UC-NRLF 
 
 n 
 
Range 
 Shelf.... 
 
 Received 
 
 UNIVERSITY OF CALIFORNIA. 
 
 GIFT OF 
 
 DANIEL C. OILMAN. 
 
THE CONFESSIONS 
 
 A QUEEN'S COLLEGIAN 
 
 VOL. I. 
 
I,ONDOK : riiiNTien BY 
 
 3POTTISWOODK A NO CO., NKW-STUEKT SQUARE 
 AND I'AUI.IAMKNT STRIiET 
 
MIXED EDUCATION 
 
 IN 
 
 IKELAND. 
 
 THE CONFESSIONS OF A QUEEN'S COLLEGIAN. 
 
 BY 
 
 F. HUGH O'DONNELL, M.A. 
 
 University Gold Medallist in History, English Literature, and Political Economy; 
 
 ex-Senior Scholar in Metaphysical and Economic Science ; 
 
 ex-Senior Scholar in Modern Languages and History ; 
 
 ex-Senior Scholar in Jurisprudence and Law 
 
 Ac. d~c. 
 
 IN TWO VOLUMES. 
 
 VOL. I. THE FACULTY OF ARTS. 
 
 LONDON : 
 ONGMANS, GKEEN, AND GO. 
 
 1870. 
 
03 
 
PREFACE. 
 
 THE present volume, as the reader will perceive, 
 relates the past history and present condition 
 of the so-called Faculty of Arts of the Queen's 
 University in Ireland. In intimate connection 
 with this subject is the sketch of School Education 
 given in an early portion of the work. 
 
 The second volume, now in preparation, will 
 deal with the Professional Schools of the Queen's 
 University, their real character and assumed sig- 
 nificance. The account of the Medical School, and 
 of the Galway Medical School in particular, will 
 principally, as may be seen from the advertisement 
 at the end of the present volume, be from the pen 
 of Surgeon Ward, late Demonstrator of Anatomy 
 in Queen's College, Galway. The Second Volume 
 
VI PREFACE. 
 
 will also contain, as may be seen from the same 
 advertisement, some miscellaneous chapters upon 
 points of especial interest, including details of 
 the religious and social operation of the Mixed 
 System. 
 
CONTENTS 
 
 OF 
 
 THE FIRST VOLUME. 
 
 PART I. 
 
 < HAP. PAGE 
 
 I. PRELIMINARY ...... 3 
 
 II. CONVOCATION . . . . . .18 
 
 III. TREASURE TROVE AN UNEXPECTED AUXILIARY . 34 
 
 PART II. 
 
 I. AN OLD CLASSICAL SCHOOL IMPERIAL LEGISLATION . 53 
 II. A GRAMMAR SCHOOL OF ERASMUS SMITH THE HISTORY 
 
 OF AN ENDOWMENT . . . . .81 
 
 III. A GRAMMAR SCHOOL OF ERASMUS SMITH THE QUEEN'S 
 
 COLLEGE AND ITS FEEDING SCHOOL . . .94 
 
 IV. TEE COLLEGE OF ST. IGNATIUS THE QUEEN'S COLLEGE 
 
 AT ITS OLD WORK . . . . .112 
 
 PART III. 
 
 I. A MATRICULATION . . . . . 131 
 
 II. AIRGHIOD SIOS . . . . . .171 
 
 IK. BIFURCATION AND LENIENCY . . ' . 203 
 
 IV. A FIRST UNIVERSITY EXAMINATION IN ARTS . . 227 
 
 V. THE BACCALAUREATE ..... 246 
 VI. AN M.A. DEGREE ...... 302 
 
 VII. CONCLUSIONS ...... 308 
 
 APPENDIX 319 
 
Errata* 
 
 P. 10, 11, /or much less than the reverse, read little more than the inverse 
 
 40, for enrolments, read emoluments. 
 
 185, last line of table, for 141 read 144, and for 129 read 149. 
 
PART FIEST. 
 INTRODUCTIONS. 
 
 'The difference between us and other Universities is, that we have not such 
 very well-trained men.' From Minutes of Evidence of Professor Nesbitt before the 
 Queen's Colleges Commission. 
 
 ( I must honestly state that if we had no Scholarships and no Exhibitions we 
 might as well shut our doors.' From Minutes of Evidence of Professor Melville 
 before the Queen's Colleges Commission^ 
 
THE CONFESSIONS 
 A QUEEN'S COLLEGIAN. 
 
 CHAPTER I. 
 
 PRELIMINARY. 
 
 IT is now some five or six years since I first 
 thought of attempting something like my present 
 work. I believe it was about my second session at 
 college that a certain inkling of things not being 
 quite right a certain sense of dissatisfaction and 
 disappointment, which was not exactly conviction 
 so much as growing suspicion and uneasiness 
 began to cloud the charming rose-colour of a boy's 
 first dream of the University. As I write these 
 lines, I remember I shall be twenty-three to-mor- 
 row, and six years ago must have found me only 
 seventeen. 
 
 I do not know what in particular first called 
 
4 MIXED EDUCATION IN IRELAND. 
 
 upon me to reflect. Most probably it was nothing 
 in particular. Most probably my state of mind 
 was only the result of many individually im- 
 perceptible accessions was only the reflection of 
 many confused impressions which I had not then 
 either the critical skill or the inclination to 
 analyse. 
 
 I cannot even explain how it was I ever came 
 to reflect at all, or why I did not, like so many 
 of my fellows, feel only too glad to get over the 
 ground upon the easy terms a decent formality 
 required, without ever minding to look the gift 
 horse in the mouth, or ever troubling myself, so 
 long as the spectators were kept in the dark, 
 about his being such a peculiarly sorry Pegasus 
 indeed. 
 
 I only know that I early began to feel a marked, 
 a painful contrast, between the Queen's Colleges 
 as advertised and the same institutions as expe- 
 rienced. For peace I found party ; for science, 
 smattering ; for equality, unfairness ; for religion, 
 irreligion ; for promise, pretence ; and for hope, dis- 
 illusion. Factious animosities were more sharply 
 denned than I had ever imagined them before, 
 or have ever witnessed them since. Where the 
 hostility of parties seemed to have grown dead 
 
IN EVERY SENSE A DECEPTION. 
 
 or wearied, it did not so much disappear as change 
 its semblance without changing its aim. It is 
 long since I have learned there are no sectaries 
 like Unsectarians, and that Catholic Religion comes 
 off much worse from the handling of the latter 
 than the former. In matters of science I saw a 
 system which sought above all, and with a perfect 
 mania, to prove its success by the mere numbers 
 it could seduce to its classes by the most repre- 
 hensible means : by the unexampled lowering of 
 the Matriculation ; by the unexampled profusion 
 of bribes ; by the unexampled abolition of any- 
 thing like a uniform standard of general education 
 among its students, or of anything like a general 
 education at all ; by the unexampled facilitation 
 and degradation of its Arts Degree. At the same 
 time I found equality to consist in a plentiful 
 enforcement of one-sided text-books, whose one- 
 sidedness it was forbidden to professor and 
 teacher to refute ; while religion was provided 
 for by classing the Unitarian and the Christian 
 with respectful or contemptuous indifference in 
 identically the same category ; and, so far as 
 education went, inculcating, or leaving it to be 
 inferred, that history and civilisation had as much 
 or as little reason to be indebted to the one as- 
 
6 MIXED EDUCATION IN IRELAND. 
 
 to the other. As for Ireland, if her name was 
 mentioned in a text-book of the c University,' it 
 was only to exhibit her in a light either ludicrous 
 or depraved the idiot rebel of generous England, 
 the idiot dupe of some charlatan O'Connell, now 
 hounded on by surpliced ruffians to the most 
 desperate atrocities, and now swindled, in just re- 
 tribution for her whimpering disloyalty of course, 
 by some agitator of an hour. These are strange 
 experiences to record of any educational institu- 
 tion, but the reader may remember that most 
 of them have been hinted at in many quarters 
 already; and before these pages are concluded, it 
 will have been my painful duty to confirm this 
 account in every particular. 
 
 Here I take an opportunity, at the very out- 
 set of my work, to protest once for all, against 
 being thought to have any intention of impugn- 
 ing the motives of any private persons whosoever, 
 or even such quasi-officials as professors and the 
 like. Many of these I know to be most estimable 
 characters in all the walks of life, as life presents 
 itself to them. For the good faith shown by some 
 of them, in their statements on behalf of the 
 Queen's College propaganda, I cannot indeed so 
 readily go bail. But neither can I so decisively 
 
WHOM TO BLAME FOR IT. 7 
 
 pass judgment upon the hidden workings of their 
 minds, as not to leave a loophole for charitable 
 construction. Few honest fanatics, perhaps and 
 fanatics they unquestionably are would not be 
 warped to ambiguities by the sinister necessities 
 of their responsible position. With them I can 
 have no quarrel. And if I array them in evi- 
 dence, it is to proceed against greater than they. 
 Who accuses the servant and acquits the master? 
 Who impeaches the offending hand and absolves 
 the guilty head? With agent or instrument I 
 have nought to do; but with the sciolists in high 
 places, with the projectors in high places, with 
 those who misunderstood the requirements of the 
 people, with those who misrepresented the require- 
 ments of the people, with the under-clever states- 
 men, with the over-clever statesmen, with those 
 who planned a bad system of education on the 
 chance of its turning out harmless ; with those 
 who enforced a bad system of education on the cal- 
 culation of its turning out harmful; with the great 
 Liberal party, whose liberality is in inverse propor- 
 tion to its greatness ; with the great Conservative 
 party, which has never cared to conserve anything 
 but itself. These I accuse ; these I impeach ; by 
 the warrant of what I have seen ; by the warrant 
 
8 MIXED EDUCATION IN IRELAND. 
 
 of what I have heard : of tyrannical legislation, 
 of reckless legislation, of unintelligent legisla- 
 tion ; in the name of scholarship, sacrificed to the 
 exigencies of recruiting; in the name of religion, 
 sacrificed to the exigencies of intolerance ; in the 
 name of five millions of my countrymen, debarred 
 from the benefits of learning ; in the name of 
 five millions of my countrymen, debarred from 
 their birthright of education; in the name of 
 society, which suffers; in the name of civilisation, 
 which condemns, 
 
 Many people who have been accustomed to con- 
 sult their personal ease, much more than anything 
 else, may very sensibly conclude that all this is not 
 very wise. And perhaps they are right. It might 
 show much more worldly wisdom to hold my 
 tongue. What business have I to be telling tales 
 out of school, when nearly everybody else, with 
 the exception of Mr. Pope Hennessy, and a few 
 insubordinate spirits of his kind, have kept mum, 
 or been kept so, for twenty years ? No business in 
 life, I admit, except indeed a certain leaven of re- 
 bellism, which will not let me allow ' getting husks 
 for grist ' is a fair bargain. Besides, the fruits of 
 all the wise reticence which has been practised for 
 these long twenty years, have not so conspicuously 
 
A QUIXOTIC IDEA. 
 
 recommended themselves to my peculiar taste, as 
 to make me feel quite sure that a little unworldly 
 candour, a little foolish outspeaking, would not be 
 a much better and more honourable thing. If it 
 turns out that honesty is not the best policy, why 
 so much the worse for policy. 
 
 And now I shall confess to the reader what he 
 may consider was the least wise idea that ever 
 came into my brain in the course of this unwise 
 business. Nothing less than to up and tell Convo- 
 cation what I thought about their precious Univer- 
 sity, about its academic system, about its bounty* 
 system, about its graduate system, about its reli- 
 gious system. I did not then add, even to myself, 
 about its Convocation system. It did not half 
 occur to my innocence, that there was anything 
 profoundly Quixotic in my proposed undertaking. 
 I had found many friends, in the course of rny 
 University career, to cordially agree with me upon 
 many or all the abuses which the Queen's Univer- 
 sity seemed created to foster. It is not without 
 the approval of some of them that I write these 
 
 * ( So far as this College is concerned, I must honestly state that if 
 we had no Scholarships, and no Exhibitions, we might as well shut 
 our doors.' From Minutes of Evidence of Alexander G. Melville, M.D., 
 M.RC.S.E.,M.R.I. A., Professor of Natural History, before the Queen's 
 Colleges Commission. 
 
10 MIXED EDUCATION IN IRELAND. 
 
 statements. And I was simple enough to think 
 that a fair and thorough statement of all that the 
 Queen's University was not, and of all that the 
 Queen's University could never be of its unneces- 
 sary shortcomings, of its necessary shortcomings, 
 of its exotic character, of its illiberal character, of 
 the mischievous fiasco it had been in the past, of 
 the yet more mischievous fiasco it must be in the 
 future could not but have weight with young men 
 who, with the stiff judgments and stiff preconcep- 
 tions of young men and young doctrinaires, might 
 also fairly be expected not to be without both the 
 generous sympathies of youth and the practical 
 leanings of philosophy. 
 
 I would have reminded them of what every- 
 body confesses, outside of Presidential Reports and 
 speeches from Crown Ministers and what the Lord 
 Chief Baron, on the part of the Senate, has re- 
 cently expressly reiterated that while the Catho- 
 lic people of Ireland outnumber, in the proportion 
 of four to one, all other denominations together, 
 in the Queen's Colleges, especially founded for the 
 instruction of that Catholic people, the proportion 
 which Catholic students bear to those of all other 
 denominations is, after twenty years, much less 
 
A CONVENIENT FICTION. 11 
 
 than the reverse of that proportion.' * I would 
 have added, what everyone within the pale of the 
 University must know, that they should exclude 
 from that small Catholic fraction (which ought to 
 be a great Catholic multitude) all those students 
 whose connection with the ' University ' exclusively 
 consists in attendance upon those professional 
 schools which, though by a convenient fiction 
 counted to the credit of the system, stand in no 
 closer relation to Mixed Education, or to any edu- 
 cation but professional, than that of local contiguity. 
 And thus it might be doubted whether the total 
 number of Catholics in the actual enjoyment of that 
 c Unsectarian General Education,' which the three 
 colleges have been commissioned to convey, would 
 in all the three colleges be found to greatly exceed, 
 if they even equalled, the third of that small fraction. 
 / doubt if at this moment there are half a hundred 
 Catholics in Galway, Cork, and Belfast together, 
 
 * 'The number of students in the three colleges of the Queen's 
 University has been 740 in the academic year which has just con- 
 cluded. Of these 214 are members of the Established Church, 170 
 are Catholics, 263 Presbyterians, and the remainder, who number 93, 
 belong to other smaller denominations.' Speech of the Lord Chief 
 Baron on the part of the Queen's University, as senior member of the 
 Senate in the absence of the Chancellor and Vice-Chancellor, at the 
 annual meeting in St. Patrick's Hall for the year 1868-9. 
 
12 MIXED EDUCATION IN IRELAND. 
 
 who have an atom more to do with Mixed Educa- 
 tion, except nominally, than if they were study- 
 ing engineering at Woolwich, law at the Inns of 
 Court, or medicine at the College of Surgeons or 
 in St. Cecilia Street. Like some petty potentate 
 eclipsed by powerful auxiliaries, the poor little 
 faculty of Arts, or University proper, that was 
 originally * intended ' to be developed on a large 
 scale, to be a really fully developed faculty of Arts,' 
 
 * f Sir Thomas N. Eedington. Did the Statutes, as originally 
 framed, provide for the three faculties of arts, law, and physic ? 
 
 Witness. I think not The Board framed a programme of 
 
 education which did not include the three faculties. I myself was in 
 favour of the plan then adopted ; the other members agreed with me. 
 The idea was, in the first instance, to develop the faculty of arts on a 
 
 large scale We conceived the idea of one very full faculty of 
 
 arts / beg leave to say that, although when we were first making 
 
 our arrangements, I advocated the organisation of the faculty of arts 
 exclusively, and was anxious to see created in this country a really 
 fully developed faculty of arts a thing which we had not in any of 
 our existing universities (!) subsequently, events made me sensible that 
 it ivas necessary for the success of the educational system and its favour- 
 able reception by the country, that the faculties of medicine and law 
 should be constituted, and I therefore fully concurred in the subsequent 
 arrangements which were made for the constitution of those faculties, 
 although such concurrence on my part differed materially from the view 
 I had at first advocated. . . . The plan for the building of the colleges 
 had been drawn up and approved by the Government on the suppo- 
 sition of there being but one faculty, namely, of arts, with schools of 
 engineering and agriculture.' Minutes of the Evidence of Sir Robert 
 Kane before the Queen's Colleges Commission. 
 
 I may add that the retrogression of the Queen's University from 
 the status of an educational to that of a professional institution has, 
 since 1868, received its further ' development ' by the elevation of the 
 mechanical school of engineering to the rank of a faculty. I do not 
 
XO GENERAL EDUCATION. 13 
 
 lias long since given up the notion of ever be- 
 coming ' developed ' at all, and is only too glad 
 to shelter its meagreness under the lee of those 
 engineering, legal, and medical faculties, which ; 
 though purely professional, and in no wise peculiar 
 to the Queen's University, have been laid hold of 
 in the desperate straits in which Unsectarianism 
 finds itself in this country, for the obvious advan- 
 tage of having, by an obvious fraud, their nume- 
 rous students to quote to the credit of Mixed Edu- 
 cation. So extensive has been the metamorphosis 
 of the University, so extensive has been its substi- 
 tution of professional training, in the place of its 
 original plan of general education, that the single 
 professional faculty of Medicine alone supplies at 
 least half of the total numbers usually reckoned as 
 Queen's Collegians ; and this, though not a single 
 medical student from the moment his name is first 
 inscribed on the roll of the medical classes, to that 
 in which he makes his final bow to Her Majesty's 
 
 doubt that, if the country folk could be nominally recruited thereby 
 for the system, agriculture would not be left to lack a similar dis- 
 tinction. Nor by this do I mean to cast any slur upon useful and 
 honourable callings, but only to prevent any blinking of the fact that, 
 for all the Queen's University is doing for the general educatimi of 
 the country, we might as well be without it. It is the rival of several 
 professional training schools. It bars the way of Catholic education. 
 It neither does, nor seeks, anything more. 
 
14 MIXED EDUCATION IN IRELAND. 
 
 Lord Lieutenant- General and General Governor in 
 the Castle of Dublin has ever been under the 
 slightest necessity to acquire the slightest tincture 
 of anything but medical knowledge and skill. To 
 refer again to the Lord Chief Baron, who evidently 
 had 110 idea that he was proclaiming the utter 
 breakdown of the original institution : ' 302 can- 
 didates in all have attended the University exami- 
 nations of the year. Of these candidates, 73 have 
 undergone the first University examination in the 
 curriculum for the degree of Bachelor of Arts. . . . 
 In the faculty of Medicine, the most important part 
 of ivhat comprises the system of education in this 
 University, 124 candidates have undergone the first 
 University examination.'' As it would be only 
 counting many of the same individuals twice over 
 to mention the number of candidates who under- 
 went the second University or Degree examinations 
 in the little faculty of Arts, and the big faculty of 
 Medicine respectively, we may rest satisfied with 
 the evidence of comparative strength these statis- 
 tics exhibit as between the two faculties. And let 
 it be remembered that this only is the proportion 
 between Arts and one other faculty alone. If we 
 are to take into consideration the candidates in the 
 other ' faculties ' in Engineering, ; another impor- 
 
NO CATHOLIC STUDENTS. 15 
 
 tant department,'* and in Law we shall have more 
 than ever reason to come to the conclusion that 
 Arts is literally nowhere, and that 73 out of 302, 
 or less than one-fourth of the ' Uni versity,' very 
 fairly represents its wretchedly subordinate posi- 
 tion. If, among that handful of 73, there are 15 
 Catholics, or a pitiful fifth, it is as much as I can 
 make out by calculation or by scrutiny. Take up 
 the records of the Colleges ten years ago take 
 them up fifteen years ago and the tale they tell 
 yesterday, and the day before, is the same as they 
 are telling now. The failure of the Endowed and 
 Established Church was never more conspicuous 
 than the failure of the Endowed and Established 
 University. The paucity of Catholics in Trinity 
 College used to be explained upon the ground 
 of the very successful extermination and con- 
 fiscation of those Catholic families who, but for 
 such measures of paternal government, would be 
 in a position to-day to patronise that aristo- 
 cratic (?) establishment. The Catholic middle 
 classes, however, though not as well off, perhaps, 
 as they might be but for their paternal go- 
 vernment, have certainly neither been buried nor 
 beggared. On the contrary, 4 the anxiety of the 
 
 * Speech of the Lord Chief Baron. 
 
16 MIXED EDUCATION IN IRELAND. 
 
 laity to partake of the blessings of education/ 
 is one of the stock topics in the mouths of none so 
 frequently as the Queen's College party. Even 
 if ' the laity ' are at times a little hard up for 
 cash, is not Queen's College education, to put it 
 mildly, the cheapest in Ireland? How, then, ac- 
 count for that extreme fewness, almost amounting 
 to entire absence of the Catholic body high class, 
 middle class, or low class from the number-roll 
 of the c lay ' University ? 
 
 Such facts as these I was prepared to lay before 
 the Convocation. They form but a small portion of 
 what the reader will find detailed in the following 
 pages ; but they ought to have been amply sufficient 
 for my purpose. And I would have asked my 
 fellow-members, my fellow-graduates albeit so 
 very few were my fellow-religionists what good 
 could ever come, on the grounds of fair dealing and 
 expediency alike, from keeping up an educational 
 farce, which was a failure from its inception, and 
 is a failure still; which, after being founded twenty 
 years ago, ostensibly for the benefit of the bulk 
 of the people, is after twenty years as carefully 
 eschewed by the bulk of the people, and as practi- 
 cally defunct, except for professional training pur- 
 poses, as if it had never existed. I might have 
 
QUITE ENOUGH TO CONVINCE ME. 17 
 
 prayed them to consider in what name they were 
 practising intolerance the name of holy tolerance 
 itself; to reflect against whom they were double- 
 barring all the doors of mind's great temple their 
 own countrymen and well-wishers ; and at the beck 
 of whom were these their well-wishers or their 
 countrymen? I had hoped that such representa- 
 tions would have their effect. But if the furious 
 rejection of the poor boon of the Supplemental 
 Charter was not sufficient to destroy my delusion, 
 what I witnessed at a personal visit to Convocation 
 was quite enough to convince me that, even sup- 
 posing a quorum to be present to constitute a 
 meeting a thing which appeared by no means 
 certain Convocation, absorbed in the contempla- 
 tion of their own perfections, or profoundly en- 
 gaged in withering denunciations of ultramontanism, 
 had far grander things to trouble them than the 
 interests of education or the interests of Ireland. 
 
18 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER II. 
 
 CONVOCATION. 
 
 IT was on the morrow of the October meeting of 
 the University, in 1868, that for the first and only 
 time I presented myself at Convocation, which had 
 been summoned to attend in St. Patrick's Hall, 
 at twelve o'clock precisely of that day. It was 
 striking the hour of noon as I ascended the great 
 staircase, grim with old-fashioned smooth-bores, 
 and bristling with antique bayonets. The last 
 chimes had hardly ceased to reverberate as I en- 
 tered my name, degree, and residence with the 
 clerk, and, with something of awe for the august 
 assembly upon whom I was intruding, respectfully 
 hoped my punctuality had prevented any interrup- 
 tion of their grave deliberations. Here, if any- 
 where, I was about to mingle with the living evi- 
 dence of the successful working of our institution. 
 I was about to receive ocular demonstration, if 
 ocular demonstration was possible, of the fact of its 
 numbers and its popularity. It was true that I 
 
COULD THIS BE CONVOCATION ? 19 
 
 had seen little of it elsewhere that I could recon- 
 cile with any ordinary standards in its line. But 
 here, at any rate, upon the very scene of the yester- 
 day's fashion and parade, with the glowing accents 
 of viceregal optimism yet ringing in my ears, I 
 could not but expect an important concourse for 
 the despatch of important business. I could not 
 altogether disassociate my mind from attributing 
 some properties of substance and form to a body 
 that talked so loudly and that talked so much. 
 
 Hardly reassured by the response that the meet- 
 ing had not as yet constituted itself, I passed on 
 through the inner doors, and stood upon the thresh- 
 old of the long apartment. There were the ample 
 carpets ; there were the crimson benches; there were 
 the oval mirrors ; there were the painted ceilings ; 
 there was the empty throne. A dozen gentlemen, 
 half of whom seemed to be reporters, scattered in 
 two or three little knots upon the dais or at a 
 table, alone relieved the empty room. Could this 
 be Convocation ? 
 
 I resolved at all events to take my place, and 
 selecting a seat beside a gentleman who sat some- 
 what apart and solitary, inquired when the 4 meet- 
 ing ' would probably proceed to business. c Not till 
 they can get a quorum,' was the answer. i They 
 
 c 2 
 
20 MIXED EDUCATION IN IRELAND. 
 
 have just sent out to see if any members are out- 
 side. It is always very difficult to find enough to 
 make a meeting. I dare say it will be all right by- 
 and-by ; if not, we shall have to go home again.' 
 This was sufficiently discouraging. I afterwards 
 learned that, with judicious foresight, the statutes 
 have provided the legal space of * one hour from 
 the time of meeting ' for Convocation, -to look about 
 and try to get c thirty members together.' Not 
 succeeding after this interval, 'the House shall 
 forthwith ad j our n . ' 
 
 Buoyed up by what remained from such a 
 damper on my spirits, I waited patiently for full 
 three-quarters of an hour or more, a quiet observer 
 of the most amusing member hunt that can be 
 
 imagined. * Why is not Doctor here ? he 
 
 promised to attend/ c Where can be stay- 
 ing ? ' c What can have delayed ? ' ' Professor 
 
 was here just now: go see is he in Stoney's 
 
 office.' 4 0h, here are the Reverend Mr, , and 
 
 the Reverend Mr. .' c Glad to hear the Reve- 
 rend Mr. will be up presently.' Were it not 
 
 for these little bits of bye-play, on the part of three 
 or four gentlemen, whom I quickly came to recog- 
 nise as the principal wire-pullers of the whole 
 affair, the tedium of so long a deadlock would have 
 become dreadfully unendurable. 
 
MUTUAL ADMIRATION. 21 
 
 At length by slow recruitments and occasional 
 droppings in, the dozen became two dozen or 
 three. The clerk of Convocation looked at his 
 watch. Everybody assumed an air of intrinsic 
 merit. Somebody had the honour of moving 
 Sir Eobert Kane to the chair. The house was 
 counted and was happily found to escape, by one 
 or two, being counted out. The chairman called 
 on the clerk of Convocation to read the minutes of 
 the last meeting. And the business of mutual 
 admiration began. 
 
 First, the c Annual Committee of Convocation ' 
 and the ' Committee on Parliamentary Representa- 
 tion ' presented a c joint report/ the gist of which 
 was that they had not been hitherto exactly, so to 
 speak, altogether successful in obtaining a Par- 
 liamentary representative for the ' University/ 
 Everybody, indeed, to whom they had spoken 
 c and they had been working actively amongst, and 
 having interviews with, the most influential mem- 
 bers of Parliament ' seemed to have very nearly, 
 if not altogether, as exalted a sense of the in- 
 estimable excellence of their 4 University ' as the 
 committees were proud to feel ; and, knowing as 
 they did the blessings of its influence and the 
 talents of its members, could not but feel them- 
 
22 MIXED EDUCATION IN IRELAND. 
 
 selves. (Applause.) Nevertheless, the fact could 
 not be concealed that, notwithstanding the pressure 
 brought to bear by several deputations, consisting 
 of Sir Eobert Kane, Professor Nesbitt, the Bishop 
 of Killaloe, and other members of Convocation re- 
 maining in London for some time, as yet matters 
 might be said to be as they had stated. However, 
 the committees would not recommend Convocation 
 to be down-hearted. They hoped, indeed they 
 confidently believed, that Something Would Turn 
 Up Soon if not immediately, upon the introduc- 
 tion of a bill for the re -distribution of seats in Ire- 
 land, when the ' claims ' of an institution like the 
 Queen's University 4 cannot be overlooked.' (Ap- 
 plause.) Having administered this crumb of 
 comfort, the annual committee, who had prefaced 
 their statement by the usual piece of valuable 
 information, 4 that since the last meeting of Con- 
 vocation, no matter of importance had arisen, to 
 w T hich they desired to direct the special attention 
 of Convocation,' and who had certainly so far 
 strictly kept within the letter of that intimation, 
 proceeded to put an appropriate conclusion upon 
 what had never a beginning, and cannot be said to 
 show much of a middle ; by 4 also ' informing Con- 
 vocation that 4 Her Majesty 'had at length been 
 
CATHOLIC MINORITY. 
 
 pleased to nominate a professor upon the senate, 
 and that they, the committee, were in a state of 
 ' great satisfaction ' thereat which must be a 
 source of ' great satisfaction ' to 4 Her Majesty.' 
 
 While these interesting details were being c re- 
 ported/ I had time and temptation to scan a little 
 more carefully the individuals and the component 
 parts of the small parcel of gentlemen who were 
 so gravely playing out the Farce of Convocation. 
 Of the thirty-two or thirty-three that were pre- 
 sent, I should say that not less than a good third 
 were professors or placemen of some description 
 or other. But, besides this significant indication 
 of our c University ' being pretty much in the 
 plight of the famous regiment that was all officers 
 and no soldiers, there was something far-and-away 
 more striking in the palpable and undisguisable 
 minority in which members of the National Reli- 
 gion found themselves among the representatives 
 of this ' national institution.' I do not think 
 there were four Catholics from first to last in the 
 whole meeting. Almost as a matter of course, 
 there was hardly one among the officials and 
 teaching staff; and among the graduates we 
 were doubled by the dissenting ministers alone. 
 Indeed, the strength of what I may call the 
 
24 MIXED EDUCATION IN IRELAND. 
 
 divinity branch of the University, since Magee 
 College, Derry, and Queen's College, Belfast, natur- 
 ally supplement one another,* was quite a feature 
 
 * 'I may state with regard to the Presbyterian church that we 
 have taken a deep interest in the establishment and in the success of 
 the Queen's colleges from the very earliest period. . . . The circum- 
 stances of the Old Belfast Institution led the general assembly, in the 
 year 1844, at a special meeting summoned for that purpose, to take 
 measures towards the establishment of a college for itself. .... 
 Though we had made considerable progress, and a certain amount of 
 subscriptions had been put down for the purpose of erecting a college 
 for ourselves, we were led to suspend our operations until it should 
 be seen whether the college to be established in the north of Ireland 
 would be suitable for our object. We had the very strong assurance 
 of Sir Robert Peel himself upon the subject. One of his statements 
 was to the effect that he intended the northern college to be a boon 
 to the public at large, and especially to the Presbyterians of the north 
 of Ireland, and he hoped that it would be so arranged as to suit our 
 object. There were various interviews, subsequent!}', with the Go- 
 vernment on the subject; and when the measure itself was introduced 
 it was brought before the regular annual meeting of the General 
 Assembly in Dublin, in the year 1845, and certain suggestions were 
 made with regard to alterations and improvements in the Government 
 
 plan I may mention that our attention was, from the first, 
 
 directed to the northern college. We took considerable interest in 
 obtaining from Government an assurance that it would be established 
 in Belfast. . . . Thus, after the professors had been appointed, at a 
 meeting of the assembly, in October 1849, the matter was considered, 
 a-id a formal resolution of the assembly was passed permitting our 
 students to attend the classes in this college, and recognising its 
 certificates and degrees. ... I shall read the resolution passed by 
 the general assembly at that meeting in October 1849: "That 
 whereas, Her Majesty's Government have enabled us to provide for 
 the religious instruction of all our students by the endowment of a 
 theological faculty under our own exclusive jurisdiction, and whereas, 
 one of our ministers, in whose capacity and paternal care we have 
 entire confidence, has been appointed Dean of Residences, and where- 
 as, the qualifications and character of the persons appointed in Queen's 
 
PRESBYTERIAN PREPONDERANCE. 25 
 
 of the proceedings, and showed, that in the de- 
 nunciation of the Old Priests, as Milton called 
 them, with which Convocation rang on a recent 
 occasion, the New Presbyters at any rate were not 
 meant to be included. In fact, these constitute a 
 governing body of the University, a circumstance 
 which augurs little good for Catholic interests, and 
 before the close of the day a decisive testimony was 
 given to the estimation in which their services are 
 held by their fellow 'unsectarians.' But all this is 
 only quite in keeping with the character of the 
 4 University ' itself, which, as every one ought to 
 know, and as I came to know long ago, besides being 
 a mere trumpery subsidized job, so far as regards 
 numbers and position, is, as to religious standing, 
 
 College, Belfast, for those classes which the stndeuts of this church 
 have hitherto been required to attend, are such as to justify this 
 assembly in accepting certificates and degrees from that college; 
 we now permit our students to attend the classes in the Queen's 
 College, Belfast." .... Now, the interest we take in this college is 
 necessarily of the very deepest character, as may be seen from the' 
 number of students connected with the general assembly, which I 
 have now the honour to represent, who attend the classes in it. ... 
 There are facilities here which we enjoy in no other part of Ireland, 
 and certainly in no other country in no other part of Ireland the 
 same, and in any other country not at all.' From Minutes of Evidence 
 of the Rev. Robert Wilson, D.D., Moderator of the General Assembly 
 of the Presbyterian Church in Ireland, and cx-officio a Visitor of the 
 Queen s Colleges, before the Queen's Colleges Commission. 
 
 When, it maybe asked, will the Catholics of Ireland be able to 
 congratulate themselves in a similar fashion ? 
 
26 MIXED EDUCATION IN IRELAND. 
 
 a practically purely Protestant affair, only more 
 Presbyterian than Episcopalian, and not to draw 
 intellectual comparisons for the present, so far 
 alone differing from Trinity College. 
 
 I had completed my survey of the group before 
 the reading of the 4 report ' was quite over, but 
 that being at length happily accomplished, c im- 
 portant ' events crowded thick upon one another. 
 Somebody moved the ' adoption ' of the 4 report.' 
 Somebody seconded this. Then somebody else 
 nay, it was the chairman himself felt called upon 
 to make a few remarks before putting the question. 
 As a member of the first deputation to London he 
 felt it was only right for him to tell Convocation 
 how their deputation got along ; and he could tell 
 them that there was not 4 a second opinion ' amongst 
 4 the leading ministers and members of Parliament ' 
 as to the c right ' of the Queen's University to 
 Parliamentary representation. (Applause.) Even 
 those members who expressed themselves opposed 
 to the principle of University representation in the 
 abstract declared themselves ' clearly and strongly ' 
 of opinion that, i as long as any University (!) was 
 represented in Parliament,' the c claims ' of the 
 Queen's University 4 could not ' be overlooked. 
 (Prolonged applause.) Accordingly he, the chair- 
 
DIPLOMACY. 27 
 
 man, like our old friend Wilkins Micawber, was 
 more than ever inclined to intimate his profound 
 opinion that Something Must Very Shortly Be 
 Expected To Turn Up. (Applause.) 
 
 This was encouraging anyhow, and the compli- 
 menting of everybody by everybody went on in 
 enhanced proportions in consequence. Fortunately 
 everybody was very easily got through, or we 
 should never have done with it. For the 4 Con- 
 vocation ' could not let such an occasion pass with- 
 out thanking the c deputations ' for their eminent 
 services, and the * deputations ' could not but ex- 
 press themselves transported at receiving such a 
 tribute from such an assemblage ; and when Pro- 
 fessor Nesbitt said, with a diplomatic mysterious- 
 ness that took us all exceedingly, how 4 it would 
 be unwise to enter into any details regarding the 
 communications the deputations had had with those 
 gentlemen and statesmen who had received them ; ' 
 but he ' might ' state c generally ' that i the impression 
 derived from the interviews with them was what 
 Sir Robert Kane had stated, and that was that 
 the claims of the University to Parliamentary re- 
 presentation were irresistible/ the opinion in favour 
 of ' deputations ' reached its height. 
 
 A subscription was at once declared open to 
 
28 MIXED EDUCATION IN IRELAND. 
 
 defray the expenses of the honest gentlemen whom 
 we might send ' to lie abroad ' for the good of the 
 University ; and Convocation were only restrained 
 from making contribution to it compulsory by the 
 disconcerting reflection that they could not. I 
 suppose it will be found to amount to something 
 one of these days, especially if the ' deputies ' pay 
 up freely. However, I cannot but consider, and 
 as a member of Convocation feel humbly bound to 
 express my sentiments, that it is nothing less than 
 a downright oversight of ' Her Majesty's ' Govern- 
 ment not to provide for our i deputations ' as well 
 as everything else. 
 
 When so much i business ' had been performed, 
 we went at the appointment of the annual com- 
 mittee to repeat in twelve months time at a 
 succeeding Convocation the ' annual report,' ' that 
 during the past year nothing had occurred in the 
 affairs of the University which required special 
 attention from your committee ; ' or, I may add, 
 any attention from any one, and after wildly en- 
 deavouring to produce an appearance of doing 
 something by feebly administering a patronising 
 pat to Trinity College, and feebly giving themselves 
 great airs upon their achievement, to get themselves 
 
' EMANCIPATED SCHOOLBOYS.' 29 
 
 thoroughly well snubbed for their pains.* It was 
 next resolved, on the initiative of a couple of the 
 reverend gentlemen to whom I have previously 
 alluded, c that it be respectfully represented to the 
 
 * 1 1 wish to record my protest against the motion now before con- 
 vocation It is not the duty of one University to pass formal 
 
 judgment on the proceedings of another The opinion of the 
 
 convocation of the University of Dublin has not yet been ascertained. 
 Would it not be seemly to wait till they have declared themselves on 
 this subject before we offer our congratulations ? .... The majority 
 of the members of this convocation are young men who have lately 
 succeeded, many of them with difficulty, in passing their examinations 
 men ignorant of the world and of the conditions ivhich determine 
 the actions of their seniors. Will it not be said that they have shown 
 very little caution, and a great deal of imprudence in " damning with 
 faint praise " the half-understood declarations of men of high position, 
 of real power, dignity and learning ? . . . Why were so many of the 
 more influential members of the annual committee, under whose 
 estimable sanction this motion has been sent forward, conspicuous by 
 their absence ? Why did they leave their motion to be carried by a 
 parliament of emancipated schoolboys who were " pleased," forsooth, 
 to praise the conduct of a board of reverend ecclesiastics ? ... It has 
 been said that certain persons of influence, connected with Trinity 
 College, have expressed themselves as not unfavourable to the motion 
 
 before us I can only say, that if I chose to divulge what, for 
 
 obvious reasons, ought to be concealed, I could name members of 
 Trinity College, more numerous and more influential, who hold views 
 as far as possible removed from those this motion seeks to express, 
 and who would regard the motion itself, should it come under their 
 notice, with surprise and contempt. To announce the existence of a 
 general concurrence of opinion among the members of Trinity College 
 in favour of the motion ia simply untrue.' Speech of Professor Reay 
 Greene, of Cork College, on the occasion of a motion l hailing with 
 unalloyed pleasure the course lately taken by the board of Trinity 
 College in declaring their willingness that every office both in the Uni- 
 versity and college should be opened to persons of all denominations, 
 being introduced into convocation. 
 
30 MIXED EDUCATION IN IRELAND. 
 
 Senate that it is highly inconvenient to many 
 members of Convocation that its meetings should 
 be held on Saturday or Monday/ as unduly inter- 
 fering with their obligation of preaching some- 
 where else on their professional working day. 
 And then Convocation addressed itself to the task 
 of balloting for the admission of ad eundem gra- 
 duates, but, exhausted by the herculean labours of 
 the last two hours, collapsed in the attempt. There 
 were three candidates for membership the Rev. 
 C. P. Reichel, lately translated from the Latin 
 professorship in Belfast College to a vicarage at 
 Mullingar ; G. A. Stoney, Esq. A.M., secretary to 
 the University ; and Denis Caulneld Heron, Esq., 
 LL.D., the distinguished barrister. There could 
 be no doubt of the disposition to elect the two 
 former, but it was plain that there was every doubt 
 in the case of the latter. The dissenting brethren 
 clearly opined that he was dangerous ; nor was 
 their suspicion that he was nothing less than a 
 Jesuit in disguise at all relieved by the uncomfort- 
 able certainty that he was an eloquent advocate to 
 boot. The question was raised, which had never 
 been raised before, whether all the formalities re- 
 quired by the statutes had been literally complied 
 with. An amendment introduced by Dr. Heron's 
 
IMPROVING THE OCCASION. 31 
 
 proposer, that any interpretation of the disputed 
 rule arrived at by that Convocation should, in 
 fairness, be only held to bind future elections, and 
 should not be armed with ex post facto operation, 
 fell very flatly on the strong ' unsectarianism ' of 
 the meeting. A Mr. David Ross member of the 
 Senate by the overwhelming suffrages of the north- 
 ern graduates, and whose discourse on Mr. Mahaffy, 
 and disparagement of professors, ' and the chabuk 
 as connected therewith,' may be fresh in the re- 
 collection of my readers improved the occasion 
 by a few seasonable words. He warned the Con- 
 vocation that the dark reactionary party were 
 using every means to injure the cause of progress 
 embodied in their University. He was quite ready 
 to grant indeed, and he could assert without fear 
 of contradiction, that all such designing machi- 
 nations must fail utterly. Their institution was 
 founded on a rock. Like the oak, it had braved a 
 thousand storms and could brave a thousand more. 
 But still he might suggest that until its footing 
 was perfectly secure, and so long as it was not so 
 firmly rooted in the country as he could wish, it 
 would still require a good deal of nursing; he 
 would not say nursing, but vigilant watch and 
 careful consideration. (Applause.) What, then, 
 
32 MIXED EDUCATION IN IEELAND. 
 
 if, by any negligence of theirs, an emissary of 
 ultramontane reaction he did not mean any al- 
 lusion to Dr. Heron, for whom he felt the highest 
 respect was enabled to creep in among them and 
 disturb the harmony which was so essential a 
 point in -their proceedings. They were aware that 
 ad eundem graduates were admitted into the Uni- 
 versity without it being possible to make sure that 
 their opinions were of the right sort. Was that a 
 reason for also admitting them to Convocation ? 
 (Applause.) He would warn the members, there- 
 fore, not to permit the slightest deviation from the 
 safeguards which the statutes had established. If 
 they had been deviated from hitherto, so much the 
 more reason for insisting upon them now. Mem- 
 bers should reflect that Something Must Very 
 Shortly Turn Up to place their University upon a 
 surer basis, and were they to endanger that happy 
 event by any want of common prudence and caution 
 on their part? (Applause.) 
 
 And everybody spoke once ; and several bodies 
 spoke several times ; and there was no doubt as 
 to how matters were going to terminate ; * when 
 
 * At the meeting of convocation which succeeded the one described 
 in the text, Messrs. Reichel and Stoney were unanimously elected. 
 Dr. Heron, meantime, had withdrawn his candidature. The learned 
 gentleman did wisely. 
 
COLLAPSE. 33 
 
 suddenly, in the midst of all the pother and im- 
 portance, it was discovered that the ' meeting,' 
 always microscopic, had grown beautifully less 
 during the discussion, and no longer constituted 
 even barely a c house/ As the authorised version 
 of the affair put it, 4 a member pointed out that a 
 question of this kind could not be decided unless 
 there were thirty members present ; ' as if a question 
 of any kind could. And so the c house ' had to 
 separate with this lame conclusion, and not a bit 
 crestfallen either ; for, if we had done very little, 
 had we not talked a great deal ? And I went 
 away with my fellows, out of the throne -room 
 with its echoes and its emptiness, down the broad 
 staircase with its gunbarrels and its bayonets, 
 through the castle-yards with their pacing sentinels 
 and occasional officials, out into the busy streets 
 that marked us not, out into the great town that 
 knew us not ; feeling not quite so satisfied as some 
 gentlemen will have it I ought to be, feeling not 
 quite so assured we were all the fine fellows we 
 say we are. 
 
34 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER III. 
 
 TREASURE TROVE AN UNEXPECTED AUXILIARY. 
 
 THE year following the above visit to Convocation 
 I was for the most part engaged in my own 
 particular studies, and had little time to bestow 
 upon anything else. Besides, other questions filled 
 the public ear, and mine were not statements to be 
 recklessly ventured upon a pre-occupied audience. 
 I felt there was too much at stake for such a 
 proceeding. 
 
 There was another reason, too, more powerful 
 than all those which may be usually supposed to 
 be germane to the feelings of a young and friendless 
 author, whose conscience urged him to a course 
 which ran counter to every sense of natural pru- 
 dence ; who had alone to take upon him to touch 
 the shields of numerous, powerful and desperate 
 ^antagonists, and touch them with no blunted wea- 
 pons ; who knew that either he or they must go 
 down utterly in the contest. Far more than the 
 
BLUEBOOKS. 35 
 
 solitariness of my enterprise I feared that the 
 general belief of the impossibility of my success 
 would secure my discomfiture. Who is this cometh 
 out with a sling and a stone ? And the more I 
 thought upon the issue, the more I recoiled from 
 the terrible uncertainties of proof. 
 
 It was in these circumstances, and while I almost 
 doubted whether there was any use in trying to 
 get speech of the public, at the imminent risk of 
 being laughed down by a chorus of important per- 
 sonages for what is public opinion in be-governed 
 Ireland ? that happy fortune threw in my way 
 the means of making it certain that my contem- 
 plated disclosures would be no laughing matter at 
 any rate. 
 
 It was some time during the summer vacation 
 that I chanced to be in the library of Queen's 
 College, Galway ; and having lately had my atten- 
 tion called to the existence of an Endowed Schools 
 Commission Eeport somewhere on the shelves, in 
 the most casual way I inquired of the courteous 
 and attentive librarian, Mr. J. H. Richardson, B.A., 
 if he could direct the porter where to find me it. 
 The porter, on receiving the requisite instruction 
 produced from a case four or five goodly Blue- 
 books, from which I might select what volume 
 
 D 2 
 
36 MIXED EDUCATION IN IRELAND. 
 
 suited me. My curiosity was pleased to find a 
 Queen's Colleges Commission Report among the 
 pile. I told the porter I might want all he had 
 brought me, and so sat down to look through the 
 portentous collection. I may premise that I did 
 not expect much from my search. Indeed, I 
 believe it is a generally received opinion that, 
 something analogous to the office of language ac- 
 cording to the French diplomatist, the office of 
 Bluebooks, and especially of Irish Bluebooks, is 
 not to express, but to conceal, facts. I have since 
 come to the opinion that though this may be the 
 case with the part in which the aggregate wisdom 
 of the Commissioners professes to sum up the evi- 
 dence adduced before them, it by no means uni- 
 versally applies to the evidence itself. In fact, if 
 the reports are addled, it is seldom the fault of the 
 testimony, but only c a way we have in the Service.' 
 However, all this is a harmless aside. 
 
 I had been formerly at an endowed school. I 
 came to look for an account of endowed schools, 
 and I first turned to the Endowed Schools Com- 
 mission. Naturally, too, I first looked up the 
 report upon the particular seminary I was per- 
 sonally acquainted with. What I saw there it is 
 unnecessary to mention now ; the reader will see 
 
DEAR, FAMILIAR NAMES. 37 
 
 it all in my chapter about the Queen's College and 
 its feeding school. I may only say that my esteem 
 for the utility of official inquisitions increased pro- 
 digiously. The tale read too like what I knew 
 already not to strike by its verisimilitude. From 
 the Endowed Schools Commission to the Queen's 
 Colleges Commission the transition was easy, as 
 both the books were lying on the table before me, 
 and as I was now fairly animated with the hope of 
 unearthing treasures. Nor was I doomed to be 
 disappointed. First glancing through the evidence 
 regarding the state of Galway College, and then 
 passing on to take a hurried look at the proceedings 
 of the Commission in the sister institutions, for 
 two hours or more I hung over the enthralling 
 pages. With what strange astonishment did I 
 recognise the ' dear, familiar ' names of Ber wicks, 
 Nesbitts, Bensbachs, Melvilles, Kanes, Henrys, 
 Craiks, Hyalls, and many more, heralding the 
 most unmistakeable, though now and then a trifle 
 shuffling, admissions of all that had silently ob- 
 truded itself on my notice during many a year ; of 
 all that I was thinking of telling a long deluded 
 public, but which I certainly never dreamed had 
 been revealed upon oath, and as it were confessed 
 at the open market cross by the very gentlemen 
 
38 MIXED EDUCATION IN IRELAND. 
 
 whose whole existence was a struggle to keep back 
 the very facts which, it now turned out, they were 
 all along perfectly aware of from the -very first 
 themselves. Now it was one learned president 
 who said : The arts students have diminished 
 since the opening of the Colleges. We have never 
 had so many as in 1849. That was because a 
 very large number of scholarships was given in 
 that year. The candidates for matriculation are 
 so ignorant that if we rejected all who are in- 
 sufficiently prepared we should have to reject eight 
 out of ten. They come to us without any know- 
 ledge of classics, and with little knowledge of 
 mathematics. We do not reject them for all that. 
 We have to give away tlie scholarships early in 
 the session, or our students would leave us. In 
 reality we are nothing but a high school. I admit 
 that a University which confers its degrees for an 
 amount of education which could be acquired in a 
 high school is not discharging its functions. I 
 admit that Queen's College, Galway, is not dis- 
 charging its functions ; but neither are Queen's 
 College, Cork, and Queen's College, Belfast. 
 
 Now it was another who hoped that the Com- 
 missioners would remember how embarrassing it was 
 for the good young men who came to the Colleges, 
 
SIMPLIFICATION. 3 9 
 
 without knowing a word of their rudiments, to 
 have no consideration shown to them therefor. 
 The attention of the public was fixed upon the 
 Queen's University. The very fact of having so 
 much publicity given to the annual meetings of 
 the Senate in Dublin Castle rendered it very im- 
 portant to exhibit a good return as to the number of 
 graduates ; and he put it to the Commissioners, 
 how could our students become graduates in any- 
 thing like large numbers unless the degree ex- 
 amination was greatly simplified. He would not 
 have it lowered for the world, not he, but only 
 made easy, simplified. He could speak for Queen's 
 College, Belfast, and he felt sure in fact, he knew 
 the other Colleges would hail the proposed ame- 
 lioration as most judicious. 
 
 A third president was good enough to say but 
 this president said so many good things, that I 
 must refer my reader to a subsequent page, or 
 rather subsequent pages, for anything like a full 
 account of his sayings ; it would be a pity to spoil 
 them by anticipation. 
 
 And maybe the ' professors ' did not follow 
 suit ! The reader will be a better judge of this by- 
 and-by ; but even at this stage a few specimens 
 of what they had to say for themselves will not be 
 without a certain interest. 
 
40 MIXED EDUCATION IN IRELAND. 
 
 ' The difference between us and other Universities 
 is, that we have not such very well trained men,' 
 quoth Professor Nesbitt. 
 
 4 The system is a practical failure. I do not 
 think we have sent out more than one man who 
 would get honours in the English Universities in 
 classics/ quoth Professor Ryall. 
 
 4 The German school-boy, who, at seventeen or 
 eighteen, leaves his gymnasium or grammar-school 
 for the University, passes an examination which is 
 equivalent to that for the bachelor of arts degree 
 in the Queen's University,' quoth Professor Bens- 
 bach. 
 
 1 1 must honestly state that if we had no scholar- 
 ships and no exhibitions, we might as well shut 
 our doors, 7 quoth Professor Melville. 
 
 4 With regard to matriculation, possibly I could 
 hardly go the length of saying, that if a person 
 came entirely ignorant of the English language I 
 should pass him,' quoth Professor Craik. 
 
 4 The fact is, students are so accustomed to look 
 forward to prizes and enrolments in other depart- 
 ments of study, that when they turn their mind to 
 the subject of religion they find that a common 
 inducement is wanting here, and thus religion is 
 placed in a disadvantageous position. All that 
 
DEAXS OF RESIDENCES. 41 
 
 Mr. Treanor * and myself ask is, that religion be 
 as other subjects,' quoth Rev. Mr. Adair, Dean of 
 Residences of the Presbyterian Church of Ireland. 
 
 And a very moderate request, too, and only 
 quite fair. When money is going for everything 
 else, how should young fellows be good and moral, 
 and say their prayers, actually for nothing. Why, 
 the matter is clear on the face of it ; the thing is 
 not to be thought of. 
 
 I next turned to the report which the Com- 
 missioners, the Marquis of Kildare, Sir Thomas 
 Redington, and James Gibson, Esq., had drawn 
 up c touching or concerning ' the evidence afore- 
 said. And this, if it was not the most melancholy, 
 was the most astonishing piece of all. I actually 
 found that the Commissioners had not only listened 
 which they could not help to the damning testi- 
 mony I have described, but had shown themselves 
 in this respect as fully aware which they could 
 scarcely help either of the logical result of that 
 testimony as I, or any man, could have been who 
 had to sit in judgment thereupon. It is true that 
 quite a number of foreign bodies, in the shape of 
 praiseful generalities, trustful prognostications, and 
 the like, could be detected in the mass of dis- 
 
 * Dean of Residences of the United Church of England and Ireland. 
 
42 MIXED EDUCATION IN IRELAND. 
 
 paraging remarks which the Commissioners found 
 themselves compelled to make ; but these were so 
 painfully at variance with everything but some 
 private cue, at which the reader can but venture 
 to guess, that they only serve to exhibit the more 
 strongly the unbroken uniformity of condemnatory 
 matter upon which they are sprinkled, and in 
 which they are interspersed. They are conclusions 
 from nobody knows what, or rather, they are inter- 
 jections which have budded up nobody knows how. 
 The surrounding herbage disowns them. They 
 have neither roots when you come to look for 
 them, nor substance when you come to examine 
 them ; and much more resemble rhetorical mush- 
 rooms of a highly mild and virtuous character 
 than anything else with which I can at present 
 compare them. Taken by itself, the Keport of the 
 Commissioners embodies nearly everything that 
 can be said against the Queen's Colleges, and the 
 somewhat commonplace flowers of fancy with* which 
 they have profusely bestuck it, can no more alter 
 its real character, though c all true friends of mixed 
 education ' are bound to believe this, than a child's 
 nosegay of buttercups and daisies can convert a 
 toy garden into a real one. The very shifts of 
 their exuberant imagination but betray more for- 
 
MIRABILE DICTU. 43 
 
 cibly the hopeless plight of their willing ingenuity. 
 Imagine a deduction so irrelevant as not merely 
 not to proceed from the premises, but to contradict 
 them altogether. As if one should say : No failure 
 can be described as a success; the Queen's Colleges 
 are a failure; therefore the Queen's Colleges can be 
 described as a success. 
 
 Imagine a decision so halting and inconclusive 
 as first to condemn every particular detail of the 
 system, and then to eulogize the system itself as 
 a block. The matriculation ' is insufficient, is a 
 departure from the contemplated standard, is cal- 
 culated to lower the general standard of school 
 education in the country.' The course of studies 
 is piecemeal beyond all expectation, is optional 
 beyond all precedent, necessitates either speciali- 
 sation or superficiality, dispenses with general edu- 
 cation. The scholarships are condemned as c con- 
 firming the mischievous effects of the disposition 
 of studies, as too numerous to excite emulation, as 
 habitually given away without the shadow of com- 
 petition.' The sessional examinations are 4 not to 
 be trusted, because it has been proved to the 
 Commissioners that there is presented a constant 
 temptation to excuse the inattention of a student 
 to the general course, in order that he may devote 
 
44 MIXED EDUCATION IN IRELAND. 
 
 himself specially to some single subject/ and so 'gain 
 credit ' for all concerned at that ' annual meeting 
 in Dublin Castle,' where President Henry says it 
 is ' so very important ' to throw dust in the eyes of 
 the public. The degree examinations are con- 
 demned c for furthering that tendency to speciali- 
 sation ' which had destroyed general education in 
 the Colleges and they were generality itself to 
 the degree examinations now. The students are 
 reported to be c so few, and to be likely to remain 
 so few,' that their scanty numbers are strongly 
 urged as a reason for supplementing by direct Go- 
 vernment aid the salaries of the professorial body, 
 represented as wretchedly off for the want of the 
 long-expected, hoped-for-against hope, but now 
 fmally-despaired-of, class fees.* And then the 
 
 * ( We have a decided opinion considering what the present amount 
 of fees is, and what it is likely to be, that the salaries of the professors 
 are inadequate.' Report of the Queen's Colleges Commission. 
 
 1 We know that in many colleges the fees are of such an amount as 
 to supersede the necessity of the salaries being so considerable as even 
 some of us are allowed ; but when you find from the table of fees, as 
 published in the president's last report, that scarcely any of the annual 
 incomes from that source reach an average of 1007., the great bulk fall- 
 ing far short of that sum, and I should suppose even 507. j and when we 
 consider that the present state of things has lasted during seven years, 
 and will but slowly mend, which, however, I believe, it will to some 
 extent, we must necessarily look for redress rather to the other com- 
 ponent part of our income the salaries.' From Minutes of Evidence 
 of Professor Mac Douatt, member of a deputation from the professors 
 
NO CLASS FEES. 45 
 
 utterly foreign and unwarranted conclusion ' Que 
 diable fait-elle dans cette galere? ' c We think that 
 
 of Belfast College on the subject of salaries, before the Queen's Colleges 
 Commission. 
 
 ' The income of the professors arises from two sources the salaries 
 
 and the fees Let me ask how many students should enter thia 
 
 college each year in order that the income of those professors who 
 have the highest salaries should amount to, say 5001. a-year ? I have 
 made the calculation, and I have estimated 200 students should enter 
 each year, which would be for the three colleges 600 students entering 
 each year. That is a state of things not at all likely to be realized in 
 
 the lifetime of the professors who now hold the chairs The fees 
 
 joined to the salaries do not produce an adequate amount of remu- 
 neration even in those colleges morf> favourably situated namely, 
 
 Belfast and Cork There have been since the colleges opened 
 
 five resignations of professors in Belfast, five in this college, and seven 
 in Cork. Thus seventeen resignations, in the short space of eight years, 
 have taken place in a body consisting of fifty-seven, for I omit the 
 three Vice-Presidents. This is a very large deduction. . . . It shows 
 that the Institution is not in a healthy state, and that some measures 
 are required to prevent the rapid decay of its members.' From 
 Minutes of Evidence of Professor Allman, member of a deputation 
 from the professors of Galway College on the subject of salaries, before 
 the Queen s Colleges Commission. 
 
 As a matter of course, such harrowing details of destitution could 
 not pass unheeded. There being no students, and no likelihood of 
 them, direct Government relief to those teachers without classes which 
 form the peculiar boast of the Queen's University, became a matter of 
 necessity, or soon there would be no ' professors ' either, and what 
 then would mixed education do ? Why, it would no longer be even 
 an anatomie vivante, and it may be questioned if even an Irish Viceroy 
 could any longer demonstrate its flourishing condition. However, 
 though the requisite 'redress in the other component part of our 
 incomes the salaries ' has since then been granted, and though, in 
 consequence, 'deputations from our body' have since then been placed 
 beyond the danger of driving t all true friends of mixed education ' 
 nearly frantic by such inopportune lettings of divers cats out of the 
 divers bags in which they had been intended to remain quietly stowed 
 
46 MIXED EDUCATION IN IRELAND. 
 
 the Colleges cannot be regarded as otherwise than 
 successful. . . . We consider that any im- 
 pression which may exist as to the Queen's Col- 
 leges not having succeeded, arises mainly from 
 what is done in the Colleges being imperfectly 
 understood. . . . We are able to report with 
 unqualified satisfaction of the educational progress 
 of the Colleges.' Whence on earth come these 
 paradoxes here ? As if one should say : System 
 X is made up of part A, part B, part C, and part 
 D. Part A, part B, part C, and part D are all 
 and each excessively bad ; therefore, system X is 
 excessively good. I suppose it would be affording 
 too great a triumph to i ultramontane reactionists ' 
 for the Commissioners to draw the only legitimate 
 conclusion, and they had been told they must not 
 do that at any price. 
 
 But I must give these conscientious gentlemen 
 their due. If their sympathies led them to enter 
 an ignoramus in the case, they did not entirely 
 leave out^of sight all considerations of public de- 
 cency. Like some partial juries that want to save 
 appearances, if they dismissed the defendants they 
 
 away from the sight of ( all ultramontanes/ Jesuits, and other wicked 
 and inquisitive persons, it may not appear to the reader that * the 
 Institution ' is a whit in the more ' healthy state ' on that account. 
 
DISMISSED WITH A CAUTION. 47 
 
 dismissed them with a caution ; and the caution 
 makes the dismissal a more conclusive proof of what 
 the Commissioners really think about the charge 
 than the heaviest condemnation could be. We 
 acquit the prisoners of all and sundry the offences 
 laid, and we hope they never will commit them 
 again. We acquit the Queen's Colleges of de- 
 basing the standard of school education, of break- 
 ing their engagement of general education, of 
 making their emoluments the reward of attend- 
 ance and not of scholarship, of failing to conciliate 
 the scholastic instincts of the people, of failing to 
 conciliate the religious authorities of the country ; 
 we acquit them of these and a hundred other sins 
 of commission and omission, and we hope that for 
 the future they will remember that c the tendency 
 of matriculation examinations should always be to 
 elevate, and never to depress, the educational 
 standard of the secondary schools ; ' that c a gene- 
 ral education forms the soundest basis upon which 
 especial merit in particular branches of literature 
 or science can rest; ' that ' scholarships, senior and 
 junior, should not be as numerous as they are at 
 present ; ' that, in a word, they had better com- 
 mence to turn over a new leaf, or they may yet 
 fall into hands that will not stand the nonsense of 
 
48 MIXED EDUCATION IN IRELAND. 
 
 ' high schools ' calling themselves a University. I 
 am not aware that usually the lucky rogues who 
 get off scot free after this fashion, the once or twice 
 they have been caught tripping, show themselves 
 greatly amended by so much kind consideration. 
 Have they not their excuse folk must live pat to 
 their hand, and why should they not live on the pub- 
 lic when the public, through its tribunals, appears 
 not to have any objection. At any rate, upon 
 ordinary grounds, to account for the conduct of 
 the Colleges in maintaining and increasing the 
 condemned abuses by which they live would be 
 much easier than, upon ordinary grounds, to con- 
 done their acquittal by the Commissioners, if there 
 were not reason to believe that, in acting as they 
 did, the Commissioners were earning the thanks of 
 those that sent them. 
 
 A cursory glance was sufficient to place me in 
 possession of the leading features of this Bluebook 
 of Bluebooks. A careful perusal was necessary 
 to make me thoroughly acquainted with every 
 detail of weakness, of falsification, and of brag. 
 Disguising my anxiety for the coveted documents 
 under a studied calm, I applied for the regular 
 permission to carry home the volumes; to wit, the 
 Eeport of the Queen's Colleges Commission, 1858, 
 
I FORM MY RESOLUTION. 49 
 
 and the Report of the Endowed Schools Commis- 
 sion, 1857. My application was promptly granted. 
 I hugged my bulky treasures and went my way in 
 peace. 
 
 A few hours saw me finished with what I sought 
 upon the subject of endowed schools. The lapse 
 of many days found me still a student of my other 
 and my dearer prize. When it became necessary 
 to return it to the library, I had myself supplied 
 with a copy for my own behoof. The reader will 
 find the results of my investigation in the ensuing 
 Parts ; foreshadowing and establishing my own in- 
 dependent observations, the independent testimony 
 of myself and others. He will then be in a posi- 
 tion to appreciate the feelings with which, upon 
 that summer day during the long vacation in the 
 old City of the Tribes, I found myself the master of 
 a revelation which promised to do so much towards 
 ending, and for ever, the most pernicious sham 
 ever imposed upon a people advertised to be free. 
 
 From the date of this occurrence may be said to 
 commence the realisation of my long-cherished 
 idea in its present shape. The business seemed 
 too great for speech -making. I resolved to do my 
 work in a book; and, if possible, to do it thoroughly. 
 
 It had so happened that during my pre- collegiate 
 
50 MIXED EDUCATION IN IRELAND. 
 
 education I had come into intimate contact with 
 types of most of the systems of secondary in- 
 struction which, in Ireland, have been nipped in 
 the bud, or still drag on a subsidized existence, or 
 flourish and wax strong and put forth mighty 
 suckers and mighty shoots, in spite of the nipping 
 process, and in spite of the subsidizing process. 
 Occasion had afforded the opportunity of showing 
 these in their proper relation with education, with 
 one another, and with the * peculiar institution ' 
 which Ultramarine statesmanship call it not ig- 
 norance, call it not incompetence has devised to 
 crown the chaos into which all instruction, pri- 
 mary, secondary, and superior, has been compelled. 
 Some brief sketches of types of secondary in- 
 struction, as I have known them, will form accord- 
 ingly the subject of the succeeding Part. They will 
 lead, as directly as I was led, to the explanation of 
 the Queen's University, which forms the staple of 
 the entire book. I offer them to the public as an 
 integral portion of these confessions, in the chief 
 aspect in which I desire them to be read as a 
 protest against over-sea law-making* as a contribu- 
 tion to the history of Ultramarine government in 
 Ireland. 
 
PART SECOND. 
 TYPES OF SECONDAKY INSTRUCTION. 
 
 'Here it is to be remarked there are two kinds of protection protection by 
 the Government and protection from the Government and the latter is of 
 incalculably more importance to the community than the former.' J. S. MILL. 
 
 'Commissioner. Will you be pleased to assign the reason for the decline of 
 the school? Witness. When the Queen's College opened, I think the principal 
 reason for our scholars falling off is, they were admitted there before they knew 
 their grammars at school.' From Minutes of Evidence of Mr. Thomas Killeen, 
 Second Master of the Galway Grammar School of Erasmus Smith, before the 
 Endowed Schools Commission. 
 
53 
 
 CHAPTER I. 
 
 AN OLD CLASSICAL SCHOOL. IMPERIAL 
 LEGISLATION. 
 
 ON his landing in Ireland from abroad and settling 
 in Gal way, a good many years ago, the wish of my 
 father to secure a Catholic education for his two 
 boys, together with his repugnance to everything 
 in the shape of boarding establishments, led to my 
 being sent, almost as a matter of course, to the 
 only Catholic school of the town. At that time, 
 this was one of that class of intermediary classical 
 schools which came into existence all over Ireland, 
 with a surprising rapidity upon the very first 
 relaxation of the laws against Irish education. 
 Their appearance necessarily meant the disappear- 
 ance of another kind of seminary, which the steady 
 countenance of the law had long enabled to flourish 
 in our island. The hedge school, where 
 
 The pupil and his teacher met feloniously to learn, 
 
 could not thrive anywhere but in the bracing air 
 of persecution. It drooped and died under the 
 effects of such a novel thing as toleration; and the 
 
54 MIXED EDUCATION IN IRELAND. 
 
 various continental academies and colleges the 
 Colleges of Douai and St. Omer, 4 the Royal Col- 
 lege of the Noble Irish ' in Spain, the Irish College 
 at Rome, and the many other institutions, clerical 
 and lay, to which my countrymen resorted in 
 those days when compulsory denominationalism 
 happened to be the whim of our rulers had to 
 look to its successors for c the makings ' of priests 
 and i the makings ' of scholars. 
 
 However, though it had come to pass with the 
 venerable ancestor of our educational system, as 
 with many another institution of the old regime; 
 and though fruitlessly, since many a day, might 
 braeside and moor be wandered over in the vain 
 hope of chancing upon a single one of those hidden- 
 away conventicles of a rude learning, the secret 
 trysts whither, along the by-paths of the hills and 
 the morasses, the little covenanters of letters were 
 wont to steal of a morning, in despite of proclam- 
 ations and proscriptions, to glean some scanty 
 scraps of a precious but forbidden doctrine ; it was 
 not in the nature of things for such a system of 
 repression and suppression to terminate all at once 
 without leaving both deep and conspicuous traces. 
 The broad oak on the meadow, under whose shade 
 the lowing herds assemble, will bear marks of the 
 
EARLY SECONDARY SCHOOLS. 55 
 
 violence which assailed it when its life was in 
 danger from the weaponless hands of a stripling ; 
 and the secondary schools of Ireland, which were 
 never permitted to grow to maturity, may have 
 testified to the treatment which menaced their 
 origin by signs the more vivid as they were nearer 
 their cause. At any rate, we possess considerable 
 information not always meant to be compliment- 
 ary in reference to them. They were rudely 
 housed. They were rudely taught. The coat of 
 the teacher was not always as glossy as that of a 
 Rugby master on the path to a bishopric. The 
 fees of the pupils, in some country districts, were 
 not unfrequently paid in kind. The fees of the 
 pupils, both in town and country, were upon so 
 moderate a scale, that those parents must have 
 been very low down in the middle classes of 
 society who could not afford the modest payments 
 demanded of them. The education universally 
 characteristic of the system was nowhere confined 
 to the study of English. 
 
 Defects of this nature, though the worst of 
 them only belonged to a period of transition, and 
 the others can hardly be described as defects at 
 all, were intolerable to the enlightened class of 
 persons whose eyes, from the other side of the 
 
56 MIXED EDUCATION IN IRELAND. 
 
 Irish sea, are as persistently fixed upon the ima- 
 ginary distresses of the inhabitants of this king- 
 dom as ever were those of Mrs. Jelleby upon the 
 flannel -jacketless condition of the sunny little ab- 
 origines of Borrioboola-Gha. It is a peculiarity of 
 such philanthropists never by any chance to stum- 
 ble upon what might really be of service. Since 
 the existing schools, which had grown up with the 
 growth of the country and might be safely pre- 
 dicted to continue to improve with its improve- 
 ment, only required, in order to be thoroughly 
 fitted for the work they had everywhere under- 
 taken to perform, a wise supervision and a moderate 
 measure of public subvention ; it was straightway 
 determined that they should be utterly thrown 
 out of joint and impoverished by a vast system of 
 made-to-order competition, intruded upon the pre- 
 occupied field, and maintained in inferior useful- 
 ness at a vast expense. Since the Latinists of 
 Ulster and Munster were adjudged to be more 
 remarkable for the solidity than the showiness oi 
 their attainments, it w^as settled that the new 
 institutions for the civilisation of the Irish should 
 strictly confine themselves within the limits of the 
 English tongue. An improved knowledge of the 
 English tongue undoubtedly had its advantages, and 
 
THE GOOD OF THE NATIONAL SYSTEM. 57 
 
 those advantages have followed, it may be readily 
 confessed, to a considerable degree. I have re- 
 cently read, in several London papers, appreciative 
 critical remarks upon the greatly higher style of 
 composition observable in that flourishing branch 
 of Irish popular literature, the threatening letter, 
 as compared with similar productions of thirty or 
 forty years ago. One leading Conservative journal 
 was inclined to attribute this feature to the assidu- 
 ous study of the speeches of Messrs. Gladstone 
 and Bright by the congenial spirits of the Ribbon 
 Lodges. But, with all respect for such a respect- 
 able authority, I feel much more certain than the 
 Standard possibly can be to the contrary that 
 the true explanation of this gratifying symptom of 
 progress lies in remembering the extent to which the 
 instruction communicated in the English schools, 
 under the management of the National Board, 
 has permeated the whole country. It is only un- 
 fortunate it does not seem to have entered the 
 official minds, to whom our gratitude for such a 
 circumstance is owing, that even such benefits 
 might have been purchased at a cheaper rate, and 
 that the duty of improving the English spelling 
 and pronunciation of the poorer classes need not 
 have imposed upon the Government any corres- 
 
58 MIXED EDUCATION IN IRELAND. 
 
 ponding obligation of cutting the ground from 
 under the higher instruction by providing that 
 no class, so far as the Government could affect 
 it, should have the means of learning anything 
 beyond English spelling and pronunciation. The 
 obvious utility of a sound primary education may 
 be unquestionable, and undoubtedly is so. But 
 when no imaginable reason can be assigned why 
 other branches of knowledge should not be pursued 
 as well; and, when the means for teaching these 
 already existed in considerable efficiency, it is un- 
 fortunate that at the very time when an extension 
 of Irish university facilities was contemplated, if 
 not resolved upon, no less momentous a measure 
 than the entire swamping of the popular secondary 
 schools of Ireland by a vast creation of cheap edu- 
 cational establishments, from which the study of 
 the classics was entirely excluded, should have 
 been deliberately planned and actually carried into 
 execution. 
 
 The evil effects of this curious statecraft are 
 certainly not overrated by an able writer in the 
 Dublin Review and Irish Quarterly Review, 
 some of whose contributions to these periodicals 
 have been recently published in a separate form. 
 At the same time the evidence of this gentleman, 
 
THE EVIL OF THE NATIONAL SYSTEM. 59 
 
 an Assistant Commissioner on the Endowed Schools 
 Enquiry, is quite decisive of the main issue. 
 ' There can be no doubt,' he writes, ' that when 
 the National Schools first came to be established, 
 there existed throughout Ireland a number of 
 schools in which a kind of secondary education 
 could be had at small expense. Brinkley's 
 Primer, the Eton Latin Grammar, Tommy and 
 Harry, Lord Chesterfield's Letters, and Cicero's 
 Offices, were learned under the same ferula, 
 and not always ill. The establishment of the 
 National Schools caused the almost total disap- 
 pearance of schools such as we have mentioned, 
 and nothing was done or thought of to provide a 
 substitute. The substantial shopkeeper, the im- 
 proving, though not absolutely extensive farmer, 
 who could not afford to send his sons to Port- 
 arlington or Dungannon, if Protestants, or to 
 Clongowes Wood or Carlow, if Catholics, had no- 
 thing better than the National Schools at or near 
 their own doors.'* 
 
 In exemplification of this statement, I can re- 
 member very well, though I stayed but a short 
 time under its roof, that at the Galway school of 
 
 * George Whitley Abraham, barrister-at-law, in the 'Irish Quar- 
 terly Review/ April 1858. 
 
60 MIXED EDUCATION IN IRELAND. 
 
 the kind referred to, the general character of the 
 system of instruction was anything at all but 
 contemptible. Among the books belonging to my 
 school days, which lumber some shelves of my 
 library, are many which were purchased for my 
 routine work as a beginner there, and which do 
 not differ appreciably from the books placed in the 
 hands of a beginner at any school. Pinnock's 
 Histories of Greece, Rome, and England, Wright's 
 Greek Grammar, the Eton Latin Grammar, 
 Valpy's Latin Delectus, Du Gue's French Gram- 
 mar, Arithmetics, Spelling-books, and Geogra- 
 phies of the ordinary standard. Over my head, 
 in the superior classes, the Pagan poets and the 
 Christian classics, Book-keeping, Geometry, and 
 Algebra, were taught with various degrees of 
 thoroughness, according as the pupils were to don 
 the cassock or continue laymen, and according as 
 these latter were intended for commercial pursuits 
 or the liberal professions. I know that the higher 
 courses included most of the authors and much of 
 the mathematics I have ever seen studied in any 
 seminary. The great drawback on the system 
 was the very slight attention paid to composition, 
 whether in the ancient languages or in the English 
 tongue. On the other hand facility of translation, 
 
ULTRAMONTANES AND ULTRAMARINES. 61 
 
 as my subsequent experience assures me, was 
 carried to a very high degree. 
 
 However, these merits could neither maintain 
 the old school nor raise up for it successors. It 
 declined before a cause against which 110 efforts of 
 its own could provide. When at length it died 
 out altogether, of course it was not the Govern- 
 ment that stretched out a hand to the relief of 
 secondary education : Ultramontanes may do that ; 
 Ultramarines never. The very desire for classical 
 instruction might have died out for all they 
 cared. Such Catholics as reverenced the ancient 
 manners and could afford the higher rate of fees, 
 had no other alternative except to go to the Pro- 
 testant endowed school of the town. The great 
 majority had to content themselves with the 
 merely primary teaching of the Government Model 
 School, between which and the Government Na- 
 tional School there may be distinction but no dif- 
 ference. Nor did Catholic secondary education 
 revive in Galway until the establishment of the 
 Jesuit College of St. Ignatius took up again the 
 business of classical instruction, and set about 
 carrying it to a point which few then expected to 
 see soon attained. It is incalculable how much 
 the Jesuits, and similar bodies, are doing in this 
 
62 MIXED EDUCATION IN IRELAND. 
 
 way, and without any thanks either, to screen the 
 blunders of the Government. 
 
 It is not to be wondered at that the wholesale 
 destruction of such a popular educational organisa- 
 tion, and the wholesale substitution of an inferior 
 type of schools, should have produced the most 
 disastrous effects on the capacity of the country to 
 support a University system. It is hardly too 
 much to say, looking to the country generally, and 
 not to some favoured classes of society, that it has 
 thrown back the higher education of Ireland at 
 least two generations. 
 
 For the past forty years the whole strength of 
 the Government has been sedulously exerted, by 
 way of assistance to the new Government col- 
 leges it may be presumed,* in actively hunting 
 down and starving out of life every sort of popular 
 education that was not purely primary that was 
 not precisely unfitted to convey the slightest tinc- 
 ture of pre- collegiate instruction. It was a chase 
 without law, a proscription without quarter. In a 
 word from its opening to its close and it cannot 
 
 * The Report of the Committee of the House of Commons which 
 resulted in the establishment of the national system, was issued in 
 1828. The committee of the House which, among other things, re- 
 commended the establishment of provincial colleges and of a second 
 university for Ireland, carried on its investigations from 1835 to 1838. 
 
THE OLD RACE OF SCHOLARS. , 63 
 
 be said to have ended yet it was one enduring 
 act of imperial legislation, and its authors have 
 every reason to be proud of their handiwork. The 
 old race of schoolmasters is gone. A very few of 
 them still linger in the country places, begging a 
 precarious livelihood as writing masters or as pri- 
 vate tutors in the families of wealthy farmers who 
 have sons preparing for the priesthood, sadly fallen 
 from their former consequence, but still receiving 
 something of the old veneration from a people the 
 most disposed to honour learning for its own sake 
 of any upon earth. The old race of scholars is 
 still represented by many aged men in the middle 
 classes of society, though the bad times have 
 told fearfully upon their ranks, who still quote a 
 good deal from the Adventures of ./Eneas, and 
 the pleasantries of Horace, and still remember 
 the Education of Cyrus, and the Defence of 
 Socrates. These are especially numerous in the 
 southern parts of the kingdom. I have met with 
 several pupils of Munster schools, with hair silvered 
 by the snows of sixty winters, who could conduct 
 even an ordinary conversation in remarkably sound 
 Latinity. But they have left no successors. The 
 onslaught of the Government has been as decisive 
 as it was dashing. Their Famine Relief legislation 
 
64 MIXED EDUCATION IN IRELAND. 
 
 can alone endure a comparison with their Education 
 Relief legislation, except that the latter created the 
 dearth while the former merely aggravated it. 
 
 Ordinary and commonplace common sense in 
 1846 and 1847 had pointed to some means which 
 would have helped the tenant farmers to tide over 
 their difficulties without utterly driving them out of 
 all occupation of the soil. Ultramarine wisdom ac- 
 cordingly decreed that the possession of a single 
 rood of land should be sufficient reason for the 
 denial of every sort of assistance. Aut pauper aut 
 nihil. The consequence followed. Several hun- 
 dreds of thousands of agricultural tenants, whom 
 sound counsels would have preserved upon then: 
 farms to till the earth another season, maddened 
 by hopelessness of help, sought refuge from the 
 hunger in the workhouse, and found a refuge from 
 the workhouse in the grave. Similarly in respect 
 to education, ordinary sagacity suggested measures 
 which would have improved both the classical and 
 the English teaching of the existing schools ; which 
 would have interfered with no legitimate competi- 
 tion, for there were no rivals to injure; which 
 would have carefully fostered whatever higher 
 culture there was in the country, extended its 
 area, and raised its efficiency ; which icould have 
 
IMPERIAL POLICY. 65 
 
 naturally and appropriately crowned and consum- 
 mated the great and necessary business by a Uni- 
 versity system not in contradiction to, but in the 
 fullest conformity with, the desire and the prepara- 
 tion of the country. The Imperial Government 
 decided, if they had to do good, at any rate to do 
 it at the expense not of evil but good ; to raise 
 with the one hand, but to depress with the other; 
 to make the Irish people more open, perhaps, to 
 the civilising influences of gutter light literature, 
 more polished in the composition of notices to 
 landlords, but to deprive them for generations of 
 everything that could be called liberal culture and 
 scholarly training ; and then, then, after waiting a 
 decade or two for the natural results of this com- 
 prehensive policy, after waiting for the fall of the 
 last bridgeway to the higher education, straightway 
 to establish a University of higher education on 
 the other side of the impassable gulf that had been 
 created ; and as if that were not enough to ensure 
 its inefficacy, to so mould and so fashion it that 
 every national instinct and conviction should be 
 as systematically set aside, and as defiantly dis- 
 regarded as the jaunty impertinence of the most 
 egregious bureaucracy could devise. 
 
 I could accumulate hundreds of proofs to confirm, 
 
66 MIXED EDUCATION IN IRELAND. 
 
 if confirmation were necessary, these melancholy 
 facts. I shall confine myself to the statements 
 that are to be found in the solitary Report of the 
 Queen's Colleges Commission, and the Minutes of 
 Evidence appended to it. 
 
 To commence with the Commissioners them- 
 selves. i We feel called on to express our opinion ,' 
 say they, ' that the advantages for obtaining a high 
 education can only be realised for the great mass of 
 the middle classes by the much wider extension of 
 the means of intermediate education, which it is 
 almost universally stated, have been enormously 
 diminished by the operation of the schools under the 
 National Board." 1 And, strong as the implied 
 condemnation seems, it is difficult to avoid the 
 conclusion that were not the Royal Commissioners 
 Royal Commissioners, it must have been much 
 stronger. The fatuous imbecility, the wanton 
 mischievousness of the Government measures, 
 would almost exceed credibility, were any excesses 
 of despotic folly incredible in Ireland. 
 
 In the examination of the Rev. James McCosh, 
 LL.D., Professor of Logic and Metaphysics in 
 Belfast College, there is the following : 
 
 ' Prior to the plantation of the National Schools 
 throughout the province of Ulster, there was in 
 
IMPERIAL POLICY. 67 
 
 most towns, and in not a few populous country 
 districts, a teacher who earned a subsistence by 
 combining the teaching of classics with instruction 
 in the elementary branches. But when about 
 twenty or fifteen years ago,* National Schools 
 were set up all over the province, this combination 
 of functions ceased. Instruction in English was 
 received at a very cheap rate in the National 
 Schools ; and the teacher who was now dependent 
 on the fees received exclusively from classical 
 pupils, found that he could no longer earn a liveli- 
 hood. The consequence was that such mixed 
 schools gradually lessened in number, and without 
 any corresponding institutions coming in their 
 place. The famine of 1846-47 was the occasion of 
 the final disappearance of not a few, which had 
 hitherto been the means of giving instruction in 
 classics and mathematics to many young men who 
 found their way to the Belfast Academical In- 
 stitution, to Glasgow College, and Dublin College. 
 To take only a single county the county Down. 
 There were schools in former years at which 
 classics were taught, at Donaghadee, Bangor, 
 Comber, Killinchy, Killileagh, Kedemon, Saint- 
 field, Ballinahinch, and Moira, and I believe several 
 
 * This evidence was given in 1857. 
 F2 
 
68 MIXED EDUCATION IN IRELAND. 
 
 other places at which there is no such school now. 
 It should be carefully noticed that Queen's College, 
 Belfast, was opened in 1849, within a short period 
 after the time when these schools had begun to 
 disappear/ 
 
 It should be carefully noticed that Queen's College, 
 Belfast, was opened in 1849, within a short period 
 after the time when these schools had begun to dis- 
 appear. What a triumph of imperial sagacity ! 
 
 The evidence of the Rev. Henry Cooke, D.D., 
 LL.D., Dean of Residences of the General As- 
 sembly of the Presbyterian Church in Ireland, and 
 a Member of a Deputation from the Professors of 
 the General Assembly's College, is of a similar 
 character. ' I beg leave to state,' he deposes, c that 
 we had considerable convenience in obtaining 
 classical instruction anterior to the establishment 
 of the National Board ; and that ever since the 
 establishment of the National Board, and its be- 
 coming the great educator of the country, classical 
 schools have fallen away. The former classical 
 schools were seldom purely classical schools, but 
 classical, English, and mercantile schools, and they 
 disappeared when the National Schools began to 
 obtain a footing in the country. The National 
 Schools took away a portion of what would be the 
 
IMPERIAL POLICY. 69 
 
 support of the semi-classical schools that is, schools 
 partly classical partly mercantile; and, in conse- 
 quence of this, we have scarcely any classical schools 
 in this country, except those that are in the towns. 
 That formerly was not the case, and a great num- 
 ber of young men, the sons of farmers, obtained 
 their education at home the sons of parties who, 
 perhaps, could not pay for a high education in 
 Belfast or any other large town. I believe that to 
 the cause I have indicated is to be mainly attri- 
 buted a great falling away in the number of classi- 
 cal schools, first, and then of students, to enter 
 the Queen's Colleges or any other colleges.' 
 
 The Rev. Pooley Shuldham Henry, D.D., 
 President of Belfast College, was next examined 
 by Sir T. N. Redington upon this point. I extract 
 the question of the Commissioner and the answer 
 of the President. 
 
 i Sir T. N. Redington. You probably heard the 
 evidence which was given yesterday, with reference 
 to the diminution and falling off of classical schools 
 in the province of Ulster. Does your acquaintance 
 with the province of Ulster lead you to form the 
 same opinion as that expressed by Dr. McCosh 
 and others? 
 
 4 Witness. I entirely agree with it. I think 
 
70 MIXED EDUCATION IN IRELAND. 
 
 the establishment of National Schools has had the 
 effect of sweeping away the academies in which 
 mathematics and classics were formerly taught. 
 I myself, when a youth at school, knew several 
 excellent academies, in a great number of towns, 
 such as Antrim, Banbridge, Downpatrick, &c., that 
 have now disappeared, very much in consequence 
 of the establishment of the National Schools.' 
 
 Coming down south, the evidence of Sir Robert 
 Kane, F.R.S., M.A.I. A., President of Cork Col- 
 lege, is equally conclusive against the policy of the 
 Government in the province of Monster, and equally 
 deserves extracting. 
 
 ' Sir T. N. Redington. Is there any considerable 
 number of schools in which a Latin education can 
 be afforded within the district which supplies the 
 College with students? 
 
 4 Witness. There are a number of schools in 
 Cork of an excellent character in which a classical 
 education is afforded. A large number of Fellows 
 of Trinity College have been supplied from this 
 district. 
 
 4 Sir T. N. Eedington. I believe that the pro- 
 vince of Minister has at all times been somewhat 
 remarkable for the desire of the people to acquire 
 classical instruction. 
 
IMPERIAL POLICY. 71 
 
 4 Witness. It has become proverbially so, at 
 least with regard to the Latin language. The 
 inhabitants of this locality have been for a great 
 number of years very zealous in seeking for an 
 improved means of education. 
 
 4 Sir T. N. Redington. Do you know whether 
 the number of schools in which a Latin education 
 is afforded has increased or diminished of late 
 years ? 
 
 ' Witness. I have no statistical or official in- 
 formation on the subject; but, from my knowledge 
 of the country, my impression is, that they have 
 very considerably diminished. 
 
 ' Sir T. N. Redington. Is it your opinion that 
 the operation of the National System of Education 
 has had any effect in reducing the number of 
 schools where a Latin education was given? 
 
 4 Witness. A very great effect. The education 
 sought by the middle classes at large had for its 
 object mainly a commercial and English education, 
 combined with classics ; and if their sons went to 
 a school where classics were taught as part of the 
 routine management of that school, they got not 
 only a commercial and English education, but also 
 a classical education. 
 
72 MIXED EDUCATION IN IRELAND. 
 
 c Sir T. N. Eedington. Would you say, gene- 
 rally, there is a deficiency of intermediate schools ? 
 
 ' Witness. A very great deficiency ; and I look 
 upon that deficiency as one of the most powerful 
 causes that have kept down the numbers attend- 
 ing, not merely the College, but the other Queen's 
 Colleges.' 
 
 The President of Galway College, Edward 
 Berwick, A.B., follows suit. Here is an item from 
 his examination. 
 
 4 Sir T. N. Eedington. An opinion has been 
 expressed that the progress of the National System 
 of Education has aifected the teaching of the clas- 
 sical languages ? 
 
 ' Witness. I believe it has, very materially. It 
 has drawn away the pupils who formerly sup- 
 ported what were called classical schools.' 
 
 "West, south, and north, wherever the Commis- 
 sioners turned, these were the statements that met 
 them. It would be superfluous for me to attempt 
 to strengthen the effect of such a remarkable con- 
 currence of testimony by any observations of mine. 
 That evidence lies under no necessity of being 
 eked out by commentaries, which is itself the 
 strongest commentary that can be imagined. How- 
 ever, I have lately come upon some independent 
 
PROFOUND WISDOM. 73 
 
 criticisms which, though three or four years an- 
 terior to the proceedings of the Queen's Colleges 
 Commission, are yet so exactly pertinent to the 
 matter in hand, and so happily illustrative of that 
 over- sea legislation which always knows what is 
 best for the Irish much better than the Irish 
 themselves, that I need make no apology for 
 making use of them to conclude this chapter. 
 
 ' The universities of our ancestors were invari- 
 ably surrounded by clusters of small schools, which, 
 emitting a feebler but very useful gleam, might be 
 regarded as the satellites of those sources of light. 
 The school was auxiliary to the University the 
 University was indispensable to the school. But 
 the profound wisdom of modern times looks on 
 this harmonious system as entirely superfluous. 
 As a case in point, the Queen's University was 
 established, amid all the lights of modern times, upon 
 the principle of a great river without any tributaries. 
 Indeed, several years elapsed after its foundation 
 before it was discovered, by one of its sages, that, 
 without fibres and roots, a tree cannot possibly flourish. 
 This was what was meant by Sir Robert Kane when 
 he said : " The real impediment to the Queen's 
 Colleges is the condition of the secondary schools; " 
 and another philosopher, Dr. McCosh, declares his 
 
74 MIXED EDUCATION IN IRELAND. 
 
 conviction, " that the great difficulties with which 
 the Queen's Colleges have had to contend pro- 
 ceeded, not from ecclesiastical opposition, but the 
 utter want of adequate feeders." This statement 
 is certainly worth reflection. The Irish ( ?) Go- 
 vernment demonstrated its prudence and foresight, 
 we are told, u not in establishing these feeders, 
 but in carefully cutting them off, and this pre- 
 viously to founding the Queen's University." To 
 explain this it is necessary to premise that the 
 Irish Government have National Schools frequented 
 by 597,459 pupils. Now, without presuming to 
 detract from the undoubted merit of these National 
 Schools, we cannot help observing that the youths 
 who issue from their classes are not fit, and are 
 not intended, to enter colleges, whether Catholic 
 or Godless. Though incapable of producing scholars 
 Jit for college, the National Schools could hinder 
 other schools from producing them. As the national 
 schoolmaster taught geography, &c., in a superior 
 manner, and enjoyed a salary, while his rival had 
 none ; and as the merely English pupils deserted 
 the classical master to flock round the other, we 
 must not be surprised if the classical school lan- 
 guished in the neighbourhood of the National 
 School . Having quietly waited until these languishing 
 
A CAUTION. 75 
 
 schools had one after another expired, the Govern- 
 ment immediately founded the Queen's Colleges. 
 Nothing could be more ingenious than the process by 
 which the Government insured the ruin of its own 
 colleges. The humble classical seminaries might 
 have continued to exist as feeders, had the Queen's 
 Colleges been established simultaneously with the 
 National Schools ; and in that case the Queen's 
 University itself might have had some chance of 
 existing. But no ! it was deemed wiser to dry 
 the fountains before building the aqueduct. It 
 has been found that at least eighty towns in Ire- 
 land, containing each a population of 3,000, are 
 destitute of good academies. The Government 
 schools had killed them.' * 
 
 The reader must here be on his guard against 
 precipitately rushing to a conclusion which, above 
 all others, the Queen's Colleges are especially 
 anxious to foster, but which, above all others, the 
 Queen's Colleges by their own act have deprived 
 themselves of every shadow of a right to draw. 
 
 True it is that, as the reader has seen from the 
 statements of various members of the University 
 body, 4 the want of adequate feeders ' is plausibly 
 put forward as the chief cause why the Colleges 
 
 * From the ' Tablet ' of December 23, 1854. 
 
76 MIXED EDUCATION IN IRELAND. 
 
 have turned out such a numerical failure; and this 
 undoubtedly is the conclusion which, if we only 
 looked to the ingenious policy of the Government 
 in cutting the ground from under their own in- 
 stitution, the circumstances seem to warrant. But 
 there is another side to this question, like to most 
 questions ; and, without understanding what the 
 Queen's Colleges were doing upon their part, we 
 should be in danger of arriving at an opinion 
 precisely the reverse of fact. 
 
 The Government had certainly taken the most 
 effective measures to prevent the effective operation 
 of any University either Ultramarines or Ultra- 
 montanes might establish. No University could 
 exercise a truly national influence, or arrive at 
 truly national proportions, when the youth of the 
 nation had been previously unfitted for University 
 teaching ; and this we have seen was the peculiar 
 utility of the imperial preparations. The Govern- 
 ment themselves had taken care that the Govern- 
 ment University should be at best a learned academy 
 superposed upon a population rendered unripe 
 for learning. Within its walls there might be ac- 
 complished professors, around whose chairs else- 
 where a listening studenthood might throng. It 
 mio-ht boast of skilful tutors, with whom elsewhere 
 
A CAUTION. 77 
 
 a multitude of youths of the highest promise might 
 have loved to study. But, in Ireland, those throngs, 
 that multitude, were not to be expected. The 
 Government had settled that. For many a day 
 the number of candidates able to pass the matricu- 
 lation ordeal would be limited indeed ; and for 
 many a day would the teaching body of a Uni- 
 versity in Ireland have to content themselves at 
 best with forming a few real scholars, while patiently 
 awaiting the gradual revival of secondary edu- 
 cation. This was what the Queen's University 
 might have done at best ; and if it had done this, 
 though its authorities might have complained that 
 their students were not so numerous as in Uni- 
 versities established under happier auspices, at least 
 they would not have had the shame to confess that 
 4 the difference between us and other Universities 
 is, that we have not such very well-trained men/ 
 The authorities of the Queen's University chose to 
 undergo this shame. They took the ill-trained men. 
 One false step leads to another. The imperial 
 wisdom had provided that the Queen's Irish Uni- 
 versity should be badly supplied with real students. 
 The Queen's Irish University straightway set about 
 contriving how it should have an abundance of 
 some sort of students at any rate ; whether they 
 
78 MIXED EDUCATION IN IRELAND. 
 
 were real or not was of the slightest possible 
 consequence ; and the easiest contrivance that pre- 
 sented itself was that the new University should 
 be in reality no University at all. The tempting 
 prospect of scholarships and exhibitions might be 
 calculated upon to do the rest. Upon this policy 
 the evidence of the President of Galway College 
 before the Queen's Colleges Commission is valu- 
 able. ' The fact isj he deposes, 4 if we rejected 
 candidates who were not sufficiently prepared to enter 
 on our curriculum we should reject' eight out of ten? 
 And he naively gives us to understand, that ' per- 
 haps ' one or two are rejected out of ten. The 
 amount of doubtfulness implied in this 4 perhaps ' 
 may be better estimated when I tell the reader 
 that to reject a couple of candidates yearly has been 
 deemed sufficient proof of the fastidious character 
 of our masquerading l high school ; ' and, again and 
 again, I have known sixty candidates for matricula- 
 tion to have been without a single rejection. This 
 was the way that the Queen's University in Ire- 
 land applied itself to checkmate the Government 
 and to checkmate the people. In attempting to 
 overreach others, it has brilliantly succeeded in 
 overreaching itself. 
 
 By making their matriculation a sham, by making 
 
A CAUTION. 79 
 
 from the very first, Numbers the sole object of 
 their system, the Queen's Colleges have conspicu- 
 ously deprived themselves of all title to fasten a 
 complaint for their Numerical Failure upon the 
 Government : the Government lowered the Quality, 
 indeed, of school education, but it certainly did 
 nothing to militate against the Numerical Success 
 of a c University ' which always showed itself only 
 too happy to admit every candidate, in the phrase of 
 certain advertising institutions, 4 and no questions 
 asked? This will appear still more clearly when 
 the reader shall have read some succeeding chap- 
 ters- of this volume, in which the recruiting de- 
 vices of the Queen's University are explained in 
 full. Meantime, this brief indication should be 
 sufficient to warn him to receive with the utmost 
 incredulity, all and every plea for the ruinous col- 
 lapse of Mixed Education in Ireland, which at- 
 tempts to lay upon the shoulders of the Govern- 
 ment the discredit that Mixed Education has 
 adopted for itself. When the Queen's University 
 descended, as it deliberately did, into the sphere of 
 elementary studies, by that unscholaiiy act it lost 
 every shadow of a right to say that the Govern- 
 ment had diminished its base of supplies. The 
 Government had certainly not diminished this 
 
80 MIXED EDUCATION IN IRELAND. 
 
 base of supplies. Nothing had been done to di- 
 minish the number of ill-trained and unclassical 
 scholars. When even ill- trained and unclassical 
 scholars could not be got to become Queen's col- 
 legians, it must have been simply because they did 
 not like. No class in Ireland wants to have any- 
 thing to do with ' Godless Education.' 
 
 It is not for having beforehand provided the 
 Queen's Colleges with what they hoped might be 
 an excuse for abdicating their functions and be- 
 coming mere schools, that every true friend of 
 the public education quarrels with the folly which 
 has passed as legislation for dependent Ireland, 
 but for having deprived institutions with none of 
 the inherent weaknesses of the mixed system, of 
 those feeding schools, in default of which they 
 languish, and upon whose gradual revival they 
 attend. Thanks to our Imperial Government, 
 it will be long before the most national Uni- 
 versity unless, indeed, it adopt the matricu- 
 lation scheme I have just intimated will have 
 ceased, in thin attendance and sparse admissions, 
 to pay the penalty of the stupendous blunder of 
 the 4 National System.' 
 
81 
 
 CHAPTER II. 
 
 A GRAMMAR SCHOOL OF ERASMUS SMITH THE 
 
 HISTORY OF AN ENDOWMENT. 
 
 As may be gathered from the last chapter, the 
 decline of the old classical, or semi-classical, school 
 I have just described, left me, like many others, no 
 alternative but to attend the classes of its Pro- 
 testant rival. This was the Galway Grammar 
 School, on the foundation of Erasmus Smith, and 
 to a brief consideration of certain aspects of this 
 institution I propose to devote the present and 
 the succeeding chapter. 1 believe the reader will 
 find them not without a certain interest, both as 
 regards the past and present history of secondary 
 instruction in Ireland. 
 
 Originally established for the exclusive advan- 
 tage of Protestants, at the exclusive expense of 
 Catholics, the schools administered, or maladminis- 
 tered,* by the Board of Erasmus Smith, primarily 
 
 * See Report of Endowed Schools Commission. 
 
 Or 
 
82 MIXED EDUCATION IN IRELAND. 
 
 date from those dismal days when the Ironsides of 
 Cromwell had begun to receive the wages of many 
 a bloody business. The story goes that when the 
 actual division of the spoil had arrived, these 
 military saints were anything but perfectly satis- 
 fied with the form in which their employers had 
 found it most convenient to pay them their hire. 
 The conversion of swords and pikes into plough- 
 shares and pruning-hooks is never a particularly 
 easy undertaking, nor did it appear less than 
 impossible to many of the veteran picaroons, who 
 now at the termination of all their massacres and 
 pillagings, found themselves transformed into coun- 
 try squires and noble proprietors, for no ostensible 
 reason that could be imagined, except the good old 
 English one of making the Irishry on all possible 
 occasions pay the score. Naturally the difficulty 
 came home with tenfold force to the poorer sort of 
 godfearing knaves, for Corporal Humgudgeon would 
 have to perform those agricultural offices in person 
 which Colonel Humgudgeon could do by deputy. 
 From trampling out the lives of the matrons and 
 the maids of Wexford to guiding the ox that 
 treadeth out the corn, was a fall indeed, and the 
 reader should not be surprised that the delicacy 
 of their previous evangelical nurture should have 
 
A CROWNING MERCY. 83 
 
 inspired multitudes of the puritan worthies with the 
 profoundest aversion for the uneventful toil and 
 tame utility of agricultural occupations. Fortunately 
 it was not so hard to turn the good things they 
 could not use into good things they could, and the 
 chink of the money-bags which shoals of sympa- 
 thisers extended to the saints in their tribulation 
 very quickly brought about the beseeched trans- 
 mutation of emerald reaches of mountain and valley 
 into sterling gold and silver broad pieces. In num- 
 berless instances the opportunity for realisation was 
 seized with avidity. It was a vouchsafement. It 
 was a great mercy. It was a crowning mercy* On 
 the other hand, it offered a glorious harvest of booty 
 to the farseeing speculators who had followed the 
 track of the cut-throats, like jackals on the traces 
 of tigers, in the expectation of some quiet advan- 
 tage for themselves from the battles and conquests 
 of the stronger and stupider brutes, 
 
 Conspicuous among these keen creatures of 
 carrion was the alderman of London^ the retired 
 Amsterdam merchant, Erasmus Smith, who, having 
 amassed considerable riches in the Oriental trade, 
 had come over to Ireland to see what he could do 
 4 for the amelioration of that distracted kingdom ' - 
 I believe this is the recognised expression by 
 
 Q 2 
 
84 MIXED EDUCATION IN IRELAND. 
 
 bettering himself to the best of his ability out of 
 that common prey of Gentile and of Jew. We 
 may suppose his particular line of investment was 
 predetermined by his particular genius ; at any 
 rate, it seems to have suited him admirably. He 
 became friend and father to the forces. His fame 
 diffused itself throughout the whole army ; and 
 the musketeer who had got land but did not know 
 what to do with it, and the musketeer who had got 
 it and knew what to do with it but disliked the 
 trouble or the situation or the prospect of a visit 
 from ' the master's son,' * were rejoiced to find in 
 the accommodating cockney a good Samaritan whom 
 neither town habits, nor a trader's circumspection, 
 nor the dread of rapparees, could divert from his 
 laudable design of helping his military friends out 
 
 * Oh, black 's your heart, clan Oliver, and coulder than the clay ! 
 Oh, high 's your head, clan Sassenach, since Sarsfield went away ! 
 But God be praised for Ireland that she has soldiers still, 
 While Rory's boys are in the wood and Remy's on the hill. 
 The masther's bawn, the masther's seat, a surly bodagh fills ; 
 The masther's son, an outlawed man, is ridin on the hills. 
 But God be thanked that round him throng, as thick as summer 
 
 bees, 
 
 The swords that kept Righ Shemus long, his lovin Rapparees. 
 
 A Ballad of the Happarees. 
 
 Though this ballad, as the names of Sarsfield and King James 
 testify, pr6perly refers to a later period, it can very well stand for an 
 illustration of a state of affairs that lasted through the whole of the 
 seventeenth century. 
 
THE AFFABLE ERASMUS. 85 ; 
 
 of their estates. To be sure these little offices of 
 charity were not altogether so gratuitously per- 
 formed as not to leave a very sufficing margin for 
 the temporal rewards of virtue. Indeed, I regret 
 to say that something like two or three thousand 
 per cent, upon several transactions has been affirmed 
 to have blessed the benevolence of the Christian 
 capitalist. But then we must make some allow- 
 ances for human nature, and we ought not to 
 forget that the sorry plight of pious Independents, 
 promoted from the trooper's saddle to much more 
 luxurious seats beneath the ancient rooftrees of 
 Catholic proprietors, whose throats, with those of 
 their wives and as many of their children as they 
 could lay hands upon, they had helped to cut, 
 must have presented temptations to turn to ac- 
 count the predicament of the canting scoundrels 
 as strong as can well be imaginable. Indeed, I am 
 not at all certain that when there arose a great 
 cry from all the roundhead gentry who had had 
 any dealings with the affable Erasmus that their 
 friend and father had diddled them, there was 
 really any very important reason in the case 
 why the good old equity rule, Let diamond cut 
 diamond, should not have been permitted to 
 apply. 
 
86 MIXED EDUCATION IN IRELAND. 
 
 However this may be, the ruling Barebones 
 decided otherwise, and under the pressure of par- 
 liamentary proceedings a portion of the ill-got 
 property they had parted with too easily was 
 recovered for the original thieves. The philan- 
 thropical alderman would have found himself still 
 more nearly in the position of one who had come 
 joj wool but went away shorn, were it not for a 
 certain wise relenting on the part of his judges, who 
 were never above compounding a felony for God's 
 service, by which he was allowed to avert the total 
 shipwreck of his affairs by undertaking to make 
 a donation, styled voluntary, for the purposes of 
 Education, the propagation of evangelical princi- 
 ples, and similar inestimable uses. The perform- 
 ance of this compact was not even interrupted by 
 the revival of hereditary monarchism, the loyal 
 cavaliers of the Restoration making it a point of 
 honour not to interfere with the dispositions 
 which the Commonwealth had made in Ireland, 
 and. indeed, being inclined to allow that Red-nosed 
 Noll was not without one merit at least, since, as 
 it was devoutly hoped, he had pretty nearly c settled 
 the Irish.' The Erasmus Smith gift was part of 
 the c settlement,' and was accordingly allowed to 
 remain. If we only close our eyes to all the insult 
 
INSTRUMENTS OF SETTLEMENT. 87 
 
 and injustice it was designed to foster, perhaps it 
 was as unexceptionable an application of dishonest 
 acquisitions as was ever extorted from the fears or 
 the repentance of a rascally receiver of stolen goods. 
 
 By the original instrument of settlement, dated 
 during the Protectorate, in 1657, it appears that 
 five grammar schools had been in the contempla- 
 tion of the founder. By the actual charter, entitled 
 4 The charter of King Charles Second empowering 
 Erasmus Smith, Esquire, to erect Grammar Schools 
 in the Kingdom of Ireland, and to endow the same 
 with convenient maintenance for schoolmasters, 
 and to make further provision for education of 
 children at the University, and for several other 
 charitable uses/ there is only, mention of license 
 being given to erect and endow three several free 
 grammar schools in Louth, Galway and Tipperary. 
 And three continued to be the number of schools 
 until the reign of George the First, when the 
 accumulation of funds permitted the foundation of 
 a fourth grammar school at Ennis in Clare, from 
 which time there has been no further extension of 
 Erasmus Smith secondary education. 
 
 As a matter of course, upon their establishment, 
 Protestant instruction was declared to be a neces- 
 sary concomitant of classical lore in those institu- 
 
88 MIXED EDUCATION IN IRELAND. 
 
 tions erected on Catholic spoliation. A sufficiently 
 explicit statement of this policy has been preserved 
 in a letter from the founder himself to the Board 
 of Governors of his schools, under the date of June 
 6, 1682. c My end,' he writes, ' in founding the 
 three schools was to propagate the Protesant faith 
 according to the Scriptures, avoiding all superstition, 
 as the charter and bye -laws and rules established 
 do direct.' That the superstition to be avoided in 
 the Erasmus Smith schools was meant to be under- 
 stood of the Catholic and national religion alone, 
 according to the sense, only more bluntly and 
 straightforwardly confessed, which superstition 
 commonly bears in the Queen's Colleges to this 
 day,* is most unmistakably shown in some further 
 remarks of the pious founder upon the unpromising 
 condition of his scriptural foundations. At the 
 same time this letter bears very instructive witness 
 to that popular hostility to uncatholic teaching 
 which still forms the cardinal feature of the Irish 
 Education question. ' My Lords,' he says, 4 my 
 design is not to reflect upon any why these schools 
 
 * In the Queen's College text-books, when the Catholic meets the 
 word superstition he generally has no reason to doubt that he is read- 
 ing about his own religion. Ignorance and idolatry are also to be 
 frequently recognised as conveying the same compliment. Supersti- 
 tion, however, is apparently considered to hit the mark most broadly, 
 and hence comes to be the favourite designation. 
 
THE MAMMON OF UNRIGHTEOUSNESS. 89 
 
 are so consumptive; which was, and is, and will 
 be, if not prevented, the many Popish schools, their 
 neighbours, which as suckers do starve the tree. If 
 parents will exclude their children because cate- 
 chism and exposition is commanded, I cannot help 
 it, for to remove that barrier is to make them 
 seminaries of Popery. I beseech you to command 
 the schoolmasters that shall be presented and ap- 
 proved by your honours to observe them that 
 decline these duties and expel them, which will 
 oblige me, my Lords arid Gentlemen/ 
 
 As time grew older, however, the pure Protes- 
 tant zeal which, in conformity with these instruc- 
 tions, once animated the Erasmus Smith insti- 
 tutions, came gradually to disappear, along with 
 some more popular characteristics, before the all- 
 dissolving influences of pecuniary considerations. 
 The same fleshly craving for the mammon of 
 unrighteousness, which so soon excluded almost 
 all but paying scholars from the ostensibly free 
 schools, was no less potent in throwing open the 
 prohibited precincts to the veriest Papist who came 
 furnished with the golden key. Little by little 
 exception was made in favour of individual Catho- 
 lics. Based upon the soundest commercial princi- 
 ples of reciprocal advantage, the movement went on 
 
90 MIXED EDUCATION IN IRELAND. 
 
 extending and to be extended. The dimensions it 
 quickly attained, the efficiency of the yellow dross 
 in appeasing the nice conscience of the reformed 
 Cerberus, may be concluded from a circumstance 
 which has come down to our time. In the very 
 height of the Georgian persecution we find an 
 ordained Head Master of the Galway Grammar 
 School uplifting an earnest supplication to the 
 Governors against some recent putting on of the 
 penal screw. In doleful terms the holy man repre- 
 sents how not less than eighty-five solvent Romish 
 Papishes, rather than drink in the healing waters of 
 the catechism appointed by the rules, had with- 
 drawn themselves elsewhere from his reverence's 
 tuition, to the manifest detriment of his reverence's 
 revenues, and he beseeches their Honours not to 
 have him endure this loss. No evangelism could 
 hold out against superstition when superstition 
 presented itself in such evangelical guise as this. 
 The most trusted paper bulwarks of the true 
 believers every day became more and more bul- 
 warks on paper than ever. At last the Emancipa- 
 tion of the Catholics put an end to all thoughts 
 of preventing Catholic education by any of the old 
 aggressive means. Thenceforth events took a new 
 
NEW PROTESTANTISM. 91 
 
 turn. Thenceforth who so welcome as the hated 
 Papist to all the Foundation schools and all the 
 Government schools of the country ? It was worse 
 than useless any longer to try to bring up the 
 nation in Protestantism. Protestantism itself had 
 entered a new phase. It was no longer the posi- 
 tive and dogmatic creed which Luther and Calvin 
 had propounded. That Protestantism was dead 
 and was being buried. None but the old ladies of 
 both sexes who believe in Irish Church Missions 
 and subscribe tooth-picks for the cannibal islanders, 
 believed in it or subscribed for it any more. The 
 new Protestantism was negative, was rationalistic. 
 It w r as Eclecticism; it was Naturalism; it was 
 Secularism; it was Deism; it was any Ism you 
 may like to call it except Christian Catholicism. 
 And the way to teach it was, not to teach the only 
 thing it was not. There could no longer be any 
 reason for requiring from Catholics an explicit 
 surrender of their faith as a condition for admission 
 into Protestant educational establishments. On the 
 contrary, if they could be only got to feel satisfied 
 with the pains that were being taken to render 
 them comfortable, there would be every reason to 
 expect great things from the new device for sepa- 
 
92 MIXED EDUCATION IN IRELAND. 
 
 rating Catholics from Catholic instruction. From 
 the day on which Protestantism ceased to be de- 
 nominational, from the day on which it extended 
 its arms and took all non- Catholicity to its bosom, 
 it had everything to gain by fostering Undenomi- 
 nationalism. For Undenominationalism was the 
 new Protestantism. And then the opportunity for 
 liberal holding forth which the new theory afforded 
 ' We do not care about religious education, and 
 neither ought you. We only want you to come 
 down to the same level as ourselves,' sounded so 
 much nicer than the old blunt ' We like religious 
 education very well, but though you died for it, 
 you shall not get it/ while at the same time the 
 new ruse did the work just as well. There could 
 be no question of the superiority of the modern 
 method. The throwing open of Protestant schools 
 to Catholics, merely requiring them to pursue 
 4 secular knowledge ' in common with their Protes- 
 tant fellows, was the first step. The enforcement 
 of secular or undenominational, or new Protestant 
 education on all creeds and classes w^as to be the 
 second. Meantime, in the artificial dearth of 
 Catholic instruction, which it has been the old- 
 standing kindness of our dear sister England to 
 
THE LATEST STRATAGEM. 93 
 
 compel, and until experience had exposed the 
 latest stratagem, it was only natural that many, 
 many Catholics should have been induced, in the 
 first blush of the conciliation movement, to welcome 
 the professions and accept the teaching of the 
 heretic, but respectable foundations. 
 
 I have now brought down the history of an im- 
 portant type of Irish schools, or rather of schools 
 in Ireland, to my own time. In my next chapter 
 I shall have some things to tell about the particular 
 seminary at which I was for a period a pupil, that 
 may prove not less interesting to ' all true friends 
 of Mixed Education ' than to the general reader. 
 
94 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER III. 
 
 A GRAMMAR SCHOOL OE ERASMUS SMITH THE 
 
 QUEEN'S COLLEGE AND ITS FEEDING SCHOOL. 
 
 I WAS a pupil of the Galway Grammar School of 
 Erasmus Smith for two years or more, and if the 
 scope of this work permitted, I suppose I could 
 call up reminiscences of those days as entertaining 
 and as novel as such novel and entertaining matters 
 as school recollections usually are. Meantime, I 
 must be very brief, or silent altogether, upon these 
 topics, and if the reader should miss the account 
 of tasks and recreations and c hair-breadth scapes ' 
 by flood and field, I can only refer him to his own 
 private reminiscences for a probably sufficiently 
 faithful parallel of mine, 
 
 I may only say that those two years were no 
 irksome ones to me. The place itself was a cheery 
 place, with lofty windows lighting roomy halls, as 
 school -house ought to have, and pleasantly builded 
 amid grassy fields, as schoolhouse ought to be. In 
 
PLEASANT SCHOOL DAYS. 95 
 
 obedience to tradition, doubtless, the prospect from 
 the particular apartment devoted to the pupils was 
 as limited as possible, but other portions of the 
 house looked out upon extended scenes over the 
 town and the broad waters of the bay to the blue 
 coast-line of Clare, and beyond the disforested 
 reaches of Terryland to the silver Corrib and the 
 waving woods of Dangan and Menlough. Besides 
 I rather liked my companions. I believe boys 
 have a tendency to like their companions. And 
 as there never was a particle of personal bigotry 
 about me that I can remember, and never will be 
 I trust, it was only natural that there should spring 
 up between my Protestant playmates and myself 
 feelings of friendship which time has not obliter- 
 ated. At any rate, except at odd moments, there 
 could be little temptation to polemical disputes in 
 the face of such absorbing questions as the con- 
 scientious pursuit of marbles, burnball, football and 
 pegtop is apt to raise. With more serious aspects 
 of the religious controversy I was later to become 
 acquainted. Then, again, I had no occasion to 
 complain of my teachers. I remember that, like 
 every other pupil of the school, there was affection 
 in the respect in which I held one of them, the 
 white-haired, kindly Second Master, since those 
 
96 MIXED EDUCATION IN IRELAND. 
 
 days superannuated, but still hale and hearty, as 
 may he long coritinue. With the reverend Principal 
 I seemed to be so very nearly a prime favourite, 
 that I have never had any doubt about attributing 
 to some natural pangs of unrequited affection the 
 sudden cessation of all signs of recognition, even 
 to the nodding of the head, with which he thought 
 fit to punish my secession to the class-rooms of the 
 Jesuits, together with all the other Catholic pupils, 
 as soon as ever these dreadful Ultramontanes re- 
 established Catholic education in Gal way. As I 
 write I feel I can make allowance for such generous 
 emotions, but while regretting that I should have 
 been an unconscious agent of so much anguish, I 
 cannot but defend the course taken by my parents 
 upon that occasion. Very probably my own feelings 
 might never have risen against uncatholic doctrine, 
 and so far ' all true friends of mixed education ' are 
 welcome to build arguments upon the philosophic 
 indifference of immature intelligences. But, on the 
 other hand, it is for i all true friends ' to show why 
 the religious majority of minors should be fixed at 
 seven years or at fourteen, when the political majo- 
 rity is wisely procrastinated till twenty-one. Doubt- 
 less the distinction flows from the comparative 
 importance in their eyes of religion and politics. 
 
. *MEEE SECULAR KNOWLEDGE.' 97 
 
 It is true that no explicit attempt was ever made 
 in the Erasmus Smith school any more than in the 
 Queen's University to force either the Thirty-nine 
 Articles or the Westminster Confession of Divines 
 upon Catholics. But the absence of explicit at- 
 tempts of this sort cannot be enough. There is a 
 great deal more involved in the religious contro- 
 versy than the teaching of positive dogma. The 
 important problem of the credibility or incredi- 
 bility of any particular creed should seem to be 
 solely determined, humanly speaking, through the 
 evidence to its truth or falsehood afforded by what 
 secularists would have us call Mere Secular Know- 
 ledge. This phrase, Mere Secular Knowledge, is 
 itself the most barefaced begging of the question, 
 as the slightest consideration can show. Every- 
 thing depends upon how the secular knowledge is 
 conveyed. Only let it be so couched as to trans- 
 mit the desirable bias- and books can no more be 
 without leanings than visible bodies can be with- 
 out colour or form< and Secularism has done its 
 business and gained its end. A student receives 
 very different impressions as to the truth of things 
 according as his teachers, even leaving out of sight 
 every more active intervention, merely place in his 
 hands Thomson's Modern Geography instead of 
 
 H 
 
98 MIXED EDUCATION IN IRELAND. 
 
 the Christian Brothers 7 Geography, or merely re- 
 quire him to answer out of that precious farrago 
 of libellous rascality, Lord's Modern Europe, 
 instead of out of Fredet's Modern History. 
 
 Not that I mean to blame particularly my 
 teachers, reverend or irreverend, for their views 
 upon the uses of Secular Instruction. They could 
 not well be expected to make Catholic school- 
 books the rule of the school. I only mean that 
 Catholics or Protestants, the one or the other, must 
 inevitably suffer whenever the attempt is made 
 to give them Secular Instruction in common. I 
 learned this very early, and I have but to state 
 that my most recent experience has entirely cor- 
 roborated my old opinions upon the subject. 
 
 To have done with myself, I may shortly say 
 that during my two years at this school I contrived 
 to progress from a sufficiently elementary know- 
 ledge of the classical and mathematical elements 
 to something like eminence in my juvenile world. 
 At least, a brace of silver medals for classics and 
 mathematics respectively, which I gained both to- 
 gether in the latter portion of my course > would 
 show that I cannot have been greatly behind-hand. 
 I should have got the silver medal for English at 
 the same examination, for I was undeniably first 
 
THE FEEDING SCHOOL. 99 
 
 in English also. But as it was explained to me, 
 though I could never fully appreciate the explan- 
 ation, to get two medals at once meant just as 
 much as to get three when I had deserved the 
 three. The English prize accordingly, to my 
 grievous discontent, was bestowed upon the com- 
 petitor who stood second to me. I need not say 
 that there was a time when I was very proud of 
 my success, Alas ! that the reader who learns 
 what the school had become may not be able to 
 think that medals could have meant very much 
 after all. 
 
 This will appear from the following brief de- 
 scription of the Galway Grammar School of 
 Erasmus Smith as a feeding school of the Queen's 
 University* 
 
 The Galway School of Erasmus Smith had for- 
 merly a very respectable reputation as a prepar- 
 atory school for Trinity College^ which used to 
 attract large numbers not alone of day-scholars but 
 of boarders to its classes. Not less than forty of 
 these latter were at one time attending the school. 
 Some trifling prizes open to the competition of 
 Erasmus Smith pupils on entering Trinity may 
 have had something to do with this circumstance. 
 At any rate* it was from the great Protestant 
 
 H 2 
 
100 MIXED EDUCATION IN IRELAND. 
 
 University that the instruction given in the school 
 took its tone. This was before Mixed Education 
 had been invented. In my time, however, the 
 local Queen's College was so near, and its rewards, 
 comparatively speaking, were so valuable, that no 
 one thought of going up to the metropolitan insti- 
 tution. Things had to adapt themselves accor- 
 dingly, and we were now trained for the new 
 University as sedulously as we had previously 
 been for the old. How successful we were in our 
 transformation of ourselves may be seen from a 
 single fact which I find stated in the sworn exam- 
 ination of the Head Master before the Endowed 
 Schools Commissioners in 1857. Out of a total 
 of twenty-six Galway Erasmus Smith pupils ivho 
 matriculated in the Queen's College from 1849 to 
 1857 no less than twenty -four were rewarded with 
 scholarships immediately on entrance. Was not this 
 a splendid testimony to our character as a Univer- 
 sity affluent and tributary? What credit might 
 not Rugby or Eton claim for itself if something 
 over ninety-two per cent, of its pupils had a regular 
 habit of winning scholarships at Oxford or Cam- 
 bridge immediately on entrance? The curious 
 thing about our connexion with the fastidious 
 
 o 
 
 institution which can afford to read Oxford a lesson 
 
A CURIOUS RESULT. 101 
 
 on how it ought to behave itself,* was that the 
 more clearly we showed ourselves thoroughly up to 
 the standard of the Queen's University the more 
 clearly was it evident to every beholder that we 
 were being thrust down and degraded in the scale 
 of schools. So conspicuous was the low condition 
 to which we had been reduced, that when the 
 Commissioners of Inquiry into the state of Endowed 
 Schools in Ireland had returned from visiting us in 
 
 * ' The result of a high standard of education on Oxford and Cam- 
 bridge would be, that what might be a standard too high for the 
 general body at first, would become in a few years a standard to 
 which the general body would raise themselves. If a system of 
 matriculation were adopted at Oxford, so that your Etons and 
 Harrows would find Oxford a narrow entrance, which would induce 
 greater efforts on their parts, you would be enabled to render your 
 Degree Examination at Oxford, for the entire body of students, that 
 which our Examination is for the few. As it is, the Pass Degree of 
 the Queen's University is equal to an Honour Degree at Cambridge 
 or Oxford (!). Of course, there will always be a certain number of in- 
 capables, but you may safely adopt a high standard and you will be 
 fully successful in working the general mass of the people up to it.' 
 From Minutes of Evidence of Sir Robert Kane, F.R.S., M.E. LA., Pre- 
 sident of Cork College, before the Queen's Colleges Commission. 
 
 Evidently Sir Robert Kane thought he might as well tell a good 
 one as he was about it. The pity is, as the reader will see, he did 
 not look nearer home before tendering his advice to Oxford and Cam- 
 bridge to be very particular about the standard of their matriculation. 
 I hope the great English Universities will accept in the proper 
 Christian spirit the information that their famous Honour Degrees 
 are only up to the mark of the Pass Degrees of the Queen's University. 
 But this is the way with the Cork President. ' I'll assure you a 7 
 uttered as prave 'ords at the pridge as you shall see in a summer's day.' 
 
102 MIXED EDUCATION IN IRELAND. 
 
 the course of their official perquisitions, the} 7 found 
 it their painful duty to describe us in their Keport 
 as i one of the most depressed and backward schools 
 in the kingdom.' Here was a strange anomaly, 
 or what would be such if we were without the 
 means of arriving at the law of its operation. For- 
 tunately we lie under no necessity for taking refuge 
 in any of those Irish reasons which have been so- 
 called because exclusively hazarded about Ireland 
 by Englishmen, who from their entire ignorance of 
 that country, feel themselves in a position to give 
 authoritative information upon all Irish matters. 
 On the contrary, the reason is a purely English one, 
 being the necessary result of the latest English 
 muddle in Irish education, that important branch 
 of the muddling of everything Irish that Imperial 
 Legislation can get a finger in. 
 
 Perhaps the reader remembers from a previous 
 page of this work, something about a salutary 
 warning administered by the Queen's Colleges 
 Commission to the Queen's Colleges to give up 
 4 lowering the general standard of school education 
 throughout the country,' by their matriculation 
 system and their scholarship system. The recol- 
 lection will be useful here, as it will serve to exhibit 
 two independent Commissions, Government Com- 
 
UNWILLING DISCLOSURES. 103 
 
 missions into the bargain, arriving at practically 
 the same conclusion upon the peculiar efficacy of 
 the peculiar institution which 'all true friends 
 of mixed education ' are peculiarly bound to re- 
 vere. As a matter of course it was the Queen's 
 University that was at the bottom of all the 
 mischief. However, I am not going to try to 
 persuade anybody upon the foregoing evidence, 
 nor upon my own evidence, but upon a new and 
 independent testimony altogether a testimony, 
 too, which has the rare importance of being given 
 against the most obvious motives of self-interest 
 and under the most obvious apprehensions of 
 sacrificing official favour, nay, the means of sub- 
 sistence itself, to upright outspeaking and con- 
 scientious convictions. It will be perfectly patent 
 to the reader that, in giving his evidence against 
 the Queen's Colleges, the witness I am about to 
 call, the white haired, kindly Second Master of 
 whom I have spoken, can certainly have had no 
 expectation of currying favour with the Gram- 
 mar School Governors by his unwilling disclo- 
 sures, and as certainly could only have been 
 actuated in his revelations by the force of truth 
 alone. It is inconceivable that anything but an 
 assured knowledge of facts' can have prompted 
 
104 MIXED EDUCATION IN IRELAND. 
 
 the plain straightforward and detailed account 
 which I am about to quote of one special case of 
 that general ' lowering of the standard of school 
 education ' with which the reader is already 
 acquainted. And be it observed, that I take my 
 extract literally from the Minutes of Evidence 
 taken before the Endowed Schools Commission 
 upon the reasons of the decline of the Galway 
 Grammar School on the foundation of Erasmus 
 Smith : 
 
 ' Mr. Thomas Killeen sworn and examined. 
 
 ' The Chairman of the Commission. What situ- 
 ation do you hold in the Grammar School ? 
 
 ''Witness. Second Master. 
 
 4 Chairman. Do you know when the Rev. Mr. 
 Hallowell was appointed Head Master? 
 
 ''Witness. About seven years since. He is 
 absent in Germany. I had a letter from him this 
 morning stating he hoped to be in time to meet 
 the Commissioners. He did not know the day of 
 meeting. 
 
 1 Chairman. Can you assign any reasons for the 
 falling off in the number of pupils ? 
 
 4 Witness. I am placed in a critical situation. If 
 I get blame from the Governors, it is at my own risk; 
 they can dismiss me when they like. I could assign 
 some reasons. 
 
UNWILLING DISCLOSUEES. 105 
 
 'Mr. Stephens. Will you be pleased to assign 
 the reasons for the decline of the school ? 
 
 'Witness. In general, I think, the terms are 
 rather high. 
 
 4 Mr. Stephens. Are these the only reasons you 
 can assign for the decline of the school? 
 
 ' Witness. Roman Catholics, generally, when I 
 solicited them to send their sons there, said, why 
 should we not give a preference to the Roman 
 Catholic schools, where they would be taught their 
 own religion. Another reason is, it is too far to 
 go to the school, particularly for those who live at 
 the other side of the town, for they would have a 
 good mile to walk. 
 
 4 Mr. Stephens. Can you assign any other reason 
 for the decline of the school? 
 
 4 Witness. I cannot at present. 
 
 'Mr. Stephens. / think you said that if you were 
 to assign the reason Jor the decline of the school you 
 would offend the Governors ; did you not say so ? 
 
 ' Witness. Yes. 
 
 'Mr. Stephens. Are the reasons you have assigned 
 now for the decline of the school likely to offend the 
 Governors ? 
 
 ' Witness. / believe not. 
 
 ''Mr. Stephens. Then you must have some other 
 reasons 1 
 
106 MIXED EDUCATION IN IRELAND. 
 
 ' Witness. Perhaps so. 
 
 ''Mr. Stephens. State them. 
 
 ''Witness. When the Queen's College opened, I 
 consider the principal reason for our scholars falling 
 off is, they were admitted there before they knew their 
 grammar at school. I can say the professors them- 
 selves gave it as their opinion and some of them 
 are listening to me at present that they had to teach 
 the pupils grammar after being admitted as scholars 
 of the Queen's College ; instead of being professors, 
 they had to teach them just as we do at school. THEY 
 
 GOT SCHOLARSHIPS WHEN THEY OUGHT TO HAVE 
 REMAINED TWO OR THREE YEARS LONGER AT SCHOOL.* 
 
 1 Mr. Stephens. Did they get scholarships with 
 emoluments ? 
 
 4 Witness. Yes. 
 
 'Rev. Doctor Graves. When so imperfectly in- 
 structed as you say ? 
 
 ''Witness. Yes. 
 
 'Mr. Stephens. What is the value of a scholar- 
 ship? 
 
 'Witness. 24/. a-year and about 41. pays their 
 fees, so they generally have 20/. a-year, and a good 
 
 * Is not this the model Sir Robert Kane would have Oxford 
 follow, ' so that your Etons and Harrows would find Oxford a narrow 
 entrance ' ? 
 
'MANFUL STOOPING.' 107 
 
 many premiums. They leave our school before 
 they are finished. / have a son myself at school 
 that might get a scholarship at the Queen's College, 
 perhaps a better scholar than some of those who have 
 got scholarships, and I would not let him go in till 
 he is better finished, for if a boy does not know his 
 grammar, a professor cannot take the trouble to teach 
 him these things. 
 
 4 Mr. Stephens. Is not the teaching of grammar 
 a part of school education ? 
 
 '-Witness. It is properly confined to school.' 
 There is a 4 University ' competing with a Gram- 
 mar School for pupils and lowering that Grammar 
 School by the terms of its competition, recruiting 
 schoolboys to its classes by the bribe of scholar- 
 ships and premiums c before they had learned their 
 grammars,' gratuitously descending to the hum- 
 blest functions of secondary education under the 
 pretence of University Instruction, ' performing 
 the part of a high school,' as President Berwick 
 confessed in 1858, c manfully stooping to do the 
 work of an almost primary teacher,' as, in 1868, 
 Professor D'Arcy Thompson was fain to describe 
 its performances still,* 'depressing the standard 
 
 * ' During the last three years I have had in the management of an 
 Alpha-Beta class one-fouith part of my professorial duties. ... A 
 
108 MIXED EDUCATION IN IRELAND. 
 
 of school education throughout the country,' as 
 we have seen the Queen's Colleges Commission 
 had to report, filching the business in order to 
 get the scholars of the surrounding schools ; and 
 of course, after the formal curriculum of three 
 years' attendance, which it may be presumed was 
 intended to be spent in something better than 
 4 manful stooping,' duly dubbing the c emancipated 
 schoolboys,' that grow up under its ' almost pri- 
 mary teaching,' by the style and honours of real 
 Universities, Prizemen and Bachelors in Arts ! 
 This will exemplify the Queen's College concep- 
 tion of a c feeding school,' not a nursery of well- 
 grounded scholars, not a preparatory institution in 
 an educational sense, but a something of a very 
 different kind, a recruiting depot where no defi- 
 ciency in intellectual inches is a bar to enlistment, 
 where no consideration is regarded except willing- 
 ness to serve, where the schoolboy dons the uni- 
 form, fingers his bounty, is counted as a collegian 
 and is a schoolboy still. Of course the Queen's 
 Colleges knew very well what they were about. 
 
 professor must stoop manfully to do the work of an almost primary 
 teacher.' From sketches of the Queen's University in Wayside Thoughts, 
 a series of Lectures delivered before the Lowell Institute, Boston, in 1868, 
 by D'Arcy W. Thompson, Professor of Greek in Queen's College, 
 Galway, 
 
THE TRICK IN RESERVE. 109 
 
 Provided they could only get undergraduates 
 enough, they had a trick of their own in reserve 
 for manufacturing graduates out of them. The 
 reader will understand what this was better by- 
 and-by, when he will have heard President Henry 
 beseeching the Commissioners to grant, ' not a 
 lowering J oh, no, not for the world, ' but a Simpli- 
 fication of the Degree Examination, in order that 
 we may have a large number of graduates to show 
 the public at our annual meeting in Dublin Castle, 1 
 and Professor Nesbitt pleading the hard case of 
 the students c who come here knowing little or no 
 Classics, and when a strict Degree Examination 
 stares them in the face, you easily see what a 
 deterring influence it has,' and President Berwick 
 putting it as a strong 'reason for lightening the 
 curriculum that the students come to the college very 
 badly prepared, that the present curriculum would 
 require students to enter college good classical scholars 
 well grounded in Latin and Greek and with a 
 respectable knowledge of Mathematics, while our 
 students know nothing about Classics and are only 
 prepared in Mathematics to a certain degree, 1 and all 
 the rest of them asking for the indispensable 
 facilitation of the Arts Degree, and only dread- 
 full v anxious that it should be done on. the 
 
110 MIXED EDUCATION IN IRELAND. 
 
 quiet,* lest ' any changes at present should be in- 
 terpreted as an admission on our part that our 
 system had failed, and that our young men had not 
 received a proper education." 1 When the reader has 
 learned that not all the beseechings and pleadings 
 could prevail on the Commissioners, friendly as 
 they were disposed to be and as they showed 
 themselves, to recommend such a scandalous 
 course, and that thereupon their desperate plight 
 drove the Queen's Colleges to undertake the 
 ' simplification ' on their own account, he will 
 have perfectly fathomed the nature of the tenure 
 under which Mixed Education holds in this king- 
 dom, and will be perfectly able to appreciate 
 its pretension to either national or intellectual 
 position, 
 
 Meantime something has been already done to 
 show that, on educational grounds alone, the first 
 step towards the encouragement of a high secondary 
 
 * l While I admit that it might be desirable to simplify our course 
 and to lighten the pressure of it on our students, I may repeat what 
 I have had occasion to state in the senate, that though I would be 
 myself the person at another time^ and after this period of revolution 
 has passed over, to suggest some such simplification, yet I was opposed 
 to any changes on the ground that at present they would be interpreted 
 as an admission on our part that our system had failed, and that our 
 young men had not received a proper education.' From Minutes of 
 Evidence of Sir Robert Kane, F.R.S., M.R.I.A., before the Queen's 
 Colleges Commission* 
 
THE FIRST STEP TO BE TAKEN. Ill 
 
 education in Ireland must be the prompt abolition 
 of that system of 4 Manful Stooping/ which is 
 thrusting down the standard of school education 
 everywhere within its reach, by turning schoolboys 
 into University scholars c before they have learned 
 their grammars.' 
 
112 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER IV. 
 
 THE COLLEGE OF ST. IGNATIUS THE QUEEN's 
 COLLEGE AT ITS OLD WORK. 
 
 ON September 10, 1860, the first academic session 
 of the College of St. Ignatius was inaugurated at 
 Galway in a private house at Eyre Square pending 
 the erection of the present spacious college building 
 at Salthill. The event was the signal for the 
 instant withdrawal from the Protestant institution 
 of all such Catholics as, in the absence of any 
 Catholic alternative, had been compelled to seek an 
 indispensable education at the cost of breathing a 
 dangerous atmosphere. Others who, in the inter- 
 val, had been kept entirely unschooled, hastened to 
 come forward now. For many reasons it gives me 
 pleasure to record that mine was the first entrance 
 "within the class-rooms of the new college. About 
 forty more joined the same time. Every day 
 brought fresh accessions. And within a week we 
 numbered a goodly total. Since then, and espe- 
 
CURIOUS VIEWS OF MATURITY. 113 
 
 cially since the removal of the Jesuits to Salthill, 
 the number of pupils has sometimes been 120. 
 
 I remained exactly two academic years under 
 the tuition of the Jesuits. Unfortunately for me 
 they were years of very different character. Du- 
 ring the first, I was able to win by sheer hard 
 work most of the first prizes of the school. 
 During the second, a lingering weakness of sight, 
 which has more than once or twice attacked me, 
 only permitted me with difficulty to maintain my 
 position in a class from which my ablest competi- 
 tors had departed the preceding year for the hand- 
 some emoluments of the Queen's College. Why 
 that preceding year did not see me also, like my 
 class companions of the same more than mature age 
 of fifteen years,* competing for the ' honours ' of 
 
 * ' When I stated I would consider twelve or thirteen too early for 
 the students to enter, as I considered their minds not sufficiently 
 matured, I should have added, I would not make the same objection 
 to fourteen years.' -From Minutes of Evidence of Sir Robert Kane, 
 F.R.S., M.R.I.A., President of Cork College, before the Queen's Colleges 
 Commission. 
 
 Professor Thompson will admit that this is ' stooping ' as ' man- 
 fully ' as can be desired. Sir Robert Kane and his friends have 
 certainly devised a very ingenious plan for dispensing with secondary 
 education. Just call a 'school' a ' university,' and the problem is 
 solved. The only observation I would make is that, if that were the 
 way ' your Etons and Harrows would find Oxford a narrow entrance/ 
 tljere would seem to be some difference between the views of the 
 Queen's College philosophers and Mr. De Quincy, for instance, who 
 relates with pride that the ' men ' in the English Universities are men. 
 
114 MIXED EDUCATION IN IRELAND. 
 
 the ' University/ is easily explained. Ambition 
 was my undoing. Auri sacra fames was my bane. 
 I wanted to be better than good. I wanted to get 
 48/. instead of 24/. when I should enter c College.' 
 The reader will be told how I suffered for my 
 avarice. 
 
 According to the provisions of the Queen's Col- 
 leges statutes, justly anxious to make their money 
 bring them in as many students as it can a matter 
 of much more importance than any encouragement 
 of that general knowledge which is delusively sup- 
 posed to be the object of those institutions it is 
 ordained that of the c five Literary scholarships of 
 24Z. each ' and c five Science scholarships of 24/. 
 each ' that make the First Year Arts attractive, 
 only one Literary scholarship, or one Science 
 scholarship is tenable at once by the same indi- 
 vidual, unless he be the very first in Literature 
 and Science both. Now 9AL in either branch is 
 such a nice little sum that very few students think 
 of the comparatively unattainable double scholar- 
 ship. Thus nearly everybody is satisfied. The 
 five Classical students who know nothing about 
 Mathematics have got 24/., 4 with little or no com- 
 petition ' as the Commissioners report, for their 
 Classics. The five Mathematical students, who 
 
THE PRINCIPLE OF BIFURCATION. 115 
 
 know nothing about Classics, have got 24. for 
 their Mathematics in a similar fashion. And the 
 College has made sure of ten students in the First 
 Year Arts, who will again be ten in the Second 
 Year, and again in the Third, for c merely ' a repe- 
 tition of ' the consideration,' instead of perhaps 
 only five double scholars all through the session, a 
 matter not to be overlooked in its bearings upon 
 4 the numbers of students attending our classes, 
 and proving unmistakably thereby, the deep at- 
 tachment of the Irish Laity to Mixed Education.' 
 This was one of the 4 Mixed Principles,' known to 
 the' authorities as 4 the principle of bifurcation,' to 
 which the Commissioners found themselves obliged 
 to suggest an emendation in the interest of general 
 education/* but which the University authorities 
 
 * ' There is recognised, in the Colleges, a bifurcation by which a 
 student may pass either to the Literary side of the course, or to the 
 Science side.' From Minutes of Evidence of Sir Eobert Kane, F.R.S., 
 M.R.I.A., President of Cork College, before the Queen's Colleges Cow- 
 mission. 
 
 ' On comparing the number of Junior Scholarships which have been 
 founded in the Faculty of Arts with the number of students in the 
 same Faculty in the Colleges, we are of opinion that it is desirable to 
 diminish the number of the Junior Scholarships, and to render them 
 more valuable. We also think that there should be a modification in 
 the subjects for which scholarships are awarded. We would re- 
 commend that in the first year there shall be no division into Literary 
 and Science Scholarships, but that all the scholarships of the first 
 
 i 2 
 
116 MIXED EDUCATION IN IRELAND. 
 
 found themselves obliged to retain unemended, or 
 ' what would the public/ that terrible public, 4 come 
 to think of our success ' if our poor little classes 
 were cut down to half? Possibly, as Sir Robert 
 Kane says, in that case some persons would in- 
 terpret it ' as an admission on our part of the failure 
 of our system.' At any rate, 'the principle of 
 bifurcation ' is still a ' Mixed Principle,' and was 
 so when I began seriously to reflect how I must be 
 first in both Classics and Mathematics, in order to 
 get 48Z. sterling c immediately upon entrance.' 
 
 The most obvious plan was to remain an addi- 
 tional year at school. I had already read con- 
 siderably more of both Classics and Mathematics 
 than was required for the corresponding scholar- 
 ships, and I made no doubt that an additional 
 twelvemonths would make sure of the prizes. 
 Shortly after my time another pupil of the Jesuits 
 achieved this enterprise at fifteen years of age. 
 For my part, however, the state of my sight 
 
 year shall be given for proficiency in the general course? From the 
 Report of tlie Queen's Colleges Commission. 
 
 If the Commissioners had cared to understand that scholarships 
 meant students, and division meant facilitation, they would not have 
 wasted their breath in such preposterous recommendations as fewer 
 bribes and better education to an institution that lives, and barely 
 lives, by buying students and lowering education. They might have 
 knoivn they would not be attended to. 
 
M. DE VOLTAIRE AND THE JESUITS. 117 
 
 settled the question by rendering it imperative on 
 me to attempt nothing beyond brief snatches of 
 desultory study, not only during that superfluous 
 year at school, but for many subsequent months at 
 ' College,' and, indeed, until gymnastic exercises, 
 to which I passionately addicted myself in the 
 interval, had conquered the complaint by strength- 
 ening my constitution. 
 
 For the same reasons that I have already given 
 for passing very lightly over my life at the Eras- 
 mus Smith school, I must pass very lightly over 
 my life at the College of St. Ignatius. I can only 
 say as I hurry forward, that to me that time must 
 ever be a time of glad remembrances, of almost 
 unalloyed pleasure, of juvenile friendships which 
 have outlived the playground, of love and venera- 
 tion for my teachers such as only a pupil of the 
 Jesuits can feel. 
 
 And from the days of Ignatius, and Xavier, and 
 Laynez, what pupil of the Jesuits has not felt love 
 and veneration ? What less could even he, the Pro- 
 tean and universal scoffer, though with ridicule that, 
 
 as the wind, 
 Blew where it listed, 
 
 he laid all else prone ? ' During the seven years 
 that I spent in the house of the Jesuits,' writes 
 
118 MIXED EDUCATION IN IEELAND. 
 
 M. de Voltaire, 'what did I witness? The most 
 laborious and frugal life the hours of the day 
 divided between the cares they bestowed upon us 
 and the exercise of their austere profession. I 
 appeal to thousands of men educated like myself. 7 
 Ex uno disce omnes. It were strange indeed, 
 did I retain no grateful sense of the zeal and 
 the devotedness which awed and melted even a 
 Voltaire. 
 
 To quote from the same able writer in the 
 Dublin Eeview, to whom I have previously re- 
 ferred : ' It is hardly possible for you, even as a 
 reviewer, without some vice of mental or moral 
 organisation, to forget that you have been for 
 years the object of tender nurture, and followed 
 at their close with affectionate solicitude ; that 
 athwart all the waywardness and ingratitude of 
 boyhood, a practised eye has been upon the strain 
 to catch the appearance of every ill-defined and 
 rudimentary talent, and a delicate hand ever ready 
 to shape and swathe it into symmetry ; that when 
 time admonished to give your faculties scope, the 
 same directing spirit has taught you which should 
 lead and characterise, which correct and balance 
 the entire ; that it is your own fault if you are 
 not aspiring without vanity, and modest without 
 
LORD BACON AND THE JESUITS. 119 
 
 timidity, if you have not acquired the secret of 
 your strength with the intimate conviction of your 
 weakness ; that your development has been the 
 study of minds the deepest, the vastest, the most 
 versatile in the world ; that you have been, and 
 are yourself, the living refutation of half the charges 
 against your instructors, and that the remainder 
 vanish before evidence ; that your heart has been 
 formed and your morals guarded with equal assi- 
 duity ; that you never got a lesson in mental re- 
 servation or regicide, and never met with a pupil 
 of the Jesuits who did. All this it is not easy to 
 forget, or remembering, to remember with indiffer- 
 ence.' * 
 
 For the rest, there is nothing I can tell of the 
 instructional method pursued at the College of St. 
 Ignatius which can be new to the educated reader. 
 The Colleges of the Society repeat one another. 
 And the aphorism in which Bacon, two centuries 
 and a half ago, and in the infancy of the Society, 
 summed up all that keen observation and profound 
 thought could find to recommend upon the subject 
 of school discipline, holds good as truly of every 
 
 * George Whitley Abraham, in l Contributions principally to the 
 Dublin Keview.' Die Gesellschaft Jesu, ihr Ziveck, Hire Salzuny&i 
 Geschichte, Aufgcibe und Stettung in der G eg en wart. Von F. J. Buss. 
 
120 MIXED EDUCATION IN IRELAND. 
 
 component of a system, uniform in all its objects 
 and all its details, as of the general system itself. 
 L Ad pcedagogicam quod attinet brevissimum foret 
 dictu consule scJiolas Jesuitarum' 
 
 What the Jesuit teaching is at Paris, it is at 
 Stoneyhurst, and would be at Galway, it might be 
 presumed, were the surrounding circumstances as 
 favourable as in the atmosphere of France, or even 
 in the atmosphere of England. If at Galway, as 
 yet, the Fathers have been condemned to witness 
 their best exertions marred and their best hopes 
 unachieved, the fault may be presumed to lie 
 neither in Irish pupils nor in their gifted instruc- 
 tors of the one uniform and universal Society. 
 
 It is true that, as in the case of the Grammar 
 School of Erasmus Smith, if one were to gauge 
 the success of the Jesuits by the success of their 
 pupils as scholars and Exhibitioners of the Queen's 
 University, the result would be gratifying indeed. 
 Year after year, students educated by the Fathers 
 have carried off the valuable prizes of the Queen's 
 College c immediately upon entrance.' I am really 
 afraid to say how much Mixed Education money 
 has found its way after this fashion into the pockets 
 of my schoolfellows during the short period since 
 1860. Probably 1600J. would not be over the 
 
MANFUL STOOPING AGAIN. 121 
 
 mark. Certainly the sum total has exceeded 1500/. 
 as I have assured myself by the easy process of 
 reckoning up the aggregate gains of my own per- 
 sonal friends and acquaintances occurring within 
 my own personal knowledge. The curious thing 
 in the relations between the Jesuit seminary and 
 the Queen's Colleges, as in the relations between 
 the Erasmus Smith seminary and the Queen's 
 Colleges, has been to repeat what I have written 
 already upon the latter that the more clearly we 
 showed ourselves thoroughly up to the standard of 
 the 4 University J the more clearly was it evident to 
 every beholder that we were being thrust down and 
 degraded in the scale of schools. In fact, as the 
 reader may very well conjecture, ' Manful Stoop- 
 ing ' has been doing its old work. THE PUPILS OF 
 
 THE JESUITS, LIKE THE PUPILS OF MR. KlLLEEN, 
 HAVE BEEN GETTING SCHOLARSHIPS AND EXHI- 
 BITIONS 'WHEN THEY OUGHT TO HAVE REMAINED 
 
 TWO OR THREE YEARS LONGER AT SCHOOL.' And 
 
 the College of St. Ignatius, Galway, like the 
 College of Erasmus Smith, Galway, stands to-day 
 a living protest against that 'lowering of the 
 general standard of School education,' that filching 
 of the business in order to get the scholars of the 
 secondary schools, which even the Queen's Colleges 
 
122 MIXED EDUCATION IN IRELAND. 
 
 Commission were obliged to condemn, and with 
 which the reader is already so thoroughly ac- 
 quainted. 
 
 In this point of view the success of Mixed 
 Education over its denominational rival, it must 
 be owned, has been conspicuously brilliant. The 
 very repugnance of the Fathers to countenance 
 anything like recruiting for such a 'University,' 
 their strenuous endeavours to retain their pupils 
 until they are something like properly educated, 
 only partially retard the inevitable departures. In 
 the face of the vast sums to be reaped by merely 
 changing one school for another and this, as the 
 reader has been told, is the true meaning of en- 
 tering the Queen's Colleges the struggle of the 
 Fathers to prevent their school from utterly sink- 
 ing to the condition of the Erasmus Smith school, 
 too often succeeds in merely leaving something less 
 of c the almost primary teaching ' to be done by 
 their unscrupulous c University ' competitor. The 
 Erasmus Smith school, which has not struggled but 
 only complained, has long since seen itself con- 
 demned to teach nothing beyond the elementary 
 mathematics. For years together no pupils of the 
 Erasmus Smith foundation take any longer classical 
 scholarships ' immediately upon entrance.' They 
 
GOLDEN EGGS. 123 
 
 get their money now for being 4 scholars in science.' * 
 Like the avaricious proprietor of the goose that 
 laid golden eggs, the Queen's University, too cove- 
 
 * Since writing the above, the following complete corroboration of 
 my statement has been published. It is a kind of advertisement of 
 the Erasmus Smith school on the occasion of some recent successes of 
 its pupils at the Queen's College, inserted in the Gal way Vindicator. 
 After enumerating 1 some details of ' honours ' and moneys obtained 
 by pupils of the school at the f University ' examinations, ALL for 
 Mathematical or Professional proficiency, the paragraph proceeds : 
 
 'So much for the University examination; but at the College 
 examination just concluded, the pupils from Erasmus Smith's school 
 have been equally distinguished. They have carried off the first, 
 second, and fourth of the Arts Scholarships, of the first year in Science; 
 the Medical Scholarship of the first year in Science ; a Medical Scho- 
 larship of the second year j two Exhibitions in Medicine, and one in 
 Engineering. The pecuniary value of the distinctions enumerated 
 above amounts to the large sum of 307/. obtained, be it observed, in the 
 last three months, by students of the Queen's College, who entered from 
 Gal way Erasmus Smith's school. (!) Comment on facts such as these is 
 almost superfluous. It is enough to congratulate Mr. Hallowell and 
 his able assistants upon results no less creditable and encouraging to 
 them than to the Professors of the College. It is important to know 
 that the success of students in College is in a very high degree due to 
 careful and judicious preliminary school training ; and it is most satis- 
 factory to our townspeople to be assured by evidence, such as we have 
 mentioned, that they have, at their very doors, a school so admirably 
 suited to the requirements of the locality.'' (!) 
 
 The reader will appreciate the total absence throuyhout of any men- 
 tion of Classical or General Education. For the rest, though it might 
 have been thought 1600/. was a pretty nice total for pupils of the Jesuits 
 to pocket in eight years, it must be admitted that it sinks into insig- 
 nificance compared with the state of affairs revealed by the pupils of 
 'Mr. Hallowell and his able assistants' getting 307/. 'in the last 
 three months.' We have certainly a most ' liberal' university and, to 
 borrow a phrase from the advertisement, ' admirably suited to the 
 requirements of the locality.' As Mr. Hallowell is proud to have 
 people think, l comment on facts such as these is almost superfiuousS 
 
124 MIXED EDUCATION IN IRELAND. 
 
 tously bent upon present greed to think of future 
 necessities, has, in the only secondary school en- 
 tirely at its disposal, entirely destroyed classical 
 instruction by the means it took to make sure of 
 classical scholars ' before they had learned their 
 grammars.' In the College of St. Ignatius the 
 Queen's University is not allowed to have its own 
 way so completely. The pupils of the Jesuits, in 
 consequence, when they become scholars of the 
 Queen's University, generally have 4 learned their 
 grammars ' at any rate. But, oh, the difference 
 between the preparation which is sufficient and 
 more than sufficient for the Queen's University, 
 and that which the Fathers of the Society thought 
 they would be permitted to give their pupils. As 
 things are, while resolutely doing their best under 
 the most disadvantageous circumstances, they can 
 only hope for the day when Ireland shall have a 
 real University, and they shall not be forbidden to 
 have a real school. 
 
 I find it difficult to express, it is difficult to 
 convey, the extent of the mischief that is done by 
 these nefarious proceedings. Let an English reader 
 imagine what would be the effect on the great 
 schools of England, if Oxford and Cambridge began 
 to proclaim that the last three or four years of 
 
UNIVERSITY AGENCY. 125 
 
 School education might as well be spent at the 
 University, that the University was prepared to 
 stoop ' manfully ' for these three or four years to 
 play the part of the secondary teachers, that 
 scholarships and prizes would freely reward the 
 lads of Rugby, Eton, and Harrow, for merely 
 electing to go to school to Oxford or Cambridge ! 
 
 The highest level of the School can be no higher 
 than the lowest level of the College. As the lowest 
 stage of the University descends, the highest stage 
 of the University School must sink proportionally. 
 Nay, more ; it is the University which sets the 
 law, and determines the utility, of the subordinate 
 institution. The School cannot rise higher than 
 the College permits it. The School cannot raise 
 itself. When the College becomes c manfully ' 
 determined on being 4 an almost primary teacher/ 
 the School must be even less than ' an almost pri- 
 mary teacher.' There is no room for a true secon- 
 dary system, so long as the University is truly a 
 school, whether ' an almost primary school/ as 
 Professor Thompson intimates, or even ' a high 
 school,' as President Berwick dignifies it. 
 
 Supply depends upon demand. It is the superior 
 education especially which creates the demand for 
 secondary. There is no agency, for good or evil, 
 
126 MIXED EDUCATION IN IRELAND. 
 
 in educational affairs, like University agency. And 
 there can be no sound secondary education in Ire- 
 land until a demand for it has been created by the 
 operation of a National University that is really 
 national, and really a university. As it is, secon- 
 dary education is ruined, and the public can hardly 
 be said to be benefited. 
 
 Even putting aside the radically uncatholic 
 nature of the Queen's College system, in itself suffi- 
 cient to ensure its incompetence because in itself 
 sufficient to ensure its rejection by a Catholic 
 people, 4 what earthly advantage,' ask the Fathers of 
 St. Ignatius, ' can accrue from dubbing boys Uni- 
 versity scholars and graduates long before they are 
 fit to be either the one or the other ? What is the 
 use, unless to cloak a disappointment by a fiction, 
 of sending abroad through the highways and bye- 
 ways, like the man in the parable, and compelling 
 together, if not the intellectually blind and de- 
 crepit, at least the intellectually immature and 
 undertaught, so that, forsooth, the seats at the 
 banquet may not seem empty, to which those who 
 had been invited have refused to come. For our 
 own part,' they add, c our only hope is in counter- 
 acting, to the utmost of our ability, the unscrupu- 
 
SHAM COLLEGIANS. 127 
 
 lous competition by which we are assailed. For 
 the present we can only expect a very limited 
 success in our endeavours. We cannot afford to 
 pay our pupils handsomely for continuing to attend 
 us. On the contrary, we expect to be paid by 
 them the rival school is too happy to pay, and 
 pay handsomely, instead of asking to be paid. And 
 though now and then, and of late years more fre- 
 quently than formerly, we have pupils who prefer 
 to be real schoolboys instead of sham collegians, 
 human nature would not be human nature if scho- 
 larships and exhibitions, by dozens and by scores, 
 did not produce their natural result.' 
 
 Here ends the Second Part. The chapters on 
 Secondary Instruction are concluded. It is for the 
 reader to decide upon their lesson. By that de- 
 cision, be it only arrived at after careful and con- 
 scientious perusal, I am prepared to abide. I have 
 honestly endeavoured to be accurate. I only ask 
 my reader to be just. And, in the present crisis, 
 I have no fear of his being anything less. It is 
 more than the success of a book, more than the 
 reputation of an individual, that is at stake : it is 
 the welfare of a nation that claims to be the sole 
 best judge of its own sole interests, the intellectual 
 
128 MIXED EDUCATION IN IRELAND. 
 
 life of an ancient people that claims to be delivered 
 from the prescriptions of force and the prescriptions 
 of shallowness. 
 
 The reader is about to enter upon the Third 
 Part of this slight volume. If, when he has crossed 
 its threshold, he finds himself in the domain of 
 Secondary Instruction still, let him reflect that 
 it is to this that the foregoing experiences, the 
 foregoing statements, the foregoing sworn testi- 
 monies point. Secondary instruction as Queen's 
 University instruction at its best unquestionably z's, 
 let the reader above all things remember that this 
 is what has been forced upon Ireland for twenty 
 years as University Education. 
 
PART THIKD. 
 
 THE FACULTY OF ARTS, OE UNIVERSITY 
 PROPER. 
 
 ' Commissioner. I now beg to ask, judging of your standard of questions by 
 the authors in which you examine at Matriculation, in Greek, First Book of 
 the Anabasis of Xenophon ; in Latin, First Book of the JEneid of Virgil ; in 
 Latin Prose Composition, re-translation from English into Latin of short 
 sentences from Caesar's Gallic War, Book I. whether half the boys at Harrow 
 do not know a great deal more than the students entering here? Witness. 
 Yes.' From Minutes of Evidence of John Ryall, LL.D., Vice-President, Professor of 
 Greek in Queen's College, Cork, before the Queen's Colleges Commission. 
 
 1 1 have been kicked upstairs. I have been one of the favoured few allowed 
 to emerge from the routine duties and unworthy thraldom of scholastic life to 
 the more congenial duties and almost perfect freedom of the life professorial. 
 
 Have my duties been essentially altered? Not in the very slightest 
 
 degree When first elected to my present chair, I had stereotyped in my 
 
 mind an ideal character of a professor I was reassured to find that the 
 
 chair I was called upon to fill was just such a chair as I had filled to my own 
 comfort for twelve long years. In fact, I was still what I am to this day a 
 schoolmaster.' From Wayside Thoughts; a Series of Essays on Education, read 
 at the Lowell Institute, Boston, U.S., in the Spring of 1868, by D'Arcy W. Thompson, 
 Professor of Greek in Queen's College, Gahcay. 
 
131 
 
 CHAPTER I. 
 
 A MATRICULATION. 
 
 IN the month of October, of the year 1862, I 
 became a matriculated student in Arts of the 
 Queen's University. Seven years are a long time. 
 I have since then traversed all the stages of the 
 University proper. And this present Part is in- 
 tended to place the public in possession of what I 
 have come to know during my long experience. I 
 ask the candid attention of the reader while I pro- 
 ceed to relate the true nature of the Faculty of 
 Arts under the mixed system in Ireland, the way it 
 is managed, and the results of that management. 
 
 As it is good to commence with the commence- 
 ment, this first chapter is upon the subject of ma- 
 triculation. Matriculation is the starting point of 
 University studies. It will be seen that, by a 
 suicidal policy, the Queen* s University has set its 
 starting point so low, that its brief curriculum of 
 
 K 2 
 
132 MIXED EDUCATION IN IRELAND. 
 
 three years from matriculation to graduation is 
 necessarily spent in school instruction, that its 
 students are ending where they ought to be begin- 
 ning, and that, in fact, a University is still wanting 
 for Ireland. 
 
 Let me, once for all, place before the reader the 
 main object of a University entrance examination 
 as it ought to be. 
 
 To quote from the Catholic University Gazette, 
 under the year 1855, we find it thus described: 
 4 The main object of an entrance examination is 
 simply this, to ascertain whether a candidate for 
 admission is in a condition to profit by the course of 
 study to ivhich, on admission, he will be introduced. 
 Such examination need not go beyond, but it must 
 go as far as this. A University does not undertake 
 the charge of boys, or the first steps in education ; it 
 professes to continue, and, in a certain sense, to 
 complete the education of those who have already 
 done with school, but are not yet fully prepared 
 for the business of life and intercourse with the 
 world ; it must have the assurance, if it is con- 
 scientiously to fulfil its promise, that the students 
 whom it takes in charge are already well grounded 
 in the elements of the studies it professes to teach.' 
 
 It is obvious that at least this much is absolutely 
 
NOTHING BUT GRAMMAR SCHOOLS. 133 
 
 indispensable for a University to be what it claims 
 to be. Any institution which exacts less than this, 
 ceases to be a University. It becomes a school in 
 the precise degree in which the laxity of its entrance 
 examination entails upon it the necessity of sup- 
 plying secondary or elementary instruction to the 
 pupils whom that laxity has admitted. It will be 
 seen that the entrance examination of the institu- 
 tion styled the Queen's University in Ireland is not 
 merely so lax, but so null and nominal, that the 
 business of the University, so far as it deals with 
 education at all, solely consists in being an elemen- 
 tary teacher to the majority of its pupils, and hardly 
 a secondary teacher to the remainder. 
 
 The Queen's Colleges are notoriously a numerical 
 failure. They are still more decidedly, if possible, 
 an educational failure. In the most litera mean- 
 ing of the word, they are not a University. They 
 are nothing but grammar schools, so far as they are 
 not professional training schools. And professional 
 training is not education. 
 
 This is the true character of the Colleges from 
 the first moment of their establishment. They 
 have adopted it voluntarily, deliberately, perfectly 
 aware of the state to which they were degrading 
 themselves, perfectly satisfied to be so degraded, 
 
134 MIXED EDUCATION IN IRELAND. 
 
 so long as appearances could be kept up with the 
 public. I shall prove it home to them through the 
 whole period of their history: firstly, from the 
 foundation of the Colleges to the issue of the Col- 
 leges Commission ; finally, from the issue of the 
 Colleges Commission down to the present day. 
 
 The admissions of the Queen's University autho- 
 rities themselves will be unimpeachable evidence 
 in the first division. When the time comes to con- 
 sider the last, equally unimpeachable evidence will 
 be forthcoming to illustrate its character also. 
 
 I commence with the testimony of Edward 
 Berwick, B.A., described as President of Queen's 
 College, Gal way, and holding his office at the will 
 and pleasure of the Crown. This evidence will 
 show the general nature of the facilitating process 
 at work on the matriculation. 
 
 Sir T. N. Redington. The matriculation examination 
 in this College for Arts appears to comprise Mathematics, 
 the Greek Language, the Latin Language, History, and 
 the English Language. Is that matriculation examina- 
 tion the same as it existed when the College opened, or has 
 any alteration taken place ? 
 
 Witness. The original plan of the matriculation was, 
 that the candidate might select any two books in the Greek 
 language and any two in the Latin; he may now select but 
 one in each language. 
 
MENTAL DISTINCTIONS. 135 
 
 Apparently puzzled to make out from this view 
 of selection, whether the difficulties of the student 
 had been lightened or increased, another Commis- 
 sioner gets this point out of the President. 
 
 Mr. Gibson. Do I understand you to say that there is 
 now only one Latin and one Greek author ? 
 
 Witness. Yes. 
 
 Mr. Gibson. Are not the students who enter Trinity 
 College examined in a more extensive course than they 
 are examined in here ? 
 
 Witness. No. 
 
 Taken aback by this plump negative, which 
 must be news to Trinity men, the Commissioner is 
 induced to put a couple of probing questions, which 
 elicit the fact, that in the interest of his beloved 
 institution, the President has been taking a mental 
 distinction. 
 
 Mr. Gibson. They require two books in Greek and 
 two in Latin ; you require only one ? 
 
 Witness. I believe the matriculation examination of 
 this College is stricter. 
 
 Mr. Gibson. Is not the examination more extensive ? 
 
 Witness. So far as books are concerned, it is. 
 
 As if this was not what he had just denied 
 point-blank ! 
 
 From another portion of his evidence, we learn 
 that the meaning the President attaches to c strict- 
 
136 MIXED EDUCATION IN IEELAND. 
 
 ness ' is no less original and striking than the 
 sense in which he is pleased to understand c extent/ 
 
 Sir. T. N. Reding ton. What proportion of the candi- 
 dates for matriculation examination have been rejected. 
 
 Witness. I should say that now, perhaps, there is a 
 sixth or seventh part rejected. I remember that five were 
 rejected the last session. I do not know how many 
 were rejected this session ; but the fact is, if we rejected 
 candidates who were not sufficiently prepared to enter, we 
 should reject eight out of ten. 
 
 That is to say, out of every ten candidates eight 
 ought to be rejected; but even so many as two 
 were not rejected, for two is more than ' a sixth or 
 seventh part ' of ten. Let us suppose, however, 
 that the College did actually reject two out of the 
 eight that it ought to reject. This means that the 
 College admitted at least six candidates whom it ought 
 to reject out of every ten who presented themselves. 
 In other words, more than half of the students 
 whom the College admitted were ' not sufficiently 
 prepared to enter,' even in the judgment of Presi- 
 dent Berwick. After this there can be no question 
 of the superior strictness of the Queen's Univer- 
 sity Matriculation. 
 
 To show that such Spartan virtue was not con- 
 fined to Galway College, I proceed impartially to 
 
MENTAL DISTINCTIONS AGAIN. 137 
 
 cite the evidence of the University body through- 
 out the sister Colleges. And first, Sir Robert 
 Kane, President of Queen's College, Cork, will 
 corroborate the evidence of the Galway President. 
 
 Sir T. N. Reding ton. Have the changes that have been 
 made reduced the standard of the matriculation examina- 
 tion ? 
 
 Witness. They have in the case of the medical students. 
 . . . The matriculation course was lightened as regards 
 the medical students. The matriculation examination 
 was subsequently made uniform by a simplification of the 
 entire system!! 
 
 The Queen's College Presidents are certainly 
 masters of mental distinctions. The standard of 
 the matriculation examination has been c reduced 
 in the case of the medical students.' In the case 
 of the students generally, it has only been ' sub- 
 sequently made uniform by a simplification of the 
 entire system' I am afraid the reader will be 
 unable to see the difference. 
 
 In Belfast College the examination of witnesse 
 by the Commissioners commenced, not with the 
 President, as in Cork and Galway, but with the 
 Yice-President. This was at the request of the 
 President, the Rev. Pooley S. Henry, himself. 
 4 Not having had an intimation from the Commis- 
 
138 MIXED EDUCATION IN IRELAND. 
 
 sioners as to what course of inquiry they would 
 pursue,' he says, i he would be glad to be afforded 
 time for the arrangement of documents and for 
 reflection on a subject which will excite great 
 interest, both in Parliament and out of Parlia- 
 ment.' His evidence, accordingly, was not called 
 for until a later stage, when the Commissioners 
 had already learned enough of the Belfast matricu- 
 lation to allow them to dispense with asking the 
 President any questions about it. By-and-by it 
 will be seen upon what points he was invited to 
 give his reflections, and the good his long cogi- 
 tations did him. Meantime the Vice-President, 
 Thomas Andrews, M.D., F.R.S., M.R.I.A., Pro- 
 fessor of Chemistry, will be evidence upon the 
 present issue. This witness took a very different 
 view of things from President Berwick. He had 
 no notion of claiming any superiority as to strict- 
 ness over other Universities. On the contrary, he 
 got quite jubilant over the excessively low stand- 
 ard of the entrance examination at Belfast. In 
 fact, so satisfied was he that he went a good deal 
 out of his way to explain how nice it was to have 
 an entrance examination for Queen's Collegians 
 that real Universities would laugh at. ' So dif- 
 ferent from the examination of the University 
 
VERY JUDICIOUSLY CHOSEN. 139 
 
 of London/ he delightedly gives us to under- 
 stand. 
 
 Mr. Price. For entrance into the Faculty of Arts 
 you have a matriculation examination : does it embrace 
 all the subjects set forth in the curriculum ? 
 
 Witness. Our matriculation examination differs mate- 
 rially from the matriculation examination in the University 
 of London : in the latter the students are required to 
 have at matriculation an extensive knowledge of Chemis- 
 try, Hydrostatics, and other branches of Natural Philo- 
 sophy, besides Latin and Greek and Mathematics ; our 
 matriculation embraces a certain amount of Latin and 
 Greek, the elements of Euclid, the elements of Algebra, 
 and the elements of English. In this respect our matricula- 
 tion examination is very judiciously chosen ! ! 
 
 Vice -President Andrews would have owned that 
 he had still greater reason for felicitation, if he had 
 happened to remember that, in addition, the Uni- 
 versity of London requires at matriculation a sound 
 knowledge of one modern continental language, 
 the Queen's University c very judiciously ' dispens- 
 ing with everything of the kind. 
 
 Having thus obtained at the very fountain heads 
 a general knowledge of the c judicious ' line of con- 
 duct which the Colleges chose to pursue, I can now 
 descend from the exalted allocutions of the colle- 
 giate chiefs, to gather still more interesting details 
 
140 MIXED EDUCATION IN IRELAND. 
 
 of practice from the lower level of the professorial 
 staff. 
 
 My first witness, who will serve to introduce 
 the remainder, is William Nesbitt, M.A., Professor 
 of Greek in Queen's College, Galway.* 
 
 As anxious as either Mr. Berwick or Sir Robert 
 Kane to turn out the best side of his c University,' 
 Professor Nesbitt also finds facts a little too strong ; 
 and the ingenuous avowal of his disinclination to 
 imply c anything very unfavourable to our own 
 College,' with which he finally winds up, certainly 
 does not at all detract from the piquancy of his 
 admissions. 
 
 Chairman. You are Professor of Greek ? 
 
 Witness. Yes, my lord. 
 
 Mr. Price. You examine the students at matriculation 
 in Greek ? 
 
 Witness. Yes. 
 
 Mr. Price. Could you inform the Commissioners in 
 what state of preparation the young men come to you ; 
 for an examination in Homer, Xenophon, or Lucian 
 may mean much or little ? 
 
 Witness. The acquirements are much the same in all 
 Universities; perhaps lower here. Both in Greek and 
 Latin, you are aware the requirements everywhere are 
 small. The difference between this College and the older 
 
 * This gentleman is at present Professor of Latin in Queen's Col- 
 lege, Belfast 
 
PROFESSOR NESBITT'S c DIFFERENCE.' 141 
 Universities is, that we have not such very well trained 
 
 men. 
 
 The last clause of this circumlocutory answer, it 
 is plain, concedes everything. Let not the reader 
 forget Professor Nesbitt's 'difference.' The pre- 
 vious assumption, however, of a parallelism with 
 4 all Universities,' seems to have struck the Com- 
 missioner ; and his next interrogation starts a diffi- 
 culty which the Professor badly evades. He is 
 now driven to confess the very limited nature of 
 his acquaintance with all Universities, and has to 
 take refuge in the usual course of abusing ; Trinity 
 College, Dublin.' 
 
 Mr. Price. But no person ivho could not read more 
 than the Anabasis could get admission into Oxford now ? 
 
 Witness. I am not aware there is a matriculation 
 examination there ! ! 
 
 Mr. Price. It is collegiate ; it is done by the College, 
 not by the University ? 
 
 Witness. Mine has been the experience of Trinity 
 College, Dublin ; and J only wish to guard the Commis- 
 sioners against supposing that, when we say the acquire- 
 ments of our students are small, we mean to imply anything 
 very unfavourable to our own College. 
 
 According to my plan of taking indifferently the 
 evidence of the Queen's University staff throughout 
 the three Colleges, my next witness will be John 
 
142 MIXED EDUCATION IN IRELAND. 
 
 Ryall, LL JX, Vice-President, Professor of Greek 
 in Queen's College, Cork. His evidence includes 
 a view of the state of both the Latin and Greek 
 preparation of the candidates for matriculation, and 
 a very brief extract will be amply sufficient. 
 
 Mr. Price. I now beg to ask, judging of your standard 
 of questions by the authors in which you examine at 
 matriculation in Greek, First Book of the Anabasis of 
 Xenophon; in Latin, First Book of the JEneid of Yirgil; 
 in Latin Prose Composition, re-translation from English 
 into Latin of short sentences from Caesar's Gallic War, 
 Book I. whether half the boys at Harrow do not know a 
 great deal more than the students entering here ? 
 
 Witness. YES. 
 
 So much for the Classics at the entrance exami- 
 nation of the Queen's University. 
 
 Quite in keeping with all this is the evidence of 
 George L. Craik, A.M., Professor of History and 
 English Literature in Queen's College, Belfast, 
 upon the analogous proficiency in English which 
 Mixed Education fosters in its candidates. The 
 evidence of this witness, besides dealing with the 
 Faculty of Arts, also throws a light upon the state 
 of affairs in the Medical School of the University, 
 which fully bears out what has been already said 
 upon the purely nominal connection of the Profes- 
 sional portion of Mixed Education with Mixed 
 
A LITTLE PECULIAR. 143 
 
 Education. The reader should have it in his 
 mind, pending the full explanation of this subject 
 which he will receive hereafter. 
 
 Chairman. You are Professor of History and English 
 Literature ? 
 
 Witness. Yes. 
 
 Sir T. N. Reding ton. By whom is the matriculation 
 examination conducted? 
 
 Witness. There are certain parts of it assigned to each 
 Professor. 
 
 Sir T. N. Redington. So far as your department is 
 concerned, I believe it merely involves a knowledge of 
 the English Language and of the elements or outlines 
 of Geography ? 
 
 Witness. A little Greek and Eoman History, and 
 English History too. 
 
 Sir T. N. Redington. Have you had occasion to 
 reject many candidates from the want of sufficient 
 knowledge of the English Language ? 
 
 Witness. My position as one of the matriculation 
 examiners is a little peculiar. I could hardly insist on a 
 student being rejected, however great his deficiency in my 
 department.* I do not consider it so material as Greek 
 and Latin. 
 
 Sir T. N. Redington. Do you apply that observation 
 
 * This scandalous avowal will exemplify for Dr. Andrews another 
 ' material difference ' between the Queen's University and the Uni- 
 versity of London. As is well known, the University of London 
 exacts a knowledge of every subject in its vastly more extensive 
 course. Failure in one is failure in all. 
 
144 MIXED EDUCATION IN IRELAND. 
 
 to all the students presenting themselves for matricula- 
 tion examination ? 
 
 Witness. Yes, in the form in which I have made it, 
 namely, I assume that they have acquitted themselves 
 in some of the more important branches. 
 
 Sir T. N. Redington. But if the student proceed to 
 Medicine, his knowledge of the English Language is not 
 tested in any subsequent year ? 
 
 Witness. No. 
 
 Sir T. N. Redington. A man may proceed through the 
 whole course of this College, and obtain the Degree in 
 Medicine without having any competent Jcnoivledge what- 
 ever of the English Language ? 
 
 Witness. If he was found very ignorant of the 
 English Language, he should not be allowed to enter 
 College at all, at least under a system of which any 
 examination preliminary to admission makes part. 
 
 Sir T. N. Redington. I understood your previous 
 answer to convey that you considered your position as 
 matriculation examiner as rather peculiar, and that you 
 would not reject him for want of proficiency ? 
 
 Witness. Possibly I could hardly go the length of saying 
 that if a person came entirely ignorant of the English 
 Language I should pass him ! ! 
 
 This is a complete exemplification of c strictness.' 
 Provided a candidate passes in Latin and Greek, 
 Professor Craik deposes that the examiner in 
 English ' could hardly insist on his being rejected, 
 however great his deficiency.' Now as the reader 
 has already seen that next to no Latin and next 
 
NO DEFICIENCY CONSIDERED MATERIAL. 145 
 
 to no Greek are quite sufficient to pass a candidate 
 in these subjects, and, as it now appears, passing 
 in Latin and Greek gives a title to passing in 
 English, the sum total of the attainments which 
 in the whole literary portion of the matriculation 
 examination are sufficient to ensure admission 
 amounts to I am sure I cannot tell what. 
 
 I have reserved till now a part of the evidence 
 of Vice-President Ryall, which proves that it is by 
 no means the English examiner alone whose posi- 
 tion is c a little peculiar.' No deficiency, it seems, 
 in any department whatever is considered c ma- 
 terial.' It is certainly difficult to find a name for 
 the practices described. 
 
 Mr. Price. You conduct the matriculation examina- 
 tion in Greek ? 
 
 Witness. Yes. 
 
 Mr. Price. Do you find practically that you have to 
 reject many candidates ? 
 
 Witness. At least three or four are rejected at every 
 matriculation examination. I do not reject it is the 
 Council who reject all that are rejected* 
 
 Mr. Price. Is there a revision of your sentence by 
 the Council? 
 
 Witness. I reject in that one subject (Greek) ; but 
 the candidate is examined in four subjects; and the 
 Council, according to their discretion, which is guided by 
 
 L 
 
146 MIXED EDUCATION IN IRELAND. 
 
 the number of marks and other causes, decide on the 
 reports of the Professors. 
 
 Mr. Price. According to the system on which the 
 matriculation examination is conducted here, it is per- 
 fectly possible for an examiner in any distinct branch to 
 report a man as a total failure, and yet that the Council 
 shall admit him upon their own judgment, however arrived 
 at? 
 
 Witness. PERFECTLY POSSIBLE; AND IT is THE CON- 
 STANT PRACTICE-! ! 
 
 There remains nothing but to know what pre- 
 paration is required in Mathematics, to have com- 
 plete information upon the whole of the little 
 round of subjects which make up this notable 
 matriculation. The evidence of Peter G. Tait, 
 M.A., F.C.P.S., Professor of Mathematics in 
 Queen's College, Belfast, supplies everything that 
 is wanted upon this head. 
 
 Chairman* You are Professor of Mathematics ? 
 
 Witness. *I am. 
 
 Chairman. Do you examine pupils at the matricula- 
 tion examination? 
 
 Witness. I do. 
 
 Chairman. Can you state whether they come well 
 prepared in that branch ? 
 
 Witness. I have to examine but a small portion of 
 the students at the matriculation examination in the 
 very elements of Geometry and Algebra. 
 
 Chairman. Do you consider that they come less well 
 
ENTIKE AND UTTER IGNORANCE. 147 
 
 prepared than they ought to be under the circumstances 
 of the country ? 
 
 Witness. J should say that the average standard is 
 very much lower than ought to be expected. 
 
 Chairman. Have you found it necessary to reject any 
 large number of candidates ? 
 
 Witness. Not a large number ; the reason of that being, 
 I suppose, because the average standard has been somewhat 
 reduced. 
 
 I might conclude here. The subjects of the 
 matriculation have been completely traversed, and 
 in not a single subject has anything fallen from 
 the lips of any Professor to break the uniform dead 
 level of unanimous self-accusation. 
 
 But I go farther, because the better the Queen's 
 University is understood in its first stages, the 
 easier it will be to understand it afterwards, I 
 shall, accordingly, take up the subject of the modern 
 languages, in order to show how entire and utter 
 is the ignorance which the Queen's University 
 welcomes to its halls, and to place beyond a cavil 
 how completely this Queen's University has chosen 
 to play the school, and to take their business, as 
 far as it can, out of the hands of the schools of the 
 country. 
 
 This is the evidence of Augustus Bensbach, M.D., 
 
 L 2 
 
148 MIXED EDUCATION IN IRELAND. 
 
 Professor of Modern Languages in Queen's College, 
 Galway. 
 
 Chairman. You are Professor of Modern Languages? 
 
 Witness. Yes. 
 
 Chairman. What languages do you teach? 
 
 Witness. I teach French and German. 
 
 Chairman. How do you find the pupils prepared who 
 coine to College ? 
 
 Witness. As to German, nil ; as to French, very little ; 
 in fact so little, that I have to give elementary lectures in 
 the French class and also in the German class. 
 
 Next is the evidence of Matthias J. Frings, 
 Ph.D., Professor of Modern Languages in Queen's 
 College, Belfast. 
 
 Chairman. You are Professor of Modern Languages? 
 
 Witness. Yes. 
 
 Chairman. The Commissioners will be happy to re- 
 ceive any observations you wish to address to them. 
 
 Witness. I find a great difficulty in making the 
 students work their way in Modern Languages, as they, 
 generally speaking, come unprepared into this College. 
 I would like very much, if it could be so arranged, that 
 there should be a matriculation examination, of ever so 
 low a standard, in one of the Modern Languages. That 
 is the only suggestion I have to make. 
 
 Chairman. There is no matriculation examination in 
 Modern Languages ? 
 
 Witness. No. 
 
 Chairman. Do you find that the great proportion of 
 
PRESIDENT BERWICK SUMS UP. 149 
 
 the students who come up have not studied the Modern 
 Languages ? 
 
 Witness. Very few of them ever saw a French word in 
 their lives. 
 
 But I had better -let President Berwick sum up 
 for me upon the whole question in his own words. 
 His thorough acquaintance with the 'very judicious ' 
 business carried on under the patronage of himself 
 and his colleagues, gives his descriptions a pointed- 
 ness and force which I could hardly hope to emu- 
 late. He has evidently viewed and reviewed the 
 whole subject carefully, and is accordingly enabled 
 to demonstrate in the clearest and most telling 
 manner everything that at all requires to be de- 
 monstrated. These are the principal points to 
 whose elucidation he devotes himself. Firstly, the 
 University authorities were perfectly well aware 
 of the preparation which ought to have been ex- 
 acted from every candidate for matriculation, in 
 order to have him derive any advantage from Uni- 
 versity studies. Secondly, the University authori- 
 ties did not exact anything like that preparation. 
 Thirdly, in consequence of these loose practices, 
 the Professors of the University, instead of being- 
 Professors, had to be mere schoolmasters and even 
 elementary- teachers. Fourthly, and as a matter 
 
150 MIXED EDUCATION IN IRELAND. 
 
 of course, the University, though conferring Degrees 
 all the same, was at best a mere school occupied 
 with mere school education. I proceed to quote 
 the portions of President Berwick's evidence in 
 which he relates all these fine things. 
 
 Let me only premise by letting the reader into 
 the secret of the reasons which moved President 
 Berwick, like the rest of the collegiate gentlemen, 
 to such open and hearty confession. Not contrition, 
 it may be readily supposed, but something very 
 different. It ivas to try to get the Commissioners to 
 recommend a 4 simplification ' of the Baccalaureate, 
 corresponding to the c simplification ' of the matricu- 
 lation, that the truth was so freely told about this 
 latter. 
 
 The Rev. Pooley S. Henry, D.D., President of 
 Queen's College, Belfast, explained this to the 
 Commissioners. c What I desire to see, AND WHAT THE 
 COUNCIL DESIRE TO SEE, is the number of our Degrees 
 increased ; because it will become very painful, if the 
 present state of things continue, to have our assem- 
 blage in St. Patrick's Hall and to be able to present 
 to the public no Degrees.' 
 
 Surely the Commissioners would not refuse to 
 alleviate so much present and prospective suffering, 
 if the terrible urgency of the situation were once 
 
VOLUNTEERING TESTIMONY. 151 
 
 fairly set before them. At least, it was to be hoped 
 they would not. And so the wonderful spectacle 
 came about of Presidents and Professors contend- 
 ing with one another who should throw the most 
 light upon everything that Presidents and Profes- 
 sors had been wont most sedulously to keep in the 
 shade. 4 We are in an awful fix,' they intimate, in 
 their confiding way, 4 unless a Royal Commission 
 out of its great charity does something for us. 
 Only let the Commissioners listen, and they will 
 see this themselves/ 
 
 The reader will see President Berwick actually 
 volunteering testimony to this end against his 
 University ; not satisfied with answering what he 
 has been asked, he must tell something more. 
 This something more is the very something I want 
 just here, though not for the purposes for which 
 the President fondly intended it. It is the spon- 
 taneous admission of the first two charges I have 
 distinguished above. (1.) The University authori- 
 ties knew what they ought to have done. (2.) They 
 did not do what they ought. The first question and 
 answer of the extract will also exhibit how, for 
 the sake of manufacturing his ' total failures ' into 
 graduates, President Berwick was perfectly pre- 
 pared to cut down the curriculum to a third of its 
 
152 MIXED EDUCATION IN IRELAND. 
 
 original standard. He has had his wishes fulfilled 
 since then but more of this in another place. 
 
 Sir T. N. Redington. Am I to understand that you 
 are favourable to admitting candidates to the degree of 
 A. B., although they should not have that general educa- 
 tion and information ivhich the present course requires ? 
 
 President Berwick. The students only get a smattering 
 in a great number of the subjects. My opinion is, it would 
 be better to require the student to know thoroughly only 
 one-third of the subjects than to require from him such 
 a knowledge as he can acquire at present. 
 
 Sir T. N. Redington. Do you consider also that if all 
 those subjects are required, the period is too short to 
 enable the student to master them ? 
 
 President Berwick. It would require twice the period. 
 I should say that another reason for lightening the present 
 curriculum is, that the students come to the College very badly 
 prepared. ... I BELIEVE, in order to master the present 
 curriculum, the student should enter College a good classical 
 scholar, well grounded in Greek and Latin, and have 
 acquired a respectable knowledge of Mathematics. THE 
 FACT IS THIS, THEY COME "WITH NOTHING THAT CAN BE 
 CALLED CLASSICAL KNOWLEDGE ; THEY KNOW NOTHING 
 ABOUT CLASSICS, IN FACT, BUT THEY COME PREPARED IN 
 MATHEMATICS TO A CERTAIN DEGREE ! ! 
 
 It is amusing to observe the air of resignation 
 with which President Berwick avows the practices 
 that had brought Mixed Education to such a pass. 
 He has apparently got himself to believe it was all 
 
FATALISM. 153 
 
 fate, or something of that sort. c The students 
 come] he says, ' knowing nothing,' and they must 
 be let in of course. The University authorities 
 had neither act nor part in the matter. The 
 simple expedient of sending his 4 smatterers ' back 
 to school until they were Jit to come to the Univer- 
 sity, seems to have been a thing undreamed of in 
 the philosophy of this President of a University 
 College. I come now to point 3. 
 
 The President goes on to show how, in conse- 
 quence of the sort of students who c come,' the 
 Professors are obliged not to be Professors at all. 
 
 Mr. Price. You conceive the information the students 
 acquire is what may be called smattering ? 
 
 President Berwick. That is inevitable, because they 
 have to begin with the rudiments (!), and have got a 
 curriculum which would take up the whole time of a 
 man who came to College well prepared. 
 
 Mr. Price. THEN THE SYSTEM, AS IT NOW WORKS, 
 
 INVOLVES THIS PRACTICAL DRAG TO THE TEACHERS, THAT 
 THEY ARE COMPELLED TO BE ELEMENTARY TEACHERS TO 
 THE MASS OF STUDENTS? 
 
 President Berwick. To THE LARGE MAJORITY THEY 
 ARE. ALMOST EVERY PROFESSOR is EMBARRASSED WITH 
 
 PUPILS OF EVERY DEGREE OF ATTAINMENT. 
 
 More fatalism. But let us hear the upshot of it 
 all. The President is driven to confess, at last, that 
 
154 MIXED EDUCATION IN IRELAND. 
 
 the i inevitable ' consequence of all this 4 elementary 
 teaching ' is to make the pretended University 
 nothing but a school the Commissioner is good 
 enough to say, a high school. This turn of affairs, 
 so different from any concession of the entreated 
 simplification, embarrasses the President dreadfully. 
 He evidently does not half like it ; and the mono- 
 syllabic way in which he admits the premises he 
 knows are going to destroy him makes his con- 
 fession racy. He has finally to admit point 4. 
 
 Mr. Gibson. Do you think that a University which 
 would confer its Degrees for an amount of education 
 which could be conferred in a high school, would be 
 discharging its functions ? 
 
 President Berwick. ISTo. 
 
 Mr. Gibson. Do you not think it is the province of 
 the Professor to be something more than a mere 
 schoolmaster ? 
 
 President Berwick. Certainly. 
 
 Mr. Gibson. And in every College which forms part 
 of a University the necessary range of a Professor 
 should be of a much higher order than that adopted in 
 a mere high school ? 
 
 President Berwick. Yes. 
 
 Mr. Gibson. You have stated that the preparation of 
 the students who present themselves for Matriculation is 
 such, that if you regarded their fitness to enter on the present 
 curriculum^ you would be obliged to reject eight out of ten. 
 
 AM I, THEREFORE, TO INFER THAT THE COLLEGE, UNDER 
 
CIRCUMLOCUTION. 155 
 
 PRESENT CIRCUMSTANCES, CAN DO LITTLE MORE THAN 
 PERFORM THE PART OF A HIGH SCHOOL ? 
 
 President Berwick. THAT is THE CASE WITH REGARD 
 
 TO CLASSICAL SUBJECTS. ALTHOUGH WHAT I SAY ON 
 THIS POINT IS PRINCIPALLY RESTRICTED TO THIS COLLEGE, 
 I HAVE HEARD THAT THE STUDENTS COME VERY BADLY 
 PREPARED IN CLASSICS TO ALL THE COLLEGES. 
 
 Though President Berwick, when completely 
 cornered, now affects to understand the enquiry 
 of the Commissioner as relating to the classical 
 department alone which it does not, as he 
 has himself just stated explicitly that 4 almost 
 every Professor' is an elementary teacher the 
 reader need not mind what he affects to under- 
 stand. 
 
 It only remains to give the report of the Com- 
 missioners upon this disgraceful state of things. 
 And assuredly never was there a lamer piece of 
 circumlocution. It is true it could not help being 
 condemnatory. But let any impartial observer 
 say, is it what ought to have emanated from a re- 
 sponsible public body armed with judicial powers to 
 be exercised in the interest of the public welfare ? 
 But I am forgetting that the Commissioners may- 
 have got their powers in quite another interest, and 
 were bound to consult quite a different welfare. 
 Here is what they say. 
 
156 MIXED EDUCATION IN IRELAND. 
 
 The Matriculation examination is the first point of 
 contact between the College and the School, and the 
 only point through which the action and reaction of 
 each on the ' other are being constantly communicated. 
 This examination must, therefore, be always maintained 
 at a high standard, as indicating the termination of School 
 education and the starting-point of College studies. 
 
 Nothing could, we conceive, be more injurious to the 
 interests of education than a low standard of Matriculation 
 examination as the preliminary qualification for College 
 pursuits. We are of opinion with the late Sir William 
 Hamilton that 6 professorial prelections are 110 substi- 
 tute for scholastic discipline,' and that the University 
 loses its proper character when obliged (?) c to stoop in 
 order to supply the absence or the incompetency of the 
 inferior seminaries.' 
 
 We therefore recommend that the Matriculation examin- 
 ation be 'maintained at the same standard as originally 
 fixed by the Board of Colleges ; and if any change be here- 
 after made therein, that the tendency of such should 
 always be to elevate, and never to depress, the general 
 standard of school education throughout the country. 
 
 In the first place, c maintained ' was not the 
 word that ought to have been used. The evidence 
 showed that it was a return to the standard as 
 originally fixed that was required at the very least. 
 For the rest, this sort of half- apologetic sermonizing 
 was not the way to deal with the Queen's Colleges. 
 An institution so utterly lost to every sense of what 
 
WHAT HAD 'OBLIGED' THE UNIVEESITY. 157 
 
 a University ought to be, was not to be nudged 
 and whispered into honesty by this sort of harm- 
 less goody-goodyness. Deferentially insinuating 
 allowances for the University's being ' obliged ' to 
 do this and ' obliged ' to do that, was not the way 
 to compel attention to what the Commissioners 
 had to recommend. For what had 4 obliged ' the 
 University to open its doors to ' smatterers,' ' total 
 failures,' 4 schoolboys more ignorant than half the 
 schoolboys at Harrow?' The same cause that 
 4 obliges ' it still to the same disreputable course, 
 the determination to carry out a plan of education 
 opposed to the feelings of the Catholics and even of 
 the Protestants of Ireland, the determination not to 
 appear to have failed in its undertaking, the con- 
 sequent determination at any rate to have units 
 to count, since it cannot have scholars to finish 
 since the great Catholic schools of the country, the 
 Clongowes Woods, the Tullabegs, the French Col- 
 leges, the Carlow Colleges, are still as unreconciled 
 as ever since the great Protestant schools of the 
 country, the Portoras, the Dungannons, have still 
 no notion of accepting the scholarships, forsooth r 
 of the Queen's University, in lieu of the well- won 
 prizes of Trinity College. 
 
 Though condemning the conduct of the Queen's 
 
158 MIXED EDUCATION IN IRELAND. 
 
 Colleges, the report of the Commissioners had left 
 them their excuse, and the Queen's Colleges, as 
 might have been expected, concluded there could 
 be little danger in despising the report of the 
 Commissioners. They have, accordingly, most 
 thoroughly despised it. 
 
 The history of the matriculation examination 
 since 1858 is very easy to tell. It is but the repe- 
 tition of the history of the matriculation previous 
 to 1858. 
 
 In Queen's College, Galway, for instance, it is 
 still the case, as its President would say, that 
 although the original plan was that the candidate 
 might select any two books in the Greek language 
 and any two in the Latin, i he may now select but 
 lie.' And similarly in the remaining couple of 
 subjects. As for Queen's College, Cork, a glance 
 at the report of the Cork President for the session 
 ending on the 31st of March last, shows that the 
 only standard of matriculation that has been minded 
 or maintained at all is the very standard and beau 
 ideal of all simplification itself* Let the Irish reader, 
 let the English reader, judge of what has been 
 achieved in this Way by what I am about to tell 
 him on the authority of that Presidential Report. 
 In Latin, mere translation of the first book of Caesar's 
 
TESTS OF QUALIFICATION. 159 
 
 ' Gallic War ' is sufficient to pass ! In Algebra, the 
 whole course on which the candidate may be even 
 examined is thus stated : ' Explanation of the 
 signs and meaning of an Index. Calculation of the 
 values of Algebraical expressions when particular 
 values are given to the letters which they involve? 
 Why, Cork College Algebra is nearly as much 
 Algebra as knowing the nine numerals would be 
 knowing Arithmetic ! With regard to the matricu- 
 lation examination in Queen's College, Belfast, I 
 believe I am equally right in stating that it has 
 c maintained ' the position in which it was at the 
 epoch of the Queen's Colleges Commission. The 
 action of the Belfast President, in judging that it 
 is better on the whole to omit entirely the subjects 
 required for matriculation from his Presidential 
 Report, precludes me from speaking more decidedly 
 upon its merits. 
 
 Still more important, if that may be, for the 
 light it throws upon the means used by mixed 
 education in Ireland to disguise at any price its 
 hopeless unsuccess, is the manner in which even 
 those almost nominal courses of matriculation al- 
 together vanish into the thinnest of thin air under 
 the manipulation of the examiners. It is a down- 
 right fact that, practically speaking, every assurance 
 
ICO MIXED EDUCATION IN IRELAND. 
 
 of preliminary preparation, even the slightest, is 
 generally dispensed with, when the candidate comes 
 actually face to face with his Professors about to be. 
 If, in a rare case, the candidate really knows his 
 business, so far as his entrance into the University 
 goes, he has had his trouble for nothing. He might 
 have taken matters quietly. There was little fear 
 that the University would reject anybody. The 
 Queen's Colleges cannot be sufficiently thankful 
 for the condescending patronage of the most ele- 
 mentary pupils. 
 
 How often have I heard from really well-in- 
 formed students, who now and then have entered 
 Galway College, the laughable account of the sort 
 of examination they were put through ' as a test 
 of qualification ! ' The entire Greek matriculation 
 of one friend of mine consisted in being asked to 
 tell 4 of what verb is rsru^ai the perfect passive ? ' 
 The entire Greek examination of another, was 
 ' "What is the genitive case of o' d-yafios dvyp ? ' 
 The entire Latin examination of this latter con- 
 sisted in his being asked to translate the three 
 first lines of the first ode in the first book of 
 Horace's c Carmina.' The entire Latin examina- 
 tion of a third, similarly extensive, was prefaced 
 in addition by the considerate enquiry, c Where 
 
TEMPERING THE BREEZES. 161 
 
 would you wish to begin ? ' Sometimes when the 
 examiner is in an unusually critical mood, I suppose 
 the Greek examination also comes to transcend 
 the region of the Accidence, and such terrific tests 
 of erudition as ' Translate iVrvjo-ai/ oi"Exxv^? ' are 
 launched at the head of some rare unfortunate. 
 These were the examinations, be it remembered, of 
 men who were perfectly ready to stand a real ex- 
 amination. As for the case of the weaker brethren, 
 I refrain from an exploration of that 'void profound.' 
 It would be involving a ruinous expenditure of the 
 reader's leisure to recount a tithe of the stories told 
 about the tender care of the Colleges in tempering 
 the breezes to their shorn lambs. As instances of 
 the kind, I shall quote just one or two anecdotes, 
 which I have been assured describe positive facts. 
 At a recent matriculation examination the whole 
 trying ordeal which one candidate had to endure in 
 order to prove that his knowledge of Ancient His- 
 tory was up to the standard, is embodied in the 
 following dialogue. 
 
 Examiner (encouragingly). You think the Ancient 
 Greeks were a great people, do you not ? 
 
 Candidate (hopefully). I do, sir. 
 
 Examiner (approvingly). Right. (Inquiringly) You 
 do not intend to pursue Classics any further ? 
 
 M 
 
162 MIXED EDUCATION IN IRELAND. 
 
 Candidate (decidedly). No, sir. 
 
 Examiner (quite satisfied) . You are passed, sir. Good 
 morning. 
 
 At the matriculation examination in October 
 last, another student is stated to have passed in 
 English upon answering half-a-dozen questions or 
 so, of which these two are currently repeated as 
 specimens : ' Name the capital of France.' 
 4 Name the reigning sovereign of England.' 
 
 But let the reader forget everything else, and 
 what I am about to tell him will establish beyond 
 a doubt the purely illusory character of the 
 entrance examination. To repeat what I had 
 occasion to state in a previous chapter, I positively 
 assure the reader that of late years the total number 
 of annual rejections has never exceeded more than 
 one or two, and for the past couple of years, out of 
 some sixty candidates on each occasion by far the 
 majority being of the very lowest attainments / am 
 not aware that there occurred even a single rejection 
 in Arts, in Medicine, in Engineering, or in Law. 
 
 This is my own personal experience of my own 
 College. I cannot speak from personal experience 
 of Belfast and Cork Colleges. However, I have 
 never heard or seen anything to lead me to believe 
 that the business in c total failures ' is a whit less 
 
A RUSE IN STATISTICS. 163 
 
 prosperous, north and south, than it used to be. 
 As far as I can make out, it must be at least as 
 easy to become a matriculated student at Belfast 
 or Cork as at Galway. The inter- Collegiate com- 
 petitions prove it. As a body, the Cork students 
 in Arts are even much inferior to Galway students. 
 Now and then there is an exception, but inferiority 
 is the general rule. In Belfast College, again, 
 though its Arts students double in numbers the Arts 
 students of the other two Colleges together, the im- 
 mense proportion of them are as entirely ignorant as 
 the most ignorant pupils of either Cork or Galway. 
 The thorough consciousness of the University 
 authorities, in all the three Colleges, of the gross laxity 
 and deception of the proceedings to which they have 
 committed themselves, appears very clearly from a 
 ruse always had recourse to in reference to the 
 matriculation statistics. Not so much as a single 
 word is ever to be found in any Presidential Report as 
 to the number of candidates who have been unsuccess- 
 ful. Not the slightest hint is ever afforded to the 
 public for arriving at any knowledge of the pro- 
 portion of passed and rejected candidates. The 
 number of successful candidates alone is given. I have 
 not the shadow of a doubt that the reason of this 
 reticence, so utterly at variance with the conduct 
 
 M 2 
 
164 MIXED EDUCATION IN IRELAND. 
 
 of the University of London, for instance, is simply 
 that the Presidents are afraid to let the public 
 know how few are rejected. It would never do 
 to let the public know that the veriest 'failure/ 
 the veriest c smatterer/ need only present himself 
 at the doors of the Queen's Colleges for the Queen's 
 Colleges straightway to feel themselves ' obliged ' to 
 admit him. There are other ruses of our University 
 Machiavellis, which the reader will be invited to 
 admire by-and-by, but this one will suffice for the 
 present. 
 
 A contemporary account by a Queen's University 
 Professor of the Queen's University system will 
 complete this chapter. 
 
 Within the past eighteen months Professor 
 D'Arcy Wentworth Thompson, the Greek master 
 in Queen's College, Galway, has given a succinct 
 account of the whole nature and scope of his duties 
 as a teacher of Queen's Collegians. This account 
 occurs in l Wayside Thoughts,' a series of lectures 
 on education delivered by him in the United States, 
 during the spring of 1868, before the Lowell Insti- 
 tute at Boston. The reader will see in it an accu- 
 rate description of school education, and nothing 
 but school education, commenting with the most 
 elementary stages, and ending, as might be ex- 
 
KICKED UPSTAIRS. 165 
 
 pected, at a stage no higher than secondary. In- 
 deed, Professor Thompson explicitly compares the 
 finished 4 graduate ' of the Queen's University at 
 the close of his three years' curriculum, not with 
 the finished graduate of any other University in 
 the world, but merely with himself years and years 
 before he became a graduate, and when he was only 
 leaving school for the University of Cambridge. 
 
 6 Once a priest, always a priest ; once a schoolmaster, 
 always a schoolmaster. Not so at least nominally 
 with myself. I have been kicked upstairs. 1 have been 
 one of the favoured few allowed to emerge from the 
 routine duties and unworthy thraldom of scholastic life 
 to the more congenial duties and almost perfect free- 
 dom of the life professorial. I have, furthermore, had 
 the good fortune to be called to a chair in an Univer- 
 sity where the professoriate is in full (!), vital (!!), vivi- 
 fying (!!!) action. Have my duties been essentially altered? 
 Not in the very slightest degree. I have been for the last 
 three years fulfilling the identical duties performed for 
 twelve previous years with my senior classes in Dunedin. 
 
 Evidently Mr. Thompson thinks it extremely 
 nice to be called a Professor in the Queen's Uni- 
 versity, for what the canny Dunedin folk called 
 him only a schoolmaster. However, it would 
 appear from his own words, that this pleasing 
 effect of c full, vital, vivifying action ' rather as- 
 
166 MIXED EDUCATION IN IRELAND. 
 
 tonished himself until he got used to it. In proof 
 of this, the reader will hear him describe his own 
 sensations of agreeable surprise. His account of 
 the development of his ideas upon the subject is 
 marked at once by a gentle facetiousness and a 
 charming candour, and I have much pleasure in 
 reproducing it. 
 
 When first elected to my present chair, I had stereotyped 
 in my mind an ideal character of a Professor, ... I 
 feared it would be requisite for me to give elaborate 
 dissertations upon such unfamiliar and not very prac- 
 tical subjects as the ' Architecture of the Parthenon ; ' 
 the 'Dikasteries of Athens; ' the 'Sophists of Antiquity; ' 
 the ' Exports and Imports of Corinth ; ' the c Greek 
 Particles ; ' the ' Achaean League.' I considered it 
 would be incumbent upon me, at least once in three 
 years, to annotate a Greek play in Latin, to wrangle 
 about microscopic trivialities, and to make facetiously 
 scurrilous remarks in my foot-notes about all previous 
 and contemporary annotators. . . . I WAS REASSURED 
 
 TO FIND THAT THE CHAIR I WAS CALLED UPON TO FILL 
 WAS JUST SUCH A CHAIR AS I HAD FILLED TO MY OWN 
 COMFORT FOR TWELVE LONG TEARS. IN FACT, I WAS 
 STILL, WHAT I AM TO THIS DAY A SCHOOLMASTER. 
 
 Professor Thompson goes on to prove the 
 thorough parallelism between his present 'profes- 
 sorial ' and his past ' scholastic ' experiences. No 
 one will say that he underrates his capacity for 
 
MR. THOMPSON'S PUPILS. 167 
 
 producing the greatest possible amount of im- 
 provement in the shortest possible space of time. 
 He goes so far as to say that after three years 
 under his tuition a Queen's University pupil knows 
 if anything a little more than a pupil of any other 
 school after twelve years under the tuition of any- 
 body else. The reader will join in hoping that 
 this may be the case, since one thing appears cer- 
 tain at any rate, that at the beginning of their 
 three years the pupils of Mr. Thompson are in as 
 elementary a condition as the pupils of anybody 
 else at the beginning of their twelve. 
 
 The youths I had now under my charge were of the same 
 age as those attending the two senior classes of my Dunedin 
 school. The majority of them had been very poorly pre- 
 pared. Their education only devolved partially on my- 
 self. They all attend classes in Mathematics, English, 
 French, and German. ... I had only three hours a 
 week severally with my new pupils, and only some 
 seventy hours a year ; and yet, strange to say, I have for 
 the last year been reading with pupils who learned 
 their elements with me not three years ago entire books 
 from the best Greek "authors, with a facility of under- 
 standing on their part that I had never myself expe- 
 rienced when, between nineteen and twenty, after twelve 
 years* of almost exclusive classical instruction, I left 
 
 * As a matter of course, I cannot explain the supernatural. I may 
 mention, however, that it was not left to Professor Thompson to hit 
 
168 MIXED EDUCATION IN IRELAND. 
 
 St. Edward's for the University of Cambridge. . . . Many 
 of my first year's students come to me almost utterly inno- 
 cent of Greek. . . . For a few weeks they are engaged in 
 mastering declensions and conjugations. . . . 80 soon as 
 the accidence is tolerably well mastered, I begin to read 
 some such easy work in viva voce translation as the 'Apology 9 
 of Plato. . . . By-and-by they will hear me read a book 
 of Homer. . . . After a little while I exact, so far as I 
 can exact, three carefully written exercises weekly (!). . . . 
 I have been enabled to achieve what many will think 
 impossible results. I have been enabled to read unbroken 
 books of Homer to youths who, less than two years 
 previously, were ignorant of the Greek characters ; and 
 to my second and third year students I have read in 
 English from dialogue of Plato, tragic play, and De- 
 mosthenic oration as fast as I could coherently word 
 the rendering ; and I have been attentively, intelligently 
 followed. 
 
 upon the miraculous efficacy of the Queen's College curriculum as a 
 triumphant answer to all profane cavils at its undeniable brevity. In 
 the Minutes of Evidence before the Queen's College Commission, 
 for instance, there is the following claim to mysterious powers put 
 forward on the part of the University by George J. Allman, LL.D., 
 Professor of Mathematics in Queen's College, Galway, which Professor 
 Thompson must admit quite eclipses all he has got to propound on 
 the subject. l In point of fact? says Dr. Allman, l the students in one 
 year here, by close attention on lectures, get an education which is in 
 many respects superior to that given in four years in any other Univer- 
 sity or College. I may state that I now refer to the University of 
 Dublin.' It may be reckoned not the least extraordinary feature of 
 this extraordinary state of things, that the University of Dublin 
 shows such slight symptoms of succumbing to so much 'superior* 
 competition. 
 
'PROFESSORIAL DUTIES.' 169 
 
 Nota Bene. It thus appears that the students 
 of Queen's College can, at least in their second 
 and third year, follow Professor Thompson 4 atten- 
 tively, intelligently ' when he reads ' in English] 
 even though he read as fast as he can ' coherently/ 
 Why, pretty nearly as much might be said for 
 their sisters. I would only observe with regard 
 to such 4 impossible results,' that had it been the 
 students, ' that translated as fast as they could co- 
 herently word the rendering/ and the professor 
 that ; intelligently followed,' most people would 
 be a great deal more certain of the marvellous 
 improvement of youths who were learning ' their 
 elements ' not three years back than seems likely to 
 be the case from Professor Thompson's description. 
 Professor Thompson no doubt does his best with 
 the sort of pupils he gets, but it is very evident, 
 even from his own performances on his own trumpet, 
 that he finds it as difficult as the generality of 
 mankind usually do to c achieve ' the ' impossible.' 
 
 Elsewhere in c Wayside Thoughts ' Professor 
 Thompson says : c During the last three years I have 
 had in the management of an Alpha-Beta class one- 
 fourth part of my professorial duties.' It cannot be 
 difficult to estimate the nature of the entrance 
 examination which, c during the last three years/ 
 
170 MIXED EDUCATION IN IRELAND. 
 
 admitted all these Alpha-Beta students. As an 
 old student of the Queen's University said to a 
 friend of mine a few days ago, ' It is no wonder 
 the Queen's Colleges are what they are, when it is 
 harder to become a sub-constable than a Queen's 
 Collegian.' 
 
 But it is unnecessary to occupy the reader with 
 any further evidence upon this branch of my sub- 
 ject. The simple fact is, that the Queen's Univer- 
 sity practically dispenses altogether with examina- 
 tions at entrance. Just like any other school, it 
 undertakes the charge of boys and the first steps 
 in education. This is my conclusion. Convoca- 
 tion would express the same thing somewhat dif- 
 ferently. c So long,' they would say, ' as any 
 University is represented in Parliament the claims 
 of the Queen's University cannot be overlooked.' 
 And then there would be mutual admiration and 
 prolonged applause. 
 
171 
 
 CHAPTER II. 
 
 AIRGHIOD SIOS.* 
 
 THE last chapter has explained the initial means 
 employed by the Queen's Colleges in their quest 
 for students, any sort of students that can be got 
 at. The present chapter will relate another device, 
 the complement of the foregoing. 
 
 It is evident that throwing open the doors ever 
 so widely would be only doing the business by 
 halves. There must be good things going inside 
 for the asking, or what inducement would there be 
 for crossing the threshold? The Queen's Colleges 
 are above doing their business by halves. It only 
 remains to learn the success of their hospitable 
 advances. 
 
 Though I am not going to preach a sermon, I 
 shall choose a text. And my text will be this 
 admirable passage which I find in the evidence of 
 the President of Cork College before the Queen's 
 Colleges Commission. c I take itj says Sir Robert 
 
 * The Irish for money down ; pronounced arighid shcess. 
 
172 MIXED EDUCATION IN IHELAND. 
 
 Kane, i that the fair measure of the rate of progress 
 of our system of education is to be found not in the 
 gross number of our students, but in the number of 
 students in each year above the number that are in a 
 manner paid. . . . The opinion entertained by the 
 public as to our system of education is to be tested by 
 the number of persons who avail themselves of that 
 system without being paid for it? Nothing can be 
 clearer than the manner in which Sir Eobert Kane 
 has stated the whole question for me. I am only 
 sorry that his lucid intermission was so transient. 
 He immediately superadds : 4 Now, if we deduct 
 from the number attending the College each year 
 since its foundation the number of scholars, we shall 
 find that the rate of increase of the remaining 
 class, the independent students, has been very 
 considerable ! ' 
 
 It is painful to speculate upon what must have 
 passed for simple subtraction where the President 
 of Cork College went to school. 
 
 One of his own Professors, Robert Harkness, 
 F.R.S.L. and E., F.G.S., Professor of Mineralogy 
 and Geology, and Curator of the Museum, also a 
 witness before the Queen's Colleges Commission, 
 will set him right in a moment. 
 
 4 It has been alleged,' says Professor Harkness, 
 
STUDENTS AND SCHOLARSHIPS. 173 
 
 4 that from the want of particular inducements you 
 cannot get persons to carry out the Arts course. 
 . . . We have got inducements to carry out the Arts 
 course, but these inducements have failed. I wish to 
 show how they have failed. In 1849-50, when the 
 College opened, there were fifty matriculated Arts 
 students and thirty-seven scholarships.* ... In 
 1850-51, there were fifty -nine students and thirty- 
 seven scholarships. ... In 1851-52, fifty-five 
 students and thirty- seven scholarships. ... In 
 1852-53, forty-four students and thirty-seven 
 scholarships. ... In 1853-54, forty-nine students 
 and thirty -seven scholarships. ... In 1854-55, 
 forty students and thirty -seven scholarships. . . . 
 In 1855-56, sixty-two students and thirty-seven 
 scholarships. ... In 1856-57, forty-six students 
 and thirty-seven scholarships. . . . There have 
 been, since the opening of the College, an average of 
 about three scholarships for every four students. 1 
 It is difficult to conceive how public opinion 
 
 * In this and the following year Professor Harkness must be some- 
 what underrating the number of scholarships distributable. In the 
 Letters Patent there is the following allocation of scholarships in each 
 College : That forty-three scholarships, of the value of 30/. each, shall 
 be awarded, at the opening of the College for the session 1849-50, to 
 students of the Faculty of Arts. That forty-eight scholarships, of the 
 value of 24/. each, shall be awarded, at the commencement of the 
 session 1850-51, to students of the Faculty of Arts. 
 
174 MIXED EDUCATION IN IRELAND. 
 
 could have shown itself more thoroughly unfavour- 
 able. Yet Sir Eobert Kane says that 'the rate of 
 increase ' has been i very considerable ! ' 
 
 Next, applying the same test to Queen's College, 
 Galway, the same result follows. Nobody could be 
 got to go to Queen's College, Galway, either, with- 
 out being c in a manner paid.' As Professor Melville 
 felt himself bound in conscience to tell the Com- 
 missioners, '/ must honestly state that if we had 
 no scholarships and no exhibitions, we might as well 
 shut our doors. 1 President Berwick fully bears out 
 this view of affairs. The students have decreased 
 in number, he says, since the first session of the 
 college, following upon a decrease in the number 
 of scholarships, and there is no competition for 
 scholarships. I quote his examination. 
 
 Sir T. N. Redington. It would appear from a return 
 in your Eeport for 1856, of the number of students 
 attending the lectures of each Professor each year, 
 since the opening of the College, that there is a consider- 
 able diminution in the number of students attending the 
 Greek and Latin classes, as well as Mathematics, English, 
 and Modern Languages, as compared with the year 
 1849-50 ? 
 
 Witness. The first year there was a large number of 
 scholarships given in the Faculty of Arts, which increased 
 the attendance very much, i THINK THAT WAS THE CAUSE 
 OP IT. 
 
c SOMETIMES TWO OH THKEE CANDIDATES.' 175 
 
 I think so too, and so I dare say will everybody 
 else. It is very hard to disagree with President 
 Berwick when he speaks out so plainly as this. 
 Even when what may be called the presidential 
 habit of taking mental distinctions and otherwise 
 transforming facts by occult and forbidden means 
 is strongest upon him, as in the following extract 
 from his evidence upon the subject of competition 
 for scholarships, we are seldom left without a 
 tolerably broad inkling of how matters stand. 
 Absence of competition ought to mean absence of 
 numbers, and the President's nervous endeavour 
 to prevent this obvious inference hardly militates 
 against it for an instant. 
 
 Mr. Gibson. What competition is there for the 
 scholarships, and the senior scholarships particularly ? 
 
 Witness. The competition, as regards numbers, is not 
 very great. The best man is generally known ; but 
 
 THEEE ARE SOMETIMES TWO OR THREE CANDIDATES ! ! 
 
 Of course the President's 'best man' for each 
 scholarship must have been 'generally known,' 
 when there was generally only one man for each 
 scholarship and when sometimes there were more 
 scholarships than the total number of men. I 
 give the exact statistics upon the number of Arts 
 students and the number of Arts scholarships in 
 
176 MIXED EDUCATION IN IRELAND. 
 
 each session from the foundation of Queen's Col- 
 lege, Galway, to the issue of the Queen's Colleges 
 Commission. 
 
 And be it remembered that these statistics take 
 no account of the number of exhibitions which were 
 annually distributable, in addition to the scholar- 
 ships, whenever the statutory number of scholarships 
 fell something below the number of students to be 
 subsidized. In the precise phrase of the College 
 Regulations, 4 The College is empowered to award 
 exhibitions, varying in value from 101. to 18/., at 
 the same examinations as the scholarships and to 
 be held upon the same terms.' The senior exhi- 
 bitions, I may state, range frequently as high as 
 25/. As for the 'terms' upon which the Council 
 are prepared to grant exhibitions, I do not think I 
 am far wrong in saying that there is a senior ex- 
 hibition to correspond to every senior scholarship, 
 and that there are two junior exhibitions to every 
 five junior scholarships that is, as I have said, if 
 there happen to be more students than scholarships. 
 Thus, for instance, when I was an undergraduate 
 in the c Literary Division of the Faculty of Arts,' 
 the whole class amounted to seven, of whom five 
 were scholars, and the remaining two of course 
 were exhibitioners. I shall be happy to give 
 
GOOD TIMES. 177 
 
 exact statistics upon the general subject of exhi- 
 bitions whenever the University thinks well of 
 furnishing me with data. Until that improbable 
 event, I must confine myself more particularly to 
 what stands recorded about the scholarships alone. 
 What stands recorded is something astonishing. 
 In 184950, there were fifty-nine students and 
 forty-three scholarships. In 1850-51, fifty stu- 
 dents and forty-eight scholarships. In 1851-52, 
 forty students and forty-five scholarships.* In. 
 1852-53, thirty-nine students and thirty-seven 
 scholarships. In 1853-54, forty-one students and 
 thirty -seven scholarships. In 1854-55, forty -two 
 students and thirty-seven scholarships. In 1855 
 56, forty-one students and thirty-seven scholar- 
 ships. In 1856-57, forty- two students and thirty- 
 seven scholarships. IN 1857-58, THIRTY-SIX STU- 
 DENTS AND THIRTY-SEVEN SCHOLARSHIPS! 
 
 And now let it not be said that the good times 
 we used to read of in the story-books have de- 
 parted, when rosy-cheeked apples gave themselves 
 away at all corners for no pence to happy little 
 boys, and the nicest of little pigs, ready roasted, 
 
 * In my note on the evidence of Professor Harkness, at a previous 
 page of this chapter, I ought to have mentioned, that in the Letters 
 Patent, this session 1851-52 was also exceptionally blest in the 
 mutler of ' inducements.' 
 
 N 
 
178 MIXED EDUCATION IN IRELAND. 
 
 ran about the streets with a knife and fork stuck 
 in their crackling, crying out i Who'll eat me, 
 who'll eat me ! ' 
 
 It is sad to relate that an act of inconsiderate- 
 ness, on the part of those from whom better things 
 were expected, came near imperilling this blissful 
 condition of affairs. 
 
 4 On comparing, 7 the Royal Commissioners re- 
 ported, i the number of scholarships which have been 
 founded in the Faculty of Arts toith the number of 
 students attending in the same Faculty in the Colleges, 
 we are of opinion that it is desirable to diminish their 
 number :' The diminution they recommended was 
 enough to strike pale horror and dismay through- 
 out the length and breadth of the Mixed system. 
 Instead of thirty -seven scholarships in each Col- 
 lege, for the future there were to be only twenty- 
 two. Such was the decree, and Professors and 
 Presidents stood aghast at the unexpected calam- 
 ity. Was this to be the result of so many 
 tender confidences ? Was it for this that so much 
 trouble had been taken to explain how pounds 
 sterling paid down on the nail could hardly secure 
 a corresponding attendance of students? It was 
 but small consolation to the afflicted bosoms of the 
 University Body, that as a sort of makeweight the 
 
THE UNLUCKY PROPOSAL REJECTED. 179 
 
 Commissioners proposed that the monies accruing 
 from the abolished places should be laid out in 
 increasing the value of those that were to be re- 
 tained. That was a makeweight by which none 
 but the individual recipients of the increased scho- 
 larships could be expected to benefit. Meantime 
 the attendance on the Colleges that inestimable 
 attendance was to be cut down exactly as the 
 number of disposable places was cut down. Still 
 fewer students than ever at a higher figure than 
 ever, this was the only meaning that could be 
 attached to the inauspicious recommendation. 
 
 There were no two ways out of the difficulty. 
 The unlucky proposal must be rejected at ah 1 
 hazards. Fortunately there could be small hazard 
 in rejecting any proposal of the Royal Commis- 
 sioners. Though the Marquis of Kildare, Sir 
 Thomas Eedington, and the rest of them might 
 commit what might seem acts of thoughtlessness 
 now and then, still they were by far too thoroughly 
 good fellows at bottom to take seriously amiss any- 
 thing the Queen's University might have a necessity 
 for insisting upon. Since 1858, accordingly, pre- 
 cisely as before, the Queen's Colleges have con- 
 tinued to distribute their thirty-seven scholarships 
 a-piece, at least whenever they had students amongst 
 
 N 2 
 
180 MIXED EDUCATION IN IRELAND. 
 
 whom to distribute them. They have even, since 
 1858, been sending round the hat for subsidiary 
 benefactions, and the Peel Exhibitions, to the 
 amount of 435/. annually throughout the Colleges, 
 have latterly been added to all the other hundreds 
 and thousands of pounds in default of which those 
 curious institutions ' might as well shut their 
 doors.'* 
 
 In spite of old scholarships and new exhibitions, 
 the Queen's Colleges are still as deserted as they 
 were in 1858. 
 
 To come to particulars, I can testify from my 
 own experience that in Queen's College, Galway, 
 an Arts student, neither Exhibitioner nor Scholar, 
 has been always almost as rare a bird as a black 
 swan or a dodo. I am certain I can count upon 
 the fingers of one hand all the unpaid Artsmen 
 whom I ever met during an experience of seven 
 sessions. Indeed, the utter difficulty of lighting 
 upon anything like an Arts student who had not 
 some snug berth or other cut out for him, has been 
 
 * Within the past year, another scholarship, in Sanskrit (!), lias 
 been founded in Queen's College, Galway, by Dr. Geisler, the Pro- 
 fessor of Modern Languages. The l examination ' took place a few 
 weeks since. There was the usual alarming amount of ' competition,' 
 one candidate for the one place. It only remains to state that what 
 President Berwick would call 'the best man ' got the scholarship. 
 
NONE BUT HONOUR MEN. 181 
 
 a standing jest in the College as long as I can 
 remember. When, for instance, there was any 
 request to be made to the Council about a gymna- 
 sium, a ball court, a cricket ground, or the like, and 
 the entire Faculty had subscribed their names to the 
 petition, 4 the Council will never think of refusing 
 us,' it used to be said, 4 when they see that none 
 but Honour men have signed.' During this pre- 
 sent session of U 69-70 I am given to understand 
 there are not even enough of students to take the 
 scholarships. As for the exhibitions, I believe a 
 dozen of them are lying vacant. 
 
 The last published Report, the most amusing 
 Report, of the President of Galway College goes a 
 long way to confirm the evidence of my own ears 
 and eyes, and, what is best of all, goes this long 
 way in spite of itself. In the first place, the very 
 judicious President jumbles up as carefully as pos- 
 sible the University students with the Professional 
 students, a deplorable necessity which speaks 
 volumes for the paucity of the former. The ut- 
 most that can be got out of him is a Return of the 
 Number of Students attending the Lectures, not of 
 each Faculty, but of each Professor. By this con- 
 trivance, each student is counted as many times over 
 as he attends Professors. How many Professors 
 
182 MIXED EDUCATION IN IRELAND. 
 
 each student attends it is impossible, especially in 
 the Faculty of Arts, to arrive at. What is called 
 the Arts curriculum possesses such little uniformity, 
 there are so few common subjects of study among the 
 Arts students, that no calculations based upon the 
 numbers attending the different classes can be any 
 certain index to the total numbers comprehended in 
 the Faculty. In the first year alone is there even 
 nominal uniformity of study. The very pretence 
 of general education stops with the second year. 
 During the third year all is confusion. It is only 
 necessary to attend four classes, and there are 
 some half-score Professors to choose amongst. The 
 combinations are accordingly quite endless. The 
 Higher Mathematics would never resolve the 
 maze of ambiguities which astute President 
 Berwick has year after year constructed by way 
 of informing the public of the condition of the 
 Faculty of Arts. With all my intimate informa- 
 tion upon the real posture of affairs, I cannot be 
 the CEdipus to this Sphinx. The utmost I can 
 do with the data behind which the President has 
 ensconced his c University,' is to compare together, 
 as between different years, the returns of some 
 classes as nearly as possible peculiar to the Faculty 
 of Arts. The years I shall take will be the year 
 
THE PRESIDENT S LEGERDEMAIN. 
 
 183 
 
 the College opened, the year of the Royal Com- 
 mission, and the last year upon which the Presi- 
 dent gives class returns at all. The classes will 
 be Greek, Latin, Mathematics, and English. In 
 spite of the President's legerdemain, the compari- 
 son will show that Queen's College, Gal way, is 
 pretty nearly as much below its opening session as 
 ever. 
 
 Session 
 
 Total Students 
 in Greek 
 
 Total Students 
 in Latin 
 
 Total Students 
 in 
 Mathematics 
 
 Total Students 
 in English 
 
 1849-50 
 
 50 
 
 50 
 
 54 
 
 47 
 
 1857-58 
 
 21 
 
 21 
 
 34 
 
 20 
 
 1867-68 
 
 25 
 
 23 
 
 27 
 
 22 
 
 The President has not given even class returns 
 for 1868-69, although his report was issued at the 
 end of 1868-69. 
 
 President Berwick has one wonderful method of 
 making ends meet. It is difficult to help admiring 
 his fertility of resource. It may be doubted, in 
 fact, whether the only result of the total failure 
 of Queen's College, Galway, has not been, thanks 
 to his skilful promptitude under the most trying 
 circumstances, to spread abroad a very general 
 belief of its complete success. At least, this ought 
 to be the effect of the peculiar arithmetic by 
 
184 MIXED EDUCATION IN IRELAND. 
 
 which year after year the total number of stu- 
 dents who have attended lectures in Queen's Col- 
 lege, Galway, has been made to appear, except 
 upon very close inspection, treble the true total. 
 President Berwick, not satisfied with giving the 
 separate totals of students attending his College in 
 each separate session from its opening, ACTUALLY 
 
 ADDS UP ALL THESE SEPARATE TOTALS, by Way of 
 
 giving the total number of students upon the whole 
 period ! President Berwick ought to think this a 
 masterpiece of strategy. It was allowable, he per- 
 ceived, to give the separate totals for each separate 
 session, though, since each student remains at 
 College three sessions on an average, he might 
 warn us that in each sessional total there are 
 included very many students from the preceding 
 session, and many students from the session before 
 the preceding. Did this give him his hint to go a 
 step farther? He appears to have resolved to see 
 how far the allowable might be improved upon. 
 Accordingly, he adds up all the counted and re- 
 counted students of the different sessional totals, 
 and presents the result to the public as the fair 
 and true total, down to the present day. This 
 simply means that, on an average, the President 
 counts every student who has entered the College, 
 from its opening, over and over as many times as 
 
ASTONISHING STATISTICS. 
 
 185 
 
 the student has attended sessions. Thus, for in- 
 stance, as between Arts and Law I have attended 
 seven collegiate sessions, I find myself, in con- 
 sequence, quite unconsciously elevated to the 
 dignity of Seven Gentlemen at Once in President 
 Berwick's astonishing statistics. I shall literally 
 extract the piece of addition I allude to. The 
 reader will be judge of the probable reason of 
 this ambiguous proceeding. I hesitate to intimate 
 my own very strong opinion. 
 
 'Numbers of Students attending Lectures in Queen's 
 College, Galway, in each Session from its opening. 9 
 
 Session 
 
 Matriculated 
 Students 
 
 Non- 
 Matriculated 
 Students 
 
 Total 
 
 1849-50 
 
 64 
 
 4 
 
 68 
 
 1850-51 
 
 60 
 
 3 
 
 63 
 
 1851-52 
 
 68 
 
 5 
 
 73 
 
 1852-53 
 
 73 
 
 2 
 
 75 
 
 1853-54 
 
 76 
 
 5 
 
 81 
 
 1854-55 
 
 69 
 
 16 
 
 85 
 
 1855-56 
 
 78 
 
 9 
 
 87 
 
 3856-57 
 
 88 
 
 8 
 
 96 
 
 1857-58 
 
 92 
 
 8 
 
 100 
 
 1858-59 
 
 113 
 
 9 
 
 122 
 
 1859-60 
 
 111 
 
 7 
 
 118 
 
 1860-61 
 
 141 
 
 3 
 
 144 
 
 1861-62 
 
 148 
 
 5 
 
 153 
 
 1862-63 
 
 161 
 
 4 
 
 165 
 
 1863-64 
 
 160 
 
 5 
 
 165 
 
 1864-65 
 
 157 
 
 12 
 
 169 
 
 1865-66 
 
 139 
 
 5 
 
 144 
 
 1866-67 
 
 133 
 
 2 
 
 135 
 
 1867-68 
 
 124 
 
 3 
 
 127 
 
 1868-69 
 
 141 
 
 5 
 
 129 
 
 Total . 
 
 2,199 
 
 120 
 
 2,319 
 
186 MIXED EDUCATION IN IRELAND. 
 
 What can have induced President Berwick to 
 exhibit such a total as this? Did he intend that 
 people should understand it, that the two Houses 
 of the Legislature to whom his reports are annu- 
 ally presented should understand it, or did he not? 
 Is it possible that he did not? And was he not 
 fully aware that, instead of 2319 students, only 
 some 952 students in all have in reality attended 
 lectures in Queen's College, Galway, since its 
 opening ? 
 
 It certainly requires some calling of attention, 
 some reflection, to remember that there cannot 
 possibly have been many more students attending 
 the College than entered it. Did President 
 Berwick trust to the generality of people, in the 
 absence of anything to call their attention, not 
 making that reflection ? That President Berwick's 
 account of students attending should, without a 
 word of explanation, without a word of elucidation, 
 nearly treble the amount of students entering, is 
 indeed very difficult to understand. 
 
 I am content that his own statistics of entrances 
 should be his refutation. 
 
CONTRADICTORY TOTALS. 
 
 'Numbers of Students who have entered the Queen's College, 
 Galway, in each year from its opening. 9 
 
 Session 
 
 Matriculated 
 Students 
 
 Non- 
 Matri ciliated 
 Students 
 
 Total 
 
 1849-50 
 
 64 
 
 4 
 
 68 
 
 1850-51 
 
 23 
 
 3 
 
 26 
 
 1851-52 
 
 31 
 
 5 
 
 36 
 
 1852-53 
 
 21 
 
 2 
 
 23 
 
 1853-54 
 
 25 
 
 5 
 
 30 
 
 1854^55 
 
 26 
 
 15 
 
 41 
 
 1855-56 
 
 32 
 
 7 
 
 39 
 
 1856-57 
 
 35 
 
 8 
 
 43 
 
 1857-58 
 
 36 
 
 7 
 
 43 
 
 1858-59 
 
 44 
 
 4 
 
 48 
 
 1859-60 
 
 35 
 
 5 
 
 40 
 
 1860-61 
 
 59 
 
 1 
 
 60 
 
 1861-62 
 
 59 
 
 3 
 
 62 
 
 1862-63 
 
 60 
 
 4 
 
 64 
 
 1863-64 
 
 54 
 
 5 
 
 59 
 
 1864-65 
 
 58 
 
 12 
 
 70 
 
 1865-66 
 
 46 
 
 3 
 
 49 
 
 1866-67 
 
 42 
 
 2 
 
 44 
 
 1867-68 
 
 44 
 
 3 
 
 47 
 
 1868-69 
 
 56 
 
 4 
 
 60 
 
 Total 
 
 850 
 
 102 952 
 
 Let tlie reader essay to reconcile these two 
 statements : 
 
 Total number of students entering 
 Total number of students attending 
 
 952 
 2319 (!) 
 
 The late Mr. Malthus never contemplated the 
 increase of population upon such a scale as this. 
 It is to be hoped that in his next report the 
 
188 MIXED EDUCATION IN IRELAND. 
 
 President will be so good as to point out that 
 2319 means nothing more in reality than 952, 
 that the apparent exaggeration was only intended 
 to illustrate some ingenious uses of simple ad- 
 dition, or to give a fulness and finish to the 
 returns, or to subserve some other innocent and 
 ornamental purpose. Perhaps he had better 
 give up altogether trying any experiments of this 
 nature, and be content to drop 'total 2319 ' out of 
 sight as quickly as ever he can. It will never do, 
 President Berwick will himself admit, even in 
 order to conceal the breakdown of Mixed Edu- 
 cation, to continue to run the risk of being most 
 gravely suspected of knowing very well what he 
 was about when he made his unprecedented 
 calculations. 
 
 But even when the reader has got to the bottom 
 of ' total 23 19/ he must not venture to think that 
 he has got to the bottom of President Berwick's 
 accounts. Such a supposition would be an insult 
 to this arithmetical President. Even 'total 952' 
 is no clue to how matters stand in the College. 
 President Berwick takes care that all sorts and 
 sizes of schools and faculties, Medicine, Law, Arts, 
 Agriculture, Engineering, should contribute their 
 quota to make up the collection. In entrance 
 
WHAT PRESIDENT BERWICK NEVER GIVES. 189 
 
 returns, as in attendance returns and in class 
 returns, it is simply impossible to get out of Presi- 
 dent Berwick the number of students in the Faculty 
 of Arts. It is no use looking to him for any infor- 
 mation about it. He will not see any distinction 
 whatever between the Professional Schools and 
 the University proper. This systematic sup- 
 pression upon every occasion of the important 
 fact in relation to Mixed Education cannot have 
 been accidental. I am greatly afraid that the 
 series of reports annually addressed c to the 
 Queen's Most Excellent Majesty ' by the President 
 of Queen's College, Galway, must be pronounced 
 eminently unsatisfactory. WHY DOES PRESIDENT 
 BERWICK NEVER GIVE THE NUMBER or STUDENTS 
 IN THE FACULTY OF ARTS ? 
 
 It is time to speak of Cork and Belfast 
 Colleges. And first with regard to Queen's Col- 
 lege, Cork. Queen's Collegism would appear to 
 be pretty nearly in as bad a condition by the 
 banks of the Lee as it is possible to conceive. 
 I learn this from the last published report of the 
 Cork President. According to Sir Robert Kane, 
 the total number of students attending Cork Col- 
 lege during the year ending March 31 last, was 244. 
 Of these for Sir Robert Kane does not condc- 
 
190 MIXED EDUCATION IN IRELAND. 
 
 scend to the numerical tricks we have just noted 
 10 attended in the Faculty of Law, 34 in the 
 Faculty of Engineering, 156 in the Faculty of 
 Medicine, and only 44 in the University proper* 
 Thus, out of a total of 244 students of all kinds, 
 little more than one-sixth have anything more than 
 a merely nominal connexion with Mixed Education 
 To all intents and purposes Cork College is a mere 
 professional training school. Considering that it is 
 situated in the chief town of the wealthy and 
 populous province of Munster, its failure to be 
 anything better is still more decisive, if possible, 
 against the mixed system than even the cor- 
 responding failure in Galway. As for the 44 
 students in the University proper, the statutory 
 number of scholarships and exhibitions at the 
 disposal of Cork College is quite sufficient to 
 account for this trifling attendance. This failure 
 is terrible. It is overwhelming. And no one, 
 surely, can feel it more keenly than Sir Robert 
 Kane. It was Sir Robert Kane, the reader will 
 remember, who laid down that ' the opinion enter- 
 
 * One Engineering, two Law, and five Medical students also took 
 out some classes in the Faculty of Arts. The very limited nature of 
 their Arts studies does not allow me, however, to reckon them as Arts 
 students. 
 
BELFAST NOT A MIXED COLLEGE. 191 
 
 tained by the public as to our system of education is 
 to be tested by the number of persons who avail them- 
 selves of that system without being paid for itJ It 
 is to be hoped, now that he can no longer plead 
 ignorance of what that opinion is, that he will at 
 length learn to act in conformity with it. 
 
 In Belfast College alone does the number of 
 University students seem to have exceeded the 
 number that can be fully accounted for by the 
 scholarships and exhibitions. On an average, 
 over the twenty years since the opening of the 
 College, the proportion of students to scholarships 
 has been as high as three and four to one. How- 
 ever, for one very simple reason, I can hardly 
 venture to count this comparative success to the 
 credit of the mixed system. QUEEN'S COLLEGE, 
 BELFAST, is NOT A MIXED COLLEGE, IT is A 
 PURELY PROTESTANT COLLEGE, ONLY MORE CAL- 
 VINISTIC THAN ANYTHING ELSE. Not only are its 
 professors in order, I presume,* to justify the 
 
 * * Whereas one of our ministers, in whose capacity and paternal 
 care we have entire confidence, has been appointed Dean of Resi- 
 dences, and whereas the qualifications and character of the persons 
 appointed in Queen's College, Belfast, for those classes which the students 
 of this Church have been hitherto required to attend, are such as to justify 
 this Assembly in accepting certificates and degrees from that College, WE 
 
 NOW PERMIT OUR STUDENTS TO ATTEND THE CLASSES IN THE QUEEN'S 
 
 COLLEGE, BELFAST.' From Resolution of General Assembly, 1849. 
 It is this permission of the General Assembly that has alone to be 
 
192 MIXED EDUCATION IN IRELAND. 
 
 General Assembly in accepting their certificates- 
 Protestant to a man, but its students are Protestant 
 also. To quote from the last published report of the 
 Belfast President, there were no more than sixteen 
 Catholics attending in all the 4 Faculties ' during 
 the session 1867-68. During the same session the 
 number of Protestants of various denominations 
 was no less than 374! If I go back to the time 
 of the Queen's Colleges Commission, I find that 
 up to 1858, the total number of Catholics entering 
 Belfast College was 27, out of a total of 452 en- 
 
 thanked for the comparative numerical success of the Faculty of Arts 
 in Queen's College, Belfast, the majority of Arts students in that 
 College having always been Presbyterian Divinity students qualifying 
 themselves for their profession. An extract from the evidence of one 
 of the Arts Professors at Belfast, Charles MacDouall, A.M., Professor 
 of Greek, a witness before the Queen's Colleges Commission, explains 
 this very clearly : 
 
 ' Mr. Price. Do you find that the bulk of your class are gentlemen 
 who are going on to Presbyterian Orders ? Professor MacDouall. 
 Yes; not exactly that they have made up their minds to that, but they 
 have it in contemplation. . . . Very generally they have that object 
 in view.' 
 
 la fact, Queen's College, Belfast, is the Trinity College of Presby- 
 terianism. Without the Divinity students it would be the most com- 
 plete numerical failure. With them, it is only an educational failure, 
 the mass of the Presbyterian Divinity students being everything the 
 matriculation practices would lead the reader to expect. It is cer- 
 tainly unfortunate, when only thirty years ago Sir William Hamilton 
 had to describe the churchmen of the Scottish Kirk as the 'least 
 learned' national clergy in the world, that the Irish branch of that 
 kirk should have had for the past twenty years no better mound of 
 improving their condition than the Queen's University in Ireland. 
 
UTTERLY REPUDIATED BY THE CATHOLICS. 193 
 
 trances of all denominations ! Remembering that 
 the entire Protestant population of Ulster, of every 
 shade and colour of religious dissent, amounts to 
 less than half the total population of that province, 
 these figures must summarily dispose of every 
 pretence to exhibit Belfast College in any other 
 light than as an uncatholic teaching institution, 
 utterly repudiated by the Catholics, that is, by the 
 majority of the people of the North.* 
 
 * While upon the subject of religious statistics, I may briefly 
 remark that even in Cork College, wher it might be supposed 
 Catholics would surely predominate, they are on the contrary in a 
 decided minority. In 1867-68, for instance, the Catholic students of 
 every description were but 111 in a total of 247 j in 1868-69, they 
 were but 97 in a total of 244. Sir Eobert Kane gives no data for 
 any other years, nor for the University proper by itself. As a matter 
 of course, where there are only 44 Arts students altogether, the 
 number of Catholics who, anything more than nominally, accept a 
 Mixed Education must be very small indeed. 
 
 In Galway College, on the other hand, thanks to the mathematical 
 genius of its President, the gratifying total of 1,195 Catholics is pre- 
 sented as having attended from 1849-50 to 1868-69. This total, 
 indeed, like nearly every total of every president and every total of 
 President Berwick, does not set out the number of merely professional 
 students. Still it exhibits a measure of success a good many people 
 may be surprised at. It is only on turning to the table of entrances 
 and discovering tjiat but 436 Catholics as much as entered, that we 
 come to understand that ' total 1,195' must be set down in the same 
 category with < total 2,319.' President Berwick has been in fact fol- 
 lowing out his old cleverness. He has been counting and re-counting 
 every Catholic as many times over as the Catholic may have attended 
 sessions. Like theatrical armies, the collegians of Mr. Manager Ber- 
 wick keep going oft" the stage and coming on again as long as ever it 
 may be deemed necessary in order to convey the desirable impression 
 as to 'the whole strength of the company.' 
 
 O 
 
194 MIXED EDUCATION IN IRELAND. 
 
 Even if I count the comparative success of 
 this exclusively sectarian establishment as a suc- 
 cess of unsectarianism which, it will be admitted, 
 is carrying indulgence pretty nearly to its widest 
 latitude, still this does not make up for the 
 comprehensive and complete breakdown of the 
 Queen's University generally. Even including 
 Belfast, the total number of students in the whole 
 University, who have taken out the brief Arts 
 curriculum of three years, is still in the most 
 comical disproportion to the number of scholarships 
 alone. 
 
 I SAY NOTHING OF THE SWARMS OF EXHIBITIONS. 
 
 These may be allowed to stand over to the credit 
 of such students as have not even taken out the 
 trifling curriculum of the University proper, but 
 who merely dropped in on the Faculty of Arts for 
 a year or so, and then went off to some profession 
 or other. 
 
 I have carefully counted the total number of 
 Arts graduates set down in the University lists. 
 I had considerable pains in doing so. The same 
 strategical confusion which the reader has seen 
 pervading presidential reports, pervades the gene- 
 ral calendar of the University. There is no sepa- 
 ration of the members of the University proper 
 
LESS THAN 700 ARTS GRADUATES. 195 
 
 and the members of the Professional Schools. And 
 students in Law, and students in Engineering, and 
 students in Arts, arid students in Medicine, and 
 students in Agriculture are all so jumbled up 
 together, according to the 'mixed system * in 
 vogue, that one has patiently to go down page 
 after page in order to pick out here and there 
 a scattered two or three, or half-dozen, of the 
 special sort required. By the time I had finished 
 my troublesome search, I had fully recognised the 
 sound common sense we shall say nothing of any 
 other quality which had prompted the repetition 
 upon a wider stage of President Berwick's ma- 
 noeuvres. Among some 4,000 students of all kinds 
 of catlings and professions, less than 700 Arts 
 graduates could be detected I This was all that the 
 Queen's University had to show, after twenty 
 years' monopoly of a kingdom's education. Seven 
 hundred Arts graduates after twenty years = an 
 average of thirty-five Arts graduates in the whole 
 University annually = an annual average of less 
 than a dozen in each of the three colleges of the 
 University. It is impossible to speak with suffi- 
 cient respect of such a conspicuous attestation of 
 popular support. 
 
 I shall next briefly recapitulate the enormous 
 
 o 2 
 
196 MIXED EDUCATION IN IRELAND. 
 
 amount that has been expended in direct payment 
 of students since the foundation of the colleges. 
 I shall first deal with the junior scholarships, 
 those tenable by undergraduates. I shall treat of 
 them in their chronological divisions. 
 
 (1) During the session 1849-50 there were 
 forty-three junior scholarships, of the value of 30/. 
 each, in .each of the colleges =129 scholarships, 
 of the aggregate value of 3,870/., in the whole 
 University. 
 
 (2) During the session 1850-51 there were 
 forty-eight junior scholarships, of the value of 24/. 
 each, in each of the colleges =144 scholarships, 
 of the aggregate value of 3,456/., in the whole 
 University. 
 
 (3) During the session 1851-52 there were 
 forty-five junior scholarships, of the value of 24Z. 
 each, in each of the colleges =135 junior scholar- 
 ships, of the aggregate value of 3,240/., in the 
 whole University. 
 
 (4) During each of -the seventeen sessions from 
 1851-52 to 1868-69 there were thirty junior 
 scholarships, of the value of 24Z. each, in each of the 
 colleges = ninety junior scholarships, of the aggre- 
 gate value of 2,16 O/., in the whole University annu- 
 ally = 1,530 junior scholarships, of the aggregate 
 
A HANDSOME LITTLE DIVIDEND. 
 
 197 
 
 value of 36,720^., in the whole University, for 
 the whole seventeen sessions since 1851-52. 
 
 And now to tabulate all these formidable items 
 and add up concisely : 
 
 Session 
 
 .Junior 
 Scholarships 
 
 Aggregate 
 Money Value 
 
 1849-50 
 1850-51 
 1851-52 
 1851-52 to 1868-69 
 
 129 
 144 
 135 
 1,530 
 
 
 3,870 
 3,456 
 3,240 
 36,720 
 
 Total 
 
 1,938 
 
 47,286 
 
 It only remains to divide the Forty-seven Thou- 
 sand Two Hundred and Eighty -six POUNDS among 
 the Seven Hundred GRADUATES. Now, 47,286/. 
 amoug 700 individuals, gives exactly, not minding 
 infinitesimal fractions, the extremely handsome 
 little dividend of 67/. 11s., or two junior scholar- 
 ships of the value of 24/. each, and a bonus of 
 19/. lls. over, to each man. Happy, happy, happy 
 Mixed Educationists ! Shall I ever be forgiven for 
 interfering with the dispensation of so much ster- 
 ling benefaction ? 
 
 But I must now add what I have omitted in 
 the above calculation- an account of the senior 
 scholarships in Arts, those tenable by graduates. 
 It is high time to speak of them. The scholar- 
 
198 MIXED EDUCATION IN IRELAND. 
 
 ships to graduates commenced to be payable after 
 1851-52, that is, as soon as there were graduates 
 to pay. During each of the seventeen sessions 
 since 1851-52 there have been distributed seven 
 senior scholarships, of the value of 40. each, in 
 each of the colleges = twenty-one senior scholar- 
 ships, of the value of 840Z., in the whole Univer- 
 sity annually =35 7 senior scholarships, of the 
 aggregate value of 14,280/., in the whole Uni- 
 versity, for the whole seventeen sessions since 
 1851-52. 
 
 There are besides prizes, both University and 
 Collegiate, to be taken into account, as well as 
 Peel Exhibitions. 
 
 The Collegiate Prizes are distributed after the 
 sessional examinations, to the aggregate value of 
 100/. in each of the colleges annually = an aggre- 
 gate of 6,000^. in the three colleges for the whole 
 twenty sessions since 1849-50. The University 
 Prizes are distributed after the Degree Examina- 
 tions in Dublin Castle, and are usually conveyed 
 to the c honoured ' recipient by the distinguished 
 medium of the viceregal fingers. This c valuable 
 consideration,' however, can have no effect upon 
 our matter of fact, practical, cash returns. In 
 round numbers the University Prizes amount to 
 

 THE TOTAL EXPENSE NOT STATED EVEN YET. 199 
 
 300/. annually = an aggregate of 5,100/. for the 
 whole seventeen sessions since 185152, when 
 Degree Examinations began. The first Peel Ex- 
 hibitions were distributed in 1861-62. Their 
 annual aggregate value is 435/. = a total aggregate 
 value of 3,480/,, during the whole eight sessions 
 since 1861-62. 
 
 Nor, of course, have I even yet stated the total 
 expense incurred in the c Mixed Education ' of 
 my seven hundred. Besides direct payments into 
 the pockets of Arts students, there must be some- 
 thing else to be considered. There must be Arts 
 professors for Arts students ten in each college = 
 thirty in the whole University. The salary of 
 each professor is on an average 300Z. : 3001. a piece 
 annually to thirty professors is something exces- 
 sively like an aggregate of 9,000. annually. And 
 9,000/ annually over twenty years is necessarily 
 not a farthing less than 180,000/. 
 
 This is the place for a final act of simple ad- 
 dition, or I had better draw up a final table of 
 means employed and results obtained. The thou- 
 sands and thousands of pounds will be the means 
 employed. The seven hundred graduates may 
 they live in story ! will be the results obtained. 
 
200 MIXED EDUCATION IN IRELAND. 
 
 Means Employed during Twenty Years. 
 
 
 
 Junior scholarships 47,286 
 
 Senior scholarships 14,280 
 
 Collegiate Prizes 6,000 
 
 University Prizes 5,100 
 
 Peel Exhibitions 3,480 
 
 Payment of Professors 180,000 
 
 Total 256,146 
 
 Results Obtained during Twenty Years. 
 Graduates 700 !!! 
 
 Dividing finally the POUNDS among the GRA- 
 DUATES, 256, 146/. divided among 700 individuals, 
 gives a dividend of 365. 185. per man ! Every 
 Queen's University graduate costs the country as 
 many pounds as there are days in the year, with a 
 handsome balance to be carried over for leap years ! 
 
 Were I to add to my grand total the sums, 4 not 
 exceeding the sum of One Hundred Thousand 
 Pounds in the whole,' paid out of the Consolidated 
 Fund c for purchasing or providing lands, tene- 
 ments, and hereditaments, for the use of the 
 Colleges, called the Queen's Colleges in Ireland, 
 and for the necessary buildings, with the appur- 
 tenances thereof, and for establishing and furnish- 
 ing the same,' it would appear that every Queen's 
 University graduate has cost the country a good 
 deal more. 
 
WHAT WILL THE TAXPAYEKS SAY ? 201 
 
 It must be admitted upon all hands, that though 
 the Right Honourable the Chancellor of the Ex- 
 chequer has never a shilling to throw away upon 
 such inconsiderable matters as Irish railways, Irish 
 breakwaters, and similar trifles of merely national 
 necessity, that Imperial functionary has at any 
 rate been most unexceptionably liberal to Pro- 
 fessor Thompson's Alpha- Beta classes. That the 
 money has been so well expended, that not a penny 
 ever went to further any wish of priests or people, 
 that it was all laid out on the classes of an un- 
 national and uncatholic institution, that it was all 
 laid out in bolstering up a sham University, in 
 lowering the standard of general education, in ruin- 
 ing the surrounding secondary schools, Protestant 
 as well as Catholic; this, this, must serve to place 
 the policy that has founded and maintained Mixed 
 Education in Ireland among the most character- 
 istic achievements of Imperial Legislation. It is 
 to be feared that the taxpayers of the United 
 Kingdoms, when they learn precisely how much 
 their money has brought them, may come, sadly 
 and soberly, to think that the enemies of Ultra- 
 montanism have made them pay a little too dear 
 4 for their whistle.' * 
 
 * I have not thought it necessary to touch upon the amount of 
 
202 MIXED EDUCATION IN IRELAND. 
 
 attainments requisite for the obtaining of scholarships. Where all 
 the Arts students are paid, and six out of ten of them, as President 
 Berwick says, ought to be rejected instead of admitted, it is very 
 easy to estimate the precise educational value of Queen's College 
 scholarships. The results of the intercollegiate examinations will 
 supply all the remaining information desirable on this head. But 
 a story comes to me about a recent incident which may not be 
 deemed irrelevant. The scene is a class-room in Queen's College, 
 Galway. The actors are the Professor of Latin and the Honour Class 
 of the first year. 
 
 Professor. What Greek author is Sallust considered to have 
 imitated ? 
 
 First scholar looks puzzled and is silent. Second scholar looks 
 puzzled and is silent. Third scholar, who evidently thinks he has 
 hit it Euripides, sir ! ! 
 
203 
 
 CHAPTER III. 
 
 BIFURCATION AND LENIENCY. 
 
 BY admitting candidates who are c unprepared to 
 enter,' who ought to have remained 4 two or three 
 years longer at school,' and by giving them scholar- 
 ships all round, the Queen's University contrives 
 to obtain a certain number a mere handful, it is 
 true of what it calls undergraduates. It remains 
 to be seen how graduates are manufactured out of 
 these curious materials. 
 
 Graduates, the reader will understand, must be 
 manufactured somehow. As that deliberative per- 
 sonage, the President of Queen's College, Belfast, 
 after due c reflection on a subject which will excite 
 great interest both in Parliament and out of 
 Parliament,' explained to the Commissioners : 
 1 Public attention is fixed on our University, and the 
 very fact of having so much publicity given to the 
 annual meetings of the Senate in Dublin Castle, 
 
204 MIXED EDUCATION IN IRELAND. 
 
 renders it very important that we should exhibit a 
 good return as to the number of graduates' 
 
 How to exhibit this good return, this was the 
 difficulty. 
 
 Let me repeat a portion of the examination of 
 President Berwick which the reader has already 
 seen. 
 
 Mr. Price. You conceive the information the students 
 acquire is what may be called smattering ? 
 
 Witness. That is inevitable, because they have to begin 
 with the rudiments, and have got a curriculum which 
 would take, up the whole time of a man who came to college 
 well prepared. 
 
 Compassionate President Berwick thinks it very 
 hard that a University curriculum should require 
 men to come to college well prepared. He evi- 
 dently differs very widely from the views advoca- 
 ted in that passage from the Catholic University 
 Gazette which I have already quoted. He evi- 
 dently thinks it very wrong that ' a man who 
 comes to college ' should be c in a condition to pro jit 
 by the course of study to which, on admission, he will 
 be introduced.' But then the Catholic University 
 Gazette was only an organ of 4 Ultramontane 
 reaction/ while President Berwick felicitates him- 
 self that he is nothing of the kind. 
 
A TERRIBLE PREDICAMENT. 205 
 
 Another brief extract from this President's 
 examination, which the reader has not yet seen, 
 will show the full extent of the difficulty in which 
 their matriculation malpractices had involved the 
 Queen's Colleges. 
 
 Mr. Price. From, the description you have given, 
 is it to be inferred that the majority of students who come 
 here cannot expect the Degree, their education is so far 
 behindhand ? 
 
 Witness. They cannot ! ! 
 
 Here was a terrible predicament. President 
 Henry says, We must have a good number of gra- 
 duates, or what will the public think? President 
 Berwick says, We cannot have a good number of 
 graduates, because we admit our students so unpre- 
 pared. Happily it might be calculated upon that 
 the Queen's Colleges would be equal to the emer- 
 gency. Institutions that could make c total failures ' 
 matriculate, might be counted upon to make them 
 graduate into the bargain. Where there was such 
 a necessity for 4 exhibiting,' it was a foregone 
 conclusion that means would be found to ' exhibit.' 
 For instance, one simple method of dealing with 
 c men ' too far behindhand to be asked to master 
 the whole of a curriculum, would obviously be to 
 ask them only to master a part of it. Where 
 
206 MIXED EDUCATION IN IRELAND. 
 
 the majority of students could not expect a real 
 degree, why not accommodate them with a sham 
 one? The public were safe never to know the 
 difference. How well the sham matriculation had 
 worked, and the public never a bit the wiser. The 
 thing was feasible, it was clear. It was desirable. 
 President Berwick himself confessed ! 
 
 Sir T. N. Redington. Am I to understand that you 
 are favourable to admitting candidates to the Degree of 
 A.B., although they should not have that general educa- 
 tion and information which the present scheme requires ? 
 
 Witness. My opinion is, it would be better to require 
 the student to know thoroughly only one-third of the sub- 
 jects ! ! 
 
 From desire to execution, in such necessitous 
 circumstances, was but a step. In fact, it was but 
 the completion of a step that had been already 
 taken in part. Even while President Berwick was 
 bemoaning in such a low-spirited sort of way the 
 inability of the majority of the students to master 
 the whole of the curriculum, he might have taken 
 courage from the reflection that, as that whole was 
 but a fragment of the curriculum originally con- 
 templated on the establishment of the University, 
 so it wanted but de Vaudace, encore de Vaudace, et 
 toujours de Vaudace, to shiver it down into smaller 
 and smaller pieces as required. 
 
THE TWO PROCESSES. 207 
 
 The original curriculum for the B.A. Degree 
 had contemplated that the student should not only 
 attend lectures on certain subjects during his three 
 years, and pass in these subjects at his sessional 
 examinations, but should answer in the whole of 
 them also at his final examination. The existing 
 curriculum, while requiring the student to attend 
 lectures on the same subjects as before, did not 
 require him to answer in all at his final examination. 
 It trusted to the certificates of the professors, 
 granted at the sessional examination, as the secu- 
 rity for the student's knowledge of nearly one-half 
 of the subjects. We shall find it admitted further 
 on that 'much stress' must not* be laid on these 
 certificates. 
 
 But, easy as the curriculum had been made, 
 President Berwick and the collegiate authorities 
 with him desired that it should be beaten down 
 to yet a third. As a matter of fact, this desirable 
 diminution was already effected as far as the 
 colleges could effect it, by two simple but efficacious 
 processes. 
 
 The one process was open and avowed. Sir 
 Robert Kane, who never minces matters, will 
 describe it in language worthy of the occasion. It 
 is quite a mistake to suppose, he points out, that 
 
208 MIXED EDUCATION IN IRELAND. 
 
 anything like a uniform system of general education 
 was required to be mastered either in Cork College 
 or in Belfast and Galway Colleges. Quite the con- 
 trary was the universal rule. The students were 
 permitted, were paid to educate themselves only 
 partially. I quote from his evidence in reply to 
 Sir Thomas Kedington. 
 
 THERE is RECOGNISED IN THE COLLEGES A BIFUR- 
 CATION BY WHICH A STUDENT MAT PASS EITHER TO THE 
 
 LITERARY SIDE OF THE COURSE, OR TO THE SCIENCE 
 SIDE. A student, for instance, on entering College may go 
 in for Literary scholarship or Science scholarship ; at the 
 end of the First year he may decide whether, in the Second 
 year, he will devote, himself to the study of Languages or 
 the study of Mathematics. Now, I think, it would be 
 OPPRESSIVE on the student, when the subordination of 
 some classes of subjects, in order to concentrate him- 
 self (sic) upon others, is recognised by our Scholarship 
 arrangements and by the curriculum, to require of him 
 to show equal progress in all at the Degree. 
 
 Most oppressive to be sure. The sound common- 
 sense of this appeal is unanswerable. Sir Robert 
 Kane has a way of putting things which may be 
 called inimitable. 
 
 There is a bifurcation recognised in the Colleges, 
 he explains. When, for instance, a student comes 
 to us, as my friend Berwick says, 'knowing no- 
 
thing of 
 
 POSITIVELY OPPRESSIVE. 209 
 
 ling of Classics in fact,' we never think of asking 
 him during the short three years he is with us to 
 make up his Classics. That would be oppressive. 
 It would never do for us to be oppressive. Perhaps 
 the young gentleman knows a little mathematics. 
 He may not. But if he does, it cannot be oppres- 
 sive to give him a scholarship for his mathematics. 
 We do this in the first year. We give him 
 another scholarship in the second year. For ma- 
 thematics, of course. It could not be for any- 
 thing else, as we have held out no inducement to 
 him to mind anything else. There is nothing 
 oppressive in all this. But, after all our exer- 
 tions to see the young Know Nothing over his 
 course as free from all general education as pos- 
 sible, after paying him to neglect subordinate, I 
 mean everything but his mathematics, to ask him 
 to show equal progress in other studies also, in 
 order to get his Degree why, why, why, that 
 would be positively OPPRESSIVE. 
 
 In other words, the Queen's University, instead 
 of feeling itself bound to correct the imperfect 
 information of the pupils whom it lures to its classes 
 years and years before they ought to have been called 
 upon to leave their schoolmaster, unscrupulously 
 applies itself, on the contrary, to confirm them in 
 
 p 
 
210 MIXED EDUCATION IN IRELAND. 
 
 their imperfect condition by all the lavish means 
 the public money places in its hands. It pays 
 them to give up general education. Is it to be 
 wondered at that they have given it up ? 
 
 It is true that the roots of this breaking up of 
 general education in the Faculty of Arts, into a 
 Literary Division and a Science Division, are to 
 be found in the Letters Patent constituting statutes 
 for the Colleges. So far the College authorities may 
 defend themselves by saying, if we are culpable, 
 so were the founders of our institution. I am not 
 going to gainsay that there may be some truth in 
 this defence, if defence it can be called. It seems 
 very undeniable that Peel's Folly was a folly all 
 through. This point may be readily conceded to 
 the Queen's University. The three Colleges are 
 welcome to make what capital they can out of 
 it. But I have this to observe. It is certainly 
 true that when the Colleges were established, the 
 Ultramarine Government of the day committed 
 the blunder of creating the severance of Literary 
 scholarships and Science scholarships, and of 
 making that severance commence to operate from 
 the very first year of undergraduate studies. 
 Surely, though, the Government did not contem- 
 plate its application to the sort of undergraduate 
 

 ONE THING AT LEAST IS CERTAIN. 211 
 
 studies that came to be exclusively patronised by 
 the Queen's Colleges. They surely did not con- 
 template that the undergraduates of the Queen's 
 University would be 'beginners at the rudiments,' 
 c elementary pupils/ c smatterers,' c total failures.' 
 THEY CANNOT HAVE CONTEMPLATED THE SHAM 
 
 MATRICULATION. 
 
 And yet I must acknowledge that one thing at 
 least is certain. The Queen's University has been 
 maintained by as unscrupulous an exercise of force 
 since 1858 as before 1858. Unless, then, we are 
 to suppose that the Commissioners were able to 
 blink facts from their employers as well as from 
 the public, it is very hard to absolve our Imperial 
 Government from consciously enforcing upon the 
 country, by every means in their power, what 
 they must have known was about the worst pos- 
 sible system of education. Besides, people gene- 
 rally are not likely of their own accord to com- 
 mit themselves to an extent certain to be very 
 serious without some guarantee for being what is 
 styled safe. And when the Queen's Colleges Com- 
 mission could pluck up courage, after seeing what 
 they had seen, i to report with unqualified satis- 
 faction of the educational progress of the colleges,' 
 it is at least not an unreasonable suspicion to 
 
 p-2 
 
212 MIXED EDUCATION IX IKELAND. 
 
 surmise that they had got some guarantee for 
 being what is styled safe. But this is a digression. 
 
 The evidence is actually voluminous which goes 
 to show that nothing but the absence of all pre- 
 vious preparation, nothing but the sham matri- 
 culation, had so entirely unfitted the Queen's 
 University undergraduates for mastering more 
 than a portion of the general course. 
 
 Among a number of witnesses upon this head, I 
 shall at present select only two our old acquaint- 
 ance President Berwick for one, and John O'Beirne 
 Crowe, B.A., Professor of Celtic Languages in 
 Queen's College, Gal way, at the time of the 
 Queen's Colleges Commission, for the other. 
 
 In answer to Mr. Gibson, President Berwick 
 had to admit that improved preparation in Classics, 
 Modern Languages, and so forth that ?<$, in the 
 ordinary round of school studies would remove the 
 whole alleged difficulty of mastering the curri- 
 culum. As a matter of course, improved pre- 
 paration involved something like a real matri- 
 culation. This was not the light in which the 
 President wanted to have the question viewed. 
 Accordingly the admissions w r hich the queries of 
 the Commissioner wring out of him are marked 
 by all those monosyllabic characteristics which the 
 
ENOUGH TO STARTLE THE PRESIDENT. 213 
 
 reader has already noticed as an entertaining fea- 
 ture of this witness's answers when he does not 
 half like what he suspects his interrogator is 
 driving at. 
 
 Mr. Gibson. WITH IMPROVED PREPARATION, DO YOU 
 
 NOT THINK, SO FAR AS CLASSICS ARE CONCERNED, the 
 SUBSEQUENT COURSE OF THE STUDENTS WOULD BE VERY 
 MUCH LIGHTENED? 
 
 Witness. IT WOULD. 
 
 Mr. Gibson. And their facility to comprehend with 
 advantage the lectures of the Professors would be con- 
 stantly increased ? 
 
 Witness. Yes. 
 
 Mr. Gibson. The Professor would not require to be 
 what he is now in many cases, a mere schoolmaster, 
 teaching the rudiments instead of teaching the higher 
 principles of criticism and language ? 
 
 Witness. The studies of the First and Second years 
 would be much easier. 
 
 Evidently this last question of Mr. Gibson was 
 enough to startle the President. But more is 
 coming, which President Berwick does not escape 
 by refusing as long as he can to see the point of 
 the question at all. 
 
 Mr. Gibson. I refer particularly to the Classical 
 Professors, whose courses are now heavy and burthen- 
 some, owing to the deficient elementary education of the 
 student in the first instance; but the Modern Languages, 
 
214 MIXED EDUCATION IN IRELAND. 
 
 wliicli also form part of the curriculum, are also burthen- 
 some for the same reason? 
 
 Witness. They enter into the First year ! ! 
 
 As if this was the answer to what he was asked ! 
 It was not even accurate. Modern Languages also 
 entered into the examination at the University. 
 Mr. Gibson, however, was not to be baulked either 
 way. He both makes the President explain 
 himself fully, and, more trying still, answer the 
 original question. 
 
 Mr. Gibson. Do they not also enter into the exami- 
 nation at the University? 
 
 Witness. Yes. 
 
 Mr. Gibson. A system of secondary schools would 
 furnish the student before entering College with facili- 
 ties for acquiring the Modern Languages ; AND THIS 
 
 ALSO WOULD CONTKIBUTE TO BELIEVE THE BURTHEN 
 WHICH HE NOW HAS TO UNDERGO? 
 
 Witness. IT WOULD. 
 
 Mr. Gibson. What is your opinion as to the expe- 
 diency, in order to facilitate the subsequent course of the 
 student, of making Modern Languages part of the 
 Matriculation Examination? 
 
 Witness. I was myself, when we were drawing up 
 the Ordinances,* very anxious that they should be 
 
 * Prior to the opening of the Colleges there was constituted by 
 the Irish Government a Board consisting of the three Presidents and 
 Vice-Presidents of the Queen's Colleges. That Board was termed 
 the Board of Colleges; and the Ordinances drawn up by them, and 
 
MR. BERWICK'S NEW OPINION. 215 
 
 introduced into the Matriculation Examination, but I 
 was overruled. 
 
 So even President Berwick could advocate once 
 upon a time what ought to have been done. It 
 must be said that c overruling * has had a great 
 effect on him. It has thrown him on quite a dif- 
 ferent tack. There was a time, he says, when he 
 was in favour of a still higher matriculation than 
 the Board of Colleges who drew up the Ordinances 
 would admit of. He has come to favour a matri- 
 culation which is to the matriculation he once 
 thought so lightly of pretty much as to 100. 
 He no longer thinks of facilitating the student's 
 comprehension of the general course by requiring 
 him to enter College even as well prepared as the 
 original matriculation provided. He sees a new 
 way out of the difficulty. ' My opinion ' that is, 
 his new opinion c is that it would be better to 
 require the student to know thoroughly only one- 
 third of the subjects ! ' As for attempting any 
 longer the other alternative imparting something 
 like reality to the matriculation examination that 
 project has departed to the place of discarded in- 
 tentions. A nominal matriculation and a one -third 
 
 approved by the Government, regulated both the curricula of Intra- 
 collegiate education and University Examination?. 
 
216 MIXED EDUCATION IN IRELAND. 
 
 curriculum, this was his new specific. President 
 Berwick has certainly veered about with a ven- 
 geance. He has since succeeded in carrying out 
 a one-ninth curriculum. But I am forgetting that, 
 as somebody observed of the Highlandmaii in the 
 very big pair of breeches converts are mostly 
 enthusiasts. 
 
 The reader will be glad to exchange the evasive 
 admissions and displays of fence of the last witness 
 for the candid and sensible testimony of Professor 
 O'Beirne Crowe, from whose examination I now 
 proceed to quote. This gentleman, himself a 
 distinguished graduate of the Queen's University, 
 repels with indignation the necessity of going on 
 bifurcating the curriculum down to the level of 
 President Berwick's smatterers. c Eaise the stan- 
 dard of matriculation,' is his advice, c and there 
 will no longer be the shadow of an excuse for 
 crying out against a course of complete education. 
 Better have a few well-grounded scholars than 
 any number of elementary pupils.' Here are his 
 words. I ask the reader to ponder them well. 
 
 As the curriculum has been so much spoken of, and 
 as I had the opportunity of practically testing it, having 
 studied in Queen's College, ^Belfast, I may be permitted 
 to make a few observations regarding it. During my 
 
WHERE WOULD YOU GET THE STUDENTS? 217 
 
 connexion with Belfast College, I attended private tui- 
 tions, and also the lectures of my class. I never missed 
 a year, and 1 obtained several distinctions with perfect 
 ease. Therefore, in my humble opinion, the curriculum is 
 not too severe. I never knew of a diligent student being 
 ' plucked, either at College or at the Queen's University ; 
 AND IP YOU LOWEE THE STANDAED FOE THE DEGEEE, YOU 
 WILL JUST DO WHAT SOME OF THE BITTEEEST ENEMIES OF 
 THE COLLEGES WOULD BE VEEY GLAD OF EEDUCE THE 
 QUEEN'S COLLEGES TO IEISH GEAMMAE SCHOOLS. . . . 
 My opinion is, if the standard of entrance was made 
 equal to the standard of the First Year Scholarships, 
 very few would be plucked for the Degree. 
 
 Mr. Price. Where would you get the students in that 
 case ? 
 
 Witness. If we cannot now, we will. 
 
 Mr. Gibson. Your opinion is, that it would be better 
 to wait until the standard of education is brought to a 
 proportionate height with that of the College, than to 
 lower the present standard for the sake of gaining a 
 temporary advantage ? 
 
 Witness. That is my opinion. 
 
 Those answers the answers of a witness who 
 had been himself a student ought to have dealt 
 its deathblow to Bifurcation. All that was re- 
 quisite to make the curriculum a matter for easy 
 mastery, to obviate every excuse for the rejection 
 of indispensable studies, was what else could it 
 be? a real matriculation. A real matriculation, 
 
218 MIXED EDUCATION IN IRELAND. 
 
 as the reader has heard admitted upon all hands, 
 would have disposed of every difficulty. And 
 why not have a real matriculation? The reason 
 is more than hinted at in the question of the 
 Commissioner : Where would you get the students 
 in that case ? The University authorities had 
 found it hard enough to get students in any case. 
 As things stood, they had found even ' total 
 failures' woefully hard to catch. And they very 
 much doubted that the lapse of time would mend 
 matters for them. THEY HAD FAR CLEARER IDEAS 
 
 OF THEIR HOPELESS UNPOPULARITY THAN ANYBODY 
 ELSE COULD HAVE. THEY KNEW THAT NOTHING 
 WOULD EVER RECONCILE THEM TO THE NATION. 
 
 Professor Crowe's views might be all very appli- 
 cable to real universities. But to become a real 
 university, to enforce a real matriculation, would 
 be to strip the Queen's Colleges of even their 
 c total failures,' and they were not going to give that 
 triumph to the hated priests. They could not afford 
 to admit none but men jit for a general course. 
 They could not afford, in consequence, to teach a 
 general course. THEY COULD NOT GIVE A COM- 
 PLETE EDUCATION. They were ' obliged ' to bifur- 
 cate. 
 
 The scholarship arrangements, the statutory 
 
DISCREET AND EFFICACIOUS. 219 
 
 breaking up of the Faculty of Arts into a Literary 
 Division and a Science Division, came pat to their 
 hands for the sort of game they were bent upon 
 playing, gave a sort of colour to their work that 
 they gladly availed themselves of. Where the scho- 
 larship arrangements fell short of the frittering 
 away into fragments and little bits, which the exi- 
 gencies of their situation demanded, the University 
 authorities hit upon another expedient, that was 
 not open and avowed, but that was at once dis- 
 creet and efficacious ; an expedient which nobody 
 can say was contemplated in the statutes, which 
 the University authorities can claim the whole 
 credit of inventing themselves. 
 
 As Sir Robert Kane explained to the Commis- 
 sioners : 4 We have three classes of College Ex- 
 aminations. We have, in the first instance, at 
 entrance, the Matriculation Examination deter- 
 mined by the College Council.' The reader has 
 nothing more to learn about this class since a 
 chapter back. c Then we have Scholarship Ex- 
 aminations decided by the College Council.' The 
 reader has just seen the use the College Council 
 make of these examinations also. ' There is then 
 a third class of examinations, which take place at 
 the termination of the session, and at which prizes 
 
22) MIXED EDUCATION IN IRELAND. 
 
 are awarded. These examinations are held by in- 
 dividual Professors, each Professor examining his 
 own class.' It will now be seen that the c indi- 
 vidual Professors ' are quite as wide-awake to all 
 available opportunities of making things easy for 
 their extraordinary collegians as the Professors in 
 Council. 
 
 It is true that these sessional examinations are 
 in theory, as the matriculation examinations are 
 in theory, compulsory upon every student who 
 wishes to gain credit for his year. Including in 
 the aggregate much that belongs both to the 
 Literary and Science Divisions of the Faculty of 
 Arts, they thus aiford, to the eye at least, a cer- 
 tain guarantee that the student has been educated 
 during the preceding year in studies of a more 
 or less thorough description, that some agency is 
 in operation to counteract the specializing ten- 
 dencies of the Scholarship arrangements. In the 
 words of the Vice-President of Belfast College, 
 4 We require the students to pass an examin- 
 ation at the end of each session in the subjects they 
 have been studying.' The Vice-President adds, 
 indeed, ' The amount of knowledge required is not 
 very great.' Still that there should be any examina- 
 tions which in the aggregate approach the character 
 
PROFESSORIAL CERTIFICATES. 221 
 
 of a thorough examination, would be a thing to 
 be hailed with pleasure. It would, as far as it ex- 
 tended, be a bar to the system of neglecting the 
 curriculum in order to make up a few subjects 
 more or less well. If strictly carried out, it would 
 have prevented the frittering process altogether. 
 One short extract from the examination of Richard 
 B. Bagley, M.A., Professor of Latin in Queen's 
 College, Galway, significantly explains how far it 
 was allowed to be carried out. As having been 
 himself a Queen's Collegian, and, besides Mr. 
 Crowe, almost the only Queen's Collegian the 
 Government ever ventured to appoint to a chair 
 in the Colleges, this witness must have been 
 enabled to speak with the experience of a student 
 and examiner combined. 
 
 Mr. Price. You DO NOT APPEAR TO LAY MUCH STRESS 
 
 ON THE CERTIFICATES OF THE PROFESSORS,* WHICH ARE 
 
 * It would appear that the necessity of not laying ' much stress ' 
 on Professorial certificates in the Queen's University ought not to be 
 confined to'the Faculty of Arts. At least, the following observations, 
 which I quote from the leading organ of medical opinion in Great 
 Britain, would seem to say as much. 
 
 ' Things certainly appear to be curiously managed in Ireland. The 
 story of the German constructing the camel out of the depths of his 
 moral consciousness has grown threadbare ; but something very 
 parallel to it is said to exist at Queen's College, Galway. ... It is 
 said to be notorious among the students of medicine of Queen's 
 College, that clinical instruction amounts to a farce. . . . Certificates 
 have, we presume, been given from time to time by the Professors and 
 
222 MIXED EDUCATION IN IRELAND. 
 
 RETURNED TO THE UNIVERSITY, THAT THE SUBJECTS ARE 
 FAIRLY STUDIED ? 
 
 Witness. MY IMPRESSION is, THAT IN MOST CASES 
 
 WHERE A MAN HAD BEEN STUDYING VERY HARD AT OTHER 
 SUBJECTS, THE PROFESSORS WOULD BE DISPOSED TO DEAL 
 VERY LENIENTLY WITH HIM ! ! 
 
 So much for the last security for General Educa- 
 tion. The students were admitted without general 
 education. They were paid to neglect general 
 education. They were, the reader now perceives, 
 certified to have received a general education, in 
 order that they might with the greater facility 
 completely neglect it. 
 
 Such was the programme of Queen's University 
 instruction as it stood up to 1858. Such was the 
 combined efficacy of Bifurcation and Leniency. 
 
 The Eoyal Commissioners found it impossible 
 to overlook these curious practices. Every step 
 they advanced, indeed, they found the task of 
 whitewashing the Queen's Colleges more and more 
 difficult. They had already seen enough 'to make 
 even Royal Commissioners wellnigh despair of 
 being able to put a smooth face upon matters. 
 
 received by the various Examining Hoards. ... If the alleged state- 
 ments are true, it is clear that a system of fraud is being, or has been, 
 perpetrated on the public, the students, and the Examining Boards 
 alike.' The Lancet, December 18, 1869. 
 
TEMPTED TO NEGLECT. 223 
 
 They had been already under the painful necessity 
 of condemning the whole system of entrance ex- 
 aminations. And now they had no alternative 
 again but to pour forth the vials of their gentle 
 resentment upon everything that remained in the 
 Colleges in the guise of examinations. 
 
 Here is what they had to report upon the 
 Scholarship arrangements in each college. 
 
 With regard to the JUNIOR SCHOLARSHIPS there is a 
 division in the subjects in which each year's scholarships 
 are awarded. . . BY THIS ARRANGEMENT THE CANDIDATE 
 FOR A SCIENCE SCHOLARSHIP is TEMPTED TO NEGLECT 
 THE GENERAL STUDIES IN ORDER TO DEVOTE HIMSELF 
 
 EXCLUSIVELY TO MATHEMATICS, AND THE LlTERARY STU- 
 DENT IS SUBJECTED TO A SIMILAR PRESSURE. . . . With 
 
 regard to the SENIOR SCHOLARSHIPS, we do not consider the 
 present arrangements respecting them satisfactory. . . . 
 THEY ARE, AS NOW CONSTITUTED, TOO SPECIAL IN THEIR 
 CHARACTER. 
 
 The Commissioners next proceed to report upon 
 the amount of reliance that could be placed in the 
 certificates granted at the sessional examinations. 
 The condemnation they express completes the ex- 
 posure of the practices I am describing. 
 
 As has been already explained, the Queen's University 
 trusts to the Councils of the several Colleges to ascertain 
 the proficiency of the students in nearly one-half of the 
 
224 MIXED EDUCATION IN IKELAND. 
 
 subjects required to be studied by those proceeding to 
 a Degree. We think, and the evidence will show not 
 without reason, that this arrangement is liable to abuse. 
 
 IF ANY STUDENT DEVOTE HIMSELF SPECIALLY TO GREEK 
 
 AND LATIN, FOR EXAMPLE, THERE is PRESENTED TO THE 
 AUTHORITIES OF HIS COLLEGE A CONSTANT TEMPTATION 
 TO EXCUSE HIS INATTENTION TO THE GENERAL COURSE, IN 
 ORDER THAT HE MAY THEREBY, AT THE UNIVERSITY, WIN 
 HONOURS FOR HIMSELF AND CREDIT FOR HIS COLLEGE ! ! 
 
 This is not the place to relate the changes the 
 Commissioners proposed to substitute for the con- 
 demned systems. Neither is it called for here to 
 speculate upon the good that might have accrued 
 had their recommendations been minded. I have 
 only to tell what actually took place. I am only 
 giving an account of the actual facts of Mixed 
 Education in Ireland. And in fulfilment of that 
 undertaking, I have only to state that, as in the 
 case of the matriculation, so in the present cases, 
 the authorities of the Queen's Colleges have 
 thoroughly despised the recommendations of the 
 Commissioners. They were enabled to do so 
 through the wretched shuffling of the Commis- 
 sioners themselves. After condemning in detail, 
 as we have seen, every part- and parcel of Queen's 
 College Education, the Commissioners in conclusion 
 declared themselves ' able to report with unquali- 
 
THINGS HAVE GROWN WORSE. 225 
 
 fied satisfaction of the educational progress of the 
 Colleges ! ' And the Colleges took them at their 
 word. That which could cause 4 unqualified satis- 
 faction ' clearly stood in no need of being changed. 
 
 Not a single emendation has been made, not 
 even the very slightest. On every point on 
 which the Commissioners had to express their dis- 
 approbation, the Regulations of the three Colleges 
 continue as absolutely unaltered as if no such 
 disapprobation had ever been expressed. Sir 
 Robert Kane could still expatiate on Bifurcation. 
 A new Queen's Colleges Commission would be 
 able to report anew that, 'the candidates for 
 scholarships are tempted to neglect the general 
 studies.' Professorial ' leniency ' is as diligently 
 exercised as ever. 
 
 Nor is this all. Not only have no emendations 
 taken place, but things have grown worse, beyond 
 all comparison worse. Two causes, in 1858 as yet 
 dormant, have since that date come into active 
 and destructive operation. 
 
 4 Leniency ' has found a new sphere for its use- 
 fulness in the lately appointed First University 
 Examination. 
 
 That indirect control which the University, by 
 the curriculum it prescribed for its Degree, in 
 
 Q 
 
226 MIXED EDUCATION IN IRELAND. 
 
 1858 still exercised as many a Presidential and 
 Professorial complaint bears witness over the 
 courses of studies in the Colleges is no longer 
 exercised. It can be no longer exercised. Since 
 1858, the University Curriculum has come down to 
 the level of the courses in the Colleges. To scholar- 
 ship c arrangements ' and sessional 4 arrangements,' 
 there is now a Baccalaureate 4 arranged ' to corre- 
 spond. Since 1858 the very ghost of c oppression ' 
 has been laid. Not even Sir Robert Kane can 
 now have a thing to complain about, except, in- 
 deed, that, so long at least as places like Oxford 
 and Cambridge are allowed to send members to 
 Parliament, ' the claims of an institution like the 
 Queen's University ' ought not to have been c over- 
 looked,' 
 
 The full explanation of these matters will form 
 the subject of the next and the succeeding chap- 
 ters. Until the reader has mastered them, it will 
 be impossible much as he has already seen to 
 show him that real education can have little 
 existence in the Queen's University that he 
 should be able to form any adequate conception 
 of its entire and absolute nonentity. 
 
227 
 
 CHAPTER IY. 
 
 A FIRST UNIVERSITY EXAMINATION IN ARTS. 
 
 THE First University Examination in Arts takes 
 place at the commencement of the third year of 
 undergraduate studies. This used not to be the 
 case. Up to the time of the Queen's Colleges 
 Commission, it formed an immediate integral part 
 of the Degree Examination, and was held accor- 
 dingly, not at the commencement, but at the con- 
 clusion of the third year. 
 
 This arrangement is alluded to in the following 
 evidence of Vice -President Andrews : 
 
 For the Degree Examination in the University, the 
 student is required to know a certain number of subjects 
 imperatively, and there are three additional groups of 
 subjects, any one of which he is at liberty to choose. 
 
 The next chapter will inform the reader of the 
 fate of these optional groups. My present task 
 is to explain, in the first place, why the exami- 
 nation in the imperative group was shifted forward 
 a whole twelvemonth. 
 
 Q2 
 
228 MIXED EDUCATION IN IRELAND. 
 
 One obvious result of such a shifting forward 
 would be to excuse the students from keeping up 
 their knowledge of the subjects in this group a 
 whole twelvemonth less than formerly. So far the 
 curriculum of three years would be reduced to a 
 curriculum of two. This extensive simplification, 
 nobody will be surprised to learn, was one of the 
 very reasons why the change was advocated by the 
 University teaching- staff. That the same reason 
 should have been recognised by the Commissioners, 
 in recommending the change, is more deserving of 
 remark. This appears, however, from their own 
 report : 
 
 With the view of lightening the burden on the 
 student, who is now obliged to keep up his knowledge in 
 the compulsory as well as the optional group to the end of 
 the Third Year, it has been suggested that a final Exa- 
 mination should take place in some of the subjects by 
 University Examiners at some period before the conclu- 
 sion of the course. We are of opinion that after the 
 Second Year there should be an examination in all sub- 
 jects studied in the first two years, and that it should be 
 final as regards all not included in the group selected by 
 the student for the A. B. Examination. 
 
 Still more noteworthy is it that the Commis- 
 sioners seem to have been fully aware of the grave 
 danger to education involved in such a practical 
 
ANTICIPATORY EXAMINATIONS. 229 
 
 reduction of the curriculum. These are their 
 words : 
 
 An objection may undoubtedly be made that there is no 
 security under this plan that the graduate, at the time of 
 obtaining his Degree > is still a proficient in those subjects 
 a knowledge of which is required by the University, and 
 that possibly the knowledge he may have acquired 
 on these subjects had not been of a solid or lasting 
 character. 
 
 An objection of this kind, an objection that was 
 so evidently clearly understood, might have been 
 expected to carry more weight. Anticipating in 
 the case before us the regular period of final exami- 
 nation must, to say the least, diminish the security 
 that the Graduate, at the time of obtaining his 
 Degree, has not allowed his knowledge of a por- 
 tion of his studies to fall into disuse. The case 
 is different where the curriculum of studies, year 
 
 after year, however progressive in degree, is still 
 
 
 
 uniform in kind. The student who follows a pro- 
 gressive course in the same subjects, year after 
 year, cannot be said to be exposed to the danger 
 of letting any portion of his knowledge fall into 
 disuse by being examined, say after the second 
 year, in as much of these subjects as he may have 
 read up to that date. He has yet to pursue the 
 same subjects in their higher stages during the re- 
 
230 MIXED EDUCATION IN IRELAND. 
 
 maining period of his course. He cannot accord- 
 ingly afford to forget what he has already learned, 
 since upon what he has already learned all that he 
 has yet to learn necessarily depends. Thus a pre- 
 vious examination under such circumstances may 
 be, in fact, the very best means of preparing him 
 for future progress by strongly impressing upon 
 his mind the information which his whole subse- 
 quent studies will imply. 
 
 But whatever recommendations the practice of 
 holding anticipatory examinations may have in the 
 case I have just mentioned, such reasons must, 
 it is evident, exactly cease to hold according as 
 the curriculum is not uniform in kind, is not pro- 
 gressive in degree. Where the anticipatory ex- 
 amination is an examination once for all, where it 
 is i final,' as regards the subjects with which it 
 deals, where the future studies of the student do 
 not imply the studies he has left behind him, 
 where they may be altogether independent, and, 
 so to speak, irrelevant ; in this case there is a real 
 reduction of the standard of proficiency, and a 
 real danger that at graduation the student may 
 no longer possess the knowledge of twelvemonths 
 or two years ago. This objection applies even 
 where an anticipatory examination of this kind 
 
REALLY RICH. 231 
 
 is thoroughly honest and searching. What ob- 
 jection does not apply where such an examination 
 is, to a great extent, a falsehood and a farce ? 
 
 The Commissioners, however, had condemned so 
 many ' simplifications ' of the Queen's Colleges, 
 that perhaps they felt themselves under an obli- 
 gation to do them a favour this once. Not that 
 they were without misgivings, still in the very 
 moment of assent. On the contrary, the expecta- 
 tions they put forward to justify their proceeding, 
 very thinly indeed veil their uneasiness. 
 
 We do not consider the objections should be fatal. . . 
 It is to be hoped that the improvement of education in 
 the subordinate schools, by sending up more highly -educated 
 students to the Colleges, will lay a better foundation for 
 subsequent study, and make the instruction received in the 
 first two years more lasting. 
 
 This is really rich. As if it depended on the 
 school and not on the University, to fix the amount 
 of education which boys should take with them 
 into college. The reader has seen how far the 
 Queen's Colleges have permitted the subordinate 
 schools to improve. He is therefore in a position 
 to judge exactly to what extent that ' better 
 foundation ' can have been laid which was to 
 a certain extent to neutralise the evil inherent 
 
232 MIXED EDUCATION IN IRELAND. 
 
 even in strict examinations of the kind proposed. 
 As a matter of fact, the mischief does not stop 
 here. 
 
 Like the examination in l the imperative group ' 
 set down for matriculation, the examination in 
 4 the imperative group ' set down for the first 
 University examination is not only limited in 
 ostensible amount, but a thorough sham in actual 
 practice. Not quite such a sham as the matri- 
 culation examination, since, after all. there is not 
 quite so much necessity for helping 4 total failures ' 
 out of the University, as for helping them into it. 
 It would doubtless be ' very painful,' as President 
 Henry says, ' to have our annual meetings in 
 Dublin Castle, and be able to present to the public 
 no degrees.' But this ' painfulness 7 would be no- 
 thing to that of having our annual sessions in the 
 three Colleges and being able to present to the 
 public no students. Even though a student be not 
 made a graduate, the odds are he will remain an 
 undergraduate, and so continue to afford triumph- 
 ant evidence of c the deep attachment of the Irish 
 Laity to Mixed Education' * The First University 
 Examination is, accordingly, quite a serious affair 
 
 * The reader will perceive further on that the immense bulk of 
 rejections take place in Belfast College. 
 
A COMPARISON. 233 
 
 compared to the First Collegiate Examination. 
 How serious I am about to tell. 
 
 To follow the University regulations, the cur- 
 riculum for the First University Examination in 
 Arts includes 
 
 1. The Greek and Latin Languages. 
 
 2. A Modern Continental Language. 
 
 3. Mathematics. 
 
 4. Physics. 
 
 5. Formal Logic. 
 
 Formal Logic, it must be observed, is not a com- 
 pulsory subject, unless a candidate is ambitious to 
 pass 'with honours.' There are thus only four 
 compulsory subjects. So far the First B. A. Ex- 
 amination of the Queen's University falls consider- 
 ably behind the Matriculation Examination of the 
 University of London, at least in number of sub- 
 jects, the latter examination including 
 
 1. The Greek and Latin Languages. 
 
 2. A Modern Continental Language. 
 
 3. Mathematics. 
 
 4. Physics. 
 
 5. Chemistry. 
 
 6. English History, English Language, and 
 
 Modern Geography. 
 
234 MIXED EDUCATION IN IRELAND. 
 
 Candidates for the University of London, it must 
 also be observed, are not allowed any option what- 
 ever, but must show c a competent knowledge in 
 each of the subjects.' * 
 
 On the other hand, since the First B . A. Exami- 
 nation of the Queen's University, though dealing 
 with fewer branches, is at the same time on the 
 whole more ostensibly thorough within its limited 
 range, perhaps the additional subjects of the Uni- 
 versity of London matriculation no more than 
 counterbalance this circumstance. 
 
 It may, accordingly, be even granted that on the 
 whole the First B. A. Examination of the Queen's 
 University is not at all inferior to the Matriculation 
 Examination of the University of London. So far 
 the Queen's Collegian who has passed his First B. A. 
 Examination and has only another session to go 
 before proceeding for the Second, may plume him- 
 self on standing, to a certain extent, upon the same 
 level with the student of the University of London 
 at the very commencement of his academical 
 career. This is flattering to Mixed Education in 
 Ireland. It means, cceteris paribus, that the Full 
 Degree of the Queen's University actually repre- 
 sents a stage of progress which every student of 
 
 * University of London Regulations. 
 
LATEST DETAILS OF STRICTNESS. 235 
 
 London University has attained by the time he has 
 concluded his first year. Unfortunately, I cannot 
 concede even this point, and for a double reason. 
 It assumes, in the first place, that the First B.A. 
 Examination of the Queen's University really is 
 what it appears to be ; and in the second place, 
 that the Second B. A. Examination is a real pro- 
 gress on the first. 
 
 How false the latter assumption would be, will 
 fully appear from the next chapter. The falsity 
 of the first assumption will appear from this. 
 
 President Berwick has taught us, the reader 
 will remember, that still more than by their ' ex- 
 tent ' Queen's University Examinations must be 
 measured by their c strictness.' I hasten, accord- 
 ingly, to lay before the public the very latest 
 details of the ' strictness ' of the First B.A. Exami- 
 nation in the Queen's University in Ireland. 
 
 In carrying out this purpose, I make but a 
 single alteration on the official reports. / withhold 
 the names of the candidates. And why ? For rea- 
 sons of the purest Benthamism. The obligation 
 of consulting the happiness of the majority must 
 not be trifled with in the nineteenth century. Arid 
 when only one candidate in the whole University gets 
 more than half-marks, while the immense proportion 
 
236 
 
 MIXED EDUCATION IN IRELAND. 
 
 get nothing like quarter-marks, there can be very 
 little doubt as to what the majority would like. 
 At least it is probable they may feel themselves 
 4 born to blush unseen. 7 
 
 Fortunately, each candidate has a number as 
 well as a name. This will at once obviate every 
 difficulty. I shall give the number, and nobody 
 need ever know the name. I do this with the 
 greater pleasure, because while a candidate's name 
 is of little importance to any but himself, his 
 number, as the reader will shortly perceive, may 
 turn out to be something very important indeed. 
 With this preamble I proceed to quote 
 
 1 First University Examination in Arts, for the Session 1869-70.' 
 
 MARKS OBTAINABLE, 124. 
 
 HONOUE DIVISION. 
 
 
 
 
 Marks 
 
 
 Candidates 
 
 Colleges 
 
 actually 
 
 
 
 
 obtained 
 
 
 No. 
 
 
 
 1 
 
 22 
 
 Galway 
 
 75 
 
 2 
 
 9 
 
 Galway 
 
 62 
 
 3 
 
 39 
 
 Belfast 
 
 62 
 
 4 
 
 38 
 
 Belfast 
 
 57 
 
 5 
 
 40 
 
 Belfast 
 
 57 
 
 6 
 
 15 
 
 Belfast 
 
 38 
 
 7 
 
 20 
 
 Belfast 
 
 38 
 
 8 
 
 29 
 
 Cork 
 
 38 
 
 9 
 
 41 
 
 Galway 
 
 37 
 
 10 
 
 53 
 
 Belfast 
 
 35 
 
 11 
 
 56 
 
 Galway 
 
 34 
 
HONOURS ! ! 
 HONOUR DIVISION continued. 
 
 237 
 
 
 
 
 Marks 
 
 
 Candidates 
 
 Colleges 
 
 actually 
 obtained 
 
 No. 
 
 
 
 12 
 
 12 
 
 Belfast 
 
 28 
 
 13 
 
 1 
 
 Belfast 
 
 28 
 
 14 
 15 
 
 13 
 
 58 
 
 Galway 
 Belfast 
 
 27 
 24 
 
 16 
 
 61 
 
 Cork 
 
 24 
 
 17 
 
 3 
 
 Belfast 
 
 21 
 
 18 
 
 59 
 
 Belfast 
 
 20 
 
 19 
 
 16 
 
 Cork 
 
 17 ! 
 
 20 
 
 8 
 
 Belfast 
 
 15 ! ! 
 
 21 
 
 52 
 
 Belfast 
 
 15 ! ! 
 
 PASS DIVISION. 
 
 
 Candidates 
 
 Colleges 
 
 Marks 
 actually 
 obtained 
 
 
 No. 
 
 
 
 1 
 
 2 
 
 Cork 
 
 
 2 
 
 5 
 
 Cork 
 
 Marks 
 
 3 
 
 6 
 
 Belfast 
 
 actually 
 
 4 
 
 10 
 
 Cork 
 
 obtained, 
 
 5 
 
 18 
 
 Belfast 
 
 not given 
 
 6 
 
 19 
 
 Galway 
 
 in the 
 
 7 
 
 21 
 
 Belfast 
 
 Pass 
 
 8 
 
 24 
 
 Cork 
 
 Division. 
 
 9 
 
 27 
 
 Belfast 
 
 
 10 
 
 31 
 
 Belfast 
 
 
 11 
 
 36 
 
 Belfast 
 
 
 12 
 
 47 
 
 Belfast 
 
 
 13 
 
 48 
 
 Galway 
 
 
 14 
 
 48 
 
 Belfast 
 
 
 15 
 
 49 
 
 Belfast 
 
 
 16 
 
 55 
 
 Cork 
 
 
 17 
 
 57 
 
 Belfast 
 
 
 18 
 
 62 
 
 Belfast 
 
 
 19 
 
 66 
 
 Belfast 
 
 
 20 
 
 23T 82 
 
 Cork 
 
 
238 MIXED EDUCATION IN IRELAND. 
 
 4 Honours ' awarded for fifteen marks out of 
 124 ! Twenty candidates passing without even 
 such ' honours ! ' Only forty -one candidates pass- 
 ing at all throughout the three Colleges ! 
 
 Wonderful ! Wonderful ! ! Thrice wonderful ! ! ! 
 Certainly, as Sir Eobert Kane assured Convoca- 
 tion, it was 4 the clear and strong opinion of the 
 leading ministers and members ' of the Legislature, 
 4 So long as any University is represented in Par* 
 liament the claims of the Queen's University can- 
 not be overlooked.'* 
 
 But I must not summarise too hastily. There 
 is still more to be said for Mixed Education in 
 Ireland. 
 
 The reader observes, for instance, a certain ' No. 
 82 ' in the foregoing list. Now will anyone say 
 that this ' No. 82 ' conveys nothing else than that 
 its individual owner, fortunatus nimium, has passed 
 the First B.A. Examination of the Queen's Uni- 
 versity? By no means. There is a great deal 
 
 * The reader must not suppose that there is anything exceptional 
 in the case I have selected. In 1868-69, for instance, f Honours ' were 
 awarded for fourteen marks out of 124. I have only to add that the 
 scholarships, awarded at the commencement of the second session, are 
 tenable for the third session also on condition of passing with or ivith- 
 out honours the First University Examination in Arts! The Queen's 
 Colleges must feel they come by their money very easily when they 
 can afford to throw it away so freely. But then 'if we had no scho- 
 larships and no exhibitions we might as well shut the doors.' 
 
IMPROVING ON ACQUAINTANCE. 239 
 
 more in ' No. 82 ' than all that comes to. ' No. 
 82 ' presupposes a 4 No. 81 ' and a ' No. 80,' and so 
 on, as surely as to-day presupposes yesterday and 
 the day before that again. What are we to con- 
 clude from this? It is that at least as many can- 
 didates as passed have been rejected. It is that 
 at least as many candidates as passed were unable 
 to make fifteen marks out of 1 24, nay were unable 
 to make even the nameless amount which twenty 
 of the successful candidates have made. And all 
 these were matriculated students ! All these were 
 Queen's Collegians who had completed their second 
 year, who had passed the ordeals of two sessional 
 examinations, and run the gauntlet of goodness 
 knows how many i strict ' professors ! Decidedly 
 the Queen's University improves upon acquaintance. 
 Nor is this all that the statistics I have quoted 
 prove. Let the reader observe that the first can- 
 didate upon the list, the only candidate who has 
 made more than half-marks, is a candidate from 
 Galway. Let him observe that the second candi- 
 date upon the list, the equal of the first candidate 
 from Belfast, is also a candidate from Galway. 
 Let him also observe that out of the seven candi- 
 dates from Galway who have passed the exami- 
 nation, only two have been compelled to accept the 
 
240 MIXED EDUCATION IN IRELAND. 
 
 refuge of the Pass Division. Even were I not to 
 add what I have reason to believe is perfectly 
 accurate that not more than one or two candi- 
 dates from Gal way were utterly rejected at the 
 Examination, these details are amply sufficient to 
 prove that, however unworthy the name of Uni- 
 versity Education the education carried on in 
 Queen's College, Galway has been shown on all 
 hands to be, the education carried on in the other 
 Queen's Colleges is at least 110 improvement. 
 Nor is this comparative success of Galway College 
 by any means an isolated case. Of late years, 
 at least, the results of the first B. A. Examina- 
 tion almost uniformly give the palm to Galway. 
 Indeed, the superiority of Galway is seldom 
 confined to the Faculty of Arts. It not unfre- 
 quently extends more or less to the Professional 
 schools as well.* 
 
 * 'The result of the last 'annual inter-collegiate competition for the 
 Peel Exhibitions attached to the First University Examination has 
 been announced. We are happy to state that Galway College is 
 facile princeps. In the Faculty of Arts the Galway candidate is first 
 of the whole University, the Belfast champion coming in a very 
 distant second, and Cork being absolutely nowhere. This is the third 
 time, in four years, that Belfast has been thoroughly well "beaten by 
 Galway. The second Galway candidate equals the first of Belfast. 
 .... In the Faculty of Engineering, a candidate from Galway 
 College, similarly following the uniform example of his Galway pre- 
 decessors, gains the very first place in the whole University. In the 
 
COKK AND BELFAST. 241 
 
 These conclusions are confirmed by a further 
 scrutiny. With regard to Cork, the highest candidate 
 from that college, the reader will perceive, has only 
 obtained thirty -eight marks out 0/124. Two other 
 c honour ' candidates from Cork have to boast 
 nothing better than twenty-four marks and seven- 
 teen marks a-piece. While out of a total of nine 
 Cork candidates who have succeeded in passing, 
 no less than six are in that division about which 
 the University authorities c very judiciously ' de- 
 cline to disclose the marks at all. It is a poor set 
 off to this that only two or three Cork candidates 
 are reported to have been rejected utterly. 
 
 Of Belfast, it is true, that including two distin- 
 guished individuals who have got ' honours ' for 
 fifteen marks out of 124, some thirteen Belfast 
 candidates have passed in the Honour Division. 
 On the other hand, no less than twelve Belfast 
 
 Faculty of Medicine again, the candidate of Galway College likewise 
 distances all competition. When we remember that another student 
 of Galway College has recently carried off the Gold Medal of the 
 Diploma of Elementary Law, it will be seen that the local Queen's 
 College has completed the round of all the prizes in all the Faculties and 
 has swept aivay everything in its course, we may say, with the most perfect 
 nonchalance. As we have said, Cork is nowhere. And Belfast is next 
 to nowhere. REMEMBERING THAT THESE COLLEGES PROBABLY QUIN- 
 TUPLE IN NUMBERS GALWAY AT THE LEAST, THE STATE OF MlXED 
 
 EDUCATION, BOTH NORTH AND SOUTH, MAY BE BETTER IMAGINED THAN 
 DESCRIBED.' The Galway Vindicator, December 11, 1869. 
 
242 MIXED EDUCATION IN IRELAND. 
 
 candidates illustrate the c total failures ' of the Pass 
 Division. Descending from the Pass Division to 
 more vacuous abysses still, it is hard to avoid the 
 conclusion that the c canny North ' must have the 
 class of the Utterly Rejected pretty nearly all 
 to itself. The Utterly Rejected we have seen 
 amounted at least to forty-one. Now even sub- 
 tracting as many as eleven from that number for 
 the united shares of Cork and Galway which is a 
 considerably larger number than is authorised by 
 the very wildest rumour it follows that Belfast 
 must have sent up for examination at least thirty 
 candidates unable to get ' honours ' where 'honours ' 
 were to be got for fifteen marks out of 124 ; unable 
 to pass even in that Pass Division about which the 
 University authorities c very judiciously ' decline 
 to disclose the marks at all. This is a most discre- 
 ditable state of affairs. Everything we knew or 
 suspected concerning the matriculation and ses- 
 sional examinations is now confirmed in full. 
 There is not left room for a doubt as to the means 
 by which Belfast College purchases its comparative 
 numerical success. IN OTHER WORDS, BELFAST 
 COLLEGE is A SHAM, AND THE PUBLIC MONEY EX- 
 PENDED ON BELFAST COLLEGE is PUBLIC MONEY 
 
 EXPENDED ON A SHAM. 
 
ACADEMIC TRAINING. 243 
 
 The general lesson of the First B.A. Examination 
 throughout the three Colleges does not leave room 
 for a doubt as to another matter which came pro- 
 minently before the public in connexion with the 
 recent refusal to extend the utility of the Queen's 
 University in Ireland. I allude to one of the so- 
 called reasons by which the party of Mixed Educa- 
 tion attempted to defend their attitude in reference 
 to the Supplemental Charter. Hardly any plea, as 
 the reader who remembers that abortive effort at a 
 pitiful reform can testify, was more strenuously 
 insisted upon by the opponents of all reform, how- 
 ever pitiful, than the absolute necessity of academic 
 training. Two assumptions were meant to be in- 
 cluded in this plea. 1. The academic training 
 afforded in the Queen's Colleges was of the highest 
 style of excellence. 2. The academic training 
 afforded in the institutions proposed to be benefited 
 by the Supplemental Charter was of anything but 
 the highest style of excellence, if it was not entirely 
 absent. It is quite moving to read the Reports of 
 President Berwick, for instance, upon the dreadful 
 dangers c all true friends of Mixed Education ' dis- 
 cerned in the Supplemental Charter as a conse- 
 quence. It was ' a plan for opening (he degrees 
 
244 MIXED EDUCATION IN IRELAND. 
 
 of the Queen's University to persons who have 
 not received any regular academic training,' &c. 
 It was pregnant with mischief unutterable for that 
 principle of ' attendance on lectures ' which the 
 Queen's University 'has rigidly enforced as the 
 leading and most excellent part* of her system,' 
 &c. President Berwick, President Berwick, with 
 what face did you write all this? With what sort 
 of conscience did you set about so egregiously 
 gulling the public ? Had you no fears, no thoughts 
 of what the future might bring ? Did you ex- 
 pect you would always be able to escape detection ? 
 How could you talk about 'regular academic 
 training ' ? 
 
 The reader is now in a position to appreciate 
 
 * By the way, it would appear that ' the leading and most excellent 
 part ' of the Queen's University system is not exactly viewed even by 
 the Queen's University teaching staff themselves with such unanimous 
 favour as the ingenuous panegyrics of President Berwick might lead 
 us to suppose. The Professor of Latin in Queen's College, Cork, for 
 instance, seems to hold a somewhat different opinion. Here are his 
 words : 
 
 1 1 think that the great and radical fault of our system is the re- 
 quiring the student to attend too many lectures, and that his time is 
 thus most grievously wasted, because a student in a great many cases 
 might make much better use of his time by getting up his subjects 
 
 from books instead of being forced to attend lectures I think 
 
 it would be a great improvement in our curriculum if a smaller 
 number of lectures were made compulsory.' From Minutes of Evi- 
 dence of Bunnell Lewis, A.M., Professor of Latin in Queen's College, Cork, 
 before the Queen's Colleges Commission. 
 
SPECIMENS OF EFFICIENCY. 245 
 
 the full value of that 'regular academic training' 
 which, after the ' rigidly enforced attendance ' of 
 two sessions, sends up such specimens of its effi- 
 ciency as the various classes of Honour, Pass and 
 Utterly Rejected Candidates of the First Uni- 
 versity Examination. 
 
246 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER V. 
 
 THE BACCALAUREATE. 
 
 WE are approaching the term of our investigation. 
 Stage by stage we have followed so far the edu- 
 cation of the Queen's Collegian. We have seen 
 the Matriculation. We have seen the Scholarships. 
 We have seen the Sessional Examinations. We 
 have seen the First B.A. Examination. We have 
 as it were personally assisted at the whole dis- 
 creditable sleight of hand. 
 
 It remains to relate the remaining examination 
 which the intending graduate is required to pass. 
 The Second B.A. Examination, or, as it is called, 
 the Degree Examination, has to be told. To its 
 telling this chapter is devoted, and in conformity 
 with the plan I have laid down for myself through- 
 out, the plan of describing Mixed Education in 
 Ireland not only in its present condition but in its 
 past history, I shall take up my account of this 
 branch of my subject from the earliest date. The 
 reader of the preceding chapter already understands 
 
A MAKE-BELIEVE. 
 
 247 
 
 tere was a period, and a considerable period, 
 in the history of the University in fact, down to 
 the issue of the Report of the Queen's Colleges 
 Commission when the First B.A. Examination 
 had not been as yet dissevered from the Second, 
 and when, accordingly, the examination for the 
 Full Degree was in reality the full Degree Exami- 
 nation. It is not, however, merely to a fuller 
 illustration of the consequences of this innovation 
 that I would direct attention. There is much 
 more involved in the proceedings I am about to 
 detail. When the Queen's Colleges set about 
 ' simplifying,' the 4 simplification ' they favoured 
 was thorough. 
 
 1 The majority of our students cannot expect a 
 Degree,' said President Berwick, c their education is 
 so far behindhand ! ' And Professors and Presi- 
 dents throughout the three Colleges concurred in 
 the avowal. Queen's Collegians, accordingly, do 
 not get a Degree, that is a real Degree, or any- 
 thing like it a conclusion which the reader will 
 probably think necessarily follows from the pre- 
 mises. They only get a make-believe, a sham 
 Degree a way out of the difficulty, of which the 
 public may not so completely approve. 
 
 It was not enough since 1858 to foreclose the 
 
248 MIXED EDUCATION IN IRELAND. 
 
 regular term of the curriculum by a First B.A. 
 Examination of the description we have seen. It 
 was not enough to hold the student excused by 
 this device from keeping up his knowledge of so 
 large and important a portion of his studies a 
 whole twelvemonth earlier than formerly. The 
 mere removal of the First B.A. Examination 
 would have left the Second B.A. Examination 
 untouched. And so long as even the Second 
 B.A. Examination remained modelled upon the 
 originally contemplated lines, was it not to be 
 feared the Degree would continue unapproachable 
 for students who had never been required to enter 
 at the originally contemplated standard ? What 
 then? Was not 'public attention,' as we know 
 from President Henry, c fixed upon our University/ 
 and would it not 'become very painful to have 
 our assemblage in St. Patrick's Hall, and be able 
 to present to the public no Degrees ? ' Accordingly 
 not only has the First B.A. Examination of 1858 
 been disposed of in the manner we have seen, but 
 the Second B.A. Examination of 1858 has also, 
 since the plaintive President uttered his 'reflec- 
 tions,' been put past giving ' pain ' by the conve- 
 nient process of summary abolition. How all 
 this has been effected in spite of the prohibi- 
 
THE NARRATIVE OF DECLINE AND FALL. 249 
 
 tions of the Commissioners; in spite of the pro- 
 tests of the very graduates of the University 
 I am about to relate, as well as the nature of the 
 1 simplification ' which the Queen's University 
 authorities have introduced instead of the abo- 
 lished examination. 
 
 This narrative, in so far as it touches upon that 
 portion of the original Degree Examinations which 
 I have called above the First B.A. Examination of 
 1858, will to a certain extent necessitate going 
 over some of the ground already traversed in the 
 last chapter. 
 
 However, as this partial repetition will both 
 facilitate for myself the general account of the 
 successive stages in the decline and fall of the 
 Queen's University Degree about to be set forth, 
 and give the whole story a unity and distinctness, 
 and so a clearness and comprehensibility most 
 desirable in this difficult matter, I feel that 
 justice both to my subject and my reader can 
 advise no other course. 
 
 With this preamble I proceed to state with all 
 possible brevity and in the following order : 
 
 Firstly, the nature of the Degree Examination 
 as it existed down to 1858 ; 
 
 Secondly, the so-called reasons urged upon the 
 
250 MIXED EDUCATION IN IRELAND. 
 
 Commissioners to procure a lowering of the 
 standard ; 
 
 Thirdly, the absolute condemnation passed upon 
 every such proposal by the distinguished graduates 
 of the University; 
 
 Fourthly, the clear and decided recommendation 
 of the Commissioners in unison with the opinions 
 expressed by the Graduate Body; 
 
 Fifthly, the persistence of the University autho- 
 rities in their determination, in spite of every 
 opposition from within as well as from without, as 
 exhibited in the present mutilation and degradation 
 of the B. A. Degree. 
 
 To commence with the first of these points. 
 The ' Ordinance regulating the Conditions, Forms, 
 and Subjects, of the Degree and Honour Exami- 
 nations for the year 1857 ' will afford unexception- 
 able information upon the nature of the B.A. 
 Degree for the period in question. The following 
 extract from the regulations gives the subjects of 
 examination. 
 
 Every Candidate will be required to answer for the 
 Degree of Bachelor of Arts in the subjects included in 
 the group A of the following table, and also to answer 
 in the subjects of one of the three groups of subjects 
 marked B, C, D, respectively; the Candidate being 
 allowed to select. 
 
THE OLD DEGREE EXAMINATION, 
 
 1. Common Compulsory Group,. 
 
 A. 
 
 The Greek and Latin Languages* 
 A Modern Continental Language, 
 Mathematics. 
 
 2. Optionally Compulsory Groups. 
 
 B. 
 
 English Philology and Criticism. 
 Logic. 
 Metaphysics or Political Economy and Jurisprudence. 
 
 a 
 
 Chemistry. 
 Physics. 
 
 D. 
 
 Zoology and Botany. 
 Physical Geography. 
 
 In other words, down to the issue of the Queen's 
 Colleges Commission, the Baccalaureate of the 
 Queen's University could only be obtained by 
 passing at the termination of the undergraduate 
 course, in some one aggregate of the following 
 three aggregates of subjects : 
 
 1. 
 
 The Greek and Latin Languages. 
 A Modern Continental Language. 
 Mathematics. 
 
252 MIXED EDUCATION IN IRELAND. 
 
 English Philology and Criticism. 
 Logic. 
 
 Metaphysics or Political Economy and Juris- 
 prudence. 
 
 2. 
 
 The Greek and Latin Languages. 
 
 A Modern Continental Language. 
 
 Mathematics. 
 
 Chemistry. 
 
 Physics. 
 
 3. 
 
 The Greek and Latin Languages. 
 A Modern Continental Language. 
 Mathematics. 
 Zoology and Botany. 
 Physical Geography. 
 
 I can very well understand the . incredulity with 
 which the Queen's Collegians who have grown up 
 since 1858 will receive this account of a Degree 
 Examination so foreign to all their personal 
 experience. However, they must conquer their 
 incredulity, and be content with congratulating 
 themselves upon the good fortune which placed 
 them in a time when, having obtained i Honours ' 
 for fifteen marks out of 124 at the First University 
 
THE OLD DEGREE EXAMINATION. 253 
 
 Examination, they could proceed a twelvemonth 
 later to complete that egregious performance in 
 the manner which they remember and which the 
 reader will shortly understand. I need not remind 
 members of Convocation that in the absence since 
 1858 of a Degree Examination for the Degree, 
 they will find as fertile a source of mutual admi- 
 ration as in several other matters I might mention. 
 But to return to my explanation. It is evident 
 from tha details I have stated that in the Degree 
 Examination of the period I am describing, while 
 a certain amount of option was permitted,* security 
 
 * I may mention that it would seem that even this amount of 
 option was an innovation on the arrangements originally enforced 
 upon the establishment of the university. This appears from the 
 following evidence of Sir Robert Kane before the Commissioners : 
 
 ' Sir T. N. Redington You are, of course, aware that the ordi- 
 nances of the university, with reference to the examination for the 
 degree of B. A., ordain that the candidate shall be required to answer 
 in one group of subjects, and also to answer in the subjects of that one 
 of three groups of subjects which he may select. That scheme, as it 
 at present stands, is a variation of the one that was originally enforced 
 when the university was established ? Sir Robert Kane Yes. Sir 
 T. N. Redington Previous to the introduction of this system of groups, 
 was the B.A. examination one that required the candidate to answer in 
 those subjects on which he attended lectures in each of the three years? 
 Sir Robert Kane That is my impression. Sir T. N. Redington 
 When the system of groups for examination for the degree of B.A. 
 was framed, was there any alteration made in the course of studies 
 which the student was required to follow during the three years ? 
 Sir Robert Kane I think not.' 
 
 No alteration occurring in the course of studies since the alteration 
 in the degree examinations, it is easy to estimate the precise extent 
 
254 MIXED EDUCATION IN IRELAND, 
 
 was also given that such option should not be 
 excessive. It ought to be unnecessary to expatiate 
 upon the advantages of a limitation in this respect. 
 It may even be, as, indeed, I am inclined to hold, 
 that for the B.A. Examination of a University the 
 system of option, root and branch^ is intrinsically 
 bad. It may be, that whatever views are taken 
 about the precise function and utility of the 
 superior Degrees, the Mastership, the Doctorate, 
 for the B.A. Degree, the proper and peculiar test 
 of that general education which is so indispensable 
 for future culture of any kind, and which in respect 
 to that future culture may be called the primary 
 education of the Man^ the examination should be 
 absolutely and compulsorily uniform in all its 
 
 of the degree examination previous to the introduction of the system 
 of groups. It must have included all the subjects set down in the 
 course of studies, that is to say 1. The Greek and Latin Languages. 
 2. A Modern Continental Language. 3. Mathematics. 4. The English 
 Language and Literature. 5. Logic. 6. Chemistry. 7. Zoology 
 and Botany. 8. Physics* 9. History. 10. Physical Geography. 
 11. Metaphysics or Jurisprudence, and Political Economy. In fact, 
 something more than the sum of all the subjects subsequently distri- 
 buted under the various imperative and optional groups. As I do 
 not know that this comprehensive examination, however enforced 
 on paper, was ever enforced in practice, I have not described it in 
 the text. It shows, at least, however, that a Very considerable 
 1 simplification ' indeed of the originally contemplated standard had 
 long come into vogue when the university authorities applied for 
 a further ' simplification.' It must certainly be admitted that the 
 degeneration of the B.A. degree of the Queen's University has been 
 both marked and rapid. 
 
THE OLD DEGREE EXAMINATION. 
 
 255 
 
 details. Something of this absolute and com- 
 pulsory uniformity may be observed, for instance, 
 in the practice of the University of London, with 
 regard to its B.A. Examinations, while at the 
 same time for its "ML A. Degree, that institution 
 distinctly sanctions a choice of subjects. But 
 without entering into the discussion whether in 
 the case of the B.A. Degree there should always be 
 absolute uniformity of study, it may at least be 
 presumed that the uniformity should be at any 
 rate considerable. In this moderate point of view, 
 much might be said, accordingly, for the Bacca- 
 laureate Examination I have just detailed. At 
 the same time it should not seem that it presented 
 any undue difficulty to the student. We have 
 already heard Professor Crowe stating, as the result 
 of his own personal experience as a Queen's 
 Collegian, that he ' never knew of a diligent 
 student being plucked,' and Vice -President Ryall 
 gives strongly corroborative testimony. In answer 
 to a question by Mr. Price as to the standard of 
 the B.A. Examination, this witness, while taking 
 credit for its containing a good many subjects, 
 decisively set at rest any supposition of its undue 
 difficulty. 4 The standard is high,' he said, ' if you 
 take into account the variety of the subjects, but it 
 
256 MIXED EDUCATION IN IRELAND. 
 
 is not high with reference to the extent to which these 
 subjects are carried.' With regard to the variety 
 of the subjects, either, I do not expect that many 
 persons will be found to say that such an exami- 
 nation as I have mentioned sins on the side of 
 variety, or ought to present any excessive difficulty 
 to a student who had come to College moderately 
 well prepared. And such the reader will find to 
 have been the opinion of the persons who were 
 best qualified to pronounce upon the matter. It 
 was even the opinion of the Queen's University 
 authorities themselves. But we must remember 
 that the Queen's University authorities have 
 reasons of their own for not daring to insist 
 upon students coming to College moderately well 
 prepared. Where would they get the students ? 
 
 So much for the Degree Examinations down to 
 1858. The consideration of the Honour Exami- 
 nations will next engage our attention. The 
 leading regulation upon this subject can be very 
 concisely given. I quote as before from the 
 University Ordinances for 1857, which I take as 
 a fair sample of the University Ordinances down 
 to the c simplification ' epoch. 
 
 The Examiners having passed Candidates for the Degree 
 shall select from them those whom they consider de- 
 
THE OLD HONOUR EXAMINATION. 257 
 
 serving of being examined for Honours. None others 
 shall be allowed to compete for Honours. 
 
 I feel that in communicating this information 
 I am communicating another grave shock to the 
 powers of belief of all Queen's Collegians of the 
 c simplification ' date. What, can it have been that 
 even the Honour men were required to pass a 
 regular Degree Examination ; that even the 
 Honour men were not allowed to go in for 
 Honours unless they had passed that Degree 
 Examination well? Why there is nothing of the 
 sort required now ! 
 
 Perfectly true, Gentlemen, there is nothing of 
 the sort required now. However, it was required 
 then. People probably thought in those days that 
 even ' Honour men ' ought to know something 
 more than might be included in the particular 
 little speciality in which they ambitioned special 
 distinction. Lest there should be the slightest 
 doubt about the fact, or about my interpretation 
 of the general regulations, permit me to quote the 
 following extract from the evidence of Rev. 
 Charles Parsons Reichel, B.D., Professor of Latin 
 in Queen's College, Belfast, before, the Queen's 
 Colleges Commission. 
 
 Chairman. What is the difference in the Examina- 
 
 s 
 
258 MIXED EDUCATION IN IRELAND. 
 
 tions for Honours and the Pass Examinations at the 
 Queen's University? Has every Candidate for the B.A. 
 Degree first of all to undergo the common examination in 
 order to pass ? 
 
 Witness. Yes. 
 
 Chairman. Then after that those that are more 
 ambitious are submitted to a competitive examination ? 
 
 Witness. Yes, those students who are recommended by 
 the Examiners at the ordinary examination. 
 
 I think this testimony is conclusive upon the 
 point. 
 
 To complete my account of the Honour Ex- 
 aminations, I follow my authority for the sub- 
 joined account of the special subjects in which 
 Honours were obtainable. The statement may not 
 diminish the surprise of Queen's Collegians of the 
 ' simplification ' formation. 
 
 Special subjects in which Candidates, recommended by the 
 Examiners at the Degree Examination, might compete 
 for Honours : 
 
 1. 
 
 The Greek and Latin Languages. 
 
 2. 
 English Language and Literature. 
 
 3. 
 Modern Continental Languages. 
 
 4. 
 Mathematics. 
 
THE OLD HONOUR EXAMINATION. 259 
 
 5. 
 Natural Philosophy. 
 
 6. 
 Chemistry and Chemical Physics. 
 
 7. 
 Natural Sciences. 
 
 8. 
 Logic and Metaphysics. 
 
 9. 
 
 Jurisprudence and Political Economy. 
 
 10. 
 
 Keltic Languages. 
 
 11. 
 
 Sanskrit. 
 
 12. 
 
 Arabic, 
 
 The reader will see by-and-by, that while the 
 Degree Examination at the conclusion of the Third 
 year has been removed or abolished, it is in one, 
 or at most two, of such specialities Keltic Lan- 
 guages, Sanskrit and Arabic excepted that the 
 modern Queen's Collegian passes for what is now 
 called the B.A. Degree. 
 
 Meanwhile, it may be observed that however 
 perniciously the system of specialities must work 
 when carried on to the detriment of wide and 
 
 s 2 
 
260 MIXED EDUCATION IN IRELAND. 
 
 liberal studies, many advantages may be readily 
 conceived to flow from its apt encouragement 
 under different circumstances. Proficiency in 
 specialities is a good thing, and, looking to the 
 natural limitation of human capacities, is a neces- 
 sary thing. The human mind poured out upon 
 the universe of studies must tend to lose in depth 
 what it gains in superficies. There is an old 
 proverb about the man of all trades being very 
 probably the master of none. In this point of 
 view, there is a real propriety in fostering the bent 
 of individual inclination, directing itself with par- 
 ticular zeal to particular pursuits. And in this 
 point of view something might be said on behalf of 
 the Degree and Honour Examinations I have just 
 described. By the regulations which governed 
 those examinations, the aspiring student was en- 
 couraged to throw himself with special ardour into 
 such especial subjects as he might be led to desire 
 to master. At the same time every student was 
 obliged to pass the Degree Examination. 
 
 The only objection that suggests itself to this 
 arrangement is that, perhaps, the special direction 
 unavoidably given to the studies of the student by the 
 prospect of Honours granted in special subjects, may, 
 in spite of every precaution, exercise an injurious 
 
A SUGGESTED OBJECTION. 261 
 
 pressure upon his preparation for an immediately 
 previous B.A. Examination. It may, in fact, be 
 doubted whether it might not be well in the case 
 of all B.A. Examinations to avoid as much as 
 possible everything even tending to premature 
 specialization. 
 
 This brings me back to the point to which I re- 
 ferred a few pages previously. The B.A. Examina- 
 tion is really a test of primary education, of that 
 primary education which all men, no matter how 
 mutually divergent their subsequent pursuits may 
 be, ought to possess in common as the soundest 
 basis upon which pre-eminent merit in particular 
 departments can rest. As such it ought to be 
 as much as possible uniform. If there are any 
 studies which ought to be deemed essential parts 
 of a liberal education, a knowledge of those studies 
 ought to be exacted from all who pretend to re- 
 ceive a liberal education, and the B.A. Degree, 
 the generally recognised test of a liberal education, 
 ought to seem to be the most fitting occasion to 
 exact that knowledge. The time for professional 
 training and training in special subjects, which is 
 akin to professional training, can come later. 
 Meantime no pressure ought to be allowed to 
 operate upon the student calculated to withdraw 
 
262 MIXED EDUCATION IN IRELAND. 
 
 his attention from those wide and liberal studies 
 acquaintance with which is to entitle him to be 
 counted among educated men and capable citizens. 
 I am aware that in opposition to this view there 
 is another, which I do not believe I rnisdescribe in 
 designating the Theory of Taste. The man whose 
 c taste ' lies in Classics ought not, it is said, to be 
 required to study Mathematics or History or 
 Political Economy, and, on the other hand, the 
 man whose ' taste ' lies in Mathematics or History 
 or Political Economy ought not to be required to 
 study Classics. And this theory is no doubt true 
 in its proper sense. It is, as I have stated, a fact 
 that men have tastes, and it is to the advantage of 
 themselves and the community that they should 
 be encouraged in their tastes. However, is it 
 not the special business of a University to provide 
 above all things else that its students should pos- 
 sess a sufficiently sound and uniform acquaintance 
 with those common and indispensable branches of 
 study which enter into a liberal education? It 
 will be time enough to encourage the special lean- 
 ings of students when there can be some security 
 that these leanings are not the mere hasty genera- 
 lization of imperfect information. As Professor 
 Melville said in his evidence before the Commis- 
 
A SUGGESTED EMENDATION. 263 
 
 sioners evidence marked indeed by some serious 
 errors of detail, but withal evincing an honestness 
 of purpose unfortunately rare in the evidence of 
 Queen's University Professors ' I intend to draw 
 a line of demarcation between those subjects which 
 are essential parts of a liberal education, and those 
 parts which constitute a professional course.' Let 
 the reader draw that line of demarcation firmly 
 and never lose sight of it. Pending the time when 
 the student may be expected to find out his special 
 bias, no inducement should be allowed to hinder 
 his advancement in those common and liberal 
 studies from which in good season he may turn 
 to his chosen pursuit with a mind disciplined by 
 training and an invention strengthened by research. 
 The reader who tries the system of Degree arid 
 Honour Examinations set forth in the preceding 
 pages by the standard of the conclusions we have 
 just reached, may, accordingly, find something to 
 suggest in the matter of emendation. However 
 good or excellent the Degree Examinations might 
 have been in whatever aggregate of subjects we 
 contemplate their having place it is at least likely 
 that the student would be led to acquire a more 
 thorough proficiency in the general course if the sub- 
 sequent Honour Examinations were similarly exami- 
 
264 MIXED EDUCATION IN IRELAND. 
 
 nations in a general course, or if Honours were 
 directly granted for proficiency at the Degree Ex- 
 amination. The adoption of either alternative 
 would have the effect of concentrating the atten- 
 tion and the energies of the student on the higher 
 perfection of his general education, while at the 
 same time it would strongly counteract that mis- 
 chievous specialization, that mischievous bifurca- 
 tion, which, as we have seen, their matriculation 
 malpractices had made so popular among the au- 
 thorities of the Queen's Colleges. 
 
 Had the authorities of the Queen's College, 
 however, any desire to see their matriculation 
 malpractices counteracted? We shall see they 
 had not. We have already seen they had not. 
 What would become of them if they gave up 
 their sham matriculation? Let the reader re- 
 member the question, the terrible question, 
 ' Where would you get the students in that 
 case?' They could not afford, their hopeless 
 unpopularity would not allow them, to favour 
 any improvement of the existing Degree. That 
 existing Degree, they explained, was already too 
 high for the sort of students they could succeed 
 in bribing to their halls. 
 
 Their plaint was twofold. Both the subjects 
 
AN EXPLICIT ADMISSION. 265 
 
 required to be studied during the undergraduate 
 course and the subjects required to be answered 
 at the graduate examination were too numerous, 
 were 4 oppressive ' in fact. There was a distinc- 
 tion, the reader understands, between the number 
 of subjects required to be studied at College and 
 the number of subjects required to be known at 
 the University. As the Commissioners reported, 
 the University trusted to the Collegiate Sessional 
 Examinations to ascertain the proficiency of the 
 students 4 in nearly one -half of the subjects re- 
 quired to be studied by those proceeding to a 
 Degree. 7 That is, the curriculum had been already 
 so much lowered, that the student need not carry 
 up to the Degree an abiding knowledge of much 
 more than half of the subjects on which he had 
 attended lectures. We know, besides, to what 
 lengths a discreditable c leniency ' at the Sessional 
 Examinations had gone in the same direction. 
 
 That these practices were really had recourse to 
 in consequence of the unprepared condition of 
 the students admitted at the entrance examina- 
 tion, has been already sufficiently indicated. The 
 following extract from the examination of Vice- 
 President Ryall may not, however, be without its 
 particular value as an explicit admission of the 
 whole matter: 
 
266 MIXED EDUCATION IN IRELAND. 
 
 Mr. Price. The old Universities have been com- 
 plained of, as educating the students within an exact 
 range of subjects, and leaving them ignorant of some 
 of the most practical departments of human science. 
 I understand that you have tried the solution of the 
 problem on the opposite principle ; do you think the 
 experiment has been successful, or promises to be suc- 
 cessful? 
 
 Witness. I do not think it ever can be successful with 
 a three years 9 curriculum ; but still I think it is desirable 
 that every man should know a variety of subjects 
 besides a special one that it is desirable a Classical 
 man should have an acquaintance with Mathematics, 
 and that he should know something of Natural History 
 and the general principles of Chemistry. All these 
 things are desirable ; but they are undesirable for a three 
 years 9 course. 
 
 Mr. Price. Do you complain that this system of 
 requiring men to study many subjects cannot be carried 
 out in three years ? 
 
 Witness. Certainly, it cannot. 
 
 Mr. Price. Do you propose to keep the students 
 longer at College, OR DO YOU PROPOSE THAT THEY 
 
 SHOULD BE TAUGHT THESE SUBJECTS IN AN ELEMENTARY 
 WAY AT SCHOOL, AND THEN BE POLISHED OFF AT COLLEGE ? 
 
 Witness. The latter plan might be adopted, but I 
 think additional time at College might be preferable. 
 Mr. Price. You TELL ME THAT THE SYSTEM is A 
 
 PRACTICAL FAILURE, BECAUSE THREE YEARS ARE NOT 
 ENOUGH. 
 
 Witness. DECIDEDLY. 
 
THE PROPER REMEDY. 267 
 
 The reader of this evidence will probably be 
 wondering more than ever, how it has come to 
 pass, when the proper remedy to be adopted was 
 so well known among the managers of the Queen's 
 Colleges, that there could be any hesitation about 
 adopting the proper remedy. Either a better 
 school preparation or additional time at College 
 would have converted the system, Vice- President 
 Ryall openly admits, from a practical failure to a 
 practical success, at least in an educational aspect. 
 What might not have been the benefits derivable 
 from insisting on both these measures, on better 
 school preparation, that is a better matriculation, 
 as well as additional time at College? Aye, but 
 where would you get the students in that case? 
 And, if no students could be got, might not the 
 Catholic bishops deny the success of the Queen's 
 Colleges, as they have already audaciously ven- 
 tured to do, and ' in that case ' how could Sir 
 George Grey answer, as he has done to such effect, 
 that 4 Her Majesty's Government cannot concur in 
 the belief that these Colleges are a signal failure ' ? 
 
 Not to mention that ingenious exercise of 
 Imperial statesmanship, by which the means 
 of secondary instruction had been diminished 
 throughout the kingdom, was there any chance 
 
268 MIXED EDUCATION IN IRELAND. 
 
 that any amount of improvement in the matricula- 
 tion would reconcile the pupils of the great Catholic 
 schools to Mixed Education ? At the same time, 
 what would become of the c smatterers ' under an 
 improved matriculation? The reader should cease 
 to wonder why c simplification ' to suit the c smat- 
 terers ' has carried the day. 
 
 To return from my digression, the Queen's 
 College Professors and Presidents considered them- 
 selves, or their Mixed System, or their mixed 
 pupils, or all three, deeply hurt and manifestly 
 injured by the existing curriculum. 
 
 Professor Moifet * was in favour of a 4 modifi- 
 cation ' which would ' achieve ' the great object c of 
 lightening the course,' and i he should say ' at the 
 same time ' of elevating the standard of education, 
 instead of lowering it.' That is the beautiful 
 
 * Professor of Logic and Metaphysics in Queen's College, Galway. 
 This gentleman expressed himself decidedly opposed to a proposed 
 ' modification ' which would have the effect of abolishing the Senior 
 Scholarships, for a reason which it may interest the reader to hear. 
 The Senior Scholars were useful as a sort of school monitors. They 
 were wanted to teach the ( total failures' their elementary drill, to 
 get them over the goose-step in fact. ' I think/ so ran this witness's 
 testimony, 'that the Senior Scholars confer a good deal of advantage 
 on this College. I think it essential that the Professors of the College 
 should not be always kept teaching the mere rudiments! /' What a 
 commentary on the state of things in the Queen's Colleges arises 
 from these unconscious admissions ! And what a commentary on the 
 conduct of the authorities who have palmed off this state of things as 
 University education ! 
 
THE PARTY OF ENLIGHTENMENT. 269 
 
 thing about the Queen's College Professors. 
 They would no more lower the curriculum than 
 what shall I say ? give c Honours ' for fifteen marks 
 out of 124. It was solely to raise the standard 
 that they knocked it down. They, indeed, are the 
 true friends of Education and Progress, the Party 
 of Enlightenment, the destined regenerators of 
 Ireland. 
 
 Vice- President Andrews was likewise in favour 
 of a 'simplification.' He considered the students 
 were ' exhausted in College.' He was afraid, in- 
 deed, that some sort of Degree would be always 
 necessary, but still he thought he saw a way out 
 of the dilemma. c It is essential,' he observed, 
 4 that you should have a University Degree, or a 
 Degree,' he sagaciously adds, ' corresponding in 
 name and appearance with the old title.' When 
 asked did he mean by this, ' that you must uphold 
 the old Oxford and Cambridge and Trinity College 
 course,' he promptly explained that he meant 
 nothing of the kind. c Not an Oxford and Cam- 
 bridge and Trinity College course, BUT A COURSE 
 
 PRESCRIBED BY A UNIVERSITY, AND WHICH BEING 
 PURSUED IN THESE COLLEGES LEADS TO A UNIVER- 
 SITY DEGREE.' Astute Vice- President Andrews ! 
 The reader understands the full meaning of your 
 strategy. 
 
270 MIXED EDUCATION IN IRELAND. 
 
 As a matter of course, President Berwick 
 played a distinguished part in the proposed 
 4 lowering ' that was so curiously to 4 elevate.' 
 That ' true friend of Mixed Education and regular 
 academic training ' never proved himself a truer 
 friend than on this occasion. 4 What I want] he 
 said, ; is to have the subjects reduced.' He was 
 especially opposed, like the literary character he 
 is, to the Greek Language. The Greek Language 
 was his especial abomination. It sadly interfered, 
 he gives us to understand, with his little favour- 
 ites, the 4 total failures.' Though I have quoted 
 so largely already from the examination of this 
 witness, still I feel that the reader will willingly 
 pardon my quoting again. 
 
 Mr. Price. You think the principal reason the 
 Degree is not taken is, not the little value which is set 
 on the Degree, but the practical difficulties experienced 
 in going through the course of study prescribed for it ? 
 
 President Berwick. That is one of the great obstacles. 
 
 Mr. Price. Do you think that such a modification 
 as you propose would stop that falling away of the 
 students which you have referred to ? 
 
 President Berwick. I think it would to a great extent. 
 
 Mr. Price. You abandoned your notion of making 
 Greek optional out of deference to the strong wish of 
 the Senate ? 
 
'HANKERING AFTER GREEK.' 271 
 
 President Berwick. The strong wish of the Senate 
 and the opinion of our Professors. THERE is A GEE AT 
 HANKERING AFTER GREEK. I SHOULD BE GLAD TO SEE 
 THE DEGREE GIVEN WITHOUT FORCING THIS LANGUAGE 
 ON ANT ONE ! ! 
 
 The reader can perceive how far President 
 Berwick has outstripped not only the Senate but 
 the Professors. Was I not right in my remark 
 about converts being mostly enthusiasts? What a 
 treasure that College must feel it possesses whose 
 President has no 4 hankering after Greek ! ' * 
 
 * It may be interesting to the English reader to know the opinion 
 held by the adherents of the Queen's University in Ireland with 
 regard to the services of this ' true friend of Mixed Education and 
 regular academic training.' I extract the following-, heading and 
 all, from that ' excellent journal ' Saunders's News-Letter , Septem- 
 ber 7, 1869 : 
 
 ' HONOUR TO WHOM HONOUR.' 
 To the Editor of Sounders' s News-Letter. 
 
 Sir, I read in your excellent journal a few days ago, while so- 
 journing in the North of Ireland, an analysis of the report recently 
 submitted to Her Majesty of the condition and prospects of Queen's 
 College, Galway, by President Berwick, together with your encomium 
 on the ' estimable author,' as you styled him ; and I would fain take 
 this opportunity for saying publicly what I have often heard said in 
 private circle? namely, that it seems strange that the powers that be 
 should so long have permitted a functionary who has done the State and 
 Society good service for over twenty years to remain plain Mr. Berwick. 
 A KNIGHTHOOD WOULD DOUBTLESS BE NO VERY GREAT DISTINCTION 
 FOR THE PRESIDENT or A QUEEN'S COLLEGE; but it is the highest 
 in the Viceroy's gift, and would be bestowed in the present case with 
 peculiar propriety and gracefulness when, as now, educational relations 
 have reached the acme of importance. The Galway College has 
 
272 MIXED EDUCATION IN IKELAND. 
 
 Professor Nesbitt, again, 'felt quite certain, that 
 many students are now deterred from going up 
 for their Degree, on account of the very limited 
 amount of their Classical attainments.' 1 This re- 
 markable discovery appears to have touched the 
 sensitive nature of this witness. 4 The students 
 come here knowing little or no Classics,' he con- 
 tinues, ' and when a strict examination stares them 
 in the face, YOU CAN EASILY SEE WHAT A DETER- 
 EING INFLUENCE IT HAS ! ! ' Of course, Professor 
 Nesbitt, also, had got a scheme to propose, which he 
 hoped would have no ' deterring influence ' what- 
 ever. Of course, too, it was a scheme ' that 
 
 always been the most delicately circumstanced of these institutions. 
 And I believe I but echo the common voice when I say that to its 
 President's mild but firm sway, his sound judgment, even temper and 
 genial manners, is very much due the satisfactory measure of success 
 which it can claim. If a functionary of the same rank had accom- 
 plished the same ends in the face of the same difficulties in France or 
 Prussia, he would ere now have received a far higher meed than that 
 here advocated. 
 
 I have the honour to be, Sir, very obediently yours, 
 
 Q.C. 
 
 UNIVERSITY CLUB, STEPHEN'S GREEN ; 
 Sept. 4, 1869. 
 
 It is true that a Knighthood is the highest distinction in the 
 gift of 'the Viceroy.' 33ut why should the matter rest with 'the 
 Viceroy ' ? Is our Imperial Administration to lag behind France and 
 Prussia in its rewards to a servant who has performed such ( satis- 
 factory ' service ? For my part, 1 look forward to President Berwick's 
 coronet with little less confidence than to the Queen's University's 
 .Representation in Parliament. * Honour to whom Honour ! ! ' 
 
WHAT THE COUNCIL DESIRED TO SEE. 273 
 
 would raise very much the tone of our Exami- 
 nation.' He, too, would not for the world c lower ' 
 the Classical examination. He would c merely 
 allow the Mathematical student, or the student 
 for Honours in any other subject, TO GET RID OF 
 subjects which he never can acquire any profound 
 knowledge of, and which are merely a drag upon 
 him.' I hope the reader will appreciate the dis- 
 tinction. 
 
 In fine, 'to get rid of 7 the Queen's University 
 Professors and Presidents as quickly as possible, 
 President Pooley S. Henry, D.D., will wind up our 
 selection. ' WHAT I DESIRE TO SEE, AND WHAT 
 THE COUNCIL DESIRE TO SEE,' that gentleman de- 
 posed, after ' reflection,' as the reader knows, c is 
 
 THE NUMBER OF OUR DEGREES INCREASED; leCCLUSe 
 
 it will become very painful, if the present state of 
 thinqs continue, to have our assemblaqe in St. Pa- 
 
 7 7 
 
 trick's Hall and be able to present to the public 
 no Degrees. 1 The President did not, however, 
 confine himself to his ' reflections.' The reverend 
 gentleman had also his c conscientious thoughts.' 
 ' I THINK CONSCIENTIOUSLY, now as there is a Com- 
 mission sitting, and sitting for some purpose, IT 
 WOULD BE AN UNFORTUNATE THING IF THE 
 OPPORTUNITY WERE ALLOWED TO PASS WITHOUT 
 
274 MIXED EDUCATION IN IRELAND. 
 
 SOMETHING BEING DONE TO RECTIFY THE PRESENT 
 SYSTEM ! ' 
 
 On the other hand, what said the Graduates of 
 the Queen's University to the proposed ' modi- 
 fications ' ? Were the Graduates of the Queen's 
 University in favour of c something being done to 
 rectify the present system ' ? Were they in favour 
 of a ' reduction in the number of subjects,' in order 
 to obtain * an increase in the number of Degrees'? 
 Did they complain of being ' exhausted in College' ? 
 Did they complain of the ; deterring influence ' of ' a 
 strict examination'? Did they endorse President 
 Berwick's disclaimer of a 'hankering after Greek'? 
 Did they endorse a single c simplification ' of the 
 lot? Keader, I will lay the evidence of the 
 Graduates before you. I ask you to follow it 
 attentively. 
 
 At Cork, upon the rumour going abroad that 
 the interested attempts we have witnessed were 
 about to be made upon the standard of the Degree 
 Examination, the Graduates at once associated 
 themselves together, to oppose the ruinous pro- 
 ceeding. Some other matters, at the same time, 
 were demanding their attention, upon which they 
 took the opportunity of expressing their opinion. 
 I quote from the Minutes of Evidence before the 
 Queen's Colleges Commission : 
 
THE PROTEST OF THE GRADUATES. 275 
 
 Denis B. O'Flyn, M.A., and Thomas Wall, B.A., a 
 Deputation from Graduates of the Queen's University, 
 who had studied in the Queen's College, Cork, called in, 
 sworn and examined. 
 
 Chairman. You are members of a Deputation which 
 the Graduates educated in this College have asked the 
 Commissioners to receive. We shall be happy to hear 
 any statement you have to make. 
 
 Denis B. O'Flyn, M.A. We have been appointed by 
 the Graduates educated in this College to bring under 
 the notice of the Commissioners certain privileges 
 which they conceive their position in the University 
 entitles them to possess, and to state their opinion with 
 regard to the qualifications which should be required 
 by the University before admitting students to their 
 Degree, and with regard to the mode of Examination 
 which is adopted. Some rumours have gone abroad that 
 the Queen's University is about to lower the standard of 
 our Examinations for the Degree, and that the courses are 
 considered too heavy for the students educated in the 
 Queen's Colleges', and upon this and the other points 
 which I have stated, the sentiments of the Graduates are 
 embodied in the form of resolutions unanimously adopted 
 at a meeting of that body, at which I acted as Chairman, 
 and Mr. Wall as Secretary. The Resolutions adopted by 
 the Graduates are as follows : 
 
 1. THAT THE STANDARD OF EXAMINATION REQUIRED 
 FOR DEGREES IN THE QUEEN'S UNIVERSITY SHOULD NOT 
 
 BE LOWERED. 
 
 At Belfast a similar manifestation took place. 
 
 T 2 
 
276 MIXED EDUCATION IN IRELAND. 
 
 The question of giving the Graduates representa- 
 tives on the governing Boards of the University 
 was at the time a good deal discussed, and a 
 meeting of Belfast Graduates appointed a de- 
 putation to present a memorial to the Com- 
 missioners upon the subject. The evidence given 
 by the spokesman of the Deputation is conclusive 
 as to the opposition of the Graduates to any re- 
 duction of the curriculum for the Degree. I quote 
 from the Minutes of Evidence : 
 
 D. G. BarMey, M.A. ; James Cuming, B.A., M.D. ; 
 A. M. Porter, B.A. ; John M'Parland, B.A. ; and James 
 G. Holib, B.A. ; a Deputation from Graduates * of the 
 Queen's University, who had studied in the Queen's College, 
 Belfast, introduced to present the Commissioners with a 
 Memorial. 
 
 James Gardner Rohb, B.A., Secretary to the Meeting 
 appointing the Deputation, sworn and examined. 
 
 Mr. Gibson. From your experience of the course of 
 study in this College, as directed by the Queen's University, 
 
 * The Graduates appointing the Deputation were David G. Barkley, 
 M.A. ; James G. Robb, B.A. ; John B. M'Bride, B.A. j J. Cuming, 
 B.A., M.D. j James M'C. Abernethy, B.A. ; John M'Parland, B.A. ; 
 Joseph Corkey, B.A.; J. Dunne Parker, B.A. j William T. Whan, 
 B.A. ; Leslie Alexander Lyle, B.A. j William J. Taggart, B.A. ; 
 Owen O'Hare, M.D. j Thomas Sinclair, B.A. ; Acheson G. Bartley, 
 B.A. ; James Gibson, B.A. ; George Wray Hamill,. B.A. ; Eobert 
 James Arnold, B.A. ; A. M. Porter, B.A. ; Samuel E. Browne, B.A. j 
 John Wilson, B.A. j Francis Petticrew, B.A. ; John Moore, M.D. j 
 William Aicken, M.D., M.R.O.S.E., L.S.A. ; Henry Cowan, M.A. 
 
THE PROTEST OF THE GRADUATES. 277 
 
 do you consider that it is OPPRESSIVE on the student 
 who has received a moderately fair education previous to 
 entrance ? 
 
 Witness. I DO NOT. 
 
 Mr. Gibson. What is your opinion respecting the 
 abridgement of the course of study, or the reduction of it 
 as required for the B.A. Degree ? 
 
 Witness. I do not think it should be reduced. 
 
 Mr. Gibson.- WHAT is THE OPINION PREVALENT AMONG 
 
 YOUNG MEN WHO HAVE BECOME GRADUATES AND TAKEN 
 HIGH POSITIONS, RESPECTING ANT PROPOSED REDUCTION 
 OP THE STANDARD OF THE B.A. CURRICULUM ? 
 
 Witness. THAT THE STANDARD AT PRESENT is SUF- 
 FICIENTLY LOW. 
 
 This, then, was the answer which the Graduates 
 of the University returned. The standard of the 
 B.A. curriculum 4 should not be lowered.' It 
 was already ' sufficiently low.' Far from being 
 ' oppressive,' it was 'perfectly feasible for c the 
 student ' who had 4 received a moderately fair 
 education previous to entrance.' 
 
 Discomfited by the pronounced position as- 
 sumed by the Graduates, the University autho- 
 rities openly confessed, what was plain from the 
 whole tenor of their proceedings, that it was not 
 for the capable students that they wanted the 
 reduction of the curriculum. ' I think,' said 
 President Henry, ' the subjects are too numerous, 
 
278 MIXED EDUCATION IN IRELAND. 
 
 and create too much anxiety in the minds of the 
 students. Of course this observation does not apply 
 to the class of men you had before you to-day, who 
 could master anything, but to the general body of 
 students who enter our classes,' that is, as President 
 Berwick would say, who 4 come ' to us, and whom 
 we must admit of course. No fear of the Queen's 
 Colleges requiring their students to have received 
 ' a moderately fair education previous to entrance.' 
 ' They preferred to reduce ' the curriculum. They 
 preferred to ' simplify' the Degree. Why? It is 
 impossible to blink the fact that the authorities 
 of the Queen's Colleges felt that they were un- 
 popular; that the respectable Catholic laity were 
 not coming to them, and never would come to 
 them in large numbers ; that the great Catholic 
 schools were not preparing for them, and would 
 never prepare for them ; and that, in order to have 
 anything like a tolerable appearance of students, it 
 was necessary to lower the standard. The few 
 graduates who desired education, or, as the 
 reverend President Henry puts it, c the class of 
 men you had before you to-day, who could master 
 anything,' might, indeed, vehemently protest in the 
 interests of education. But it was not for educa- 
 tion that the authorities of the Queen's Colleges 
 were working. 
 
DELUDED BEITONS AND IRISH SHAMS. 279 
 
 The British public contains within it two classes, 
 which we may specially designate the religious and 
 the irreligious party each alike, unfortunately, 
 the victim of a great Irish Sham. The devotees 
 of Exeter Hall pay out of their own pockets 
 great sums to support the system of Irish Church 
 Missions. We, at this side of the Channel, are 
 often amused at the shifts to which organizers of 
 Irish Church Missions are put in order to produce 
 that appearance of conversions necessary to con- 
 tinue to draw money from the religious portion of 
 the British public. Not only we, but the irreli- 
 gious portion of the British public appear to have 
 their eyes sufficiently widely open upon this point 
 also. But they too, like their more evangelical 
 brethren, are themselves the dupes of a gigantic 
 Hibernian delusion. Mr. Fawcett and his friends, 
 it is true, do not pay away their own money, but 
 they are ready to secure vast sums of the public 
 money to any system of education from which 
 religion is excluded. They believe that the 
 Queen's Colleges are educating the youth of Ire- 
 land, and they make the whole country pay the 
 Queen's Colleges handsomely in consequence. Care 
 must be taken to keep them under this delusion. 
 Therefore, ' what the Council desires to see, is the 
 
280 MIXED EDUCATION IN IRELAND. 
 
 number of degrees increased.' It would certainly 
 'become very painful to have our assemblage in 
 St. Patrick's Hall and be able to present to the 
 public no degrees,' when a probable consequence of 
 being able to ''present no degrees ' would be, to be able 
 to get no money. Degrees and money are what the 
 authorities of the Queen's Colleges ' desire to see/ 
 and not education, as is foolishly supposed in 
 England. 
 
 It only remains to quote the Keport of the Com- 
 missioners upon the subject of the proposed de- 
 gradation of the Degree. It will be seen that if 
 the University authorities have persisted in their 
 determination, their persistence has been in as 
 direct contravention to the recommendations of 
 the Commissioners in this instance, as in every 
 other. I proceed to quote some salient portions of 
 the Report upon the points referred to. 
 
 Speaking of the arrangements existing down to 
 1858, the Commissioners report: 
 
 It would seem that the object contemplated was 
 that the Undergraduate should cultivate a wide and 
 extensive general education, while at the B.A. Exam- 
 ination the subjects were grouped. . . . Moreover by 
 the College Statutes the Senior Scholarships, and by 
 the University Ordinances the Exhibitions and Medals 
 given at the B.A. Honour Examinations, were so arranged 
 
THE REPORT OF THE COMMISSIONERS. 281 
 
 that great inducements were held out for the pursuit 
 of special subjects, which inducements are constantly 
 operating while the student is pursuing the Undergraduate 
 course. 
 
 It will appear how the Commissioners proposed 
 to act in view of this specialising influence. Mean- 
 time, I quote their opinion upon the immediate 
 question in debate: 
 
 The feeling of the Presidents and Professors in the 
 Three Colleges was in favour of a general education (?) ; 
 but at the same time the great majority of them advocated 
 more or less diminution of the present course. . . . 
 Their suggestions were many and various. . . . Some 
 of these suggestions involve comparatively little change 
 in the character of the education given in the Arts 
 Department of the Queen's Colleges, while others involve 
 a radical alteration. WE CANNOT THINK THE LATTER 
 
 RESULT DESIRABLE. WE BELIEVE THAT A GENERAL 
 
 EDUCATION FORMS THE SOUNDEST BASIS ON WHICH PRE- 
 EMINENT MERIT IN PARTICULAR BRANCHES OF LITERATURE 
 OR SCIENCE CAN REST. 
 
 Nothing, therefore, but the strongest evidence of the 
 absolute impossibility of communicating the general 
 education hitherto given in the Queen's Colleges, would 
 induce us to recommend a radical change in the present 
 curriculum prescribed by the University to be studied 
 in the Colleges. 
 
 We do not think this impossibility has been esta- 
 blished. It undoubtedly has been repeatedly stated that 
 the course is too heavy for the Students. BUT ON REVIEW- 
 
282 MIXED EDUCATION IN IRELAND. 
 
 ING THE EVIDENCE WE HAVE COME TO THE CONCLUSION 
 THAT THIS OPINION HAS IN A GREAT DEGEEE BEEN IN- 
 FLUENCED BY THE DEFICIENT STATE OF PREPARATION IN 
 
 WHICH THE STUDENTS, AT PRESENT, ENTER THE COLLEGES, 
 AND WHICH IT IS TO BE HOPED WILL BE REMEDIED. At 
 the same time, we think that the Special direction given to 
 the studies of those who look for Honours, coupled with the 
 extended character of the College course and of the Degree 
 Examination may produce this result. 
 
 While thus distinctly refusing to sanction any 
 radical alteration in the course, and distinctly giving 
 it to be understood where the real evil lay, so far 
 as any evil existed, the Commissioners went on to 
 suggest some important modifications. The want 
 of previous preparation before entering the College, 
 and an undue specialisation within the College, 
 were, they perceived, the two adverse influences 
 which stood in the way of a thorough utilisation 
 of the general course. The want of previous pre- 
 paration could only be corrected, they observed, by 
 a Matriculation Examination calculated ' to elevate, 
 and never to depress, the general standard of School 
 education throughout the country.' The undue 
 specialisation was to be remedied, with regard 
 both to the Scholarships and to the University 
 Honours, by provisions which would make those 
 prizes the rewards not of special proficiency, but 
 
THE REPORT OF THE COMMISSIONERS. 283 
 
 of; general education. Their observations with 
 regard to the University Honours strike me as so 
 particularly bearing upon the solution of the whole 
 difficulty, that I make no apology for quoting them, 
 although, as will be seen, they were made without 
 effect : 
 
 We have stated that the University Exhibitions and 
 Medals, given at the B.A. Honour Examinations, are 
 granted for proficiency in special subjects, and referred 
 to the pressure which the special direction, thus given 
 to his Studies, brings upon the Student. WE THINK IT 
 
 WELL WORTHY OF THE CONSIDERATION OF THE SENATE, 
 WHETHER THE UNIVERSITY HONOURS AT THE B.A. EX- 
 AMINATION SHOULD NOT BE GIVEN FOR SUPERIOR ANSWER- 
 ING IN THE RESPECTIVE GROUPS, AND THE DISTINCTIONS 
 FOR PROFICIENCY IN SPECIAL SUBJECTS DEFERRED TILL 
 THE PERIOD OF THE M.A. EXAMINATION. 
 
 How have the Queen's College authorities 
 attended to the recommendations of the Com- 
 missioners ? The reader already knows how they 
 have attended to the recommendations regarding 
 the Matriculation Examinations and Scholarship 
 arrangements. Have they acted differently with 
 regard to the Degree Examinations? The Kegu- 
 lations of the Queen's University in Ireland, for 
 the year 1868, for instance, will not leave a 
 doubt upon the subject. 
 
284 MIXED EDUCATION IN IRELAND. 
 
 DEGREE EXAMINATION IN ARTS. 
 
 Candidates who have completed the Undergraduate 
 course may offer themselves at the Degree Examina- 
 tions for graduation either with Honours or without 
 Honours. 
 
 I shall first quote the regulations for the Pass 
 Examination : 
 
 EXAMINATION FOR THE DEGREE OP B. A. WITHOUT HONOURS. 
 Candidates who seek the Degree without Honours 
 may SELECT for their Examination any group of subjects 
 from the following list, provided the sum of the numbers 
 attached in this list to the selected subjects be at least four : 
 
 English Language and Literature . . 2 
 Mathematical Science .... 2 
 
 Experimental Physics . . .2 
 
 Chemistry. ...... 2 
 
 Zoology ....... 1 
 
 Botany ....... 1 
 
 Greek 1 
 
 Latin ....... 1 
 
 Each Modern Continental Language . . 1 
 Logic ....... 1 
 
 Metaphysics (!) . . . . . .1 
 
 History ....... 1 
 
 Political Economy . . . . .1 
 
 There is a test of general education! There 
 is an incentive to c regular academic training ! ' 
 So much have the University authorities regarded 
 
MOHAMMED AND THE MOUNTAIN. 285 
 
 the protests of the Graduates ! So much have 
 they cared for the instructions of the Commis- 
 sioners ! Forbidden to encourage c specialisation/ 
 the University authorities have merely encouraged 
 ' selection.' It is the old, old story of Mohammed 
 and the mountain. The ' total failures ' could not 
 come to the Degree, so the Degree had to come to 
 the c total failures.' As 4 the majority of our stu- 
 dents ' could not master the old curriculum, c their 
 education being so far behindhand,' it was plainly 
 necessary to let them ' select ' what they could 
 master ; for would it not ' become very painful to 
 have our assemblage in St. Patrick's Hall, and be 
 able to present to the public no Degrees '? And 
 this forsooth is the result. Profound Vice -Presi- 
 dent Andrews ! You knew how it would be 
 done. ' Not an Oxford and Cambridge and Trinity 
 course, BUT A COURSE PRESCRIBED BY A UNIVER- 
 SITY, AND WHICH, BEING PURSUED IN THESE COL- 
 LEGES, LEADS TO A UNIVERSITY DEGREE.' It is 
 
 only to be feared, now all is told, that the public, 
 the dreaded public, will scorn your c University 
 Degree.' LET THE READER BUT IMAGINE THE PASS 
 DIVISION OF THE FIRST B.A. EXAMINATION PRO- 
 MOTED TO THE PASS DIVISION OF THE SECOND ! 
 
 As a matter of course, when such has been the 
 
286 MIXED EDUCATION IN IRELAND. 
 
 fate of the recommendations regarding the old 
 general examination, the fate of those regarding 
 the Honour examination can be readily conceived. 
 No fear of ' the distinctions for proficiency in 
 special subjects ' being 'deferred till the period of 
 the M.A. Examination.' The Queen's Colleges 
 are too hard set to get their students over the 
 B.A. Degree to put off a precious opportunity. 
 What alteration, accordingly, has taken place in 
 the Honour Examinations has certainly not been 
 to give them a more general character. The 
 Honour Candidates are no longer required to have 
 passed the general examination previously. The 
 general examination itself has been anticipated 
 or abolished. The Honour Candidate now gets 
 his Degree as well as his Honour in his speciality. 
 
 EXAMINATION FOE THE DEGREE OF B.A. WITH HONOURS. 
 
 Candidates who seek to graduate with Honours may 
 SELECT for their Examination any one of the following 
 groups : 
 
 The Greek and Latin Languages. 
 
 Mathematical Science. 
 
 Experimental Science. 
 
 Natural Science. 
 
 Two Modern Continental Languages. 
 
SEVENTEEN VARIETIES OP HONOUR DEGREES! 287 
 
 Or any three of the following : 
 
 English Language and Literature. 
 
 Logic. 
 
 Metaphysics. 
 
 History. 
 
 Political Economy. 
 
 That is to say, in the Honour Degree of the 
 Queen's University there are no less than seven- 
 teen varieties of a more or less pronounced descrip- 
 tion. 
 
 1. 
 The Greek and Latin Languages. 
 
 2. 
 
 Mathematical Science. 
 
 3. 
 Experimental Science. 
 
 4. 
 Natural Science. 
 
 5. 
 
 The French and German Languages. 
 
 6. 
 The German and Italian Languages. 
 
 7. 
 The French and Italian Languages. 
 
288 MIXED EDUCATION IN IRELAND. 
 
 8. 
 
 English Language and Literature. 
 
 Logic. 
 
 Metaphysics. 
 
 9. 
 
 English Language and Literature. 
 Logic. 
 History. 
 
 10. 
 
 English Language and Literature. 
 
 Logic. 
 
 Political Economy. 
 
 11. 
 
 English Language and Literature. 
 
 Metaphysics. 
 
 History. 
 
 12. 
 
 English Language and Literature. 
 Metaphysics. 
 Political Economy. 
 
 13. 
 
 English Language and Literature. 
 
 History. 
 
 Political Economy. 
 
SO MUCH FOR GENERAL EDUCATION! 289 
 14. 
 
 Logic. 
 
 Metaphysics. 
 
 History. 
 
 15. 
 
 Logic. 
 
 Metaphysics. 
 Political Economy. 
 
 16, 
 
 Logic. 
 
 History. 
 
 Political Economy. 
 
 17* 
 Metaphysics. 
 
 History. 
 
 Political Economy. 
 
 SO MUCH FOR GENERAL EDUCATION AND REGULAR 
 ACADEMIC TRAINING, AMONG EVEN THE HONOUR 
 
 GRADUATES OF THE QUEEN'S UNIVERSITY IN IRE- 
 LAND ! Has not specialisation, i selection J I should 
 say, progressed merrily since the Commission? 
 Accept our felicitations, Sir Robert Kane. You 
 and yours have certainly removed every remnant 
 of ' oppression ' from the course of the student. 
 The student can now learn as little as ever he 
 
 likes. Talk of its taking nine but I must not 
 
 u 
 
290 MIXED EDUCATION IN IRELAND. 
 
 offend by an unhappy quotation. I may only per- 
 mit myself to ask the question, How many Queen's 
 University Graduates does the reader think it 
 would take to make a single man of education? 
 
 As might be expected, the majority of the 
 Queen's University Graduates are not even Honour 
 Men. In fact, I have counted the names in the 
 University Calendar, and I find that out of the 
 total number of Seven Hundred of which I have 
 made mention already, upwards of Four Hundred 
 have graduated in the Pass Division ! 
 
 Not to insist at any further length upon the 
 hopeless ambiguity, the endless variation, the inter- 
 minable nonconformity with one another, and with 
 everything else, which characterises both Pass 
 and Honour Degrees under the Mixed System, it 
 might not be uninteresting to give some samples 
 of the sort of attainments which qualify for the 
 Pass Degrees in particular. I will take, accord- 
 ingly, the subjects of History and the Greek and 
 Latin Languages as probably most intelligible to 
 the ordinary reader. I quote as before from the 
 Degree Regulations for 1868 : 
 
 The Examination in Greek will comprise 
 Xenophon Cyropsedeia, Books i. ii. 
 Homer Iliad, Book ix. 
 With Prose Composition in Greek ! 
 
TRINITY AND THE QUEEN'S UNIVERSITY. 291 
 
 The Examination in Latin will comprise 
 Salhist. 
 
 Horace Satires and Epistles. 
 With Prose Composition in Latin ! ! 
 
 The portion appointed for the Examination in His- 
 tory is English History from 1603 to 1702 ! ! ! 
 
 And such an examination ! I might add. In 
 History, for instance, any little cram book will 
 suffice for all that is necessary. I remember that 
 a former fellow-student of mine at the c Degree 
 Examination ' of last year passed triumphantly 
 upon the modicum of knowledge gleaned from an 
 evening's perusal of a book of the kind purchased 
 the very day before the examination. Of course, 
 neither before nor after, did he really know any- 
 thing about History. With regard to the Latin 
 and Greek Languages, the Entrance Examination 
 of Trinity College, Dublin, seems to be fully equal 
 to this c Degree Examination ' of the Queen's 
 University. I quote from the Dublin University 
 Calendar : 
 
 At 'the Entrance Examinations, Candidates will he 
 examined in any two Greek and two Latin Books of 
 their own selection from the following Entrance 
 Course : 
 
 u 2 
 
292 MIXED EDUCATION IN IRELAND. 
 
 Greek. 1. Homer Iliad, Books i. ii. iii. 
 
 2. New Testament the Gospels of St. Luke 
 and St. John, and the Acts of the Apostles. 
 
 3. Euripides Phoenissse. 
 
 4. Sophocles Ajax. 
 
 5. Plato Apologia Socratis. 
 
 6. Lucian Walker's Selections. 
 
 7. Xenophon Anabasis, Books i. ii. iii. 
 
 Latin. 1. Virgil jEneid, Books i. ii. iii. vi. 
 
 2. Horace Odes. 
 
 3. Horace Satires and Epistles. 
 
 4. Sallust. 
 
 5. Livy, Books iii. iv. 
 
 6. Terence Andria and Heautontimoru- 
 menos. 
 
 Let the candidates select c any two books ' they 
 please, and they cannot select less than what the 
 Queen's University appoints for its Degree.* 
 And this is the sort of thing, in conjunction with 
 4 regular academic training ' of course, for which 
 the country is at the average expense of 365/. 18s. 
 
 * Not to limit the attention of the reader to the classical attain- 
 ments of Pass Graduates, I may mention that for the whole period 
 since the establishment of the Queen's University, the total number 
 of students who have graduated in Classics with First Class Honours 
 has been only Seventeen. Seventeen out of Seven Hundred ! 700 
 is a contemptible total. But what are we to say of 17 ? How- 
 ever, it is all after President Berwick's own heart. It shows that, 
 like himself, the Queen's University has no great ' hankering after 
 Greek.' 
 
4 CHUBBERY ' AND THE QUEEN'S UNIVERSITY. 293 
 
 for every graduate ' polished off ' by the Queen's 
 University in Ireland ! 
 
 Why, to enter the lower class of Greek and 
 Latin at Maynooth, in the Junior House, at the 
 commencement of the whole course, what is known 
 to professors as Humanities, to students, I believe, 
 disdainfully as Chubbery, candidates are liable to 
 examination c in two Greek and two Latin books, 
 one prose and one poetry in each language.' So 
 far as classical authors are concerned, students 
 who enter into c Chubbery ' at Maynooth in order 
 to pursue during two years Latin and Greek, 
 without any logic, physics, or theology until later, 
 are already fully entitled to the B.A. Degree of 
 the Queen's University! And yet Dr. Maguire, 
 the Galway Queen's College Professor of Latin, in 
 his ' Maynooth Resolutions Considered,' has the 
 audacity to declare that 4 as a body, the clergy of 
 all creeds are inferior to the members of the other 
 professions in general intelligence and cultivation. 
 Their course of professional study is narrow and 
 technical ! ' * And Dr. Ball, the recent convert to 
 
 * Narrow and technical ! Let me tell the reader what the ' narrow 
 and technical ' education of the Irish priest realty is. But first let 
 me explain the course of studies generally pursued in great Catholic 
 college, 1 ?. I remember on a recent occasion how puzzled an English 
 Chief Justice appeared at the names given to the classes at Oscott. 
 
294 MIXED EDUCATION IN IRELAND. 
 
 Mixed Education, could cite this ridiculous Gal- 
 way Professor in the House of Commons as c one 
 of the most distinguished Koman Catholics ! ' And 
 the House of Commons were gulled into imagining 
 that this Galway Professor was really an en- 
 lightened friend of education, and really a repre- 
 
 He seemed to think they were only new-fangled designations, 
 usurping the place of the time-honoured names of Fifth Form, Sixth 
 Form, &c. They are, however, in general use in Catholic countries, 
 and belong to a definite system of education. In Catholic colleges, 
 the lower classes, in which Latin and Greek are studied, are com- 
 monly called classes of Grammar. The two higher classes are re- 
 spectively called the class of Humanities and the class of Rhetoric. 
 These classes conclude the school of linguistic studies. Then come 
 the classes of Philosophy, embracing in various arrangements Logics, 
 Metaphysics, Ethics, together with Physics and Mathematics. It is 
 only after the various studies of Linguistics and Philosophy have been 
 mastered that the student is supposed to proceed to the study of Theology, 
 which is continued for several years. Now, at Maynooth the students 
 who commence the course must already somewhere else have passed 
 through the classes of .Grammar, or preliminary classical studies. 
 The students are, as I have stated, as far as classics are concerned, 
 about on a par with the Pass Graduates of the Queen's University. 
 It is true that these Pass Graduates have also to possess a trifling ac- 
 quaintance with Logics, Mathematics, and Physics. The Maynooth 
 student in his course of Philosophy is obliged to spend a whole year 
 in the study of Logics, Metaphysics, and Ethics, and another whole 
 year at the undivided study of Physics and Mathematics, for which 
 he has had, moreover, to be previously prepared in elementary 
 Mathematics. These studies, pursued during two years, must make 
 him decidedly more than a match for the mere B.A. of the Queen's 
 University. And in all this we have not as yet considered the study 
 of Greek and Latin prolonged during two years in the classes of 
 Humanities and Rhetoric, together with English Literature and 
 French! And all this has to be gone through before the Maynooth 
 student approaches the study of Theology! What does the reader 
 
JOINT EFFICACY. 295 
 
 sentative of the Catholic laity protesting against an 
 ignorant priesthood ! En quantula sapientia re- 
 gatur mundus ! 
 
 In fact, looking back upon the First and Second 
 B.A. Examinations, it is evident that -their joint 
 efficacy is simply to grant a Degree on every 
 imaginable excuse, for every imaginable subject. 
 4 Not an Oxford and Cambridge and Trinity 
 College course, but a course prescribed by a Uni- 
 versity, and which being pursued in these Colleges 
 leads to a University Degree ! ' The creation of 
 the First B.A. Examination was the first step. It 
 allowed the student at an early period of his 
 course to divest himself altogether of his general 
 studies. He might thenceforth devote himself to 
 his ' selection.' The First B.A. Examination was, 
 in fact, a comprehensive plan for 4 getting rid of ' 
 those subjects ' inattention ' to which the Queen's 
 College authorities are under ' a constant temp- 
 
 now think of Dr. Maguire's assumption that the education of the Irish 
 priest is narrow and technical ? 
 
 Once for all, let the English reader "be upon his guard against these 
 Mixed Education Bobadils. Do we not remember Sir Robert Kane 
 uttering ' prave 'ords at the pridge,' lecturing the great English 
 University on not having a matriculation, * so that your Etons and 
 Harrows would find Oxford a narrow entrance/ and had not Vice- 
 President Ryall to admit that ' half the boys at Harrow ' knew ' a 
 great deal more ' than students of the Queen's University ! 1 
 
296 MIXED EDUCATION IN IRELAND. 
 
 tation ' to excuse. ' By breaking the Degree 
 Examination into two,' said Professor Nesbitt, 
 with his usual delightful ingenuousness, ' the 
 student is allowed to get rid of a number of 
 subjects at the end of the Second Year. It is 
 incredible what a lightening of the course that would 
 be in a practical point of view.' The lightening 
 has been certainly almost incredible, and for 
 more reasons than one, as the reader is aware. 
 It is equally certain that the Second B.A. Exami- 
 nation is the appropriate afterpiece to so much 
 1 constant temptation ' and so much 4 incredible 
 lightening.' * 
 
 But why speak any longer of College or of 
 University, of First B.A Examination or of 
 Second ? There is no College, no University in 
 question. The Degrees we have been miscalling 
 such are no Degrees. The Queen's University in 
 Ireland is not a University. It is a bad school, 
 and not even a big one. It is a farce, and so is 
 everything belonging to it. Give it a represen- 
 tative in the House of Commons, give the ' eman- 
 
 * It would appear that even in the matter of ( strictness ' there has 
 been a decided retrogression progress, the Three Presidents would 
 call it since the days of the Commission. At that lime, the veto of 
 the examiners in any single subject could reject. This is no longe 
 the case. 
 
A GERMAN'S ESTIMATE. 297 
 
 cipated schoolboys ' a representative in Parliament, 
 and the foolery will be complete. 
 
 There occurs to me some evidence which con- 
 firms all that I have just said. I found it in 
 the examination of a Queen's University ' pro- 
 fessor,' the late Dr. Bensbach, the Modern Lan- 
 guages Master in Queen's College, Gal way. 
 
 Sir T. N. Redington. Have you any observations you 
 wish to address to the Commissioners ? 
 
 Witness. I have, my Lord. I am, perhaps as you 
 are aware, a native of Germany ; and I have studied in 
 the German University of Heidelberg. . . . The course 
 pursued in Germany is this. The student pursues the 
 curriculum of the Lyceum or Gymnasium, which may be 
 translated by the term Public School or large Grammar 
 School. WHEN HE HAS FINISHED THE CURRICULUM AT 
 THE GYMNASIUM, HE PASSES AN EXAMINATION, AND GETS 
 WHAT IS EQUIVALENT TO A BACHELOR OF ARTS DEGREE IN 
 
 THE QUEEN'S UNIVERSITY This is then a general 
 
 outline: the student passes his B. A. Examination THAT 
 is, AN EXAMINATION EQUAL TO OUR DEGREE EXAMINA- 
 TION and then prosecutes his particular line of studies 
 at the University ! ! 
 
 This is then a general outline : the education of 
 a finished graduate of the Queen's University and 
 that of a finished schoolboy of a German Grammar 
 School are equivalent, or rather were so Dr. 
 Bensbach giving his evidence previous to c simpli- 
 
298 MIXED EDUCATION IN IRELAND. 
 
 fication.' There was one difference, however, 
 between the pair. The German schoolboy, who 
 had passed his B.A. Examination c that is, an 
 Examination equal to our B.A. Examination ' 
 then entered a University. The Queen's Colle- 
 gian, who had passed what was called his B.A. 
 Examination, didn't. 
 
 As a matter of course, the equality between the 
 German School and the Anglo-Irish i University ' 
 has long since ceased to exist. The Queen's Uni- 
 versity Degree Examination, that used t be equiva- 
 lent to the Final Examination of a German School, 
 or, what amounts to the same thing, to the Entrance 
 Examination of say, Heidelberg University was 
 found to be ' oppressive,' and to have, in fact, c a 
 deterring influence.' It had, accordingly, to be 
 4 simplified.' It no longer 'deters.' It no longer 
 equals the Grammar School Examination. 
 
 The immeasurable inferiority of the Queen's 
 University, in Ireland not merely, to a German 
 University, but to a German Lyceum or Gym- 
 nasium, and indeed to a properly conducted school 
 in any land, is placed still further beyond a doubt 
 by a 4 Statement of the German Gymnasium and 
 University System,' laid before the Queen's Colleges 
 Commissioners by c Professor ' Frings, Ph.D., 
 
GERMAN SCHOOLS. 299 
 
 Modern Languages Master in Queen's College, 
 Belfast. I quote some illustrative portions of this 
 document : 
 
 GERMAN GYMNASIUM SYSTEM. 
 
 The students, before entering the University, are re- 
 quired to have passed through a regular course of 
 preparatory study at the Gymnasia or public Classical 
 schools. At these Gymnasia boys are trained in a 
 regular course of Classical study, embracing 
 
 Greek, 
 
 Latin, 
 
 Modern Languages, 
 
 History, 
 
 Geography, 
 
 Mathematics, 
 
 Natural Philosophy, 
 
 Natural History ; 
 
 in short, a complete general and literary education. . . 
 AT THE GYMNASIA THE YOUNG MEN ARE OBLIGED TO TAKE 
 THE WHOLE COURSE, AND THEY CAN MAKE NO SELECTION. 
 . . . The German students on leaving the Gymnasia for 
 the Universities have thus acquired a method and habit 
 of study, and a discipline of the mind, which enable them 
 to enter on the University course with well-directed ardour 
 and a sure prospect of success. 
 
 It is not an unfair summary of the Queen's 
 University to say that it is practically the reverse 
 of all this. The curriculum of a German school, 
 
300 MIXED EDUCATION IN IRELAND. 
 
 broken up and specialised, each schoolboy studying 
 his own fraction of the general course, no previous 
 education, no general education, behold the Queen's 
 University in Ireland ! 
 
 It will hardly reconcile the taxpaying public to 
 the continued support of such a travesty, that 
 pupils of the Queen's Colleges, just like the 
 pupils of ordinary schools,* good, bad, and in- 
 different, occasionally obtain situations c by Com- 
 petitive Examination ' in the Customs, the Public 
 Works Service, the Peninsular and Oriental Steam 
 Packet Company, or even the Civil Service of 
 
 * 'The very highest public appointments obtained by Queen's 
 Collegians cannot prove that the Queen's University is a good Uni- 
 versity, or a University at all, for one extremely simple reason. Exactly 
 similar appointments are being continually carried off by ordinary school- 
 boys. Getting places in the Civil Service of India, for instance, cannot 
 prove that the Queen's University is a real University, for the simple 
 reason that it proves dozens of schools we could mention to be Univer- 
 sities just as much. We shall quote from the last published India Civil 
 Service statistics to prove this. And we quote the India Civil Service 
 because the Queen's University, in season and out of season, in letter 
 and pamphlet and speech, in the Reports of the Three Presidents, in a 
 certain section of the newspaper press, is never tired of bragging and 
 boasting about the success of its students at the India Civil Service 
 examinations. The India Civil Service is the grand apology of the 
 Queen's Colleges. How do you prove yourselves a University ? asks 
 somebody. Many of our students have succeeded in obtaining places 
 at the Competitive Examinations for the Civil Service of India, answer 
 the Colleges. Are you sure you are anything better than a school ? 
 asks somebody else. Look at the Civil Service of India, is still the 
 proud reply of the Colleges. Well, we will look at the Civil Service 
 of India, and we request our readers to look along with us. A very 
 little looking will make everything clear. 
 
THE REJECTED COUNTERFEIT. 
 
 301 
 
 India ! Though nobody would grudge the money 
 that might be expended on a really great and 
 useful University, it is altogether another affair to 
 keep squandering thousands and tens of thousands 
 of pounds upon a rejected counterfeit. 
 
 India Civil Service Examinations o/"1869. 
 
 Places at which Candidates were educated 
 
 Number of 
 Candidates 
 examined 
 
 Number of 
 Candidates 
 passed 
 
 Rugby School 
 
 
 
 
 
 15 
 
 3 
 
 Repton School 
 
 
 
 
 
 7 
 
 3 
 
 Edinburgh Academy 
 
 
 
 
 
 5 
 
 2 
 
 Enniskillen School 
 
 
 
 
 
 4 
 
 2 
 
 King's College School 
 
 
 
 
 
 4 
 
 2 
 
 Merchant Taylors' School 
 
 
 
 
 
 3 
 
 2 
 
 Armagh School 
 
 
 
 
 
 2 
 
 1 
 
 Birmingham School 
 
 
 
 
 
 2 
 
 
 
 Highgate School . 
 
 
 
 
 
 3 
 
 
 
 Loath Grammar School 
 
 
 
 
 
 3 
 
 
 
 Tippcrary Grammar Schoc 
 
 1 
 
 
 
 
 2 
 
 
 
 Tonbridge School . 
 
 
 
 
 
 3 
 
 
 
 Shrewsbury School 
 
 
 
 
 
 4 
 
 
 
 Boston School 
 
 
 
 
 
 1 
 
 
 
 Belfast Seminary . 
 
 
 
 
 
 1 
 
 
 
 Belfast Academy . 
 
 
 
 
 
 1 
 
 
 
 Queen's University in Ireland 
 
 
 
 
 6 
 
 
 !!! 
 
 In fact, numbers of acknowledged schools are yearly equalling and 
 surpassing the Queen's University in every competitive examination 
 that can be named. Many of the students of Oxford, Cambridge, 
 and Trinity, also, it is true, go in for these examinations. The differ- 
 ence is that they are anything but the best men of Oxford, Cambridge 
 and Trinity who go in against schoolboys. At best, they are only 
 the best of the junior men. The great Universities have their great 
 prizes for their best students their Fellowships and Moderatorships. 
 It may be doubted whether the Queen's University has a single 
 Queen's Collegian among even its Professors. It has to appoint the 
 Collegians of real Universities. ITS HIGHEST BOAST is TO BE, LIKE 
 
 ANY OTHER SCHOOL, AN INDIA ClVlL SERVICE GRINDING ACADEMY, 
 
 AND IT DOES NOT EVEN DO THE GRINDING.' The Galway Vindicator, 
 February 9, 1870. 
 
302 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER VI. 
 
 AN M.A. DEGREE. 
 
 THE preceding chapters have practically concluded 
 the account of the Queen's University. With the 
 Baccalaureate just described, the 4 regular academic 
 training' of the Queen's Collegian is at an end. 
 Neither attendance on lectures nor any other kind 
 of attendance is required for the obtaining of the 
 M.A. Degree. It is merely necessary to have 
 passed the B. A. Examination at least a year before 
 entering for the M.A. Examination. The regu- 
 lation upon the subject is perfectly explicit and 
 clear : 
 
 THE DEGREE OF MASTEE IN ARTS. 
 
 Any Bachelor in Arts of the Queen's University of 
 one year's standing may offer himself for examination 
 for the Degree of M.A. 
 
 Otherwise, the M.A. Degree of the Queen's 
 University might not appear to be without at least 
 one presumptive title to take rank with the B.A. 
 Degrees of some other Universities. It might be 
 
4 GETTING OVER ' REGULATIONS. 303 
 
 said that here at least was a total curriculum of 
 studies equal in duration to the B.A. curriculum of 
 Oxford or Cambridge, for instance. 
 
 Indeed, some plea of the sort might speciously 
 enough have been advanced in the pre- Commission 
 period of the University. At that time, candi- 
 dates for the M.A. Degree were actually obliged 
 to pursue an additional course of studies during a 
 Fourth Year at College. As, however, a way to 
 4 get over ' this regulation, like every other regu- 
 lation, had been already discovered by the inventive 
 genius of the University authorities, its formal 
 abolition probably has not made matters much 
 worse. Upon this point I will quote for the 
 reader a portion of the examination of ' George 
 Johnstone Stoney,* A.M., M.R.I. A., Professor of 
 Natural Philosophy in Queen's College, Gal way ' : 
 
 Mr. Price. You look upon the attendance on lectures 
 between the B.A. Degree and the M.A. Degree as not 
 very important ? 
 
 Witness. I look upon it as not at all a compensation 
 for the time of the student. 
 
 Mr. Price. You think it would answer all practical 
 purposes to give the student the option of residing or 
 not? 
 
 Witness. Yes. 
 
 * This gentleman is at present the Secretary of the Queen's Uni- 
 versity. 
 
304 MIXED EDUCATION IN IRELAND. 
 
 At this stage of Professor Stoney's evidence 
 President Berwick interposed an explanation : 
 
 Edward Berwick, A.B. I wish to make an obser- 
 vation to the Commissioners as to the courses given to 
 candidates going forward to the M.A. Degree. 
 
 Mr. Price. Are these courses given by the Professors 
 especially adapted to candidates going to the M.A. 
 Degree ? 
 
 Edward Berwick, A.B. No ! 
 
 Mr. Price. How DO YOU GET OVER THE UNIVERSITY 
 REGULATION, WHICH REQUIRES THE STUDENT TO ATTEND 
 
 A COURSE OF LECTURES FOR TWO TERMS ON SOME ONE 
 SUBJECT? 
 
 Edward Berwick, A.B. HE WOULD ATTEND THE SAME 
 
 COURSE OF LECTURES THAT HE ATTENDED BEFORE HE 
 
 TOOK THE B.A. DEGREE, AND THAT WOULD BE SUFFI- 
 CIENT ; BUT THE ARRANGEMENTS ARE ALL VERY DEFEC- 
 TIVE ! ! 
 
 Mr. Price. Then he fulfils this regulation by going 
 over the B.A. course a second time ? 
 
 Edivard Berwick, A.B. Yes ! ! ! 
 
 Mr. Price to Professor Stoney* Proceed with your 
 statement. 
 
 The reader will probably do President Berwick 
 the justice of admitting that, whatever might be 
 the case in other respects, c the arrangements ' 
 for c getting over ' University regulations were 
 anything but c defective.' 
 
 Of course even were the M.A. curriculum of the 
 
SEVENTEEN VARIETIES OF M.A. DEGREES. 305 
 
 Queen's University equal in duration to the B.A. 
 curriculum say of Oxford or Cambridge, this 
 would be but a slight matter after all. The 
 comparative range of studies, the ' regular academic 
 training ' pursued during the respective periods of 
 Four Years, would still remain to be taken into 
 consideration, and upon this point there should 
 seem to be little danger any longer of confounding 
 the education of a real University with the sorry 
 shifts and shabby contrivances of a broken-down 
 imposition. 
 
 The M.A. Examination, as it is called, of the 
 Queen's University is besides merely a second 
 special examination open to those students who 
 have passed the so-called B.A. Examination. 
 
 Far from assuming to correct any of the de- 
 ficiencies created by that B.A. Examination, it 
 confirms them. It is a specialisation after a 
 specialisation. In this point of view, like the B.A. 
 Examination, it exhibits a sensible deterioration 
 from its original standard. Like the B.A. Examin- 
 ation it has been 'simplified.' In fact, the present 
 M.A. Degree of the Queen's University exhibits 
 a repetition of those Seventeen Varieties, those 
 Seventeen ' Selections ' which I have already de- 
 tailed in connection with the Baccalaureate. 
 
 x 
 
306 MIXED EDUCATION IN IRELAND. 
 
 I have only to add, that although this M.A. 
 Degree has been so studiously reduced, the Queen's 
 University authorities would seem to have had their 
 good intentions pretty nearly for nothing. Low as 
 the M.A. Degree has been brought, it has been 
 found impossible to coax the ' total failures ' up to it. 
 Out of the little total of 700 ' Bachelors,' less than 
 150 have proceeded to the 4 Master's Degree ! ' The 
 4 total failures ' evidently think they have quite 
 enough work cut out for them in the C B.A. 
 Degree. 7 
 
 By the way, the scarcity of ' Masters in Arts ' 
 can account very easily for one feature in the 
 4 claim ' for Parliamentary Representation of the 
 Queen's University, which has puzzled a good 
 many. In ' the older universities,' as ' Professor ' 
 Nesbitt says, nothing lower than an M.A. Degree 
 confers the right to vote. The Queen's University 
 that is, the worst University that ever was or 
 ever will be 'claims' the franchise for B.A. 
 Graduates, and Sir Robert Kane, the ' prave ' Sir 
 Robert Kane, is prepared to prove that the ' claim ' 
 is irresistible ! Without going to any roundabouts 
 whatever, the reader can now very well under- 
 stand why the Queen's University should have 
 ventured on this astonishing piece of assurance. 
 
A DANGEROUS EXPERIMENT. 307 
 
 If the ' Bachelors in Arts ' were lamentably few, 
 were they not a multitude compared to the c Mas- 
 ters ? ' Clearly, to confess to less than 150 electors 
 might, in these days of great constituencies, be a 
 dangerous experiment. It is to be feared that 
 the proud possession of less than 700 4 emancipated 
 schoolboys ' will hardly mend matters. 
 
 There are other topics connected with this 
 4 Master's Degree ' which might be interesting. 
 However, as this branch of my subject is of such 
 minor importance, I will not delay the reader with 
 details. It is sufficient to know that the Master- 
 ship of the Queen's University is the next stage to 
 its Bachelorship, and that less than 150 ' Bachelors ' 
 have blossomed into ' Masters.' 
 
 x 2 
 
308 MIXED EDUCATION IN IRELAND. 
 
 CHAPTER VII. 
 
 CONCLUSIONS. 
 
 c Her Majesty's Government are still of opinion that 
 the principle upon which the Queen's Colleges were 
 founded namely, that of offering education in common 
 to the Protestant and Roman Catholic youth of Ireland 
 is a sound one, and they are unable to concur in the 
 belief expressed in the Memorial that these Colleges 
 have been a signal failure ! ! ' From reply of Sir George 
 Grey to Memorial of Catholic Prelates of Ireland in 
 1866. 
 
 I HAVE quoted the official declaration of 'Her 
 Majesty's Government' in the year 1866. Will 
 that declaration stand in the year 1870? 
 
 I do not, it is true, in this first volume, enter 
 upon the details of what may be called the 
 theoretical feature in Sir George Grey's declara- 
 tion, ' the opinion of Her Majesty's Government 
 that the principle upon which the Queen's Col- 
 leges were founded is a sound one.' ' Her 
 Majesty's Government ' are perfectly welcome 
 
UNANIMOUS TESTIMONY. 309 
 
 for the present, at least, to any views upon the 
 subject to which their imperial predilections may 
 dispose them. And in favour of this instance 
 of the governing faculty it must certainly be 
 granted that the vast majority of the Irish Nation 
 are in distinct opposition to 4 the opinion of Her 
 Majesty's Government.' 
 
 It is to the other part of the official declaration, 
 the expressed inability ' of the Minister to credit 
 the ' signal failure ' of the Queen's Colleges, that 
 I would address myself. ' Her Majesty's Govern- 
 ment ' have been able to refuse credence to the 
 Catholic Hierarchy. Will they be able to refuse it 
 to their own servants and functionaries, their 
 own Commissioners, Presidents, Professors, and 
 similar witnesses? 
 
 We have seen what has been the unanimous 
 testimony of those officials. 
 
 President Berwick admitted that the Queen's 
 Colleges confer their Degrees ^for an amount of 
 education which could be acquired in a high school J * 
 and that they ' can do little more than perform the 
 functions of a high school.'' f We learned from 
 Professor Thompson that the Queen's Colleges 
 actually do nothing more than perform the func- 
 
 * Ante, p. 154. f Ante, p. 155. 
 
310 MIXED EDUCATION IN IRELAND. 
 
 tions of a high school. The duties of their 
 ' professors,' he writes, speaking of his own per- 
 sonal experience, do not differ ' in the very slightest 
 degree 1 from the duties of a schoolmaster,* their 
 'professors' are ^ in fact 1 schoolmaster s.f The 
 Queen's Colleges are not even high schools. To 
 quote again from President Berwick, their ' pro- 
 fessors are obliged to be elementary teachers to the 
 large majority of the students. ,'J 
 
 Not only are the Queen's Colleges so poor and 
 contemptible in themselves, but, as might be 
 expected, they are ruining secondary education 
 throughout the country. The ' tendency of their 
 matriculation,' as the Queen's Colleges Commis- 
 sioners found themselves compelled to intimate, 
 is 'to depress the general standard of school 
 education throughout the country.' It actually 
 does depress that standard as far as it can reach. 
 Schools in Ireland have declined since the es- 
 tablishment of the Queen's Colleges. When a 
 master of the Galway Grammar School of Erasmus 
 Smith was asked by the Endowed Schools Com- 
 missioners if he could give ' the reason for the 
 decline of the school,' he had to say the reason 
 
 * Ante, p. 165. t Ante, p. 166. 
 
 \ Ante, p. 153. Ante, p. 156. 
 
WHOM THE QUEEN'S COLLEGES ADMIT. 311 
 
 was, that the Queen's College took away his 
 pupils ' before they knew their grammar at school. 1 * 
 
 In fact the Queen's Colleges are only too happy 
 to admit pupils more ignorant than the great mass 
 of boys at the big schools of England, more igno- 
 rant, as Vice -President Ryall confessed, ' than 
 half the boys at Harrow? f The Queen's Colleges, 
 as we know from Sir Robert Kane, J would be 
 glad to admit children of fourteen . 
 
 To come to details, the Matriculation of the 
 Queen's Colleges admits pupils, to use Professor 
 Thompson's expression, c almost utterly innocent 
 of Greek.' It admits pupils, to quote President 
 Berwick's words, c knowing nothing of classics in 
 fact.' || It admits pupils, as President Berwick 
 puts it, ' prepared in Mathematics to a certain 
 degree,' that is, as we learn from Professor Tait, 
 c less well prepared ' 4 in the very elements of 
 Geometry and Algebra ' ' than ought to be ex- 
 pected. 7 ^f It admits pupils, who, in the phrase 
 of Professor Frings, ' never saw a French word 
 in their lives.'** It admits everybody it can 
 possibly lay hold of. But no, I must not go so 
 far. 4 Possibly,' as we learn from Professor 
 
 * Ante, p. 106. f Ante, p. 142. J Ante, p. 113. 
 
 Ante, p. 168. || Ante, p. 152. U Ante, p. 147. 
 
 ** Ante, p. 149. 
 
312 MIXED EDUCATION IN IRELAND. 
 
 Craik, 4 possibly if a person came entirely igno- 
 rant of the English language,' the examiner 
 would not 4 pass him.'* At least, Professor Craik 
 did not 4 think ' he 4 would be asked to do so ! ' 
 
 The education afforded by the Queen's Colleges 
 is not education. The Queen's Colleges c are 
 under a constant temptation to excuse the in- 
 attention of the student to the general course,' 
 as the Queen's Colleges Commissioners had to 
 report, f In the words of President Henry, 
 4 what ' the Queen's Colleges 4 desire to see is the 
 number of Degrees increased.' J As President 
 Berwick declared, 4 the students only get a smat- 
 tering in a great number of the subjects. ' That 
 ' the information the students acquire ' should be 
 no more than 4 what may be called smattering ' 
 was 4 inevitable,' President Berwick explained at 
 length, 4 because they have to begin with the rudi- 
 ments.' || The services of the Senior Scholars, 
 Professor Moffett thought 4 essential ' in order 
 * that the Professors of the College should not be 
 always kept teaching the mere rudiments. '^f 
 
 The Queen's Colleges object to strict exami- 
 nations. As President Berwick said, 4 The fact 
 
 * Ante, p. 144. t Ante, p. 224. J Ante, p. 273. 
 
 Ante, p. 152. || Ante, p. 204. f Ante, p. 268. 
 
DETERIORATION OF THE QUEEN'S COLLEGES. 313 
 
 is, if we rejected candidates who were not suffi- 
 ciently prepared to enter we should reject eight 
 out of ten.'* As Professor Nesbitt said, ' The 
 students come here knowing little or no classics, 
 and when a strict examination stares them in the 
 face, you can easily see what a deterring influence 
 it has.'f The Queen's Colleges grant c Honours ' 
 for fifteen marks out of 124 !! as the official 
 returns certify. J 
 
 Contemptible as were the Queen's Colleges at the 
 time of the Queen's Colleges' Commission, they 
 have deteriorated since. At that time, as we learn 
 from Professor Bensbach, the Queen's Colleges 
 might be compared with a German School. The 
 Queen's Colleges could not afford to keep on terms 
 of equality even with a German School. As we 
 learn from the examination of President Berwick, 
 4 the majority of students ' who ' come ' could not 
 4 expect ' the old degree. || 4 Unable to master ' 
 the old curriculum, they have, as we learn from 
 the ' University ' regulations, to be let ' select ' 
 what they can ' master, 'fl" 
 
 Unworthy of the name of education, ruinous to 
 education, as the instruction afforded by the Queen's 
 
 * Ante, p. 136. t Ante, p. 272. J Ante, p. 237. 
 
 Ante, p. 297. || Ante, p. 205. f Ante, pp. 284, 28C. 
 
314 MIXED EDUCATION IN IRELAND. 
 
 Colleges is thus admitted upon all hands to be, 
 it has not been left without the most ample 
 endowment out of the public funds. Junior 
 Scholarships, Senior Scholarships, Collegiate and 
 University Prizes, Collegiate and University Ex- 
 hibitions, have been provided in abundance for 
 its support. To take a single item, no less than 
 1,938 Junior Scholarships, amounting to the 
 total sum of 47,286Z., have been disbursed in direct 
 payment of undergraduates during the twenty 
 years that the Colleges have been opened.* 
 Taking into account other vast sums which have 
 been expended upon Mixed Education in Ireland, 
 we have seen that the total actually reaches the 
 enormous amount of 256,146^. at least.f And 
 not even these figures at all adequately represent 
 the total money cost of the Queen's Colleges to 
 the country, since I have not enumerated the cost 
 of buildings, &c., in the amount.^ 
 
 As a fact, the scholarship system of the 
 Queen's Colleges has been all through a most 
 expensive system of the most patent and pitiful 
 bribery to accept a despicable education. There 
 have been, said Professor Harkness, ' since the 
 opening of the College an average of three scholar - 
 
 * Ante, p. 197. t Ante, p. 200. I Ante, p. 200. 
 
HOW THE COLLEGES PURCHASE STUDENTS. 315 
 
 ships to every four students,'* that is, as every 
 student remains on an average three sessions, 
 there have been an average of nine scholarships 
 to every four individuals, = an average of two 
 scholarships and a fourth to every individual 
 student ! ' The diminution in the number of 
 students since the opening year of the College ' 
 could be accounted for, President Berwick 
 c thought,' by the fact that in the opening year 
 of the College ; there was a large number of 
 scholarships given in the Faculty of Arts which 
 increased the attendance very much ! ' f In the 
 words of that schoolmaster of the Erasmus Smith 
 School to whom I have referred above, the stu- 
 dents of the Queen's College got scholarships ' when 
 they ought to have remained two or three years 
 longer at school.' ' Did they get scholarships with 
 emoluments ? ' asked one Endowed Schools Com- 
 missioner, astounded, as well he might be, at such 
 a revelation. ' Yes,' said the witness. 4 When 
 so imperfectly instructed as you say ? ' queried 
 another, unwilling still to believe his ears. ' Yes,' 
 repeated the witness, 'they get scholarships of 
 24. a-year, and a good many premiums ! ! ' J As 
 the reader has already heard from Professor 
 
 * Ante, p. 173. f Ante, p. 174. \ Ante, p. 106. 
 
316 MIXED EDUCATION IN IRELAND. 
 
 Melville, c if we had no scholarships and no ex- 
 hibitions we might as well shut the doors.' * 
 
 In Belfast alone has the number of Collegians 
 such Collegians ! permanently exceeded the 
 number of pecuniary inducements. And Belfast 
 College, though unfortunately for Presbyterian 
 education the feeding school of the General 
 Assembly's College, is, as we learn from the 
 reports of the Belfast President, utterly repu- 
 diated by the Catholic population of Ulster, that 
 is, by the majority of the people of the North, f 
 In Cork and Galway, not even pecuniary induce- 
 ments have succeeded in drawing more than a 
 minority of Catholics J to accept the disburse- 
 ments of the distrusted institutions. Even 
 counting Sectarian Belfast to the credit of ' Un- 
 sectarianism ' the total number of 4 Bachelors 
 in Arts ' we shall say nothing of the total 
 number of c Masters in Arts ' since the opening 
 of the three colleges, has not amounted to Seven 
 Hundred. Less than 700 Sham Graduates, after 
 twenty years of monopoly, this is all that the 
 country has got for an expenditure of a vast deal 
 more than a Quarter Million of Pounds Sterling 
 
 * Ante, p. 174. t Ante, p. 193. \ Ante, p. 193. 
 
 Ante, p. 195. 
 
AN ABSOLUTE DISGRACE. 317 
 
 upon the ' Faculty of Arts ' of the Queen's Uni- 
 versity ! ! ! 
 
 And the money loss, as the reader now under- 
 stands, is the least part of the public calamity. 
 What will ever compensate for the detriment to 
 education, secondary as well as superior, involved 
 in the maintenance of the Queen's Colleges for the 
 past twenty years? 
 
 The Queen's Colleges are a signal failure. They 
 are a discreditable failure. They are, as I have 
 said, a bad school, and not even a big one. 
 Their ' Honour Degrees ' are no guarantee of even 
 school education. THEIR c PASS DEGREES ' ARE AN 
 ABSOLUTE DISGRACE. The Queen's Colleges are a 
 radical burlesque and imposture. AND ON GROUNDS 
 
 OF SECULAR EDUCATION ALONE, THE FIRST STEP 
 TOWARDS ANY EDUCATIONAL REFORM, THE FIRST 
 
 STEP TOWARDS ANY SETTLEMENT OF THE IRISH 
 EDUCATION QUESTION, MUST BE PRECEDED BY THEIR 
 UNRESERVED AND RADICAL ABOLITION. 
 
 On grounds of secular education alone, I have 
 pursued this investigation so far. With the reli- 
 gious question, a darker tale remains to be revealed. 
 4 Danger to Faith and Morals ' did you say at 
 Thurles and elsewhere? Keverend Prelates, you 
 knew not half the danger. You cannot have 
 
318 MIXED EDUCATION IN IRELAND. 
 
 suspected half the insidiousness. I may not 
 touch upon this subject at greater length at 
 present. Another volume and a later date will 
 be necessary to complete the exposure of that 
 dishonest farce of Imperial Legislation the 
 Queen's University in Ireland. 
 
APPENDIX. 
 
 THE REMEDY TO BE APPLIED. 
 
 WHILE writing the concluding pages of the preceding 
 Part, I was reminded of the recent debate in the 
 6 Imperial Parliament ' upon Mr. Eawcett's long-pending 
 motion with regard to Trinity College, Dublin. 
 
 Mr. Fawcett and his supporters have discovered an 
 ingenious solution of the Irish Education Question. 
 Make bad worse, is their sensible advice, and all parties 
 will be satisfied. Since Catholic opinion has condemned 
 Mixed Education more absolutely even than Protestant 
 Education, grant nothing but Mixed Education if you 
 would act at once with conspicuous tolerance and 
 statesmanlike policy. These intelligent suggestions, 
 coupled of course with the usual intelligent references 
 to 'the flag of Ultramontane domination,'* would 
 appear to a very considerable extent to have fallen 
 in with the dispositions of an assembly at all times 
 about equally remarkable for profound acquaintance 
 with Irish affairs and enlightened sympathy with Irish 
 requirements. 
 
 Not, however, to linger too admiringly over the 
 
 * Specially exhibited for the occasion by the Hon. David Plunket, 
 M.P., T.C.D., ' in whom the qualities of an orator are transmitted by 
 descent.' 
 
320 APPENDIX. 
 
 latest instance of Imperial acumen, let me presume to 
 sketch- briefly what my own reflections upon the Edu- 
 cation Question have led me to observe. 
 
 In the first place, there can no longer be any excuse 
 for keeping up the farce of the Queen's Colleges. They, 
 at any rate, should be abolished. This first step will be 
 all the easier, since the Queen's Colleges have been 
 practically abolished ever since they had a beginning. 
 In Belfast alone may a Queen's College be said to exist 
 even in a numerical point of view. And in every other 
 respect, Queen's College, Belfast, is such an utter and 
 indefensible sham, that its complete and careful stamp- 
 ing out must be the first condition of a healthy educa- 
 tion for the north. Eeverend President Henry, indeed, 
 may have got what he ' desired to see,' a certain number 
 of ostensible Degrees bestowed annually in Dublin 
 Castle ; but as this is very different from what the 
 public desire to see, or would be willing to pay for, the 
 extent to which the Queen's College system has suc- 
 ceeded in Belfast renders all the more necessary the 
 summary stoppage of the evil. 
 
 Decisive action to this end is especially demanded 
 through the unfortunate circumstance that the General 
 Assembly have been led to adopt Queen's College, 
 Belfast, as the training institution of the Presbyterian 
 ministry. The deplorable want of the higher education 
 observable in the members of the various Presbyterian 
 Kirks has at all times been a conspicuous obstacle to 
 the removal of the narrow and fanatic prejudices un- 
 happily so common to those bodies. None have com- 
 plained more bitterly of this circumstance than dis- 
 tinguished Scotchmen.* Not to travel outside Ireland, 
 * See Hannay. I have already quoted Sir William Hamilton. 
 
APPENDIX. 321 
 
 however, it is incalculable what advantages to the 
 welfare of the whole community might not be confidently 
 expected from any appreciable raising of the standard 
 in this respect among a section of the population so 
 naturally acute and intelligent. Certainly it would not 
 be the Catholics of Ireland who would have reason to 
 object to the most ample provision being made to 
 supply the educational deficiencies of their Presbyterian 
 countrymen. It is, therefore, doubly important that 
 the unworthy influence of Queen's Collegism, with its 
 deceptive and trumpery aims and agencies, should be 
 henceforth removed from the path of Presbyterian im- 
 provement. It is sufficiently regrettable that for twenty 
 years that unworthy influence should have been suffered 
 to subsist. 
 
 The very fact that there is little in Presbyterian ante- 
 cedents, either within the seas or beyond the seas, to 
 enable the authorities of the Presbyterian Kirk in 
 Ireland to discern good from bad in University ma.tters, 
 while largely excusing their original error, renders it 
 all the more incumbent on the public to discern for 
 them. If an easily understood sentiment urge them to 
 deny altogether that they have been egregiously duped, 
 the duty of the public is clear. The Presbyterians 
 must be protected from themselves. It is simply un- 
 endurable that the instruction of so considerable a sec- 
 tion of the population should be left to depend upon 
 an institution which confers c Degrees ' for a bad school 
 education, and e Honours ' for fourteen and fifteen 
 marks out of 124.* 
 
 * I may mention, that though I have followed in this statement 
 the Queen's University statistics, yet the reader may remember that 
 Queen's University statistics are not always perfectly reliable^ 
 
 Y 
 
322 APPENDIX. 
 
 The plea that Queen's College, Belfast, is at all re- 
 quired by Presbyterian religious opinion, is not tenable 
 a moment. Events have marched rapidly in Ireland of 
 late. And when the proposal is made to relieve the 
 Presbyterian body from the reproach of a disgraceful 
 educational connection, it is not without being able to 
 offer them in return a University instruction in the 
 strictest conformity with their chosen principles. On a 
 hundred occasions they have placed on record their 
 unalterable devotion to Mixed Education. Just in the 
 very nick of time, Trinity College, Dublin, has an- 
 nounced its conversion to Mixed Education in terms as 
 decisive as the General Assembly could themselves 
 devise. 
 
 It might be interesting, but it is hardly called for, 
 to relate the successive stages of that assimilative 
 movement which has gradually effaced all educational 
 distinctions between the various Protestant sects. 
 Trinity College, Dublin, not inappropriately, appears 
 at the commencement and the close of the concilia- 
 tion. The interval is filled up by the Dissenting bodies, 
 the Presbyterians of all kinds, the Methodists of 
 various patterns, the Quakers, the Separatists, &c., &c. 
 The goal is at length attained, and for all purposes of 
 secular education all Protestant varieties are now 
 absolutely one. If they do not all go so far as the 
 Junior Member for the University of Dublin, who has 
 discovered that the principle of Mixed Education is 
 ' imbedded in the very heart of Christianity,' at least 
 they are not conscientiously opposed to that principle. 
 
 Curiously funny as giving honours for fifteen marks out of 124 may 
 appear at first sight, I am not without my suspicions that when 
 everything is known, there will appear something funnier still. 
 
APPENDIX. 323 
 
 They have all tried it. None of them have cried out 
 against it. On the contrary, they have all found it 
 suited them very well. They are all prepared to re- 
 commend it even to the Catholics. As for Denomi- 
 national Education, they have either said of it, Be it 
 Anathema, or, at least, are not disposed to look upon it 
 as at all essential. Give them a Mixed University of 
 secular knowledge, with all requisite Deans of Residence, 
 and they have agreed unanimously that nothing more 
 is necessary. Of course, it is not for me to discuss the 
 motives which have led to this delightful rapprochement. 
 I have only to state the fact as, in a financial point of 
 view, at any rate, a most convenient ' simplification ' of 
 the Irish Education Question. It would be clearly 
 money thrown away to found separate universities for 
 people who either do not want separate universities, or 
 abhor and detest separate universities. 
 
 This brings me at once to the solution of half the 
 whole problem. IN ORDER TO COMPLETELY SATISFY ALL 
 
 THAT THE PROTESTANTS OP IRELAND ARE DISPOSED TO 
 INSIST UPON, THERE IS NOTHING MORE REQUIRED THAN TO 
 ACCEPT THE PROPOSITIONS OF TRINITY COLLEGE, DUBLIN. 
 
 The propositions of Trinity College may as well be 
 accepted. In any case, they are certain to be carried 
 out. The Board of Trinity College are too profoundly 
 convinced of the inestimable advantages accruing to all 
 parties from the united education of Episcopalians, 
 Dissenters, and even Catholics, to admit of a doubt 
 that they will not insist upon Episcopalians and 
 Dissenters being educated together, at any rate. 
 
 I need not dwell upon the vast gain in every respect 
 to the Dissenters of the change from a Queen's College, 
 Belfast, for instance, to an institution like Old Trinity. 
 
324 
 
 APPENDIX. 
 
 The improvement must not be supposed to be confined 
 to matters purely scholastic. To quote from a Memo- 
 randum submitted to the Senate of the Queen's Uni- 
 versity by the President of Queen's College, Belfast, in 
 the year 1856, ' An important part of education, in my 
 mind, consists in the intercommunication of students 
 with their teachers, and with one another ; and I can 
 only speak for the students of the North, in saying 
 that during the years of their Collegiate residence, a 
 marked improvement takes place in their appearance, 
 manners, and adaptation to the world. 9 It is unnecessary 
 to speculate upon the progress in all these respects 
 which might be expected from a shrewd and observant 
 body like ' the students of the North ' under more 
 favourable circumstances. It may be that their lament- 
 able error regarding Queen's College, Belfast, has led 
 he Presbyterian Dissenters especially to expend some 
 capital upon undertakings in Belfast, which otherwise 
 would not have been adventured. Under all the 
 circumstances, I can see no reason why they should 
 not obtain liberal compensation. The sum required for 
 compensation would not amount to very much, and 
 could not be more profitably invested. 
 
 Having thus disposed of the whole Protestant portion 
 of the Irish Education Difficulty by the agreeable 
 expedient of giving the Protestants everything they 
 have unanimously agr3ed to ask for, it only remains to 
 dispose of the Catholic portion of the question in a 
 similar fashion. Just as the Protestants ought to get 
 Mixed Education, because the Protestants want Mixed 
 Education, so OUGHT THE CATHOLICS TO GET DENOMI- 
 NATIONAL EDUCATION BECAUSE THE CATHOLICS WANT 
 DENOMINATIONAL EDUCATION. In fact, it would be use- 
 
'APPENDIX. 325 
 
 less to offer the Catholics anything else. The Catholics 
 will not taJce anything else. THE CATHOLICS WOULD RE- 
 JECT ANYTHING ELSE, PRECISELY AS THEY REJECTED THE 
 
 QUEEN'S COLLEGES. 
 
 Fortunately, it is both cheap and easy to give the 
 Catholics what alone they are willing to have. In the 
 first place, the abolition of the Queen's Colleges sets 
 free an annual expenditure of some 30,000?. Then, 
 Trinity College reckoning its revenues at the very 
 lowest at 50,000?. annually can very well spare from 
 its superfluity 10,000?. 30,000?. + 10,000?. = 40,000?. 
 After that there are the savings from the Regium 
 Donum, the Maynooth Grant, and Church c Disendow- 
 ineiit ' Surplus to be turned to some good account. 
 These items would probably bring in another 40,000?. 
 a-year, bringing the total annual amount available for 
 Catholic Education up to 80,000?. When I propose to 
 leave 40,000?. to the Protestants and the Protestants, 
 though they are only the one-fifth part of the nation, are 
 heartily welcome to it it ought not to seem extravagant 
 to require for the Catholics 110 more than double that 
 sum for four times the numbers. 
 
 It may be objected to one element in my calculation 
 that the abolition of the Queen's Colleges would still 
 leave their professorial staff to be supported at the 
 public expense. This objection, however, can be hardly 
 considered to exist. A good many of the Queen's 
 College Professors must be already nearly entitled to 
 their superannuation allowance for c satisfactory ' ser- 
 vice. As for the others, they are pretty certain to get 
 occupations suited to their capacities. The extended 
 utility of Trinity College as a general Protestant Uni- 
 versity, would be pretty sure to absorb most of them 
 
326 APPENDIX. 
 
 for posts where, under proper supervision, there would 
 be no danger of their repeating their Queen's College 
 experiences. It would be clearly a little too much to 
 ask the public to pay gentlemen for the loss of their 
 Queen's College situations, when they had got other 
 situations at least as good. 
 
 From the consideration of the readily- available means 
 for maintaining a Catholic University in that good 
 repute and efficiency absolutely demanded, I now turn 
 though at this stage the proceeding may savour 
 somewhat of having begun to build at the roof and 
 afterwards remembered the foundation to consider the 
 readily-available means absolutely demanded for its 
 fitting establishment. To this end the Queen's College 
 buildings in the several capital cities of Munster, 
 Connaught, and Ulster, would most naturally suggest 
 themselves as calculated to meet the Collegiate require- 
 ments of the majorities of the population in those 
 provinces respectively. Unless turned to Catholic uses, 
 they are so much money thrown away. Their utilisation 
 would cause another saving, since, in that case, there 
 would only remain to be provided the capital sum for 
 the construction and furnishing of the metropolitan 
 buildings necessary to complete the Catholic University 
 of Ireland. If, on the other hand, 'Her Majesty's 
 Government,' 'the great Liberal Party,' and so forth, 
 would prefer to preserve the various Queen's College 
 buildingsuntenanted as standing memorials of Imperial 
 Legislation, far be it from me to cavil at their preference. 
 Only it would then be necessary to considerably increase 
 the sums that otherwise would be sufficient. Probably, 
 not less than 150,000?. would be required to provide 
 the necessary buildings in the provinces as well as 
 
APPENDIX. 327 
 
 Dublin. Of course, after expending so many hundred 
 and fifty thousands for the past hundreds of years 
 to ruin Catholic Education and no small portion 
 of the money to ruin all Education a single hun- 
 dred and fifty thousand should hardly be grudged to 
 revive it. 
 
 Under any circumstances, however the Protestant 
 and Catholic Universities of the future may be arranged, 
 let them at least be free from that curse of Queen's 
 Collegism, 'THE DEADENING INFLUENCE,' to quote the 
 words of Professor D'Arcy Thompson, ' OF DIRECT GO- 
 VERNMENT CONTROL.' I shall say no more at present 
 upon this head. Irishmen and University men will 
 understand what I mean. 
 
 In inevitable connection with any question of the 
 revival of University education in Ireland must be the 
 question of the revival of secondary education. The 
 reader of the preceding volume has already understood 
 the comprehensive action of our Imperial masters 
 against secondary education. I would venture to sug- 
 gest that it may be time to reverse that notable policy. 
 Were nothing else done, a very very few thousands of 
 pounds annually, distributed in scholarships of moderate 
 amount so many in each province to be competed for 
 by the schools of the province, would produce, I feel 
 certain, an incalculable effect. I do not see why the 
 grossly misused endowments of the Endowed Schools, 
 also, should not at length be made to yield a benefit in 
 some degree proportionate to their amount. 
 
 There is only one other point upon which I would 
 touch: the nature of the control which the religious 
 authorities of Catholicity must possess in every Uni- 
 versity intended for the acceptation of Catholics. Ac- 
 
328 APPENDIX. 
 
 cording to that Galway Professor of Latin* quoted by 
 the enterprising Dr. Ball : i Placing the University 
 under the control of the Church means simply this : 
 The Church must have the power of appointing and 
 suspending professors. If not, how can the Church 
 have supreme control ? ' However, as no person of the 
 slightest common sense ever dreamed of the Church 
 having any control, supreme or otherwise, in anything 
 except the Church's own province, ' Faith and Morals,' 
 I am afraid that ' the distinguished Catholic ' has not 
 been so perfectly happy in his observations as c all true 
 
 * Whatever may be the classical attainments of this ( distinguished 
 Roman Catholic/ he has certainly got a remarkably weak head for 
 logic. Let me give the reader a specimen. I quote from the note to 
 his 'Maynooth .Resolutions Considered.' 
 
 ' Since writing the above, my attention has been called to Dr. 
 Quinlan's letter in the Evening Post of 9th September. Dr. Quinlan 
 asserts that ' mired education ' means that the teachers of any place of 
 education are of different religions, and not, as is ' too commonly sup- 
 posed in Ireland/ that their pupils are taught irrespective of creed. 
 But according to the Maynooth Resolutions it is the Catholic youth 
 which is imperilled by the Mixed System. Unless, then, the Catholic 
 youth is to officer the new institution, it would appear that the 
 Bishops and Dr. Quinlan attach different meanings to the same 
 phrase. The Bishops regard the pupil, and Dr. Quintan the teacher. 
 Considering how vehemently ( mixed education ' has been assailed, 
 it seems strange that its impugners should not have settled what 
 it is (!!!)' 
 
 That is, Dr. Quinlan, a Professor of the Catholic University, 
 declares exactly what the Mixed System is, and the Bishops declare 
 exactly whom the Mixed System hurls. ' The Bishops regard the 
 pupil, and Dr. Quinlan the teacher.' And Dr. Maguire will have it 
 that regarding a thing both in itself and in its injurious operation is a 
 conclusive proof * that its impugners have not settled what it is ! ! ! ' 
 
 By the way, Dr. Maguire's friends had better, for more reasons 
 than one, give up quoting that gentleman as a l distinguished ' 
 authority on the religious question. Even granting him to be a sort 
 of Trinity College Person, the canons of a Person de moribus are not, 
 to speak moderately, calculated to convey a very profound impression. 
 
APPENDIX. 329 
 
 friends of Mixed Education ' might probably desire. 
 The appointment of professors does not fall within the 
 jurisdiction of the Church. Provided the candidates for 
 professorships and there may be hundreds of them 
 are Catholic, which is the only point the Church, as a 
 moral and doctrinal institution, acting under the 
 mightiest of trusts, has an absolute right to be satisfied 
 about, the selection, appointment, or whatever it is called, 
 may be left to any body of curators, lay or clerical, of 
 whom the country may approve. It should not seem that 
 requiring the Professors of a Catholic University to be 
 at least Catholic, is very extravagant. As for any power 
 of suspending professors after they have been once ap- 
 pointed, the Church can have nothing to do with this either, 
 except so far as is absolutely necessary to keep the Uni- 
 versity alvmys really Catholic. If a Professor of a 
 Catholic University does, or teaches, something un- 
 Catholic, he should at least be suspended until it is 
 found out whether he has seriously violated the funda- 
 mental principles of the institution or not. If proved 
 guilty, why should he not be dismissed as well ? 
 
 With regard to how the Catholic character of the 
 applicants for chairs in a Catholic University is to be 
 determined, extraordinary as it may appear to imperial 
 intelligences, it would be difficult to see how the case 
 of such persons could be dealt with differently from the 
 case of any persons else. In fact, looking to the grave 
 importance of the charge he solicits, I cannot well 
 see why every candidate for a Catholic Professorship 
 should not be required to have among his testimonials 
 a testimonial from at least one Bishop or superior pre- 
 late, setting forth in the usual way tha,t he is by cha- 
 racter and conduct a fit and proper person to be 
 
330 APPENDIX. 
 
 entrusted with the teaching of Catholic youth. At 
 any rate, it is clearly impossible that any candidate 
 could be eligible against whose nomination the Bishops 
 of the country the Bishops of Ireland had unani- 
 mously protested, as unworthy of the confidence of 
 Catholic parents. Certainly the University in which 
 such a person would be eligible would not be a 
 Catholic University, whatever it might be, and would 
 be rejected by the Catholic laity, as the Queen's Col- 
 leges have been rejected. 
 
 Similarly it is clear that no Professor of a really 
 Catholic University, whose teaching or conduct had 
 been authoritatively condemned by the unanimous reso- 
 lutions of the Catholic Hierarchy, could possibly be 
 permitted to continue in the exercise of professorial 
 functions. The exercise of professorial functions under 
 the circumstances of the case would be simply tanta- 
 mount to closing the University to Catholics. Sup- 
 posing such a misfortune to have happened, and, after 
 many painful and bitter scenes, after the interruption 
 of the national education perchance for years, after the 
 exasperation of the quarrel to the utmost by all the 
 agencies which would not be absent on such an occasion, 
 supposing the offensive teacher to be at length finally 
 extruded ; would it not be the comment -of every sensible 
 member of the community that it would have been 
 better to have given a legal recognition to the veto of 
 the prelates in the first instance? Certainly, laying 
 down the law that a professor, unreservedly condemned 
 by the whole Catholic Hierarchy of the kingdom, without 
 a single exception, should have no place in a Catholic 
 University, ought not to seem a very stringent pro- 
 ceeding. No respectable Catholic could possibly be 
 
APPENDIX. 331 
 
 injured by it. On the other hand, there is hardly an 
 office of any kind, however unimportant, for which a man 
 may not be asked to produce a certificate of character 
 from the clergyman of his religious denomination. 
 And is it to be considered an extravagant demand on the 
 part of the Catholic parents of Ireland, that the teachers 
 who are to guide and form the early manhood of their 
 children should not at least be under the grave disap- 
 proval of the whole venerated episcopate of Ireland ? * 
 
 * In an extract from the correspondence of Drs. Leahy and Berry 
 with Lord Mayo in 1868. quoted with every symptom of the liveliest 
 terror by the Hon. Mr. Plunket in his recent performance, I observe 
 a demand put forward by the prelates not appreciably differing from 
 the arrangement suggested in the text. 
 
 t It is our duty/ their lordships write, ' to state for the information 
 of Her Majesty's Government, that the safety of faith and morals in 
 the University can only be secured by recognising in the Bishops, aa 
 members of the Senate, the right which as Bishops they possess, and 
 which all Catholics must acknowledge them to possess of pronouncing 
 authoritatively on matters of faith and , morals. That right belongs 
 to them, and to them alone, as compared with laymen, and even 
 ecclesiastics of the second order. According to the doctrine and disci- 
 pline of the Catholic Church, it is not competent for laymen, not even 
 for clergymen of the second order , to judge authoritatively of faith and 
 morality. That is the exclusive province of Bishops. As faith and 
 morality may be injuriously affected either by the heterodox teaching- 
 of professors, lecturers, or other officers, or by their bad moral ex- 
 ample, or by the introduction of bad books into the University pro- 
 gramme, the very least power that could be claimed for the Bishops 
 on the Senate, with a view to the counteraction of such evils, would 
 be that of an absolute negative on such books, and on the first 
 nomination of professors, as well as on their continuing to hold their 
 offices after being adjudged l)y the Bishops on the Senate to have 
 grievously offended against faith or morals. IT WILL BE OBSERVED 
 
 THAT THE POWER HERE CLAIMED RELATES SOLELY TO MATTERS 
 INTIMATELY CONNECTED WITH MORALITY AND DOCTRINE.' 
 
 I have not alluded to the question of improper books in the text. 
 There can, however, be no reason for laying down a different rule 
 with regard to improper books than with regard to improper pro- 
 fessors. Of course, with trustworthy teachers the danger from books 
 almost entirely vanishes. 
 
332 APPENDIX. 
 
 If any c true friends of Mixed Education ' are disposed 
 to object to the arrangement as too ' ultramontane/ I 
 can only say that they are perfectly welcome to call in 
 the Pope. 
 
 In fact, looking at the matter in a practical light, 
 two things must be patent to the intelligent reader. 
 1. If the Bishops have the legal power I speak of, 
 namely, of rejecting a Professor, or the like, when they 
 are unanimous in objecting to him, not merely as not 
 being the best man for the post, but as positively being 
 such as the interests of Faith and Morals leave them 
 110 option but to absolutely condemn, this power will, 
 practically speaking, be scarcely ever exercised. It is 
 hard to imagine the entire Episcopate of Ireland being 
 unanimous in their condemnation of any person without 
 his being manifestly and deliberately uncatholic or 
 immoral; and, at the same time, the very fact of the 
 Bishops having such a power might be relied on to 
 prevent such persons from seeking to be, or to continue 
 Professor in a Catholic University. 2. If, on the other 
 hand, the Bishops had not the legal power of rejection 
 in such cases, the danger of improper persons being pro- 
 fessors would really arise. Supposing a person, whom the 
 whole Catholic Episcopate of the kingdom had unani- 
 mously agreed to condemn, to be Professor in spite of 
 their condemnation, the Bishops could then still unani- 
 mously warn the Catholic laity against the University. 
 And it will hardly be now denied that a unanimous 
 warning of the Catholic Prelates would seriously ham- 
 per even government education. 
 
 It must be borne in mind that the power of which I 
 have been treating here, is merely the power which 
 belongs to the Bishops as Bishops, and which be it 
 
APPENDIX. 666 
 
 specially remembered by the British public they can 
 always practically exercise to a most unpleasant degree. 
 In a University, or University College, to which the 
 Bishops stood in the relation not alone of Bishops, but 
 of Founders and Patrons, they might justly claim a 
 much more extensive jurisdiction. 
 
 As a matter of course, it is not to be suspected for an 
 instant that an Imperial Legislature can possibly go 
 right upon this question. They always muddle every 
 Irish question. They always muddle everything es- 
 sential to the best interests of the country. And only 
 quite natural. Experienced in Arms Acts and Coercion 
 Bills, eminent at harnessing political prisoners to carts, 
 would it not be ' oppressive,' as Sir Robert Kane says, 
 to require them to show ' equal progress ' in other sub- 
 jects also? 
 
 N.B. The Irish Catholics had ' a sentimental griev- 
 ance ' of long standing with regard to the pretension 
 of the Protestant Church in Ireland to be considered 
 The Church of the country. This pretension, they held, 
 was strongly implied in the legal title, of ' The United 
 Church of England and Ireland ' shared by that Pro- 
 testant Church. In an intense moment of magnanimity, 
 whirled away by the impulse of their own generous 
 emotions, our Imperial administrators determined ' to 
 carry concession to the utmost verge of political 
 honour.' * ' To inaugurate, by a great act of conciliation, 
 the reign of impartial government in the sister country,' 
 
 * l If Mr. Newdegate's success indicates any tendency to reaction 
 in the Protestant mind with respect to Catholicism, it is mainly due 
 to the exorbitant pretensions of the Catholic Hierarchy at the very 
 moment that concession had been carried by the Protestant Government 
 
334 APPENDIX. 
 
 c to place all classes of Her Majesty's Irish subjects in 
 a position of perfect equality before the law,' in fine, 
 6 not to leave the Irish Catholic so much as a senti- 
 mental grievance/ it was accordingly decreed that the 
 Protestant Church in Ireland should be no longer 
 known under any such designation as ' The United 
 Church of England and Ireland ' said designation 
 being held to contain an offensive implication but ex- 
 clusively henceforth by the legal style and title of THE 
 CHURCH OF IRELAND ' merely !!!!!! 
 
 As it might be deemed gross ingratitude to our 
 Imperial benefactors to hint that such a piece of clever- 
 ness was hardly worth voiding their valued ' Treaty of 
 Union ' for, I shall take care to hint nothing of the sort. 
 Only Imperial benefaction appears to me to be a very 
 incomprehensible affair. I am afraid nobody in Ireland 
 will ever make it out. 
 
 to the utmost verge of political honour!!' The Times, on the recent 
 pimping motion of the 'Hon.' Member for North Warwickshire. 
 
 I dare say it would be found that the ideas of the Times upon 
 1 exorbitant pretensions ' are about as hazy as its ideas upon ( political 
 honour.' 
 
 END OF THE FIRST VOLUME. 
 
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 A Handbook for Headers at the 
 
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 Hints to Mothers on the Manage- 
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 How to Nurse Sick Children; 
 
 containing Directions which may be found 
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 Notes on Hospitals. By FLORENCE 
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INDEX. 
 
 ACTON'S Modern Cookery 
 
 ALCOCK'S Residence in Japan 
 
 ALLIES on Formation of Christendom 
 
 Alpine Guide (The) 
 
 ALTHAUS on Medical Electricity 
 
 ANDEEWS'S Life of Oliver Cromwell 
 
 ABNOLD'S Manual of English Literature . . 
 
 ABNOTT'S Elements of Physics 
 
 Arundines Cami 
 
 Autumn Holidays of a Country Parson 
 
 AYEE'S Treasury of Bible Knowledge 
 
 BACON'S Essays by WHATELY 
 
 Life and Letters, by SPEEDING 
 
 Works 
 
 BAIN'S Mental and Moral Science 
 
 on the Emotions and Will 
 
 on the Senses and Intellect 
 
 on the Study of Character 
 
 BALL'S Guide to the Central Alps 
 
 Guide to the Western Alps , 
 
 Guide to the Eastern Alps , 
 
 BABNABD'S Drawing from Nature 
 
 BAYLDON'S Rents and Tillages 
 
 Beaten Tracks 
 
 BECKEB'S Charicles and Galhts 
 
 BENFEY'S Sanskrit-English Dictionary 
 
 BLACK'S Treatise on Brewing 
 
 BUCKLEY'S Word-Gossip 
 
 German-English Dictionary . . 
 
 BLAINE'S Rural Sports 
 
 Veterinary Art 
 
 BOUENE on Screw Propeller 
 
 's Catechism of the Steam Engine . . 
 
 Examples of Modern Engines . . 
 
 Handbook of Steam Engine .... 
 
 Treatise on the Steam Engine. . . . 
 
 Improvements in the Steain- 
 
 Engine 
 
 BOWDLEE'S Family SHAKSPEABE 
 
 BEANDE'S Dictionary of Science, Literature, 
 
 and Art 
 
 BEAY'S (C.) Education of the Feelings 
 
 Philosophy of Necessity 
 
 On Force 
 
 BEOWNE'S Exposition of the 39 Articles 
 
 BUCKLE'S History of Civilisation 
 
 BULL'S Hints to Mothers 
 
 Maternal Management of Children . . 
 
 BUNSEN'S Ancient Egypt 
 
 God in History 
 
 Memoirs . . , 
 
 BUNSEN (E. De) on Apocrypha. 
 -'8 Keys of St. Peter 
 
 BUEBUEY'S Mary's Every Day Book 
 BUEKE'S Vicissitudes of Families . . . 
 
 5 
 
 4 
 5 
 7 
 7 
 7 
 7 
 
 10 
 
 10 
 
 10 
 
 12 
 
 13 
 
 1(3 
 
 18 
 
 6 
 
 20 
 
 7 
 
 6 
 
 19 
 
 19 
 
 13 
 13 
 13 
 13 
 13 
 
 13 
 
 18 
 
 BUETON'S Christian Church .' 
 
 Vikram and the Vampire 17 
 
 Cabinet Lawyer 20 
 
 CALVEET'S Wife's Manual 15 
 
 CATES'S Biographical Dictionary 4 
 
 CATS and FAELIE'S Moral Emblems 12 
 
 Changed Aspects of Unchanged Truths .... 6 
 
 CHESNEY'S Euphrates Expedition 17 
 
 Indian Polity 2 
 
 Waterloo Campaign 2 
 
 CHILD'S Physiological Essays 11 
 
 Chorale Book for England 11 
 
 CLOUGH'S Lives from Plutarch 2 
 
 COBBE'S Norman Kings 3 
 
 COLENSO (Bishop) on Pentateuch and Book 
 
 of Joshua 15 
 
 Commonplace Philosopher in Town and 
 
 Country 6 
 
 CONINGTON'S Chemical Analysis 9 
 
 Translation of Virgil's Jilneid 19 
 
 CONTANSEAU'S Two French Dictionaries . . 6 
 CONYBEAEE andHowsoN'sLife and Epistles 
 
 of St. Paul 14 
 
 COOK'S Acts of the Apostles 14 
 
 Voyages 4 
 
 COOPEE'S Surgical Dictionary 10 
 
 COPLAND'S Dictionary of Practical Medicine 1 1 
 
 COTTON'S Introduction to Confirmation .... 14 
 
 COULTHAET'S Decimal Interest Tables .... 20 
 
 Counsel and Comfort from a Cily Pulpit . . 6 
 
 Cox's (G. W.) Manual of Mythology 18 
 
 Aryan Mythology 3 
 
 Tale of the Great Persian War 2 
 
 Tales of Ancient Greece 18 
 
 (H.) Ancient Parliamentary Elections 1 
 
 History of the Reform Bills .... 1 
 
 Whig and Tory Administrations 1 
 
 CEESY'S Encyclopaedia of Civil Engineering 13 
 
 Critical Essays of a Country Parson 6 
 
 CEOWE'S History of France 2 
 
 CULLEY'S Handbook of Telegraphy 12 
 
 CUSACK'S History of Ireland 2 
 
 DAET'S Iliad of Homer 19 
 
 D'AUBIGNE'S History of the Reformation in 
 
 the time of CALVIN 2 
 
 DAVIDSON'S Introduction to New Testament 14 
 
 DAYMAN'S Dante's Divina Commedia 19 
 
 Dead Shot (The) , by M AEKSMAN 19 
 
 DE LA RIVK'S Treatise on Electricity 8 
 
 DENISON'S Vice- Regal Life 1 
 
 DE TOCQUEVILLE'S Democracy in America . 2 
 
 DOBSON on the Ox 19 
 
22 
 
 NEW WORKS PUBLISHED BY LONGMANS AND CO. 
 
 DOVE'S Law of Storms 8 
 
 DOYLE'S Fairyland 11 
 
 DYER'S City of Rome 3 
 
 EASTLAKE'S Hints on Household Taste .... 12 
 
 History of Oil Painting 11 
 
 Life of Gibson 11 
 
 EDMUNDS'S Names of Places 
 
 EDWABDS'S Shipmaster's Guide 
 
 Elements of Botany 
 
 ELLICOTT'S Commentary on Ephesians .... 
 
 Destiny of the Creature 
 
 Lectures on Life of Christ .... 
 
 Commentary on Galatians .... 
 
 Pastoral Epist. 
 
 Philippians,&c. 
 
 Thessalonians 
 
 Essays and Reviews 
 
 EWALD'S History of Israel 
 
 FAIBBAIEN'S Application of Cast and 
 
 Wrought Iron to Building 
 
 Information for Engineers 
 
 Treatise on Mills and Millwork 
 
 Iron Shipbuilding 
 
 FARADAY'S Life and Letters 
 
 FABBAE'S Chapters on Language 
 
 Families of Speech 
 
 FELKIN on Hosiery & Lace Manufactures. . 
 
 FFOULKES'S Christendom's Divisions 
 
 FITZWYGBAM on Horses and Stables 
 
 Five Years in a Protestant Sisterhood 
 
 FLAMANK'S Diversities of Life 
 
 FOEBES'S Earls of Granard 
 
 FOWLER'S Collieries and Colliers 
 
 FRANCIS'S Fishing Book 
 
 FBESHFIELD'S Travels in the Caucasus 
 
 FEOUDE'S History of England 
 
 Short Studies 
 
 GANOT'S Elementary Physics 8 
 
 GASCOIGNE'S Doctor Harold 18 
 
 GILBERT'S Cadore 16 
 
 and CHURCHILL'S Dolomites .... 16 
 
 GIBTIN'S House I Live In 11 
 
 GOLDSMITH'S Poems, Illustrated 18 
 
 GOULD'S Silver Store 6 
 
 GRAHAM'S Book About Words 5 
 
 GBANT'S Ethics of Aristotle 5 
 
 Home Politics 2 
 
 Graver Thoughts of a Country Parson 6 
 
 Gray's Anatomy 10 
 
 GBEENHOW on Bronchitis 10 
 
 GROVE on Correlation of Physical Forces . . 8 
 
 GUENEY'S Chapters of French History .... 2 
 
 GWILT'S Encyclopaedia of Architecture .... 12 
 
 Hare on Election of Representatives 5 
 
 HAETWIG'S Harmonies of Nature 9 
 
 Polar World 9 
 
 Sea and its Living Wonders .... 9 
 
 Tropical World 9 
 
 HATCH'S Life of Shaftesbury 3 
 
 HAUGHTON'S Manual of Geology 8 
 
 HAWJCEE'S Instructions to Young Sports- 
 men 19 
 
 HEESCHEL'S Outlines of Astronomy 7 
 
 HEWITT on the Diseases of Women 10 
 
 HOLMES'S Surgical Treatment of Children . . 10 
 
 System of Surgery 10 
 
 HOOKEB and WALKEB-ABNOTT'S British 
 
 Flora 9 
 
 HOBNE'S Introduction to the Scriptures . . 15 
 
 Compendium of the Scriptures . . 15 
 
 How we Spent the Summer 16 
 
 HOWARD'S Gymnastic Exercises 11 
 
 HOWITT'S Australian Discovery 17 
 
 Northern Heights of London .... 17 
 
 Rural Life of England 17 
 
 Visits to Remarkable Places .... 17 
 
 HUGHES'S Manual of Geography 8 
 
 HUME'S Essays . 7 
 
 Treatise on Human Nature 7 
 
 HUMPHEEYS'S Sentiments of Shakspeare . . 12 
 
 IHKE'S Roman History 
 
 INGELOW'S Poems 18 
 
 Story of Doom 18 
 
 Mopsa 18 
 
 Instructions in Household Matters 20 
 
 JAMESON'S Legends of Saints and Martyrs.. 
 Legends of the Madonna 
 
 12 
 12 
 
 Legends of the Monastic Orders 12 
 
 Legends of the Saviour 12 
 
 JOHNSTON'S Geographical Dictionary 
 
 JUKES on Second Death 15 
 
 on Types of Genesis 15 
 
 KALISCH'S Commentary on the Bible 5 
 
 Hebrew Grammar 5 
 
 EJEITH on Destiny of the World 14 
 
 Fulfilment of Prophecy 14 
 
 KERL'S Metallurgy, by CROOKES and 
 
 ROHRIG 13 
 
 EJESTEVEN'S Domestic Medicine 11 
 
 KIRBY and SPENCE'S Entomology 9 
 
 LANDON'S (L.E. L.) Poetical Works 
 
 LATHAM'S English Dictionary 
 
 River Plate 
 
 LAWLOR'S Pilgrimages in the Pyrenees .... 
 
 LECKY'S History of European Morals 
 
 Rationalism 
 
 LEIGHTON'S Sermons and Charges 
 
 Leisure Hours in Town 
 
 Lessons of Middle Age 
 
 LETHEBY on Food 
 
 LEWES'S Biographical History of Philosophy 
 
 LEWIS'S Letters 
 
 LiDDELLand SCOTT'S Greek-English Lexicon 
 
 Abridged ditto 
 
 Life of Man Symbolised 
 
 Margaret M. Hallahan 
 
 LINDLEY and MOORE'S Treasury of Botany 
 
 LINDSAY'S Evidence for the Papacy 
 
 LONGMAN'S Edward the Third 
 
 Lectures on History of England 
 
 Chess Openings 
 
 Lord's Prayer Illustrated 
 
NEW WORKS PUBLISHED BY LONGMANS AND CO. 
 
 2o 
 
 LOT/DON'S Encyclopaedia of Agriculture 
 
 . Gardening . . 
 
 Plants 
 
 LOWNDES'S Engineer's Handbook 12 
 
 Lyra Eucharistica 16 
 
 Germanica 11, 16 
 
 Messianica 16 
 
 Mystica 16 
 
 Mabeldean 17 
 
 MACAULAY'S (Lord) Essays 3 
 
 History of England . . 1 
 
 Lays of Ancient Rome 18 
 
 - - Miscellaneous Writings 6 
 
 - Speeches 5 
 
 Works 1 
 
 MACFARREN'S Lectures on Harmony 11 
 
 MACKINTOSH'S Scenery of England and 
 
 Wales 8 
 
 MACLEOD'S Elements of Political Economy 4 
 
 Dictionary of Political Economy 4 
 
 Elements of Banking 19 
 
 Theory and Practice of Banking 19 
 
 McCuLLOCH's Dictionary of Commerce .... 20 
 
 Geographical Dictionary .... 8 
 
 MAGUIRE'S Life of Father Mathew 4 
 
 MANNING'S England and Christendom .... 15 
 
 MARCET on the Larynx 10 
 
 MARSHALL'S Physiology 11 
 
 MARSHMAN'S History of India 2 
 
 Life of Havelock 4 
 
 MARTINEAU'S Endeavours after the Chris- 
 tian Life 16 
 
 MARTINEAU'S Letters from Australia 16 
 
 MASSEY'S History of England 1 
 
 MASSINGBERD'S History of the Reformation 3 
 
 MATHESON'S England to Delhi 16 
 
 MAUNDER'S Biographical Treasury 4 
 
 Geographical Treasury 8 
 
 Historical Treasury 3 
 
 Scientific and Literary Treasury 9 
 
 Treasury of Knowledge 20 
 
 Treasury of Natural History . . 9 
 
 MAURY'S Physical Geography 8 
 
 MAY'S Constitutional History of England. . 1 
 
 MELVILLE'S Digby Grand 18 
 
 General Bounce 18 
 
 Gladiators 18 
 
 Good for Nothing 18 
 
 i Holmby House 18 
 
 Interpreter 18 
 
 . : Kate Coventry 18 
 
 Queen's Maries 18 
 
 MENDELSSOHN'S Letters 4 
 
 Menes and Cheops 7 
 
 MERIVALE'S (H.) Historical Studies 2 
 
 (C.) Fall of the Roman Republic 3 
 
 Romans under the Empire 3 
 
 Boyle Lectures 8 
 
 MERRIFIELD and EVERS'S Navigation 
 MILES on Horse's Foot and Horse Shoeing . 
 
 on Horses' Teeth and Stables 
 
 MILL ( J.) on the Mind 
 
 MILL ( J. S.) on Liberty 
 
 England and Ireland 
 
 Subjection of Women 
 
 on Representative Government 
 
 on Utilitarianism 
 
 'a Dissertations and Discussions 
 
 Political Economy 
 
 MILL'S System of Logic 4 
 
 Hamilton's Philosophy 4 
 
 Inaugural Address at St. Andrew's . 4 
 
 MILLER'S Elements of Chemistry 9 
 
 Hymn Writers 15 
 
 MITCHELL'S Manual of Assaying 13 
 
 MONSELL'S Beatitudes 16 
 
 His Presence not his Memory . . 16 
 
 'Spiritual Songs' 16 
 
 MOORE'S Irish Melodies 18 
 
 LallaRookh 18 
 
 Journal and Correspondence .... 3 
 
 Poetical Works 18 
 
 (Dr. G.) Power of the Soul over 
 
 the Body 15 
 
 MORELL'S Elements of Psychology 7 
 
 Mental Philosophy 7 
 
 MULLER'S (Max) Chips from a German 
 
 Workshop 7 
 
 Lectures on the Science of Lan- 
 guage 5 
 
 (K. O.) Literature of Ancient 
 
 Greece 2 
 
 MURCHISON on Continued Fevers 10 
 
 on Liver Complaints 10 
 
 MURE'S Language and Literature of Greece 2 
 
 New Testament Illustrated with Wood En- 
 gravings from the Old Masters 11 
 
 NEWMAN'S History of his Religious Opinions 4 
 
 NICHOLS'S Handbook to British Museum. . 20 
 
 NIGHTINGALE'S Notes on Hospitals 20 
 
 NILSSON'S Scandinavia 9 
 
 NORTHCOTE'S Sanctuary of the Madonna . . 14 
 
 NORTHCOTT on Lathes and Turning 12 
 
 NORTON'S City or London 17 
 
 ODLING'S Animal Chemistry 10 
 
 Course of Practical Chemistry . . 10 
 
 Manual of Chemistry 9 
 
 Lectures on Carbon 10 
 
 Outlines of Chemistry 10 
 
 Our Children's Story 18 
 
 OWEN'S Comparative Anatomy and Physio- 
 logy of Vertebrate Animals 9 
 
 Lectures on the Invertebrata 8 
 
 PACKE'S Guide to the Pyrenees 17 
 
 PAGET'S Lectures on Surgical Pathology . . 10 
 
 PEREIRA'S Manual of Materia Medica 11 
 
 PERKINS'S Italian and Tuscan Sculptors . . 12 
 
 PHILLIPS'S Guide to Geology 8 
 
 Pictures in Tyrol 16 
 
 PIESSE'S Art of Perfumery 13 
 
 Chemical, Natural, and Physical Magic 13 
 
 PRATT'S Law of Building Societies 20 
 
 PRENDERGAST'S Mastery of Languages .... 6 
 
 PRESCOTT'S Scripture Difficulties 15 
 
 PROCTOR'S Handbook of the Stars 7 
 
 Saturn 7 
 
 PTNE'S England and.Francein the Fifteenth 
 
 Century 2 
 
 Quarterly Journal of Science 
 
MEW WORKS PUBLISHED BY LONGMANS AND CO. 
 
 Recreations of a Country Parson 6 
 
 REICHEL'S See of florae 14 
 
 UEILLY'S Map of Mont Blanc 16 
 
 REIMANN on Aniline Dyes 13 
 
 "Religious Republics 15 
 
 RILBY'S Memorials of London 17 
 
 RIVERS'S Rose Amateur's Guide 9 
 
 ROBBINS'S Cavalry Catechism 19 
 
 ROGERS'S Correspondence of Greyson 7 
 
 Eclipse of Faith 7 
 
 Defence of Faith 7 
 
 Essays from the Edinburgh Re- 
 view 6 
 
 Reason and Faith 6 
 
 ROGET'S Thesaurus of English Words and 
 
 Phrases 5 
 
 Roma Sotterranea 17 
 
 RONALDS'S Fly-Fisher's Entomology 19 
 
 ROWTON'S Debater 5 
 
 RUSSELL on Government and Constitution 1 
 'S (Earl) Speeches and Despatches 1 
 
 SAMUELSON'S German "Working Man 17 
 
 SANDARS'S Justinian's Institutes 5 
 
 .SCHEFFLER on Ocular Defects 11 
 
 SCOTT'S Lectures on the Fine Arts 11 
 
 Albert Durer 11 
 
 SEEBOHM'B Oxford Reformers of 1498 2 
 
 SEWELL'S After Life 17 
 
 Glimpse of the World 17 
 
 History of the Early Church 3 
 
 Journal of a Home Life 17 
 
 Passing Thoughts on Religion 
 
 Preparation for Communion . . 
 
 Principles of Education 
 
 Readings for Confirmation 
 
 Readings for Lent 
 
 Examination for Confirmation 
 
 Stories and Tales 17 
 
 , Thoughts for the Holy Week .... 15 
 
 SEYMOUR'S Pioneering in the Pampas 16 
 
 SHAFTESBURY'S Characteristics 7 
 
 SHAKSPEARE'S Midsummer Night's Dream, 
 
 illustrated with Silhouettes 12 
 
 SHIPLEY'S Church and the World 15 
 
 Invocation of Saints 16 
 
 SHORT'S Church History 3 
 
 Smart's WALKER'S English Pronouncing 
 
 Dictionaries 5 
 
 SMITH'S ( SOUTHWOOD) Philosophy of Health 20 
 
 (j.) Paul's Voyage and Shipwreck 14 
 
 (SYDNEY) Miscellaneous Works .. 6 
 
 Wit and Wisdom 6 
 
 SOUTHEY'S Doctor 5 
 
 Poetical Works 18 
 
 STANLEY'S History of British Birds 9 
 
 STEBBING'S Analysis of MILL'S Logic 5 
 
 STEPHEN'S Essays in Ecclesiastical Bio- 
 graphy 4 
 
 STIRLING'S Secret of Hegel 7 
 
 STONEHENGE on the Dog 19 
 
 _ on the Greyhound 19 
 
 STRICKLAND'S Tudor Princesses 4 
 
 Queens of England 4 
 
 Strong and Free 7 
 
 Sunday Afternoons at the Parish Church of 
 
 a Scottish University City 6 
 
 SWEETMAN'S Through the Night, and 
 Onward . . 17 
 
 TAYLOR'S (Jeremy) Works, edited by EDEN 15 
 
 THIRLW ALL'S History of Greece 2 
 
 TIMBS'S Curiosities of London 17 
 
 THOMSON'S (Archbishop) Laws of Thought 5 
 
 THOMPSON'S Paraguayan War 16 
 
 (A. T.) Conspectus 11 
 
 TODD (A.) on Parliamentary Government . . 1 
 and BOWMAN'S Anatomy and Phy- 
 siology of Man 11 
 
 TRENCH'S Realities of Irish Life 2 
 
 TROLLOPE'S Barchester Towers 18 
 
 Warden 18 
 
 Twiss's Law of Nations 20 
 
 TYNDALL'S Lectures on Heat 8 
 
 Lectures on Sound 8 
 
 Uncle PETER'S Fairy Tale 18 
 
 URE'S Dictionary of Arts, Manufactures, and 
 Mines 12 
 
 VAN DER HOEVEN'S Handbook of Zoology. . 
 VAUGHAN'S Revolutions in English History 
 
 WARBURTON'S Hunting Songs 19 
 
 WATSON'S Principles and Practice of Physic 10 
 
 WATTS'S Dictionary of Chemistry 9 
 
 WEBB'S Objects for Common Telescopes 7 
 
 WEBSTER & WILKINSON'S Greek Testament 14 
 
 WELD'S Notes on Burgundy 16 
 
 WELLINGTON'S Life, by GLEIG 4 
 
 WEST on Children's Diseases 10 
 
 on Nursing Children 20 
 
 WHATELY'S English Synonymes 5 
 
 Logic 5 
 
 Rhetoric 5 
 
 on Religious Worship 16 
 
 Whist, what to Lead, by CAM 20 
 
 WHITE and RIDDLE'S Latin-English Dic- 
 tionaries 5 
 
 WILCOCKS'S Sea Fisherman 19 
 
 WILLIAMS'S Aristotle's Ethics 5 
 
 History of Wales 2 
 
 WILLIAMS on Climate of South of France. . 10 
 
 Consumption 10 
 
 WILLICH'S Popular Tables 20 
 
 WILLIS'S Principles of Mechanism 12 
 
 WINSLOW on Light 8 
 
 WOOD'S ( J. G.) Bible Animals 9 
 
 . Homes without Hands .... 9 
 
 (T.) Chemical Notes 10 
 
 WRIGHT'S Homer's Iliad % 19 
 
 YEO'S Manual of Zoology 8 
 
 YONGE'S English-Greek Lexicons 6 
 
 Two Editions of Horace 18 
 
 YOUATT on the Dog 19 
 
 on the Horse 19 
 
 ZELLER'S Socrates 3 
 
 Stoics, Epicureans, and Sceptics. . 3 
 
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