Abstract
In the course of this book we shall frequently appeal to what we call an Arnoldian filter, a principle we wish to urge for choosing much of what should form part of education in schools. This priniciple is based on a remark in Matthew Arnold's Preface to Culture and Anarchy,1 that culture is a matter of getting ‘to know, on all the matters which most concern us, the best which has been thought and said in the world’ (1935, p.6, emphasis added). Arnold's work here and elsewhere is often seen as a key monument in English humanist thought. Trilling claims that ‘he established criticism as an intellectual discipline among the people of two nations and set its best tone’ (1949, p.3). It may not be of merely historical interest to consider some of the concerns that drove Arnold to offer culture in his sense as a contribution to contemporary and future society.
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