In 1755 there were only two fellows acting as tutors, namely S. Whisson and J. Backhouse. Thenceforth there were definite tutorial “sides,” each under one tutor or joint tutors, a tutor being appointed to a side when a vacancy occurred; and every admission to the College being made on a designated side. In effect the work of a tutor was now regarded as being of a character which should occupy [43] ]a man’s whole energies, and it was generally held that a tutor, while he held office, had not, and ought not to have, leisure during term-time for independent work. From 1755 to 1822 there were two sides. In 1822 a third side was created. In 1872 one of the sides (being the lineal successor of Backhouse’s side) was divided into two. These four sides are to-day designated in the college office by the letters A, B, C, D; side A being that created in 1822, sides B and D being the two made out of the successor of Backhouse’s side, and side C being the lineal successor of Whisson’s side. [In the pre-war days of 1914 side A was under Dr Barnes, side B under Mr Laurence, side C under Mr Whetham, and side D under Dr Fletcher.]
Proceeding by decades in the same way as before, the entries on each of the two sides (denoted by C and BD) which existed from 1755 to 1822 were in 1755, nineteen and ten; in 1765, four and six; in 1775, twenty-one and twenty-four; in 1785, eighteen and twenty-nine; in 1795, twenty-nine and seventeen; in 1805, forty-two and twenty-six; and in 1815, fifty-one and thirty-six. From 1822 to 1872 there were three sides (denoted by C, BD, A): the normal entries on these were in 1825, forty-two, fifty-five, forty-one; in 1835, forty, forty-five, fifty-three; in 1845, fifty, sixty-eight, forty-nine; in 1855, fifty-three, forty-eight, fifty; and in 1865, fifty-eight, [44] ]nineteen, sixty. Since 1872 there have been four sides (denoted by C, B, D, A) which were made approximately equal: the normal entries on these were in 1875, forty-one, forty, forty-four, forty; in 1885, forty-nine, forty-four, forty-five, forty-eight; in 1895, forty-eight, thirty-eight, fifty, fifty-one; and in 1905, fifty, fifty-three, fifty, fifty-seven.
Until 1755 the number of pupils in residence in any one term assigned to an individual tutor was not large, and a tutor interested in any particular aspect of a subject likely to be studied was generally available: hence it was usually possible for a tutor to give personally the teaching and guidance required by his pupils. There were then no lecture-rooms in College, so probably all instruction was given in the tutor’s rooms and was informal in character. With the establishment in 1755 of sides, this system of teaching required modification, and in the course of the latter half of the eighteenth century it became the custom for a tutor to supplement his teaching by the services of another fellow or other fellows. These officers, known as Assistant-Tutors, were appointed and paid by individual tutors; they lectured regularly, took an important part in the life of the Society, and occupied a recognized position.
A marked development of the system of formal lectures is indicated by the erection in 1835 of a [45] ]block of four large and four medium-sized lecture-rooms. No other important changes were made for another thirty years, and until 1868 instruction remained normally organized by sides; indeed it was only by arrangement that lectures on one side were open to men on the other sides, though in fairness it must be added that an arrangement for throwing them open was made as a matter of course whenever it seemed desirable. The retention to so late a date of appointments by sides was due to the fact that the finances of the four sides were then kept as separate accounts.
This scheme, clumsy and illogical though it was, might have worked fairly well as long as the great majority of honour men read nothing but mathematics, classics, and perhaps theology, but it was condemned by the fact that the authorities allowed it to be superseded in practice by an elaborate system of private tuition paid for by the individual students. With the introduction of new subjects (like law, history, and various branches of science) and the development of the corresponding triposes, it became necessary to recast the scheme of teaching if adequate college instruction on such subjects was to be provided. The earliest appointment of a college lecturer (as contrasted with an assistant-tutor nominally attached to a particular side) was made in 1868, his lectures being open to all [46] ]students of the Society, and his stipend not charged on the funds of a particular side. This was soon followed by the placing of all educational appointments and finance in the hands of the College without regard to sides; and shortly afterwards the lecture-room accommodation was considerably extended.
About this time a further step was taken by throwing most of the advanced lectures open to members of other colleges. Thus in a few years instruction by tutorial sides was replaced by college lectures and class-work, and then this, to a large extent, by teaching organized on a university basis, supplemented by individual and catechetical instruction in college: with this, the custom of using private tuition has largely disappeared. Ultimately the title of assistant-tutor was dropped; the last appointment under that title was made in 1885, but from about 1870 we may say that practically the duties of an assistant-tutor were those of a lecturer. Thenceforth tutors also took their share of lecturing on subjects connected with their own lines of study, and did not confine their instruction to their own pupils, though for a year or two lectures on elementary mathematics and classics to freshmen on each particular side survived as a historic curiosity. These changes led to the existing scheme under which tutorial and tuition duties are separated, and thus the giving of direct instruction to [47] ]his pupils is not now necessarily part of the duties of a tutor.
The sequence of tutors on each side has been published, and I am sorely tempted to add various anecdotes on the way in which some of these officers fulfilled their duties, but such additions lie outside the object of this essay.
Of course during this long period there have been bad as well as good tutors, but I think everyone will admit that on the whole the system has worked well. Its special characteristic is a personal relation between the tutor and the pupil, materially strengthened by constant intercourse and by the fact that practically all the correspondence with the parents of the pupil passes through the hands of the tutor: experience shows that the tutorial influence has not been weakened by the fact that in most cases direct instruction is now given by other lecturers.
[17] The history of the University prior to 1546 covers some three centuries and a half, that is, about as long a period as has elapsed since 1546.