To a comparative educationalist many questions about the selection
and training of doctors and lawyers in different countries are questions
almost without meaning. Asking whether European schools are better
than schools in the US are like asking a comparative anatomist whether a 【M1】________
whale is a better mammal than an elephant.
The comparative anatomist is interested in examining the similarities
and differences to be found in animal or plant organs which carry on the 【M2】________
same function; he is very cautious, therefore, about proclaiming the 【M3】________
virtues of a device found in one particular species over a device for a
similar purpose found in other. Of course, the anatomist knows that 【M4】________
mammals are modified only slowly by changes in environment; like 【M5】________
schools or colleges, the functioning organism he is examining will not be
radically changed by man-made decisions.
Some will argue that this damages my analogy; they may claim that
the essence of human organizations lies in the fact conscious acts of men 【M6】________
and women can change them- and as history shows, overnight if need
be. “But wait a moment”, the student of the comparative anatomy of
schools will say, “not overnight surely, except at the point of a bayonet
or in our time under the shadow of armored vehicles and tanks.” And
such changes, he will argue, are the equivalents to pathological 【M7】_________
alterations.
History shows that, except in conditions of threat brought about by 【M8】_________
external forces, schools and colleges have developed gradually in
different parts of the world in response to variety of different 【M9】_________
conditions. They are a product of the society they serve for and they also 【M10】_________
influence the future of this society.
【M10】
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