Is Germany really the poorest eurozone country?

Not really, no.

Last week, a study released by the European Central Bank showed that the median net wealth of German households was the lowest in the eurozone – with the median Italian and Spanish households being nearly four times richer.

The study sparked a debate over how far apparently poor taxpayers in Northern Europe should have to support the bailouts of the "wealthy" Southern European, but a response this week from the double-team of Paul De Grauwe and Yuemei Ji highlights the other side to the initially reported data.

The Wall Street Journal was typical in its reporting of the paper, with Brian Blackstone and Nina Koeppen writing:

[T]he report offers a reminder that citizens in some of the countries hardest-hit by Europe's debt crisis aren't as bad off as many believe.

The question of how much taxpayer money should be put up to bail out governments in Greece, Cyprus and Portugal tops the political agenda in Germany, Europe's biggest economy and financial backer…

By one ECB measure of typical households, Germany is the poorest country in the euro bloc, behind even Slovakia and Portugal. A number of factors appear to have skewed the results, such as the emphasis on homeownership, household size and small-business ownership that favors countries in Southern Europe.

But de Grauwe and Ji argue that the rest of the data in the paper presents a different picture. Compare and contrast the distributions for the ten biggest Eurozone countries when the mean and median household wealth is examined:

Figure 1. Net wealth of median households (1000€)

Figure 2. Mean household net wealth (1000€)

Germany is roughly middling when it comes to mean household wealth, suggesting a massive inequality of household wealth in the country. Indeed, of all the counties de Grauwe and Ji look at, Germany has the largest discrepancy between mean and median household wealth – the latter is almost a quarter the former.

They write:

Put differently, there is a lot of household wealth in Germany but this is to be found mostly in the top of the wealth distribution.

That's partially because Germany itself is a relatively unequal society, but also due to the lack of widespread homeownership. As a result, poorer German households spend the same amount on housing as in comparable countries, but don't come out of it owning a house.

Germany also has a different distribution of wealth within the country's total capital stock to many other nations. Far more wealth in Germany is held by corporations and the government, meaning that citizens appear poor on official statistics even as the nation itself is wealthy:

Figure 6. Total capital stock per capita (euro)

What this really tells us isn't the merits or otherwise of distributing wealth from Germany to the European south. That's a question which can only be answered by asking what the value of keeping the euro alive is, and whether there's any way it can survive without a transfer of some sort. But it does tell us where, within the Northern countries, the money to do that lies. It's not with the "normal German", who holds surprisingly few assets – instead, it's with wealthy Germans, and, overwhelmingly, the governments and corporations of Northern Europe.

There is the money to save the south, in other words, but there might not be the will to take it from where it needs to come from.

Photograph: Getty Images

Alex Hern is a technology reporter for the Guardian. He was formerly staff writer at the New Statesman. You should follow Alex on Twitter.

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I worked as a teacher – so I can tell you how regressive grammar schools are

The grammars and "comprehensives" of Kent make for an unequal system. So why does Theresa May consider the county a model for the future?

In 1959 my parents moved me from a Roman Catholic primary school to the junior branch of King Henry VIII, Coventry’s most high-profile grammar. The head teacher berated my mother for betraying the one true faith, but although she was born in Galway, my mum was as relaxed about her religion as she was about her native roots. Any strong feelings about the English Reformation had disappeared around the same time as her Irish accent. Her voice gave no clue to where she was from and – as a result of a wartime commission – the same was true of my father. Together, Mrs and Mr Smith embodied postwar Britain’s first-generation upwardly mobile middle class.

Their aspiration and ambition were so strong that my mother saw no problem in paying for me to attend a Protestant school. Why, you may ask, did my dad, a middle manager and by no means well off, agree to pay the fees? Quite simply, my parents were keen that I pass the eleven-plus.

King Henry VIII School benefited from the direct grant scheme, introduced after the Education Act 1944. In Coventry, the two direct grant schools were centuries old and were paid a fee by the government to educate the fifth or so of boys who passed the eleven-plus. When secondary education in Coventry became comprehensive in the mid-1970s, King Henry VIII went fully independent; today, it charges fees of more than £10,000 per year.

A few years ago, I returned to my old school for a memorial service. As I left, I saw a small group of smartly dressed men in their late seventies. They had strong Coventry accents and intended to “go down the club” after the service. It occurred to me that they represented the small number of working-class lads who, in the years immediately after the Second World War, were lucky enough to pass the eleven-plus and (no doubt with their parents making huge sacrifices) attend “the grammar”. But by the time I moved up to King Henry VIII’s senior school in 1963 there appeared to be no one in my A-stream class from a working-class background.

From the early 1950s, many of the newly affluent middle classes used their financial power to give their children an advantage in terms of selection. My parents paid for a privileged education that placed top importance on preparation for the eleven-plus. In my class, only one boy failed the life-determining test. Today, no less than 13 per cent of entrants to the 163 grammar schools still in the state system are privately educated. No wonder preparatory schools have responded enthusiastically to Theresa May’s plans to reverse the educational orthodoxy of the past five decades.

Nowhere has the rebranding of secondary moderns as “comprehensives” been more shameless than in Kent, where the Conservative-controlled council has zealously protected educational selection. Each secondary modern in east Kent, where I taught in the 1970s, has since been named and renamed in a fruitless attempt to convince students that failing to secure a place at grammar school makes no difference to their educational experience and prospects. That is a hard message to sell to the two-thirds of ten-year-olds who fail the Kent test.

Investment and academy status have transformed the teaching environment, which a generation ago was disgraceful (I recall the lower school of a secondary modern in Canterbury as almost literally Edwardian). Ofsted inspections confirm that teachers in non-grammar schools do an amazing job, against all the odds. Nevertheless, selection reinforces social deprivation and limited aspiration in the poorest parts of the south-east of England, notably Thanet and the north Kent coastline.

A third of children in Thanet live in poverty. According to local sources (including a cross-party report of Kent councillors in 2014), disadvantaged children make up less than 9 per cent of pupils in grammar schools but 30 per cent at secondary moderns. University admissions tutors confirm the low number of applications from areas such as Thanet relative to the UK average. Though many of Kent’s secondary moderns exceed expectations, the county has the most underperforming schools in the UK.

When I began my teaching career, I was appallingly ignorant of the harsh realities of a secondary education for children who are told at the age of 11 that they are failures. Spending the years from seven to 17 at King Henry VIII School had cocooned me. More than 40 years later, I can see how little has changed in Kent – and yet, perversely, the Prime Minister perceives the county’s education system as a model for the future.

This article first appeared in the 22 September 2016 issue of the New Statesman, The New Times