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188 throughout his career at Rugby, was, as he repeatedly said, to "make the school a place of really Christian education." To introduce "a religious principle into education," was his "most earnest wish," he wrote to a friend when he first became headmaster; "but to do this would be to succeed beyond all my hopes; it would be a happiness so great, that, I think, the world would yield me nothing comparable to it." And he was constantly impressing these sentiments upon his pupils. "What I have often said before," he told them, "I repeat now: what we must look for here is, first, religious and moral principle; secondly, gentlemanly ucodu ctconduct [sic]; thirdly, intellectual ability."

There can be no doubt that Dr. Arnold's point of view was shared by the great mass of English parents. They cared very little for classical scholarship; no doubt they would be pleased to find that their sons were being instructed in history or in French; but their real hopes, their real wishes, were of a very different kind. "Shall I tell him to mind his work, and say he's sent to school to make himself a good scholar?" meditated old Squire Brown when he was sending off Tom for the first time to Rugby. "Well, but he isn't sent to school for that—at any rate, not for that mainly. I don't care a straw for Greek particles, or the digamma; no more does his mother. What is he sent to school for? … If he'll only turn out a brave, helpful, truth-telling Englishman, and a Christian, that's all I want."

That was all; and it was that that Dr. Arnold set himself to accomplish. But how was he to achieve his end? Was he to improve the character of his pupils by gradually spreading round them an atmosphere of cultivation and intelligence? By bringing them into close and friendly contact with civilised men, and even, perhaps, with civilised women? By introducing into the life of his school all that he could of the humane, enlightened, and progressive elements in the life of the