Why did poor, agricultural Denmark become a leader in mass public primary education (1814) with multiple tracks including vocational training? And why didn't rich industrial Britain create such systems until 1870?

This article argues that literary narratives illuminate these cross-national differences. Danish stories imagined schooling as an investment for national strength, justifying diverse educational paths tailored to economic needs.

British narratives emphasized self-development through education and the cultivation of ideal individuals.

Close Reading & Computational Linguistics Approach

The author employs a dual method: traditional close reading alongside computational linguistics analysis.

* Analyzed 521 Danish and 562 British works of fiction published between 1700 and 1920.

* Examined how education was portrayed in these texts.

Key Findings

* Writers actively shaped perceptions around educational reform.

* The study empirically evaluates the complex link between cultural narratives and political outcomes.

* It provides a nuanced approach to understanding national-level cultural arguments about policy development.

The research demonstrates how literature serves as more than just entertainment. As texts engage with societal changes, they become crucial sites for reworking cultural symbols related to education. This perspective offers valuable insights into the long-term relationship between culture and governance.