The German Abitur and Notabitur in the wars 1870–1945: legal regulations, new institutionalisations and implications for the social functions of schools

This article investigates how the German Abitur examination, as the highest school qualification, was adapted to the exceptional crisis situations facing the education system during the Franco-Prussian War (1870/71) and the two World Wars. While military mobilisation demanded the rapid deployment of young men, the state simultaneously sought to preserve the Abitur’s social relevance and structural function. The study provides the first comprehensive analysis of legal regulations and decrees governing the Notabitur and explores new institutionalisations and practices across three wars. Using a two-stage methodological approach – a diachronic reconstruction based on legal sources followed by a theory-driven analysis applying Fend’s model of school functions – the contribution investigates how wartime modifications affected the relationship between schools and the military concerning qualification, selection, legitimation and socialisation. It also demonstrates the heuristic value of applying a contemporary sociological theory to historical contexts. The findings reveal that through procedural simplifications and institutional innovations, these modifications stabilised the state entitlement system and enabled long-term educational pathways. While the military influence had far-reaching consequences for the qualification function, varied by war, and while the socialisation function was often constrained, legitimation and selection functions largely persisted. Overall, the study highlights the education system’s adaptability in crisis, portraying the Notabitur not as a simple standards reduction but as a strategic measure to maintain social order under extreme conditions.