he whole, free from the
eccentricities so common to men of genius, the story of Arnold's life
is soon told. As a boy he lived the life of the normal English lad,
with its healthy routine of task and play. He was at school at both
Laleham and Winchester, then at Rugby, where he attracted attention
as a student and won a prize for poetry. In 1840 he was elected to
an open scholarship at Balliol College, Oxford, and the next year
matriculated for his university work. Arnold's career at Oxford was a
memorable one. While here he was associated with such men as John Duke
Coleridge, John Shairp, Dean Fraser, Dean Church, John Henry Newman,
Thomas Hughes, the Froudes, and, closest of all, with Arthur Hugh
Clough, whose early death he lamented in his exquisite elegiac
poem--_Thyrsis_. Among this brilliant company Arnold moved with ease,
the recognized favorite. Having taken the Newdigate prize for English
verse, and also having won a scholarship, he was graduated with
honors in 1844, and in March of the following year had the additional
distinction of being elected a Fellow of Oriel, the crowning glory of
an Oxford graduate. He afterward taught classics for a short time at
Rugby, then in 1847 accepted the post of private secretary to the
Marquis of Lansdowne, Lord President of the Council, which position he
occupied until 1851, when he was appointed Lay Inspector of Schools
by the Committee on Education. The same year he married Frances Lucy
Wightman, daughter of Sir William Wightman, judge of the Court of the
Queen's Bench.

Arnold's record as an educator is unparalleled in the history of
England's public schools. For more than thirty-five years he served as
inspector and commissioner, which offices he filled with efficiency.
As inspector he was earnest, conscientious, versatile; beloved alike
by teachers and pupils. The Dean of Salisbury likened his appearance
to inspect the school at Kiddermaster, to the admission of a ray
of light when a shutter is suddenly opened in a darkened room.
All-in-all, he valued happy-appearing children, and kindly sympathetic
teachers, more than excellence in grade reports. In connection with
the duties of his office as commissioner, he travelled frequently on
the Continent to inquire into foreign methods of primary and secondary
education. Here he found much that was worth while, and often carried
back to London larger suggestions and ideas than the national mind was
ready to accept. Under his s