Abstract
A NATION'S view of the expected outcome of its system of education is frequently shown by the recurrence of a typical question. Thus a Frenchman, when considering a young man's qualifications, will naturally ask, What examinations has he passed? A German will ask, What does he know? An Englishman will inquire, What kind of a fellow is he? An American will ask, What can he do? These varied questions reflect the form of education in vogue. In them we see the French tendency to formalism, the German disposition to over-intellectualise their schools, the English love of an all-around gentleman and the American fondness for achievement.
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Technical Education at Home and Abroad . Nature 67, 356–357 (1903). https://doi.org/10.1038/067356a0
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DOI: https://doi.org/10.1038/067356a0