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Cameroni.Pdf Submitted by Ian William Cameron to the University of Exeter as a thesis for the degree of Masters by Research in Theology and Religion in April 2013. This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. Signature: .......................................................................................... Learning from the Master. How Thomas Arnold’s Christian convictions shaped his view of what makes a good education, with reflections and applications for the twenty-first century.1 Abstract: If we educate children without any knowledge of God, will we simply make them into clever devils? The question raises the issue of what kind of moral values should be upheld in English education if Christian ones are rejected, and what place God should have in state education. Should knowledge of God be taught only in churches and other faith groups? Thomas Arnold, Headmaster of Rugby (1828-1842) did not think so. This thesis considers Arnold’s Christian convictions and argues that it was his faith in Jesus Christ which was the predominant force in his pedagogy. Four areas of Arnold’s thinking are considered at length. First, what did Arnold believe was God’s will for the state and education generally? Second, what did he consider to be the place of Jesus Christ in a student’s education? Third, how does human nature affect learning and classroom behaviour? Fourth, what did Arnold believe was God’s purpose for discipline in the world generally and schools specifically? After analysing Arnold’s theology and educative practice, the final chapter considers applications that might be applied in the twenty-first century across a range of English schools. Could a fully maintained state school incorporate Arnold’s model? What about an independent school, or a church school, or a Free School? While the social differences between nineteenth and twenty-first century England are vast, the thesis contends there are aspects of Arnold’s pedagogy which could be incorporated into some English schools, while arguing that the current state-funded education system does not share enough of Arnold’s Christian convictions in order to gain from his pedagogy. 1 Portrait of Thomas Arnold (1839) by Thomas Phillips (1770-1845) Table of contents Section I Introduction and Methodology 4 Chapter One: Literature Review 17 Section II Arnold’s Christian convictions and their influence on his view of: Chapter Two: The purpose of the state and education within it 37 Chapter Three: Christ the Educator - When, what, how and why someone should learn from Jesus Christ 53 Chapter Four: Human nature - Including the nature of school boys 68 Chapter Five: The role and place of discipline in God’s world 83 Section III Chapter Six: Following the Master - reflections for schooling today 100 Section IV Appendix I - Timeline of the life and times of Dr Arnold 118 Appendix II - Assistant Masters appointed by Dr Arnold 119 Appendix III - Index of Arnold’s Sermons, arranged by Bible reference 120 Appendix IV - Notes on Rugby School Culture 122 Bibliography 127 3 Introduction and Methodology ‘And now then may I not well call on all who hear me to be reconciled to God?’2 Possibly England’s most famous headmaster, Dr Thomas Arnold had definite views on what constitutes a good education. This thesis examines Arnold’s faith in Christ and considers how his faith shaped his pedagogy. The thesis contends that Arnold’s opinion of what makes a good education was shaped primarily by his conviction that it was God’s will that nations should be Christian, that Jesus Christ was the greatest teacher of all, that His way was the true and right way to a better life and a better society, and that only through Him could a schoolboy3 find peace with his maker.4 Arnold set forth his view of what makes a good education at various times and in various places. For instance, he explained to an audience in 1832 that: Undoubtedly, he is perfectly educated who is taught all the will of God concerning him, and enabled, through life to execute it. And he is not well educated who does not know the will of God, or knowing it, has received no help in his education towards being inclined and enabled to do it.5 Such a statement suggests it is impossible to divorce Arnold’s faith from his view of what makes a good education. A good education, for Arnold, was one where God’s will was known by the student, and he was strengthened to carry it out. A bad education was one where the student had no idea of God’s will, or if he did know it, had not been helped or encouraged to do it. 2 Thomas Arnold, ‘Sermon XVI - Mark 14:21’ Sermons Chiefly on the Interpretation of Scripture (London, Fellowes, 1845) 176 3 It is a characteristic of the period under consideration that much of the language was more male-gender oriented than is now the case. For example, Arnold only taught school boys (Rugby was a single-sex school) and thus Arnold’s view on the nature of school boys is examined. We might safely assume that what he thought true for boys was also generally true for girls. Quotations with this gender-oriented language are allowed to stand verbatim without further comment. 4 Arnold clearly did not view Jesus as he viewed other teachers in history. He wrote: “To read an account of Christ, written as by an indifferent person, is to read an unchristian account of Him; because no one who acknowledges Him can be indifferent to Him, but stands in such relations to Him, that the highest reverence must ever be predominant in his mind when thinking or writing of Him…. If I think that Christ was no more than Socrates, (I do not mean in degree, but in kind), I can of course speak of Him impartially; that is, I assume at once, that there are faults and imperfections in His character, and on these I pass my judgement: But if I believe in Him, I am not His judge, but His servant and creature; and He claims the devotion of my whole nature, because He is identical with goodness, wisdom and holiness.” Arthur Stanley, Letter to J. C. Platt February 4, 1837, Life of Dr. Arnold, (London, Ward, Lock & Co, 1844) 297-298. 5 Thomas Arnold,‘Sermon XVI - Deut 11:19’ Sermons – Volume III, (London, Reeves & Turner, 1876) 138 4 Arnold believed the place to make God known was as much in the school as in church or elsewhere. The decisions he made as headmaster were influenced by what he believed in light of what he read in the Bible, and by the importance he placed on knowing Jesus Christ. Arnold regularly preached in the school chapel, directing the thoughts of the school boys towards Jesus Christ, trying to help them see that only in Him would they find the perfect role model to help them in later life. This thesis will not only show how Arnold’s Christian convictions shaped his pedagogy, but it will also suggest some possible applications for today. Arnold’s views on education have a particular contemporary application in England because current legislation allows for parents and other individuals and groups to apply to the state for funding in order to establish a ‘Free School’.6 It is hoped this policy will introduce diversity into the curriculum and provide different educational opportunities for parents to offer to their children;7 however the ‘Free Schools’ policy does call into question the current system of education and implies it needs improving or, at the very least, changing.8 Furthermore, the long history of both private and church schools in England, and the recent development of academies free from Local Education Authority control has created a situation where it is entirely possible for some schools to apply an Arnoldian model. This thesis considers what that might mean in practise. Who was Thomas Arnold, and why is he significant? Dr Thomas Arnold was headmaster of Rugby, one of England’s most prestigious public schools, from 1828 to 1842. His unexpected death at the age of 46 (from a heart attack) cut short his headmastership.9 Arnold’s life was memorialised in a biography written by a former student, Arthur Stanley; in the 6 From the Department for Education website. ‘Free Schools: What are Free Schools?’ Available at: http://www.education.gov.uk/schools/leadership/typesofschools/freeschools/b0061428/free-schools/what (accessed February 16, 2013) 7 From the Department for Education website. Available at: http://www.education.gov.uk/schools/leadership/ typesofschools/freeschools/b0061428/free-schools (accessed February 16, 2013) 8 From a BBC article ‘Free Schools ‘not wanted’ say teachers’, January 3, 2011. Available at: http:// www.bbc.co.uk/news/education-12099245 (accessed February 16, 2013) From a BBC article ‘Doubts cast over Swedish style-free schools’, June 23, 2010. http://www.bbc.co.uk/news/ 10376457 (accessed February 16, 2013) 9 Stanley, Letter to F. C. Blackstone December 17, 1841, Life of Dr. Arnold, 442. This letter and others suggest that Arnold was reluctant to leave Rugby until all his sons had finished school. At the time of writing, the youngest had not yet begun at Rugby. 5 famous novel, Tom Brown’s Schooldays, written by Thomas Hughes, another student of Arnold’s; and later, to some extent in film.10 It was Arnold who started writing regularly to parents to inform them of their son’s progress at school, and this later developed as report writing.11 It was Arnold who stressed the idea that character was more important than academic success.
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