The National Mind: English, French, German

The National Mind: English, French, German

The National Mind: English, French, German

The National Mind: English, French, German

Excerpt

The educated man is one who has a command of his cultural inheritance. The modern-day American has a culture which extends from the contemporary scene to the ancient cultures of the Mediterranean peoples. Education has sometimes stressed a knowledge of the ancient cultures to the neglect of present-day life. One of the most interesting approaches to the study of contemporary cultures for the professional student of education is found in the field of comparative education. In the study of the education provided by other peoples one may gain some appreciation not only of the culture itself but also of the methods employed in transmitting the social inheritance to oncoming generations.

Our civilization, whether considered from the standpoint of our literature, our art, our social, economic, or political life, was inherited directly from the leading nations of Western Europe. Among these peoples those who have played a most significant part in the development of our culture are England, Germany, and France. It has been the practice in courses in comparative education to study the school systems of these countries to present to our students a description of their organization, curricula, and methods of teaching. Some attention has been given, as well, in the courses to the aims or purposes which are acknowledged by leaders in each of these countries as the outcomes to be expected from their schools.

The author of this volume has been a student of comparative education. He spent his early years in Russia, and has studied in Germany, in France, and in the United States. In this volume he has presented, as a basis for later treatment of the education of leaders in Western Europe, a study of the national mind and character of the people of England, France, and Germany. He draws upon the literatures of all three nations as sources from which there . . .

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