『近代ドイツ公教育体制の再編過程』, 創文社, 1996年(受賞者による著書紹介,VIII 学会奨励賞)

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1. The aim of this study The Prussian (German) public education system had a great influence upon the development of the education systems of industrial nations (including Japan) after the middle of the 19th century. However, until recently little interest has been shown in the fact that in the age of Imperial Germany (1871-1918) the traditional Prussian public education system was itself gradually reorganized. In spite of provisions in the Civil Code of 1794, or the Constitution of 1850, Prussian schools, especially elementary schools (Volksschule) were traditionally under the autonomous control of regional protagonists, namely city councilors, manorial lords (Gutsherr), the church, and local residents. Conversely, in the Imperial Era, the Prussian school system was characterized by a stronger control by state authorities. Almost half the expenditure of elementary schools in the rural areas of east Prussia was paid by state subsidies. How and why did the Prussian public education system change in the age of Imperial Germany? The aim of this study is to clarify the process and structure of this reorganization, by analyzing several school bills and the resulting arguments raised about the public school system in the Prussian parliament. 2. Summary While Prime Minister Bismarck regarded school politics only as a measure of political struggles, Adalbert Falk, who was installed as the Minister of Education in January 1872 and who was politically close to the National Liberal party, intended to fundamentally modernize and reform the Prussian school system. The School Supervision Law of 1872 was a starting point for the professionalization of school supervision and the innovation of the Prussian school system. The Comprehensive School Bill with 789 Articles of 1877, drafted under the energetic administration of Falk, could not, however, be introduced into the Prussian parliament because of changes in the Prussian political situation. Contained in this bill was the noteworthy idea that the state should restrain itself from exercising its authority. This idea of restraint was concretely materialized in the reorganization plan for the maintenance and administration of elementary schools, which recognized the rights and participation of the community and its residents. Moreover, following the era of Minister Falk, the Ministry of Education tried to enact scholl bills with the object of improving elementary education in rural areas. This intention, however, was compelled to retreat before not only the majority of the Prussian parliament, composed of the Conservative and Center parties which desired to retain the myriad powers of Gutsherr and church in elementary schools, but also the frequent interferences of Prime Minister Bismarck, who had little sympathy for the interests of elementary education. The two School Laws of 1887 and 1888, in spite of ostensible flourishes such as the decentralization of educational administration, the reduction of school charges for regional inhabitants and so on, did not connect with the improvement of elementary education itself and concealed only the structural inconsistencies of the elementary school system. Seizing the opportunity created by Bismarck's resignation in March 1890, the Ministry of Education introduced in the 1890s a succession of several school bills, which shared the same characteristic of improving elementary education through a strengthened state educational administration. However, these school bills, apart from the Teacher's Salaries Law of 1897, broke down on account of a severe confrontation between conservative-religious factions and the liberal parties. As passionate arguments and conflict concerning the Prussian public education system raged in parliament, the School Maintenance Law, the first law reforming the maintenance and administration of elementary schools in Prussia, was barely passed in July 1906. In order

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