INTRODUCTORY NOTE IN the Catalogue of the British Museum Library, there are no less than eighty-nine entries under the name of Matthew Arnold, and sixty-seven under that of his father. These entries include references to each of the several editions of their published works, whether books or pamphlets, and also to numerous tracts and essays containing criticism or comment upon those works. They do not, however, include the large number of reviews and articles which occur in the periodicals and dictionaries of the time, and which throw light on the character and achievements of the Arnolds. Of the abundant literature with which their names have thus come to be associated, much is occupied with ephemeral controversy, and with incidents little likely to interest the coming generation of readers or indeed to be wholly intelligible to them. It has seemed to me, therefore, that as both men have exerted a large share of influence in forming the opinion of the country on educational questions, and as their lives possess peculiar interest for those who are teachers by profession, there was room for a small volume which, without professing to furnish a new biography, or a new theory respecting either writer, should essay the modest task of bringing together such of the teaching of both as was most likely to prove of permanent value, and also to explain and justify the honourable position the Arnolds occupy in the history of public education in England and in the grateful memory of her teachers. I can claim no higher qualification for this duty than is implied in the facts that I have learned some of the best lessons of my life from the study of these authors; that as a colleague in the Education Department I had many opportunities of knowing Matthew Arnold's views and estimating his personal influence; and that, although for different reasons, I have a genuine admiration for both father and son. August, 1897. CONTENTS Difficulties of biography - How Stanley's Life of Arnold has surmounted them-Chief incidents of Arnold's life-Influences which shaped his character-Ships and warfare-Literary revival- History and poli- tics - School-boy experience - Religious doubts and PAGE Residence at Oxford-Arnold's friends and associates - Marriage and settlement at Laleham - Life as a pri- Rugby and its foundation Characteristics of ancient endowed grammar schools-Illustrations from statutes of Archbishop Grindal and Dean Colet-The theory of classical education- Milton and the Humanists Example of an entrance examination - Arnold's scheme of instruction - Latin and Greek not useless, even though forgotten in later life - Evils of mechani- V PAGE Construing - Bowyer of Christ's Hospital - Transla- tion-Grammar and philology means not ends Language as a discipline contrasted with natural science - Knowledge of physical facts not the only science — History — Relation of Ancient and Modern History — Its claims as a school subject — Training for citizen- ship - Example of a school exercise — Niebuhr's re- searches in Roman History - Arnold's own treatment of the regal period of Rome - His love of history in- fectious Geography — Thoroughness in teaching — Arnold as a disciplinarian - Moral evils in school - De- scription of their danger— Mr. Welldon's picture of school life-Fagging— Luxury and idleness-Expul- sion-Religious lessons - Chapel services - School sermons-Extravagance - Home influence - Mental cultivation a religious duty — A memorable sermon- Religious exercises - Corporate life of a great school -What is Christian education - Clerical schoolmas- ters - The influence of Arnold's sermons generally— Punishments - Study of individual character- Games |