Over the evolution of the public school Dr Thomas Arnold, Headmaster of Rugby from 1827 until his death in 1841, exercised a decisive influence. Arnold himself expressed in his own stormy personality all the moral obsessions and emotional fervour of early Victorian evangelicalism. Arnold's Rugby was the most important and influential of the schools that served as prototypes for the numerous new public schools that opened between 1840 and 1900 to cater for the swelling middle classes. Arnold more than any other individual gave late Victorian English education both its concern with moral conduct and its distinctive mark of romanticism. Religion for Arnold, as for the rest of his generation, meant "...what the Gospel teaches us to mean by it, it is nothing less than a system directing and influencing our conduct, principles and feelings..." It followed that the first purpose of education was to inculcate Christian morality. "It is not necessary", he wrote, "that this should be a school of three hundred, or one hundred, or fifty boys; but it is necessary that it should be a school of Christian gentlemen." Christian morality was thus very much more important than, for example, scientific knowledge... Arnold went so far as to resign from the governing body of the new London University because religion was not to be a compulsory examination subject: "... An University that conceived of education as not involving in it principles of moral truths would be an evil."

What It Means

This is a placeholder explanation generated by the low-overhead model. It interprets "Over the evolution of the public school Dr Thomas Arnold, Headmaster of Rugby from 1827 until his death in 1841, exercised a decisive influence. Arnold himself expressed in his own stormy personality all the moral obsessions and emotional fervour of early Victorian evangelicalism. Arnold's Rugby was the most important and influential of the schools that served as prototypes for the numerous new public schools that opened between 1840 and 1900 to cater for the swelling middle classes. Arnold more than any other individual gave late Victorian English education both its concern with moral conduct and its distinctive mark of romanticism. Religion for Arnold, as for the rest of his generation, meant "...what the Gospel teaches us to mean by it, it is nothing less than a system directing and influencing our conduct, principles and feelings..." It followed that the first purpose of education was to inculcate Christian morality. "It is not necessary", he wrote, "that this should be a school of three hundred, or one hundred, or fifty boys; but it is necessary that it should be a school of Christian gentlemen." Christian morality was thus very much more important than, for example, scientific knowledge... Arnold went so far as to resign from the governing body of the new London University because religion was not to be a compulsory examination subject: "... An University that conceived of education as not involving in it principles of moral truths would be an evil."" in the context of "Correlli Barnett, The Collapse of British Power (1972), pp. 24-25" to mean that wisdom is timeless.