Qualification and selection in the early modern period. A graduate study on pupils from Westphalian high schools 1588-1779.

众所周知，近代早期是一个社会不平等的时代。社会的社会结构在很大程度上决定了个人的生活机会。与此同时，个别学者的课程和职业生涯表明，不利条件下的出身并不排除高中和学术生涯。然而，社会背景，教育成功和职业生涯之间的联系尚未得到充分澄清，为许多未知的早期现代教育的毕业生。该项目从这里开始，并检查学校和职业的成功或失败的威斯特伐利亚高中学生对他们的社会地位的依赖程度。首先，将建立一个明斯特和科斯费尔德天主教中学、多特蒙德和索斯特路德中学以及哈姆和斯坦因1588-1779年改革中学毕业生的名册。学校是一个可以显示社会渗透性的地方，只要进入教育系统和在教育系统中的进步不再基于地位和特权，而是应享权利和机会与个人是否适合和业绩的标准挂钩。借助我们在之前几个项目中收集到的人相学数据，我们想计算出这六所学校（一至五年级）的班级中，以及这些高中（除了科斯费尔德，它没有高年级）的哲学和神学高级课程中，有弹性的学生所占的比例。因此，这个问题是关于那些条件不利（由于贫困和/或父母缺乏教育）的学生，他们不会期望上高中。学生的教育课程和职业的重新安排还包括确定他们在学校生涯和/或学习之后从事的专业活动。对学生去向的纵向检查应确定学校在其职业生涯中的表现。衡量教育成功对社会背景的依赖性的社会梯度需要进行比较计算，实证支持的研究最终应该提供关于在一个没有根据绩效原则分层的社会中学校制度（可能的）现代化的信息。有人问，在早期现代学校中，表现原则在多大程度上逐渐生效。1636年至1647年之间，保利姆文法学校的转学实践可以说是通过评估学生名单和成绩来进行的。将解释根据学生的成绩对他们进行评估和转学的程度。

It is common knowledge that the early modern period was an era of social inequality. The social structure of society determined the life chances of the individual to a considerable extent. At the same time, the courses and professional careers of individual scholars show that the parentage from unfavorable conditions did not have to exclude a high school and an academic career. However, the connection between social background, educational success and professional career has not yet been sufficiently clarified for the many unknown graduates of early modern education. The project starts here and examines the degree of dependency of school and professional success or failure of Westphalian high school students on their social status. First of all, a repertory of the graduates of the Catholic high schools in Münster and Coesfeld, the Lutheran high schools in Dortmund and Soest and the reformed high schools in Hamm and Steinfurt 1588-1779 will be created.The school is a place where social permeability can be shown, provided that entry into and progress in the education system is no longer based on status and privilege, but rather that entitlements and accesses are linked to the criterion of personal suitability and performance. With the help of our prosopographic data collected in several previous projects, we want to calculate the proportion of resilient students in the classes at the six schools (grades I-V) and in the upper-level courses in philosophy and theology of these high schools (except for Coesfeld, which had no upper level). So the question is asked about those pupils whose unfavorable conditions (due to the poverty and / or lack of education of their parents) would not lead them to expect to go to high school. The reconstruction of the educational courses and careers of the pupils also includes the determination of the professional activities carried out after their school career and / or after their studies. A longitudinal examination of the whereabouts of the pupils should determine the performance of the school for their professional career. The social gradient, which measures the dependence of educational success on social background, is to be comparatively calculated.The empirically supported study should finally provide information about a (possible) modernization of the school system in a society that is not stratified according to the performance principle. It is asked to what extent the performance principle may have gradually come into effect in early modern school. The practices of transfer at the Paulinum grammar school between 1636 and 1647 are examined in a close-up, so to speak, by evaluating the lists of students and grades that were handed down. The extent to which the pupils were assessed and transferred according to their performance will be explained.