Christoph Lüth

• The present article examines (1) the networks that the jurist, state theorist, anthropologist and education theorist Wilhelm von Humboldt (1767-1835) established with French intellectuals and politicians during his two stays (1789, 1797-1801) in Paris and (2) the influences and receptions that were made possible by networks between Humboldt and his contacts. I am adopting the network definition formulated by Zijderveld: "a set of reciprocal, usually informal, often rather anonymous bonds between actors (individuals or collectivities), which is set up and maintained for the promotion of private interests, and usually lacks a fixed, vertical hierarchy of power. " Networks are structured as dyads, triads, sub-groups and groups. Humboldt's Paris diaries and his exchanges of letters with Schiller (1759- 1805) and Goethe (1749-1832) will be cited as sources. It will be the task of subsequent studies to establish whether any letters from Humboldt's French contacts to Humboldt (and vice versa), or any diaries that belonged to them, exist.The present article examines (1) the networks that the jurist, state theorist, anthropologist and education theorist Wilhelm von Humboldt (1767-1835) established with French intellectuals and politicians during his two stays (1789, 1797-1801) in Paris and (2) the influences and receptions that were made possible by networks between Humboldt and his contacts. I am adopting the network definition formulated by Zijderveld: "a set of reciprocal, usually informal, often rather anonymous bonds between actors (individuals or collectivities), which is set up and maintained for the promotion of private interests, and usually lacks a fixed, vertical hierarchy of power. " Networks are structured as dyads, triads, sub-groups and groups. Humboldt's Paris diaries and his exchanges of letters with Schiller (1759- 1805) and Goethe (1749-1832) will be cited as sources. It will be the task of subsequent studies to establish whether any letters from Humboldt's French contacts to Humboldt (and vice versa), or any diaries that belonged to them, exist. Hence, the present article analyses the relationships between Humboldt and his contacts from Humboldt's perspective only. The results of this study may be summarised as follows: it is not surprising that the young Humboldt did not establish any networks during his first stay in Paris in August 1789. Later on, however, the relationship deepened between Humboldt and Mirabeau (1749-1791), with whom he became acquainted during the course of his visit. In his work on the theory of the state, Ideen zum einem Versuch, die Grdnzen der Wirksamkeit des Staats zu bestimmen (1792), Humboldt examined the suggestions contained in Mirabeau's reflections on reform in Travail sur l'education publique (1791). In his work, Humboldt radicalised Mirabeau's ideas with a view to ensuring that education remained free from state influence. It was only during his second journey to Paris that Humboldt established an intensive network. As there are gaps in his diary, it is likely that some information on his network is missing. Furthermore, he twice interrupted his stay in Paris to travel to Spain (Autumn 1799-Spring 1800, 1801). Of the 99 people he met, only those whom he met more than once will be taken into consideration in this article. The list of the remaining 33 people will be arranged as dyads, triads and sub-groups, depending on the frequency of the contacts. As it is only possible to speak of a network if the interacting persons are working in the same areas and share the same interests, these will be analysed. The results deserve mention here: one area is the philosophy of Kant (1724 -1804), which was decisive in providing a basis for Humboldt's educational theory. Fundamental differences between Humboldt and his contacts are evident here. These differences prompted Humboldt to study the sensualis, writings of Condillac (1715-1780), who was mentioned by Humboldt's contact partners as an antipode to Kant. A second area consists of his discourses on state theory and education. Having assimilated (as a result of his contact to Mirabeau during his first stay in Paris) Mirabeau's writing on public education in his education theory, Humboldt evidently devoted himse (-through the mediation of his contact partners-to Condorcet's (1743-1794) draftfor the entire structure of the French educational system (1792). The question is discussed whether Humboldt was subsequently influenced by Condorcet in his-Humboldt's-plan (1809) to form, step by step, the 1 -ussian education system. The result of the research into Humboldt's entire network ith French intellectuals and politicians can be summarised as follows: in the domain of philosophy (Kant, Condillac), there is no sign of the opposing parties coming together, only of differences; whereas in his own education theory and policy, Humboldt assimilated the influences of Mirabeau and (most likely) Condorcet, too: convergence and distance.…