d
not do without their help. He needed them: he wanted to make Rugby a
model school, a school that would influence all England--would they help
him?

The dogged faces before him showed signs of interest. He continued,
without waiting for their reply, to set before them his ideal of an
English Gentleman. He persuaded them, melted them by his glowing
personality, shook hands with each, and sent them away.

The next day he again met them in the same intimate way, and one of the
boys made bold to assure him that if he wanted anybody licked--pupils or
teachers--they stood ready to do his bidding.

He thanked the boy, but assured him that he was of the opinion that it
would not be necessary to do violence to any one; he was going to unfold
to them another way--a new way, which was very old, but which as yet
England had not tried.

* * * * *

The great teacher is not the one who imparts the most facts--he is the
one who inspires by supplying a nobler ideal.

Men are superior or inferior just in the ratio that they possess certain
qualities. Truth, honor, frankness, health, system, industry,
kindliness, good-cheer and a spirit of helpfulness are so far beyond any
mental acquisition that comparisons are not only odious, but absurd.

Arnold inspired qualities, and in this respect his work at Rugby forms a
white milestone on the path of progress in pedagogy.

To an applicant for a position as teacher, Arnold wrote:

What I want is a man who is a Christian and a gentleman, an active
man, and one who has commonsense, and understands boys. I do not so
much care about scholarship, as he will have immediately under him
the lowest forms in the school, but yet, on second thought, I do
care about it very much, because his pupils may be in the highest
forms; and besides, I think that even the elements are best taught
by a man who has a thorough knowledge of the matter. However, if
one must give way, I prefer activity of mind and an interest in his
work to high scholarship; for the one may be acquired far more
easily than the other. I should wish it also to be understood that
the new master may be called upon to take boarders in his house, it
being my intention for the future to require this of all masters as
I see occasion, that so in time the school-barracks may die a
natural death. With this to offer, I think I have a right to l