among voters in the parliamentary elections. In that period, the majority of Jews in Austria–Hungary lived in small towns (shtetls) in Galicia and rural areas in Hungary and Bohemia; however, they had large communities and even local majorities in the downtown districts of Vienna, Budapest, Prague, Kraków and Lwów. Of the pre-World War I military forces of the major European powers, the Austro-Hungarian army was almost alone in its regular promotion of Jews to positions of command. While the Jewish population of the lands of the Dual Monarchy was about 5%, Jews made up nearly 18% of the reserve officer corps. Thanks to the modernity of the constitution and to the benevolence of emperor Franz Joseph, the Austrian Jews came to regard the era of Austria–Hungary as a golden era of their history. By 1910 about 900,000 religious Jews made up approximately 5% of the population of Hungary and about 23% of Budapest's citizenry. Jews accounted for 54% of commercial business owners, 85% of financial institution directors and owners in banking, and 62% of all employees in commerce, 20% of all general grammar school students, and 37% of all commercial scientific grammar school students, 31.9% of all engineering students, and 34.1% of all students in human faculties of the universities. Jews were accounted for 48.5% of all physicians, and 49.4% of all lawyers/jurists in Hungary. Note: The numbers of Jews were reconstructed from religious censuses. They did not include the people of Jewish origin who had converted to Christianity, or the number of atheists. Among many Hungarian parliament members of Jewish origin, the most famous Jewish members in Hungarian political life were Vilmos Vázsonyi as Minister of Justice, Samu Hazai as Minister of War, János Teleszky as minister of finance, János Harkányi as minister of trade, and József Szterényi as minister of trade. Education Primary and secondary education in Cisleithania The organization of the Austrian elementary schools was based on the principle of compulsory school attendance, free education, and the imparting of public instruction in the child's own language. Side by side with these existed private schools. The proportion of children attending private schools to those attending the public elementary schools in 1912 was 144,000 to 4.5 millions, i.e. a thirtieth part. Hence the accusation of denationalizing children through the Schulvereine must be accepted with caution. The expenses of education were distributed as follows: the communes built the schoolhouses, the