Holy Roman Empire

Chapter 135: I Examine Myself Three Times Every Day

After reflecting on Austria’s foreign policy, Franz made a decisive decision to focus on agriculture in the days to come.

Austria had recently made significant strides, quickly defeating the Kingdom of Sardinia and extorting substantial war reparations. They also intervened in the Papal States, solidifying their dominance in the Italian region.

Now, with the establishment of the Holy Roman Economic Alliance, it was evident that this alliance wasn’t as straightforward as it seemed, given the reactions in the German regions.

The difference between the Holy Roman Economic Alliance and the Holy Roman Empire, which is only two words, can easily lead to associations.

If it weren’t for the inclusion of Italian states and establishing the headquarters in Rome, many people might lose sleep over this.

Nevertheless, to many German nationalists, this appears to be Austria’s prelude to the unification of German regions.

The seeds have already been sown, and all that’s left is for them to take root and grow. To reap the benefits, it’s better to wait until their strength is sufficient.

On June 1, 1849, compulsory education in Austria officially began. All children aged 6 to 13 were eligible to enroll in any compulsory education school.

Austria’s compulsory education system borrowed some successful experiences from Prussia, and their core objectives were similar, so the management methods could naturally be adapted.

Prussia’s vision was: “Through schools strictly controlled by the government, resist the spread of revolutionary ideas, and train loyal and courageous citizens for the battlefield.”

Austria’s vision was indeed similar, just worded differently, with the main educational principle being “loyalty to the monarchy and love for the country,” and they implemented a semi-militarized management system.

Since everyone believed this approach was appropriate, Franz naturally didn’t oppose it. The country’s circumstances were different, and it was a different era. Many things that would apply in later times were not applicable in this period.

For instance, Franz was presently concerned that since compulsory education had just begun, it might be overcrowded. After all, adding just over a thousand schools would not be sufficient to accommodate all the students.

As it turned out, Franz had overthought the situation. Many lower-class citizens had little interest in compulsory education. Those living in cities or nearby areas were more open-minded, understanding that having an education would make it easier to find work.

In remote mountainous regions, however, many people had never ventured more than a few dozen miles from home and didn’t see the value in education.

Their mindset hadn’t shifted yet. Franz was relieved he hadn’t acted unilaterally to turn the tithe into an educational tax. Otherwise, many people would likely have refused to pay the tax, claiming they didn’t need compulsory education.

In Europe, it’s not uncommon for the population to resist taxes by arguing that they don’t see the need for them. Once the revolutionary parties start rallying people, and the nobility lends its support, it could easily escalate into a nationwide anti-tax movement.

Fortunately, in Austria, compulsory education is free, so once the government issues a mandatory order, they will comply.

Even though it means a decrease in the labor force, it also means fewer mouths to feed, right? These calculations are something everyone will consider. The schools are boarding schools, so except during holidays, they won’t have to bear the expenses of their children.

“Have the enrollment figures for new students been compiled?” Franz asked, concern carried in his voice.

“Your Majesty, we have conducted preliminary statistics, and this academic year’s enrollment totals 1,246,000 students, which is about one-fifth less than our initial estimates,” replied the Minister of Education,Count Leopold von Thun und Hohenstein.

In this era, the literacy rate in Austria was not as low as Franz initially perceived. The Education Ministry’s statistics showed that in 1848, there were over 2.3 million primary school students and more than 50,000 secondary school students enrolled.

Of course, the distribution of the educated population was highly uneven. In economically developed regions like Austria and Bohemia, the enrollment rate reached 94% by 1842, while in neighboring Galicia, it was only 27%. The lowest enrollment rate was in Dalmatia, with less than 5%.

It’s important to note that this data was not comprehensive as it only counted free citizens, excluding serfs from the statistics.

Furthermore, enrollment didn’t necessarily equate to receiving a quality education. Many free church schools posed as educational institutions but mainly functioned to collect donations.

Students had a lot of freedom, and teachers taught as they pleased, resulting in limited access to meaningful knowledge for most.

Due to corruption within local governments, many public schools faced delays and arrears in funding, including unpaid teacher salaries. Some schools even experienced financial mismanagement, leading to severe budget shortfalls.

During a recent investigation into the education system’s integrity conducted by the Ministry of Education, there was a case of a school that supposedly had 15 teachers on its payroll but in reality only had one teacher. This single teacher was responsible for teaching all grade levels at the school.

Even more perplexing was the existence of schools with teachers and students but with inspection authorities unable to locate the physical school building.

These fraudulent practices to obtain government education funds are not isolated incidents, especially in remote areas where such problems are more severe.

This issue is also supported by historical records. For example, in 1865, only 4.5% of soldiers recruited by Austria in Galicia were capable of simple writing, a significant gap compared to the initial enrollment rates.

Addressing the issues within the education system was a priority for Franz, but he had just ascended to the throne, and internal stability took precedence. However, this did not mean that these problems would go unaddressed.

The introduction of compulsory education now serves as a test, an opportunity to rectify these issues and deal with those who engage in corrupt practices or mismanagement.

Combating corruption must begin from the present, as attempting to settle old scores and launch a thorough investigation into the Austrian government’s past would likely result in a high number of officials being implicated.

This is a common trait among all long-established empires. Faced with such a situation, Franz also felt quite helpless. After all, he couldn’t possibly arrest everyone, could he?

He is not Emperor Chongzhen, who couldn’t tolerate any shortcomings. As long as they can get the job done, issues related to personal integrity can be put on hold for now, with a note in his notebook for future reference.

“Why is there such a difference?” Franz asked.

“Your Majesty, the schools for compulsory education are mostly concentrated in the cities, and our enrollment efforts are mainly focused on urban and nearby areas.

These areas happen to be the ones with the best access to education, and by the time we initiated the enrollment, we missed the best time. Most families with decent conditions have already sent their children to school.

Our Ministry of Education had previously compiled a list of eligible students for this year, but among them, any family with reasonably good financial means would not choose to send their children to compulsory education schools,” explained Count Leopold von Thun und Hohenstein.

There’s no other way. Austria’s compulsory education is budget education.

To save expenses, they’ve cut down on all unnecessary facilities, even the teachers are fresh out of training. The quality of education can only be considered better than nothing.

In this era, there are many children, and based on Austria’s population, the number of primary school students in this era should reach around 6 million to essentially achieve universal compulsory education.

“Very well, then. The Ministry of Education and local governments should work together to fill the enrollment gap and avoid wasting resources.

At the same time, we need to standardize the educational management system of church schools. Those trying to swindle education funds under the guise of schools should be sent to prison,” Franz pondered and said.

If it weren’t for potential negative repercussions, Franz would have considered following the example of the Prussian government and directly wresting control of education away from the church.

“Your Majesty, please rest assured. Starting from now, all students in Austria will participate in the unified examinations organized by the Ministry of Education every year. If a large number of students fail, these subpar schools will be shut down.

Additionally, we will send inspectors to schools periodically. Once we find that the teaching materials are not those officially issued by the education department, we will hold teachers and school administrators accountable for their educational responsibilities,” Count Leopold von Thun und Hohenstein replied.

Currently, the Austrian government lacks the financial resources and teaching staff to fully implement compulsory education. In the future, these church schools will be subject to closure.

Austria only needs the Emperor’s approval, while the church can focus on serving God. If they have excess energy, they can even engage in colonial ventures. The problems of the next generation shouldn’t be their concern.

Since the Emperor had made a decision, the Ministry of Education naturally had to work in that direction. One of the most significant steps taken was in 1850 when the Austrian government ceased funding church schools.

However, if these schools could function without government support, relying on church funds, and meeting the educational department’s management requirements, Emperor Franz had no objections.

He believed that such enthusiastic individuals deserved recognition and didn’t mind awarding them an education medal.

In any country, there are always people who silently contribute, and Austria was no exception. A drastic approach might not be the best solution.

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