Introduction

Two matters of selection need explanation: most of the individuals chosen are men, since men dominated in British university departments during the earlier parts of the period in question; two were not British by origin. An essential point is that the early comparativists have to be seen within the time and contexts in which they were producing their work, and that work should be regarded as constituting building blocks in the development of comparative inquiry. Michael Sadler developed comparative investigation within a programme of policy-related but independent studies under official aegis. In 1949, Nicholas Hans produced a major introduction to comparative education that elaborated his concept of ‘factors’ (‘natural,’ ‘religious’, and ‘secular’). Finally, the comparativists played various roles both in editing journals and yearbooks, in the running of comparative education societies and the active support of international organisations.