Reference : Finanzierung des Bildungswesens um 1800 in der Helvetischen Republik. Darstellung ver...
Dissertations and theses : Doctoral thesis
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/15626
Finanzierung des Bildungswesens um 1800 in der Helvetischen Republik. Darstellung verschiedener Akteure sowie deren Einflussfaktoren und Wirkungen auf die wirtschaftliche Grundlage der Schule anhand ausgewählter Gemeinden und Städte in der Helvetischen Republik
German
Brühwiler, Ingrid [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI)]
28-Sep-2012
University of Luxembourg, ​Luxembourg, ​​Luxembourg
Docteur en Sciences de l'Education
Tröhler, Daniel mailto
[en] financing ; Helvetic Republic ; school ; Elementary school system ; Qualitative and quantitative approach ; Stapfer inquiry ; Teacher salary ; 18th century
[en] In 1798/99 the Helvetic minister of education Stapfer interrogated all schools of the whole Helvetic Republic with a standardized questionnaire to get around 2400 answers.
In my PhD thesis I focus on the financial issues of the schools with the Stapfer-inquiry as the main-source; in addition I use different sources of different regional archives. My central question is how the elementary school system was financed at the end of the early modern period (around 1800). This main question leads to five sub-questions.
As already in small regional areas different currencies occurred, one has to be selected as key currency. In my thesis it’s the Schaffhauser Batzen. Furthermore the teachers were paid in different wages of kind. All the miscellaneous fragments were standardized.
Main results of my thesis are: the financing of schools were affected by the rural or urban areas the school or the teacher belonged to, the political background of the region, organizational structures of the school (like the election mode), economical issues (like the amount of the capital belonging to the school) and social structures. In some regions some factors were more dominant than in others. Additionally: the combination of different factors is varying and influences interact.
The following factors were taken into account as well: the age of the teacher, the years of service and the range of subjects he taught. This second set of factors shaped the teachers income as well, but much less as the main parameters.
Furthermore it can be demonstrated that the denominational affiliation had no influence to the salaries of the teachers if the main influences are taken into account.
http://hdl.handle.net/10993/15626

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