Matthew Arnold Part 7

As regards the matter of education, he was all for Reality, as against Pretentiousness, "the stamp of plainness and freedom from charlatanism."

He had no notion that children could be humanized by being made to read that "the crocodile is oviparous," or that "summer ornaments for grates are made of wood shavings and of different coloured papers." He wished that the youngest and poorest children should be nurtured on the wholesome and delicious food of actual literature, instead of "skeletons" and "abstracts." He set great store on learning poetry by heart, for he believed in poetry as the chief instrument of culture. He poured just contempt upon the wretched doggerel which in school reading-books too often pa.s.sed for poetry. "When one thinks how n.o.ble and admirable a thing genuine popular poetry is, it is provoking to think that such rubbish should be palmed off on a poor child, with any apparent sanction from the Education Department and its grants."

With regard to the special evil of teaching poetry by "selections" or "extracts," he wrote in his Report for 1880: "That the poetry chosen should have real beauties of expression and feeling, that these beauties should be such as the children's hearts and minds can lay hold of, and that a distinct point or centre of beauty and interest should occur within the limits of the pa.s.sage learned--all these are conditions to be insisted on. Some of the short pieces by Mrs. Hemans, such as 'The Graves of a Household,' 'The Homes of England,' 'The Better Land,' are to be recommended because they fulfil all three conditions; they have real merits of expression and sentiment; the merits are such as the children can feel, and the centre of interest, these pieces being so short, necessarily occurs within the limits of what is learnt. On the other hand, in extracts taken from Scott or Shakespeare, the point of interest is not often reached within the hundred lines which is all that children in the Fourth Standard learn. The Judgment Scene in the _Merchant of Venice_ affords me a good example of what I mean.... The children in the Fourth Standard begin at the beginning and stop at the end of a hundred lines. Now the children in the Fourth Standard are often a majority of the children learning poetry, and this is all their poetry for the year. But within these hundred lines the real interest of the situation is not reached; neither do they contain any poetry of signal beauty and effectiveness. How little, therefore, has the poetry-exercise been made to do for these children, many of whom will leave school at once, and learn no more poetry!" He greatly favoured all such exercises as tend to make the mind "creative," and give it "a native play of its own, as against such exercises as learning strings of promontories, battles, and minerals." As to the number of subjects taught, he was in favour of few rather than many. He dreaded for the children the strain of having to receive a large number of "knowledges"

(as he oddly called them), and "store them up to be reproduced in an examination." But in spite of this well-founded dread of an undue multiplication of subjects, he wished to make Latin compulsory in the upper standards of elementary schools, and he wished to see it taught through the Vulgate. Perhaps in this particular he showed an effect of his father's influence; for the late Dean of Westminster[19] used to imitate the enormous emphasis with which Dr. Arnold replied to some one who had depreciated the language of the Vulgate as "Dog Latin"--"_Dog Latin_, indeed! I call it _Lion Latin_!"

Be that as it may, Matthew Arnold thus gave his judgment on the possible uses of the Vulgate in elementary schools--

"Latin is the foundation of so much in the written and spoken language of modern Europe, that it is the best language to take as a second language; in our own written and book language, above all, it fills so large a part that we perhaps hardly know how much of their reading falls meaningless upon the eye and ear of children in our elementary schools, from their total ignorance of either Latin or a modern language derived from it. For the little of languages that can be taught in our elementary schools, it is far better to go to the root at once; and Latin, besides, is the best of all languages to learn grammar by. But it should by no means be taught as in our cla.s.sical schools; far less time should be spent on the grammatical framework, and cla.s.sical literature should be left quite out of view. A second language, and a language coming very largely into the vocabulary of modern nations, is what Latin should stand for to the teacher of an elementary school. I am convinced that for his purpose the best way would be to disregard cla.s.sical Latin entirely, to use neither Cornelius Nepos, nor Eutropius, nor Caesar, nor any _delectus_ from them, but to use the Latin Bible, the Vulgate. A chapter or two from the story of Joseph, a chapter or two from Deuteronomy, and the first two chapters of St. Luke's Gospel would be the sort of delectus we want; add to them a vocabulary and a simple grammar of the main forms of the Latin language, and you have a perfectly compact and cheap school book, and yet all that you need. In the extracts the child would be at home, instead of, as in extracts from cla.s.sical Latin, in an utterly strange land; and the Latin of the Vulgate, while it is real and living Latin, is yet, like the Greek of the New Testament, much nearer to modern idiom, and therefore much easier for a modern learner than cla.s.sical idiom can be. True, a child whose delectus is taken from Cornelius Nepos or Caesar will be better prepared perhaps for going on to Virgil and Cicero than a child whose delectus is taken from the Vulgate. But we do not want to carry our elementary schools into Virgil or Cicero; one child in five thousand, with a special talent, may go on to higher schools, and to Virgil, and he will go on to them all the better for the little we have at any rate given him. But what we want to give to our Elementary Schools in general is the vocabulary, to some extent, of a second language, and that language one which is at the bottom of a great deal of modern life and modern language. This, I am convinced, we may give in some such method as the method I have above suggested, but in no other."

There is, perhaps, no more interesting or more characteristic feature of his doctrine about elementary schools than his insistence, early and late, on a close and familiar acquaintance with the Bible. "Chords of power," he said, "are touched by this instruction which no other part of the instruction in a popular school reaches, and chords various, not the single religious chord only. The Bible is for the child in an elementary school almost his only contact with poetry and philosophy. What a course of eloquence and poetry (to call it by that name alone) is the Bible in a school which has and can have but little eloquence and poetry! and how much do our elementary schools lose by not having any such course as part of their school programme! All who value the Bible may rest a.s.sured that thus to know and possess the Bible is the most certain way to extend the power and efficacy of the Bible."

The spiritual sense, the doctrinal and dogmatic import, of Holy Scripture lay, in his judgment, quite outside the scope of the School.

"The Bible's application and edification belong to the Church; its literary and historical substance to the School." He saw clearly the manifold and conflicting perils to which a simple love and knowledge of the Bible were exposed the moment that exegesis began to play about it.

He pointed out that Cardinal Newman interpreted the words, _I will lay thy stones with fair colours and thy foundations with sapphires_, as authorizing "the sumptuosities of the Church of Rome"; and to Protestants who said that this was a wrong use of the pa.s.sage he pointed out that their similar use of the Beast and the Scarlet Woman and Antichrist would seem equally wrong to Cardinal Newman; "and in these cases of application who shall decide"? What he insisted on was the value of the Bible as a beautiful and enn.o.bling literature, easily accessible to all. He would have it taught with intelligence, sympathy, reverence, and, above all, "as a Literature,"--for biblical teaching ought to show the widely varying elements of which the Bible is composed: the profound differences, not merely of authorship and style, but of tone and temper, between one book and another; the historical circ.u.mstances under which each came into being; the section of humanity and the period of time to which each made its appeal.

In 1869 he wrote in his Annual Report--

"Let the school managers make the main outlines of Bible history, and the getting by heart a selection of the finest Psalms, the most interesting pa.s.sages from the historical and prophetical books of the Old Testament, and the chief parables, discourses, and exhortations, of the New, a part of the regular school work, to be submitted to inspection and to be seen in its strength or weakness like any other.

This could raise no jealousies; or, if it still raises some, let a sacrifice be made of them for the sake of the end in view. Some will say that what we propose is but a small use to put the Bible to; yet it is that on which all higher use of the Bible is to be built, and its adoption is the only chance for saving the one elevating and inspiring element in the scanty instruction of our primary schools from being sacrificed to a politico-religious difficulty. There was no Greek school in which Homer was not read; cannot our popular schools, with their narrow range and their jejune alimentation in secular literature, do as much for the Bible as the Greek schools did for Homer?"

In 1870 he wrote about a book[20] by two young Jewish ladies: "I am sure it will be found, as I told them, that their book meets a real want; there were good books about the Bible for the learned, and there were bad books about it--that is to say, bad _resumes_ of its history and literature--for the general public; but anything like a good and sound _resume_ for the general public did not exist till this book came."

It is interesting to observe that to his deep conviction of the ethical and educational value of the Bible is due his only direct and constructive effort to enrich the apparatus of the schools which he inspected. Of improvement by way of criticism and suggestion he gave them enough and to spare, but to supply them with a new reading-book was a departure from his usual method. Nevertheless in 1872 he wrote: "An ounce of practice, they say, is better than a pound of theory; and certainly one may talk for ever about the wonder-working power of Letters, and yet produce no good at all, unless one really puts people in the way of feeling their power. The friends of Physics do not content themselves with extolling Physics; they put forth school-books by which the study of Physics may be with proper advantage brought near to those who before were strangers to it; and they do wisely. For any one who believes in the civilizing power of Letters, and often talks of this belief, to think that he has for more than twenty years got his living by inspecting schools for the people, has gone in and out among them, has seen that the power of Letters never reaches them at all, and that the whole study of Letters is thereby discredited, and its power called in question, and yet has attempted nothing to remedy this state of things, cannot but be vexing and disquieting. He may truly say, like the Israel of the prophet, 'We have not wrought any deliverance in the earth'! and he may well desire to do something to pay his debt to popular education before he finally departs, and to serve it, if he can, in that point where its need is sorest, where he has always said its need was sorest, and where, nevertheless, it is as sore still as when he began saying this twenty years ago. Even if what he does cannot be of service at once, owing to special prejudices and difficulties, yet these prejudices and difficulties years are almost sure to dissipate, and the work may be of service hereafter."

These wise, though rather melancholy, words occur in the Preface to a little book called _A Bible Reading for Schools_, and in its fuller and alternative t.i.tle, _The Great Prophecy of Israel's Restoration, Arranged and Edited for Young Learners_. Arnold, himself a constant and attentive student of Holy Writ, "liked reading his Bible without being baffled by unmeaningnesses." He complained that "the fatal thing about our version is that it so often spoils a chapter in the Old Testament by making sheer nonsense out of one or two verses, and so throwing the reader out." He habitually used a Bible--a present from his G.o.dfather, John Keble--"where the numbers of the chapters are marked at the side and do not interpose a break between chapter and chapter; and where the divisions of the verses, being numbered in like manner at the side of the page, not in the body of the verse, and being numbered in very small type, do not thrust themselves forcibly on the attention," and these circ.u.mstances suggested the form of his _Bible Reading for Schools_. The little book consists of the last twenty-seven chapters of Isaiah, running on continuously, with some twenty pages of notes, and he thus introduces it--

"At the very outset, the humbleness of what is professed in this little book cannot be set forth too strongly. With the aim of enabling English school children to read as a connected whole the last twenty-seven chapters of Isaiah, without being frequently stopped by pa.s.sages of which the meaning is almost or quite unintelligible, I have sought to choose, among the better meanings which have been offered for each of the pa.s.sages, that which seemed the best, and to weave it into the authorized text in such a manner as not to produce any sense of strangeness or interruption." The attempt was truly laudable, and the execution admirable for taste and ease. The majestic flow and cadence of the traditional English are never interrupted. There is no concession to such pedantries as Professor Robertson Smith's "greaves of the warrior that stampeth in the fray," or such barbarisms as Professor Cheynes'

"boot of him that trampleth noisily." But here and there a turn is given to a sentence, which for the first time reveals its true meaning; here and there a word which really represents the Hebrew is subst.i.tuted for one which makes nonsense of the sentence.

The little book has often been reprinted; but as "A Bible Reading for Schools" it failed, as, to judge by his own melancholy words about it, he seems to have foreseen that it would fail. People who have charge of Elementary Education in England, whether in Church Schools or in Board Schools, are eminently and rightly suspicious about new views in religion; and _The Great Prophecy of Israel's Restoration_ gave currency to a view which in 1872 was probably new to most School Managers and School Boards. He carefully disclaimed any intention to decide the authorship of the chapters which he edited. But the fact that they were detached from the earlier ones might perhaps raise questions in enquiring minds; and in the preface he stated his personal belief that "the author of the earlier part of the Book of Isaiah was not the author of these last chapters." He most truly added that "there is nothing to forbid a member of the Church of England, or, for that matter, a member of the Church of Rome either, or a member of the Jewish Synagogue, from holding such a belief"; but probably clergymen and Dissenting ministers and pious laymen of all denominations looked rather askance at it; and the little book never got itself adopted as "A Bible Reading for Schools."

Thus ended his one attempt to improve, positively and by construction, the curriculum of the Elementary Schools; and we return, at the end of this study of his Educational doctrine, to the point at which we began.

"Organize your Elementary, your Secondary, your Superior, Education."

This was the burden of his teaching for five-and-thirty years; and, if the community has at length really set its hand to that great task, it is only right that we should remember with honour the Master who first taught us (when the doctrine was unpopular) that the primary duty of a civilized State is to educate its children.

[Footnote 9: Thomas Arnold, D.D., Head Master of Rugby. His eldest son, Matthew Arnold, Inspector of Schools. His second son, Thomas Arnold, Professor in University College, Dublin. His third son, Edward Penrose Arnold, Inspector of Schools. His fourth son, William Delafield Arnold, Director of Public Instruction in the Punjaub.]

[Footnote 10: See p. 135.]

[Footnote 11: Reprinted in _Irish Essays and Others_.]

[Footnote 12: This essay, unfortunately, was never reprinted.]

[Footnote 13: It was published in 1850.]

[Footnote 14: An Oxford man must write this word _late_ with regret.

August 23, 1903.]

[Footnote 15: In 1870.]

[Footnote 16: For the width of his reading, see his _Note-Books_, Edited by his daughter, Mrs. Wodehouse.]

[Footnote 17: Reprinted in _Irish Essays, and Others_.]

[Footnote 18: _On the Study of Celtic Literature_, 1867.]

[Footnote 19: Dr. Bradley.]

[Footnote 20: _The History and Literature of the Israelites._ By C. and A. de Rothschild.]

CHAPTER IV

SOCIETY

"Culture seeks to do away with cla.s.ses and sects; to make the best that has been thought and known in the world current everywhere; to make all men live in an atmosphere of sweetness and light, where they may use ideas, as it uses them itself, freely; nourished, and not bound, by them. This is the _social idea_; and the men of culture are the true apostles of equality."

The words--_social idea_--which Arnold himself italicized in the foregoing extract from _Culture and Anarchy_, will indicate the sense in which "Society" is here intended. We are not thinking of that which Pennialinus[21] means when he writes about "Society gossip" or "a Society function." We are concerned with the thoughts and temper and actions of men, not as isolated units, but as living in an organized community; and, taking "Society" in this sense, we are to examine Arnold's influence on the Society of his time.

[Ill.u.s.tration: Front of Balliol College, Oxford, in Arnold's Time

In 1840 Matthew Arnold won an open scholarship at Balliol and went into residence in 1841

_Photo H.W. Taunt_]

Certainly the most obvious and palpable way of affecting Society--and to many Englishmen the only conceivable way--is by the method of Politics; by the definite and positive action of human law, and by such endeavours as we can make towards shaping that action. Now, if indeed the Political method were the only one, there could be little to be said about his effect on Society. Politics, in the limited and conventional sense just now suggested, were not much in his line. He was interested in them; he had opinions about them; he occasionally intervened in them. But he made no mark on the political work of his time; nor, so far as one can judge, did he aspire to do so. Of the man of letters in the field of politics, he said: "He is in truth not on his own ground there, and is in peculiar danger of talking at random." In politics, as in all else that he touched, he was critical rather than constructive; and in politics, "immersed," as Bacon said, "in matter," a man must be constructive, if his influence is to be felt and to endure. "Politicians," he said in 1880, "we all of us here in England are and must be, and I too cannot help being a politician; but a politician of that commonwealth of which the pattern, as the philosopher says, exists perhaps somewhere in Heaven, but certainly is at present found nowhere on earth." In 1887, describing himself as "an aged outsider," he thus stated his own att.i.tude towards political problems--

"The professional politicians are always apt to be impatient of the intervention in politics of a candid outsider, and he must expect to provoke contempt and resentment in a good many of them. Still the action of the regular politicians continues to be, for the most part, so very far from successful, that the outsider is perpetually tempted to brave their anger and to offer his observations, with the hope of possibly doing some little good by saying what many quiet people are thinking and wishing outside of the strife, phrases, and routine of professional politics."

From first to last, he professed himself, and no doubt believed himself, to be on the Liberal side. At the General Election of 1868 he urbanely informed a Tory Committee, which asked for the advantage of his name, that he was "an old Whig," nurtured in the traditions of Lansdowne House. "Although," he said in 1869, "I am a Liberal, yet I am a Liberal tempered by experience, reflection, and renouncement." In 1878 he described himself as a "sincere but ineffectual Liberal": in 1880, as "a Liberal of the future rather than a Liberal of the present." A year later, he spoke smilingly of "all good Liberals, of whom I wish to be considered one"; and as late as 1887 he declared himself "one of the Liberals of the future, who happen to be grown, alas! rather old."

But, though he believed himself to be a Liberal, he had the most lively disrelish for the Liberalism of that great Middle Cla.s.s which, during the greater part of his life, played so large a part in Liberal politics. In 1882, reviewing, in his favourite manner, the various cla.s.ses of English Society, and discussing their adequacy to fulfil the ideal of perfect citizenship, he wrote--

"Suppose we take that figure we know so well, the earnest and non-conforming Liberal of our Middle Cla.s.ses, as his schools and his civilization have made him. He is for Disestablishment; he is for Temperance; he has an eye to his Wife's Sister; he is a member of his local caucus; he is learning to go up to Birmingham every year to the feast of Mr. Chamberlain. His inadequacy is but too visible."

Certainly Arnold's Liberalism had nothing in common with the Liberalism of the great Middle Cla.s.s. Indeed, so far as theory is concerned, it had a democratic basis, inasmuch as he believed that democracy was a product of natural law, and that our business was to adapt our political and social inst.i.tutions to it. "Democracy," he said, "is trying to _affirm its own essence_: to live, to enjoy, to possess the world, as aristocracy has tried, and successfully tried, before it."

The movement of Democracy he regarded as being an "operation of nature,"

and, like other operations of nature, it was neither to be praised nor blamed. He was neither a "partisan" of it, nor an "enemy." His only care was, if he could, to guide it aright, and to secure that it used its predominant power in human affairs at least as wisely as the aristocracy which had preceded it. Of aristocratic rule in foreign countries--of such rule as preceded the French Revolution--he thought as poorly as most men think; but for the aristocracy of England he had a singular esteem. It is true that he gave it a nickname; that he poked fun at its illiteracy and its inaccessibility to ideas; that he was impatient of "immense inequalities of condition and property," and huge estates, and irresponsible landlordism; that he contemned the "hideous English toadyism" and "immense vulgar-mindedness" of the Middle Cla.s.s when confronted with "lords and great people."

But, for all that, he wrote about the English Aristocracy, as it stood in 1859: "I desire to speak of it with the most unbounded respect. It is the most popular of aristocracies; it has avoided faults which have ruined other aristocracies equally splendid. While the aristocracy of France was destroying its estates by its extravagance, and itself by its impertinence, the aristocracy of England was founding English agriculture, and commanding respect by a personal dignity which made even its pride forgiven. Historical and political England, the England of which we are all so proud, is of its making."

In spite, however, of this high estimate of what Aristocracy had accomplished in the past, he felt that power was slipping away from it, and was pa.s.sing into the hands of the Mult.i.tude. But he also felt--and it was certainly one of his most profound convictions--that the Mult.i.tude could never govern properly, could never regulate its own affairs, could never present England adequately to the view of the world, unless it cast aside the Individualism in which it had been nurtured, and made up its mind to act in and through the State. Perhaps his ideal of a State can best be described as an Educated Democracy, working by Collectivism in Government, Religion, and Social order.

"If experience has established any one thing in this world, it has established this: that it is well for any great cla.s.s or description of men in society to be able to say for itself what it wants, and not to have other cla.s.ses, the so-called educated and intelligent cla.s.ses, acting for it as its proctors, and supposed to understand its wants and to provide for them. They do not really understand its wants, they do not really provide for them. A cla.s.s of men may often itself not either fully understand its own wants, or adequately express them; but it has a nearer interest and a more sure diligence in the matter than any of its proctors, and therefore a better chance of success." Amid many fluctuations of opinion on minor points, he was, from first to last, a thoroughgoing advocate for extending the action of the State. In his ideal of government, the State was to play in a democratic age the part which the Aristocracy had played in earlier ages--it was to govern and administer and control and inspire. And, it was, in one important respect, a far n.o.bler thing than the best aristocracy could ever be, for it was the "representative acting-power of the nation"; and so the relation of the citizen to the State was a much more dignified relation than that of a citizen to an aristocracy could ever be. "Is it that of a dependant to a parental benefactor? By no means: it is that of a member in a partnership to the whole firm." The citizens of a State, the members of a society, are really "'a _partnership_,' as Burke n.o.bly says, '_in all science, in all art, in every virtue, in all perfection_.' Towards this great final design of their connexion, they apply the aids which co-operative a.s.sociation can give them." We turn now to the practical application of this doctrine.