I confess that I should very much object to undertake a charge in which I was not invested with pretty full discretion. According to my notions of what large schools are, founded on all I know and all I have ever heard of them, expulsion should be practised much oftener than it is. Now, I know that trustees, in general, are averse to this plan, because it has a tendency to lessen the numbers of the school, and they regard quantity more than quality. In fact, my opinions on this point might, perhaps, generally be considered as disqualifying me for the situation of master of a great school; yet I could not consent to tolerate much that I know is tolerated generally, and, therefore, I should not like to enter on an office which I could not discharge according to my own views of what is right. At Rugby, Arnold from the first maintained that in the actual working of the school he must be completely independent, and that the remedy of the trustees, if they were dissatisfied, was not interference, but dismissal. It was on this condition that he took the post; and any attempt to control either the administration of the school or his own private occupations he felt bound to resist as a duty not only to himself but the master of every foundation school in England. The remonstrances which he encountered, particularly from his fixed determination always to get rid of unpromising subjects, were vehement and numerous; but he repeatedly declared that on no other conditions could he hold his appointment, or justify the existence of the public school system in a Christian country. "My object," he wrote, just before taking up duty, "will be, if possible, to form Christian men, for Christian boys I can scarcely hope to make; I mean that, from the natural imperfect state of boyhood, they are not susceptible of Christian principles in their full development upon their practice, and I suspect that a low standard of morals in many respects must be tolerated amongst them, as it was on a larger scale in what I consider the boyhood of the human race." This is the keynote of his whole system. As he put it, what he looked for in the school was, first, religious and moral principles; second, gentlemanly conduct; and third, intellectual ability. Intellectual training was never for a moment underrated, but he always thought first of his charges as schoolboys who must grow up to be Christian men. His education, in short, "was not based upon religion, but was itself _religious_." For cleverness as such, Arnold had no regard. "Mere intellectual acuteness," he used to say, "divested as it is, in too many cases, of all that is comprehensive and great and good, is to me more revolting than the most helpless imbecility, seeming to be almost like the spirit of Mephistopheles." Often when this intellectual cleverness was seen in union with moral depravity, he would be inclined to deny its existence altogether.