Military education (Austria, 1859)

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The military educational institutes run by the Austrian Army had the task of training officers according to their assignment or of preparing young men for the officer profession.

(The military school system of the Danube Monarchy was reformed and reorganized several times. Furthermore, locations were closed, relocated or newly established. Both of these make a closed and clear description difficult. This overview is based on the regulations of 1859 for entry into military education -Anstalten. According to the current state of knowledge, the next major reform took place in 1869.)

General

The Imperial and Royal Military Educational Institutions were divided into two large groups:

  • Institutions which were initially intended for the training of the pupils to become NCOs . These were:
    • Military sub-schools
    • Military upper education houses
    • School companies and cavalry school escadrons (The term school companies is also used in the following text for cavalry school escadrons.)
  • Institutions which were intended for the training of the pupils to become officers . These were:
    • Cadet Institutes
    • Military academies

The two groups were self-contained complexes, but there was also an exchange of pupils between them in order to be able to give them training appropriate to their abilities.

Places

In 1859 there were three different types of places with sub-groups in the military educational institutions .

Types of places

  • Military pupils
The military pupil places belonged to the army . The claims to this were based on the type of institution and the status of the parents . In general, the sons of senior officers, the military parties and military officials were left with their parents up to the eleventh year, while those of the team were taken over into the state administration at the age of eight.
The accrual of costs for training were from the military - Aerar either taken over completely ( "all clear") or half ( "semi-free"). In the second case, the parents or other relatives had to pay the second half of the costs.
  • Congregations
Who was accepted into a military educational institution as a donor depended on the respective foundation letter .
The cost of state-pin bodies were from the civil Aerar for sized pen compacts made of the appropriate -sized funds of the various Crown lands and those for private-pin compacts made of the income of this purpose by individuals or corporations donated capitals denied.
Here, too, the costs for the training were either fully or half covered. In the second case, the parents or other relatives had to pay the second half of the costs.
  • paying pupils
The sons of all Austrian subjects were entitled to places as paying pupils if they met the admission requirements. They could also transfer to a place as a donor, provided they were accepted by a foundation .

Allocation of places

  • Military pupils, paying pupils
Who educational establishment military from these two groups on a place in a aspirated whose parents or guardians had in-command General country in whose area they the entrance to a hold at that domicilierten apply for. In the case of residence abroad, this request was to be sent to the Austrian embassy there.
Incoming applications were checked, corrected and put on hold. The preregistration lists were submitted to the Army High Command.
The awarding of military pupil places for educational institutions or school companies was the responsibility of the Army High Command, while those in the Cadet Institutes and Academies were reserved for His Majesty the Kaiser All-Higher himself.
The paying places for paying pupils were also assigned by the Army High Command.
  • Congregations
The vacant ("completed") places of state and corporate foundations were advertised by the responsible Lieutenancies and state committees. The applications went to the Ministry of the Interior and were submitted to His Majesty for decision.
The private foundation places were allocated by the founder or a person appointed by him. The decision had to be submitted to the Army High Command by June 15 of that year for approval and classification of the aspirants.
If the medical examination that took place upon admission revealed physical unfit or deficiencies in the prescribed examination of previous education, the admission was canceled.

Board money, pocket money

  • Food:
For donors and paying pupils, a "lump sum for meals" was set. The amount of these lump sums was regulated according to the inflation rate and determined by the Army High Command. If the pupil left school early, the remaining amount was refunded.
Education centers and school companies: 262 guilders and 50 kreuzers
Cadet Institutes and Academies: 551 guilders and 25 Kreuzers
  • Pocket money:
The pupils were allowed to receive pocket money from their relatives via the command of the respective institution , the amount of which depended on the type of institution and the performance of the pupil. Even in the academies , three guilders per month could not be exceeded.
On the part of the military, pocket money was not considered necessary for the pupils, as everything they needed was made available to them.

Military schools

With two exceptions, all of the military educational institutions listed here served to introduce young men and boys to the profession of NCO or officer.

The war school served the further training of officers who were already on duty for higher tasks and the officer's daughters educational institution in Hernals offered the female offspring of officers of the Austro-Hungarian army a certain social security.

kuk war school

The kuk war school founded on February 14, 1852 was the highest-ranking military school in the Danube monarchy . The only school of this type was in Vienna . In order to be accepted for the two-year training course, one had to be an officer and meet certain selection criteria.

kuk officier daughters education institute

In the Imperial and Royal Officier's Daughter Education Institute founded by Emperor Joseph II , the daughters of officers were of course not trained for military service. Rather, it was intended to provide social security for the girls through training to become educators and later also as teachers and kindergarten teachers.

NCO training

Military sub-schools

In 1859 there were five military educational institutions. These had places for military pupils and convents.

The age of admission was set at seventh and not past eight. If the children were older, they were only accepted if their level of knowledge corresponded to that of their age group.

Admitted were:

  • the sons of the entire service team belonging to the class of the army, if they are the result of a marriage of the first kind.
  • the sons of those soldiers who became disabled before the enemy , even if they were only married in the second way.
  • the sons of the other disability if the fathers did when married to the first kind in the supply were taken.
  • the sons of court and state servants who had previously served as deputies or tacitly the double surrender , even if these sons came from a marriage entered into only after leaving the military.
  • the sons of the military sub-parties and the lower military-official categories.
  • the sons of officers, military parties and senior military officials.

Family relationships also played a role here. The greatest preference was given to full orphans and half-orphans (fatherless) whose fathers had fallen. The sons of fathers who had become disabled in the struggle were again generally over fatherless or motherless half-orphans. Sons of particularly deserving men were again preferred to sons from large families.

In each of these five education centers 100 pupils were admitted in four years of equal strength as possible.

Military upper education houses

In 1859 there were five military higher education houses, which were the continuation of the lower education houses, from where the pupils at the age of 11 came from.

In the first year of the military upper education houses, however, the military pupils named under “types of places” also entered, who had been left with their parents as sons of senior officers, military parties and military officials up to the eleventh year.

Custodians of all kinds also entered.

The last two groups mentioned had to take a preliminary examination; knowledge of the German language was not a condition for admission, as was the case with the educational institutions.

The number of pupils in the four-year senior education centers was set at 200 each.

After completing the fourth year, the pupils transferred to the various school companies with regard to their intellectual and physical aptitude and their own choice.

School companies and cavalry school escadrons

The school companies should produce theoretically and practically trained NCOs for the various branches of service.

Nine two-year school companies existed for pupils between the ages of 15 and 16 who had come from the military high school or private education. Entry was only possible in the first year. In addition to the corresponding previous knowledge of school, a complete knowledge of the German language and writing was an indispensable condition for admission to the school companies. A minimum body size required for each type of weapon was also specified.

Each infantry school company consisted of 120 pupils divided into two years.
At the end of the training period, the pupils classified as excellent joined the infantry troops as real corporals, the good as private vice corporals, the mediocre as private and the rest as common.
  • 1 cavalry school escadron ( Enns )
The cavalry school escadron in Enns with 120 pupils corresponded to the infantry school companies, whereby the main focus of the training was of course on riding lessons , the practical exercises of the cavalry service and horse care. 60 horses were provided for this purpose.
At the end of the training period, the pupils classified as excellent joined the cavalry troops as real corporals, the good as private vice corporals, the mediocre as private and the others as commoners.
The artillery school companies consisted of 120 pupils each, divided into three years.
At the end of the training period, the pupils classified as excellent took over as real corporals, the good as Vormeister-Vice-Korporals, the mediocre as Vormeister and the others as senior gunners in the artillery.
However, the four most excellent pupils were transferred to the Artillery Academy after completing their second year to be trained as officers.
The Genie-Schul-Compagnie consisted of three years and a total of 120 pupils.
The transfer of the pupils to the weapon of genius took place in the same way as the school companies already discussed and here too the four most excellent pupils were transferred to the genius academy after completing the second year.
The Pioneer School Compagnie consisted of three years and a total of 120 pupils.
The curriculum took into account the fact that the pupils, after completing their training, transferred to the Pioneer Corps or Flotilla Corps , which until 1860 was still subordinate to the army, under the same modalities as with the infantry school companies .
The four most excellent pupils were accepted into the genius or artillery academy after the second year and accepted as officers in the pioneer or flotilla corps after completing four years of academic instruction.

The pupils were assented (sworn in) when they left the school company and from that day on they were obliged to perform an eight-year service in the active army and a two-year period in the reserve.

Officer training

The officers were trained in two stages.

Cadet Institutes

The purpose of the four Cadet Institutes, each with 200 pupils in four years, was to prepare for military-scientific instruction in the academies .

The military pupil places were intended for the sons of active and retired officers as well as sons of military parties and military officials. 730 completely free and 160 semi-free places were reserved for the first group and 20 completely free and 40 semi-free places for the second group.

The sons of penniless parents were preferred in the allocation of completely vacant places. Semi-vacant places went to sons of families that were not entirely destitute or whose fathers had higher batches .

The awarding of the foundation courses and number of seats as well as the sequence corresponded to the award of the mentioned already in military-educational-houses principles .

Pupils who were 11 or under 12 years of age were admitted to the Cadet Institute and were familiar with the subject matter of a fourth grade in a normal school. Knowledge of the German language was not necessary as the Institute the non-German-speaking pupils in the first year a secreted instruction was given to learn the German language.

After the satisfactory completion of the fourth year, the pupils transferred to the military academies, taking into account their skills and interests in the branch of service as far as possible. Transfers to the Navy Academy took place after completing the third year.

Those pupils with poor progress in their training were either discharged from the Cadet Institutes or, as an exception, transferred from each of the first three years to the next year of a higher education center and from the last year directly to an infantry school company.

Military academies

The military academies had the task of assigning officers trained in military science to the various branches of service.

The pupils were accepted into the Neustadt, Artillery and Genius Academy between the ages of 15 and 16. The pupils came mainly from the Cadet Institutes after successfully completing their fourth year. Four pupils each came from the artillery, genius and pioneer school companies after an excellent second year.

The inclusion took place without exception in the first year. Aspirants from private education had to take an examination on the subjects of the Cadeten Institute. If they cut off poorly, their provisional recording was revoked.

Pupils whose school performance was insufficient during the four-year training were either released from the academy and returned to their relatives or, after completing the first, second or third year, transferred to a year of a school company corresponding to their age.

In the Neustadt academy , 400 pupils were trained in four years to become officers for the line and border infantry, the hunter troops and the cavalry.
60 horses were provided for riding lessons.
After completing the fourth year, the Army High Command appointed the pupils to second class lieutenants on the basis of their qualifications and, if possible, took their wishes into account when allocating them to the troops.
In the artillery academy in Mährisch Weißkirche in Moravia , 160 pupils were trained to become officers of the artillery for four years .
The pupils resigned as sub-lieutenants, 2nd class, when they had finished their 4th year and were assigned to either the artillery or the flotilla corps.
In peacetime, the pupils who left as officers could also be divided into other branches of service for service .
The establishment of the Genius Academy in Klosterbruck near Znojmo in South Moravia was similar to the Artillery Academy.
Here, too, 160 pupils were trained in four years.
The pupils resigned as sub-lieutenants, 2nd class, after completing their fourth year with satisfaction, and were assigned either to the service of the Geniewaffe or to the pioneer corps.
In peacetime, the pupils who left as officers could also be divided into other branches of service for service.

kk orphanage Vienna

This orphanage did not belong to the complex of military educational institutions. It is only mentioned here because those children who were still too young for the military educational institution, had no physical disabilities and were either orphans or whose fathers had to march into the field as widowers were accepted here. At the end of their seventh year they were taken over by the military sub-education centers.

literature

“ The imperial-royal military educational institutions with special regard to the regulations for entry into the same. Compiled from the most highly sanctioned regulations for the kk military educational institutions. ”, Vienna, LW Seidel, Graben 1122, 1859

See also