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.

【M2】