Making Prussians Raising Germans

An investigation into why the creation of nation-states coincided with bouts of civil war in the nineteenth-century Western world.

Reframing the German War of 1866 as a civil war, Making Prussians, Raising Germans offers a new understanding of critical aspects of Prussian state-building and German nation-building in the nineteenth century, and investigates the long-term ramifications of civil war in emerging nations. Drawing transnational comparisons with Switzerland, Italy and the United States, it asks why compatriots were driven to take up arms against each other and what the underlying conflicts reveal about the course of German state-building. By addressing key areas of patriotic activity such as the military, cultural memory, the media, the mass education system, female charity and political culture, this book elucidates the ways in which political violence was either contained in or expressed through centre-periphery interactions. Although the culmination of Prusso-German state-building in the Nazi dictatorship represented an exceptionally destructive outcome, the solutions developed previously established Prussian-led Germany as one of the most successful states in recovering from civil war.

An investigation into why the creation of nation-states coincided with bouts of civil war in the nineteenth-century Western world.

This book provides a reappraisal of Germany’s military between the mid-nineteenth century and the end of the First World War. At its core is the following question: how 'German' was the imperial German army? This army, which emerged from the Wars of Unification in 1871, has commonly been seen as the 'school of the nation'. After all – so this argument goes – tens of thousands of young men passed through its ranks each year, with conscripts undergoing an intense program of patriotic education and returning to civilian life as fervent German nationalists and ardent supporters of the German emperor, or Kaiser. This book reexamines this assumption. It does not deny that devotion to the Fatherland and loyalty to the Kaiser were widespread among German soldiers in the decades following unification. It nevertheless shows that the imperial German army was far less homogenous and far more faction-ridden than has hitherto been acknowledged.

Austria 1867-1955 connects the political history of German-speaking provinces of the Habsburg Empire before 1914 (Vienna and the Alpine Lands) with the history of the Austrian Republic that emerged in 1918. John W. Boyer presents the case of modern Austria as a fascinating example of democratic nation-building. The construction of an Austrian political nation began in 1867 under Habsburg Imperial auspices, with the German-speaking bourgeois Liberals defining the concept of a political people (Volk) and giving that Volk a constitution and a liberal legal and parliamentary order to protect their rights against the Crown. The decades that followed saw the administrative and judicial institutions of the Liberal state solidified, but in the 1880s and 1890s the membership of the Volk exploded to include new social and economic strata from the lower bourgeoisie and the working classes. Ethnic identity was not the final structuring principle of everyday politics, as it was in the Czech lands. Rather social class, occupational culture, and religion became more prominent variables in the sortition of civic interests, exemplified by the emergence of two great ideological parties, Christian Socialism and Social Democracy in Vienna in the 1890s. The war crisis of 1914/1918 exploded the Empire, with the Crown self-destructing in the face of military defeat, chronic domestic unrest, and bitter national partisanship. But this crisis also accelerated the emergence of new structures of democratic self-governance in the German-speaking Austrian lands, enshrined in the republican Constitution of 1920. Initial attempts to make this new project of democratic nation-building work failed in the 1920s and 1930s, culminating in the catastrophe of the 1938 Nazi occupation. After 1945 the surviving legatees of the Revolution of 1918 reassembled under the four-power Allied occupation, which fashioned a shared political culture which proved sufficiently flexible to accommodate intense partisanship, resulting, by the 1970s, in a successful republican system, organized under the aegis of elite democratic and corporatist negotiating structures, in which the Catholics and Socialists learned to embrace the skills of collective but shared self-governance.

The history of Germany is intricately woven. Threaded in time through its struggles and triumphs with religion, industrialisation, enlightenment, politics, unification, and war. In A Brief History of Germany, Jeremy Black questions how the Germany we know today came to be, chronicling the events that shaped its past, present and future in a fascinating new way. From the fall of Rome in the 1500s to the enlightenment in the 1700s, from World War I and World War II to Germany post-unification, Black's writing will unlock the places and people that formed Germany and enrich your visit with stories of its society and culture. Concise yet explorative, A Brief History of Germany is an astonishing work from a renowned UK historian. Whether you are a long-term reader of Black's expansive history work or are interested in learning more ahead of a short city break or longer trip, this intriguing look at the history of Germany is an essential read.

This comprehensive volume identifies and analyzes the significant ideas and institutions that shaped the Western educational heritage. The author examines how worldwide events have impacted education in Europe, North America, and beyond. The third edition incorporates fresh material about the ancient world, European exploration and colonization of North America and India, as well as updated chapters on education in the United Kingdom, France, Germany, and Russia. This edition has an expanded treatment of Carl Jung, a new section on Margaret Naumburg and her Walden School, and enhanced analysis of many other theorists. It concludes with broadened coverage of nineteenth, twentieth, and twenty-first century American education, including many educators new to the third edition. Each chapter contains a new feature: Reflection, Discussion, and Research. From Plato and Aristotle to John Dewey, leading educators raised perennial concepts about education and truth, meaning, and value that remain relevant today. In the progression from antiquity to the present, some issues are marked by change and others by continuity—all of which are important to consider, discuss, and research further.

A military historian assesses the leadership style of the man who defeated Napoleon. The Duke of Wellington’s victory at the Battle of Waterloo cemented his reputation as a great general, and much subsequent writing on his career has taken an uncritical, sometimes chauvinistic view of his talents. Little has been published that fully pins down the reality of Wellington’s leadership, clearly identifying his weaknesses as well as his strengths. George E. Jaycock, in this perceptive and thought-provoking reassessment, does not aim to undermine Wellington’s achievements, but to provide a more nuanced perspective. He clarifies some simple but fundamental truths regarding his leadership and his performance as a commander. Through an in-depth study of his actions over the war years of 1808 to 1815, the author reassesses Wellington’s effectiveness as a commander, the competence of his subordinates, and the qualities of the troops he led. His study gives a fascinating insight into Wellington’s career and abilities. Wellington’s Command is absorbing reading for both military historians and those with an interest in the Napoleonic period.