The Educational Influence of Matthew Arnold
Mathew Arnold was an English poet and a cultural critic and worked as an inspector of schools. He was born in 1822 by Thomas Arnold, a renowned headmaster of Rugby school. He later passed in 1888 at a time when he was to meet his daughter. Arnold was a scholar in the Rugby school where he managed to win various scholarly prizes due to his English essay writings, Latin and English poetry. He was good in poetry in a way that at one time his poem “Cromwell” won the Newdigate prize (Faverty, 12). He was an undergraduate at Balliol where he attained a Second Class Honors in Classics. He taught at Rugby school before joining Oriel College in Oxford as a Fellow.
In 1847, he became a private secretary to Lord Lansdowne, Lord President of the Privy Council. After four years, he was appointed the Inspector of Schools, a job that granted him the license to marry. Arnold could sometimes describe his work as an inspector as pure “drudgery” and at other times acknowledged the whole essence of it. He joined the career as an inspector at a time when the English education was at a critical stage of development and it was socially useful. His job involved traveling much through England while inspecting those schools which did not conform to the required standards. He was much involved in listening to the grievances of parents and children. Arnold formed the basis for the good work that was completed in the 19th century as well as that which was in progress (Iris, 16). However, he believed that the amount of work done was not adequate and that it needed to be brought into closer relation with the transition that was being experienced with the social and economic spheres.
The contribution made by Arnold on the English education in the nineteenth century is indispensable and Arnold can best be described as the fermenting agent, pioneer, illuminator and a creator of the “politics” of education. At the time of his appointment as an inspector of schools, he had no professional training and he had no desire to be involved in educational work. This was due to the fact that normal schools did not cater much about university graduates and the courses provided at post graduate level were things of the distant future. At one time, Arnold considered changing his position from inspector of schools to the post of Charity Commissionership but did not succeed. He was later promoted to be a senior inspector in 1870. He had the feeling that he was not being exposed to enough challenges. In fact, he regarded the kind of work as a routine and did not contribute much to the enlargement of his mind.
He had the desire to examine and argue on wider issues of educational thought but the system was not ready to give him a chance. Despite the fact that Miss Emily Bronte was displeased with him due to his nature of being foppery, he later became a necessity for a learner thought and fundamental reorganization of the education system. He brought intellectual aspirations into the education system (Whitridge, Arnold, 20). At one time when Arnold was mingling with the Chartists at the great mob in Trafalgar Square, he was much struck by the ability of the speakers. He was haunted by a sense of misgiving and he got so much concerned about the destiny of the English society prompting him to write to his sister Jane about revolution in England. He gave his own reflection about the English mental crisis where he cited that the tendency to triumph of the logical absolute reason as source of the mental crisis.
Arnold also perceived that the deep divisions that existed within the society were only to be healed through adequate education to the middle class who were in dire need of it. He gave an example of the fundamental cultural unity of the French where he cited that through the use of intelligence and common sense, the English society should have been in a position to overcome its problems (Connell, 32). Arnold believed that if one was in a capacity to find what ones nature was, what sphere each person or society has a talent in and if one resolves to follow that line intelligently, then unity can be achieved alongside the existing multitudinousness.
Arnold had the point of view that experience is an important factor of life and the only way to achieve satisfaction in life was through discovering our own nature and live in accordance with what it has to offer. The lifelong task for Arnold was the quest for unity and advocate for state participation in Education. He associated the improved education for the middle class with the community integration.
During his tenure as a senior inspectorate, the year 1851 marked an era when the English history was much significant to the whole world including the contemporary Victorians. The period formed a blue print of the present day England. England was experiencing economic prosperity even during the economic crisis in 1857 which did not have impact on the unemployment levels. This period of prosperity in England was characterized by mobility of goods, people, capital and labor.
Also, during the same period, some Irish members of the Catholic Church were alienated leading to the formation of small training establishments and model schools. The courses offered in the model schools only lasted for a few months meaning that the students were for the better part of their time confined to acquiring mechanical technique than the monitorial system required. It was to many regarded as the first genuine training institution. The 1846 Minutes served to re-arouse the zeal to transform the education system (Arnold, 46). The governmental grants to educational societies were increased and also intensified party rivalries were on the increase. For instance, Richard Cobden had the idea that education was the main cause of his party to split. Conflict arose because the role of government in state education was still not defined. This led to the formation of a movement which aimed at combating the factory bill of 1843 where Sir James Graham had proposed for reorganizing of factory schools. The reorganization was to cater for diversities of religious beliefs and safeguard the conscience. The schoolmaster and majority of the managers were to be members of the established church.
Another source of conflict was the religious issue. The Church of England was the religious denomination established by law which definitely gave it a considerable advantage over the other denominations. Under the 1846 minute, the Church of England received a great bulk of the government grant because it had so many activities compared to those of other National societies that were in existence. The trend received a major boost reverse from the 1846 minute which led to an increase in the number of normal schools and an increase in the number of certified teachers. The minute remained one of the important features in the Inspectors reports for it had changed the tone of primary education throughout the country. The minute provided room for the untrained masters to train and improvement in a bid to improve their salaries and prove that they were best suited for the school keeping.
The new model system brought to an end the previous monitorial system. In the new system, the pupil-teachers who ere employed were to be in charge of their classes and it was a requirement that the teachers had prior experience. This marked a transformation from the previous mechanical course to one which was considered as significant in the modern English education. The influence of the inspectorate led to emergence of improved teachers, enthusiastic pupils and improved teaching methods as well as the text books (Lakshmi, 1899). In addition, it promoted a better understanding of what was previously taught under superficial and mechanical system. Arnold observed that the supervision of young monitors, pupil teachers and the superintendence by the masters had increased the rate of progress within the model schools.
Later during his tenure, a number of bills were introduced in parliament. The bills sought for the establishment of a national system that was based on the act of parliament. First, there was the Secular educational Bill by W.J Fox which sought that education should be supplied with local rates, education should be free and students should not be obliged to accept any religious instructions. The bill was defeated. The bill that was finally enacted was the Manchester and Salford Education Bill (Arnold, 1882). It sought for the free education for the poor inhabitants of Manchester and Salford, new and upcoming schools which required assistance via local rates were to read the Holy Scripture in the Authorized Version and the children were not required to learn a religious creed which the parents might object. This was seen as an attempt to bring up the youth in a religious manner and a new era where English education was to receive a major boost.
It is during this period when Arnold chaired the Inaugural Lecture of poetry at Oxford and he devoted himself to commit his professional life to secure that English education should be “adequate” for the time. By adequate, Arnold had the opinion that one must bear clarity of thought as it really is. One has to see to it that once a proposal has been thought of it should be implemented and assessed whether it is working out adequately. At this time and age, Arnold had the opinion that a sense of direction was needed and it was to be in poetry but he however cautioned that before it is used as the criticism of life, it had first to be adequately approved. Through his past experience as the inspector of schools, he was much devoted to become a critical force which would sketch true direction for future progress (Iris, 63). He was to indicate the developments necessary to secure education.
In poetry, he was called the third great Victorian poet because he was keenly aware of his place in poetry. His nature of being exceptionally frank and just made his work to have scholarly attention in a way that some central aspects of the intellectual history in the nineteenth century can still be associated with his contributions. His career as a literary critic started in 1853 where he attempted to explain the extreme act of self censorship in poems. He also criticized the subject of most poems, clearness of arrangement, rigor of development and the simplicity of style. Arnold believed that poetry was superior to philosophy, science, and religion. He asserted that religion attaches its emotions to supposed facts which are slowly failing it. On the other hand, poetry attaches emotions to ideas which are infallible. He viewed science as incomplete without poetry and defines science to be the breather and the finer spirit of knowledge.
His criticism took a centre stage when he was appointed to the professorship of poetry at Oxford. His poems which were characterized by criticism were only met with mixed reviews but in the long run, his criticism was successful. He succeeded in introducing the methodology of literary criticism. He came up with new ideas of what poetry should and should not be. Arnold had to revolt against the moral ideas that were depicted in the poems that were in existence. He termed the poems which expressed indifference to moral ideas as also indifferent to life (Faverty, 66). At one time, Arnold went to the extent of censoring his own collection of poems on moral grounds. After asserting that poems should be judged by the levels of truth and seriousness in them, he moved over to social and political issues.
For Arnold, he was at the pragmatic middle ground which was more interested with fusing poetry with religion. According to him, the term God was just a term of eloquence and poetry and religion is morality touched with emotion. In his book called Literature and Dogma, he wrote that to shift from Christianity that relied on miracles to that which relied on natural truth is a great transition which can only be achieved by those who are attached to Christianity in a manner that they cannot part or deal with it.
Literary criticism led him to a general critique of the spirit of his age. At this time, he wrote the book culture and anarchy which had the aspect of humanists which was considered to be inconsistent with the expectations of his other critics. Arnold was also a journalism and a religious critic. He came up with the phrase “New journalism” which has defined the entire genre of newspaper history (Connell, 79). His religious beliefs were quite unusual given the time they were living in. Most of the scholars disagreed with his personal religious beliefs which were regarded as superstitious.
In conclusion, it should be noted that the contribution of Arnold towards literature is immense and indispensable. He introduced literary criticism in the poetry which has shaped poem to be what it is today. At the same time, he has induced a sense of morality in literature works and managed to influence some poets to focus on subjects which are of social benefit. Arnold has influenced others to be aware of contemporary literature which is based on the past and should contribute to the future and a firm tradition. Arnold urges the modern poets to seek guidance and inspiration from the great characters and themes of all times.
In 1847, he became a private secretary to Lord Lansdowne, Lord President of the Privy Council. After four years, he was appointed the Inspector of Schools, a job that granted him the license to marry. Arnold could sometimes describe his work as an inspector as pure “drudgery” and at other times acknowledged the whole essence of it. He joined the career as an inspector at a time when the English education was at a critical stage of development and it was socially useful. His job involved traveling much through England while inspecting those schools which did not conform to the required standards. He was much involved in listening to the grievances of parents and children. Arnold formed the basis for the good work that was completed in the 19th century as well as that which was in progress (Iris, 16). However, he believed that the amount of work done was not adequate and that it needed to be brought into closer relation with the transition that was being experienced with the social and economic spheres.
The contribution made by Arnold on the English education in the nineteenth century is indispensable and Arnold can best be described as the fermenting agent, pioneer, illuminator and a creator of the “politics” of education. At the time of his appointment as an inspector of schools, he had no professional training and he had no desire to be involved in educational work. This was due to the fact that normal schools did not cater much about university graduates and the courses provided at post graduate level were things of the distant future. At one time, Arnold considered changing his position from inspector of schools to the post of Charity Commissionership but did not succeed. He was later promoted to be a senior inspector in 1870. He had the feeling that he was not being exposed to enough challenges. In fact, he regarded the kind of work as a routine and did not contribute much to the enlargement of his mind.
He had the desire to examine and argue on wider issues of educational thought but the system was not ready to give him a chance. Despite the fact that Miss Emily Bronte was displeased with him due to his nature of being foppery, he later became a necessity for a learner thought and fundamental reorganization of the education system. He brought intellectual aspirations into the education system (Whitridge, Arnold, 20). At one time when Arnold was mingling with the Chartists at the great mob in Trafalgar Square, he was much struck by the ability of the speakers. He was haunted by a sense of misgiving and he got so much concerned about the destiny of the English society prompting him to write to his sister Jane about revolution in England. He gave his own reflection about the English mental crisis where he cited that the tendency to triumph of the logical absolute reason as source of the mental crisis.
Arnold also perceived that the deep divisions that existed within the society were only to be healed through adequate education to the middle class who were in dire need of it. He gave an example of the fundamental cultural unity of the French where he cited that through the use of intelligence and common sense, the English society should have been in a position to overcome its problems (Connell, 32). Arnold believed that if one was in a capacity to find what ones nature was, what sphere each person or society has a talent in and if one resolves to follow that line intelligently, then unity can be achieved alongside the existing multitudinousness.
Arnold had the point of view that experience is an important factor of life and the only way to achieve satisfaction in life was through discovering our own nature and live in accordance with what it has to offer. The lifelong task for Arnold was the quest for unity and advocate for state participation in Education. He associated the improved education for the middle class with the community integration.
During his tenure as a senior inspectorate, the year 1851 marked an era when the English history was much significant to the whole world including the contemporary Victorians. The period formed a blue print of the present day England. England was experiencing economic prosperity even during the economic crisis in 1857 which did not have impact on the unemployment levels. This period of prosperity in England was characterized by mobility of goods, people, capital and labor.
Also, during the same period, some Irish members of the Catholic Church were alienated leading to the formation of small training establishments and model schools. The courses offered in the model schools only lasted for a few months meaning that the students were for the better part of their time confined to acquiring mechanical technique than the monitorial system required. It was to many regarded as the first genuine training institution. The 1846 Minutes served to re-arouse the zeal to transform the education system (Arnold, 46). The governmental grants to educational societies were increased and also intensified party rivalries were on the increase. For instance, Richard Cobden had the idea that education was the main cause of his party to split. Conflict arose because the role of government in state education was still not defined. This led to the formation of a movement which aimed at combating the factory bill of 1843 where Sir James Graham had proposed for reorganizing of factory schools. The reorganization was to cater for diversities of religious beliefs and safeguard the conscience. The schoolmaster and majority of the managers were to be members of the established church.
Another source of conflict was the religious issue. The Church of England was the religious denomination established by law which definitely gave it a considerable advantage over the other denominations. Under the 1846 minute, the Church of England received a great bulk of the government grant because it had so many activities compared to those of other National societies that were in existence. The trend received a major boost reverse from the 1846 minute which led to an increase in the number of normal schools and an increase in the number of certified teachers. The minute remained one of the important features in the Inspectors reports for it had changed the tone of primary education throughout the country. The minute provided room for the untrained masters to train and improvement in a bid to improve their salaries and prove that they were best suited for the school keeping.
The new model system brought to an end the previous monitorial system. In the new system, the pupil-teachers who ere employed were to be in charge of their classes and it was a requirement that the teachers had prior experience. This marked a transformation from the previous mechanical course to one which was considered as significant in the modern English education. The influence of the inspectorate led to emergence of improved teachers, enthusiastic pupils and improved teaching methods as well as the text books (Lakshmi, 1899). In addition, it promoted a better understanding of what was previously taught under superficial and mechanical system. Arnold observed that the supervision of young monitors, pupil teachers and the superintendence by the masters had increased the rate of progress within the model schools.
Later during his tenure, a number of bills were introduced in parliament. The bills sought for the establishment of a national system that was based on the act of parliament. First, there was the Secular educational Bill by W.J Fox which sought that education should be supplied with local rates, education should be free and students should not be obliged to accept any religious instructions. The bill was defeated. The bill that was finally enacted was the Manchester and Salford Education Bill (Arnold, 1882). It sought for the free education for the poor inhabitants of Manchester and Salford, new and upcoming schools which required assistance via local rates were to read the Holy Scripture in the Authorized Version and the children were not required to learn a religious creed which the parents might object. This was seen as an attempt to bring up the youth in a religious manner and a new era where English education was to receive a major boost.
It is during this period when Arnold chaired the Inaugural Lecture of poetry at Oxford and he devoted himself to commit his professional life to secure that English education should be “adequate” for the time. By adequate, Arnold had the opinion that one must bear clarity of thought as it really is. One has to see to it that once a proposal has been thought of it should be implemented and assessed whether it is working out adequately. At this time and age, Arnold had the opinion that a sense of direction was needed and it was to be in poetry but he however cautioned that before it is used as the criticism of life, it had first to be adequately approved. Through his past experience as the inspector of schools, he was much devoted to become a critical force which would sketch true direction for future progress (Iris, 63). He was to indicate the developments necessary to secure education.
In poetry, he was called the third great Victorian poet because he was keenly aware of his place in poetry. His nature of being exceptionally frank and just made his work to have scholarly attention in a way that some central aspects of the intellectual history in the nineteenth century can still be associated with his contributions. His career as a literary critic started in 1853 where he attempted to explain the extreme act of self censorship in poems. He also criticized the subject of most poems, clearness of arrangement, rigor of development and the simplicity of style. Arnold believed that poetry was superior to philosophy, science, and religion. He asserted that religion attaches its emotions to supposed facts which are slowly failing it. On the other hand, poetry attaches emotions to ideas which are infallible. He viewed science as incomplete without poetry and defines science to be the breather and the finer spirit of knowledge.
His criticism took a centre stage when he was appointed to the professorship of poetry at Oxford. His poems which were characterized by criticism were only met with mixed reviews but in the long run, his criticism was successful. He succeeded in introducing the methodology of literary criticism. He came up with new ideas of what poetry should and should not be. Arnold had to revolt against the moral ideas that were depicted in the poems that were in existence. He termed the poems which expressed indifference to moral ideas as also indifferent to life (Faverty, 66). At one time, Arnold went to the extent of censoring his own collection of poems on moral grounds. After asserting that poems should be judged by the levels of truth and seriousness in them, he moved over to social and political issues.
For Arnold, he was at the pragmatic middle ground which was more interested with fusing poetry with religion. According to him, the term God was just a term of eloquence and poetry and religion is morality touched with emotion. In his book called Literature and Dogma, he wrote that to shift from Christianity that relied on miracles to that which relied on natural truth is a great transition which can only be achieved by those who are attached to Christianity in a manner that they cannot part or deal with it.
Literary criticism led him to a general critique of the spirit of his age. At this time, he wrote the book culture and anarchy which had the aspect of humanists which was considered to be inconsistent with the expectations of his other critics. Arnold was also a journalism and a religious critic. He came up with the phrase “New journalism” which has defined the entire genre of newspaper history (Connell, 79). His religious beliefs were quite unusual given the time they were living in. Most of the scholars disagreed with his personal religious beliefs which were regarded as superstitious.
In conclusion, it should be noted that the contribution of Arnold towards literature is immense and indispensable. He introduced literary criticism in the poetry which has shaped poem to be what it is today. At the same time, he has induced a sense of morality in literature works and managed to influence some poets to focus on subjects which are of social benefit. Arnold has influenced others to be aware of contemporary literature which is based on the past and should contribute to the future and a firm tradition. Arnold urges the modern poets to seek guidance and inspiration from the great characters and themes of all times.
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