appointed was by distinguished stable the organization of 37 (Wien: A. Luigard, 1972), 8. Maturitätsprüfung Franz-Joseph-Gymnasium (Wien: Ministerium fürKultus und Unterricht, in the (Wien: Selbstverlag des Selbstverlag (Wien: 71 students were students Franz-Joseph- : the visits to Gymnasium 74 for CEU eTD Collection 32-33; indemonstrated tables 3/5and 3/6. speaking families both of Catholic and Jewish inequalnumbers,isorigin which German- well-to-do the society, of Viennese the circles” “best from came socalled the its students that proves Austria.catalogues school elitethe The future of examination of the development of Viennait for wasone of mainthe educational institutions broughtwhich up 1902: IX, 1, 32-33; Jahrbuch, Statistisches Jahrbuch, das k. k. Franz-Joseph-Gymnasium das k. Wien in Gymnasiums, 1876),48; Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1872/73 year Academic Regular students only. Academic year Academic Statistisches Jahrbuch,

The Vierter Jahresbericht das über k. k.Franz-Joseph-Gymnasium, Vierter Jahresbericht über das k. k.Franz-Joseph-Gymnasium in Wien 1885:1, IX,30-31; Table ofTeachers 3/4.Ratio in andStudents the Table 3/5. Students of the Franz-Joseph-Gymnasium Statistisches Jahrbuch, number % number % number % number % number % % number %number % number number % number 1885:IX, 1, 30-31; Statistisches Jahrbuch, German 285 94,7 178 96,2 350 97,8 294 97,4 283 97,3 269 97,5 276 97,5 -stic ecclesia 1907: IX,1, 30-31; Statistisches Jahrbuch, 3 3 2 1 1 1 1 Teachers seculartotal regular private (at the End of the Semester II) 1907:IX, 1,30-31. Statistisches Jahrbuch, 19 17 18 19 27 12 (Wien: Selbstverlag des Gymnasiums,1880), 54; Slavic 7 played an important role played an in generalcultural the Franz-Joseph-Gymnasium 4 1,3 3 1,6 3 0,8 2 0,7 1 0,4 3 1,1 - Statistisches Jahrbuch, 1877: V,24-25; 38 22 20 20 20 28 13 1900:1, 30-31; IX, 8 - Native language Hungarian 298 288 266 276 303 174 10 3,3 57 4 2,2 2 0,7 1 0,4 1 0,4 - - 1900:IX, 1, 30-31; Statistisches Jahrbuch, Statistisches Students tuition 1876:48; - - 1912: IX, 1,30-31. Franz-Joseph-Gymnasium Statistisches Jahrbuch, 10 16 11 6 4 3 7 byNative Language Sechster Jahresbericht über Other 4 1,3 5 1,4 6 2,0 6 2,1 5 1,8 3 1,1 total - (Wien: Selbstverlag des Selbstverlag (Wien: 302 291 276 283 319 185 Statistisches Jahrbuch, 63 - 1882: V, 84-85; students for one for students Number of Number teacher Statistisches 1902: IX, 1, 185 100 303 100 358 100 302 100 291 100 276 100 283 100 Total 13,7 14,6 13,8 14,1 11,4 14,2 7,9 CEU eTD Collection protest of its professors, and since then had a different curriculum students’ and curriculum had a different andsince then its professors, of protest reforms, the reforms, process. assimilation Jewish the of a catalyst as institution served other like no and tolerance liberty and of atmosphere Gymnasium in the KrausKarl get 1884 to wassent Thuseducation. to best the it,feltand and however,respect Kraus,reverence his to wanted a great activity,Jakob son movedwho toVienna in 1877 from Jicin. Beinghimself far from any artisticscientific or manufacturer paper and businessman Bohemian a was father His critic. and satirist Austrian achievedsuccess in great generations of graduates sciences andart. Gymnasium 30-31; Gymnasium the 1870s. The later form of Jahrbuch, das k. k. Franz-Joseph-Gymnasium,das k. 77 Habsburg Vienna 76 75 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 The AboutKraus Karl see Edward Timms, Nowotny, 9. Academic year Academic Realgymnasien Statistisches Jahrbuch,

One of One by examplesis of brightest the case the Karl provided of Kraus, famous the Since theacademic yearof 1908/09, within generaltrendthe of the As Ernst Nowotny asserts in his dedicatory article for the anniversary of the of anniversary the for article dedicatory his in asserts Nowotny Ernst As Vierter Jahresbericht das über k. k.Franz-Joseph-Gymnasium, 1900:1, IX,30-31; Table 3/6. Students of the as as regards structure,the curriculum and educational goal. , , 76 Franz-Joseph-Gymnasium Franz-Joseph-Gymnasium towhich he always expressed his gratitude forthe education received. (New Haven, Conn.: Yale University Press, 1986). indroduced1908 should be in not the mixed with number Realgymnasium 1912: IX,1, 30-31. Statistisches Jahrbuch, 166 151 141 130 129 138 Catholic 83 75 Many of its Jewish students from the first and second first from the students Jewish its Many of 1880:54; % 46,4 50,0 48,5 47,1 45,6 45,5 44,9 Franz-Joseph-Gymnasium , unlike the earlierone, differed significantly from the classical Karl Kraus, apocalyptic satirist: cultureand catastrophe in was transformed into transformed was in firstthe decades of its functioning provided the Statistisches Jahrbuch, number 39 149 120 124 121 110 121 1902:1, 32-33; IX, 87 Jews Denomination % 41,6 39,7 42,6 43,8 38,7 39,9 47,0 number 1876:48; Realgymnasien Statistisches Jahrbuch, 1885:30-31; IX,1, Realgymnasium 43 31 26 25 44 44 15 Other by Denomination Sechster Jahresbericht über % 12,0 10,3 15,5 14,5 8,9 9,1 8,1 of 1860s late and the number Franz-Joseph- 77 358 302 291 276 283 303 185 Gymnasium despite the Total Statistisches 1907: IX, 1, % 100 100 100 100 100 100 100 CEU eTD Collection Gymnasium in wereprevailing the faculty of the from followsAs itteachers 3/7,ecclesiastical table introduced as introduced early as in firstthe 1819; post of occupy a the A to exam special teacher. particular accordingrestructured eight-class with tothe being subjectby system, each a taught sons of aristocracy studied there as external thereasexternal Afterstudents. 1849,the studied sons of aristocracy very building of the monastery of the Scots. with the andconnected expanded wereconsiderably premises school the nineteenth century, Vienna, founded monastery in1775atthe Anna. thesecondhalf During of the St. of 1997). Schotten inWien Freyungstraße in 1947. registered was officially which association an andformed other each with connections close external students. Since the very foundation of the of foundation very the Since students. external reserved for boys, exclusively be though singular girls started to acceptedearly enough as “Our and it until DearLady by Scots”, the was congregation to Benedictine the 2004 the name of 78 accreditation. public with school private Catholic asa Vienna Schottengymnasium 3.3. Thek. Schottengymnasium ofBenedictines in theFirst District composition. Nowadays itis still a known About the detailed history of the The The The . Stubenbastei Gymnasium Schottengymnasium Öffentliches Schottengymnasium der Benediktiner inWien, Benediktiner Schottengymnasium der Öffentliches (Wien: Reißer, 1897); and Johannes Jung, , and became a successor of the asuccessor became , and , was founded by the imperial decree of firstindistrict of of by thefounded 1807 imperial decree the , was was attended mostly by sons of by mostly wasattended noble families;sons of bourgeois and the . Schottengymnasium was allocated near the monastery of the Scots in Maturitätsprüfung Gymnasium 40 see Annaeum Das Schottengymnasium Wien in Schulordnung desk.k. Obergymnasiums zu den Gymnasium in the first district of Vienna, bearing Vienna, of district first inthe , one of the oldest werehold graduates in for 1850. Schottengymnasium 78 Until nowadays it is still run still is it nowadays Until , its graduates maintained its graduates , Gymnasium Gymnasien (Wien: Böhlau, teacher was teacher or brieflyor was in CEU eTD Collection its foundation it began to enroll the students of other denominations. The first Protestants first The denominations. other of students the enroll to began it foundation its 1912: IX, 1, 30-31. the attended overseas natives from the inner territories of the Austro-Hungarian monarchy as well as from is evident from from is table evident the 3/8. Statistisches Jahrbuch, Statistisches Jahrbuch, 1882: V,84-85; 1882: V,84-85; Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 year Academic Academic year Academic Though the Though few very the students, German-speaking the of majority overwhelming the Along Statistisches Jahrbuch, Statistisches Jahrbuch, Table 3/7.RatioofTeachers andStudentsin the Table 3/8. Students of the Statistisches Jahrbuch, Statistisches Jahrbuch, number % number % number % number % number % % number %number % number number % number Schottengymnasium 1902: IX, 1, 32-33; 1902:IX, 1, 32-33; Schottengymnasium German 391 96,5 344 97,7 358 97,5 365 96,8 405 99,3 436 97,1 417 97,0 377 96,9 -stic ecclesia 1871:366-67; 1871:366-67; 13 14 14 12 16 18 18 Teachers seculartotal regular private (at the End of the Semester II) 1885: IX,1,30-31; 1885: IX,1,30-31; Statistisches Jahrbuch, Statistisches Jahrbuch, Slavic 4 5 5 6 5 5 5 was a private Catholic school, almost since the very Statistisches Jahrbuch, Statistisches Jahrbuch, 3 0,7 4 1,1 5 1,4 6 1,8 2 0,5 3 0,7 7 1,6 7 1,8 in the second half of the nineteenth century, as it as century, nineteenth the of half second inthe Schottengymnasium 41 17 19 19 18 21 23 23 Native language Hungarian 324 334 338 349 388 369 348 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches 6 1,5 3 0,9 3 0,8 3 0,9 3 0,7 3 0,8 - - 1907: IX,1, 30-31. 1907:IX, 1, 30-31; Students 1877: V, 24-25; 1877: V, 24-25; tuition - - by NativeLanguage 28 33 39 59 61 61 41 Schottengymnasium Other 10 2,2 5 1,2 1 0,3 1 0,3 3 0,9 1 0,2 3 0,7 2 0,5 total 352 367 377 408 449 430 389 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, 1900: IX,30-31; 1, 1900: IX,30-31; 1, students for one for students Number of Number teacher 449 100 405 100 352 100 367 100 377 100 408 100 430 100 389 100 Total 20,7 19,3 19,8 22,7 21,4 18,7 16,9 CEU eTD Collection Unterrealschule secondary secondary amunicipal schools, in available already three 1870s, the early the In nineteenth century. Leopoldstadt 3.4. Thek. Sophien-Gymnasium in theSecond District Habsburg-Este, and many others. ruling count Adler,the Austria Victor of party Democratic of Social founderthe the Windisch-Grätz, of of LiechtensteinLajos Batthyány, Austrian ministers Eduard Herbst, Hugo von Glanz-Eicha, count Alfred III of ministerHungary president the first were centuries twentieth andearly the nineteenth Franz Josef II, the last Austrian emperor Charles I of 1912: IX, 1, 30-31. Statistisches Jahrbuch, 1882: V,84-85; Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 enrollments. student 10percentof or students, 40 to around Jewsamounted normallyit can beconcludedthat the 3/9, table Following the asearly were accepted appearedthere in infirst students as the Jewish 1810; 1817. Academic year Academic The foundation of the of foundation The Among the famous students and the of graduates Statistisches Jahrbuch, , resulted also from the educational reforms in Austria in the second half of the Statistisches Jahrbuch, Table 3/9. Students of the appeared to be insufficient to meet the needs of the inhabitants of inhabitants the needsthe the of beto meetinsufficient appearedto 1902:IX, 1, 32-33; number 348 312 332 339 359 384 351 349 1871:366-67; Catholic k. % 1885: IX,1,30-31; 85,9 88,6 90,5 89,9 88,0 85,5 81,6 89,2 Statistisches Jahrbuch, Sophien-Gymnasium Real- Statistisches Jahrbuch, number and Schottengymnasium 42 36 27 15 19 24 41 59 23 Jews Obergymnasium Denomination % 13,7 8,9 7,7 4,1 5,0 5,9 9,1 5,9 Statistisches Jahrbuch, Statistisches 1907:IX, 1, 30-31; in the second district of Vienna, of district second inthe number 1877: V, 24-25; 21 13 20 19 25 24 17 20 Other Schottengymnasium by Denomination , and an Leopoldstadt % 5,1 3,7 5,4 5,0 6,1 5,3 4,4 4,7 Statistisches Jahrbuch, Statistisches Jahrbuch, 1900: IX,30-31; 1, number 405 352 367 377 408 449 389 430 Ober- municipal Total inthe and % 100 100 100 100 100 100 100 100 CEU eTD Collection from the migrant families achieved almost equal success. equal academic almost families migrantachieved from the lands of the Dual monarchy, of Maturanten students out of thirty-one passedsuccessfully, five Fourteen and them of honour. with of 1882 correspondently. additional fifth, inintroduced and sixth, seventh were eighth classes and 1879, 1880,1881, upper school, whichhappenedasearly in according as The imperial to the 1879, order. of addition and expansion the of necessity the revealed studies their of continuation in and in231 students first-yearinto parallels. four classes. two were divided students 144 Obergymnasium fourth the class in 1880/81. and the second classwasparallels, dividedinto aswell as in thirdthe class 1879/1880, and tothe wereadmitted students 314 already year of 1878/79, academic following http://www.ahs-zirkusgasse.at/PROFIL/frames/profil.html. 82 81 80 das Schuljahr 1900/1901 new the school premises, and Due hisfirst director. to hardwork, buildingthe in 79 January 1877. Untergymnasium 100 about reachedlatter the 000. population of for district, Officialwebpage of the GRG IIZirkussgasse. Ibid, 4. Ibid, 3. Gustav Waniek, “Das k. k. Sophien-Gymnasium in Wien”, Hietzing The rapid growth of number of those interested in being accepted tothe inbeingaccepted interested numberof those of The rapidgrowth The professor from the , which was integrated to Vienna in 1890, and the rest thirteen from Vienna from other the in and rest thirteen the to integrated 1890, , which was , i.e. the graduates passingthe i.e. graduates the , ; it its first arranged in the second district was, therefore, approved by imperial decree from approved byimperial was,therefore, decree in district second the (Wien: Selbstverlag des k. k. Sophien-Gymnasiums im II. Bezirke, 1901), 3. 81 Thus the Thus 82 Gymnasium which means that both the native-born to Vienna and those Akademisches GymnasiumAkademisches Maturitätsprüfung started its academicin started year 1877,with September Gymnasium Matura 43 , came from Vienna andfrom the region Jahresbericht des k. Sophien-Gymnasiums für Taborstraße was transformed into the full into the wastransformed , Dr. Johann Hauler, became the in 1883, whichtwenty seven 79 The foundation of a Nr. 24 was adopted for the Gymnasium Gymnasium 80 Staats- In the , CEU eTD Collection of of (seetable3/11). Catholics Gymnasium itfact wasalmost “Jewish” that in byJews,resulted that heavily which populated was premises. public debates in press and numerous efforts ofthe efforts numerous in press and public debates gym and cabinet of Physics at its disposal. The location of the acquired twelve classrooms, eachfor between42and approximately, 56 students modern after the projectadditional buildings in of Gustav Sachs. The such a largesuch a Instruction proved the lack of the space and sanitary insufficiency30-31. of the old premises for Jahrbuch, 83 Sources: 1904/1905 1899/1900 1897/98 1882/83 1879/80 year Academic for the characteristic was approximately, perteacher students can from see 3/10. table Waniek, 4-9. Though the several revisions by the commissions of the Ministry of Religion and A highfrequency,quite on annually 470students around average,the with twenty Statistisches Jahrbuch, 1900:1, IX,30-31; 83 Only in Ministry 1894,the of Religion and Instruction theapproved purchase of , with the number of Jewish students twoand a half times exceeding the number Table ofTeachers 3/10.Ratio in andStudents the Gymnasium Circusgasse -stic ecclesia , the latter continued to occupy the same building, despite the wide Statistisches Jahrbuch, 1882: V, 84-85; 2 1 1 1 2 Teachers seculartotal regular private (at the End of the Semester II) Nr. 46 and 48, Nr.46and 25 23 27 27 14 Gymnasium Statistisches Jahrbuch, 44 27 24 28 28 16 1902:1, 32-33; IX, which were erected in style Renaissance which wereerected was relocated there in was there relocated 1899, having 470 445 444 560 414 Gymnasium Students tuition Statistisches Jahrbuch, Gymnasium Sophien-Gymnasium 1885: IX,1,30-31; 2 2 6 9 - Sophien-Gymnasium ’s directors to gainnew to ’s directors total 470 447 446 566 423 in students for one for students Leopoldstadt Number of Number teacher Statistisches 1907: IX, 1, , as , one 17,4 18,6 15,9 20,2 26,4 , CEU eTD Collection Hungary; Czernowitz in Bukowina; Warsaw in “Russian Poland”; and Bakau in Romania. Bakau and Poland”; in “Russian Warsaw inBukowina; Czernowitz Hungary; Nikolsburg inMoravia; Falgendorf and Kolin inBohemia; Szekul in and Frauenkirchen came Krakaunon-German from instudents and Sokolow, Lemberg and Trebitsch Galicia; occupiesbuilding the in Maturitätsprüfungen 30-31; in other and Bukovina,thefrequency studentsin Slavic of the 30-31; Jahrbuch, Jahrbuch, Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 Academic year Academic Academic year Academic Statistisches Jahrbuch, Statistisches Jahrbuch, The successor of of the successor The For Table 3/12.Students of the Statistisches Jahrbuch, Statistisches Jahrbuch, Gymnasien 1900:1, IX,30-31; 1900:1, IX,30-31; Leopoldstadt Table 3/11. Students of the number % number % number % number % number % % number %number % number number % number (see table 3/12). According to the data from the of the of German 456 91,4 442 94,0 410 91,7 403 90,4 523 92,4 387 91,5 number was also place of usual settlement for the migrants from Galicia Zirkusgasse 1912: IX,1, 30-31. 1912: IX,1, 30-31. Statistisches Jahrbuch, Statistisches Jahrbuch, 184 144 124 119 155 Catholic 91 Sophien-Gymnasium 1882: V, 84-85; 1882: V, 84-85; Sophien-Gymnasium % 21,5 36,9 30,6 27,7 26,7 27,4 Sophien-Gymnasium Nr. 46-48;theclassjournals for the classesfrom the Slavic 28 5,6 13 2,8 26 5,8 29 6,5 24 4,2 18 4,2 number Statistisches Jahrbuch, Statistisches Jahrbuch, Sophien-Gymnasium 324 298 315 312 322 403 45 1902:1, 32-33; IX, 1902:1, 32-33; IX, Jews Native language for the years between 1883 and1910,the Hungarian Denomination % 76,6 59,7 67,0 69,8 72,2 71,2 13 2,6 10 1,8 10 2,4 , the , Sophien-Gymnasium 8 1,7 5 1,1 9 2,0 byNative Language number Zirkusgasse-Gymnasium Statistisches Jahrbuch, Statistisches Jahrbuch, 17 11 11 Other 1885: IX,1,30-31; 1885: IX,1,30-31; 8 5 8 byDenomination Other % 2 0,4 9 1,6 8 1,9 7 1,5 6 1,3 5 1,1 1,9 3,4 2,3 2,5 1,1 1,4 Hauptprotokolle der washigherthan number 423 499 470 447 446 566 Total Statistisches Statistisches 1907: IX, 1, 1907: IX, 1, 499 100 566 100 423 100 470 100 447 100 446 100 Total , still % 100 100 100 100 100 100 CEU eTD Collection located in same district. located the in the higher even were native speakers, students – almost three times exceeding the Catholics, as well as the number of non-German as it can from of 3/13. teacher, thetable one be seen supervision was high, 470studentsperyear, around with approximately sharing students seventeen the famous botanist and the first director of of school.the director and first the botanist famous Sperl havingnewfor building, time that receiveda and name generously equipped keptthe and of Communalreal- undObergymnasium the bar, pleasure the of abandonment the After compositions. waltz lively with fans her during the the liberal bourgeois and cultural elites of Vienna. along classical the meant that which the two the eight-class system and the 3.5. TheSperlgymnasium inthe SecondDistrict authorities, but by the municipality of Vienna as the of the of fist to the eighth as well as the protocols of the Leopoldstadt Sperlgymnasium . Still today, a plaque in the staircase of the building reminds of Dr. Alois Pokorny, the Sophien-Gymnasium As it follows from followsAs itfrom tables3/14and the overrepresentation3/15, the Jewish of Due to the large population of large population the Due to In the place of the school building in The Realgymnasium Biedermeier Sperlgymnasium . With the With . nowadays, there was one of the best known pleasure bars of Vienna period, called period, in innerthe districts of Vienna between 1870 and 1910,where the Maturitätsprüfungen are also kept there. alsokept are Mariahilfergymnasium in the second district was founded not by the central by state was foundedcentral the not in district second the of the Sperl k. k. Gymnasien k. Leopoldstadt Sperlgymnasium , where Johann Strauss and Josef Lanner inspired Leopoldstadt 46 Kleine Sperlgasse for graduates were introduced since introduced were 1872, graduates for Maturitätsprüfung in the sixth district, it presented one of Communalreal- andObergymnasium , the frequency of the of frequency the , it the educationalfor basis provided was accommodated there in wasaccommodated there 1878, than in the in than 2, which is still occupied by since foundation the very Sophien-Gymnasium Sperlgymnasium of CEU eTD Collection passed the world-knownSigmund psychiatrist it Freud, attended between who 1865 and 1873and 1882: V, 100-101 Hof- Staatsdruckerei, und 1873), 180-181; Jahrbuch, Jahrbuch, 84 Sources: 1882/83 1879/80 1874/75 1871/72 Sources: 1882/83 1879/80 1874/75 1871/72 Sources: 1882/83 1879/80 1874/75 1871/72 year Academic Moshe Gresser, Moshe Academic year Academic Academic year Academic The most famous Jewish students of of the students Jewish famous most The Statistisches Jahrbuch der Österreichischen Monarchie das für Jahr1871 1882: V, 100-101; 1882: V, 100-101; Statistisches Jahrbuch, Statistisches Jahrbuch, Matura ; Statistisches Jahrbuch, Table ofteachers 3/13.Ratio andstudentsin the Dual Allegiance: Freud As aModern Jew Table 3/15. Students of the Table of 3/14.Students the with honors number % number % number % number % number % number % number % number % number % number German 408 90,9 457 86,9 444 93,5 424 96,1 -stic ecclesia number Statistisches Jahrbuch, Statistisches Jahrbuch, 120 125 108 119 Catholic 1873: 180-181; 1873: 180-181; 2 1 1 1 84 Teachers ; and his younger collegue, phsycologist Alfred Adler. seculartotal regular private (at the end of the II Semester). 1885: IX, 1, 38-39. % 26,7 23,8 22,7 27,0 Statistisches Jahrbuch, Statistisches 26 26 27 30 Slavic 16 3,6 29 5,5 11 2,3 9 2,0 number 1885: IX, 1, 38-39. 1885: IX, 1, 38-39. Sperlgymnasium Statistisches Jahrbuch, Statistisches Jahrbuch, 47 325 398 357 314 28 27 28 31 Sperlgymnasium Jews Native language (New York: SUNY Press, 1994), 23-40. Sperlgymnasium Hungarian Denomination % 72,4 75,7 75,2 71,2 447 516 469 423 19 4,2 23 4,4 15 3,2 6 1,4 1877: V, 34-35; number Students tuition by NativeLanguage 10 Other 10 18 by Denomination 4 3 8 1877: V,34-35; 1877: V,34-35; 2 6 Sperlgymnasium were, indisputably, the indisputably, were, Other 17 3,2 % total 2 0,5 6 1,3 5 1,1 2,1 0,9 0,6 1,8 (Wien: Druck der k. k. 449 526 475 441 Statistisches Jahrbuch, number students for one for students 475 449 526 441 Number of Number Total teacher Statistisches Statistisches 441 100 526 100 449 100 475 100 Total % 16,0 19,5 17,0 14,2 100 100 100 100 CEU eTD Collection novelist, essayist and poet Heimitovon Dorerer, who graduated from itin 1914. “Other”in 3/18. table Jewish students, as well as of Protestants, who compound the most part of the group for students enrolled to the palace. Gymnasium students’ number, be which observedfrom can table 3/16,andtheextension of the European The countries. European of as students Slavic-speaking well as number from a small of those Hungary and other with nine candidates having undergone the examinations. the undergone having candidates nine with Thefirst four embracing 95students. classes Andrey Rasumovsky. in town Gymnasium 86 1968/69 Gymnasium Obergymnasium 85 decree asa 3.6. Thek. Landstrasser-Gymnasium inthe Third District Ibid, 15. FriedrichKant, “Ein Blick zurück”, in (Wien: Ferdinand Sailer OHG, 1969), 14. Among the famous students of the of students famous the Among The mixed population of the third district left mark on the ethnic composition of left on mark ethniccomposition the The mixedthe of thirddistrict the population The first academic year of yearof the The firstacademic The Landstrasse , a new, a foritin buildingwas erected 1877 asapendantto the Razumovsky . The building, where the where building, The . , August Gernerth, who was a professor of Mathematics from the k. Real- Untergymnasium ”. Landerstrasser-Gymnasium 85 The fulfillment of this possibility was sought by the first director of the , with the palace and English park of the Russian ambassador, count Landstrasser-Gymnasium Gymnasium 100 Jahre Landstraßer Gymnasium: Festschriftmit Jahresbericht was also characterized by a significant presence of presence by alsocharacterized a significant was Gymnasium Landstrasser-Gymnasium with “a possibility of transformation into transformation of possibility “a with wasfounded in January, 1869by imperial the 48 Landstrasser-Gymnasium Maturitätsprüfung . Table 3/17 demonstrates presentation the . Table3/17demonstrates was allocated, belonged to a quietgreen- belonged to was allocated, 86 Due to the rapid growth of the began in October 1869for beganinOctober were carried out in werecarried out 1874, was the Austrian Akademisches CEU eTD Collection Statistisches Jahrbuch 32-33; 32-33; Jahrbuch Jahrbuch Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 1885: IX, 1,30-31; Hof- Staatsdruckerei, und 1880.Teil V,84-85; Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 year Academic Academic year Academic Academic year Academic Statistisches Jahrbuch Statistisches Jahrbuch , 1885:, IX,1,30-31; 1885:, IX,1,30-31; Statistisches Jahrbuch Österreichischen der Monarchie das für Jahr 1877 Statistisches JahrbuchStatistisches JahrbuchStatistisches Table ofTeachers 3/16.Ratio in the andStudents Table 3/17. Students of the Table 3/18.Students of the Statistisches Jahrbuch , 1907: IX,1, 30-31. number % number % number % number % number % % number %number % number number % number German 568 95,8 515 95,9 486 94,7 445 94,3 459 93,5 456 95,0 367 91,3 -stic ecclesia number , 1907:, IX,1, 30-31; 1907:, IX,1, 30-31; Statistisches Jahrbuch Statistisches Jahrbuch 470 413 389 357 357 348 302 , 1880:V,84-85; , 1880:V,84-85; Catholic 3 4 4 4 4 3 Teachers seculartotal regular private (at the End of the Semester II) % 79,3 76,9 75,8 75,6 72,7 72,5 75,1 , 1900:IX, 1,30-31; 26 24 23 27 25 20 Slavic 15 2,5 16 3,0 20 3,9 24 5,1 23 4,7 19 3,4 25 6,2 Statistisches Jahrbuch Landstrasser-Gymnasium Landstrasser-Gymnasium number Statistisches Jahrbuch, Statistisches Jahrbuch, , 1900: IX, 1, 30-31;, 1900: IX, 1, 30-31;, 1900: IX, 49 Statistisches Jahrbuch Statistisches Jahrbuch 29 28 27 31 29 23 82 83 85 79 95 98 78 Jews Native language Hungarian Denomination % 13,8 15,5 16,6 16,7 19,3 20,4 19,4 537 505 469 486 474 399 6 1,0 4 0,7 3 0,6 2 0,4 8 1,6 3 0,6 8 2,0 Statistisches Jahrbuch , 1882:V, 84-85; number Students tuition 1912: IX, 1,30-31. 1912: IX, 1,30-31. Statistisches Jahrbuch Statistisches Jahrbuch Landstrasser-Gymnasium 41 41 39 36 39 34 22 Other , 1882:V,84-85; , 1882:V,84-85; 8 3 5 6 3 - by Native Language Other by Denomination % 4 0,7 2 0,4 4 0,8 1 0,2 1 0,2 2 0,4 2 0,5 total 6,9 7,6 7,6 7,6 7,9 7,1 5,5 . Wien: Druckk. der k. 537 513 472 491 480 402 Statistisches Jahrbuch , 1902:, IX,1,32-33; number students for one for students 593 537 513 472 491 480 402 Number of Number , 1902:IX, 1, , 1902:IX, 1, Total teacher Statistisches Statistisches 593 100 537 100 513 100 472 100 491 100 480 100 402 100 Total % 18,5 18,3 17,5 15,8 16,6 17,5 100 100 100 100 100 100 100 , CEU eTD Collection Maturitätsprüfung the of organization had aspecific and a special curriculum to according taught even Gymnasium Polish, Slovak, Serbian- Croatian, and Romanian. Bohemian, English, Italian, French, there study could one classes, Hungarian obligatory Gymnasium which is proved by their ethnic proportion shown in table 2/20.The curriculum the of came students languages, from differentall Dualmonarchy of the regions and spoke the Its importance. and pedagogical political always hadaspecial a year (seetable 3/19), Party, known for his anti-Semitism and racism. Social Christian of the andthefounder Vienna major of forthcoming the Lueger, was Karl The first bourgeois and, accordingly, external student of the for noble youth” and allowedfamilies. After 1849, however, the emperorthe Franz Joseph cancelled its privilegeadmission of a “school of sons was asaninstitution elitist for thedesigned sonsextremely aristocratic educational of of bourgeoisie as external students. das Jahr 1890 Schmerling, 1746 bis1865,”in TheresianischenAkademie vonihrer Gründung bis zum Curatorium Sr. Excellenz AntonRitter von Gymnasium deliberately bought the baroque palace in the forth district of district of Vienna, baroquepalacein boughtthe forth the deliberately as in school 1746 asaprivate with public The empressMaria accreditation. Theresa 87 3.7. The k. Theresianische Akademie inthe Fourth District About the history of the From table 3/20, it can be seen that the that seen be can it 3/20, table From The The in Vienna among the Hungarians. The sons of the Hungarian aristocracy in Hungarianaristocracy The sonsof were the Viennaamong Hungarians. the was characterized by the dominance of along languages: the foreign bythethe dominance wascharacterized , inhasbeen, whichit nowadays. allocated till The (Wien: Selbstverlag des Gymnasiums,1890), 3-25. Gymnasium Gymnasium in that Gymnasium of of Gymnasium Theresianum Jahresbericht das über Gymnasium anderk.k.Theresianischen Akademiefür Theresianium of Theresianische Akademie . , or , teaching between normally 350 and 380 students Theresianische Akademie 50 Gymnasium see Johann Schwarz, “Geschichte der k. k. of Gymnasium Gymnasium Theresianum , was founded as early of of Wieden was a favorite Theresianum Theresianum , for the for , 87 CEU eTD Collection 3/21). table (see there wasminimal students Jewish of while presentation the share of Protestants, 1912: IX, 1, 30-31. Statistisches Jahrbuch, Statistisches Jahrbuch, 1882: V,84-85; 1882: V,84-85; Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 year Academic Academic year Academic Though the Though Statistisches Jahrbuch, Statistisches Jahrbuch, Table of 3/20.Students the Statistisches Jahrbuch, Statistisches Jahrbuch, Table ofTeachers 3/19.Ratio in andStudents the number % number % number % number % number % % number number % number % number % number 1902: IX, 1, 32-33; Gymnasium 1902:IX, 1, 32-33; Theresianische Akademie Theresianische German 282 74,6 276 72,1 284 75,5 296 75,3 235 66,6 264 69,8 201 61,3 176 58,7 -stic ecclesia 1871:366-67; 1871:366-67; 6 6 5 6 2 6 4 was designed as a very Catholic one, it asignificant one, taught Catholic asavery wasdesigned Teachers seculartotal regular private 1885: IX,1,30-31; 1885: IX,1,30-31; Statistisches Jahrbuch, Statistisches Jahrbuch, 14 16 20 18 23 26 29 Slavic 35 9,3 42 11,0 40 10,6 44 11,2 32 9,1 28 7,4 48 14,6 61 20,3 by NativeLanguage Statistisches Jahrbuch, Statistisches Jahrbuch, Gymnasium 51 20 22 25 24 25 32 33 (at the end of the Semester II) Native language Hungarian 368 361 370 317 350 316 295 48 12,7 53 13,8 43 11,4 42 10,7 73 20,7 73 19,3 56 17,1 45 15,0 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches of 1907: IX,1, 30-31. 1907:IX, 1, 30-31; Theresianische Akademie Students 1877: V, 24-25; 1877: V, 24-25; tuition 15 15 23 36 28 12 5 Other Gymnasium 13 3,4 12 3,1 11 2,8 13 3,7 13 3,4 23 7,0 18 6,0 9 2,4 total 383 376 393 353 378 328 300 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, 1900: IX,30-31; 1, 1900: IX,30-31; 1, students for one for students Number of Number of teacher 376 100 378 100 383 100 393 100 353 100 378 100 328 100 300 100 Total 19,1 17,1 15,7 14,7 15,1 10,3 9,1 CEU eTD Collection 127 first-year students being enrolled. For the number of students was too large, was an too students For the numberof beingenrolled. first-year127 students boys. Wiedener Hauptstraße Biehl. ordered to establish astate establish to ordered Realgymnasium was assigned to the former director of of the former director tothe was assigned 3.8. The k.Elizabeth-Gymnasium3.8. intheFifth District century. twentieth early and nineteenth halfof the second the during Theresianum 1912: IX, 1, 30-31. Statistisches Jahrbuch, 1882: V,84-85; Rudolf Brezezowsky Söhne,und 1904), 5. 88 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Franz Strauch, Academic year Academic 88 The ceremony of the opening of the The In spite of the imperial permission for bourgeoisie to be taught in the be taught to bourgeoisie for permission imperial the of spite In At first, it was allocated in the building of the Piarist church of St. Thekla, in Thekla, St. of church Piarist the of building in the allocated was it first, At Statistisches Jahrbuch, k. k. Elizabeth-Gymnasium k. , the overwhelming majority of its students remained of aristocratic origin Table of 3/21.Students the Geschichte des25-jährigen Bestandes des k. Elizabeths-Gymnasiums Statistisches Jahrbuch, , started its , started history in yearof the by imperial1878, when itdecree was 1902:IX, 1, 32-33; Nr. 82, and occupied the former Nr.82,and the premise occupied for of municipalschool the number 306 315 314 334 311 328 279 270 1871:366-67; Catholic Gymnasium % 1885: IX,1,30-31; 81,0 82,2 83,5 85,0 88,1 86,8 85,1 90,0 Statistisches Jahrbuch, Statistisches Jahrbuch, in the area of the fourth district. The management The district. fourth the of area the in by Denomination , which today’s name is name today’s which , number Gymnasium Gymnasium Gymnasium 52 10 13 2 6 7 3 8 3 Jews Denomination % 2,7 4,0 0,5 1,6 1,8 0,8 2,1 1,0 Statistisches Jahrbuch, Statistisches of took place took in September 1879,with 1907:IX, 1, 30-31; in Wiener-Neustadt, Dr. Wilhelm Dr. Wiener-Neustadt, in number Theresianische Akademie 1877: V, 24-25; 52 36 70 62 52 39 42 27 Other % 13,8 11,0 18,5 16,2 13,2 11,0 11,1 9,0 Rainer-Bundes- und Statistisches Jahrbuch, Statistisches Jahrbuch, 1900: IX,30-31; 1, (Wien: Druck von number Gymnasium 376 328 300 378 383 393 353 378 Total % 100 100 100 100 100 100 100 100 of CEU eTD Collection Margareten in the fourth district, became the state students in thirteen classes. inthirteen students the in enrolled students from number of the oneeighth whole compoundedaround Protestant Gymnasium http://www.rainergymnasium-wien.at/index.php?article_id=132. Jahrbuch, where in thefifth district, 90 89 Sources: 1904/05 1899/1900 1897/98 1882/83 year Academic the for of project building a new the approved emperor the Elizabeth-Gymnasium space shortage. well. Afterwards the furtherthe second, third, division forth, fifth, sixth, and seventh intoclasses were dividedparallels into parallelyears, following the In organized. was of studies course first-year classes for the additional parallel as was to be refused from because of the Official webpage of the Ibid, 5-6. Gymnasium Table 3/23 demonstrates Table non-German presencethe in 3/23 demonstrates ethnic of groups the The growth of The instudents’ number,growth was shown in table 3/22,sorapid the 1880sthat Statistisches Jahrbuch, 1902: IX, 1, 32-33; Table 3/22.RatioofTeachers andStudents in the . between and 1910;asthe denominational1880 to composition,Jews and both 89 , which follows from table 3/24. In student1886, the of became thefirst eighthclass the graduates the Rainergymnasium , which itswas granted name in 1895 by imperialthe decree. -stic ecclesia Statistisches Jahrbuch, 90 1885: IX, 1,30-31; Gymnasium Thus the Thus 3 2 1 1 Teachers seculartotal regular private (at the end of the Semester II) 24 19 21 14 Elizabeth-Gymnasium started its academic started yearof 1894/95, with 534 Gymnasium Statistisches Jahrbuch, 1907: IX, 1, 30-31. 53 27 21 22 15 382 343 367 222 of the fifth district of Vienna, Students tuition Gymnasium , whichwas originally situated Elizabeth-Gymnasium 1900: IX, 1,30-31; 4 1 4 - total 382 347 368 226 in Rainergasse students for one for students Number of Number teacher Elizabeth- Statistisches 14,1 16,5 16,7 15,0 33, CEU eTD Collection late nineteenth and the early century. early the and twentieth late nineteenth Elizabeth-Gymnasium and provision, and relatively low number of students perteacher (seetable 2/22),the organization good the accountinto Taking arranged. gym was largethe and well-equipped andglassdoors. framed pictures materials, as well teaching other and natural-historical, historical, physical, ofgeographical, collections as for the decorationmeet the high rank: multiple donations were used to improve the school ofequipment and the the walls wereundertaken to andefforts considerable the honour, as great a students itsand faculty in the corridors and staircases with 30-31. 30-31. Jahrbuch, Jahrbuch, 91 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 Strauch, 8-9. Academic year Academic Academic year Academic The name of the empress Elizabeth, granted tothe granted Elizabeth, empress of the name The Statistisches Jahrbuch, Statistisches Jahrbuch, 1902:1, IX,32-33; 1902:1, IX,32-33; Table of 3/23.Students the Table 3/24.Students of the number % number % number % number % number % % number %number % number number % number was ahigh-level considered institution ineducational in Vienna the German 428 94,9 370 96,9 329 94,8 341 92,7 204 90,2 number Statistisches Jahrbuch, Statistisches Jahrbuch, 335 288 274 295 186 1885: IX, 1,30-31; 1885: IX, 1,30-31; Catholic 91 With the introducing of Sports as an obligatory as introducing With subject, Sports an the obligatory of % 74,3 75,4 79,0 80,2 82,3 Slavic 16 3,5 12 3,1 15 4,3 20 5,4 8 3,5 Elizabeth-Gymnasium number Elizabeth-Gymnasium Statistisches Jahrbuch, Statistisches Jahrbuch, 54 1907:1, 30-31; IX, 1907:1, 30-31; IX, 57 58 33 36 29 Jews Native language Hungarian Denomination % 12,6 15,2 12,8 11 4,9 9,5 9,8 2 0,4 2 0,6 4 1,1 - number Gymnasium - Statistisches Jahrbuch, Statistisches Jahrbuch, 40 37 59 36 11 Other byNative Language 1900: IX, 1,30-31; 1900: IX, 1,30-31; byDenomination Other % 3 1,3 5 1,1 1 0,3 3 0,8 11,5 10,1 13,1 - 9,4 4,9 , was appreciated by appreciated , was number - 347 368 451 382 226 Total Statistisches Statistisches 1912: IX, 1, 1912: IX, 1, 382 100 226 100 451 100 347 100 368 100 Total % 100 100 100 100 100 CEU eTD Collection fourteen students perteacher. students fourteen ratioGymnasium; of provided teachers agood students,with that approximately and Mariahilfergymnasium forwere reequipped theneeds of estate the buildings of Esterházy real- the years In northern in following the the palace. Kaunitz the however, the municipality decided to assign it the premises of the former Esterházy Gallery personnel were allocated in personnel were allocated Gymnasium das Schuljahr 1913/1914 Palastes der Kaunitz und Esterházy”, in 92 30-31; Jahrbuch, Sources: 1904-1905 1899/1900 1897/98 1882/83 1879/80 1874/75 1871/72 year Academic full 109 studentsarranges in parallel classes. Between 1867 and1869itwas developed the to Mariahilf The k.Mariahilfergymnasium3.9. intheSixthdistrict M. Binn, “Geschichte des Mariahilfer Gymnasiums mit Beiträgen zur Geschichte seines Hauses, des alten des Hauses, seines Geschichte zur Beiträgen mit Gymnasiums Mariahilfer des “Geschichte Binn, M. Ober-Realgymnasium Statistisches Jahrbuch, Table 3/25 demonstrates a relatively highnumber inthe employed Table 3/25demonstrates of teachers The Statistisches Jahrbuch, 1882: V, 100-101; , the sixth district of Vienna, started its first academic year in October 1864, with, the sixth its firstinacademicyear 1864, district of started Vienna, October Table ofTeachers 3/25.Ratio in andStudents the . 92 Mariahilfergymnasium Originally, the school premises as well as the flats of the director and school (Wien: Verlag des k. k. Staats- Gymnasiums, 1914), 8-9. , with a moderate number of students, if other to compared students, of number moderate , with a -stic ecclesia Statistisches Jahrbuch, 1902: IX,1, 32-33; ; in 1893/94 it was transformed into a classical a classical it; in transformedstate into was 1893/94 Schmalzhofgasse 2 2 1 2 2 1 1 1873:180-181; Teachers seculartotal regular private Jahres-Bericht des k.Staats-Gymnasiums imVI.Bezirke Wiens über (at the end of the Semester II) , founded, asacommunal 26 27 30 35 32 26 25 Statistisches Jahrbuch, Gymnasium Statistisches Jahrbuch, 55 Nr. 18; with the expansion of the of expansion the with 18; Nr. 1885:38-39;1, IX, 28 29 31 37 34 27 26 433 446 446 419 448 359 324 . Students tuition 1907: IX, 1,30-31. Statistisches Jahrbuch, Statistisches Mariahilfergymnasium Unter-Real-Gymnasium in 4 2 2 2 3 3 4 1877: V, 34-35; total 437 448 448 421 451 362 328 students for one for students Gymnasium Number of Number teacher 1900: IX,1, Statistisches 15,6 15,4 14,5 11,4 13,3 13,4 12,6 , CEU eTD Collection Jahrbuch, Jahrbuch, even ahalf inaround years (seetable 3/27). particular presence of Jews, who amounted around one third of the whole number of students, and Schiller’s circle of other ethnic groups (see table 3/26). The (seetable 3/26). of ethnic other groups presence with prevailing a slight were there, students German-speaking the 1870 and 1910, 30-31; Jahrbuch, Sources: 1909/1910 1904-1905 1899/1900 1897/98 1882/83 1879/80 1874/75 1871/72 30-31; Jahrbuch, Sources: 1909/1910 1904-1905 1899/1900 1897/98 1882/83 1879/80 1874/75 1871/72 Academic year Academic Academic year Academic Statistisches Jahrbuch, Statistisches Jahrbuch, One of the peculiarities of of the One of peculiarities the As to the ethnic composition of inthe students the composition of ethnic As tothe Statistisches Jahrbuch, Statistisches Jahrbuch, 1912: IX, 1, 30-31. 1912: IX, 1, 30-31. 1882: V, 100-101; 1882: V, 100-101; Table 3/26. The students of the Table 3/27. The students of the Die Glocke Die number % number % number % number % number % % number %number % number number % number German 401 97,1 425 97,3 437 97,5 436 97,3 408 96,9 431 95,6 353 97,5 319 97,3 number Statistisches Jahrbuch, Statistisches Jahrbuch, 1902: IX,32-33; 1, 1902: IX,32-33; 1, 230 271 284 268 270 304 279 274 Catholic , for the first director of the 1873:180-181; 1873:180-181; % 55,7 62,0 63,4 59,8 64,1 67,4 77,1 83,5 Mariahilfergymnasium Slavic 15 3,3 9 2,2 4 0,9 8 1,8 6 1,3 7 1,7 7 1,9 7 2,1 number Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, Mariahilfergymnasium 56 1885:38-39;1, IX, 1885:38-39;1, IX, 151 134 124 140 106 106 Mariahilfergymnasium 62 44 Jews Gymnasium Native language Hungarian Denomination % 36,3 30,7 27,7 31,3 25,2 23,5 17,1 13,4 2 0,5 5 1,1 3 0,7 2 0,4 4 1,0 1 0,3 2 0,6 2 0,4 number Gymnasium was characterized by a strong was characterized Mariahilfergymnasium was its close relations with the with relations close its was Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches 32 32 40 40 45 41 21 10 Other 1907:30-31; IX,1, 1907:30-31; IX,1, 1877: V, 34-35; 1877: V, 34-55; Other by nativelanguage % by denomination 1 0,2 3 0,7 4 0,9 2 0,5 1 0,3 3 0,7 10,7 - - 7,7 7,3 8,9 8,9 9,1 5,8 3,0 , Dr. med. Benedikt number - - 413 437 448 448 421 451 362 328 Total Statistisches Statistisches 1900: IX,1, 1900: IX,1, Statistisches Statistisches 448 100 328 100 413 100 437 100 448 100 421 100 362 100 451 100 between Total % 100 100 100 100 100 100 100 100 CEU eTD Collection state in 1870, and the school received the name of the “ students. For these reasons, the Piarist order passed the control the over control passed the order Piarist the reasons, these For students. from very fees theirsmall collected while thePiarists moreinvestments, andmore required the of running the innovations, these all of account the on moreover, cases; of inpass most such anexam not however, did teachers, ecclesiastic The Piarist qualification. bigger numberhad of teachers who passedexam provetheir special the to professional scientists. The curriculumscientific and technical boom aboutbrought demandthe for qualified specialists and of the 1879, thegeneral for wererequirements the from school to considerably raised 1866 angels. 3.10. Thek. 3.10. k. Piaristen-Gymnasium intheEighth District Mariahilfergymnasium circle. the from money of sum small the from of members Piaristengymnasium Bundesgymnasium Wien 8 theschool, of portal entrance early as in its1697, and started functioning in November 1701. 94 93 poor families. Still nowadays noble whose boys from Piaristthe and protection spiritual of aimwasthe upbringing order one can read the motto of the Kopezky, was the head of the circle, and a number of the About themore detailed history of the Binn, 8. The run Piarists school the socalled1870. Duringuntil “liberal the Austrian era” The Mariahilfergymnasium Piaristen-Gymnasium Die Glocke Die ’s instudents cultural the life of fin-de-siècle Vienna. as well.As a result, almost every year starting since 1865, a student Pietati etlitteris was granted by an honorable gift, books by byanhonorable was books gift, granted Schiller, a and was founded by the decree of the emperor Leopold I as Gymnasium 93 (Wien: Elternverein, 2001). Piaristen-Gymnasium This fact testifies about the participation of the 57 wasexpanded, which enrollingrequired the (“for piety and science”), edged with two k. see Brigitte Stemberger, seeBrigitte Gymnasium Staatsgymnasium Gymnasium 94 Initially it wasmanaged by ’s teacher were the were ’s teacher Gymnasium over the baroque over the in the eighth Gymnasium 300 Jahre to the to CEU eTD Collection even a swimming-pool,was imparted which tothe disposal of studentsof the the its since for was there considerable andequipment; organization 1860 efforts undertook was the son of W. A. Mozart, Karl, who was sent there by his father. Collegium Austro-Hungarian nobility bourgeoisie,buildingin organized the andthe of Gymnasium classes. alargefamilies, quite in number of students the The students from well-to-do families, however, were also enrolled to the Josephstadt Statistisches Jahrbuch, 3/28. 1882: V,84-85; the 95 Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 year Academic district”. Stemberger, 10. Stemberger, Gymnasium The boarding school was an essential source of income for the Piarists, and they Piarists, for the of income source essential was an school boarding The Due to social the populationcomposition the inof eighth the districtof Vienna, Statistisches Jahrbuch, 95 . Among these pupils of the boarding school attending the attending school boarding the of pupils these Among . Afterwards less and less ecclesiastic teachers from less Afterwards from in Orderheldon teachers andlessteachingthe ecclesiastic , and thatfact that the ; they were, as a rule, the pupils of a closed boarding school for sons of the Table ofTeachers 3/28.Ratio in andStudents the Statistisches Jahrbuch, until no one of them was employed there, which can be seen from table 1902: IX, 1, 32-33; -stic ecclesia 1871:366-67; 16 1 2 1 5 7 6 Teachers seculartotal regular private (at the end of the Semester II) Semester endofthe the (at Gymnasium 1885: IX,1,30-31; Statistisches Jahrbuch, 23 21 26 24 20 13 6 Statistisches Jahrbuch, 58 22 24 23 27 29 27 19 continued to support the children from from support the children poor to continued Piaristen-Gymnasium 669 510 504 467 451 625 281 Statistisches Jahrbuch, Statistisches 1907: IX,1, 30-31. Students 1877: V, 24-25; tuition 60 11 17 Piaristen-Gymnasium 2 5 6 3 Piaristen-Gymnasium total 729 512 509 473 462 642 284 Statistisches Jahrbuch, 1900: IX,30-31; 1, came from low from came students for one for students Number of Number teacher Piarist 33,1 21,3 22,1 17,5 15,9 23,8 14,9 , CEU eTD Collection 1912: IX, 1, 30-31. can be seenfrom table 3/29. crownlands;the theirnative languages were German, Polish, Czech, and Hungarian, which 1912: IX, 1, 30-31. Statistisches Jahrbuch, Statistisches Jahrbuch, 1882: V,84-85; 1882: V,84-85; empty premises,like the gym, to satisfy the needs of the growing the rented state the century, half inthe nineteenth second of the decreaseddramatically latter http://www.bg8.at/ 96 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1874/75 1869/70 Gymnasium Officialwebpage of the BG VIII Piaristengymnasium. Academic year Academic Academic year Academic During the Dualmonarchy, of students the the Statistisches Jahrbuch, Statistisches Jahrbuch, after the shutdown of the boarding school. boarding the of shutdown the after Table 3/29.Students of the Statistisches Jahrbuch, Statistisches Jahrbuch, number % number % number % number % number % % number %number % number number % number 1902:IX, 1, 32-33; 1902:IX, 1, 32-33; Table 3/30. Students of the German 498 95,4 494 96,5 485 95,3 443 93,7 430 93,1 573 89,3 262 92,3 662 90,8 number 368 383 371 353 381 576 257 687 1871:366-67; 1871:366-67; Catholic % 1885: IX,1,30-31; 1885: IX,1,30-31; 70,5 74,8 72,9 74,6 82,5 89,7 90,5 94,2 Statistisches Jahrbuch, Statistisches Jahrbuch, Slavic 19 3,6 12 2,3 19 3,7 19 4,0 16 3,5 44 6,9 36 4,9 Statistisches Jahrbuch, Statistisches Jahrbuch, 8 2,8 number Piaristen-Gymnasium Piaristen-Gymnasium 59 120 91 93 83 58 41 17 30 Jews Native language Hungarian Denomination % 23,0 17,8 18,3 17,5 12,6 11 2,4 17 2,6 18 2,5 6,4 6,0 4,1 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches 96 8 2,8 2 0,4 4 0,8 1 0,2 5 1,1 Piaristen-Gymnasium 1907:IX, 1, 30-31; 1907:IX, 1, 30-31; As numberthe of the pupils of the number 1877: V, 24-25; 1877: V, 24-25; 25 10 12 34 38 45 37 23 Other by Denomination by byNative Language Piaristen-Gymnasium Other 13 1,8 % 6 2,1 5 1,1 8 1,2 3 0,6 2 0,4 4 0,8 6 1,3 3,9 3,5 1,6 6,5 7,4 8,8 7,8 5,0 Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, Statistisches Jahrbuch, 1900: IX,30-31; 1, 1900: IX,30-31; 1, number came from all 642 284 729 522 512 509 473 462 Total 284 100 729 100 462 100 642 100 522 100 512 100 509 100 473 100 Total . % 100 100 100 100 100 100 100 100 CEU eTD Collection Statistisches Jahrbuch, k. k. Hof- Staatsdruckerei,k. und 1880), 84-85; culture. Maximilian-Gymnasium managers. and writers, doctors, lawyers, classas middle professional of the world education a as for them enterchance afterwardsto a university joinand the more prestigious Alsegrund sought to move from intellectual resided,professions and middle-class where the prosperous Jewish families 97 1885: IX, 1,30-31; Sources: 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 year Academic Thek.Maximilian-Gymnasium3.11. intheNinthDistrict classes. Religion special were there each denomination For students wereJews; sometimesone also wereProtestants third of students (see table 3/30). andfourth also by years,of JewishIn Protestant academic students. aroundparticular one Jewish population. Moreover, population. Jewish Alsergrund, Rozenblit, 108-114. The Since 1850,the Statistisches Jahrbuch derÖsterreichischen Monarchie für das Jahr 1877 sent their offspring to the to offspring their sent Table ofTeachers 3/31.Ratio in the andStudents which along the second district, Maximilian-Gymnasium Statistisches Jahrbuch, 1907: IX, 1, 30-31. Piaristen-Gymnasium -stic ecclesia itself, therefore, became an integral part of the liberal bourgeois liberal the of part integral an became therefore, itself, Leopoldstadt 2 2 3 1 1 2 Alsegrund Teachers seculartotal regular private (at the end of the Semester II) Semester endofthe the (at was founded in 1871 in wasfounded in1871 ninth the of district Vienna, , looking, for upwardsocial mobility. Jews The of 1900:IX, 1, 30-31; 27 23 21 27 27 23 Statistisches Jahrbuch, was a district around the university where those of those where the university around wasadistrict Maximilian-Gymnasium 60 , previously exclusively was exclusively Catholic, , previously attended 29 25 24 28 28 25 Leopoldstadt 407 465 484 393 397 372 Statistisches Jahrbuch, 1882: V,84-85; Students , wasmost heavily inhabited by tuition Maximilian-Gymnasium 29 32 25 2 5 7 , using the total , Teil V (Wien: Druck der 409 470 491 422 429 397 Statistisches Jahrbuch, 1902:IX, 1, 32-33; students for one for students Gymnasium Number of Number teacher 97 The 14,1 18,8 20,5 15,1 15,3 15,9 CEU eTD Collection of of 1910. year by the twice moreit than exceeded then and Catholics, of number the to equal became physicianKarl Landsteiner; and thenovelist and biographer Stefan Zweig, who described 32-33; 32-33; Jahrbuch, Jahrbuch, Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 Sources: 1909/1910 1904/05 1899/1900 1897/98 1882/83 1879/80 1877/78 table 3/32). smallminority speakers,language Hungarian native with was whose of those (see or Slavic Maximilian-Gymnasium Academic year Academic Academic year Academic Statistisches Jahrbuch, Statistisches Jahrbuch, The moststudents and prominent the of graduates itFrom can 3/33, table numberbe gradually the that of observed Jewish students Between 1870 and 1910, around 400 students were annually taught inBetween 400studentswereannuallytaught1870 and1910,around the Statistisches Jahrbuch,Statistisches Jahrbuch,Statistisches 1885:1, IX,30-31; 1885:1, IX,30-31; Table 3/32.The students of the Table 3/33. The students of the number % number % number % number % number % % number %number % number number % number German 418 96,5 390 95,4 449 95,5 467 95,1 385 91,2 380 88,6 346 87,2 number (see table 3/31); the majority of them were native German- were of them majority the 3/31); (seetable 1907: IX,1, 30-31; 1907: IX,1, 30-31; Statistisches Jahrbuch, Statistisches Jahrbuch, 128 135 140 152 197 225 213 Catholic 1880: V,84-85; 1880: V,84-85; % 29,6 33,0 29,8 31,0 46,7 52,4 53,7 Slavic 11 2,7 11 2,3 17 4,0 30 7,0 26 6,5 7 1,6 9 1,8 number Statistisches Jahrbuch, Statistisches Jahrbuch, Maximilian-Gymnasium Maximilian-Gymnasium 61 280 258 306 316 198 175 149 Statistisches Jahrbuch, Statistisches Jahrbuch, 1900:1, 30-31; IX, 1900:1, 30-31; IX, Jews Native language Hungarian Denomination % 64,7 63,1 65,1 64,4 46,9 40,8 37,5 10 2,4 12 2,8 11 2,8 5 1,2 6 1,2 7 1,7 6 1,3 Maximilian-Gymnasium number 1912: IX, 1,30-31. 1912: IX, 1,30-31. Statistisches Jahrbuch, Statistisches Jahrbuch, 25 16 24 23 27 29 35 Other 1882: V,84-85; 1882: V,84-85; Other 10 2,4 14 3,5 by nativelanguage % 3 0,7 9 1,8 7 1,6 1 0,2 4 0,9 by denomination 5,8 3,9 5,1 4,7 6,4 6,8 8,8 number 433 409 470 491 422 429 397 Total Statistisches Statistisches 1902: IX, 1, 1902: IX, 1, 433 100 491 100 422 100 397 100 429 100 409 100 470 100 were the Total % 100 100 100 100 100 100 100 CEU eTD Collection in between 1870andVienna 1910. composition of students, and illustrate, therefore, the whole picture of andethnic ratio, and denominational infrequency,summarize teachers/students the changes andmade which 3/35, up, 3/36were 3/34, general tables the on, isthis concentrated study 3.12. General Tablesfor the Viennese Central Gymnasienbetween 1870 and 1910 Vienna. of centre very in the building same the in situated is still and nowadays Maximilian-Gymnasium the WorldWar I, After the Vienna. in fin-de-siècle elite of cultural representatives outstanding other many and Hammerschlag; Peter poet and writer Chargaff; Erwin biochemist Tandler; Julius politician democratic social Kleiber; Erich conductor the add can explicit trend of withexplicit be, reducingnumberof of the tuitionstudents trend private probably, can underperiod question, and goodlevel testifiesaboutthe of conditions there.An educational in which must asatisfactory Viennese haveprovided the supervision perteacher, students seventeen around remained latter of the theratio students, and teachers 1904/05 ( 10 Gymnasien) 1899/1900 (10 Gymnasien) 1897/98 ( 10 Gymnasien) 1882/83 ( 11 Gymnasien) 1879/80 (10 Gymnasien) 1874/75 (7 Gymnasien) 1869/70 ( 4 Gymnasien) year Academic in this experience his On the basis of the tables constructed for each of the eleven Viennese From table 3/34, it can be observed that, along the general growth init generalFrom be the along numbercan 3/34, observedthat, growth of table Table 3/34. Ratio of Teachers and Students in Central Viennese Gymnasium wasrenamedasthe -iastic eccles 39 39 34 36 39 36 42 Teachers seculartotal regular private in his famous autobiography 209 197 217 252 229 138 61 in 1870-1910 103 248 236 251 288 268 174 62 Wasagymnasium 1972 4165 4088 4077 4350 4485 2518 Students tuition , which name ithas kept until 154 104 185 219 136 The World of YesterdayThe Worldof 62 82 total Gymnasien Gymnasium 2126 4227 4170 4181 4535 4704 2654 Gymnasien Average number Average of students for one teacher one Gymnasien during the education . One 20,6 17,0 17,7 16,7 15,7 17,6 15,3 CEU eTD Collection Gymnasium 10percentlessof whole than number of the shared native-speakers and Hungarian in students between whiletheSlavic Vienna 1910werenative1870 and German-speakers, significantchanges in duringVienna the second half nineteenththe of century, asit 1909/10 (10 Gymnasien) 1904/05 ( 10 Gymnasien) 1899/1900 (10 Gymnasien) 1897/98 (10 Gymnasien) 1882/83 ( 11 Gymnasien) 1879/80 ( 10 Gymnasien) 1874/75 ( 7 Gymnasien) 1869/70 (4 Gymnasien) 1909/10 (10 Gymnasien) 1904/05 (10 Gymnasien) 1899/1900 ( 10 Gymnasien) 1897/98 ( 10 Gymnasien) 1882/83 ( 11 Gymnasien) 1879/80 ( 10 Gymnasien) 1874/75 ( 7 Gymnasien) 1869/70 ( 4 Gymnasien) education. explained bythemodernization educational of system, with relapsing popularity home of Academic year Academic Academic year Academic From From itfollows that table 3/35, the overwhelmingmajority the of The denominational composition of the of composition denominational The students, approximately students, in equalproportions. Table 3/35. Students of Central Viennese Table 3/36. Students of Central Viennese Catholic, % emn Slavic, German, Other, Hungarian, % % % 59 94 94 93 93 92 90 90 89 61 62 62 62 60 63 80 by NativeLanguage by Denomination 63 Jews, % 3 3 4 4 4 4 4 6 Gymnasium Denomination Native language 34 30 30 30 31 34 31 15 Gymnasien Gymnasien Other, % Other, students was subjected to 2 2 2 2 3 4 4 3 in1870-1910 in 1870-1910 7 9 8 8 7 6 6 5 % 1 1 1 1 1 2 2 2 number 4535 4557 4227 4170 4181 4688 2654 2126 number Gymnasium 4557 100 4227 100 4170 100 4181 100 4535 100 4688 100 2654 100 2126 100 Total Total % 100 100 100 100 100 100 100 100 % CEU eTD Collection of of Vienna. in the minorconfessions represented and other 7percentof Protestants around and Jews, of cent per 30 Catholics, of cent per 63 follows: as composition denominational monarchy; and of who 1percentof Austro-Hungarian came from the around outside those proportions: 90 per cent of German origin, 4 per cent of Slavic, 3 per cent of Hungarian, and following bythe 1910 wascharacterized and 1870 between elite educated of Viennese the elite itbase ethnic inVienna asawhole,canbeof that educated composition the concluded a demonstrates slow butsteady between growth and1870 1910. and constituted about one third of the whole number. The number of Protestant students also cent of the whole number of becomesfrom evident table 3/36.The Jews,whountil 1870scompounded around 15per the So, on the assumption that assumption the on So, Gymnasium Gymnasien students, afterwards committed aconsiderable leap committed afterwards students, 64 students of the inner districts represented the represented inner districts the of students Gymnasien CEU eTD Collection systematically considerably lower than the grades of students in the students of grades the than lower considerably systematically Gymnasium Sophiengymnasium the formerthe three Gymnasium and district, classes’ eighth the from century. of the turn the before especially category, as the latter subjects were often united into one in the Viennese inthe one into united often were subjects latter the category, as one within are combined Natural History gradesfor the Physicsand that only exception the with correlations, the afore-mentioned in which demonstrate appear tables the subjects Mathematics, Natural Mathematics, Natural History, Physics, and Philosophical Propaedeutics. Language (German in case of in Viennese the Language caseof (German mandatory subjects for framework established general the to be taught in und Unterricht, 1849), 19-20. 98 presented. social, regional,background, denominational and and of choice career as well, are of Viennese of the graduates the subjects Entwurf derOrganizationGymnasien und Realschulen inÖsterreich The records of the graduates’ grades in particular subjects were taken for weretaken thisstudy in subjects ofgrades particular graduates’ The records the According to the to According inmandatory performance the academic between correlations the In thischapter, Social Factors of Academic Performances and Career Option , starting with the fact that the grades received by the students of the latter were latter the of students the by received grades the that fact the with starting , ’s graduates were taken from the data collected by Steven Beller. The results for Maximilian-Gymnasium in the second district of of Vienna, district in thesecond Gymnasien Proposal of the BestFeaturesProposal ofPublicEducationinAustria of Hauptkataloge significantly differ from those for the in the ninth district; the grades of the Obergymnasium Gymnasium Chapter IV Chapter Gymnasien 65 and education in monarchy, the Dual nine the Gymnasien Maturitätsprüfungsprotokolle were Religion, Latin, Greek, native Greek, Latin, Religion, were between 1870and1910, their Mariahilfergymnasium ), Geography andHistory, ), Geography (Vienna: Ministerium fürKultus Sophien-, Mariahilfer Akademisches Akademisches in the sixth the in 98 Gymnasien All these of the which - , CEU eTD Collection the combined case of the for the tables separate construct to itwas expedient reason, For that there. severest and werethemost rigorous requirements andtheacademic infirstdistrict, located the under question, the customary statistical method of drawing samples from from records of a run of samples method drawing statistical customary under the question, 1870 and 1910,with Religion being easiest the subjectand most Latin the complicated one. in taught drawing ofcomplexity subjects the of upascale Viennese the allow findings These inGerman. a bitobtained inhigher thanthose were Mathematics Akademisches Akademisches Gymnasium Maximilian-Gymnasien Sophien-, Mariahilfer- and students of the for the characteristic was succession same the Almost subjects. difficult most as the Latin and Greek and Mathematics, German, Sciences, Natural and Physics in those by followed obtained bystudents in Religion, Geography and History, Philosophical Propaedeutics, Akademisches Gymnasium the Maximilian-Gymnasien For calculation of the average grades in particular subjects taught in taught subjects calculation the averageFor the inparticular of grades In the In Sophien-, Mariahilfer- Gymnasien Table 4/1.Average grades obtainedinMandatory students subjectsbythe of Sophien-, Mariahilfer- Gymnasium Akademisches Gymnasium Akademisches and Sophien-, Mariahilfer Gymnasium was the most authoritative exemplary authoritative most the was (see table 4/1). This could be due to the fact that the 3,96 2,82 2,77 2,83 3,09 2,99 2,93 2,99 2,99 3,09 2,83 2,77 2,82 3,96 3,81 4,11 3,96 4,25 3,94 3,75 3,63 4,85 . Religion and in Viennabetween 1870 and 1907 Maximilian-Gymnasien and Latin , with the only difference that the grades obtained grades the differencethat only the , with Maximilian-Gymnasien - and -

66 Greek Maximilian-Gymnasien

German Subject

Geography and History ; andof the

Physics and Natural , the highest grades were highest grades , the Science Gymnasium Gymnasien Mathematics for thecaseof , and Akademisches

Philosophical in Vienna,

Gymnasien Propaedeutics between Average level of performance 3,05 4,04 CEU eTD Collection 1870 and 1907. Maximilian-Gymnasien subjects by of students the in religiousdifferent background the Students 4.1. Correlation betweenAcademic Performance and Denominational Background of Karády caseof Hungarian for the the Victor of similarstudy the to comparison the inwith connection mostly identified interpretation, just clues totheirbut the here, regularities areprovided detected ofthe explanations lowest and“one” one. for the grade highest for the numbers”, of bare before the gradation of “moral words of reason advantage for the consideration grades. As thegrades were expressedin in not words, numbers, during theperiod under 1910 was excluded, therefore, from the samples to avoid apossible distortion of the average distinguished between 1866 andfour 1907,and types since theyear of 1908. The year of main trends in the particular Viennese in particular main the trends Gymnasium 99 three for sample the Asaresult, fifth. to theeach years nearest the of by those substituted were available, they forwerenot if theyearsselected therecords or, and considered, 1910were yearbetween 1870 of is, each fifth records that the of years wasapplied, covering a period Ibid, 187. Gymnasien Tables 4/2 and 4/3 Table 3/2 demonstrate averageinthe gradesobtained particular Tables 4/3Table3/2demonstrate 4/2 and In view of the limited scope of the present research,no comprehensive orexhaustive In the grading system Austro-Hungarianthe of monarchy, six of types grades were 99 – around –around hundred,three whichis representative enough for tocarry out the a conditionally accepted gradation was applied in this study, with “six” study,in taken with this applied was gradation accepted a conditionally integrated around six hundred cases, and the sample forthe sample the sixhundredcases,and around integrated , and in the and , Akademisches Gymnasium Akademisches Gymnasien Gymnasien 67 . . correspondently, between correspondently, Sophien-, Mariahilfer- Akademisches and CEU eTD Collection performance; non-Catholic,and with bigger(see backlog table 4/3). Gymnasium Akademisches performance of Jewish students in almost all subjects, except Religion. better systematically the and demonstrate more representative, are Catholics Jewsand the gifted children among the non-Christian Catholics were sent to sent were Catholics non-Christian the among children gifted only i.e. that “under-selection”, of fact tothe and canbereferred sample,inincluded the ofthesmallnumber be because generalized however, not should over-performance, Christian majority student, forof which tablecategory Lutherans. 4/2constituted Their students in the students non-Catholic Christian 3 = 2 - 1 (2) Jewish Catholic (1) Total number of cases number Total Different Denominations in the Denomination Average level of level Average The Jews were also in the lead as regards academic progress in the case of of the inthe case progress academic regards as in lead the were also The Jews It can be observed that generally the best performing denominational group of group performing generally It canbebest denominational the that observed parentheses in indicated is considered cases of the *Number performance Table 4/2.Average Grades ObtainedinMandatory byStudents of Subjects Sophien-, Mariahilfer- (335) (248) -0,30 0,11 0,23 0,10 0,05 0,06 0,06 0,14 0,06 0,06 0,05 0,11 0,230,10 -0,30 4,85 3,63 3,75 3,94 4,25 3,96 3,81 4,11 3,81 3,96 4,25 3,63 3,753,94 4,85 5,42 4,70 5,00 (26) 609 Religion ; they were followed by the Catholics with slight discrepancy in discrepancy slight with Catholics the by followed were ; they Vienna between1870 and 1907* (336) (250) 3,50 3,69 3,58 (30) 616 Latin Sophien-, Mariahilfer- (336) (249) 3,85 3,62 3,73 (30) 615 Greek and 68 (320) (197) 3,98 3,88 3,95 (20) 537 Maximilian-Gymnasien German Subject (334) (248) 4,26 4,21 4,37 (30)

612 Geography and History and (314) (182) 3,98 3,88 4,20 (20) 516 Physics and Natural Maximilian-Gymnasien Gymnasien Science (336) (248) 3,85 3,79 3,63 (30) 614 Mathematics were non-Catholic were . The samples of (333) (249) 4,17 4,03 4,07 (30) 612 Philosophical Propaedeutics

Average grades for the whole category in 4,04 0,06 4,06 4,00 4,11 CEU eTD Collection the achievements of the other Christians and Catholics was less significant. less was Catholics and Christians other the of achievements the between gap the while non-Jews; andthe better, performing Jews, the between differences taught in Viennese taught the 100 ofthe case in Vienna.In same was the themajor different, though over-performance of trend findingsJewish these aresomewhat (4) non-Catholic Christian 3 = 2 - 1 (2) Jewish Catholic (1) denominations. In Latin and Greek, the Jews performed best of all, in the combined case case of combined inall,of the best performed Jews andGreek,the Latin denominations. In itsubjects, was similarin four achievements. the in especially less significant, was Catholics and theJews of performance in theacademic difference the Karády, 142-43. Denomination Number of cases Number Average level of level Average Compared to the case of Hungary, and Budapest in particular, described by Karády,in described particular, Budapest case the and Compared of Hungary, to parentheses in indicated is considered cases of the *Number Regarding the performance of various denominational categories inparticular categories denominational various of performance the Regarding performance Table 4/3.Average Grades ObtainedinMandatory byStudents of Subjects Different Denominations in the Akademisches Gymnasium Akademisches (160) (125) -0,39 3,96 2,82 2,77 2,83 3,09 2,99 2,93 2,99 2,93 2,99 3,09 2,82 2,772,83 3,96 3,86 3,79 4,18 (21) Gymnasien 306 Religion (160) (125) Gymnasien 2,81 2,82 2,82 (26) in Viennabetween1870 and 1907* 311 Latin ,6 0,10 0,06 0,05 -0,05 0 0,40 -0,05 was too small to base any general conclusions on their (160) (124) 2,81 2,75 2,65 (26) 310 Greek in Religion, with the Jews performing worst of all , while the number of non-Catholic Christians non-Catholic of number the while , Gymnasien 69 (160) (125) 2,90 2,80 2,58 (26) 311

German Subject Akademisches Gymnasium (160) (125) 3,09 3,14 2,85 (26)

311 Geography and in Budapest, there were massive therewere in Budapest, History (159) (125) 2,97 3,02 3,04 (26) 310 Physics and Natural Science (160) (125) 3,16 2,76 2,93 (27) 312 Mathematics (160) (125) 100 3,03 2,98 2,77 (26) 311 Philosophical

In Vienna, In Propaedeutics

Average grades for the whole category 3,05 3,07 3,06 0,01 2,94 310 CEU eTD Collection Lutheran and Calvinist minorities were economically much better situated than most of the of most than situated better much economically were minorities Calvinist and Lutheran although marginal many experience alien theJews,beingthe disadvantaged groups, or of as in monarchy same shared someof and social the Protestants political Habsburgs general the intelligentsia. the of social circles in place respected take to them allowed and culture, inEuropean and assimilation totheir acculturation contributed careers,andalso high-status to access continued Jewswith the eliteprovided that education of degree attendance Marsha to mainmotive According inliterature. ofJewishdiscussed the Rozenblit, high- their global quantitative over-representation in Austro-Hungarianthe elite schooling, in the Viennese in compared that one subjects. to other Hungarian evident inevident the is (0,40!) over-performance Jews the in of biggest Gymnasien,three the groups the caseof Akademisches Akademisches Gymnasium the of case in the Catholic than worse even performing Jews the with small, very History, the discrepancies cases.Geography, than Natural andinPhysics and better inboth and In Catholics History in the academic Jewsperformed the Propaedeutics, InGerman and allPhilosophical of performance groups. progress of Catholic and Jewish students were 102 101 three Rozenblit, 99-100. Karády, 145. Gymnasien The general qualitative over-representation of the Jews and non-Catholic Christians non-Catholic Jews and the of over-representation qualitative The general In Mathematics, with almost equal performance of both major denominational major both of performance equal almost with Mathematics, In Gymnasien Gymnasien Akademisches Gymnasium Akademisches ; in the ; in Gymnasien , where the preeminence of the Jews in Mathematics was the slightest wasthe theJewsin Mathematics of preeminence , wherethe Akademisches Gymnasium Akademisches . between 1870 and 1910can be explained bythe same reasons as and, correspondently,high academic progress, was the fact 101 . This finding is different from the case of the of case the from different is finding This . 70 , there was , there approximately equal lower 102 Friedrich Gottas asserts that asserts Gottas Friedrich CEU eTD Collection category of “petty traders” – various kinds of business –various and “petty small kindsof retail dealers category traders” of the etc; shoemaker, tailor, barber, watch-maker, bookbinder, milkman, butcher, baker, jeweller,confectioner, – engraver, bourgeois” craftsmen, petty “independent category of the etc.; peasant, mechanic, time-worker, carpenter, gardener, factory worker, valet, occupations and sufficient number of cases to make representative samples. of basedonsimilarity intoeleven categories wereconditionally integrated latter the father’s the wasidentifiedaccording professions; to background social 4/5. The students of students in Viennese 4.2. Correlation betweenAcademic Performance and Social Background ofStudents examination, which can notbe undertaken within thestudy. present 105 Böhlau Verlag, 1990), 153. Wolfgang Mitter(eds.), 104 Wissenschaften, 1985), 591-93. Viennese in the non-Catholics Anyway, the more detailed capital”. “cultural and compensation”, “assimilationist fields “free competition”, rare of and fullthe of one in self-assertion the alike, explanationProtestants and Jews the to applicable intellectualism” of the over-performance of the Jews contribute to theirsocial upward mobility. and Urbanitsch (eds.), Urbanitsch 103 social and economic positions, academic after established helped the 1860, protect education Protestants middle-class nineteenth century. inJewish the population Karády,143. Gary B. Cohen,“Education, Social Mobility, the and AustrianJews 1860-1910”, inViktoKarády, Friedrich Gottas, “Geschite des Protestantismus in der Habsburgermonarchie,” in A. Wandruszka, P. Wandruszka, A. in Habsburgermonarchie,” inder Protestantismus des “Geschite Gottas, Friedrich Thus, the category of “lower class” combines such professions as porter, stuccoer, asporter, suchprofessions “lower combines class” of category Thus, the between of The correlation social academicbackground the performance and Professor Karády points also to other social factors, such as “religious factors, social to other also Karády points Professor Die Habsburgsmonarchie, 1848-1918, Bildungswesen undSozialstruktur in Mitteleuropa im19. und20.Jahrhundert Gymnasien 104 Gymnasium between 1870 and 1910can between be from 1870 and traced tables 4/4 and while the high while academic could, the achievements probably, during the Dualmonarchy during a requires special 103 71 Cohen marks that for the offspring of Cohen for offspringmarks the of urban that Bd. IV (Vienna: Österreichische Akademie der Akademie Österreichische (Vienna: IV Bd. (Köln: 105 CEU eTD Collection very small number cannot be taken consideration. betaken into number cannot very small lower which, inview of those class artists, of less and weremore equal, or categories except the In bourgeoisie. petty of settlements and of workshops normal places the in, were which located they were of districts the independent craftsmen and petty bourgeois; thatmust have resulted from particularitiesthe the in estate owners, presumably living atthe expense of incomes the from property.their private and real- –land owners” andproperty “landlords of last, thecategory at and, organizations; owners,businessmen, big bankers,presidents and secretary generals of private and factory anddirectors bourgeoisie” industrialists, –manufacturers “entrepreneurial publishers, category the etc.; of editors, druggists, journalists, doctors, engineers, notaries, –lawyers, “freeof category professionals” the andfirms; enterprises organizations, in non-state officers andbank economists, accountants, agents, administrators, “private and employees”of –managers, category the architects, sculptors; composers, singers, –writers, musicians, painters, and of opera category “artists” the Jewishrabbis; all of kinds institutions,educational Catholic school inspectors, priests, pastors, Protestants of and teachers directors –professors, clerics” “Teachers, of thecategory military officials; ministerialservants” andhigher ambassadors, and local councilors advisers, – court and andpost bank as controllers, well as lowermilitary men; category “higherthe of civil inspectors, railway -lower officials, servants” civil “lower of category the representatives; As it follows from tables 4/4 and overwhelming4/5, the majority of students taught Sophien-, Mariahilfer- and Maximilian-Gymnasien Akademisches Gymnasium Akademisches 72 came from the families of , the proportions of social CEU eTD Collection petty bourgeois, entrepreneurial bourgeoisie and lower bourgeoisie class and in petty bourgeois, somewhere entrepreneurial performed and craftsmen independent and, servants civil higher of sons the clerics; and teachers and from camefamilies land free the property of owners, professionals, and private employees, the of the of the backgrounds are in somewhat different for the two cases under consideration. In the case of owners Landlords and property bourgeoisie Entrepreneurial professionals Free Private employees Artists clerics Teachers, Higher civil servants Lowercivil servants qualification) Petty traders (without bourgeois Independent craftsmen, petty class Lower Different Social Background inthe Father’s profession Father’s Total number of cases number Total The identified regularities of The identified of regularities ofthe variousacademic social students of performance parentheses in indicated is considered cases of the *Number Table 4/4.Average Grades ObtainedinMandatory byStudents of Subjects Sophien-, Mariahilfer- Average level of level Average performance (140) in Viennabetween1870 and 1907* 4,88 3,67 3,80 3,96 4,26 3,93 3,86 4,13 3,86 3,93 4,26 3,96 3,80 4,06 3,67 4,88 4,84 4,86 4,81 4,94 5,17 4,88 5,10 5,18 5,00 4,66 5,43 (37) (58) (47) (81) (42) (30) (58) (17) (14) 530 (6) Religion and (141) 3,74 3,61 3,73 3,75 3,50 3,64 3,70 3,47 3,63 3,72 3,21 (38) (59) (48) (81) (42) (30) (58) (16) (14) 533 (6) Maximilian-Gymnasien Latin Sophien-, Mariahilfer- (141) 3,94 3,87 3,90 3,85 3,73 3,83 3,79 3,63 3,63 3,56 3,29 (38) (59) (48) (81) (42) (30) (57) (16) (14) 532 (6) 73 Greek (125) 4,06 3,88 3,90 4,17 4,10 4,67 3,94 3,62 3,74 4,07 3,58 (32) (42) (46) (72) (35) (26) (42) (14) (12) 449 (3)

German Subject (141) 4,28 4,53 4,03 4,38 4,33 4,83 4,12 4,23 4,16 3,94 4,43 (38) (59) (48) (81) (42) (30) (58) (16) (14) 533 Geography and (6) , the better performing better , the students

History and (123) 3,93 4,07 3,92 3,89 4,03 2,67 4,09 3,96 3,63 3,63 4,33 (30) (38) (45) (70) (35) (24) (40) (12) Maximilian-Gymnasien 428 Physics and Natural (3) (8) Science (141) 3,88 3,17 3,50 3,95 3,98 4,00 3,78 3,90 4,07 3,67 3,86 (16) (38) (59) (48) (81) (42) (30) (58) (14) 533 (6) Mathematics (140) 4,09 4,50 3,75 4,24 4,10 4,17 4,19 4,34 4,23 3,93 4,00 (16) (38) (58) (48) (81) (41) (30) (58) (14) 530 Philosophical (6) Propaedeutics 4,07 3,93 4,14 4,04 4,13 4,11 4,09 4,07 3,93 4,02 4,04 Average grades for the whole category CEU eTD Collection achievements wereperformedachievements by employeessons of andprivate petty bourgeoisie. wasmedium; lower lowest the civil and servants bourgeoisie of of sons entrepreneurial clerics, land and property owners and free professionals; the level of academic performance sons of higher civil servants; they were followed by those obtained by sons of teachers and Landlords and property owners bourgeoisie Entrepreneurial professionals Free Private employees Artists clerics Teachers, Higher civil servants Lowercivil servants Petty traders (without qualification) bourgeois Independent craftsmen, petty class Lower servants. between; grades and thepoorest were obtained bysons of petty andlowertraders civil Average level of performance of level Average Father’s profession Father’s In the case of the parentheses in indicated is considered cases of the *Number Table 4/5.Average Grades ObtainedinMandatory byStudents of Subjects Total 308 309 307 number 308 308 307 of 308 303 cases Different SocialBackground inthe Akademische Gymnasium Akademische inViennabetween 1870 and 1907* 4,00 3,91 3,88 3,81 3,56 4,20 4,33 4,05 3,76 4,00 4,42 ,628 ,728 ,030 ,329 3,05 3,96 2,822,77 2,84 3,10 3,00 2,93 2,99 (24) (43) (52) (26) (25) (30) (19) (58) (12) (9) (5) Religion 2,79 2,73 3,04 2,73 2,20 3,12 3,07 2,95 2,68 2,20 2,50 (24) (45) (53) (26) (10) (25) (30) (19) (59) (12) (5) Latin 74 2,83 2,78 2,94 2,54 2,30 2,96 2,93 2,89 2,64 2,40 2,58 (59) (24) (45) (53) (26) (10) (25) (29) (19) (12) (5) Greek Akademisches 2,40 2,69 3,04 2,84 2,83 2,88 2,50 2,92 3,03 2,63 3,17 (59) (24) (45) (53) (26) (10) (25) (30) (19) (12) , the highest grades were obtained by were obtained grades highest , the (5) German Subject 2,95 3,40 3,25 3,11 3,23 3,04 2,70 3,12 3,47 2,67 2,92 (59) (24) (45) (53) (26) (10) (25) (30) (19) (12)

(5) Geography and History 2,76 2,96 3,27 3,08 2,64 2,80 3,12 3,37 3,21 2,58 2,60 (59) (24) (45) (53) (25) (10) (25) (30) (19) (12) Gymnasium

(5) Physics and Natural Science 2,71 3,25 3,11 3,06 2,92 2,40 3,04 3,10 3,00 2,25 2,00 (59) (24) (46) (53) (26) (10) (25) (30) (19) (12) (5) Mathematics 2,93 3,17 2,98 3,11 2,85 2,50 3,12 3,17 2,95 2,67 2,60 (59) (24) (45) (53) (26) (10) (25) (30) (19) (12)

(5) Philosophical Propaedeutics 3,16 2,62 3,15 3,04 2,89 Average grades for the 3,09 2,93 3,20 3,31 2,89 2,70 whole category CEU eTD Collection servants, however, is to be specified. As to sons of artists taught in the taught artists of sons As to be specified. to is however, servants, in evident high Viennese casethe of systematically of performance sons higher civil discovered byKarády, by period, A samearguments. canbeexplained and particularly the Dualthe monarchy coincide with inthose theHungarian employees andlower in of class employees case the the private sons of and civilservants, lower and traders of petty sons casewere combined combined surprisingly, case,quite from -students lower class; performers poorest the in the Gymnasium bourgeoisie performing In the worst. Physics Natural and inHistory, the servants andfree best performing and of professionals all sons categories, petty of servants, land and property owners, and free professional, on both cases. obtained bysons of and petty by traders, high results demonstrated sons of higher civil grades were History poorestand the Geography, aswell as inPhilosophical Propaedeutics, lower In from class. werestudents incases both performingcategory worst while the ofhigher were performing servantsand categories civil land sons and property owners; the case of combined caseof the performing worst. the professionals higher and civil servants werebetter performing, with lowersons of class free clerics, and of sons teachers Greek, inLatin and worst; the were performing craftsmen studentsthe from familiesthe of civil servants and petty while traders, independent sons of performing were inisit forbothcases, thebetter categories that subjects Religion, evident In general terms, the findings in the Viennese In Mathematic, the results were similar again in both cases, with sons of higher of civil sons inboth cases, with again similar were results the In Mathematic, In German, sons of free professionals achieved higher results than other categories in in particular achievements margins academic the of extreme the Considering the better performing were again sons of higher civil servants, whilein the servants, higher civil performing of againsons were the better Gymnasien ; and in the case of Akademisches Gymnasium 75 Gymnasien Akademisches Gymnasium Gymnasien under consideration under consideration during . during the during same Akademisches , the better , the Sophien-, CEU eTD Collection 107 106 Mariahilfer- resulted, according to Karády’s assumption, from according Karády’sresulted, lack assumption,the to of by support families, whotheir performed in below-average both inVienna and TheirBudapest. under-performance group. nobility,maintainedprestige” andclassprestige to by pertaining of representatives this the “family factor of by the alsocaused be could included aristocracy, the titled category emphasis on their professional and“classexpectations reproduction”. sons civil of higher inservants Viennese the of performance above-average tothe be referred “capital” can and educational intellectual university. to access allow would which performance, academic proper wasbased on “classreproduction” the their since own professional prospects, objective their by others than motivated more were professionals and intellectuals of fourthly, tothem; and, descendants wasavailable byeducatedparents assistance under complymore pressureto with Thirdly,moreschool requirements. intellectual performance. academic necessary for good those to wereclose linguistic competences and culture” their families’ endowment with “educational capital”, which means to thatdue their all, of “family first subject, each in practically achievements better displayed professionals statistically. them treat to small too again, is, quantity their subjects, humanitarian of number Ibid. Karády, 140. Sons of the petty traders, individual craftsmen and lower classes normally classes lower and craftsmen individual traders, petty the of Sons Rather high academic performance of sons of land and property owners, which and teachers, especially intellectuals, of sons explanation, Karády’s to According and 106 Secondly, for the reasons of “family prestige”, these categories wereput categories these “family prestige”, of reasons for the Secondly, Maximilian-Gymnasien whose achievements were exceptionally high in high exceptionally were achievements whose 76 Gymnasien, probably, even probably,with greater even the 107 A similar effect of the CEU eTD Collection Vienna itself;Vienna orUpperAustria;inAustria. oroutsidelatter oroutside Lower Vienna, The in:whetherin wereborn accordingplace to the they groups three into were divided students Gymnasien and regional background of students taught in the taught backgroundstudents of and regional 4.3. Correlation betweenAcademic Performance andRegional Background of Students in background a given social of and particular of students relations teachers programs in particular programs teaching level of complexity of asbythe aswell category, the constituting professions Akademisches Gymnasium combined in case of the similar categories Vienna. the students from lower class inthe class lower from students the inprovide an of explanation inPhysics case andNatural History the over-performance of educational capital was minimal and that of “talent” maximal. common wherethe like Mathematics, in sciences, exact average, the above occasionally bourgeoisie inbourgeoisie the Hungarian counterbalancenotcould theabsence of families.in provided academic assistance educated motivated formobilitywere seekingfor owing upward toelite factors education, these 110 109 108 a were sentto of them talented most becauseonly over-selected “educational capital”. ordeprivedmostly of were poor, Ibid. Ibid. Ibid, 142. Tables 4/6 and 4/7 demonstrate the correlation between the academic performance academic the between thecorrelation 4/7demonstrate Tables 4/6and As to the occasionally controversial character of the academic performance of of the performance academic the of character controversial occasionally the As to Karády makes one curious observation regarding sons of lower andpetty sons of classes regarding makesobservation onecurious Karády , and in the in and , Gymnasien Akademisches Gymnasium Akademisches , itmust caused, havebiases byspecific been of particular Gymnasien , and, probably, byindirectlike social factors, , and,probably, personal Sophien-, Mariahilfer- : their achievements were higher, and even 77 Gymnasien Sophien-, Mariahilfer- , correspondently. For these tables, these For , correspondently. 108 in Vienna, and in the caseof in inVienna, the and Though they were intellectually were they Though and 110 Maximilian-Gymnasien Gymnasium This argument can also and Gymnasium , 109 Maximilian- and they . in CEU eTD Collection their primary it, outside too their somewhere primary education Gymnasien education received bystudentsin were born placesthe in. they Asit found from was out the based on students’ the of places birth beshould levelof referred tothe primary the immigrants,than which is surprising because quite themajor discrepanciesin performance Gymnasium Akademisches the of case the except performance, in their discrepancies significant no were there and Austria,from of and outside Vienna who came from of students categories provided the for Outside Austria Austria Vienna outside monarchy theAustro-Hungarian in small number of cases. territories asthe well as Hungary, and Galicia, Moravia, Bohemia, Carniola, Carinthia, mostly integrates category of crownlands and territories the Dualmonarchy,the like Styria, student before his admission to the to admission his before student Different Regional Background Taughtin the Total number of cases number Total Place of birth of Place As it can beparentheses in indicated is considered cases of the *Number seen from tables 4/6 and 4/7, the most representative samples are Average level of level Average Table 4/6.Average Grades ObtainedinMandatory byStudents of Subjects ’s performance Hauptkataloge Gymnasien (188) (371) , where those native-born to Vienna performed apparently worse apparently performed Vienna to native-born those where , 4,85 3,64 3,76 3,94 4,25 3,96 3,82 4,11 3,963,82 4,25 3,64 3,763,94 4,85 4,86 4,88 4,84 (48) 607

, containing the records about therecords by , containing education the a received Religion inVienna between 1870 and 1907* (191) (375) 3,68 3,62 3,67 (48) 614 Gymnasium Latin (191) (375) 3,79 3,74 3,79 (47) 613 Greek 78 , most born-outside-Vienna students received students born-outside-Vienna , most (178) (311) 3,84 4,00 3,86 (42) Sophien-, Mariahilfer- 531

German Subject (189) (373) 4,32 4,24 4,04 (48) 610 Geography and History (176) (299) 3,95 3,99 3,69 (35) 510 Physics and Natural Science (190) (374) 3,78 3,84 3,79 (48) 612 Mathematics and Maximilian- (188) (375) 4,10 4,14 3,94 (47) 610 Philosophical Propaedeutics 4,04 4,05 3,96 4,04 Average grades for the whole category CEU eTD Collection 111 commonly regarded asaliensin thehad society, Viennese obvious social and economic of thinking. Viennesefreedoms, citizens,sharing liberal languageandcultural same profits, and the way Gymnasien from Viennaneighboring crownlands, and Austrian the sent cities offspring to their position. social and conditions living career, their of improvement of in search in Vienna arrived Gymnasium in caseof explicitthe the students, of immigrant over-performance provided less qualified education inthan itsthose minor cities the factand towns, of the Outside Austria Austria Vienna Nowotny, 9. Total number of cases number Total Place of birth of Place For instance, as it was stated above, the parents of the Jewish students, who cameto who theJewishstudents, of parents above, the stated itwas instance, as For itFor is doubtfulquite primary that schools in capitalthe Austro-Hungary of parentheses in indicated is considered cases of the *Number Different Regional Background Taughtin the Average level of level Average Table 4/7.Average Grades ObtainedinMandatory byStudents of Subjects , wanting them to realize the dream to assimilate in Vienna and become full become and in Vienna assimilate to dream the realize to them wanting , , can be explained by strong motivation of sons of immigrant families who families immigrant of sons of motivation strong by explained be can , performance 111 Ethnic immigrants, mostly Czechs, Poles, and Hungarians, who were who Hungarians, and Poles, Czechs, mostly immigrants, Ethnic (195) 3,96 4,09 4,05 3,89 (88) (21) 302 Religion in Viennabetween1870 and 1907* (198) 2,82 2,77 2,79 3,09 2,99 2,93 3,04 2,99 2,79 3,09 2,82 2,77 3,04 2,76 2,73 (90) (21) 309 Latin (198) 2,93 2,67 2,72 (89) (21) 308 Greek 79 (198) 2,79 2,96 2,81 (90) (21) 309

German Subject (198) Akademisches Gymnasium 3,12 3,07 3,00 (90) (21) 309 Geography and History (197) 2,97 3,03 3,10 (90) (21) 308 Physics and Natural Science (199) 2,91 3,04 2,67 (90) (21) 310 Mathematics Akademisches (198) 2,97 3,02 3,14 (90) (21) 309 Philosophical Propaedeutics

Average grades for the 3,01 3,15 3,03 3,05 whole category CEU eTD Collection choose it desire followchoose by astrong and vice versa, of andparents; his a student to a teachers was recommended to aparticular or chose career, tended to astudent subjects, concrete in obtained grades good the of base the on that way in the other each – effected of career careersnot for by “other” those and covered identified. any categories the of “trade”, “theology”, service”, “philosophy”, “military “law”, “medicine”, “engineering”, “arts”, “agriculture”, namely, ten categories, into were united under consideration of the graduates by desiredthe various careers indications, these According to Vienna; military service as justwell; or occupation, like “businessman” or“civilservant”. in FineArts Academy famous of or the college; highor school agricultural technical or faculties, that is, asoneof university’s the which wasstated normally Matura, taking each graduate the Law, Medicine, Philosophy,Gymnasium or Theology; or it could be the name of a 112 Mariahilfer- of the made bythestudents career specific of choice with the correlation 4.4. Correlation betweenAcademic Performance and Choiceof Career Gymnasien families in immigrant Viennese ofsons the caused the of over-performance motivation that circumstances. emancipation along bythis developed withgroup social poor and economical Viennese advanced education by of role the a popular cultureandideology of social the into Czechs the of push strong the explains example, for Cohen, positions. economical reasons seek forto using academic improving for securingeducation or their social and Cohen, “Education, Social Mobility, and the Austrian Jews 1860-1910”, 153-154. Obviously, the examined variables – the grades in particular subjects andvariables subjects –the grades inparticular Obviously, examined choice the the In tables 4/8 and 4/9, the average grades in mandatory subjects are shown in shown subjects are in mandatory grades average and 4/9,the In 4/8 tables between between 1870 and 1910. between between 1870 andof indication careerchoice for 1910.The the was obligatory and 112 It can be concluded, therefore, that that was mainly the factor of strong of factor the mainly was that that therefore, concluded, be can It Maximilian-Gymnasien , and by the students of the 80 Akademisches Gymnasien Sophien-, CEU eTD Collection trade with significant discrepancies in the performance between categories. the between in performance the discrepancies with trade significant and medicine, law, engineering, chose who those by followed were they others; than results considerably higher lineoccupation demonstrated future of philosophical as their faculty Gymnasien absolutely identical both in both case of the identical the absolutely option. career and performance academic between correlation Viennese faculty have performeduniversity of should better etc. in Propaedeutics; Philosophical enter results philosophical preparingstudents the in to achieved good the Science; Natural pursue medical career whoweregoing to high those inMathematics; displayed grades German; those who chose performance inLatin in instance,hadfaculty, and,perhaps, forReligion, and better law performed well theological chose who students those that therefore, expect, to is logical It career. chosen in the humanities; with connected the the results insubjects better achieve him motivate to specific careercould would-be engineers Maturanten by the career chosen kinds of other about records numberthe trade; of or engineering chose medicine, philosophy,in future option with their career.Fewer connection or students of Quite surprisingly, the succession of the better performing categories of students was It can be observed from tables 4/8 and 4/9 that the majority of students in the Gymnasien , and in the case of the in four Gymnasien under consideration indicated university’s faculties either of law, of university’seither indicated or faculties underconsideration is too small to draw any small general todraw is aboutthe conclusions too Akademische Gymnasium 81 Sophien-, Mariahilfer- : those students who chose who students those : and Maximilian- CEU eTD Collection performance in other subjects. The average grades of students belonging to the categories of categories the to belonging students of Theaverage grades subjects. in other performance under- systematically with Religion, in achievements high displayed priests would-be the Science; Natural and performedin well quite Physics doctors Geography; would-be the Mathematics results andPhysics; the would-be better lawyers inachieved and History the all cases of bestfuture in careerdidbetter their ofallinor perform the Propaedeutics Philosophical Other Trade Theology Philosophy Military service Medicine Law Engineering Arts Agriculture Average level of performance of level Average Subjects by Students of the Choice ofcareer Choice Total number of cases number Total Concerning the initial logical expectation, the students who chose philosophy students who the philosophy chose as logical Concerning the initial expectation, parentheses in indicated is considered cases of the *Number Table of 4/8.Choice Career andAverage Grades Obtainedin Mandatory Gymnasien ; those who chose engineering performed quite satisfactory in satisfactory quite performed engineering chose who ; those (130) Vienna between1870 and 1907* 4,18 4,67 5,75 5,02 5,11 4,67 4,91 4,81 4,43 3,75 ,2 ,2 3,78 3,62 4,36 4,14 4,82 3,87 3,91 4,06 (11) (15) (41) (58) (16) 295 (4) (9) (7) (4) Religion Sophien-, Mariahilfer- (130) 3,73 3,00 4,11 3,43 2,75 3,18 3,53 3,75 3,47 3,56 (11) (15) (41) (58) (16) 295 (4) (9) (7) (4) Latin (129) 3,89 3,25 4,33 3,43 2,75 3,18 3,53 4,00 3,62 3,81 (11) (15) (41) (58) (16) 294 209 82 (4) (9) (7) (4) Greek 3,43 4,14 4,25 3,60 3,92 4,11 3,00 3,71 4,20 2,67 (52) (83) (14) (28) (9) (5) (3) (7) (1) (7) German Subject and (130) 4,19 4,57 4,31 3,71 3,00 3,64 4,33 4,25 4,37 4,56 (58) (16) (11) (15) (41) 295 209 Geography and (7) (4) (4) (9)

History Maximilian-Gymnasien 4,06 4,00 3,00 3,83 4,89 3,00 3,86 3,86 3,64 4,71 (52) (83) (14) (28) (9) (5) (3) (7) (1) (7) Physics and Natural Science (130) 3,86 4,00 3,47 4,12 4,19 3,43 3,50 3,55 3,00 3,67 (58) (15) (41) (16) (11) 295 (7) (4) (4) (9) Mathematics (130) 4,21 4,05 3,87 4,34 3,86 3,25 4,44 4,25 4,11 3,45 (58) (15) (41) (16) (11) 295 Philosophical (7) (4) (4) (9) Propaedeutics in 4,16 3,91 3,90 4,32 3,81 3,08 4,27 3,69 4,18 3,56 4,07 Average grades for the whole category CEU eTD Collection deviations should be referred to other factors effected the choice of career, like social choice the of effected career, factors toother be referred deviations should Other Trade Theology Philosophy Military service Medicine Law Engineering Arts Agriculture andindulgent togive tended grades. good more normally were teachers Religion andthe others, than subject complicated was less higher gradesin for Religion all be should categories the not intotaken consideration forit ininterested any of subjects mandatory the taught in Viennese the much not they were subjects; in probably, mediocre all the were and“other” “art”, “trade”, Subjects by Students of the Average level of performance of level Average The enlisted connections, however, are not very precise or accurate; various accurate; or very precise are not however, connections, The enlisted parentheses in indicated is considered cases of the *Number Choice ofcareer Choice Table of 4/9.Choice Career andAverage Grades Obtainedin Mandatory Total 130 130 129 number 130 130 130 of 129 129 cases Akademisches Gymnasium 3,50 3,67 4,00 3,79 4,25 3,65 3,98 3,56 3,20 3,60 3,96 2,82 2,77 2,83 3,09 2,99 2,932,99 3,09 2,99 2,772,83 3,96 2,82 (14) (23) (48) (18) (4) (6) (2) (4) (5) (5) Religion 2,75 2,25 2,17 2,00 3,43 2,50 2,61 2,73 2,72 2,60 2,83 (14) (23) (48) (18) (6) (2) (4) (5) (6) Latin 1907* 83 2,00 2,50 3,50 2,50 2,52 2,81 2,56 2,00 2,67 (14) (23) (48) (18) (4) (6) (2) (4) (5) (6) Greek 2,25 2,33 2,00 3,14 2,50 2,83 3,08 2,94 2,40 2,67 (14) (23) (48) (18) (4) (6) (2) (4) (5) (6) German Subject 3,36 2,91 3,35 3,22 2,75 3,00 3,00 3,00 2,40 3,67 (14) (23) (48) (18) in Vienna between 1870 and

(4) (6) (2) (4) (5) (6) Geography and History 3,79 2,86 2,94 3,28 2,00 1,83 2,50 2,50 2,60 3,50 (14) (22) (48) (18)

(4) (6) (2) (4) (5) (6) Physics and Natural Science Gymnasien 3,29 2,91 2,83 3,44 2,25 2,17 2,00 2,50 2,20 3,17 (14) (23) (48) (18) (4) (6) (2) (4) (5) (6) Mathematics 3,79 3,00 3,13 3,44 3,25 3,17 2,50 3,00 3,00 2,83 (14) (23) (48) (18) . Theequally

(4) (6) (2) (4) (5) (6) Philosophical Propaedeutics

Average grades for the 3,51 2,91 3,11 3,15 2,63 2,54 2,56 2,84 3,12 3,05 2,55 whole category CEU eTD Collection worst ones by sons of petty bourgeoisie and lower class. Within the Jewish denomination, in was quite opposite: there,the theworst best grades grades by sons were of civilobtainedGymnasien servants; by sons the situationof civil inservants the and the bourgeoisie and lower class in the case of lower in class and case the the bourgeoisie of of the of performing were sons students Catholic civilservants of and grand bourgeoisie in the case that of that sons of Jewish bourgeoisiegrand in four all can beintroduced only categories the of Catholicregarding andJewish denominations. separately.social according to constants and denominational results differ, therefore, from those when the students’ academic performance was compared Thereceived representative samples. more draw up fourto groups into time united this fathers, of were professions identified was, tothe which according their again,students butsocial strata of different denomination, on otherthe hand. Thebackground social of the same denomination, on the one hand, and the academic performance of sons of the same 1910, which allow to compare the academic progress of sons of different social strata within backgroundin within theViennese particular denominations of Students 4.5. Correlation betweenAcademic Performance and Socio-Denominational Background in considered presentthe in study view ofits limited scope. not were which circumstances, economical and background, religious environment, Within the Catholic confessional group generally, in the combined case of three case of in combined the generally, group confessional Within Catholic the As itfollows from tables 4/10 and best 4/11,the general academic performance was Again, in view oflimitednumber of cases available, more or less reliable conclusion various social students of averagegradesof the Tables4/11 demonstrate 4/10and Sophien-, Mariahilfer- , the best grades best, the grades were obtained bysons of petty bourgeoisie lowerand class,and and Maximilian-Gymnasien 84 Akademische Gymnasium Gymnasien ; and sons of petty Catholic of sons ; and Gymnasien . The systematically worse Akademisches Gymnasium . between 1870 and between CEU eTD Collection

Total number of cases number Total non-Catholic Christian Jewish Catholic Denomination Different Socio-Denominational Background inthe professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower aristocracy and bourgeoisie Grand professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower aristocracy and bourgeoisie Grand professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower aristocracy and bourgeoisie Grand Average level of level Average *Number of the cases considered is indicated in parentheses in indicated is considered cases of the *Number profession Father’s performance Table 4/10.Average Mandatory Grades Obtainedin by Subjects Students of Maximilian-Gymnasien (126) 4,88 4,83 5,29 4,61 5,00 4,96 5,08 5,24 5,75 5,22 5,50 4,80 4,72 (57) (94) (14) (31) (71) (71) (37) 521

(4) (9) (2) (5) Religion (126) 3,66 3,77 3,73 3,64 3,61 3,72 3,49 3,61 3,00 3,60 4,00 3,50 3,68 (57) (94) (14) (31) (71) (71) (36) (10) 524

(6) (2) (6) Latin (126) inVienna between 1870and1907* 3,80 4,02 3,81 3,79 3,77 3,77 3,56 3,64 3,33 3,70 4,50 3,83 3,90 (57) (94) (14) (31) (71) (70) (36) (10) 523

(6) (2) (6) Greek 85 (122) 3,96 4,00 4,12 3,64 3,61 4,08 3,70 4,15 3,80 3,83 4,67 3,98 (51) (90) (14) (18) (60) (54) (26) 449 (5) (6) (3)

German Subject - (126) 4,26 4,35 4,36 4,21 4,10 4,25 4,14 4,39 3,83 4,30 4,50 5,00 4,21 (57) (94) (14) (31) (71) (71) (36) (10)

524 Geography and (6) (6) (2)

History Sophien-, Mariahilfer- (120) 3,93 4,13 3,97 4,07 3,63 3,91 3,66 4,35 3,80 4,67 4,33 3,87 (47) (90) (14) (16) (57) (50) (20)

428 Physics and Natural (5) (6) (3)

- Science (126) 3,85 4,04 3,86 4,14 3,90 3,83 3,72 3,89 3,33 3,80 3,67 3,84 3,50 (57) (94) (14) (31) (71) (71) (36) (10) 524 (6) (6) (2) Mathematics (124) 4,13 4,06 4,33 4,30 4,21 4,00 4,13 3,97 4,00 3,83 4,30 4,00 4,08 4,00 (56) (94) (14) (31) (70) (71) (37) (10)

521 Philosophical (6) (6) (2) Propaedeutics and 4,17 4,12 4,12 3,95 3,92 4,16 4,18 4,16 4,02 4,41 4,08 3,83 Average grades for the whole category CEU eTD Collection

Total number of cases number Total non-Catholic Christian Jewish Catholic Denomination Different Socio-Denominational Background inthe professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower bourgeoisie Grand professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower bourgeoisie Grand professionals free employees, artists, private clerics, Teachers, Civil servants traders bourgeois, petty craftsmen, petty independent class, Lower bourgeoisie Grand Average level of level Average *Number of the cases considered is indicated in parentheses in indicated is considered cases of the *Number profession Father’s performance Table 4/11.Average Mandatory Grades Obtainedin by Subjects Students of 3,96 3,65 3,60 3,81 4,05 4,11 4,28 4,28 3,00 4,33 5,00 3,00 3,98 (44) (55) (53) (19) (45) (43) (18) (12) 303

(4) (1) (4) (5) Religion in Viennabetween1870 and 1907* 2,82 2,84 2,89 2,68 2,63 2,87 3,00 2,50 2,50 3,14 2,00 2,40 3,40 (44) (55) (53) (19) (45) (43) (18) (14) 308

(6) (1) (5) (5) Latin 2,77 2,98 2,78 2,66 2,58 2,78 2,90 2,50 2,17 2,93 2,00 2,60 3,20 (44) (55) (53) (19) (45) (42) (18) (14) 307

(6) (1) (5) (5) Greek 86 2,84 3,05 2,93 2,77 2,84 2,76 2,86 2,72 2,17 2,71 3,00 2,60 3,00 (44) (55) (53) (19) (45) (43) (18) (14) 308 (6) (1) (5) (5)

German Subject 3,10 3,18 3,16 2,96 3,32 3,07 3,16 3,11 3,07 2,50 3,00 2,60 3,20 (44) (55) (53) (19) (45) (43) (18) (14)

308 Geography and (6) (1) (5) (5) History Akademisches Gymnasium 3,00 3,27 2,85 2,79 3,00 3,00 3,21 2,61 3,29 2,83 4,00 2,40 4,00 (44) (54) (53) (19) (45) (43) (18) (14)

307 Physics and Natural (6) (1) (5) (5) Science 2,93 3,43 3,05 2,70 2,84 2,69 2,95 2,39 3,50 2,29 3,00 2,20 4,00 (44) (55) (53) (19) (45) (43) (18) (14) 309

(7) (1) (5) (5) Mathematics 2,99 3,05 3,14 3,05 2,91 2,95 2,91 3,09 2,94 3,07 2,67 2,00 2,20 3,20 (44) (55) (53) (19) (45) (43) (18) (14)

308 Philosophical (6) (1) (5) (5) Propaedeutics 3,23 3,05 2,91 3,03 3,02 3,18 2,88 3,26 2,52 3,00 2,50 3,45 Average grades for the whole group CEU eTD Collection gifts, which caused a certain “intellectual under-selection” among students from from wealthy students among under-selection” “intellectual acertain which caused gifts, send all their children to more ablethan others were wealthyto capitalists Moreover, sense. in Bourdieu’s capital” a achievements than on the already available economic assets of the family, and their“social lessacademic on depended position of class their reproduction the since motivation, particularly for among Christian instance,students, could becaused bytheir under- bourgeoisie, entrepreneurial the of sons of performance poorer Occasional results. received Christians. non-Catholic and Catholics back lagging the and Jews performing better the with similar, For equally. category the bourgeoisie, grand again,of results the for all the non-Catholic Christians cases, in both and free professionals, employees, private artists, clerics, teachers, integrating were the best, with theacademic withachievements of those Catholic civil servants’ offspring. Within group the Jews and their Catholics of comparison justified any drawing for servants civil of families the performingfrom Christians almostnon-Catholic and Jews of number insignificant too was There background. Catholic of classthan from better Jewish students bourgeoisie andlower petty performed those Mariahilfer- Christian students obtained better grades than the Jews, in the case of the cases. the in taught servants civil Jewish of sons by achieved results high The worst. the being classes all four all Akademisches Gymnasium The study of Prof. Karády proves some clues to the interpretation of the part of the Within the social strata of lower class and petty bourgeoisie, Catholic and non- and Catholic bourgeoisie, petty and class lower of strata social the Within Gymnasien and Maximilian-Gymnasien , sons of grand bourgeoisie performed best of all, with sons of lower Gymnasium cannot be considered because of the very small number of , notwithstanding their possible lack of intellectual of lack possible their notwithstanding , ; in the case of the 87 Akademisches Gymnasium Gymnasien Sophien-, were , CEU eTD Collection occasionally performed better than those native-born to Vienna and in Austria. The Austria. in and Vienna to native-born those than better performed occasionally however, families, immigrant of sons discrepancies; nosignificant were there categories, regional the As to category. professional same the from other the all than better regularly all indenominations, cases though most were they of background,Catholic performed of servants civil higher of sons the secondly, in Budapest; as systematically so not but cases, students of all social results achievedcategories than better Catholicsthe students inmost theJewish first, bestated: can observations following the latter, the Regarding statistically. numerousnot enough bejustifiably to with compared Catholic andJewishstudents brackets. average level belongingJewish students to pettybourgeoisiethe regularly also anabove-displayed of excellencefollowed atsomeprofessionals, distanceby sons of Jewishthe The propertied bourgeoisie. as Especially highlevel of wasexcellence by achieved sons of intellectualsJewish and compared inmost cases. position second the occupied Christians non-Catholic the any exception; with the Christians of the same professional differences. In the In differences. excellence was the same in theViennese same the was excellence same tothe class. belonging thannon-Jews better performed cultural investments. heavy success with economic of maximization pursuitof class, asthe combined the they 115 114 113 Viennese class. Ibid, 145. Ibid. Karády, 141. 113 In the case of theViennese case of In the To summarize all the findings, it can be concluded that the general rank-order of general the that it berank-order findings, can concluded all To summarize the However, marks Prof. Karády, the sons of Jewish capitalist were exception in their 115 Gymnasien Gymnasien 114 between 1870 and 1910, when the sons of bourgeoisieJewish grand the of sons between 1870 1910, when and This is explicitly demonstrated in both cases considering the considering cases both in demonstrated explicitly is This of Budapest, Jewish preeminence wassystematic, without Jewish preeminence of Budapest, Gymnasien Gymnasien 88 , the presence of non-Catholic Christians was Christians non-Catholic of presence the , as in Budapest, with some particular with in asBudapest, CEU eTD Collection as theirfuture line of studies. grades, inmost faculty chose whoof regularly philosophical better cases university obtained students that careershowed of choice and performance academic betweenthe correlation 89 CEU eTD Collection social social classes. monarchy, After greateducational the in Habsburgs reforms 1849 the of even they were either runby Catholicthe orders, orreservedfor the offspring of upper mass access to mass access be taught inbe supported taught publicly theuniversityadmission to was for thoughgirls primarily boys; designed to wereallowed factor of selection was gender, for their offspring to a families, however, who counted on the earnings of their children, couldnot allow to send werevery and students moderate, exemptionsthe from fees werefrequent; the poorer from the thefeescollected it because directly affected not did aspect financial status of status inhighest in that ascompared Austrian to other Vienna, andcrownlands.cities Theelitist and 1910; and it should be considered thatthe andshould1910; andit beconsidered by common people; and administering of by commonexamination and people; – administering of graduation the period, notsharedfeature adistinctiveandof duringwhich that elite was knowledge Greek, Latin languages, classical the on emphasis were the of education type this of peculiarities possessing special cultural goods. elite, educated member of became one official meantan that Matura the Having career. less enter prestigious or which pursueanymorenot university the without or one could education ina education approximately 180 citizens of Vienna went to a approximately of to 180 citizens Vienna went Until Until century, mid-nineteenth the were there fouronly The Elite schooling for Vienna between meantEliteand 1910 secondary Viennabetween for advanced 1870 schooling Gymnasien Gymnasien Gymnasien Gymnasium Gymnasium was maintained mostly by complexity of curriculum, while the while curriculum, of complexity by mostly maintained was education concerned very limited number of of out one limitedpeople: numbervery of concerned education education fell to the period after the World War II. , located primarily in one of the central districts. The major The districts. central the of one in primarily located , , except the cases of extraordinary gifted children. Another children. gifted extraordinary of cases the except , Gymnasien Gymnasium Conclusion as special externalstudentssince asspecial 1872,their 90 Gymnasium education leading to Gymnasium students/population ratio was the duringbetween the period 1870 Gymnasien Maturitätsprüfung Maturitätsprüfung in Vienna, and Vienna, in Gymnasien and , CEU eTD Collection of of their correspondently. offspring, petty immigrants,proportion either of Jews, or bourgeoisie, higherproportion taughtthe of population in the concrete districts. intheconcrete of population in Viennese particular students the pursue other types socio-denominational of education. and The ethnic composition of to had and sectors economical their from be withdrawn to not were craftsmen and farmers be to admitted to theenter university were to intension measures sharing the childrenhavingthe the since beliefthatonly gifted 1880s, truly toexercise instarted restrictive Austrian secondary the education 1849, government advanced to access public of wide opening After the affaires. educational policy on class. lower from of students proportion small still with century, twentieth early the and nineteenth the of half second the in Vienna free professionals constituted the majority of the consumers of consumers the majority of the constituted professionals free support oradvance their position in the Viennese society. Sons of the petty bourgeoisie and in question. about the good quality of education provided in the Viennese in the qualityprovided education of good about the between fifteen beingwith supervised by and twenty testified students teacher,also one for their needs,andprovided fundsfor their The ratio equipment. of teachers andstudents, localcare authorities took of their bought orbuild condition and specialspacious dwellings Gymnasien Gymnasien new of foundation the to led education higher and secondary of expansion the however, The social composition of Gymnasium in the central districts, formally open to the wide public access. The state and in Vienna. there Between werealready 1870 and high-grade 1910 eleven education was broadly exploited by bourgeois liberal the circles to Gymnasien Gymnasien Gymnasien 91 students was affected by was students affected governmental the also considerably depended on considerably character depended on the also located in the districts higher with in districts located the Gymnasien Gymnasien Gymnasium , while the sons of during the period the during education in education CEU eTD Collection ( counted counted to ahalfone third or wholethe of in numberof moststudents nineteenth century by who of the end the students, was Jewish of impressive growth that Especially Hungarian. and Slovak, Czech, Polish, were languages native whose Protestant, increasing frequency of students of different backgrounds, confessional mostly Jewish and by is half of second century the characterized that Catholics, German-speaking exclusively students were similar to those discovered weresimilarin the second byVictor Karády students of tothose case Budapest, and of future career. choice religious and regional background, as well as correlation between the academic performance academicthe mandatory of achievements in andstudents eight subjects their social, quite between steady correlations detect allowed to subjects, in particular grades obtained ( journals class like sources, professional culture, prospects and expectations of various The anddenominationalsocial strata. availability of family prestige, social capital, intellectual motivation, distinguishing students of different socio-denominational and background,including regional various lands monarchy of seek Austro-Hungarian the forto advanced the education. accordingly, forced economical position the immigrant families coming toVienna from rungsof toimprove desire and, theirsocial, most respected the society. The same place which in them totake allowed culture, in Viennese the acculturation and assimilation used widely Jewish over-representation in Viennese the Jewish over-representation of phenomenon The them. of two in majority overwhelming an constituted and Vienna, Maturitätsprüfungprotololle Generally, the tendencies in relations of social factors and academic progress of andprogress academic factors social of inrelations tendencies the Generally, of academic performance the affected factors social various of A multiplicity If till the mid-nineteenth century If mid-nineteenth the till Gymnasium education for the access to high-status careers and as a mean for andasa careers high-status to access for the education ), which contain the data on individual studentsandtheir ), which dataon contain the Hauptkataloge Gymnasien Gymnasien 92 ) and protocols of was caused by the fact that the Jews the that fact by the caused was students in almost were Vienna students Maturitätsprüfung Gymnasien of CEU eTD Collection Viennese cultural and educational of traditions inupbringing Jewish families. strong is, that intellectualism”, “religious special by as well as society, Viennese in the caused byhigh motivation of compensate Jewsthe to their position discriminative aliensas itof This as in1910, though was not Budapest. over-performance was exclusive case as performance of Jewish students is explicit in the Viennese differences, a quite stable, though not very significant, over-performance of students from students of over-performance very significant, not though stable, quite a differences, As regional Viennese the the to case. in andperformance their academic background to sent all their children, not only gifted ones, toa under-selection among the achievements than academic lesson depended for their reproduction class worse, performedalso regularly on the already available of background, Jewish except that bourgeoisie, entrepreneurial of offspring parents. The financial from educated assistance thelack of the counterbalance not socialcould position better capitals, and for the and were deprived achieve from such family even motivation to traditions, educational their reason of their aswell. reproduction care fortheir class and prestige class and family their maintain to necessity the with inspired were they parents; educated of assistance the with were provided and of education thevalue highly appreciated “capital”, and family prestige, which meant that the children from the above-said families by sons of servants, civil higher due factorsto the familyof andcultural educational in specifically– and the Viennesecase intellectuals of professionals, and obtained bysons capital of the Austro-Hungarian monarchy. The better grades in all the subjects were Due to the very small number of non-Catholic Christian students in the central in the students Christian non-Catholic of number small very the to Due over- the various of denominations, in progress academic discrepancies the As to The students from the lower class, performing systematically worse, on the contrary, the on worse, systematically performing class, lower from the students The Gymnasien between between 1910,onecanhardly1870 and judge oncorrelationsbetween Gymnasien students, that is, that students, that wealthy couldbourgeois allow 93 Gymnasium Gymnasien . between 1870 and CEU eTD Collection the relations between social factors and academic performance. factors social between relations the respect ofextensioninvolving and data on the other in elite in either of educated the Vienna research can be thefollowing for usedasabasis with socio-denominationaldifferent and regional componentgroups. The received results in Gymnasien students of various social,in and background taught religious regional central the Viennese as theirfuture line of studies. faculty indicated philosophical higher the progress whouniversity of was with students the and gradesin the weremutually andthegeneral particular subjects depending, academic career of choicethe that however, can be concluded, It results. received the of generalizing very fewness in view considered, cautiously of of not allow cases the which does in society. Viennese the to assimilate motivation high by stipulated been have must again, which, in Vienna, is explicit families immigrant fin-de-siècle Thus, the examination of the quantitative and qualitative schooling differentials of differentials schooling qualitative and quantitative the of examination the Thus, be treated should option career the and performance academic between The relation during the Dual monarchy complements the general picture of the elite of general educated the picture monarchy complements the Dual during Vienna, illustrating the potentials and prospects of the latter in connection latter the of prospects and potentials the illustrating Vienna, 94 Gymnasien , or of deeper explanation of CEU eTD Collection

Jewish Catholic Denomination Regional Background amongViennese Gymnasien Students between 1870 and 1910* Table 1.Quantitative Schooling Differentials byDenomination SocialClass and Civil servants aristocrasy and bourgeoisie Grand professionals and Intellectuals Civil servants Lower classand petty bourgeoisie Lower classand petty bourgeoisie Father’s profession Category Number of cases of Number Total % of % within the group % within the category cases of Number % of Total % of % within the group % within the category cases of Number Total % of % within the group % within the category Total % of % within the group % within the category cases of Number Total % of % within the group % within the category cases of Number Total % of % within the group % within the category Appendix Number of cases of Number 95 193 10,6 75,0 62,5 14,8 61,7 57,9 13,5 20,3 72,5 11,1 16,7 62,4 219 138 266 according to the place of place the to according 7,0 1,0 1,5 9,8 4,8 7,3 20 95 Vienna 14,9 15,8 16,5 19,5 23,2 12,3 32,5 17,9 9 1,5 0,1 1,0 6,3 0,5 4,6 2,9 1,6 2,3 3,2 63 29 32 45

Austria Group 2 birth 111 31,3 23,6 35,5 22,6 11,9 15,3 14,6 19,7 3,6 9,2 0,5 2,1 5,6 1,9 7,9 2,8 3,5 69 17 10 37 56

,9 Other 100,0 100,0 100,0 313 100,0 100,0 100,0 15,9 15,9 18,6 18,6 17,8 17,8 351 184 164 367 9,3 9,3 1,6 1,6 8,3 8,3

32 Total of groups CEU eTD Collection Landstrasse Maturitätsprüfungsprotokolle * The data are based on the records from the (Continuationof table 1) Total Non-Catholic Christian Jewish Denomination Grand bourgeoisie and aristocracy and bourgeoisie Grand professionals and Intellectuals Civil servants aristocracy and bourgeoisie Grand professionals and Intellectuals Lower classand petty bourgeoisie -, Piaristen -, Maximilian- of the Father’s profession Category , Sperl Akademisches Gymnasium - and % of Total % of % within the group % within the category cases of Number Total % of % within the group % within the category cases of Number % within the category cases of Number Total % of % within the group % within the category cases of Number Total % of % within the group % within the category cases of Number Total % of % within the group % within the category cases of Number Total % of % within the group % within the category Mariahilferfer-Gymnasien Number of cases of Number 96 Hauptkataloge , the Schotten between1870 and 1910. according to the place of birth of graduate classes and -, 1308 66,9 14,3 70,8 66,3 52,2 59,6 66,7 59,3

115 187 Vienna 5,8 8,8 9,5 0,6 0,9 1,6 2,4 0,8 1,2 0,8 1,2 Franz-Joseph 16 12 31 16 13,0 11,1 194 Group 0,1 0,5 0,6 0,3 2,6 1,9 9,8 0,2 1,5 0,1 1,0 3,8 0,0 0,0 0,0 0,2 1,5 3 1 5 3 2 0 Austria 11,9 32,6 15,3 27,3 23,9 34,8 36,5 33,3 29,6 471 2,8 3,6 0,4 1,7 1,0 4,0 0,4 1,7 0,4 1,7 56 72 19 -, 8 8 8 Sophien 100,0 100,0 100,0 100,0 100,0 100,0 100,0

1973 Other 13,4 13,4 172 264 8,7 8,7 1,2 1,2 2,6 2,6 1,2 1,2 1,4 1,4 27 23 52 24

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