All Things Considered
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
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