Századok – 2005
TANULMÁNYOK - Khavanova; Olga: Az apai érdemeket a fiúkban jutalmazni Az iskoláztatás privilégiuma Mária Terézia uralkodása idején 1105
AZ ISKOLÁZTATÁS PRIVILÉGIUMA MÁRIA TERÉZIA URALKODÁSA IDEJÉN 1129 kusan felismerte a tanulás szükségességét, és annak következményeként a politikai elit társadalmi és kulturális arculatának fokozatos megváltozását. A mai magyar történetírás nem ritkán a rendi egoizmusra és a vidéki nemesség döntő tömegének szűk látókörűségére helyezi a hangsúlyt,9 4 pedig az oktatási reformnak köszönhetően a gazdasági és társadalmi átalakulások híveinek sora egyre újabb tagokkal bővült. Oroszból fordította és szerkesztette: Seres Attila „TO REWARD SONS FOR FATHERS' MERITS ..." Privilege of Education in the Age of Maria Theresa by Olga Khavanova (Summary) This article deals with the evolution of the system of royal scholarships to the privileged educational institutions of the Habsburg Monarchy in the second half of the eighteenth century in the broader context of Austrian enlightened absolutism's policies aimed at social control over the noble elites through - among others - access to education. The system of royal scholarships, which existed in the form of interest from capital investments, was created in the age of Counterreformation and served to perpetuate its goals. Their distribution was based on both political and philanthropic principles, inasmuch as main recipients of the scholarships were converts to Catholicism, orphans and sons of deserving, though impoverished noble parents. This article considers taxonomies of these categories of recipients in their correlation with other spheres of social life, such as admission to offices in the central governmental bodies. The reform agenda of enlightened absolutism, though, demanded hundreds of competent and loyal subjects eager to support and able to conduct economic, social and cultural reforms. In an attempt to coalesce these goals the authorities, on the one hand, began to use more and more explicitly royal scholarships and eventually access to education as a form of sons' reward for fathers' merits. On the other hand, however, formal requirements, such as certificates proving the pupils' capacities and diligence, were gaining ground and turning into the basic criterion of admission even in parallel with the desire to encourage worthy fathers or console deserving families. Paradoxically, officially proclaimed coiporate nepotism going back to earlier practices of inheriting the father's profession was used to perpetuate social changes, to imbue the feudal elite with enlightened ideals and meritocratic values. The Theresian educational policies had been little by little widening intellectual horizons and changing the cultural aspirations of the noble estate: the emotional bounds of feudal loyalty were replaced by the unambiguous requirement of competence and professionalism of the authorities and conscious and responsible devotion to the public good. The radical social reforms of Joseph II in the 1780s, who dissolved all privileged educational institutions of the Monarchy and eased access to education to the non-privileged estates, would have been hardly possible if many sincere adherents of the ideas of the Enlightenment had not been educated not only in the Protestant universities of Western Europe, but also in the noble schools of the Monarchy. 94 L. például: Poór János·. Adók, katonák, országgyűlések, 1796-1811/12. Budapest 2003.
