By Martin Kitchen
This attractive textbook presents a wide survey of contemporary German heritage from 1800-2000, and situates Germany’s fragmented earlier inside its complete context. Kitchen:
- Provides readers an extended view of German heritage, letting them see continuities and alterations
- Covers the unification of Germany, the German Empire, the Weimar Republic, the 3rd Reich, the Federal Republic, the cave in of Communism, and the re-unification
- Examines cultural historical past in addition to political and fiscal heritage
- Includes insurance of nearby background instead of concentrating on the dominant position of Prussia
Read or Download A History of Modern Germany 1800 - 2000 PDF
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Additional resources for A History of Modern Germany 1800 - 2000
By 1816 there were only 91 grammar schools in the whole of Prussia, which replaced the much more numerous but also much smaller Latin Schools. Teachers in the elementary schools (Volksschule) were also required to have a diploma from a teacher training college (Normalschule), where they absorbed a modified version of the teachings of the great Swiss educational reformer Pestalozzi. Reform of these schools, in which retired Prussian NCOs had flogged a rudimentary education into their unfortunate charges, took much longer, but at least a step had been taken in a promising direction.
He was also suspicious of economic liberalism which he felt could lead to the sacrifice of individual rights to the exigencies of the market. By contrast Hardenberg, who became chancellor in 1810 and remained in office until his death in 1822, believed in the centralization of state power and a liberal economic policy. He was less troubled than Stein by moral and philosophical concerns, and argued that with the guarantee of property rights, equality before the law and fair taxation, the individual should be able to fend for himself, and would recognize the need for the firm guiding hand of an autocratic state.
Dialogue between teacher and pupil and the common pursuit of pure knowledge was the sole requirement. For all the protestations to the contrary, it was an elitist concept that aimed to replace the old aristocracy of birth with a highly educated meritocracy. It largely ignored the exigencies of the nascent industrial age and set as a new ideal the gentleman scholar. Obviously all was dependent on state support. The reformers argued that the state had a moral obligation to educate its citizens according to their precepts.