Comparative Education in Colonial Areas, with Special Reference to Plantation and Mission Frontiers

On the basis of Wissler's analysis of Amrican culture in terms of mechanical invention, universal suffrage, and mass education the historic culture of the South has not been American. The amount and character of education in the South, as well as the nature of the section's educational problems, must be understood in the context of its own special culture. At the basis of whatever cultural uniqueness the South has is the institution of the plantation. From the point of view of the educational process, plantation societies may be compared with agricultural mission societies. The plantation and the agricultural mission have different histories and conflicting ideologies, but they developed in similar environments; and in adjusting to the permanent elements in the environment, like geography and climate, they eventually become very similar institutions. The educational process in each goes about as far as,and not much further than, the needs of the situation require. And the needs are, or have been, about the same. The comparison suggest that education is fundamentally a process of biological adaptation and survival. But an education which has sufficied for relatively simple world in which both the plantation and the mission developed will not suffice for competition in the more complex and uncertain order into which the world is moving

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