The education-fertility relationship is a central element of the models explaining the transition to sustained economic growth. In this paper, we use a three-stages least squares estimator to disentangle the causality direction of this relationship. Controlling for a wide array of socio-economic, cultural, and geographical determinants, our cliometric contribution on French counties during the nineteenth century corroborates the existence of a single negative causal link from fertility to education. We put forward the hypothesis that in France a decrease in fertility is strongly associated to greater schooling.

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生育与教育的关系背后：什么触发了法国的发展进程？

教育与生育的关系是解释向可持续经济增长过渡的模型的核心要素。在本文中，我们使用三阶段最小二乘估计器解开这种关系的因果关系方向。由于控制着各种各样的社会经济，文化和地理因素，我们在19世纪对法国各县的气候贡献证明了从生育率到教育的单一负因果关系的存在。我们提出了这样的假设：在法国，生育率的下降与上学次数的增加密切相关。