"In America, they start by teaching you how to add two numbers, then once you've mastered that you learn to subtract, then once you've got that down you learn to multiply and divide and so forth. In France they tell you: this is an arithmetic object. The operations on it are add, subtract, multiply, and divide. It's simple!

It's a good way of cranking out a bunch of Fields medalists, while everyone else has no idea what's going on."

At this point there is a specialized track (preparatory classes) to get into the most prestigious engeneering and buisness schools that will have you cram mathematics / physics / computeur science / english / a mix of litterature of philosophy in two or three years.

The student then get into the various school according to their grades on a serie of national exams.

This track is very competitive (and as such often decried) but I believe that it is a very efficient way to get the top talents to the top institutions with a maximum of learning on the way (also note that this education is free and that the very best school will even pay you).

Note that a student can also choose to get to college and ignore this track.

> A British mathematician was giving a talk in Grothendieck's seminar in Paris. He started "Let X be a variety...". This caused some talking among the students sitting in the back, who were asking each other "What's a variety?". J.-P. Serre, sitting in the front row, turns around a bit annoyed and says "Integral scheme of finite type over a field".

found it on /r/math: https://www.reddit.com/r/math/comments/7qjxbe/whats_your_fav...

https://www.uni-muenster.de/Physik.TP/~munsteg/arnold.html

I should have said the Fields Medal, as indicated in the article.

I’d much rather measure an educational system by how much it teaches the average person, than by how many Nobel prize winners it produces.

[0] https://en.wikipedia.org/wiki/Fields_Medal, second paragraph