Concerning the Structure of Comparative Education

The growing pains now experienced by comparative education, as it becomes more fashionable and interests wider circles within and without the educational sector, make a clear understanding of the structure of this discipline a matter of urgency. Admittedly, there are two procedures which may be employed to determine the structure of comparative education. Following the example offered by other sciences, the first procedure would be to define a priori and in a logical way what the structure of this discipline should be. The second procedure, more modest and-according to some-less scientific since it is largely empirical, is simply to record what comparative education actually consists of at present. No one has any doubt that each of the two ways mentioned has advantages; what is desired is a happy combination of both. We are not yet, however, in the position to effect the fusion, and in the meantime are obliged to choose the latter.