of interminable floggings and appalling practical jokes. Keate ruled, unaided—for the under-masters were few and of no account—by sheer force of character. But there were times when even that indomitable will was overwhelmed by the flood of lawlessness. Every Sunday afternoon he attempted to read sermons to the whole school assembled; and every Sunday afternoon the whole school assembled shouted him down. The scenes in Chapel Were far from edifying: while some antique Fellow doddered in the pulpit, rats would be let loose to scurry among the legs of the exploding boys. But next morning the hand of discipline would re-assert itself; and the savage ritual of the whipping-block would remind a batch of whimpering children that, though sins against man and God might be forgiven them, a false quantity could only be expiated in tears and blood.
From two sides, this system of education was beginning to be assailed by the awakening public opinion of the upper middle classes. On the one hand, there was a desire for a more liberal curriculum; on the other, there was a demand for a higher moral tone. The growing utilitarianism of the age viewed with impatience a course of instruction which excluded every branch of knowledge except classical philology; while its growing respectability was shocked by such a spectacle of disorder and brutality as was afforded by the Eton of Keate. "The Public Schools," said the Rev. Mr Bowdler, "are the very seats and nurseries of vice."
Dr. Arnold agreed. He was convinced of the necessity for reform. But it was only natural that to one of his temperament and education it should have been the moral rather than the intellectual side of the question which impressed itself upon his mind. Doubtless it was important to teach boys something more than the bleak rigidities of the ancient tongues; but how much more important to instil into them the elements of character and the principles of conduct! His great object,
