While studies in the field of empirical research on teaching can generally be categorized into two independent research traditions - one pedagogical, which deals with the educational potential of objects and the question of how this potential can be realized in practice, and one educational sociological, which explicitly turns away from the content of teaching to focus on a hidden curriculum - this study focuses on the relationship between the socialization function and the educational claim in teaching. By reconstructing the development of the interaction structure in the classroom over the school years, the intellectual attitude into which public teaching socializes students becomes visible.