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Follow the money: Nancy Beadie, a noted scholar of the links between economy and education, described her way into educational historiography through this leitmotiv.1 It is indeed anything but evident that money in general and the changing development of educational finance in particular have in the last years become the focus of a new generation of historians of education. Educational historiography among educationists, for a long time standing firm on the ground of a rather traditional history of ideas, simply ignored economic aspects of the development of modern education. Particularly, money as the codified means of economic exchange was not only ignored, but also even condemned as a utility that was detrimental to the moralising purposes of modern schooling and modern education. Economic exchanges in schools and even in classrooms were a crucial part of early modern educational culture. Payment in kind for rural teachers, for instance, entailed the delivery of different products to schools or to the schoolmasters’ rooms (often connected to the schoolroom). In settings where the monetary economy was stronger, the payment of school fees also took place in the classrooms. For a long time, entire fields of schooling remained highly commercialised. Money was everywhere. This was certainly the case for higher education for bourgeois middle and upper-middle class girls in Europe. As Christina de Bellaigue has put it, the “business of school-keeping”, conservative in its purposes and its ideology towards the place of women in society, demanded a model of female entrepreneurship that was not compatible with the rather conservative characterisations of the education of women these schools’ mistresses propagated.2 It is this gap between the foundations of educational practices and institutions on the one hand, and the formative ideologies of education and schooling on the other, that may have hindered the consideration of money in educational history. In these comments to the articles of this special issue, I will delve deeper into the role of money and financial matters in education and the historiography of education.

Why Do Finance? A Comment About Entanglements and Research in the History of Education