By Ursula Wokoeck
Throughout the 19th century and the 1st half the 20 th, German universities have been on the vanguard of scholarship in Oriental reviews. Drawing upon a finished survey of millions of German courses at the heart East from this era, this ebook offers an in depth heritage of the advance of Orientalism. delivering a substitute for the view of Orientalism as a simply highbrow pursuit or completely as a functionality of politics, this e-book lines the improvement of the self-discipline as a occupation. the writer discusses the interrelation among learn offerings and employment possibilities at German universities, analyzing the historical past of the self-discipline in the framework of the arts. On that foundation, subject matters resembling the institution of Oriental philology; the method of institutional differentiation among the examine of Semitic languages and the learn of Sanskrit and comparative linguistics; the emergence of Assyriology; and the partial institution of Islamic experiences are explored. This certain point of view at the background of Oriental stories within the German culture contributes to the knowledge of the broader heritage of the sector, and may be of significant curiosity to students and scholars of center East reports, historical past, and German background particularly.
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Additional info for German Orientalism: The Study of the Middle East and Islam from 1800 to 1945 (Culture and Civilization in the Middle East)
Sample text
During the eighteenth century most students studied at one university r 60 Working at the university Working at the university only, usually at a university close to their home towns. Only a few universities like G6ttingen attracted students from a much wider geographical range. In the nineteenth century, a new pattern emerged (Willett 2001: 114). In the first year, students would choose a university close to home, in the second year, the trend was to move to one of the big universities with lots of famous professors; and in the third year, the students moved to the university where they intended to take the exam (Willett 200 1: 122).
They saw their most dangerous rival in the Realgymnasium (secondary school with Latin) and therefore chose to support the Oberrealschule (secondary school without Latin) in its demand for the admission of its graduates to studies at the university I ~. 49 in order to become teachers of mathematics and sciences (Albisetti and Lundgreen 1991: 244-45). At that time, however, severe overcrowding at the universities and on the job market for university graduates prevented any major changes (Jarausch 1991: 317-19).
Until the late 1860s enrollment remained at a low level, basically the same one it had been in 1750. A slow increase became visible in the second half of the 1860s, but was halted by the Franco-Prussian war (1870-71). In 1871, only three universities in the territory of the German Reich had more than 1,000 students, namely Berlin, Leipzig, and Munich; eight others had between 500 and 1,000 students; the rest had less than 500. By 1914, Berlin, Leipzig, and Munich had more than 5,000 students each; eleven universities had between 2,000 and 5,000 students; and the others, apart from the university in Frankfurt, had more than 1,000 students (Jarausch 1991: 320).