Or, if you will, you may call Fleet Street cosy, and the Fleet Prison cosy.  I think I could be more comfortable in the Fleet Prison, in an English way of comfort, than just under the statue of Voltaire.  I think that the man from the moon would know France without knowing French; I think that he would know England without having heard the word.  For in the last resort all men talk by signs.  To talk by statues is to talk by signs; to talk by cities is to talk by signs.  Pillars, palaces, cathedrals, temples, pyramids, are an enormous dumb alphabet:  as if some giant held up his fingers of stone.  The most important things at the last are always said by signs, even if, like the Cross on St. Paul’s, they are signs in heaven.  If men do not understand signs, they will never understand words.

For my part, I should be inclined to suggest that the chief object of education should be to restore simplicity.  If you like to put it so, the chief object of education is not to learn things; nay, the chief object of education is to unlearn things.  The chief object of education is to unlearn all the weariness and wickedness of the world and to get back into that state of exhilaration we all instinctively celebrate when we write by preference of children and of boys.  If I were an examiner appointed to examine all examiners (which does not at present appear probable), I would not only ask the teachers how much knowledge they had imparted; I would ask them how much splendid and scornful ignorance they had erected, like some royal tower in arms.  But, in any case, I would insist that people should have so much simplicity as would enable them to see things suddenly and to see things as they are.  I do not care so much whether they can read the names over the shops.  I do care very much whether they can read the shops.  I do not feel deeply troubled as to whether they can tell where London is on the map so long as they can tell where Brixton is on the way home.  I do not even mind whether they can put two and two together in the mathematical sense; I am content if they can put two and two together in the metaphorical sense.  But all this longer statement of an obvious view comes back to the metaphor I have employed.  I do not care a dump whether they know the alphabet, so long as they know the dumb alphabet.

Unfortunately, I have noticed in many aspects of our popular education that this is not done at all.  One teaches our London children to see London with abrupt and simple eyes.  And London is far more difficult to see properly than any other place.  London is a riddle.  Paris is an explanation.  The education of the Parisian child is something corresponding to the clear avenues and the exact squares of Paris.  When the Parisian boy has done learning about the French reason and the Roman order he can go out and see the thing repeated in the shapes of many shining public places, in the angles of many streets.  But when the English boy goes out, after learning about a vague progress and idealism, he cannot see it anywhere.  He cannot see anything anywhere, except Sapolio and the Daily Mail.  We must either alter London to suit the ideals of our education, or else alter our education to suit the great beauty of London.