ABSTRACT
Vernon Mallinson pointed out in 1968 the value of using literature to enrich studies in comparative education. Literature maintains the individual, personal element, and since personal interest and individual observation led to the beginning of comparative studies, they are characteristics to be cherished. There seem to be four major contributions: information, awareness of national characteristics, empathy and a fuller understanding of the process of education. Possibly more unexpected is reference to the use of literature as background reading in higher education. Comparative education has a strong component of history: the past must be known if the present system is to be understood. Using an approach like that stated for sociologists, we move to a different aspect of the use of literature in comparative education. A possibility in these circumstances could be to recommend background literature for reading before the course begins.
