France might be described as an 'all-round' country, one that has achieved results of equa

l importance in many diverse branches of artistic and intellectual activity. Most of the great【C1】______ of Europe 【C2】______ in some special branch of art or of thought, Italy in the plastic arts, Germany in【C3】______ and music; England in poetry and the sciences. France,【C4】 the contrary, has【C5】______ philosophers, musicians, painters, scientists, without any noticeable【C6】______ of her effort. The【C7】______ ideal has always been the man who has a good, all-round【C8】______ , better still, an all-round understanding; it is the ideal of general culture as opposed【C9】______ specialization.

This is the ideal【10】______ in the education France provides【C11】______ her children. By studying this 【C12】______ we in England may learn a few things useful to ourselves, even though, perhaps indeed because, the French system is very【C13】______ from our own in its aims, its organization and its results. The French child, too, the raw material of this education, is【C14】______ the England child and differences in this material may well【C15】______ for differences in the processes employed.

The French child, boy or girl, gives one the impression of being【C16】______ more precocious (过早发育的) than the product of the【C17】______ English climate. This precocity is encouraged by his【C18】______ among adults, not in a nursery. English parents readily【C19】______ their conversation to the child's point of view and interest themselves more in his games and childish preoccupations. The English are, as regards national character, younger than the French, or, to put it another way, there is in England no deep【C20】______ between the life of the child and that of the grown man.

【C1】

A．universities

B．nations

C．societies

D．cities