Abstract
WHEN BAFFLED by their inability to grasp the intricacies of the English educational system, the French are apt to fall back on the dictum that the French are logical (i.e. orderly) and the English are empirical (i.e. propagators of confusion). This is of course only partly true, for the orderly French educational structure is quite apt to produce mutations to meet empirical needs, just as ours is apt to display occasional manifestations of a natural and undoctrinaire orderliness.
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