"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 classical schools; far less time should be spent on the grammatical framework, and classical 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 classical Latin entirely, to use neither Cornelius Nepos, nor Eutropius, nor Cæsar, 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 classical 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 classical idiom can be. True, a child whose delectus is taken from Cornelius Nepos or Cæsar 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 assured 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 passage 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 ennobling 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 circumstances 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 passages 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 résumés of its history and literature—for the general public; but anything like a good and sound résumé 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 title, 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 godfather, 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 circumstances 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 passages 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 passages, 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 substituted for one which makes nonsense of the sentence.