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Prussian education system : ウィキペディア英語版
Prussian education system

The Prussian education system refers to the system of education established in Prussia as a result of educational reforms in the late 18th and early 19th century, which has had widespread influence since. It is predominantly used as an American political slogan in educational reform debates, and is often used as a derogatory term for compulsory education of the 21st century.〔Compare Central Society of education, Volume 3 Taylor and Walton, 1839〕 The actual Prussian education system was introduced as a basic concept in the late 18th century and was significantly enhanced after Prussia's defeat in the early stages of the Napoleonic Wars. The Prussian educational reforms inspired other countries and remains important.〔(European Universities from the Enlightenment to 1914 ) R. D. Anderson 2004 ISBN 9780198206606 DOI:10.1093/acprof:oso/9780198206606.001.0001〕 While compulsory education on the Prussian example was soon mirrored in Scandinavia, and US states as Michigan and Massachusetts started in 1835 and 1852 to adopt the Prussian example, France and the UK failed to introduce similar systems till the 1880s.
The term itself is not at all being used in German literature, which refers to the primary aspects of the Humboldtian education ideal respectively as the Prussian reforms. However, the basic concept remains fruitful and has led to various debates and controversies. 21st century primary and secondary education in Germany and beyond still embodies the legacy of the Prussian education system.
== Origin ==

The basic foundations of a generic Prussian primary education system were laid out by Frederick the Great with his Generallandschulreglement, a decree of 1763, authored by Johann Julius Hecker. Hecker had already before (in 1748) founded the first teacher's seminary in Prussia. His concept of providing teachers with the means to cultivate mulberries for homespun silk, which was one of Frederick's favorite projects, found the King's favour.〔 It expanded the existing schooling system significantly and required that all young citizens, both girls and boys, be educated by mainly municipality-funded schools from the age of 5 to 13 or 14. Prussia was among the first countries in the world to introduce tax-funded and generally compulsory primary education.〔James van Horn Melton, ''Absolutism and the Eighteenth-Century Origins of Compulsory Schooling in Prussia and Austria'' (2003)〕 In comparison, in France and Great Britain, compulsory schooling was not successfully enacted until the 1880s.〔
The Prussian system consisted of an eight-year course of primary education, called ''Volksschule''. It provided not only basic technical skills needed in a modernizing world (such as reading and writing), but also music (singing) and religious (Christian) education in close cooperation with the churches and tried to impose a strict ethos of duty, sobriety and discipline. Mathematics and calculus were not compulsory at the start and taking such courses required additional payment by parents. Frederick the Great also formalized further educational stages, the Realschule and as the highest stage the gymnasium (state-funded secondary school), which served as a university-preparatory school.〔Christopher Clark, ''Iron Kingdom: The Rise and Downfall of Prussia, 1600-1947'' (2008) ch 7〕
Construction of schools received some state support, but they were often built on private initiative. Friedrich Eberhard von Rochow, a member of the local gentry and former cavalry officer in Reckahn, Brandenburg, installed such a school. Von Rochow cooperated with Heinrich Julius Bruns (1746-1794), a talented teacher of modest background. The two installed a model school for rural education that attracted more than 1,200 notable visitors between 1777 and 1794.〔Frank Tosch (Ed.): "'Er war ein Lehrer.' Heinrich Julius Bruns (1746-1794). Beiträge des Reckahner Kolloquiums anlässlich seines 200. Todestages." In: Hanno Schmitt und Frank Tosch (Ed.): ''Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte'', Vol. 2, Potsdam 1995. ISSN 0946-8897 (Studies about the Prussian educational history, Colloquium in Reckahn on the bicentenary of Bruns 1995)〕
The Prussian system, after its modest beginnings, succeeded in reaching compulsory attendance, specific training for teachers, national testing for all students (of both genders), a prescribed national curriculum for each grade and mandatory kindergarten.〔Ellwood Cubberley, ''The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization'' (1920) (online )〕 Training of teachers was increasingly organized via private seminaries. Hecker had already in 1748 founded the first "Lehrerseminar", but the density and impact of the seminary system improving significantly until the end of 18th century.〔Absolutistischer Staat und Schulwirklichkeit in Brandenburg-Preussen Wolfgang Neugebauer Walter de Gruyter, 01.01.1985〕 In 1810, Prussia introduced state certification requirements for teachers, which significantly raised the standard of teaching. The final examination, ''Abitur'', was introduced in 1788, implemented in all Prussian secondary schools by 1812 and extended to all of Germany in 1871. Passing the Abitur was a prerequisite to entering the learned professions and higher echelons of the civil service. The state-controlled Abitur remains in place in modern Germany.
The Prussian system had by the 1830s attained the following characteristics:〔An Economic History of the United States: From 1607 to the Present, Ronald Seavoy, Routledge, 18.10.2013〕
* Free primary schooling, at least for poor citizens
* Professional teachers trained in specialized colleges
* A basic salary for teachers and recognition of teaching as a profession
* An extended school year to better involve children of farmers
* Funding to build schools
* Supervision at national and classroom level to ensure quality instruction
* Curriculum inculcating a strong national identity, involvement of science and technology
* Secular instruction (but with religion as a topic included in the curriculum)

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