The French education system is very different from the English one in its aims its organization and its results. The French child too is unlike the English the English child and differences may well account for differences in the processes employed.
The French child, boy or girl, gives one the impression of being intellectually more precocious than the product of the chillier English climate. This precocity is encouraged by his up bringing among adults, not in a nursery. English parents readily adapt their conversation to the child’s point of view and interest themselves more in his games and childish preoccupations. The English art, as regards national character, younger than the French, or, to put it another way, there is in English no deep division between the life of the child and that of the grown man. The art of talking to children in the kind of language they understand is so much an English art that most of the French children’s favorite books are translations from the English.
French parents, on the other hand, do their best to develop the child’s intelligence as rapidly as possible. They have little patience with childish ideas even if they do not go so far as to look upon childhood as an unfortunate but necessary prelude to adult life. Not that they need to force the child, for the usually lends himself willing to the process, and enjoys the effect of his unexpectedly clever remarks and strange sayings and of his interesting judgment of men and things. It is not without significance that the French mother instead of appealing to the child’s heart by asking him to be good appeals to his reason by asking him to be wise. Reason is fixed at seven years.

The French education system is very different from the English one in its aims its organization and its results. The French child too is unlike the English the English child and differences may well account for differences in the processes employed.
The French child, boy or girl, gives one the impression of being intellectually more precocious than the product of the chillier English climate. This precocity is encouraged by his up bringing among adults, not in a nursery. English parents readily adapt their conversation to the child’s point of view and interest themselves more in his games and childish preoccupations. The English art, as regards national character, younger than the French, or, to put it another way, there is in English no deep division between the life of the child and that of the grown man. The art of talking to children in the kind of language they understand is so much an English art that most of the French children’s favorite books are translations from the English.
French parents, on the other hand, do their best to develop the child’s intelligence as rapidly as possible. They have little patience with childish ideas even if they do not go so far as to look upon childhood as an unfortunate but necessary prelude to adult life. Not that they need to force the child, for the usually lends himself willing to the process, and enjoys the effect of his unexpectedly clever remarks and strange sayings and of his interesting judgment of men and things. It is not without significance that the French mother instead of appealing to the child’s heart by asking him to be good appeals to his reason by asking him to be wise. Reason is fixed at seven years.

法国教育体制与英国教育体制不同点在於在它的目标它的组织和它的结果。法国孩子也与英国英国孩子不同，其区别往往是由使用过程的区别造成的。
法国孩子,不论男孩或女孩, 与较冷的英国气候孕育的英国孩子比较，常给人的印象是智力上早熟。这种早熟是由他成长受到成人的鼓励带来的，而不是在托儿所得到的。英国父母与孩子交谈时喜欢用孩子观点出发，对孩子的游戏及其童稚更感兴趣。英国艺术 , 象民族特性一样, 没有法国的成熟, 或换种方式用英语讲，在孩子的生活与成人生活间没有很大差别。用孩子易懂的语言交谈的艺术几乎就是英国艺术，所以大多数法国孩子喜爱的书都是从英文翻译过来的。
另一方面,法国父母尽其所能着眼与尽快开发孩子的智力。他们对幼稚想法没有一点耐心，既便他们不至于视童年为一不幸的但是必要成人生活的前奏。他们并非要强迫这个孩子,他常自愿介入这个过程,并欣赏当孩子听了他那聪明评论和新奇的说法及对人与事的有趣评断后的反应。有一点很重要，就是当法国母亲给孩子个理由要求孩子聪明些而不是让叫孩子做一个好孩子。七年后这原因就显而易见了。