27. Temple Bar, Feb. 1883.
28. Feb. 10, 1827.
29. Mr. Gladstone fixed on two of the elegies of In Memoriam as most directly conveying the image of Arthur Hallam, cviii. and cxxviii.
30. Iliad, iii. 221.
31. Ibid. x. 242.
32. I have heard him tell this story, and Garrick himself could not have reproduced a schoolboy's glee with more admirable accent and gesture.
33. Prothero's Life of Dean Stanley, 1. p. 22.
CHAPTER III
OXFORD
(October 1828-December 1831)
Steeped in sentiment as she lies, spreading her gardens to the moonlight, and whispering from her towers the last enchantments of the Middle Age, who will deny that Oxford, by her ineffable charm, keeps ever calling us nearer to the true goal of all of us, to the ideal, to perfection—to beauty, in a word, which is only truth seen from another side?—M. Arnold.
Glorious to most are the days of life in a great school, but it is at college that aspiring talent first enters on its inheritance. Oxford was slowly awakening from a long age of lethargy. Toryism of a stolid clownish type still held the thrones of collegiate power. Yet the eye of an imaginative scholar as he gazed upon the grey walls, reared by piety, munificence, and love of learning in a far-off time, might well discern behind an unattractive screen of academic sloth, the venerable past, not dim and cold, but in its traditions rich, nourishing, and alive. Such an one could see before him present days of honourable emulation and stirring acquisition—fit prelude of a man's part to play in a strenuous future. It is from Gladstone's introduction into this enchanted and inspiring world, that we recognise the beginning of the wonderful course that was to show how great a thing the life of a man may be made.
CHRIST CHURCH
The Eton boy became the Christ Church man, and there began residence, October 10, 1828. Mr. Gladstone's rooms, during most of his undergraduate life, were on the right hand, and on the first floor of the staircase on the right, as one enters by the Canterbury gate. He tells his mother that they are in a very fashionable part of the college, and mentions as a delightful fact, that Gaskell and Seymer have rooms on the same floor. Samuel Smith was head until 1831, when he was succeeded by the more celebrated Dr. Gaisford, always described by Mr. Gladstone as a splendid scholar, but a bad dean. Gaisford's excellent services to the Greek learning of his day are unquestioned, and he had the signal merit of speech, Spartan brevity. For a short time in 1806 he had been tutor to Peel. When Lord Liverpool offered him the Greek professorship, with profuse compliments on his erudition, the learned man replied, 'My Lord, I have received your letter, and accede to the contents.—Yours, T. G.' And to the complaining parent of an undergraduate he wrote, 'Dear Sir,—Such letters as yours are a great annoyance to your obedient servant T. Gaisford.'34 This laconic gift the dean evidently had not time to transmit to all of his flock.
Christ Church in those days was infested with some rowdyism, and in one bear-fight an undergraduate was actually killed. In the chapel the new undergraduate found little satisfaction, for the service was scarcely performed with common decency. There seems, however, to have been no irreconcilable prejudice against reading, and in the schools the college was at the top of its academic fame. The influence of Cyril Jackson, the dean in Peel's time, whose advice to Peel and, other pupils to work like a tiger, and not to be afraid of killing one's self by work, was still operative.35 At the summer examination of 1830, Christ Church won five first classes out of ten. Most commoners, according to a letter of Gaskell's, had from three hundred and fifty to five hundred pounds a year; but gentlemen commoners like Acland and Gaskell had from five to six hundred. At the end of 1829, Mr. Gladstone received a studentship honoris causa, by nomination of the dean—a system that would not be approved in our epoch of competitive examination, but still an advance upon the time-honoured practice of deans and canons disposing of studentships on grounds of private partiality without reference to desert. We may assume that the dean was not indifferent to academic promise when he told Gladstone, very good-naturedly and civilly, that he had determined to offer him his nomination. The student designate wrote a theme, read it out before the chapter, passed a nominal, or even farcical, examination in Homer and Virgil, was elected as matter of course by the chapter, and after chapel on the morning of Christmas eve, having taken several oaths, was formally admitted in the name of the Holy Trinity.
Mr. Biscoe, his classical tutor, was a successful lecturer on Aristotle, especially on the Rhetoric. With Charles Wordsworth, son of the master of Trinity at Cambridge, and afterwards Bishop of Saint Andrews, he read for scholarship, apparently not wholly to his own satisfaction. While still an undergraduate, he writes to his father (Nov. 2, 1830), 'I am wretchedly deficient in the knowledge of modern languages, literature, and history; and the classical knowledge acquired here, though sound, accurate, and useful, yet is not such as to complete an education.' It looked, in truth, as if the caustic saying of a brilliant colleague of his in later years were not at the time unjust, as now it would happily be, that it was a battle between Eton and education, and Eton had won.
Mr. Gladstone never to the end of his days ceased to be grateful that Oxford was chosen for his university. At Cambridge, as he said in discussing Hallam's choice, the pure refinements of scholarship were more in fashion than the study of the great masterpieces of antiquity in their substance and spirit. The classical examination at Oxford, on the other hand, was divided into the three elastic departments of scholarship and poetry, history, and philosophy. In this list, history somewhat outweighed the scholarship, and philosophy was somewhat more regarded than history. In each case the examination turned more on contents than on form, and the influence of Butler was at its climax.
CHARACTER OF OXFORD TEACHING
If Mr. Gladstone had gone to Oxford ten years earlier, he would have found the Ethics and the Rhetoric treated, only much less effectively, in the Cambridge method, like dramatists and orators, as pieces of literature. As it was, Whately's common sense had set a new fashion, and Aristotle was studied as the master of those who know how to teach us the right way about the real world.36 Aristotle, Butler, and logic were the new acquisitions, but in none of the three as yet did the teaching go deep compared with modern standards. Oxford scholars of our own day question whether there was even one single tutor in 1830, with the possible exception of Hampden, who could expound Aristotle as a whole—so utterly had the Oxford tradition perished.37