University Education in Ireland
Date: 2010-03-08T00:00:00+00:00
Keywords: Universities and colleges -- Ireland; Education; Higher -- Ireland; Church and college -- Ireland

The Project Gutenberg eBook of University Education in Ireland

This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.

Title: University Education in Ireland

Author: Samuel Haughton

Release date: March 8, 2010 [eBook #31553]
Most recently updated: January 6, 2021

Language: English

Other information and formats: www.gutenberg.org/ebooks/31553

Credits: Produced by Brian Foley and the Online Distributed
Proofreading Team at https://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK UNIVERSITY EDUCATION IN IRELAND ***

Transcriber's Note:

Every effort has been made to replicate this text as faithfully as possible; some minor changes have been made to correct typographical errors, and some inconsistent spelling.

UNIVERSITY EDUCATION
IN
IRELAND.

BY THE

REV. SAMUEL HAUGHTON, M.D, F.R.S.

FELLOW OF TRINITY COLLEGE, DUBLIN.

LONDON: WILLIAMS & NORGATE.
DUBLIN: McGLASHAN & GILL.
1868.

Price One Shilling.

DUBLIN:
Printed at the University Press,
BY M. H. GILL.

Contents
(added by transcriber)

| INTRODUCTION. | 3
I. | SECULARIZATION OF TRINITY COLLEGE. | 5
II. | NATIONAL UNIVERSITY OF IRELAND. | 10
III. | ROMAN CATHOLIC UNIVERSITY OF IRELAND. | 17

UNIVERSITY EDUCATION IN IRELAND.

INTRODUCTION.

The political condition of Ireland is, at present, grave; and, in the event of a war with the United States, would become menacing, to England.

Irish politicians assert—and it is partly admitted by their opponents—that, in the existing state of Ireland, three questions demand an immediate solution: these questions are, the Land Question, the Church Question, and the Education Question.

The tenant farmers of Ireland wish for fixity of tenure, and care but little for compensation for improvements, except as a means of obtaining a practical fixity of tenure; and they would, unquestionably, rejoice to see transferred to themselves, as occupiers of the soil, the rights now enjoyed by absentee noblemen and landlords. It is the opinion of many that the Land question cannot be settled without such a change of owners as would practically amount to a revolution.

With respect to the question of the Church, the more intelligent laymen of the Irish National party openly avow their wish to alienate the property of the Church, on the ground that its existence forms a barrier to the union of Irish Protestants with the Catholic majority in the formation of a truly National Irish party. It is asserted, and apparently not without reason, that if the Irish Protestants felt themselves cast off by England, and their Church endowments confiscated, they might become more willing to join their countrymen in an anti-English policy, which the rude breath of war might some day fan into a demand for an Irish Republic, under the guarantee of France and America. It is for English politicians to decide how far the advantages of religious equality would compensate for the risk of national disloyalty.

The questions of the Land and Church in Ireland will, doubtless, be fully discussed in the House of Commons by persons acquainted with those questions, and competent to do them justice; but it may be fairly doubted whether the question of Education in Ireland will be examined with as full a knowledge as will be brought to bear on the other questions. The following lines are written in the hope of adding a contribution of facts towards the discussion of one branch of the Education question—that which relates to University Education in Ireland.

My apology for writing on this question is, that I have been a Fellow of Trinity College for nearly a quarter of a century, during which time I have taken an active part in the educational reforms which have placed the Graduates of Trinity College foremost in all the competitions for the public services of India, of the Army, and of the Colonies. I am also entitled to be heard as a Clerical Fellow of Trinity College, holding in trust for his brother Protestants the precious gift of education based on pure religion, handed down to us by our forefathers, in defence of which all true Protestants are prepared, if necessary, to sacrifice their lives.

Two proposals were discussed, and a third was incidentally alluded to, in the summer of 1867, in the House of Commons, respecting University Education in Ireland; one of these proposals involves a betrayal of the religious base on which the Protestant College of Elizabeth was founded; and another involves a surrender for ever of the high literary and scientific standard of Dublin University, and a permanent lowering of high class education in Ireland. Against the one I feel bound to protest, as an earnest Protestant, and against the other as an advocate for the advancement of science and letters.

The proposals made in Parliament respecting University Education are all founded on the generally admitted fact that Roman Catholics in Ireland have not got the same facilities for University Education as the Protestants of that country, and that it is expedient at once to redress this grievance. In order to do so, it has been proposed to do one or other of three things:—

1. To secularize Trinity College, by throwing open its Fellowships and Scholarships to all Students, irrespective of religious qualification.

2. To open the University of Dublin to other Colleges than Trinity College, thus transforming the University of Dublin into a National Irish University, on the model of the University of France.

3. To grant a Charter and Endowment to a Roman Catholic University, in which the education given shall be based on religion, as in Trinity College at present.

I shall endeavour to state briefly the objections which seem to me to be so fatal to either of the first two proposals, as to leave us no alternative but to accept the third horn of the Educational dilemma:—

I. SECULARIZATION OF TRINITY COLLEGE.

Trinity College was founded in Dublin by Queen Elizabeth, in 1591, as a Protestant University, and for the purpose of giving to Irish Protestants a University Education, based on the doctrines and discipline of the Reformed Church of England. This infant University was fostered by the guiding hand of the great Lord Burghley, its interests were defended by the ill-fated Essex, and its Statutes were drafted by the highly gifted Bishop Bedell.

Trinity College has been well described by her enemies as a “handful of Protestant Clergymen;” because her Fellows, with the exception of three, were required to take Holy Orders in the English Church; and at the present moment five only of her thirty-two Fellowships are permitted by Statute to be held by laymen.

Trinity College is now nearly three centuries in existence, and may be regarded as the only English institution that ever succeeded in Ireland.

The sons of the Alma Mater founded by Elizabeth may be excused if they point with pride to the names of Ussher, King, and Magee, among her theologians; to Berkeley, Brinkley, and Hamilton, among her thinkers and mathematicians; and to Swift, Goldsmith, Burke, and Plunket, amongst those whom she has given to literature, oratory, and politics, whose names shall live so long as religion, science, and letters attract the respect and claim the study of educated Englishmen.

Trinity College has never been, and never was intended to be, a national institution; her emoluments, her Fellowships and Scholarships, are the property of the Irish members of the English Church; and the proposal to throw them open to the competition of Roman Catholics and Dissenters is a proposal for the confiscation, so far, of the property of Irish Protestants. Trinity College has well and faithfully discharged the part she was required to fill; she has maintained the pure doctrine of the English Church against all opponents; she has reared her Students as faithful children of that Church; she has given them an education that enables them to compete successfully with all rivals in the walks of literature and science; and it cannot be fairly alleged against her as a fault that she has not provided for the educational wants of Irish Catholics; she was never intended to do so.

The lovers of the gorgeous Rose need not blush because she wants the colour and grace of the beautiful Lily; and I may well be pardoned for believing that no brighter or fairer flower blooms in the garden of the West, than the Tudor Rose planted in Dublin by the proud Elizabeth.

In order to estimate rightly the effects of the secularization of Trinity College, both upon the Protestants and the Roman Catholics of Ireland, it will be necessary to give a numerical view of the relative proportions of the different religions and professions among the Students of that College. Taking an average of the past ten years, there are 1200 Students on the books of Trinity College. Of these 1200 Students, 800 are in daily attendance upon lectures, and may be classified as follows:—

1. | Divinity Students, | 160
2. | Medical Students, | 240
3. | Law Students, | 70
4. | Engineering Students, | 60
5. | Civil Service of India, | 30
6. | Non-professional Students, | 240
| Total, | 800

In order to find the proportion of Roman Catholics,[1] I have taken, at random, five years from 1855 to 1859, during which 1378 Students entered Trinity College, of whom 80 were Roman Catholics, and 61 were Protestant Dissenters and Jews. We may, therefore, assume that the 1200 Students are distributed as follows:—

1. | English Church, | 1077
2. | Roman Catholic Church, | 70
3. | Protestant Dissenters, | 53
| Total, | 1200

The preceding figures give an average of six per cent. of Roman Catholic Students in Trinity College, and in no department of the College do they exceed ten per cent. Thus, in the Medical School, in which there is a larger proportion than in other professional schools, during the four years ending 1867, out of 300 Students matriculated in Medicine, exactly thirty were Roman Catholics, and three were Jews.

Let us now examine briefly the effect of secularizing Trinity College upon the Protestant and Roman Catholic Students respectively.

It cannot be believed by any one, that the passing of an Act of Parliament secularizing Trinity College would alter in the slightest degree the sentiments and wishes of the 1100 Students of the English Church, or those of the parents and guardians who placed them in Trinity College, knowing and expecting that they would there receive, not only a liberal education, but instruction and training in the principles of the Church of England. Those 1100 young and intelligent Students would still demand an education based upon religion; a demand which would be promptly answered by the Clerical Fellows of the College; and it cannot be doubted that, if they were well led by earnest and competent teachers, they would found a second Trinity College within the walls, which would perpetuate the principles of the College founded by Elizabeth. Such a movement the Parliament would find itself unable to control; for the portion of the funds of Trinity College that is now expended on the education of the Clergy would be allowed, in common justice, to be allocated in future to the same object; and the Clerical Professors and Fellows would gather round them the germ of the Trinity College of the future, faithful to the traditions of the past, and perchance surpassing the reputation of the old College for learning.

From what I know of the earnest spirit of Irish Protestants, and of their determination to secure for their children an education founded on the pure word of God, I believe that the Clerical Tutors of the College would at once transfer to themselves the great majority of the Protestant Students of Trinity College.

Some 100 or 200 Students might prefer to receive the instruction, and reward the care, of such lay Fellows as might find their way into the secularized Corporation, and thus a permanent domestic schism would become established between the clerical and lay elements of the College, which are now happily at peace. Whatever might be the future of the College, it is certain that, at the outset, the Secular Fellows of the College would have to undergo the rivalry of a trained band of Protestant teachers, supported by sympathizing Students, both smarting under an angry sense of wrong and injustice.

Let us now inquire how the secularization of Trinity College would please the Roman Catholic party in Ireland. The Roman Catholic Clergy warn their flocks against Trinity College as a Protestant Institution, necessarily dangerous to the principles of Catholic Students; and, in thus warning them, they are practically wise, for it is simply impossible for seventy Catholics to associate with 1100 Protestants, as equals and fellow Students, without renouncing, more or less, the narrow views respecting Protestants that prevail among the higher circles of their Hierarchy.

Trinity College, however, although considered dangerous, has never been placed by the Roman Catholic Clergy in the same category as the Queen’s Colleges, which are essentially secularized institutions, without a recognized religion, and “godless:” as such they are absolutely condemned by the Hierarchy, and faithful Catholics are prohibited from entering their walls.

The practical effect of secularizing Trinity College, if the experiment were successful, would be to convert it into a fourth Queen’s College, and it would thus become one of a class of Educational Institutions which the Church of Rome has always, and consistently, forbidden her children to enter. It is hard to see how such a plan as this can be rationally advocated, on the ground that it would satisfy the just demands of the Catholics of Ireland.

So far, therefore, as Irish Roman Catholics are concerned, the secularization of Trinity College would be to them a loss, and not a gain; for it would transfer education in this College from the list of dangerous to that of prohibited enjoyments.

I need scarcely add how mean and vindictive would be the spirit that would secularize Trinity College, in order to injure the Irish Protestants, without any corresponding benefit to the Irish Catholics.

I believe, therefore, that it would be impolitic for the English Parliament to secularize Trinity College, for the following reasons:—

1. It would irritate the Irish Protestants to deprive them of a College founded on the principles of their Church, which has done its duty, and has possessed their confidence for three centuries.

2. It would not satisfy the just demand of the Irish Catholics for University Education, merely to admit them to the Fellowships and Scholarships of a secularized College, the principle of which they must feel bound to condemn.

II. NATIONAL UNIVERSITY OF IRELAND.

The second plan that has been suggested for solving the University question in Ireland, in one form or other, amounts to a proposal to throw open the University of Dublin, or the Queen’s University in Ireland, or both, so as to embrace in one University a number of Colleges, each retaining its own system of religious training and discipline, and its own endowments, and sending up its Students to pass the Examinations of the Central University, whose functions would be reduced to those of an Examining Board.

I readily admit that this proposal is free from one of the objections I have urged against the proposal to solve the University problem by secularizing Trinity College, and that it leaves both Protestants and Catholics free to train their sons in the religious faith and traditions of their forefathers.

This advantage, although great, would, however, in my opinion, be purchased at the cost of degrading for ever the standard of University Education in Ireland.

If this objection can be established, it ought to have peculiar weight in considering the question of Irish University Education. England differs essentially from Ireland, in affording to her young men countless openings in every walk of life, with or without the benefits of University Education, which in England may be regarded as a luxury enjoyed by the rich; whereas in Ireland an University Education is frequently a necessity imposed upon the sons of the less wealthy middle classes. The openings in life for young men of this class in Ireland are so very limited, that they must either emigrate, or rely on their talents and education, in pushing their way in the learned professions in England and the Colonies. Hence it follows, that any lowering of the standard of University Education in Ireland would be followed by peculiarly disastrous effects.

At the present moment, Trinity College may be regarded as a manufactory for turning out the highest class of competitors for success in the Church, at the English Bar, in the Civil Service of India, and in the Scientific and Medical Services of the Army and Navy; and any legislation which would produce the effect of lowering the present high standard of her degrees, would tend to destroy the prospects of the educated classes in Ireland, and become to those classes little short of a national calamity.

In order to establish my objection, it is necessary to call to our recollection the ancient and true notion of an University.

With the exception of Oxford and Cambridge, there is no example of an ancient University in Europe composed of a collection of free Colleges, united by the common bond of an University, of which all are members, and which conducts the Examinations for Degrees.

All other ancient Universities resemble the University of Trinity College in Dublin, in consisting of a single College possessing, either from the Pope or from the Crown, the University privilege of granting Degrees.

In modern times, no nation but France has seen fit to depart from this ancient form of University Education; and in that country centralization is so popular and so complete, that the University of France, with its affiliated Colleges, has met with a success very certain not to follow a similar experiment in Ireland. All the Colleges in France are moulded upon the same type, from which no deviation is permitted; and all are under State control, which in France restrains freedom of education by the same trammels as freedom of speech, or liberty of the press. The Minister of Public Instruction can boast that when the clock strikes his telegraphed order sets in motion the tongues of his Professors in Paris, in Strasburgh, in Lyons, and that the same lectures, in almost the same words, are delivered within the same hour to all the educated youth of France. This drilling of the intellect by the sergeants of the Emperor pleases for the present the fancy of the French; it would infallibly fail in Ireland.

The condition essential to success in uniting several Colleges into a common University is sameness of type in the education given, and sameness of discipline in the various Colleges. This condition is attained in France by the centralizing and irresistible power of the State; in Oxford and in Cambridge it has grown up spontaneously, and has partially succeeded; in Oxford, however, as in Cambridge, the multiplicity of Colleges and of rival, though similar interests, has produced feebleness in the government of the central authority, which is a fault little complained of in the University of France.

I shall presently inquire whether the Colleges of Ireland present that similarity of type which is essential to the success of the experiment of fusing them all into a common University; but in the meantime, admitting, for the sake of argument, that the experiment would succeed, it is worth while to ask whether it would be an advantage to the country.

In France we see the perfection of centralization and identity in the Lyceums and Colleges of the entire country; in Germany, on the contrary, we witness the full development of the ancient collegiate idea of the University; twenty-seven distinct and independent University centres of education exist among forty millions of Germans, each University differing from the other, and each possessing its peculiar type of excellence, to attract its Students. I believe that all who are acquainted with the present condition of science and letters in the two countries will be disposed to agree in thinking that the intellect of France is cramped by the imperial cradle in which it is reared, while the genius of Germany is fostered by the freedom of thought, stimulated by such excellent, though diverse centres of development, as Vienna, Munich, Heidelberg, Bonn, or Berlin.

University education in France pleases the doctrinaire, just as parterres of flowers of similar hue please the eyes of the gardener; while the Universities of Germany delight the thinker, as the graceful forms and varied colours of the flowers of some tropical forest please the traveller, whose instinctive taste prefers the charms and grace of nature to the symmetry and rules of art.

The experiment of the union of different Colleges in a common University has succeeded in France, in Oxford, and in Cambridge, in consequence of the similarity of the Colleges united together; but such an experiment attempted in Ireland would fail, as certainly as an attempt to unite Oxford and Cambridge into one University would fail.

We possess in Ireland three distinct types of Collegiate education, of which may be cited as examples—Trinity College, in Dublin; the Roman Catholic College of Carlow, and Queen’s College, in Belfast. These Colleges represent, respectively, the religious Protestant type, the Roman Catholic type, and the secular or mixed type, of Collegiate discipline and training. Any person of education acquainted with Ireland knows the impossibility of fusing such distinct elements in a common crucible; and yet each system, in its way, is excellent, and will produce good fruits, if left to develope itself, and not forced upon those who conscientiously dissent from its fundamental principles.

Let us suppose, however, the experiment tried by persons only partially acquainted with education, and with the condition of Ireland—and by such only could it be attempted—then it is easy to see that success could be obtained only at the expense of lowering the standard of education.

It is plain that one or other of two things would happen: either the University Senate would be composed of persons altogether independent of the Colleges, and appointed by the State, or it would consist, as in Oxford and Cambridge, of heads of Colleges and persons representing their varied interests.

In the first case supposed we should witness the painful and degrading spectacle of Irish Colleges submitted to the rule of State-appointed, perhaps, State-paid Governors, who, under the name of an University Senate, would prescribe the curriculum for degrees, appoint Examiners, and confer the titles awarded by those Examiners.

It is not possible to suppose that a Senate appointed by an authority outside the Colleges, and consisting of persons removed from the details of University Education, would be competent to decide the weighty and important questions that must come before them; in fact, a Senate constituted as I have supposed, in discussing questions of education, would be about as likely to come to a wise decision as a collection of shoemakers speculating on the structure of a watch, and making proposals for its improvement, who will certainly destroy the delicate machinery they are unable to understand, unless they have the sagacity to call in the watchmakers to their aid.

It might be imagined that the standard of education could be maintained by such a system, on the hypothesis that a State-nominated Senate would always appoint competent Examiners; but in such a case those Examiners would themselves become the University, and would regulate the value of the degrees conferred by it, and the country could have no guarantee that the standard of education would continue to be maintained; for this would be to suppose, on the part of successive Governments, a purity in their appointment of Senators which no rational man expects will ever be found outside the boundaries of the kingdom of Laputa.

If the Senate of the National University were composed of State officials, they would feel themselves bound to maintain the interests of all the Colleges committed to their care, and it would be impossible to maintain the standard of Degrees at a point higher than the attainments of the weakest College in the partnership, whose defective standard would regulate that of the University Degree, just as the sailing of the slowest tub in the squadron regulates the manœuvres of the entire fleet.

If, on the other hand, the Senate of the National Irish University should be composed, after the model of Oxford and Cambridge, of the heads and representatives of the various Irish Colleges, although liberty of education might be preserved, the standard of the degrees would become degraded by the simple operation of a natural law easy to explain.

The heads of the Irish Colleges, united into a “happy family” University by the hands of a paternal Government, would either struggle with each other for supremacy, or enter into a compromise for peace sake, on some such plan as the following:—

After a few preliminary skirmishes, to try each other’s skill, in arranging a common curriculum in Morals or History, it would be found that profound and irreconcileable differences existed among the Colleges on the most elementary principles, and that it would be impossible for the heads of Trinity College, of St. Patrick’s College of Maynooth, of Queen’s College of Belfast, and of other institutions, to agree upon a common curriculum of education, or even of examination for Degrees, that would satisfy the reasonable and conscientious scruples of all parties.

Under these circumstances, a sort of bargain would be made between the heads of the various Colleges, who would agree to take each other’s certificates without challenge, and confer the Degrees recommended by each independently of the others.

The University and its Senate would thus become simply a machinery for authorizing the Students of the various Colleges to add certain letters, such as M. A., or LL. B., after their names; and it would become the interest of all the Colleges in which a really good education was given, that such letters should have a formal significance only; the education itself, testified by the addition of the name of the College, having alone a real market value readily appreciated by the public. Each College of reputation would be careful to have its own name inserted after the letters signifying the University Degree, and thus would be practically created as many Universities as there are Colleges in Ireland, and a disastrous competition downwards would be the inevitable result.

The Degrees of the so-called National University would be like the bills of a weak firm—dishonoured by the public unless endorsed by the name of a solvent trader—and the letters M. A., or LL. B., would become like the praises on a bad man’s gravestone, purchaseable at so much a letter.

I believe, therefore, that I am entitled to protest against the scheme of forming a National University by fusing together the different Colleges in Ireland, on the following grounds:—

1. Because such a scheme for a National University would prove to be a failure, on account of the want of similarity in the Colleges composing the University.

2. Because such a scheme would, in the long run, infallibly lower the standard and degrade the character of Irish University Degrees; a result that would prove peculiarly disastrous to the educated classes in Ireland.

III. ROMAN CATHOLIC UNIVERSITY OF IRELAND.

Having disposed of the first two schemes for satisfying the demand of the Irish Catholics for University Education, and shown one to be impolitic, and the other to be injurious, it might naturally be expected that I should now proceed to advocate the advantages of the remaining plan, which consists in a Charter and Endowment for a Roman Catholic University in Ireland, in which the Irish Catholics and their Clergy should be allowed to arrange their own programme of University Education without the interference of Irish Protestants, or of English doctrinaires; but this course I feel to be unnecessary, as it mainly concerns Roman Catholics themselves to state their wishes and explain their views respecting it.

Protestant interference in such a question is as irritating and as useless as would be the interference of a mutual friend in a quarrel between a man and his wife.

English politicians, in the matter of University Education for the Irish Catholics, have hitherto imitated the doctrine laid down by Mr. Bumble—that “the great principle of out-of-door relief is, to give the paupers exactly what they don’t want; and then they get tired of coming.”

Twenty-seven out of twenty-nine of the Irish Catholic Bishops ask for a Catholic University Charter and Endowment, and are supported in this claim by an overwhelming majority of their flocks.

The Irish Catholics asked the English Parliament for bread, and they gave them a stone: instead of a Chartered University, with a fair endowment and perfect freedom of Education, they received Queen’s Colleges, which were condemned as godless, and which they were prohibited by their Church from using.

Let the Parliament of England for once try an experiment which will meet with the approval of Irishmen of all classes, and give to Ireland a third University, in which the highest and best type of Catholic education shall be developed freely. Protestantism cannot suffer by the contrast, and education must certainly benefit.

If Germans can proudly boast of their twenty-seven Universities—if Italians can point to twenty-one Universities, awaking from their slumbers at the call of liberty—if little Belgium can support her four Universities, all active, and required by the wants of her people—surely it cannot be too much for the Irish people, divided as they unhappily are by distinctions of religion and bitter recollections of ancient feuds, to ask that the Protestant University of Elizabeth, and the Secular University of Victoria, shall be supplemented by a Catholic University, possessing the confidence of Irish Catholics, and sharing with her friendly rivals, no longer jealous sisters, the glorious task of leading the youth of Ireland into the pleasant paths of Literature and Science.

The milk-white Lily is not less beautiful than the crimson Rose; let them flourish side by side in the garden of Ireland.

FOOTNOTES

[1] Roman Catholics were first admitted into Trinity College by an Act passed by the Irish Parliament in 1793.

*** END OF THE PROJECT GUTENBERG EBOOK UNIVERSITY EDUCATION IN IRELAND ***

Updated editions will replace the previous one—the old editions will be renamed.

Creating the works from print editions not protected by U.S. copyright law means that no one owns a United States copyright in these works, so the Foundation (and you!) can copy and distribute it in the United States without permission and without paying copyright royalties. Special rules, set forth in the General Terms of Use part of this license, apply to copying and distributing Project Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ concept and trademark. Project Gutenberg is a registered trademark, and may not be used if you charge for an eBook, except by following the terms of the trademark license, including paying royalties for use of the Project Gutenberg trademark. If you do not charge anything for copies of this eBook, complying with the trademark license is very easy. You may use this eBook for nearly any purpose such as creation of derivative works, reports, performances and research. Project Gutenberg eBooks may be modified and printed and given away—you may do practically ANYTHING in the United States with eBooks not protected by U.S. copyright law. Redistribution is subject to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG™ LICENSE

PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free distribution of electronic works, by using or distributing this work (or any other work associated in any way with the phrase “Project Gutenberg”), you agree to comply with all the terms of the Full Project Gutenberg License available with this file or online at www.gutenberg.org/license.

Section 1. General Terms of Use and Redistributing Project Gutenberg electronic works

1.A. By reading or using any part of this Project Gutenberg electronic work, you indicate that you have read, understand, agree to and accept all the terms of this license and intellectual property (trademark/copyright) agreement. If you do not agree to abide by all the terms of this agreement, you must cease using and return or destroy all copies of Project Gutenberg electronic works in your possession. If you paid a fee for obtaining a copy of or access to a Project Gutenberg electronic work and you do not agree to be bound by the terms of this agreement, you may obtain a refund from the person or entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be used on or associated in any way with an electronic work by people who agree to be bound by the terms of this agreement. There are a few things that you can do with most Project Gutenberg electronic works even without complying with the full terms of this agreement. See paragraph 1.C below. There are a lot of things you can do with Project Gutenberg electronic works if you follow the terms of this agreement and help preserve free future access to Project Gutenberg electronic works. See paragraph 1.E below.

1.C. The Project Gutenberg Literary Archive Foundation (“the Foundation” or PGLAF), owns a compilation copyright in the collection of Project Gutenberg electronic works. Nearly all the individual works in the collection are in the public domain in the United States. If an individual work is unprotected by copyright law in the United States and you are located in the United States, we do not claim a right to prevent you from copying, distributing, performing, displaying or creating derivative works based on the work as long as all references to Project Gutenberg are removed. Of course, we hope that you will support the Project Gutenberg mission of promoting free access to electronic works by freely sharing Project Gutenberg works in compliance with the terms of this agreement for keeping the Project Gutenberg name associated with the work. You can easily comply with the terms of this agreement by keeping this work in the same format with its attached full Project Gutenberg License when you share it without charge with others.

1.D. The copyright laws of the place where you are located also govern what you can do with this work. Copyright laws in most countries are in a constant state of change. If you are outside the United States, check the laws of your country in addition to the terms of this agreement before downloading, copying, displaying, performing, distributing or creating derivative works based on this work or any other Project Gutenberg work. The Foundation makes no representations concerning the copyright status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other immediate access to, the full Project Gutenberg License must appear prominently whenever any copy of a Project Gutenberg work (any work on which the phrase “Project Gutenberg” appears, or with which the phrase “Project Gutenberg” is associated) is accessed, displayed, performed, viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg™ License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg electronic work is derived from texts not protected by U.S. copyright law (does not contain a notice indicating that it is posted with permission of the copyright holder), the work can be copied and distributed to anyone in the United States without paying any fees or charges. If you are redistributing or providing access to a work with the phrase “Project Gutenberg” associated with or appearing on the work, you must comply either with the requirements of paragraphs 1.E.1 through 1.E.7 or obtain permission for the use of the work and the Project Gutenberg trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg electronic work is posted with the permission of the copyright holder, your use and distribution must comply with both paragraphs 1.E.1 through 1.E.7 and any additional terms imposed by the copyright holder. Additional terms will be linked to the Project Gutenberg License for all works posted with the permission of the copyright holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project Gutenberg License terms from this work, or any files containing a part of this work or any other work associated with Project Gutenberg.

1.E.5. Do not copy, display, perform, distribute or redistribute this electronic work, or any part of this electronic work, without prominently displaying the sentence set forth in paragraph 1.E.1 with active links or immediate access to the full terms of the Project Gutenberg License.

1.E.6. You may convert to and distribute this work in any binary, compressed, marked up, nonproprietary or proprietary form, including any word processing or hypertext form. However, if you provide access to or distribute copies of a Project Gutenberg work in a format other than “Plain Vanilla ASCII” or other format used in the official version posted on the official Project Gutenberg website (www.gutenberg.org), you must, at no additional cost, fee or expense to the user, provide a copy, a means of exporting a copy, or a means of obtaining a copy upon request, of the work in its original “Plain Vanilla ASCII” or other form. Any alternate format must include the full Project Gutenberg License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying, performing, copying or distributing any Project Gutenberg works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing access to or distributing Project Gutenberg electronic works provided that:

- • You pay a royalty fee of 20% of the gross profits you derive from the use of Project Gutenberg works calculated using the method you already use to calculate your applicable taxes. The fee is owed to the owner of the Project Gutenberg trademark, but he has agreed to donate royalties under this paragraph to the Project Gutenberg Literary Archive Foundation. Royalty payments must be paid within 60 days following each date on which you prepare (or are legally required to prepare) your periodic tax returns. Royalty payments should be clearly marked as such and sent to the Project Gutenberg Literary Archive Foundation at the address specified in Section 4, “Information about donations to the Project Gutenberg Literary Archive Foundation.”

- • You provide a full refund of any money paid by a user who notifies you in writing (or by e-mail) within 30 days of receipt that s/he does not agree to the terms of the full Project Gutenberg™ License. You must require such a user to return or destroy all copies of the works possessed in a physical medium and discontinue all use of and all access to other copies of Project Gutenberg™ works.

- • You provide, in accordance with paragraph 1.F.3, a full refund of any money paid for a work or a replacement copy, if a defect in the electronic work is discovered and reported to you within 90 days of receipt of the work.

- • You comply with all other terms of this agreement for free distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™ electronic work or group of works on different terms than are set forth in this agreement, you must obtain permission in writing from the Project Gutenberg Literary Archive Foundation, the manager of the Project Gutenberg™ trademark. Contact the Foundation as set forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend considerable effort to identify, do copyright research on, transcribe and proofread works not protected by U.S. copyright law in creating the Project Gutenberg™ collection. Despite these efforts, Project Gutenberg™ electronic works, and the medium on which they may be stored, may contain “Defects,” such as, but not limited to, incomplete, inaccurate or corrupt data, transcription errors, a copyright or other intellectual property infringement, a defective or damaged disk or other medium, a computer virus, or computer codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the “Right of Replacement or Refund” described in paragraph 1.F.3, the Project Gutenberg Literary Archive Foundation, the owner of the Project Gutenberg™ trademark, and any other party distributing a Project Gutenberg™ electronic work under this agreement, disclaim all liability to you for damages, costs and expenses, including legal fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a defect in this electronic work within 90 days of receiving it, you can receive a refund of the money (if any) you paid for it by sending a written explanation to the person you received the work from. If you received the work on a physical medium, you must return the medium with your written explanation. The person or entity that provided you with the defective work may elect to provide a replacement copy in lieu of a refund. If you received the work electronically, the person or entity providing it to you may choose to give you a second opportunity to receive the work electronically in lieu of a refund. If the second copy is also defective, you may demand a refund in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied warranties or the exclusion or limitation of certain types of damages. If any disclaimer or limitation set forth in this agreement violates the law of the state applicable to this agreement, the agreement shall be interpreted to make the maximum disclaimer or limitation permitted by the applicable state law. The invalidity or unenforceability of any provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the trademark owner, any agent or employee of the Foundation, anyone providing copies of Project Gutenberg™ electronic works in accordance with this agreement, and any volunteers associated with the production, promotion and distribution of Project Gutenberg™ electronic works, harmless from all liability, costs and expenses, including legal fees, that arise directly or indirectly from any of the following which you do or cause to occur: (a) distribution of this or any Project Gutenberg work, (b) alteration, modification, or additions or deletions to any Project Gutenberg work, and (c) any Defect you cause.

Section 2. Information about the Mission of Project Gutenberg

Project Gutenberg is synonymous with the free distribution of electronic works in formats readable by the widest variety of computers including obsolete, old, middle-aged and new computers. It exists because of the efforts of hundreds of volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the assistance they need are critical to reaching Project Gutenberg’s goals and ensuring that the Project Gutenberg collection will remain freely available for generations to come. In 2001, the Project Gutenberg Literary Archive Foundation was created to provide a secure and permanent future for Project Gutenberg and future generations. To learn more about the Project Gutenberg Literary Archive Foundation and how your efforts and donations can help, see Sections 3 and 4 and the Foundation information page at www.gutenberg.org.

Section 3. Information about the Project Gutenberg Literary Archive Foundation

The Project Gutenberg Literary Archive Foundation is a non-profit 501(c)(3) educational corporation organized under the laws of the state of Mississippi and granted tax exempt status by the Internal Revenue Service. The Foundation’s EIN or federal tax identification number is 64-6221541. Contributions to the Project Gutenberg Literary Archive Foundation are tax deductible to the full extent permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 41 Watchung Plaza #516, Montclair NJ 07042, USA, +1 (862) 621-9288. Email contact links and up to date contact information can be found at the Foundation’s website and official page at www.gutenberg.org/contact

Section 4. Information about Donations to the Project Gutenberg Literary Archive Foundation

Project Gutenberg™ depends upon and cannot survive without widespread public support and donations to carry out its mission of increasing the number of public domain and licensed works that can be freely distributed in machine-readable form accessible by the widest array of equipment including outdated equipment. Many small donations ($1 to $5,000) are particularly important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws regulating charities and charitable donations in all 50 states of the United States. Compliance requirements are not uniform and it takes a considerable effort, much paperwork and many fees to meet and keep up with these requirements. We do not solicit donations in locations where we have not received written confirmation of compliance. To SEND DONATIONS or determine the status of compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where we have not met the solicitation requirements, we know of no prohibition against accepting unsolicited donations from donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make any statements concerning tax treatment of donations received from outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation methods and addresses. Donations are accepted in a number of other ways including checks, online payments and credit card donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project Gutenberg electronic works

Professor Michael S. Hart was the originator of the Project Gutenberg concept of a library of electronic works that could be freely shared with anyone. For forty years, he produced and distributed Project Gutenberg eBooks with only a loose network of volunteer support.

Project Gutenberg eBooks are often created from several printed editions, all of which are confirmed as not protected by copyright in the U.S. unless a copyright notice is included. Thus, we do not necessarily keep eBooks in compliance with any particular paper edition.

Most people start at our website which has the main PG search facility: www.gutenberg.org.

This website includes information about Project Gutenberg, including how to make donations to the Project Gutenberg Literary Archive Foundation, how to help produce our new eBooks, and how to subscribe to our email newsletter to hear about new eBooks.

Table of Contents

- UNIVERSITY EDUCATION IN IRELAND.

- Contents (added by transcriber)

- UNIVERSITY EDUCATION IN IRELAND.

- INTRODUCTION.

- I. SECULARIZATION OF TRINITY COLLEGE.

- II. NATIONAL UNIVERSITY OF IRELAND.

- III. ROMAN CATHOLIC UNIVERSITY OF IRELAND.

- FOOTNOTES

- THE FULL PROJECT GUTENBERG™ LICENSE