Modern versus classical education: The Dutch case 1863‐1917

The position of the relatively new non‐classical education as opposed to traditional classical education was the subject of intense discussion in the Netherlands from the second half of the nineteenth century onwards. The Dutch case was not unique, however. In Western Europe the traditional form of secondary education, with Greek and Latin as key subjects, long retained its dominant status. The classical languages were considered essential if sons of the elite were to become civilised men with disciplined minds, a refined sense of human cultural values and a coherent general education. This educational ideal ‐ culture generale in France and Bildung in Germany ‐ embraced the classics at the expense of professional expertise and knowledge about modern society. A focus on commerce and technology was considered inferior. The Bildung ideal rejected practicality and purposeful work in favour of leisured cultivation and aesthetic interests. Yet modern education slowly grew in status, and non‐classical schools sought to gain greater dominance in the school system.