One important aspect of the transition to modernity is the survival of elements of the Old Regime beyond the French Revolution. It has been claimed that this can explain why in the late nineteenth and early twentieth centuries some Western countries adopted national corporatist structures while others transformed into liberal market economies. One of those elements is the persistence or absence of guild traditions. This is usually analyzed in a national context. This article aims to contribute to the debate by (...) investigating the development of separate trades in Germany, the United Kingdom, and The Netherlands throughout the nineteenth century. We distinguish six scenarios of what might have happened to crafts and investigate how the prevalence of each of these scenarios in the three countries had an impact on the emerging national political economies. By focusing on trades, rather than on the national political economy, our analysis demonstrates that in each country the formation of national political economies and citizenship rights was not the result of a national pattern of guild survival. Rather, the pattern that emerged by the end of the nineteenth century was determined by the balance between old and new industries, and that between national and regional or local government. (shrink)

ArgumentApprenticeship was probably the largest mode of organized learning in early modern European societies, and artisan practitioners commonly began as apprentices. Yet little is known about how youths actually gained skills. I develop a model of vocational pedagogy that accounts for the characteristics of apprenticeship and use a range of legal and autobiographical sources to examine the contribution of different forms of training in England. Apprenticeship emerges as a relatively narrow channel, in which the master’s contribution to training was weakly (...) defined and executed conservatively. The creation of complementary channels of formal instruction was constrained by cost and coordination problems. When we consider a range of British youths who obtained advanced skills as artisan practitioners (and engaged in invention or pursued natural philosophical interests), we see the importance of individual agency over institutional structures. For these youths, training could involve rejecting apprenticeship, engaging in periods of advanced study, including time in multiple workshops after the end of apprenticeship, and parallel campaigns to access scarce books and communities of scholarship. (shrink)