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Other Schools and Ours

The first edition contained a series of graphically detailed, freshly observed sketches of educational arrangements and socio-historical contexts in six major countries: Denmark, France, Great Britain, the United States, the Soviet Union, and India. Each chapter, while profoundly informative, was written in a lively, even chatty, style. For each country, educational processes were treated according to the principal "factors and traditions" (race, language, geography, economy, religion and ideology) that had formed the framework of Nicholas Hans' major work, Comparative Education (1949). Yet each country-essay skillfully concealed any hint of "apparatus," "method," "comparative system," or "approach." As Edmund King observed in his opening words to the first edition: "This book is primarily intended to be read-that is, read, rather than studied." And read, indeed, it has been, with four exceptionally well-patronized editions having appeared in both hard and soft cover, in an academic field that is, after all, by no means at the center of educational training curricula. As the successive editions arrived, it was evident that the author was moving further away from his original intent of providing a volume "primarily intended to be read," aiming more and more at a text to be studied. Now with the fourth edition, we have a full-fledged, rounded, yet readable textbook that makes an excellent introduction to comparative education for the beginning student. Seven country essays (Japan has been added to the original six) are preceded by four substantial chapters dealing with the context and nature of comparative studies in education today; and they are followed by a series of reflections on research, planning and development, together with discussion of strategies of comparative research into three important topics: urbanization, administrative centralization, and a number of student-related phenomena. The core of the volume still remains the set of seven national case studies, updated to include selected events and perspectives from about 1970. Each chapter is constructed in the same way: an opening section intended to set the general so-