II.--Headmaster of Rugby
Arnold was not without his visions of ambition and extensive influence from the first, but he liked Laleham, and always looked back with fond regret to his time there. "I have always thought," he wrote in 1823, "with regard to ambition, that I should like to be aut Caesar aut nullus; and as it is pretty well settled for me that I shall not be Caesar, I am quite content to live in peace as nullus." But the fates had ordered it otherwise. Friends had long been urging him to seek a larger sphere of usefulness; and when, in August, 1827, the headmastership of Rugby became vacant, he applied for the post.
He had himself little hope of success. The testimonials he sent in were few, but all spoke strongly of his qualifications. Among them was a letter from Dr. Hawkins, the future Provost of Oriel, in which the prediction was made that if Arnold were elected he would change the face of education throughout the public schools of England. The impression produced upon the trustees by this letter and by the other testimonials was such that Arnold was immediately appointed. In June, 1828, he received priest's orders; in April and November of the same year took his degrees of B.D. and D.D., and in August entered on his new office.
The post was in many respects suited to his natural tastes--to his love of tuition, which had now grown so strongly upon him that he declared sometimes that he could hardly live without such employment; to the vigour and spirits which fitted him rather to deal with the young than the old; to the desire of carrying out his favourite ideas of uniting things secular with things spiritual, and of introducing the highest principles of action into regions comparatively uncongenial to their reception. He had not, however, accepted it without grave doubts about his fitness. In a private letter he says:
I confess that I should very much object to undertake a charge in which I was not invested with pretty full discretion. According to my notions of what large schools are, founded on all I know and all I have ever heard of them, expulsion should be practised much oftener than it is. Now, I know that trustees, in general, are averse to this plan, because it has a tendency to lessen the numbers of the school, and they regard quantity more than quality. In fact, my opinions on this point might, perhaps, generally be considered as disqualifying me for the situation of master of a great school; yet I could not consent to tolerate much that I know is tolerated generally, and, therefore, I should not like to enter on an office which I could not discharge according to my own views of what is right.
At Rugby, Arnold from the first maintained that in the actual working of the school he must be completely independent, and that the remedy of the trustees, if they were dissatisfied, was not interference, but dismissal. It was on this condition that he took the post; and any attempt to control either the administration of the school or his own private occupations he felt bound to resist as a duty not only to himself but the master of every foundation school in England. The remonstrances which he encountered, particularly from his fixed determination always to get rid of unpromising subjects, were vehement and numerous; but he repeatedly declared that on no other conditions could he hold his appointment, or justify the existence of the public school system in a Christian country.
"My object," he wrote, just before taking up duty, "will be, if possible, to form Christian men, for Christian boys I can scarcely hope to make; I mean that, from the natural imperfect state of boyhood, they are not susceptible of Christian principles in their full development upon their practice, and I suspect that a low standard of morals in many respects must be tolerated amongst them, as it was on a larger scale in what I consider the boyhood of the human race."
This is the keynote of his whole system. As he put it, what he looked for in the school was, first, religious and moral principles; second, gentlemanly conduct; and third, intellectual ability. Intellectual training was never for a moment underrated, but he always thought first of his charges as schoolboys who must grow up to be Christian men. His education, in short, "was not based upon religion, but was itself religious." For cleverness as such, Arnold had no regard. "Mere intellectual acuteness," he used to say, "divested as it is, in too many cases, of all that is comprehensive and great and good, is to me more revolting than the most helpless imbecility, seeming to be almost like the spirit of Mephistopheles." Often when this intellectual cleverness was seen in union with moral depravity, he would be inclined to deny its existence altogether.
A mere plodding boy was, above all others, encouraged by him. At Laleham he had once got out of patience, and spoken sharply to a pupil of this kind, when the pupil looked up in his face and said, "Why do you speak angrily, sir? Indeed, I am doing the best that I can." Years afterwards he used to tell the story to his children, and said, "I never felt so much ashamed in my life--that look and that speech I have never forgotten." And though it would, of course, happen that clever boys, from a greater sympathy with his understanding, would be brought into closer intercourse with him, this did not affect his feeling of respect, and even of reverence, for those who, without ability, were distinguished for high principle and industry. "If there be one thing on earth which is truly admirable, it is to see God's wisdom blessing an inferiority of natural powers where they have been honestly, truly and zealously cultivated."