Culture & Anarchy. Arnold Matthew

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.

      The little book has often been reprinted; but as "A Bible Reading for Schools" it failed, as, to judge by his own melancholy words about it, he seems to have foreseen that it would fail. People who have charge of Elementary Education in England, whether in Church Schools or in Board Schools, are eminently and rightly suspicious about new views in religion; and The Great Prophecy of Israel's Restoration gave currency to a view which in 1872 was probably new to most School Managers and School Boards. He carefully disclaimed any intention to decide the authorship of the chapters which he edited. But the fact that they were detached from the earlier ones might perhaps raise questions in enquiring minds; and in the preface he stated his personal belief that "the author of the earlier part of the Book of Isaiah was not the author of these last chapters." He most truly added that "there is nothing to forbid a member of the Church of England, or, for that matter, a member of the Church of Rome either, or a member of the Jewish Synagogue, from holding such a belief"; but probably clergymen and Dissenting ministers and pious laymen of all denominations looked rather askance at it; and the little book never got itself adopted as "A Bible Reading for Schools."

      Thus ended his one attempt to improve, positively and by construction, the curriculum of the Elementary Schools; and we return, at the end of this study of his Educational doctrine, to the point at which we began.

      "Organize your Elementary, your Secondary, your Superior, Education." This was the burden of his teaching for five-and-thirty years; and, if the community has at length really set its hand to that great task, it is only right that we should remember with honour the Master who first taught us (when the doctrine was unpopular) that the primary duty of a civilized State is to educate its children.