Such was the man who, at the age of thirty-three, became headmaster of Rugby. His outward appearance was the index of his inward character; everything about him denoted energy, earnestness, and the best intentions. His legs, perhaps, were shorter than they should have been; but the sturdy athletic frame, especially when it was swathed (as it usually was) in the flowing robes of a Doctor of Divinity, was full of an imposing vigour; and his head, set decisively upon the collar, stock, and bands of ecclesiastical tradition, clearly belonged to a person of eminence. The thick, dark clusters of his hair, his bushy eyebrows and curling whiskers, his straight nose and bulky chin, his firm and upward-curving lower lip--all these revealed a temperament of ardour and determination. His eyes were bright and large; they were also obviously honest. And yet--why was it? Was it in the lines of the mouth or the frown on the forehead?--it was hard to say, but it was unmistakable--there was a slightly puzzled look upon the face of Dr. Arnold.
And certainly, if he was to fulfil the prophecy of the Provost of Oriel, the task before him was sufficiently perplexing. The public schools of those days were still virgin forests, untouched by the hand of reform. Keate was still reigning at Eton; and we possess, in the records of his pupils, a picture of the public school education of the early nineteenth century, in its most characteristic state. It was a system of anarchy tempered by despotism. Hundreds of boys, herded together in miscellaneous boarding-houses, or in that grim 'Long Chamber' at whose name in after years aged statesmen and warriors would turn pale, lived, badgered and overawed by the furious incursions of an irascible little old man carrying a bundle of birch-twigs, a life in which licensed barbarism was mingled with the daily and hourly study of the niceties of Ovidian verse. It was a life of ******* and terror, of prosody and rebellion, of interminable floggings and appalling practical jokes. Keate ruled, unaided--for the undermasters were few and of no account--by sheer force of character. But there were times when even that indomitable will was overwhelmed by the flood of lawlessness. Every Sunday afternoon he attempted to read sermons to the whole school assembled; and every Sunday afternoon the whole school assembled shouted him down. The scenes in Chapel were far from edifying; while some antique Fellow doddered in the pulpit, rats would be let loose to scurry among the legs of the exploding boys. But next morning the hand of discipline would reassert itself; and the savage ritual of the whipping-block would remind a batch of whimpering children that, though sins against man and God might be forgiven them, a false quantity could only be expiated in tears and blood.
From two sides this system of education was beginning to be assailed by the awakening public opinion of the upper middle classes. On the one hand, there was a desire for a more liberal curriculum; on the other, there was a demand for a higher moral tone. The growing utilitarianism of the age viewed with impatience a course of instruction which excluded every branch of knowledge except classical philology; while its growing respectability was shocked by such a spectacle of disorder and brutality as was afforded by the Eton of Keate. 'The public schools,' said the Rev. Mr. Bowdler, 'are the very seats and nurseries of vice.'
Dr. Arnold agreed. He was convinced of the necessity for reform.
But it was only natural that to one of his temperament and education it should have been the moral rather than the intellectual side of the question which impressed itself upon his mind. Doubtless it was important to teach boys something more than the bleak rigidities of the ancient tongues; but how much more important to instil into them the elements of character and the principles of conduct! His great object, throughout his career at Rugby, was, as he repeatedly said, to 'make the school a place of really Christian education'. To introduce 'a religious principle into education', was his 'most earnest wish', he wrote to a friend when he first became headmaster; 'but to do this would be to succeed beyond all my hopes; it would be a happiness so great, that, I think, the world would yield me nothing comparable to it'. And he was constantly impressing these sentiments upon his pupils. 'What I have often said before,' he told them, 'I repeat now: what we must look for here is, first, religious and moral principle; secondly, gentlemanly conduct; andthirdly, intellectual ability.'
There can be no doubt that Dr. Arnold's point of view was shared by the great mass of English parents. They cared very little for classical scholarship; no doubt they would be pleased to find that their sons were being instructed in history or in French; but their real hopes, their real wishes, were of a very different kind. 'Shall I tell him to mind his work, and say he's sent to school to make himself a good scholar?' meditated old Squire Brown when he was sending off Tom for the first time to Rugby.
'Well, but he isn't sent to school for that--at any rate, not for that mainly. I don't care a straw for Greek particles, or the digamma; no more does his mother. What is he sent to school for?
... If he'll only turn out a brave, helpful, truth-telling Englishman, and a Christian, that's all I want.'
