The Book of Trinity College Dublin 1591-1891

by Ireland) Trinity College (Dublin

In the year 1793, great improvements had been made in the Classical Course set out for the studies of the undergraduates. These were, it is said, largely due to the influence of Dr. Thomas Elrington. On that occasion the works of the great Greek historians, Herodotus and Thucydides, were brought for the first time under the attention of the classical students in Trinity College; but, during the forty years which followed, little change had been made in the classical authors which were read by the undergraduates. In 1833, for the first time, a distinct and shorter course was arranged for students who were not candidates for Honours, while a larger portion, generally of the same authors, was set out for candidates for Honours, and a wider course of classical studies was appointed for those who competed for Classical Moderatorships at the Degree Examination. Similar arrangements were adopted for the students in the Mathematical and Physical portion of their curriculum.

Before this time the students of the same division, of from thirty to forty men, were examined together, and they had no opportunity of competing with other men of their year in the Sciences; and in classical studies at the Scholarship Examination only, at which they rarely competed until the third year. It was now arranged that those who answered well at each Term Examination in Science or in Classics should be returned by the Examiner to compete at a more searching examination in an extended course, at which all the best men in the class should be examined together, on days separate from those of the Term Examinations, by three Examiners in Science and three in Classics set apart for that purpose; and so by this means each student was able to measure himself each Term, not only with those who happened to be in his own division, but with all the men of his year; and in this way the undergraduates were incited to continued study by healthy competition. Premiums in books, which were formerly awarded at each examination to the best answerer in each division, but which could be obtained only once in the year, were confined to that of the Michaelmas Term, at which there were two orders of prizes, first and second—the number of the first rank prizes being restricted to one fortieth of the class, and that of the second to one twentieth.

There was another and a very important improvement in the teaching of the undergraduates which Provost Lloyd was mainly instrumental in effecting. Hitherto the lectures of each Tutor were given to his own pupils. He was supposed to instruct all the men of each of the three Junior Classes at the least for an hour every day. Each Tutor received the fees of his own pupils, and those who had a large number in what was technically called his “chamber” had a considerable income, but others who were not so popular had but a scanty support.

In 1835 the Tutors, under the persuasion of the Provost, agreed to adopt a new system. The fees paid by the pupils were put into a common fund, and the Tutors were divided into three grades, in the order of seniority, and their dividends were fixed, not in relation to the number of their pupils, but of the standing of the Tutor among the Fellows; each of them was thus assured of a certain and increasing income—the only advantage accruing to the Tutor from the number of his pupils arose from the arrangement that, when he ceased from any cause to be a Tutor, the payments of the Tutorial fees of his existing pupils, as long as they remained in College, instead of being paid into the common fund, were paid to the Tutor himself or to his representatives.

A corresponding division of Tutorial labour, as far as lectures were concerned, was effected at the same time. Each Tutor was required to lecture only two hours every day, except on Saturday; and the efficacy of the lectures was greatly increased, and the regularity of the attendance of the lecturer in the instruction of his class guarded by stringent rules. Every student in the two Freshman Classes was now lectured for two hours instead of one; under the old arrangement the lecture in Classics was often a mere form, not always observed; by the new system an hour’s lecture in Latin was secured to each undergraduate in these classes. The Junior Sophisters were lectured by the Tutors in Mathematical Physics and Astronomy only. In addition to the Tutorial Lectures, the undergraduates attended, as they did before, the Public Science Lectures, the hours of the lecture being changed from 6.15 to 7.30 a.m., and the lectures of the assistants to the Greek Professor on Mondays, Wednesdays, and Fridays, which were delivered at 9 a.m. Again, there was a great improvement effected with respect to the attendance of the undergraduates at Tutorial Lectures. At this time these lectures were not obligatory; Terms were not kept by attendance at them, nor did the College keep any record of them. A student did not advance in any way his College standing by seeking the instruction given by his College Tutor. No cognizance was taken of irregularity, either on the part of the lecturer or of the lectured. A Tutor was often absent from his class, and the class was oftener absent from the Tutor. An important rule was adopted to counteract this: a weekly return was required to be made to the Tutorial Committee of the attendance upon his lectures, which was to be transmitted to the Provost, and the Tutor had an opportunity of judging of the regularity of the studies of his pupils, who were, according to this inter-tutorial system, in attendance on the lectures of other Tutors. In a very few years the lectures were much better arranged, some of the Tutors being set apart to lecture the candidates for Honours in each class, while others devoted themselves to the greater drudgery of instructing the mere pass-men.

In order to secure the diligent discharge of the duties assigned to each Tutor, the Tutorial Committee was bound to employ deputies to lecture in his place in case of his failure from any cause, and to remunerate the deputies out of the income of the defaulting Tutor.

That this division of labour added very much to the ease of the conscientious Tutors is quite evident. Doctor Romney Robinson, who was a Fellow and Tutor under the old system, wrote as follows in the preface to his treatise on Mechanics, published in 1820:—“The Fellows of Trinity College can scarcely be expected to devote themselves to any work of research, or even of compilation; constantly employed in the duties of tuition, which harass the mind more than the most abstract studies, they can have but little inclination at the close of the day to commence a new career of labour.... In the present case the author happened to be less occupied than most of his brethren, yet he was engaged from seven to eight hours daily in academical duties, for the year during which he composed this work.”

Had Bartholomew Lloyd lived, he would no doubt have originated many other improvements in the Arts Course, and in the other studies of the College which have been effected since his time. He was, however, suddenly removed by death from his exertions in reforming the College, on the 24th November, 1837, at the age of 65, having held the Provostship for only six years. He was succeeded by Dr. Franc Sadleir, and during the fourteen years of his mild sway the improvements originated by his predecessor were gradually carried into effect. Dr. Richard MacDonnell succeeded him in the office of Provost. He had been long engaged in the work of the College as an able and painstaking Tutor, and a vigorous administrator of the College Estates. Dr. MacDonnell had long seen the necessity of large reforms in the education of the students, and had ably pointed out the abuses which required to be remedied, in the pamphlet which has been already mentioned. Most of these defects he lived to see corrected, and the most important of which were removed when he was himself Provost.