Bohemia under Hapsburg Misrule: A Study of the Ideals and Aspirations of the Bohemian and Slovak Peoples, as They Relate to and Are Affected by the Great European War
History
Bohemia under Hapsburg Misrule: A Study of the Ideals and Aspirations of the Bohemian and Slovak Peoples, as They Relate to and Are Affected by the Great European War
of Bethlehem, now the recognized centre of the Moravian Church in the
United States.[7]
GERMANIZATION AND THE AWAKENING
Germanization, as a matter of fact, was pursued in Bohemia by every
Hapsburg, though the rulers of that house have not planned it as
systematically as Maria Theresa or her son, Josef II. Centralism, to
be successful and powerful, required the levelling of the differences
of speech and of race. Every Hapsburg ruler had been educated to the
belief that he was rendering a supreme service to his subjects by
forcing them “to unlearn the barbaric language of their sires, which
isolated them from the rest of the world.” “He who knows only Bohemian
and Latin,” declared Councilor Gebler, in 1765, “is bound to make a
poor scholar, and it were better for him to stick to the plow and to
the trade; there are too many Latin scholars as it is.” More and more
the conviction gained ground that a language like the Bohemian, spoken
but by a few millions of people, was valueless, and that it would be a
folly for the government to aid in its restoration.
Austrian statesmen were determined to impose German at one time even on
the unsuspecting Galicians, though in Galicia there were no Germans at
all, only Poles and Russians. Discoursing upon the worth or the lack of
value of languages of small nations, Denis says: “These arguments may
be true, but unfortunately they could be applied to every language in
the world.”
In 1774 a detailed plan for the Germanization of schools in the empire
was submitted to Maria Theresa. This plan provided for German schools
and none others. By “mother” language was meant the German. Bohemian
was permitted in the primary or lowest grades of the school. No pupil
could enter a gymnasium (secondary school) who had not had a previous
training in German. Fortunately for the non-Germans of that period,
progress was less rapid than had been generally expected. Schoolmasters
were scarce and pupils, not understanding the language of the teachers,
advanced but slowly. As a result of all this, the queen, though
unwilling, was compelled to make concessions here and there and to
proceed less aggressively.
Public-domain text, read in full here on John Shaqi.
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