INTRODUCTION I "THE gray hairs on my head are becoming more and more numerous, and I sometimes grow impatient of getting old amidst a press of occupations and labor Life and for which, after all, I was not born. But we Personality are not here to have facilities found us for doing the work we like, but to make them." This sentence, written in a letter to his mother in his fortieth year, admirably expresses Arnold's courage, cheerfulness, and devotion in the midst of an exacting round of commonplace duties, and at the same time the energy and determination with which he responded to the imperative need of liberating work of a higher order, that he might keep himself, as he says in another letter, "from feeling starved and shrunk up." The two feelings directed the course of his life to the end, a life characterized no less by allegiance to "the lowliest duties" than by brilliant success in a more attractive field. Matthew Arnold was born at Laleham, December 24, 1822, the eldest son of Thomas Arnold, the great head master of Rugby. He was educated at Laleham, Winchester, Rugby, and Balliol College, Oxford. In 1845 he was elected a fellow of Oriel, but Arnold desired to be a man of the world, and the security of college cloisters and garden walls could not long attract him. Of a deep affection for Oxford his letters and his books speak unmistakably, but little record of his Oxford life remains aside from the well-known lines of Principal Shairp, in which he is spoken of as So full of power, yet blithe and debonair, From Oxford he returned to teach classics at Rugby, and in 1847 he was appointed private secretary to Lord Lansdowne, then Lord President of the Council. In 1851, the year of his marriage, he became inspector of schools, and in this service he continued until two years before his death. As an inspector, the letters give us a picture of Arnold toiling over examination papers, and hurrying from place to place, covering great distances, often going without lunch or dinner, or seeking the doubtful solace of a bun, eaten “before the astonished school." His services to the cause of English education were great, both in the direction of personal inspiration to teachers and students, and in thoughtful discussion of national problems. Much time was spent in investigating foreign systems, and his Report upon Schools and Universities on the Continent was enlightened and suggestive. Arnold's first volume of poems appeared in 1849, and by 1853 the larger part of his poetry was published. Four years later he was appointed Professor of Poetry at Oxford. Of his prose, the first book to attract wide notice was that containing the lectures On Translating Homer delivered from the chair of Poetry and published in 1861-62. From this time until the year of his death appeared the remarkable series of critical writings which have placed him in the front rank of the men of letters of his century. He continued faithfully to fulfill his duties. as school inspector until April, 1886, when he resigned after a service of thirty-five years. He died of heart trouble on April 15, 1888, at Liverpool. The testimony to Arnold's personal charm, to his cheerfulness, his urbanity, his tolerance and charity, is remarkably uniform. He is described by one who knew him as "the most sociable, the most lovable, the most companionable of men"; by another as "preeminently a good man, gentle, generous, enduring, laborious." His letters are among the precious writings of our time, not because of the beauty or inimitableness of detail, but because of the completed picture which they make. They do not, like the Carlyle-Emerson correspondence, show a hand that could not set pen to paper without writing picturesquely, but they do reveal a character of great soundness and sweetness, and one in which the affections play a surprisingly important part, the love of flowers and books, of family and friends, and of his fellow men. His life was human, kindly and unselfish, and he allowed no clash between the pursuit of personal perfection and devotion to the public cause, even when the latter demanded sacrifice of the most cherished projects and adherence to the most irritating drudgery. II Arnold's Place among Nineteenth Teachers By those who go to literature primarily for a practical wisdom presented in terms applicable to modern life, the work of Arnold will be reckoned highlý important, if not indispensable. He will be placed by them among the great humanizers of the last century, and by comparison with his contempo- Century raries will be seen to have furnished a complementary contribution of the highest value. Of the other great teachers whose work may most fitly be compared with his, two were preeminently men of feeling. Carlyle was governed by an overmastering moral fervor which gave great weight to his utterances, but which exercised itself in a narrow field and which often distorted and misinterpreted the facts. Ruskin was governed by his affections, and though an ardent lover of truth and beauty, was often the victim of caprice and extravagance. Emerson and Arnold, on the other hand, were governed primarily by the intellect, but with quite different results. Emerson presents life in its ideality; he comparatively neglects life in its phenomenal aspect, that is, as it appears to the ordinary man. Arnold, while not without emotional equipment, and inspired by idealism of a high order, introduces a yet larger element of practical reason. Tendens manus ripœ`ulterioris amore, he is yet first of all a man of this world. His chief instrument is common sense, and he looks at questions from the point of view of the highly intelligent and cultivated man. His dislike of metaphysics was as deep as Ruskin's, and he was impatient of abstractions of any sort. With as great a desire to further the true progress of his time as Carlyle or Ruskin, he joined a greater calmness and disinterestedness. "To be less and less personal in one's desires and workings" he learned to look upon as after all the great matter. Of the lessons that are impressed upon us by his whole life and work rather than by specific teachings, perhaps the most precious is the inspiration to live our lives thoughtfully, in no haphazard and hand-tomouth way, and to live always for the idea and the spirit, making all things else subservient. He does not dazzle us with extraordinary power prodigally spent, but he was a good steward of natural gifts, high, though below the highest. His life of forethought and reason may be profitably compared with a life spoiled by passion and animalism like that of Byron or of Burns. His counsels are the fruit of this well-ordered life and are perfectly in consonance with it. While he was a man of less striking personality and less brilliant literary gift than some of his contemporaries, and though his appeal was without the moving power that comes from great emotion, we find a compensation in his greater balance and sanity. He makes singularly few mistakes, and these chiefly of detail. Of all the teachings of the age his ideal of perfection is the wisest and the most permanent. His Teach Personal III Arnold's poetry is the poetry of meditation and not the poetry of passion; it comes from "the depth and not the tumult of the soul"; it does not make us more ers and his joyful, but it helps us to greater depth of vision, greater detachment, greater power of self-posPhilosophy session. Our concern here is chiefly with its relation to the prose, and this, too, is a definite and important relation. In his prose Arnold gives such result of his observation and meditation as he believes may be gathered into the form of counsel, criticism, and warning to his age. In his poetry, which preceded the prose, we find rather the processes through which he reached these conclusions; we learn what is the nature of his communing upon life, not as it affects society, but as it fronts the individual; we learn who are the great thinkers of the past who came to his help in the straits of life, and what is the armor which they furnished for his soul in its times of stress. |