About a century ago, leading Anglo-American universities transformed their teaching. Their new role, as they saw it, was to act as nurseries of a democratic citizenry, and of its elite in particular. What most of these institutions thought they needed was not more scientific and technical specialisation—this horribly Teutonic approach, they felt, ended up breeding smart cattle fodder for the Kaiser—but rather a return to the ancients, linking them in new ways to the problems of modern democratic life.
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