Eminent Victorians

by Lytton Strachey

'though the action was then raging, merely struck him with the flat part of his sword, as the fit chastisement for boyish impertinence. But the boy had been taught to consider his person sacred, and that a blow was a deadly insult; he therefore followed the officer, and having watched his opportunity, took deliberate aim at him with a pistol and murdered him.'

Such were the alarming results of insufficient whipping.

Dr. Arnold did not apply this doctrine to the Praepostors, but the boys in the lower parts of the school felt its benefits, with a double force. The Sixth Form was not only excused from chastisement; it was given the right to chastise. The younger children, scourged both by Dr Arnold and by the elder children, were given every opportunity of acquiring the simplicity, sobriety, and humbleness of mind, which are the best ornaments of youth.

In the actual sphere of teaching, Dr. Arnold's reforms were tentative and few. He introduced modern history, modern languages, and mathematics into the school curriculum; but the results were not encouraging. He devoted to the teaching of history one hour a week; yet, though he took care to inculcate in these lessons a wholesome hatred of moral evil, and to point out from time to time the indications of the providential government of the world, his pupils never seemed to make much progress in the subject. Could it have been that the time allotted to it was insufficient? Dr. Arnold had some suspicions that this might be the case. With modern languages there was the same difficulty. Here his hopes were certainly not excessive. 'I assume it,' he wrote, 'as the foundation of all my view of the case, that boys at a public school never will learn to speak or pronounce French well, under any circumstances.' It would be enough if they could 'learn it grammatically as a dead language. But even this they very seldom managed to do.

'I know too well, [he was obliged to confess,] that most of the boys would pass a very poor examination even in French grammar. But so it is with their mathematics; and so it will be with any branch of knowledge that is taught but seldom, and is felt to be quite subordinate to the boys' main study.'

The boys' main study remained the dead languages of Greece and Rome. That the classics should form the basis of all teaching was an axiom with Dr. Arnold. 'The study of language,' he said, 'seems to me as if it was given for the very purpose of forming the human mind in youth; and the Greek and Latin languages seem the very instruments by which this is to be effected.' Certainly, there was something providential about it—from the point of view of the teacher as well as of the taught. If Greek and Latin had not been 'given' in that convenient manner, Dr. Arnold, who had spent his life in acquiring those languages, might have discovered that he had acquired them in vain. As it was, he could set the noses of his pupils to the grindstone of syntax and prosody with a clear conscience. Latin verses and Greek prepositions divided between them the labours of the week.

As time went on he became, he declared, 'increasingly convinced that it is not knowledge, but the means of gaining knowledge which I have to teach'. The reading of the school was devoted almost entirely to selected passages from the prose writers of antiquity. 'Boys,' he remarked, 'do not like poetry.' Perhaps his own poetical taste was a little dubious; at any rate, it is certain that he considered the Greek Tragedians greatly overrated, and that he ranked Propertius as 'an indifferent poet'. As for Aristophanes, owing to his strong moral disapprobation, he could not bring himself to read him until he was forty, when, it is true, he was much struck by the 'Clouds'. But Juvenal, the Doctor could never bring himself to read at all.

Physical science was not taught at Rugby. Since, in Dr. Arnold's opinion, it was too great a subject to be studied en parergo, obviously only two alternatives were possible: it must either take the chief place in the school curriculum, or it must be left out altogether. Before such a choice, Dr. Arnold did not hesitate for a moment.

'Rather than have physical science the principal thing in my son's mind,' he exclaimed in a letter to a friend, I would gladly have him think that the sun went around the earth, and that the stars were so many spangles set in the bright blue firmament. Surely the one thing needful for a Christian and an English man to study is Christian, moral, and political philosophy.'

A Christian and an Englishman! After all, it was not in the classroom, nor in the boarding-house, that the essential elements of instruction could be imparted which should qualify the youthful neophyte to deserve those names. The final, the fundamental lesson could only be taught in the school chapel; in the school chapel the centre of Dr. Arnold's system of education was inevitably fixed. There, too, the Doctor himself appeared in the plenitude of his dignity and his enthusiasm. There, with the morning sun shining on the freshly scrubbed faces of his 300 pupils, or, in the dusk of evening, through a glimmer of candles, his stately form, rapt in devotion or vibrant with exhortation, would dominate the scene. Every phase of the Church service seemed to receive its supreme expression in his voice, his attitude, his look. During the Te Deum, his whole countenance would light up; and he read the Psalms with such conviction that boys would often declare, after hearing him, that they understood them now for the first time.