- N ^ OF IRISH 
 
 V 
 
 I 
 
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EFFICIENCY OF IRISH SCHOOLS. 
 
Digitized by the Internet Archive 
 in 2015 
 
 https://archive.org/details/efficiencyofirisOOhime 
 
EFFICIENCY OF IRISH SCHOOLS 
 
 AND THEIR 
 
 SUPERIORITY TO ENGLISH SCHOOLS, 
 
 AS PLACES OF EDUCATION FOR IRISH BOYS , 
 
 MAURICE C. HIME, M.A., LL.D. 
 
 ' LONDON: 
 
 SIMPKIN, MARSHALL, & CO., Stationers’ Hall Court. 
 DUBLIN: 
 
 SULLIVAN, BROTHERS, 27 Marlborough Street. 
 
 1889. 
 
 f>rove£> an£> EjplatneJ). 
 
 BY 
 
 HEAD-MASTER OF FOYLE COLLEGE, LONDONDERRY. 
 
 PRICE ONE SHILLING-. 
 
 [All rights reserved .] 
 
1- 4 
 
 • Hs t r 
 
 “ Then stay at home." 
 
 — Two Gentlemen of Verona , ii. 7. 
 
 BQSTDH uuL .. 
 
 BHESTNliT HiLL, MASS* 
 
 27515 1 
 
PREFACE. 
 
 The following pages consist chiefly of extracts from 
 “Home Education ” by the same Author and Pub- 
 lishers, to which book I beg to refer the reader who 
 would like to see more statistics and arguments than 
 this little treatise contains. 
 
 There are few questions of more practical importance 
 to the middle-class Irish parent, whether lay or cleric, 
 schoolmaster or otherwise — than this : To what school 
 shall I send my sons, where they will be at once 
 plentifully and wholesomely fed, religiously brought 
 up, carefully taught, and conscientiously and happily 
 looked after during their after- school hours — and all 
 this at a moderate cost ? 
 
 The question is of especial importance now-a-days, 
 when, for one reason or another, there is so little 
 money in our country. There never was a time when 
 the advantages of a thoroughly sound education to the 
 sons of gentlemen were more obvious. “ I suspect/’ 
 wrote a friend, holding a high official appointment, to 
 me the other day, “ that the sons of a number of men 
 who were brought up to live on their estates will have 
 to earn their own bread ; and if their fathers don’t 
 educate them they may have to choose between the 
 gun and the spade.” 
 
 Knowing as I do, as a matter of fact, that (a) the 
 
PREFA CE. 
 
 viii 
 
 vast majority of the most successful living Irishmen 
 were educated, as boys, exclusively in Ireland ; and 
 that (/3) of the thousands of Irish boys who have 
 been educated during the last half-century at English 
 schools exceedingly few have risen out of obscurity, 
 I desire to bring these points clearly out in these 
 pages. Should I succeed in doing this, I shall have 
 succeeded in achieving the chief object that I had in 
 view in writing this essay, which was to show that an 
 excellent education, at admittedly a low cost, can be 
 procured at schools in our own country — a better edu- 
 cation, apparently, than can be procured for Irish boys 
 at any price in England. 
 
 Several whose names appear in the lists of success- 
 ful home-educated Irishmen printed in “ Home Educa- 
 tion ” have passed away since the publication of that 
 book. The names of those of whose deaths I was 
 made aware do not appear in the lists in this volume. 
 But a few, I find now, when it is too late for me to 
 make the desirable revision, have passed away without 
 my knowledge. 
 
 “ 0 great man-eater ! 
 
 Whose ev’ry day is carnival, not sated yet ! 
 
 Unlieard-of epicure ! without a fellow ! 
 
 The veriest gluttons do not always cram ; 
 
 Some intervals of abstinence are sought 
 
 To edge the appetite : thou seekest none. 5 ’ 
 
 Foyle College, Derry, 
 Jan . 1889 . 
 
 M. C. H. 
 
CONTENTS. 
 
 PAGE 
 
 Preface . vii 
 
 Part E 
 
 THE PROOF. 
 
 SECTION 
 
 I. Large number of Irish boys educated at English 
 
 Schools 
 
 II. Nearly all our successful Irishmen educated as boys 
 
 exclusively in Ireland 4 
 
 List of successful Irishmen residing in Ireland who were 
 
 educated as boys exclusively in Ireland 5 
 
 The success of old Irish Schoolboys in England a par- 
 ticularly strong testimony in favour of the Irish 
 
 School system 19 
 
 List of successful Irishmen residing in England who were 
 
 educated as boys exclusively in Ireland . . .21 
 
 List of successful Irishmen residing, now or till lately, 
 abroad, who were educated as boys exclusively in 
 
 Ireland 24 
 
 Where the 576 most successful Irishmen, resident at present 
 
 in England or Ireland, were educated as boys . . 32 
 
 The education-places of a few deceased Irishmen of dis- 
 tinction . 35 
 
X 
 
 CONTENTS . 
 
 Part EL 
 
 THE EXPLANATION . 
 
 SECTION PAGE 
 
 I. The stimulus of poverty 39 
 
 II. There are fewer holidays and half-holidays at Irish 
 
 Schools 41 
 
 III. There are more masters at Irish Schools in proportion 
 
 to the number of boys : therefore smaller classes . 42 
 
 IV. There is more supervision of the boys at Irish Schools : 
 
 consequently less vice and bullying in them, and no 
 fagging. Extreme Church views not inculcated at 
 Irish Schools ; but religious training most carefully 
 
 attended to 43 
 
 V. The stimulus of unpopularity 54 
 
 VI. The nature and character of Irish boys are better 
 
 understood by the teachers in Irish Schools . . 54 
 
 VII. The Intermediate Examinations are especially con- 
 ducive to the efficiency of teaching in Ireland . . 55 
 
 (i.) They encourage the pushing on of the many 
 
 boys who are not clever . . . -55 
 
 (ii.) English composition and literature, physi- 
 cal geography, book-keeping, and draw- 
 ing better and more generally taught in 
 Irish Schools than formerly . . -55 
 
 (iii.) The Intermediates are a great encourage- 
 ment and advantage to Assistant-masters 56 
 
 (iv.) They are a great advantage and stimulus 
 
 to Headmasters 56 
 
 (v.) The Intermediates are a special boon, as a 
 
 test of a School’s efficiency, to parents . 57 
 
 (vi.) The competition for the Intermediates is 
 
 particularly beneficial to idle boys . . 57 
 
 (vii. ) The Intermediate exhibitions, money-prizes, 
 
 &c., are of great value to diligent and 
 
 aspiring boys 58 
 
 (viii.) The Board of Examiners is a singularly 
 
 trustworthy one 58 
 
 Last year’s Board of Examiners ... 59 
 
CONTENTS . 
 
 xi 
 
 SECTION PAGE 
 
 VIII. No Do-the-Boys Halls in Ireland 61 
 
 IX. The Irishman who was educated as a hoy in Ireland 
 is sure to understand the Irish people better, and 
 appreciate them more, than the Irishman who was 
 
 educated in England 65 
 
 X. The friendships formed by an Irish boy at any School 
 in Ireland are more likely to be useful to him after- 
 wards if he mean to live in Ireland than any School 
 friendship formed by him in England . . *67 
 
 XL The terms of the best Schools in Ireland are much 
 lower than those of any efficient English School. A 
 great advantage to the middle-class Irish boy that 
 the moderate fortune which his parents may be 
 able to bequeath to him should not be diminished 
 by the payment of needlessly high fees for him when 
 a schoolboy 70 
 
 Part EEE. 
 
 Conclusion .... ... 74 
 

 
 
 
 
 
 
 
 
EFFICIENCY OF IRISH SCHOOLS. 
 
 fact I. 
 
 EFFICIENCY OF IRISH SCHOOLS— THE PROOF. 
 
 Section I. — Large number of Irish boys 
 
 EDUCATED IN ENGLAND. 
 
 It has been computed by one well conversant in 
 these matters, that for many years past between 1500 
 and 1600 Irish boys — 1550, let us say — yearly cross 
 the Channel to school in England : that this compu- 
 tation is not far from being correct I shall assume 
 throughout these pages. What becomes of these 
 eventually is a mystery : they certainly are not, as 
 a body or as individuals, distinguished in any way. 
 Nobody, for instance, would ever dream of saying 
 that such and such Irishmen, residing in Ireland, 
 must obviously have been educated in England, so 
 religious and moral are they ! such splendid scholars ! 
 so refined ! Nor is it only in Ireland that we search 
 in vain, or almost in vain, for distinguished Irishmen 
 who were educated in England. When we turn our 
 eyes to England or the Colonies, their conspicuous 
 absence there also strikes us as astonishing. 
 
 A 
 
EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 I am inclined to think that, in putting down the 
 number of Irish boys who go yearly to school in 
 England at 1550, we are under-estimating it. There 
 are some English schools at which the number of 
 Irish boys is over forty : there are few — none, I be- 
 lieve, of any public worth — at which there are not 
 some. Then the number of Irish boys at wholly 
 insignificant English schools ; Eectories wherein they 
 are professedly treated by the Incumbents “ as mem- 
 bers of the family;” grinding establishments; and 
 attending schools as day-boys, who can ascertain ? 
 
 And some twenty-five or thirty years ago, when 
 the men, now in their prime, were still but school- 
 boys, the number of Irish boys at English schools was 
 as large as it is at present — the greater difficulties of 
 journeying in those days notwithstanding. An Irish 
 gentleman told me the other day, that at the school 
 at which he was educated in England there were 
 somewhat over 100 Irish boys. As my friend is a 
 County Court Judge of nearly twenty years’ stand- 
 ing, the time that has elapsed since he was at school 
 is probably even more than twenty-five or thirty 
 years. He further informed me that at the same time 
 there were, to his own certain knowledge, three other 
 English schools at which there were even more Irish 
 boys than at that where he was himself. 
 
 The foregoing fact is a noteworthy one, anticipating 
 as it does the objection that possibly the time for 
 judging of the educational value, so far as their Irish 
 pupils are concerned, of English schools has not yet 
 arrived. The time for judging of the educational 
 value of these schools manifestly has arrived, and 
 they have been found decidedly wanting. 
 
THE IRISH SCHOOLBOY EXODUS. 
 
 3 
 
 The more one looks into the question, the more 
 difficult is it to make out what in the world has become 
 of the swarms of Irish boys who have been going for 
 years and years past to England for their education. 
 
 Nearly all our Irish Peers, Bishops, Baronets, 
 Knights of the Garter, the Thistle, the Bath, St. 
 Michael and St. George, and the Star of India, Knights 
 Bachelors, Judges, Privy Councillors, Governors of 
 Colonies, Lieutenants of Counties, leading doctors, 
 leading lawyers, leading shopkeepers, and leading 
 merchants, resident in Ireland, send their sons to 
 English schools. What ought we not reasonably to 
 expect from boys of such parentage if they were only 
 properly educated at school ? 
 
 Then there are, besides, hundreds of Irish parents 
 residing in England, India, and other countries — 
 whether from choice or necessity — connected with the 
 Home and Foreign Civil Service, the Army, Navy, &c., 
 whose sons are being educated in England. Add 
 these Irish boys to those who go from Ireland every 
 year to England to school, and how large will the 
 number of Irish boys educated in England appear ! 
 These boys, ie . ., Irish boys educated in England whose 
 ' fathers do not reside in Ireland, are probably nearly 
 as many as those who cross the Channel every year at 
 the beginning and end of each vacation. All the 
 same, so as to put the case in favour of Ireland as 
 moderately as possible, we shall set down these Irish 
 boys at only 250. There will thus be in all, accord- 
 ing to our calculation, 1800 Irish boys educated yearly 
 in England — viz., 1550 boys whose parents live in 
 Ireland, and 250 whose parents live in England, the 
 Colonies, or other countries. 
 
4 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 In fact, the few boarders that there are in Irish 
 schools consist, to speak generally, only of the sons of 
 the country gentry and professional and business men 
 in Ireland, whose means are small, and who are too 
 sensible of the importance of a sound education to 
 send their sons to those schools in England — the only 
 schools in England to which they could afford to send 
 them — the terms of which are lower than the ordinary 
 school terms in Ireland. In our twenty best-known 
 Irish Boarding-Schools there are not altogether 700 
 boarders. In the twenty best-known English schools 
 there are over 9,000. What a contrast ! 
 
 Section II. — Nearly all our successful Irishmen 
 
 EDUCATED AS BOYS EXCLUSIVELY IN IRELAND. 
 
 Yet, the foregoing facts notwithstanding, almost all 
 the leading professional men of Ireland — judges, bar- 
 risters, physicians, clergymen, engineers, &c. — were 
 educated in Ireland ; almost all the Professors and 
 Bellows, T.C.D., and Fellows of the Boyal University; 
 the large majority of the Queen’s College Professors ; 
 almost all the Gold and Silver Medallists and Scholars, 
 T.C.D. ; nearly all the noteworthy Irishmen in the 
 Army ; nearly all the Irishmen in the Indian Civil 
 Service — in short, nearly all the distinguished living 
 Irishmen in England, Ireland, or the Colonies were 
 educated, as boys, exclusively in Ireland. 
 
 On our list of distinguished Irishmen who were 
 educated as boys entirely in their own country we 
 find eminent lawyers ; famous soldiers ; distinguished 
 statesmen ; learned theologians ; eloquent, impressive 
 preachers ; authors of standard works ; classical scho- 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 5 
 
 lars ; physiologists and mathematicians known through- 
 out the civilised world ; physicians and surgeons 
 of high repute; poets, painters, musicians, who are 
 respected and admired wherever poetry, painting, and 
 music find votaries ; noble philanthropists, public- 
 spirited merchants. 
 
 Nor are these men of any special age. On my list 
 of distinguished Irishmen will be found some of vene- 
 rable years, like the Vice- Provost of Trinity College, 
 Dublin ; others still young, like Mr. Bury, who obtained 
 his Fellowship in 1885, while there was as yet a year 
 of his Scholarship unexpired. 
 
 List of successful Irishmen residing in Ireland who 
 were educated as boys exclusively in Ireland* 
 
 Among our successful Irishmen, resident in Ireland, 
 who were educated as boys exclusively in Ireland, are 
 the following : — 
 
 Right Hon. Lord Ashbourne, Lord Chancellor (preparatory school, 
 
 Carlow, and private tuition).+ 
 
 Right Hon. Lord Monck, P.C., G.C.M.G., LL.D. (private school). 
 Right Hon. Lord Fitzgerald, P.C., Baron of Kilmarnock, Lord of 
 
 Appeal in Ordinary (Day-school, Williamstown, Co. Dublin). 
 
 * “In Ireland,” I say, rather than at Irish schools, because there 
 are some distinguished Irishmen who were educated, as boys, “in 
 Ireland,” although never at school. These I naturally do not wish 
 to exclude from my calculations, seeing that it was in Ireland they 
 were educated, by either their own fathers or private tutors. And 
 the great point after all, so far as my argument is concerned, is 
 this : that these distinguished Irishmen cannot be reckoned amongst 
 the very few Irishmen of note who were educated in England. All 
 the distinctions which they have attained is notably due to the excel- 
 lence of that early education which they received in Ireland. 
 
 t This is the second time Lord Ashbourne ‘has been Chancellor : he 
 was Chancellor first in 1885. Other Lord Chancellors who were also 
 exclusively educated, as boys, in Ireland are these : Right Hon. Sir 
 
6 EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 Right Hon. Lord Justice Naish, ex-Lord Chancellor of Ireland, 
 P.C., Judicial Commissioner, Educational Endowments (Tul- 
 labeg College, Tullamore, and Clongowes Wood College). 
 
 Right Hon. Lord Justice Fitzgibbon, P.C. (private tuition). 
 
 Right Hon. Lord Chief Baron Palles, P.C. (Clongowes Wood 
 College, Naas).* 
 
 Right Hon. Lord Chief Justice Sir Michael Morris, P.C. (Galway 
 Grammar-School). 
 
 Right Hon. A. M. Porter, Master of the Rolls, P.C. (Royal Aca- 
 demical Institution, Belfast). 
 
 Right Hon. Vice-Chancellor Chatterton, P.C. (Hamblin and Porter’s 
 School, Cork). 
 
 Right Hon. Justice Lawson, P.C. (Portora Royal School). 
 
 Right Hon. Baron Dowse, P.C. (Dungannon Royal School). 
 
 Hon. Justice O’Brien (Middleton College). 
 
 Hon. Justice Harrison (Diocesan School, Ballymena ; Belfast 
 Academical Institution ; and Collegiate School, Belfast). 
 
 Edward Sullivan, Bart. (1883-85) ; Right Hon. Hugh Law (1881-83) ; 
 Right Hon. J. T. Ball (1875-80) ; Right Hon. Lord O’Hagan (1868- 
 70, and again in 1880-81) ; Right Hon. Abraham Brewster (1867-68) ; 
 Right Hon. Francis Blackburne (1852-53, and again in 1866-67); 
 Right Hon. Sir Maziere Brady, Bart. (1846-52, and in 1853-58, and 
 again in 1859-66) ; Right Hon. Sir Joseph Napier (1858-59). Thus 
 there was no Irish Chancellor from 1846 up to the present time who 
 was not educated exclusively in Ireland. Two Englishmen succes- 
 sively preceded Sir Maziere Brady, viz., Lord Campbell (1841) and 
 Sir E. B. Sugden (1841-46). The latter, Chancellor also in 1835, 
 was preceded by the great Lord Plunket, who was twice Lord Chan- 
 cellor (1830-34 and 1835-41). Lord Plunket, the grandfather of the 
 Hon. David Plunket and the present Archbishop of Dublin, was edu- 
 cated at Portora. He was born next-door neighbour to Dr. Magee, 
 ex-F.T.C.D., Archbishop of Dublin (author of “The Atonement”). 
 They both saw the light in the tenement now occupied by Cooney, the 
 oyster-man, in Enniskillen — close to the lane whereby you go to Paget 
 Square. Rev. Henry Francis Lyte, author of several hymns (one of 
 them the beautiful hymn “Abide with me,”), and of “The Spirit of 
 the Psalms,” was also educated at Portora. Earl Cairns was educated 
 as a boy at the Belfast Academy, and subsequently in Trinity College, 
 Dublin. Lord Justice Naisli’s name will be found above. 
 
 * “ I did not receive any part of my education,” wrote the Chief 
 Baron to me, “ either general or legal, in England.” 
 
NAMES OF SUCCESSFUL IRISHMEN . 
 
 7 
 
 Hon. Judge Andrews (Belfast Academical Institution). 
 
 Hon. Justice Murphy (Middleton College). 
 
 Hon. Judge Boyd (Portora Royal School). 
 
 Hon. Judge Townsend (private tuition and Dublin Day-school). 
 
 Hon. Judge Monroe, P.C. (private tuition). 
 
 Hon. Judge Miller (Armagh Royal School). 
 
 Right Hon. John Thomas Ball, P.C., ex-Lord Chancellor (Dr. 
 Smith’s Day-school, Dublin). 
 
 Right Hon. Lord Justice Barry, P.C. (Middleton College). 
 
 Right Hon. Peter O’Brien, Q.C., Attorney- General (Clongowes 
 Wood College). 
 
 Right Hon. D. H. Madden, Q.C., M.P., Solicitor- General (private 
 tuition). 
 
 Hon. Judge O’Hagan (Day-school, Newry ; Jesuits’ School, then 
 in Hardwicke Street, Dublin ; Vicinage, Belfast). 
 
 Right Hon. Jonathan Christian, P.C., ex-Lord Justice of Appeal 
 (private tuition). 
 
 Right Hon. Henry Ormsby, ex- Judge of the Chancery Division of 
 the High Court of Justice in Ireland, P.C. (private tuition). 
 
 Right Hon. Samuel Walker, Q.C,, P.C., ex- Attorney-General (Por- 
 tarlington School). 
 
 The MacDermot, Q.C., ex-Solicitor General (private tuition). 
 
 Right Hon. Judge Holmes, P.C., ex- Attorney- General (Dungannon 
 Royal School). 
 
 Right Hon. Judge Gibson (Portora Royal School). 
 
 His Honor F. R. Falkiner, Q.C., Recorder of Dublin (Dr. Burke’s 
 School, Bective House, Dublin). 
 
 Sir William B. Kaye, Q.C., Knt., Under-Secretary to the Lord- 
 Lieutenant (Bective College). 
 
 His Honor James P. Hamilton, Q.C., Recorder of Cork (Foyle 
 College). 
 
 Charles Hare Hemphill, Q.C., First Sergeant (Dr. Wall’s School, 
 Hume Street, Dublin). 
 
 Sir Francis William Brady, Q.C., Co. Court Judge, Tyrone (Rev. 
 T. P. Huddert’s School, Mountjoy Square, Dublin). 
 
 His Honor Judge William F. Darley, Q.C., Co. Court Judge, Carlow 
 (Rev. William White’s School, S. Frederick Street, Dublin). 
 
 His Honor Judge James A. Wall, Q.C., Co. Court Judge, Tipperary 
 (Dr. O’Beirne’s School, Carrickfergus, and Belfast Academical 
 Institution). 
 
 His Honor Judge Theobald A. Purcell, Q.C., Co. Court Judge, 
 Limerick (Rev. Dr. Flynn’s School, Harcourt Street, Dublin). 
 
8 EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 His Honor Judge George Waters, Q.C., Co. Court Judge of Cavan, 
 Waterford, and Leitrim (Hamblin and Porter’s School, Cork). 
 
 His Honor Judge Thomas Lefroy, Q.C., Co. Court Judge of Down 
 (private tuition). 
 
 His Honor Judge R. Ferguson, Q.C., Co. Court Judge, Cork, 
 W. R. (private tuition). 
 
 David R. Pigot, Master of the Court of Exchequer (private tuition 
 and a Dublin school). 
 
 Arthur Courtenay, Master of the Common Pleas (private tuition 
 and Mr. Bassett’s School, Dublin). 
 
 Wm. R. Bruce, Master of the Queen’s Bench Division (Rev. J. 
 S. Porter’s School, Belfast, and Belfast Academical Insti- 
 tution). 
 
 J. Fox Goodman, Master of the Crown Office (Dr. Lardner Burke’s 
 School, Dublin). 
 
 J. A. Byrne, Q.C., Police Magistrate, Dublin (Carlow Diocesan 
 School). 
 
 George Keys, Q.C., Police Magistrate, Dublin (Dungannon Royal 
 School). 
 
 R. P. Carton, Q.C. (Belvidere College, Dublin, and Clongowes 
 Wood College, Naas). 
 
 His Grace the Archbishop of Armagh, Lord Primate of Ireland 
 (Feinaglian Institution, Dublin, and private tuition). 
 
 The Lord Bishop of Down and Connor (Dr. John Browne’s School, 
 Dublin, and Rev. E. Geoghegan’s School, Hume Street, 
 Dublin). 
 
 The Lord Bishop of Cork (Rev. Dr. Flynn’s School, Dublin). 
 
 The Lord Bishop of Cashel (Dr. Bell’s School, Clonmel). 
 
 The Lord Bishop of Killaloe (Ennis College). 
 
 The Lord Bishop of Kilmore (Galway Grammar-School). 
 
 The Lord Bishop of Ossory (private tuition). 
 
 The Lord Bishop of Clogher (Foyle College). 
 
 Rev. John Gwynn, D.D., ex-F.T.C.D., ex-Dean of Derry, Regius 
 Professor of Divinity, T.C.D. (Portora Royal School). 
 
 Very Rev. Robert Humphreys, A.M., Dean of Kilfenora (Middle- 
 ton College and Ennis College). 
 
 Very Rev. William Skipton, A.M., Dean of Killala (Foyle 
 College). 
 
 Very Rev. Samuel O. Madden, D.D., Dean of Cork (Academic 
 Institute, Harcourt Street, Dublin). 
 
 Very Rev. Thomas Hare, D.D., Dean of Ossory (Dr. Horman’s 
 School, Seapoint, Black Rock). 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 9 
 
 Very Rev. John Morgan, D.D., Dean of Waterford (Middleton 
 College). 
 
 Very Rev. William C. Townsend, D.D., Dean of Tuam (Edge- 
 worthstown School). 
 
 Very Rev. John R. Dowse, A.M., Dean of Ferns (Diocesan School, 
 Wexford). 
 
 Very Rev. F. Swift, A.M., Dean of Clonmacnoise (Rev. Dr. 
 Flynn’s School, Harconrt Street, Dublin). 
 
 Very Rev. James Byrne, A.M., ex-F.T.C.D., Dean of Clonfert 
 (Diocesan School, Carlow). 
 
 Very Rev. J. F. Robbins, A.M., Dean of Killaloe (Rev. J. Stud- 
 dert’s School, Dublin). 
 
 Very Rev. G. A. Chadwick, D.D., Dean of Armagh (Day-school, 
 Dublin). 
 
 Very Rev. T. Le B. Kennedy, D.D., Dean of Clogher (Day-school, 
 Dublin). 
 
 Very Rev. H. H. Dickinson, D.D., Dean of the Chapel Royal 
 (Rev. Dr. Flynn’s School, Harcourt Street, Dublin). 
 
 Very Rev. Thomas Bunbury, A.M., Dean of Limerick (Dr. 
 Coghlan’s School, Queenstown, and private tuition). 
 
 Very Rev. Horace T. Fleming, A.M., Dean of Cloyne (private 
 tuition, and Dr. Browne’s School, Bandon). 
 
 Very Rev. J. Morgan Reeves, A.M., Dean of Ross (private 
 tuition). 
 
 Very Rev. Wm. Warburton, D.D., Dean of Elphin (private tuition 
 and Belfast Academical Institution). 
 
 Very Rev. John W. Murray, LL.D., Dean of Connor (Dr. Wall’s 
 School, Hume Street, Dublin). 
 
 Ven. Wm. Creek, D.D., Archdeacon of Kilmore (Newry Academy 
 and private tuition). 
 
 Ven. H. Jellett, D.D., Archdeacon of Cloyne (Carlow Diocesan 
 School). 
 
 Ven. M. T. De Burgh, A.M., Archdeacon of Kildare (Belmont 
 School, Stillorgan). 
 
 Ven. Fitzmaurice Hunt, A.M., Archdeacon of Ardagh (Clergy 
 Sons’ School, Edgewortlistown). 
 
 Ven. John Bowles, A.M., Archdeacon of Killaloe (Hamblin and 
 Porter’s School, Cork). 
 
 Ven. John Ribton Gore, A.M., Archdeacon of Achonry (Castle- 
 dawson School, Williamstown). 
 
 Ven. John Cather, A.M., Archdeacon of Tuam (Omagh School and 
 Foyle College). 
 
io EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 Ven. Garrett Nugent, A.M., Archdeacon of Meath (Hamblin and 
 Porter’s School, Cork). 
 
 Yen. Wm. Edward Meade, D.D., Archdeacon of Armagh (Middle- 
 ton College). 
 
 Ven. Alexander M. Kearney, A.M., Archdeacon of Elphin (private 
 tuition). 
 
 Ven. E. d’A. Orpen, A.M., Archdeacon of Ardfert (private 
 tuition). 
 
 Ven. Mervyn Archdall, A.M., Archdeacon of Cork (private tuition 
 and private school, Co. Wexford). 
 
 Ven. George E. Wynne, A.M., Archdeacon of Aghadoe (private 
 tuition). 
 
 Ven. Wm. C. Gorman, A.M., Archdeacon of Ossory (Dr. Wall’s 
 School, Hume Street, Dublin, and private tuition). 
 
 Ven. Henry J. WoodrofFe, A.M., Archdeacon of Eoss (Mr. Smith’s 
 School, Dublin). 
 
 Ven. S. Finlay, D.D., Archdeacon of Clogher (Eev. E. D. Allen’s 
 School, Killeshandra). 
 
 Ven. S. O’N. Cox, A.B., Archdeacon of Eaphoe (Eev. J. P. Sar- 
 gent’s, North Great George’s Street). 
 
 Ven. Lewis H. Streane, A.M., Archdeacon of Glendalough (private 
 tuition). 
 
 Very Eev. Theophilus Campbell, D.D., Dean of Dromore (Eev. 
 T. P. Huddert’s School, Dublin). 
 
 H. P. Jellett, Q.C., Sergeant-at-law (Eev. J. Payne Sargent’s 
 School, Dublin, and Clergy Sons’ School, Edgeworthstown). 
 
 Wm. Homan Newell, C.B., LL.D., Commissioner of National 
 Education (Kilkenny College). 
 
 The Eight Hon. Lord Eosse, LL.D., T.C.D., D.C.L., F.E.S., Chan- 
 cellor of Dublin University, Commissioner of National Educa- 
 tion (private tuition). 
 
 Eev. George Salmon, D.D., D.C.L., F.E.S., S.F.T.C.D., Provost of 
 Trinity College, Dublin (Hamblin and Porter’s School, Cork). 
 
 Eev. T. Stack, D.D., S.F.T.C.D. (Day-school, Dublin). 
 
 Eev. Samuel Haughton, M.D., LL.D., D.C.L., S.F.T.C.D., F.E.S., 
 President E.I.A. (Carlow Diocesan School). 
 
 Sir Andrew Searle Hart, LL.D., S.F.T.C.D., Knt., Vice-Provost 
 (Foyle College). 
 
 E. T. Bewley, LL.D., Q.C., Eegius Professor of Feudal and English 
 Law, T.C.D. (Eev. Dr. Flynn’s School, Harcourt Street, 
 Dublin). 
 
 Eev. H. E. Poole, D.D., F. T.C.D. (Endowed School, Bandon). 
 
NAMES OP SUCCESSFUL IRISHMEN . 
 
 ii 
 
 Rev. Joseph A. Galbraith, S.F.T.C.D. (Rev. John Payne Sargent’s 
 School, Dublin). 
 
 Thomas Maguire, LL.D., F.T.C.D., Professor of Moral Philosophy, 
 T.C.D. (Rev. Dr. Flynn’s School, Harcourt Street, Dublin). 
 
 George F. Shaw, LL.D., F.T.C.D. (Rev. J. P. Sargent’s School, 
 North Great George’s Street, Dublin). 
 
 Robert Y. Tyrrell, M.A., F.T.C.D., Regius Professor of Greek, 
 T.C.D. (Mr. Heazle’s School, Hume Street, Dublin, and 
 private tuition). 
 
 John Kells Ingram, LL.D., S.F.T.C.D., Senior Lecturer— sometime 
 Professor of English History and Literature, and Librarian- 
 Trinity College, Dublin (Day-school, Newry). 
 
 Rev. J. W. Stubbs, D.D., S.F.T.C.D. (Bective College, Dublin). 
 
 Rev. George T. Stokes, B.D., Professor of Ecclesiastical History, 
 T.C.D. (Galway Grammar-School). 
 
 Hastings Crossley, M.A., F.R.U.I., Professor of Greek, Queen’s 
 College, Belfast (Dungannon Royal School). 
 
 John Casey, LL.D., F.R.S., F.R.U.I. (Mitchelstown School). 
 
 Wm. Snow Burnside, M.A., F.T.C.D., F.R.S., Professor of Mathe- 
 matics, T.C.D. (private tuition). 
 
 Arthur W. Panton, M.A., F.T.C.D. (Rev. J. Andrew’s School, 
 Blackhall Street, Dublin, and Rev. Dr. Stackpoole’s School, 
 Kingstown). 
 
 George F. Fitzgerald, M.A., F.R.S., F.T.C.D., Professor of Natural 
 Philosophy, T.C.D. (private tuition). 
 
 William K. Sullivan, Pli.D., D.Sc., President of the Queen’s 
 College, Cork (Day-schools in Cork). 
 
 John C. Malet, M.A., F.R.S., F.R.U.I., Assistant Commissioner of 
 Intermediate Education (private tuition and Dr. Stackpoole’s 
 School, Kingstown). 
 
 Edward Dowden, LL.D., Professor of Oratory and of English 
 Literature, T.C.D. (private tuition). 
 
 Benjamin Williamson, M.A., F.T.C.D., F.R.S., Prof, of Nat. Phil. 
 (Endowed School, Bandon, and Kilkenny College). 
 
 George L. Cathcart, M.A., F.T.C.D. (Mr. Rudkin’s School, and 
 Mr. North’s School, Dublin). 
 
 Sir Robert P. Stewart, Knt., Mus. D., Professor of Music, T.C.D. 
 (private tuition). 
 
 L. C. Purser, M.A., F.T.C.D. (Portora Royal School). 
 
 Rev. J. Leslie Porter, D.D., LL.D., President of the Queen’s 
 College, Belfast (private tuition).* 
 
 In reply to my letter Dr. Porter wrote to me : — “I am an advo 
 
12 EFFICIENCY OF IRISH SCHOOLS PROVED, 
 
 T. W. Moffett, LL.D., President Q. Coll., Galway (private tuition). 
 
 Rev. T. Abbott, B.D., F.T.C.D. Librarian, sometime Professor 
 of Biblical Greek and of Hebrew, also of Moral Philosophy, 
 T.C.D. (Mr. Sargent’s School, Dublin, and private tuition). 
 
 George J. Allman, LL.D., F.R.S., Professor of Mathematics, 
 Queen’s College, Galway (Dr. Wall’s, Hume Street, Dublin). 
 
 Sir Thomas A. Jones, Knt., President of the Royal Hibernian 
 Academy (private tuition). 
 
 William S. McCay, M.A., F.T.C.D. (Foyle College and Portora). 
 
 W. H. S. Monde, M.A., Chief Clerk, Bankruptcy Court, sometime 
 Professor of Moral Philosophy, T.C.D. (private tuition). 
 
 John B. Bury, M.A., F.T.C.D. (Diocesan School, Monaghan, and 
 Foyle College). 
 
 Anthony Traill, LL.D., M.D., F.T.C.D. (Dr. Young’s Collegiate 
 School, Belfast). 
 
 Francis Tarleton, LL.D., F.T.C.D. (private tuition). 
 
 Rev. John H. Bernard, F.T.C.D., Archbishop King’s Lecturer in 
 Divinity (Bray College, and St. John’s College, Newport, 
 Tipperary). 
 
 Robert Crawford, M.A., sometime Professor of Civil Engineering, 
 T.C.D. (Day-school, Ballyshannon, and Foyle College). 
 
 H. Brougham Leech, LL.D., Professor of Jurisprudence and 
 International Law, T.C.D. (Dungannon Royal School). 
 
 Rev. R. M. Conner, F.T.C.D. (Bandon Endowed School). 
 
 E. P. Culverwell, F.T.C.D. (private tuition, and Royal College of 
 Science, Dublin). 
 
 W. R. W. Roberts, F.T.C.D. (private tuition). 
 
 Rev. Joseph Carson, S.F. T.C.D., D.D. (Dr. Coghlan’s School, 
 Queenstown). 
 
 Rev. T. T. Gray, M.A., F.T.C.D. (Dr. Wall’s School, Portarlington). 
 
 Sir William Stokes, M.A., F.R.C.S.I., Knt., Vice-President, Royal 
 College of Surgeons ; Surgeon to Richmond Hospital, Ireland 
 
 cate of home education. Both my sons have been educated wholly in Irish 
 schools (Belfast), and I have no reason to be ashamed of their progress. 
 The elder gained first Honors throughout his whole course in the Queen’s 
 University — ‘double firsts’ with B.A. Going direct from home, he 
 took ninth place (out of upwards of 200) in the Civil Service (India) 
 Examination, and is now Magistrate and Collector, N. W. Provinces, 
 India. My other son (aged 18) has just entered the Royal University, 
 taking a first-class Exhibition and first Classical Scholarship at the 
 January Examination. I mention these facts to show that I prefer, 
 and think I have reason to prefer, Irish school education.” 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 13 
 
 (Royal School, Armagh ; Mr. Rudkin’s Day-school, Dublin ; 
 and private tuition).* 
 
 Sir Charles A. Cameron, M.D., F.R.S., President of the Royal 
 College of Surgeons, Ireland, and Vice-President of the Insti- 
 tute of Chemistry, Great Britain (Schools in Dublin). 
 
 F. R. Cruise, M.D., President of the King and Queen’s College 
 
 of Physicians, Ireland (Belvidere College, Dublin, and CI011- 
 gowes Wood College, Naas). 
 
 Robert McDonnell, M.D., F.R.S., F.R.C.S.I., President of the 
 Academy of Medicine in Ireland (private tuition). 
 
 Sir George H. Porter, Knt., M.B., F.R.C.S. I., Surgeon to the 
 Queen in Ireland (private tuition). 
 
 Wm. Colies, M.D., F.R.C.S.I., Surgeon in Ordinary to the Queen 
 in Ireland, Regius Professor of Surgery, T.C.D, (Feinaglian, 
 Luxemburg, Dublin). 
 
 Wm. Moore, M.D., Physician to the Queen in Ireland (Dr. Stack- 
 poole’s School, Kingstown). 
 
 Edward H. Bennett, M.D., Professor of Surgery, T.C.D. (Hamblin 
 and Porter’s School, Cork). 
 
 John Magee Finny, M.D., Vice-President of the King and Queen’s 
 College of Physicians (Hamblin and Porter’s School, Cork). 
 Arthur Wynne Foot, M.D., F.K.Q.C.P.I., Professor of the Theory 
 and Practice of Physic in the School of Surgery, Dublin (Dr. 
 Wall’s School, Portarlington). 
 
 J. T. Banks, M.B., F.K.Q.C.P.I., Regius Professor of Physic, T.C.D. 
 (Ennis College). 
 
 Ed. Mapother, M.D., Vice-President of the Royal College of Sur- 
 geons, Ireland (Rev. Dr. Fleury’s School, Dublin). 
 
 Wm. I. Wheeler, M.D., ex-President of the Royal College of 
 Surgeons (Rev. Dr. Fleury’s School, Dublin). 
 
 J. B. Quinlan, M.D., F.K.Q.C.P.I. (Belvidere College, Dublin, and 
 Kingstown School). 
 
 G. E. Carre, M.B., Superintendent of the Lunatic Asylum, Omagh 
 
 (Foyle College). 
 
 Rev. Matthew Leitcli, M.A. (Belfast), Professor of Biblical Criti- 
 cism, Assembly’s College, Belfast (Portora). 
 
 John McCallum, M.A. (Belfast), Head Inspector of National Schools. 
 
 * With the following paragraph Sir William’s reply to me con- 
 cluded : — “ I feel sure that the statistical record you are preparing 
 will be not only of interest, but of use in inducing parents to educate 
 their sons in their own country.” 
 
14 EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 Sir T. F. Brady, Knt., Inspector of Fisheries, and Hon. Sec. of the 
 Society for the Prevention of Cruelty to Animals (Mr. Cos- 
 tello’s Day-school, Dublin). 
 
 T. D. Sullivan, M.P., of the Nation , author of Poems, &c. (Day- 
 school, Bantry). 
 
 J. J. Clancy, M.P., of the Nation (Summer Hill College, Atlilone). 
 
 Sir Ralph Cusack, M.A., Knt. (Middleton College). 
 
 J. R. Kirkpatrick, M.D., L.R.C.S.I., F.K.Q.C.P.I., Professor of 
 Midwifery, T.C.D., and King and Queen’s College of Physi- 
 cians, Ireland (private tuition). [Dr. Kirkpatrick’s three 
 brothers were also educated exclusively in Ireland : the eldest, 
 Lord Portarlington’s agent — at Portora ; the next, Governor 
 of Milbank Prison ; and the next, Head of the Crown Land 
 Department, Canada — both these privately.] 
 
 E. F. Litton, Q.C., Land Commissioner (private tuition). 
 
 Sir William Miller, M.B., L.R.C.S.I., Knt., Mayor of Derry, Sur- 
 geon to the City and County of Derry Infirmary (Foyle College). 
 
 Edmund Murphy, J.P., Government Valuator (Day-school, 
 Dublin). 
 
 George Posnett, Esq., J.P., Government Valuator (R. A. Institu- 
 tion, Belfast). 
 
 Sir Edward Cecil Guinness, Bart., M.A., D.L. (private tuition). 
 
 Arthur Kavanagh, Lieutenant and Custos Rotulorum of Co. 
 Carlow (private tuition). 
 
 Lombe Atthill, M.D., L.R.C.S.I., F.K.Q.C.P.I., ex-Master Ro- 
 tunda Hospital (Portora). 
 
 John K. Barton, M.D., F.R.C.S.I., Surgeon to the Adelaide 
 Hospital (Dr. Flynn’s School, Dublin). 
 
 Rev. James Monahan, D.D., Rector of St. Mary’s, Treasurer of 
 Christ’s Church Cathedral (Foyle College). 
 
 Andrew Reed, LL.D. (Q.U.I.), B.L., Inspector-General of the 
 Royal Irish Constabulary (Erasmus Smith’s Preparatory 
 School, Private School, and Model School, Galway). 
 
 Lieut. -General R. H. Sankey, R.E., C.B., Chairman of the Board of 
 Public Works (Rev. Dr. Flynn’s School, Dublin). 
 
 T. J. Bellingham Brady, LL.D., Assistant-Commissioner of Inter- 
 mediate Education (Belvidere College). 
 
 Colonel Waring, M.P. (private tuition). 
 
 Henry R. Swanzy, M.B., F.R.C.S.I., Professor of Ophthalmic and 
 Aural Surgery, R.C.S.I. (Rathmines School). 
 
 C. E. Fitzgerald, M.D., Surgeon Oculist in Ordinary in Ireland to 
 Her Majesty (private tuition). 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 *5 
 
 James Little, M.D., F.K.Q.C.P.I., Professor of Practice of Medi- 
 cine, R.C.S. (The Academy, Cookstown, and Armagh Royal 
 School). 
 
 Sir Charles Gavan Duffy, Knt., K.C.M.G. (Mr. Blakeley’s School, 
 Monaghan, and private tuition). 
 
 Rev. R. Travers Smith, B.D., Canon of St. Patrick’s, Incumbent 
 of St. Bartholomew’s, Dublin (Portora). 
 
 George Fottrell, Solicitor, Clerk of the Crown, County and City 
 of Dublin (Jesuits’ Day College, Belvedere, Great Denmark 
 Street, Dublin). 
 
 William Johnston, M.P. (Downpatrick Diocesan School and private 
 tuition). 
 
 James Price, M.I.C.E., M.A.I., C.E.* 
 
 G. F. Duffey, M.D., F.K.Q.C.P.I. (Dr. Stackpoole’s, Kingstown). 
 
 Sir J. Ball Greene, C.B., C.E., Commissioner of Valuation, and 
 Chief Surveyor of Boundary, Ireland (in Dublin principally). 
 
 W. R. Le Fanu, Commissioner of Public Works, Ireland (private 
 tuition). 
 
 Robert Manning, M.I.C.E., Engineer to the Board of Works, 
 Ireland (private schools in Kilkenny and Waterford). 
 
 R. A. Gray, C.E., M.I.C.E., Co. Surveyor, Dublin (Diocesan 
 School, Elphin).+ 
 
 F. Villiers Clarendon, C.E., Surveyor of Buildings, Board of 
 Works, Dublin (Luxemburg, Dublin). 
 
 P. Burtchall, C.E., Co. Surveyor of Kilkenny (Feinaiglian, Luxem- 
 burg, Dublin). X 
 
 * In his reply to me Mr. Price writes : — “ I was entirely educated 
 in Ireland — School and College (T.C.D. ). I have nine sons all educated 
 in Ireland. Seven of these have passed through T.C.D. , or are still in 
 their course.” 
 
 t “At the same school,” writes Mr. Gray to me, u was also educated 
 the late Sir William Wilde, M.D., F.R.C.S.I. , M.R.I.A., Surgeon 
 Oculist in Ordinary to the Queen in Ireland.” 
 
 Z In his reply to me Mr. Burtchall gives me the names of the 
 following “old boys” remembered by him as having been educated 
 at “Lux”: — Sir John Lees, Bart., Isle of Wight; Hamilton Law; 
 Henry Burtchall ; Henry Davison, C.E., Armagh ; Sir William 
 O’Malley, Bart. ; John Cooke, J.P. ; the Earl of Charlemont ; Henry 
 O’Malley ; N. Acheson O’Brien ; Sir Croker Barrington, Bart., and 
 his brother ; William B. Smythe ; Denis Godley, C.B. ; T. D. Trench, 
 C.E. ; Sir Gilbert King, Bart. ; Geo. Woods Maunsell, D.L. ; Robert 
 Warren, D.L. 
 
16 EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 James Barton, B.A., M.E., C.E., Dunkalk (Rev. Dr. Flynn’s School,- 
 and other schools in or near Dublin). 
 
 Sir Howard Grubb, F.R S., F.R.A.S., M.E., T.C.D., Astronomical 
 Instrument Manufacturer.* 
 
 Thomas Drew, F.R.I.A., M.R.I.A., Professor of Architecture, 
 Royal Hibernian Academy (Collegiate School, Belfast). 
 
 Joseph R. Kirke, Professor of Sculpture, Royal Hibernian Academy 
 (private tuition). 
 
 William J. Fitzpatrick, LL.D., F.S.A., M.R.I.A., Professor of 
 History, Royal Hibernian Academy (Clongowes Wood College). 
 Aubrey de Vere (private tuition). 
 
 Standish O’Grady, B.L. (Tipperary Grammar-School). 
 
 H. Harley, Chief Clerk and Inspector of Mails, G.P.O. (Bective 
 College). 
 
 J. H. Nunn, Solicitor to Trinity College, Dublin (Rev. W. White’s 
 School, South Frederick Street, Dublin). 
 
 Henry H. Head, M.D., F.R.C.S.I., F.K.Q.C.P.I. (Dungannon 
 Royal School). 
 
 Professor Hull, LL.D., Director of the Geological Survey of Ire- 
 land, Professor of Geology, R.C.S.I. (Clergy Sons’ Schools, 
 Edgewortlistown, and Lucan ).+ 
 
 George F. Armstrong, B.A., Professor of History and English 
 Literature, Queen’s College, Cork (Preparatory School, Rev. 
 D. Flynn’s School, and Rev. R. North’s School, Dublin). 
 Rawdon MacNamara, F.R.C.S.I., M.D. (private tuition). 
 
 J. Hawtrey Benson, M.D., F.K.Q.C.P.I. (Mr. Rudkin’s and Mr. 
 Heazle’s Schools, Dublin). 
 
 J. Emerson Reynolds, M.D., F.R.S., Professor of Chemistry, T.C.D. 
 (Booterstown). 
 
 * “My education,” writes Sir Howard, “ was exclusively in Ireland. 
 I entered the late Dr. Flynn’s school just before his death ; afterwards 
 attended Mr. North’s ; entered Trinity College, and passed at once 
 into the Engineering School, which I attended at the same time as I 
 was actively engaged in business. I had to give this up before my 
 licentiate examination, owing to pressure of business due to the great 
 Melbourne Telescope ; but T.C.D. afterwards presented me with the 
 degree honoris causa.” 
 
 f “ I am much interested by the inquiries you are engaged in,” 
 writes Professor Hull to me. “ I have always maintained that the boys 
 can get as good an education in Ireland as elsewhere — perhaps more 
 practical and thorough than in England. My honorary degree of LL.D. 
 was conferred by Glasgow University.” 
 
NAMES OF SUCCESSFUL IRISHMEN . 
 
 1 7 
 
 G. W. Hatchell, M.D., F.R.C.S.I., Inspector of Lunatic Asylums 
 
 (Heazel and Mortimer’s Academy, Hume St., Dublin). 
 
 R. D. Lyons, M.D. (Hamblin and Porter’s School, Cork). 
 
 Samuel Gordon, M.D., F.K.Q.C.P.I. (Rev. Dr. Bell’s School, 
 Clonmel).* 
 
 Walter G. Smith, M.D., F.K.Q.C.P.I., Professor of Materia Medica 
 and Pharmacy, School of Physic in Ireland (Dublin Day-schools). 
 Dr. Conolly Norman, M.B., Res. Med. Superintendent of the Rich- 
 mond Lunatic Asylum (private tuition). 
 
 J. A. Scott, of the Irish Times (Mr. Wm. O’Callaghan’s School, 
 Gr. Gardiner Street, Dublin). 
 
 Philip C. Smyly, M.D., F.R.C.S.L (Rev. D. Flynn’s School, Dublin). 
 
 H. Minchin, M.D., F.R.C.S.I., Surgeon to City of Dublin Prisons 
 
 (Rev. James Elliott’s School, Sligo ; Edgeworthstown School ; 
 and Rev. W. Jones’s School, Dublin). 
 
 J. W. Moore, M.D., F.K.Q.C.P.I., Physician to the Meath Hos- 
 pital (Dublin High School, St. Stephen’s Green). 
 
 R. H. Moore, F.R.C.S.I., Surgeon Dentist in Ordinary to the Lord- 
 Lieutenant (schools in Delgany, Co. Wicklow, and Dublin). 
 Colonel Sir W. F. Lennox Conyngham, K.C.B. (Dungannon Royal 
 School, and private tuition). 
 
 Rev. John Egan, D.D., F.R.U.I., Commissioner of Intermediate 
 Education (private school and St. John’s College, Waterford). 
 Sir Richard B. McCausland, M.A., Knt, formerly Recorder of 
 Singapore (Armagh Royal School). 
 
 General Montgomery, C.S.I. (private tuition). 
 
 Rev. James Pooler, D.D., Canon of St. Patrick’s Cathedral (Armagh 
 Royal School).f 
 
 Rev. M. W. Jellett, LL.D., Canon of Christ Church (Armagh and 
 Dungannon Royal Schools). 
 
 W. Thomson, M.A., M.D., F.R.C.S., Senator R. U. (private tuition). 
 Rev. J. A. Carr, LL.D., Editor of the Irish Ecclesiastical Gazette , 
 Rector of Whitechurch (Rev. D. Flynn’s school, Dublin). 
 
 Rev. Thomas Mills, A.M., Editor of the Church Advocate, Rector 
 of St. Jude’s, Dublin (Erasmus Smith’s School, Co. Longford, 
 and private tuition). 
 
 * Dr. Gordon in his reply informs me that three of his schoolfellows 
 were the Rev. W. Archer Butler ; the present Bishop of Cashel ; and 
 the late Ven. William Lee, S.F.T.C.D., Archdeacon of Dublin. 
 
 t In his letter to me Canon Pooler observes : — “Mr. John Twigg, 
 Q.C., a great Chancery lawyer, is also an old Armagh boy ; also his 
 brother Canon Twigg (Swords), a distinguished University man, hold- 
 ing a high position in the Diocese of Dublin.” 
 
 B 
 
1 8 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 liiglit Hon. W. H. Cogan, P.C., Commissioner of National Educa- 
 tion (private tuition). 
 
 Sir James P. Cony, M.P., Commissioner of Intermediate Educa- 
 tion (Dr. Blair’s School, Belfast). 
 
 Right Hon. Sir P. J. Keenan, P.C., C.B., K.C.M.G., Resident Com- 
 missioner of National Education (Diocesan Seminary, now 
 called St. Malachy’s College, Belfast). 
 
 G. V. Patton, LL.D., of the Daily Express (Dr. Flynn’s, Dublin). 
 
 Rev. Gerald Molloy, D.D., Rector of the Catholic University (St. 
 Vincent’s College, Castleknock, and Maynooth College). 
 
 Rev. Robert King, M.A., Headmaster of Diocesan School, Bally- 
 mena, author of “ Church History of Ireland ” (Hamblin and 
 Porter’s, Cork).* 
 
 Thomas Golan, M.D., Deputy Inspector-General of Hospitals and 
 Fleets, Senior Medical Officer of the Arctic Expedition under 
 Admiral Sir G. Nares (private school, Cork). 
 
 Sergeant Campion, Q.C., Bencher (Endowed School, Fermoy). 
 
 Colonel Crozier, R.E. sometime Director of Public Works, Wool- 
 wich Arsenal (Portarlington). 
 
 Thomas W. Grimsliaw, M.H., M.D., Registrar- General for Ireland 
 (Schools in Newry, Carrickfergus, and Dublin). 
 
 Rev. Canon Thornhill, Ratlicoole Rectory, Dublin, author of “ The 
 Aeneid of Virgil in Blank Verse ” (Clonmel Endowed School).+ 
 
 Sir William Ewart, Bart., M.P. (Belfast Academy). 
 
 Sir Donald Currie, Bart., M.P. (Belfast Academy). 
 
 Professor John Park, M.A., Queen’s College, Belfast (Belfast 
 Academy). 
 
 Alexander C. O’Sullivan, F.T.C.D. (Royal School, Dungannon). 
 
 W. J. Chetwode Crawley, LL.D., F.R.G.S., Queen’s Service 
 Academy, Dublin (private tuition). 
 
 Robert Russell, F.T.C.D. (Dundalk Institution and Santry School). 
 
 * The following extract is from the Rev. R. King’s letter: — “In 
 boyhood I was a disciple at no mean school — the only one that, 
 unendowed and private, contributed six Fellows to T.C.D., viz., John 
 Meade, J. A. Malet, J. Toleken, S. Butcher (Bp. Meath), W. Atkins, 
 George Salmon, D.D., also the eminent Judge Willes of England, 
 General Gamble, and General Bird.” 
 
 f Of this translation the reviewer in the Academy, August 31, 1886, 
 observes : — “ Canon Thornhill’s work is not only, so far as I can judge, 
 the best verse [translation of Virgil I have ever read, but one of the 
 Very best classical translations in the language.” 
 
NAMES OF SUCCESSFUL IRISHMEN . 
 
 19 
 
 The success of old Irish schoolboys in England a 
 particularly strong testimony in favour of the 
 Irish school system. 
 
 Even in England the Irishmen who have come 
 most to the front were almost all educated as boys 
 in Ireland ; and than this fact what more eloquent 
 testimony could there possibly be in favour of Irish 
 school education ? When we see Irishmen, educated 
 exclusively in Ireland, going over to England, and 
 there forcing their way gradually upwards at the bar, 
 the ministry, the medical profession, and every other 
 professional calling, we may rest assured that the 
 talents and diligence of those who thus rise must 
 have been indeed pre-eminent, for they certainly 
 started at a considerable disadvantage. When Irish- 
 men succeed in England, it must be because they are 
 possessed of real merit, sterling good qualities that 
 cannot be kept secret, that cannot be overlooked, that 
 force themselves on the notice of all who come in 
 contact with their fortunate possessors. And this 
 becomes all the more evident when one reflects on 
 the fact, that the large majority of our most dis- 
 tinguished Irishmen, now residing in England, com- 
 menced life there without anything in their favour 
 but good characters, well-trained minds, a sound 
 knowledge of the work, whatever it was, which they 
 undertook to do, and industry — yes, without even 
 that cool, respect-commanding self-possession so char- 
 acteristic of the true-born Briton with whom they had 
 to compete. God and themselves were all they had 
 to depend on. All the more creditable then, assuredly, 
 
20 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 it must be admitted by all, is the success attained by 
 so many of them in the face of such difficulties : 
 most creditable alike to themselves and to “ the old 
 country ” where they were educated as boys. Yes, 
 ten times more creditable than if they had started on 
 their life-voyage upon familiar waters, among their 
 own kith and kin, and had the wind and tide from 
 the beginning in their favour. 
 
 The large majority of Irishmen who within the 
 last quarter of a century have distinguished them- 
 selves even in Oxford and Cambridge, were educated 
 as boys exclusively in Ireland. Is not this a very re- 
 markable fact ? Where should we so little expect to 
 find Irish boys educated in Ireland surpassing Irish 
 boys educated in England as at Oxford or Cam- 
 bridge ? As instances of these distinguished home- 
 educated Irishmen there may be mentioned Messrs. 
 Allen and Larmor, who were the Senior Wranglers 
 of the University of Cambridge in 1879 and 1880, 
 respectively ; Professor Ridgeway, Professor of Greek, 
 Queen’s College, Cork, Fellow of Caius College, Cam- 
 bridge ; also Messrs. Taylor, Cullinan, Edgeworth, 
 Oscar Wilde, Leech, Graham, Orpen, Adair, Gabbett; 
 Rev. A. W. Streane, Fellow, Dean and Lecturer of 
 Corpus College, Cambridge ; Mr. McFadden Orr, who 
 obtained the Senior Wranglership at Cambridge last 
 year ; and Mr. John Campbell, Fellow of Hertford 
 College, Oxford. Assuredly if any Irish boys might 
 be expected to distinguish themselves in Oxford or 
 Cambridge, it would be those who were educated at 
 English schools. 
 
NAMES OF SUCCESSFUL IRISHMEN . 
 
 21 
 
 List of successful Irishmen residing in England who 
 were educated as hoys exclusively in Ireland . 
 
 Among our successful countrymen, now resident 
 in England, who were educated as boys exclusively 
 in Ireland are the following : — 
 
 Lord Wolseley, K.P., G.C.B., K.C.B., G.C.M.G., K.C.M.G.,LL.D., 
 D.C.L. (Rev. Abraliam Jones’ School, Rathmines, Dublin).* 
 The Right Rev. William Magee, Lord Bishop of Peterborough 
 (Kilkenny College). 
 
 Hon. Sir J. C. Mathew, Judge of the High Court, London 
 (Hamblin and Porter’s School, Cork). 
 
 Sir Charles Russell, Q.C., M.P., sometime Solicitor-General for 
 England (Mr. Nolan’s Day-school, Newry, and the Vincentian 
 College, Castleknock). 
 
 Sir Thomas Crawford, M.D., K.C.B., Director-General, Army 
 Medical Department, London.f 
 
 Sir William MacCormac, Knt., F.R.C.S.E., Surgeon to St. 
 
 Thomas’s Hospital, London (Royal Belfast Institution). 
 Admiral Sir Francis Leopold McClintock, Knt., F.R.S., D.C.L. , 
 LL.D. (T.C.D. and Cantab), late A.D.C. to the Queen (Dun- 
 dalk Grammar School). 
 
 J. N. Dick, L.K.Q.C.P.I., Deputy Inspector-General of Hospitals 
 and Fleets (Nutgrove School, Rathfarnham). 
 
 Rev. R. W. Forrest, D.D., St. Jude’s Vicarage, Kensington 
 (Hamblin and Porter’s School, Cork). 
 
 Rev. James Drummond, LL.D., Professor of Theology, Manchester 
 New College, London (Rev. Dr. Flynn’s School, Dublin). 
 
 * In answer to my query as to where he was educated, Lord 
 Wolseley wrote to me : — “ I was entirely educated in Ireland, in 
 which country I was born and spent all my childhood.” 
 
 t The following extract is from the reply I received from Sir 
 Thomas Crawford : — “ Thanks mainly to the clergy of the Irish 
 Episcopal and Presbyterian churches in the County Monaghan, Ross 
 and myself, as well as my friend Temple of Monaghan, now one of 
 my most efficient officers in India, and many others, were fairly 
 equipped for fighting successfully the battle of life. ” 
 
22 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 Rev. R. F. Littledale, D.D., D.C.L., St. Mary the Virgin, Soho, 
 (Bective House, North George’s Street, Dublin). 
 
 Rev. E. J. Brewster, M.A., St. Mary’s Hall, Oxford, LL.D., T.C.D. ; 
 Barrister- at-law ; late Vicar of Leyton, Essex ; formerly Chair- 
 man of Quarter Sessions, Melbourne, Australia ; and Member 
 of Legislative Council, New South Wales (Drogheda School 
 of Erasmus Smith). 
 
 Rev. C. I. Black, D.D. (Stip. Cond.), ex-Schol. T.C.D., Burley 
 in Wharf edale, Author of many Poems/and Theological Essays 
 (Portora). 
 
 Rev. J. A. Cross, B.A., ex-Schol. T.C.D. , Little Holbeck, Author 
 of ‘‘Bible Readings,” &c. (Hamblin and Porter’s School, 
 Cork, and Mr. Heazle’s, Dublin). 
 
 Captain Eyre Massey Shaw, C.B., D.L., Chief Officer of the Metro- 
 politan Fire Brigade (Dr. Coghlan’s School, Queenstown). 
 
 Rev. T. Teignmouth Shore, M.A., Berkeley Chapel, Mayfair, 
 London (Bective College, and Dr. Lardner Burke’s, Dublin.) 
 
 W. G. Wills, B.A., Dramatist (Clergy Sons’ School, Lucan, and 
 Dr. Price’s School, Waterford). 
 
 Professor Tyndall, F.R.S., LL.D., D.C.L. (Leiglin Bridge and 
 Bagnalstown Schools). 
 
 Right Hon. David R. Plunket, LL.D., Q.C., M.P., First Com- 
 missioner of Works (Rev. Dr. Flynn’s School, Harcourt Street, 
 Dublin). 
 
 R. Henn Collins, Q.C. (Dungannon Royal School). 
 
 W. Digby Seymour, LL.D., Q.C. (Rev. J. P. Sargent’s School, 
 Dublin, and the Clergy Sons’ School, Edgeworthstown). 
 
 J. Napier Higgins, Q.C. (Clonmel School). 
 
 C. Villiers Stanford, Mus. Doc., Trinity College, Cambridge. 
 
 Thomas W. Hime, B.A., M.B., F.R.S.S., Author of “ Cholera,” 
 “A Hand-book to Public Health,” &c. (Portora Royal 
 School). 
 
 J. Lowry Whittle, B.L., Registrar of Trade Marks and of Designs, 
 Patent Office, London (private tuition, Dublin). 
 
 Francis Edgeworth, M.A., Author of “ Mathematical Psychics,” 
 &c. (private tuition). 
 
 William J. Eames, M.D., Deputy Inspector- General of Hospitals 
 and Fleets (Foyle College). 
 
 J. Shiel, Metropolitan Police Magistrate, London (private tuition). 
 
 Rev. J. W. Loftie, Assistant Chaplain, Chapel Royal, Savoy 
 (School in Wicklow). 
 
 S. Dill, M.A., High Master of the Manchester Grammar School ; 
 
 one of the Governors of the Victoria University, sometime 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 23 
 
 Fellow and Tutor of Corpus Christi College, Oxford (Acade- 
 mical Institution, Belfast). 
 
 Sir B. W. Foster, M.D., Kiit., F.R.C.P., President in 1887 of the 
 Brit. Med. Association, Senior Professor of Medicine in Queen’s 
 College, Birmingham (Drogheda Grammar School). 
 
 W. H. Russell, LL.D., Editor of the Army and Navy Gazette , 
 Special Correspondent of the Times (Dr. Geoghegan’s Day- 
 school, Dublin). 
 
 Gerald F. Yeo, M.D., F.R.C.S.E., Professor of Physiology, King’s 
 College, London (Dungannon Royal School). 
 
 Admiral May (Foyle College). 
 
 Jeremiah McCarthy, M.D., F.R.C.S., Board of Exam., R.C.S., 
 Eng. ; Surg. Lond. Hosp. (Rev. D. Flynn’s School, Dublin). 
 
 Professor Min chin, Professor of Mathematics in the Royal Indian 
 Engineering College, Coopers Hill (Mr. Bell’s School, Dublin). 
 
 Rev. Charles Croslegh, M.A., Chaplain of the Royal Indian Em 
 gineering College, Coopers Hill (Armagh Royal School). 
 
 T. W. Snagge, County Court Judge (Day-schools, Dublin). 
 
 Surgeon-Major Dobson, M.A., M.B., F.R.S., Curator of the 
 Museum, Netley Hospital (Portora Royal School). 
 
 Rev. E. M‘Clure, M.A., Editorial Secretary, S.P.C.K. 
 
 Rev. Nugent Wade, Canon of Bristol. 
 
 Rev. John C. MacDonnell, Canon of Peterborough, ex-Dean of 
 Cashel (Middleton College). 
 
 Rev. Andrew R. Fausset, D.D., f Canon of York, and Author of many 
 Theological and Classical Works (Dungannon Royal School).* 
 
 William Allingham, Poet and Essayist (Day-school, Ballysliannon, 
 and Killeshandra Boarding-School, Co. Cavan). 
 
 William Downes Griffith, County Court Judge (Day-school in 
 Dublin, Gracehill School, Ballymena, Portora Royal School). 
 
 Whitley Stokes, B.L., ex-Legal Member of the Legislative Council 
 of India (better known, perhaps, as a philologist). 
 
 * Canon Fausset in his letter to me observes: — “Sir Francis 
 Reilly of Scarva, Co. Down, was first my schoolfellow at Dungannon 
 under Dr. Darley (afterwards Bishop of Kilmore) : then he read with 
 me in Trin. Coll, and obtained all through first Honors, and a high 
 University Scholarship. He transacted the law business of the Suez 
 Canal Shares purchase ; was the confidential law adviser of Lord 
 Cairns and of the Speaker of the House of Commons ; was offered 
 ^1200 a year on the Council of India, which he declined ; but received 
 the Star of India and Knighthood, and the highest commendations 
 from Lord Shaftesbury, Granville, &c,” 
 
24 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 Sir Frederic W. Burton, Knt., F.S.A., Director of tlie 
 
 National Gallery of London since 1874 ( Dublin Day-school, 
 and private tuition).* 
 
 Professor William Graham, M.A., Author of “The Creed of 
 Science,” &c. (Educational Institution, Dundalk). 
 
 Kev. E. J. Hardy, M.A., Chaplain of the Forces, Gosport ; Author 
 of “How to he happy though married,” &c. (Portora). 
 
 Alexander MacAlister, M.D., M.A., F.R.S., Professor of Compara- 
 tive Anatomy and Physiology in the London University (Mr. 
 Richmond’s School, Dublin). 
 
 James Rowley, M.A., Professor of Modern History and Literature, 
 University College, Bristol (Dungannon Royal School). 
 
 Wm. Johnstone Fyffe, M.D., Dep. Surgeon-General (retired), 
 Medical Officer, Clifton College (Foyle College). 
 
 James Bryce, M.P., Regius Professor of Law, Oxford (Belfast 
 Academy). 
 
 John Macgregor, B.L., — known as “Rob Roy” (Belfast Academy). 
 
 Edmund Macrory, Q.C., Chancery Barrister (Belfast Academy). 
 
 List of successful Irishmen residing , now or till lately , 
 abroad who were educated as boys exclusively in 
 Ireland .f 
 
 Among the successful home-educated Irishmen re- 
 siding, now or till lately, abroad are the following : — 
 
 Sir Robert Hart, British Envoy Extraordinary to the Emperor of 
 
 * “ Some of the most distinguished, learned, and at the same time 
 test men I have ever known as intimate friends,” writes Sir Frederic 
 to me, “ came out of old ‘ Alma Mater ’ on the banks of the Liffey. . . . 
 I have always felt convinced that in so often sending their sons to be 
 educated in England, the Irish gentry have made a mistake.” In 
 1855 Sir Frederic was elected Associate, and in 1858 Member of the 
 Society of Painters in Water-Colours of London. 
 
 t The exact education-place of some in this list I have been un- 
 able to ascertain ; but that all those whose names appear in it were 
 educated somewhere in Ireland I have been informed in every instance 
 on good authority. 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 25 
 
 China, and Director-General of the Customs of the Chinese 
 Empire (Wesley College, Dublin).* 
 
 Judge Ripton Curran, M.A., Jamaica (Portora). 
 
 Judge Gilmour McCorkell, India (Foyle College). 
 
 Hon. Wm. Tyrrell, Judge of the High Court, Allahabad (Dr. 
 Flynn’s School, Dublin). 
 
 Sir John Edge, Knt., B. A., LL.B., T.C.D., Chief Justice of the High 
 Court of Judicature, at Allahabad (Rev. Dr. Dawson’s School, 
 Curraghmore, Tullow, and Dr. Stackpoole’s, Kingstown). 
 
 Colonel Quin, Assistant-Commissioner, N.W.P. India (Dungannon 
 Royal School). 
 
 R. Wall, Q.U.I., Commissioner of Excise and Stamps, Nynee Tal. 
 
 Hon Judge Field, LL.D., Calcutta. 
 
 Hon. Judge Pigot, B.A., Calcutta. 
 
 Alexander E. Orr, Chairman of the Arbitration Committee, New 
 York (Derry). 
 
 William F. P. Stockley, B.A., T.C.D., Professor of French and 
 English Literature in the University of New Brunswick 
 (Rathmines School). 
 
 Hutcheson M. Posnett, LL.D., Professor of Classics and English 
 Literature in the University of Auckland, New Zealand (Rath- 
 mines School). 
 
 E. Y. Boulger, BA., Professor of English Literature in the Uni- 
 versity of Adelaide (Rathmines School). 
 
 Judge Barclay, Calcutta (Academical Institution, Belfast). 
 
 Professor Russell, Professor of Mathematics and Astronomy, Pekin 
 College (Academical Institution, Derry, and Academical Insti- 
 tution, Belfast). 
 
 Professor Leeper, LL.D., Warden of Trinity College, Melbourne f 
 (Dr. Stackpoole’s School, Kingstown). 
 
 Hon. Fred. M. Darley, Chief Justice, New South Wales (Royal 
 School, Dungannon). 
 
 * The late Recorder of Belfast, in sending me a list of a few distin- 
 guished Irishmen of his acquaintance, alluded to Sir Robert Hart in 
 the following terms: — “ He was for some time the British Ambassador 
 to China ; but for some good reason, no doubt, he gave up this 
 appointment. He is one of the foremost men of the East, and I think 
 I might say of the world.” As a financier, Sir Robert Hart is, I have 
 been told, second to none. Mr. Harry Furniss, so well known in 
 connection with Punch , is another old Wesley College boy. 
 
 t Professor Leeper is Warden of Trinity College, Melbourne. He 
 
26 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 James H. Apjohn, Superintendent Engineer, Calcutta Docks 
 (Portora).* * 
 
 George Fletcher Moore, B.L., sometime Judge of the First Civil 
 Court, and Acting Colonial Secretary of Western Australia 
 (Foyle College). 
 
 Right Rev. E. Sullivan, D.D., Lord Bishop of Algoma, Canada 
 (Endowed Schools of Youghal, Clonmel, and Bandon). 
 
 Right Rev. JohnT. Lewis, D.D., Lord Bishop of Ontario (Hamblin 
 and Porter’s School, Cork). 
 
 Chief Justice Hagarty, Ontario (Rev. T. P. Huddert’s School, 
 Dublin). 
 
 Hon. Justice Patterson, Toronto, Canada (private tuition, and 
 Belfast Academical Institution). 
 
 Hon. Judge Gwynne, Ottawa, Canada (his father’s school, at 
 Castleknock, Dublin). 
 
 Hon. Sir Louis Stuart Jackson, High Court of Judicature, Cal- 
 cutta (Portora Royal School). 
 
 Very Rev. M. Boomer, LL.D., Dean of Huron, Ontario, and Prin- 
 cipal of Huron Divinity College, and Rector of the Chapter- 
 House Congregation (Academic Institution, Belfast). 
 
 Rev. Canon Hincks, Galt, Ontario (Royal Academical Institution, 
 Belfast). 
 
 Rev. Canon Henderson, D.D., Principal of the Diocesan Theo- 
 logical College, Montreal (Foyle College).+ 
 
 H. W. Gillman, ex- Auditor, General and District Judge, Ceylon 
 (Hamblin and Porter’s School, Cork). 
 
 Yen. J. Bedford Jones, LL.D., Archdeacon of Ontario (Hamblin 
 and Porter’s School, Cork). 
 
 Very Rev. James Carmichael, D.C.L., Dean of Montreal (private 
 tuition, and Dr. Stackpoole’s). 
 
 Yen. J. Wilson, Archdeacon of Peterborough, Ontario (Wilson’s 
 Hospital, Co. West Meath). 
 
 has recently founded a Hostel for ladies studying in his College, which, 
 it is hoped, may rival Girton. Professor Leeper’s father, Rector of 
 St. Andrew’s, Dublin, was educated at Dr. Brough’s School, Carlow. 
 
 * Mr. Apjohn’s venerable father, the late distinguished Professor of 
 Chemistry and Mineralogy, T.C.D., was educated as a boy in the 
 Erasmus Smith School, Tipperary. 
 
 t Canon Henderson informs me that the following were also edu- 
 cated in Ireland: — Rev. Canon Du Montin, Rector of St. James’s 
 Cathedral, Toronto; Yen. Archdeacon Lander, Ottawa; and Rev. C. 
 E. Cartwright, B.D., Kingston, Ontario. 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 27 
 
 Rev. John Vicars, B.A., Cannington, Ontario (Ennis College). 
 
 Hon. Sir Raymond West, LL.D., F.R.G.S., Judge of the High 
 Court, Bombay, Vice-Chancellor of the University of Bombay * 
 ( Galway ).+ 
 
 Hon. Coleman P. MacAulay, M.A., Financial Secretary of the 
 Government, and Member of the Legislative Council of 
 Bengal (Galway). 
 
 James O’Kinealy, M.A., Judge of the High Court of Judicature, 
 Bengal (Galway). 
 
 Anthony P. MacDonnell, M.A., Officiating Secretary to the Govern- 
 ment of Bengal, Revenue and General Department (Galway). 
 
 His Excellency Robert J. Creighton, Minister of State to the 
 King of the Sandwich Islands. 
 
 E. Divers, M.B., Professor of Chemistry in the College of Engineer- 
 ing, Tokio, Japan (Galway). 
 
 George M’Mahon, M.A., Professor of Modern Languages, Royal 
 College, Mauritius (Galway). 
 
 George Thompson, B.A., Doveton College, Calcutta (Galway). 
 
 William King, D.Sc., Departmental Superintendent, Geological 
 Survey, India (Galway). 
 
 Humphrey Evatt, B.A., Surveyor - General, Sierra Leone 
 (Galway). 
 
 J. McLeavy Brown, B.A., Assistant Chinese Secretary British 
 Legation, Chinese Secretary to the British Embassy to 
 Europe and the United States (1868) (Belfast). 
 
 John M. Coates, M.D., Principal, and Professor of Medicine, 
 Medical College, Calcutta (Belfast). 
 
 Thomas D. Ingram, M.A., LL.D., sometime Professor of Law and 
 Jurisprudence, Presidency College, Calcutta (Belfast). 
 
 John H. McFarland, M.A., Head-master of Ormond College, 
 Melbourne (Belfast). 
 
 Alfred Nesbitt, B.A., Professor of English Literature in the 
 Mohammedan Anglo -Oriental College, Aligarh (Belfast). 
 
 J. Lawrence Rentoul, M.A., Professor of Theology, Ormond 
 College, Melbourne (Belfast). 
 
 * Judge West was borrowed from the Indian Service in 1886 by the 
 British Government, and sent to Egypt as “ Procureur-General des 
 Finances,” to reorganise the financial affairs of Egypt. An article in 
 the Times pointed out his remarkable success in that great task. 
 
 t “ (Galway),” thus used, means the Queen’s Coll., Galway: so 
 “ (Belfast),” Queen’s Coll., Belfast. 
 
28 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 Dr. W. Barbour, M.A. (Belfast), Financial Secretary, Bengal, 
 (R.A.I., Belfast). 
 
 Bev. J. G. Norton, M.A., Rector of the Cathedral, Montreal (Rev. 
 R. D. Allen’s School, Croghan House, Killeshandra). 
 
 Dr. Hearn, Chancellor of the Melbourne University (Portora). 
 
 William A. Talbot, Woods and Forest Department, India (Foyle 
 College). 
 
 Hon. Judge Meredith, D.C.L., Quebec. 
 
 John Bradshaw, LL.D., Inspector of Schools, and Fellow of the 
 University, Madras (Portora). 
 
 Sir Henry Arthur Blake, K.C.M.G., Governor of Newfoundland 
 (private school, Kilkenny). 
 
 Theodore Cook, LL.B. , Principal of the Engineering College, 
 Poonah. 
 
 James Kernan, Judge of the Supreme Court of Madras. 
 
 Thomas Uppington, Prime Minister of the Cape Government. 
 
 Hon. James Quinton, B.A., B.C.S., Member of the Board of 
 Revenue, N.W. Provinces and Oudh ; Member also of the 
 Legislative Council of Indian Government (Portora Royal 
 School, Enniskillen). 
 
 D. 0 . Sullivan, Queen’s Advocate of Madras. 
 
 Thomas Taylor Allen, Remembrancer of Legal Affairs and Member 
 of Council of Lieut. -Governor of Bengal (Diocesan School, 
 Cork). 
 
 Edward Dwyer, Judge of the Cape Government. 
 
 Thomas M. Busteed, B.A., ex- Chief Judge, Small Cause Court, 
 Madras (private day-school, Cork). 
 
 Michael Gould, B.A., LL.B., Administrator- General of the Presi- 
 dency of Madras (private day-school, Cork). 
 
 Sir John Pope Hennessy, K.C.M.G., Governor of Mauritius (private 
 day-school, Cork). 
 
 Colonel H. W. L. Hime, R.A., F.S.S. — for five years Secretary of 
 the Royal Artillery Institution — Kirkee, India (Portora).* 
 
 Frank Walker, Public Work Service, India, Superintending En- 
 gineer, North West Province (private school, Ballingarry). 
 
 The Hon. Colonel Albert Hime, C.M.G., late Royal Engineers, 
 Colonial Engineer, Natal (private tuition and Portora). 
 
 Henry E. Busteed, M.D., Surgeon-Major, Indian Army, Assay 
 Master of the Mint, Calcutta (private day-school in Cork). 
 
 * Colonel Hime’s name is that first recorded among the Essayists 
 who have won the “Royal United Service Institution gold medal.” 
 He also won the “ Royal Artillery Institution gold medal.” 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 29 
 
 Charles Lyons, M.D., in sole charge of two large hospitals, 
 British Honduras (Foyle College). 
 
 Wm. Kenny, M.D., Army Medical Department, in charge of the 
 women and childrenat Colchester (Diocesan School, Monaghan). 
 
 On looking over the Trinity College and Queen’s 
 College Calendars for 1884, I find that 132 Trinity 
 College students passed the Indian Civil Service 
 examinations between July 1856 and April 1881; 
 and that during this same space of time, 2 1 passed 
 from the Belfast Queen’s College-total, 153. Of 
 the Trinity College students I find that the follow- 
 ing distinguished themselves by obtaining first places : 
 - — John Geoghegan (1857); Robert Hime (1859); 
 Edward Sinkinson (1867); William Barry (1871); 
 James Holt (1878); Michael Fenton (1881); and 
 Thomas Wilson (1881), second place. Of the twenty- 
 one successful Queen’s College Belfast students, E. S. 
 Stack (1870) obtained first place, and William John 
 Mulligan (1859) second place. 
 
 When one reflects on the number of Irish students who 
 have passed the Indian C. S. examinations direct from 
 the Belfast, Galway, and Cork Queen’s Colleges, and 
 from schools like the Kingstown School, and from Dub- 
 lin and Belfast “ grinders,” it will be seen what a very 
 fair share of the highest Civil Service appointments 
 in India have fallen to the share of young Irishmen. 
 
 On taking up an old Trinity College Calendar, that 
 for i860, I find that, during the four years pre- 
 ceding the publication of this Calendar, seventy-two 
 Irish lads passed, direct from Trinity College, the exa- 
 minations for the Royal Military Academy, Woolwich. 
 Of these, fifty-four succeeded ultimately in getting into 
 the Royal Artillery, and eighteen into the Royal Engi- 
 
30 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 neers. The number of young Irishmen who passed the 
 Woolwich examinations from schools, grinding estab- 
 lishments, and the Queen’s Colleges, during the same 
 four years, may be safely, I think, put down at, at least, 
 seventy-two more. 
 
 On glancing through the “ Official Army List,” I 
 observe among the officers who have won the Victoria 
 Cross the names of seven who, I happen to know, 
 were educated exclusively in Ireland. There may be 
 many more than these seven — indeed it is certain 
 that there are. The seven Victoria-Cross men that 
 I refer to are : — Brigadier-General Rogers, Colonel 
 Leet, Surgeon-Major Temple, Surgeon-Major Reynolds, 
 Colonel H. G. Moore, C.B., Colonel L. O’Connor,* and 
 Lieutenant-General Olpherts, C.B. 
 
 On looking through a list of distinguished students 
 of the Queen’s College, Galway, I find that within 
 recent years seventy-one of them passed the examina- 
 tions for the Army Medical Service, and twenty-four 
 of them for the Naval Medical Service. According to 
 the Belfast Queen’s College Calendar for the year 1885, 
 forty-four of the students from the College passed the 
 examinations for the Army Medical Service. When 
 one takes into account the scores of young men who 
 have passed these same examinations from Trinity 
 College, Dublin, the Royal College of Surgeons, and the 
 other Medical Schools of Ireland, he will be struck 
 with admiration at the large number of young Irish- 
 men, educated in Ireland, who have distinguished 
 themselves by becoming Army and Navy Medical 
 Doctors. 
 
 * Col. O’Connor has a distinguished - service reward of ;£ioo a 
 year. 
 
NAMES OF SUCCESSFUL IRISHMEN. 
 
 3i 
 
 The foregoing names will be regarded by the reader 
 merely as samples of hundreds of others that might 
 be mentioned. But why mention more ? Irish schools, 
 as I have shown, can supply Great Britain and Ireland, 
 the Colonies, America, and even other countries, with 
 young men who may grow into luminaries as States- 
 men, Bishops, Deans, and Archdeacons; Judges and 
 Barristers ; Historians, Poets, and Newspaper Editors ; 
 Surgeons and Physicians ; Engineers and Architects ; 
 Military and Navy Officers ; Painters and Musicians ; 
 Mathematicians, Classical Scholars, Physicists ; Mer- 
 chants and Financiers ; Metaphysicians ; Dramatists — 
 and what stronger proof of their efficiency could there 
 be ? What have the Irish boys educated in English 
 schools been doing all this while ? 
 
 In Scotland the leading men were nearly all edu- 
 cated in Scotland. The following delightful reply in 
 answer to my query — Where was he educated as a boy ? 
 — I received from Dr. D. J. Cunningham, Professor of 
 Anatomy and Surgery, T.C.D. a Being a Scotchman 
 I was educated in Scotland.” Fathers and mothers in 
 Scotland evidently do not shrink with horror from the 
 thought of their sons speaking with the same accent 
 as that with which they themselves speak — as that 
 with which their forbears spoke — or having the same 
 manners.* 
 
 * One of the very few distinguished Irishmen at present residing in 
 Scotland was educated as a boy exclusively in Ireland — partly privately, 
 partly at a Cork day-school — the Right Rev. John Dowden, D.D., Lord 
 Bishop of Edinburgh. There are also at the present time two other 
 well-known and successful Irishmen in Scotland, who were educated in 
 Ireland as boys. Professor Bottomley, Lecturer in Natural Philosophy 
 in the (J niversity of Glasgow, and I)r. Bryce, Rector of the Collegiate 
 School, Edinburgh. 
 
32 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 Where the 576 most successful Irishmen , resident at 
 present in England or Ireland , were educated as 
 boys.* 
 
 Of the 576 most successful living Irishmen, at 
 present resident in either England or Ireland, there 
 were, as I have ascertained by personal inquiry of 
 each : — 
 
 Educated in Ireland exclusively . 521 — i.e. 90*4 per cent. 
 
 „ in England „ . 30 „ 5-2 „ 
 
 „ partly in Ireland, partly 
 
 in England . . 25 „ 4*4 „ 
 
 Total . .576 100.0 
 
 Thus, as will be seen, of the 551 most successful 
 living Irishmen, residing in England or Ireland — I am 
 not counting the 25 who were educated “ partly in 
 Ireland, partly in England ” — there were over 1 7 
 times as many educated in Ireland as in England 
 (30 x 17 = 5io). 
 
 Among the 521 successful Irishmen who were 
 educated as boys exclusively in Ireland I do not, be 
 it noted, include the officers of the army ; nor any 
 of the successful home-educated Irishmen living any- 
 where abroad — numerous though these latter are ; nor 
 the distinguished Oxford and Cambridge men referred 
 to on p. 20 ; nor any of the Deans or Archdeacons of 
 the Roman Catholic Church ; nor any of the leading 
 
 * “ England or Ireland ” I say, not abroad, since of the education- 
 places of some of the successful Irishmen living abroad, whose names 
 appear in the foregoing list, I do not, as I have already said, in footnote 
 (t), p. 24, feel absolutely certain. 
 
PERCENTAGE OF SUCCESSFUL IRISHMEN . 33 
 
 Presbyterian ministers now resident in either England 
 or Ireland : about 99 per cent, of the latter two 
 classes were educated exclusively in Ireland. Were 
 I to have included these in my calculation the per- 
 centage of successful home-educated Irishmen, includ- 
 ing all those at home as well as those abroad, would 
 have been obviously much larger than even 90.4. 
 
 Of the twenty-five successful Irishmen who were 
 educated as boys partly at Irish, partly at English 
 schools, more than the half wrote to me that the teach- 
 ing which they received as boys in Ireland was sounder 
 than that which they received as boys in England. 
 Among those who wrote thus to me are the Bishop of 
 Derry, the Bishop of Limerick, and Lord Dufferin. 
 
 There are altogether about 12,300 boys of all ages, 
 creeds, and classes, receiving at present in Ireland 
 some sort of a higher education. Of these there are, 
 according to Thoms Directory , 11,303 at “superior” 
 schools — no school being excluded at which there is 
 given even the slightest smattering of a higher edu- 
 cation. Calculating that about ten boys go to school 
 for every one that is taught at home — and the dis- 
 proportion is probably greater than this — there are 
 educated in their own homes about 1000 Irish boys. 
 This is how we arrive at the number 12,300. 
 
 If I am right in my assumption that 1800 Irish 
 boys are educated every year in England, and that 
 there are 12,300 boys receiving every year a higher 
 education in Ireland, it would follow that, the quality 
 of the education being the same, about seven times 
 as many of our most successful living Irishmen should 
 have been educated in Ireland as in England — there 
 being seven times as many Irish boys receiving a higher 
 
 c 
 
34 EFFICIENCY OF IRISH SCHOOLS PROVED . 
 
 education in the former country as in the latter 
 (7 x 1800= 12,600). But what do we actually find 
 to be the case ? That of these successful Irishmen 
 — supposing that we divide the 4.4 per cent, who 
 were educated partly in England and partly in Ireland 
 equally between the two countries — nearly thirteen 
 times as many have been educated in Ireland as in 
 England (533-7-42 = I2ff- ),ix. } nearly twice as many 
 as we had any reasonable right to expect. In short, 
 of the 576 most successful living Irishmen, or rather, 
 let us say 575 — the more to simplify the subsequent 
 calculation — residing at present in either Ireland or 
 England, there should have been, if the education in 
 the two countries were equally efficient, 503 educated 
 in Ireland and 72 in England — instead of which we 
 find (treating those partly educated in each country 
 as already stated) 533 in Ireland and only 42 in 
 England. Moreover, even if England were credited 
 with all the twenty-five successful Irishmen who have 
 been partially educated there, the number would be 
 only 55 (viz., 30 + 2 5) instead of 72, or, in round 
 numbers, three-fourths of what it ought to be. If 
 Ireland were credited with all, this three-fourths would 
 be reduced to just -^2 • The principle of equal division, 
 which seems the fairest, makes the proportion T 7 ^ of 
 what it ought to be if the schools" of both countries 
 were equally efficient. The Irish system is thus 
 shown to produce 12 distinguished men for every 7 
 produced by the English.* 
 
 * And the same proportion would, I believe, be fully borne out by 
 comparing the few schools in Ireland in which an attempt has been 
 made to carry out what is called the “English Public School System” 
 with the other superior schools of Ireland. 
 
FORMER DISTINGUISHED IRISHMEN. 
 
 35 
 
 If my computation of figures be correct, it clearly 
 follows that education in England is much less adapted 
 to prepare Irish boys to fight successfully the battle 
 of life than education in Ireland — or, in other words, 
 is less efficient.* 
 
 The education-places of a few deceased Irishmen of 
 distinction. 
 
 I have so far in this section confined myself entirely 
 to the consideration of the education-places of living 
 Irishmen. In regard to the dead the following pas- 
 sage may be appropriately quoted 
 
 “ Passing by the living,” writes the Recorder of 
 Dublin in the December number of the Dublin Uni- 
 versity Review , 1885, “we should not forget that 
 Whiteside and Napier, Cairns, O’Hagan, and the 
 Lawrences had ended their school-days before they 
 
 * In all my calculations I have given the benefit, as the reader will 
 observe, to the side of the question against which I am contending. 
 For (i.) I believe that there are far more Irish boys whose parents live 
 abroad or in England receiving their education in England than 250 ; 
 (ii.) in not including in my list of successful Irishmen, as already pointed 
 out by me, the leading Presbyterian ministers and Roman Catholic 
 Deans and Archdeacons residing in England, Ireland, or abroad, I have 
 materially lowered the percentage of successful home-educated Irish- 
 men ; (iii.) in dividing share and share alike between those who were 
 educated exclusively in Ireland and those who were educated exclusively 
 in England the 4. 4 f per cent, who were educated [partly in the one 
 country, partly in the other, I am decidedly favouring the English-school 
 side of the question ; and lastly, (iv.) I suspect that in estimating the 
 number of Irish boys receiving in Ireland a higher education at 12,300, 
 I am probably overstating it. Only] 4451 boy-competitors presented 
 themselves at the last “Intermediates,” notwithstanding the great and 
 deserved popularity of these examinations, 
 
36 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 visited England. And there is in our schools, what- 
 ever be their drawbacks, a tradition of hard work 
 which the English schools have not. Doubtless, for 
 those who choose to be scholars, there are the very 
 highest opportunities there ” (that is, in England) ; 
 “ but this is only for those who choose : but that the 
 atmosphere, as a rule, is not a working one, is too 
 clearly proved by the numberless complaints of the 
 boys who have brought home to Ireland proficiency in 
 athletics only.” * 
 
 The great Irishmen named by the Recorder of 
 Dublin in the foregoing paragraph as samples of those 
 who “ had ended their school-days before visiting 
 England ” — “ Whiteside and Napier, Cairns, O’Hagan, 
 and the Lawrences ” — were, no doubt, stars in their 
 generation ; but they were not the only stars of whom 
 the same remark might be made. Of nearly all the 
 Irishmen whose names shine out from the pages of 
 our history since the beginning of the last century it 
 might be said with equal truth : “ They had ended their 
 school-days before visiting England.” Lord Lawrence 
 (Viceroy and Governor-General of India, 1863-1868) 
 and his two distinguished brothers, Sir Henry, C.B., 
 K.C.S.I. (killed at Lucknow), and General Sir George 
 St. Patrick, C.B., K.C.S.I., were educated as boys at 
 
 * In his essay on “Public Schools,” written over seventy years ago, 
 Sydney Smith, in a similar strain, alludes to the over-stress laid upon 
 “ proficiency in athletics ” in the public schools of his time. “ Of what 
 importance is it in after life,” he asks, “whether a boy can play well 
 or ill at cricket, or row a boat with the skill and precision of a water- 
 man ? If our young lords and esquires were hereafter to wrestle together 
 in public, or the gentlemen of the Bar to exhibit Olympic games in 
 Hilary Term, the glory attached to these exercises at public schools 
 would be rational and important.” 
 
FORMER DISTINGUISHED IRISHMEN. 
 
 37 
 
 Foyle College. Three other distinguished Irishmen — 
 these, too, old Foyle College boys — have also lately 
 passed away, the Eev. and Eight Hon. Lord O’Neil 
 (Shane’s Castle) ; the Very Eev. A. Boyd, D.D., Dean 
 of Exeter ; and Sir Eobert Montgomery, K.C.B., 
 K.C.S.I., Member of the Council of India. The late 
 Provost of Trinity College told me that he had been 
 already a fellow of some standing when he paid his 
 first visit to England. As at once a mathematician, 
 physicist, preacher, and orator, he was second to no 
 one. As at once a theologian, preacher, and mathe- 
 matician who is there to equal our present venerable 
 Provost ? Dr. Jellett’s predecessor as Provost, T.C.D., 
 was the Eev. Humphrey Lloyd, S.F.T.C.D. (1867— 
 8 1 ). Dr. Humphrey Lloyd was educated, as a boy, at 
 Mr. White’s School, Dublin. The Eev. Eichard Mac- 
 Donnell, D.D., S.F.T.C.D., preceded Dr. Lloyd as 
 Provost (1852-67), and he, too, was educated as a boy 
 exclusively in Ireland. So also was Dr. MacDonnell’s 
 predecessor, Eev. Frank Sadleir, D.D., S.F.T.C.D. 
 (1837—52). Dr. Sadleir used to say of himself that 
 at nineteen he had read all the British Classics. 
 Dr. Sadleir was preceded in the Provostship by Dr. 
 Bartholomew Lloyd, D.D., S.F.T.C.D. — Dr. H. Lloyd’s 
 father — (1831—37). This most enlightened and use- 
 ful of Provosts was educated at the Endowed School of 
 New Eoss, sub ferula Eev. John Alexander, of which 
 school his own grandfather (also called Bartholomew) 
 had been for some time head-master. Both Dr. Lloyd 
 and his distinguished son presided each during his 
 provostship over the Eoyal Irish Academy. In the 
 Dublin University Magazine, No. LXI., for January 
 1838, there is an article titled “The Late Provost,” 
 
38 EFFICIENCY OF IRISH SCHOOLS PROVED. 
 
 in which the numerous reforms effected in T.C.D. by 
 Dr. B. Lloyd are described, written by the gifted Bev. 
 W. Archer Butler (who was also educated as a boy 
 exclusively in Ireland — at Dr. Bell’s School, Clon- 
 mel), the then Professor of Moral Philosophy, T.C.D. 
 Bev. Samuel Kyle, D.D., S.F.T.C.D., preceded, as 
 Provost, the Bev. Bartholomew Lloyd (1820—1831): 
 in 1831 he was consecrated Bishop of Cork and 
 Boss. Dr. Kyle was educated, as a boy, at Foyle 
 College.* So much for the Provosts, T.C.D., since 
 1800. The education-places of the Irish Lord Chan- 
 cellors for many years past will be found in the foot- 
 note to Lord Ashbourne’s name, p. 5. 
 
 * There was another old Foyle College boy in days anterior to 
 Dr. Kyle’s time who had also the honour of being Provost of Trinity 
 College, namely, the Rev. Dr. F. Andrews, LL.D., 1758 — the same 
 who was sometime M.P. for Derry. In Foyle College there was 
 also educated that most gifted divine, the Right Rev. John Jebb, 
 D.D., Bishop of Limerick ; [there, too, the following Fellows, T.C.D., 
 in addition to those already mentioned: — Rev. Hugh Graffan, D.D., 
 1724; Rev. R. Law, D.D., 1754; Rev. T. Torrens, D.D., 1765 ; Rev. 
 W. Richardson, B.D., 17 66; Rev. W. Hamilton, 1779; Rev. James 
 Maclvor, D.D., late Rector of Newtownstewart, 1844; for a short 
 time, Mr. M‘Cay, 1872; and Mr. Bury, 1885. Another distinguished 
 old Foyle College boy is Lord Chief- Justice May. He has been a 
 generous subscriber to the Foyle College Prize Fund, and presided — 
 the venerable Vice-Provost of Trinity College sitting next to him — at 
 the last Old Foyle College Boys’ dinner. As Lord Chief- Justice May 
 was at Shrewsbury, however, as well as at Foyle College, his name 
 does not appear in the first of the foregoing lists. 
 
ftart M. 
 
 THE EXPLANATION . 
 
 I shall now point out the principal causes of the 
 efficiency of our Irish Grammar Schools : 
 
 Section I. — The Stimulus of Poverty. 
 
 There is a greater necessity in Ireland than there is 
 in prosperous, wealthy England, for teachers to teach 
 and for boys to learn with diligence. There are ex- 
 tremely few boys at Irish schools to whom a sound 
 education is not a matter of even vital importance. 
 Of this the teachers in our Irish schools are well 
 aware ; and of this, if Irish teachers were disposed to 
 be careless, the parents and guardians of their pupils 
 would take very good care soon to remind them. It 
 is to the parents’ and guardians’ natural anxiety on 
 this head that the anxiety of many an Irish teacher to 
 teach his pupils efficiently may be, perhaps, to some 
 degree ascribed. Irish parents — and so best for the 
 cause of education — really cannot afford to allow their 
 sons’ teachers to be lazy or indifferent. They thus act 
 as a constant stimulus to them. No boy who was not 
 taught with the utmost care in an Irish school would 
 be allowed by his parents to remain at it. Easy- 
 
40 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 goingness on the part of a teacher would be very soon 
 detected and found fault with by them ; and therefore, 
 for this reason among others, there is but very little 
 easy-goingness on the part of Irish teachers in Irish 
 schools to find fault with. 
 
 Irish boys, too, are for the most part aware of and 
 fully appreciate the impecunious condition of their 
 parents. They know perfectly well that they must 
 either work hard at their lessons while at school, or 
 give up the hope of passing any severe examinations 
 for any good appointments after they leave school. 
 And they also know — and what a special stimulus to 
 poor boys is this ! — that, if they will only work hard 
 at school, there is no position in after life too high for 
 them to reach. 
 
 In English schools, at least in the great public 
 schools of England, it is different. In these there are 
 always numbers of boys whose parents are compara- 
 tively rich, or who, if not rich, have at least opulent 
 friends and relatives in the commercial world, and 
 reasonable expectations accordingly of good business 
 openings for their sons as soon as they leave school. 
 Many of the boys so circumstanced are exceedingly 
 idle, and by their idleness injurious to their school ; 
 being not only idle themselves but the cause of idle- 
 ness in others. From rich idle boys of this kind our 
 Irish schools are almost perfectly free. In whatever 
 school there are many such boys; these, it may be 
 looked on as a certainty, will make their mark on the 
 tone of the entire school, lowering it appreciably in 
 respect of high moral tone and studiousness. In 
 whatever school, on the other hand, the large majority 
 of the boys are poor — as in Ireland — boys who know 
 
FEWER HOLIDAYS. 
 
 41 
 
 that they must either work or possibly starve, there 
 will be always more work done by masters and boys 
 alike. 
 
 Section II. — There are fewer Holidays and 
 Half-Holidays at Irish Schools. 
 
 As one natural consequence of the foregoing fact, 
 there are fewer half and whole holidays in Irish 
 schools than there are in English ; far shorter vaca- 
 tions also. In many English schools there are from 
 fifteen to sixteen and even seventeen weeks’ vacation 
 in the year; in some there are even longer vacations 
 still ; and this quite apart from the innumerable 
 whole and half holidays — Wednesdays, Saturdays, 
 Saints’ days, and the rest. “Most English parents 
 can testify,” writes “Paterfamilias,” under the head- 
 ing “ Schoolboys and their Holidays,” in the St. James's 
 Gazette of the 19th of last November, “that their boys 
 Spend something like half the year in holidays. This,” 
 Paterfamilias continues, “is highly convenient for the 
 schoolmasters, who get a full year’s remuneration for 
 doing six or seven months’ work.” The longer the 
 vacations, the less, of course, the study. In Ireland 
 thirteen weeks’ vacation, in all, in the year is looked 
 on as on the long side. Then, again, in England 
 there are generally now three vacations, instead of two, 
 in the year. The extra break-up, with the journey 
 to and from home, involves not only a good deal of 
 expense and some risk, but it is necessarily produc- 
 tive of a certain unsettledness in a boy’s mind which 
 cannot but be injurious to his progress ; and this, with- 
 out any equivalent benefit to his mind, body, or estate. 
 
42 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 Section III. — There are more masters at Irish 
 Schools in proportion to the number of the 
 
 BOYS ; THEREFORE SMALLER CLASSES. 
 
 A class in an Irish Intermediate school is seldom, 
 taking one class with another, composed of more than 
 twelve or thirteen boys at the most. In some English 
 schools — schools even of the highest character — a class 
 may consist of as many as fifty boys, or even more. 
 In one of the most popular of the English public 
 schools there is only on the average one master for 
 every twenty-one boys. 
 
 Eor teaching purposes small classes are better than 
 large ones ; for it is manifestly easier to pay proper 
 attention to each individual boy in a small than in a 
 large class. It is quite impossible for any teacher in 
 the ordinary normal grammar-school, in which there is 
 seldom more than one hour each day allowed for each 
 lesson, to attend properly to each individual boy — 
 especially when teaching translation or the higher 
 mathematics — in a class composed of more than twelve 
 or thirteen boys. A class of eleven or twelve boys is 
 quite large enough for a teacher who is not possessed 
 of very exceptional energy and tact and skill in teach- 
 ing. In very large classes the dull, and lazy, and 
 backward boys — and there must be some such in 
 every class — must always, of necessity, be more or 
 less neglected : so also must the bright and clever 
 ones. So as to have full justice done to them, both 
 these sets of boys would require for themselves all 
 the time out of the hour they could possibly get. 
 They would require this, I mean, more than their 
 
SMALLER CLASSES. 
 
 43 
 
 class-fellows who are neither particularly bright nor 
 particularly stupid. To such boys in classes of 
 seventeen, not to say of forty or fifty, with but an 
 hour allowed for each lesson, it is impossible — espe- 
 cially when instructing them in advanced Classics and 
 Mathematics — to pay proper attention.'"' 
 
 Section IY. — There is more supervision oe the boys 
 at Irish Schools : consequently less vice 
 
 AND BULLYING IN THEM, AND NO FAGGING. EX- 
 TREME Church views not inculcated at Irish 
 Schools, but religious training most care- 
 fully attended to. 
 
 Boys in Irish schools are kept much better in 
 hand during their after-school hours than they are 
 
 * Since writing this chapter I have come across the following pas- 
 sage in Mr. Joyce’s “Hand-book of School-Management ” (pp. 24, 25). 
 I am supported, it will be observed, by this experienced teacher (he is 
 the head-master of the Central Model Schools, Dublin) in my views as 
 to the practical advantage of not having more than “ eleven or twelve 
 boys ” in a class. 
 
 “Ten or twelve pupils,” writes Mr. Joyce, “will be quite sufficient 
 number for each draft” ( i.e a division of a class — “all the pupils 
 who stand together at the same circle to read the same lesson ” ), “and 
 some drafts might be much smaller, especially among the junior pupils, 
 and in small schools, where it is often difficult to find even a dozen 
 children so nearly equal in proficiency as to be fit to read the same 
 lesson and work the same arithmetic. The chief reason for limiting 
 the draft to this number,” adds Mr. Joyce, “is, that at the reading 
 lesson each individual pupil may have sufficient time for reading. If 
 the draft be very large, it will be impossible to accomplish this, and 
 at the same time to explain and examine on the subject matter, within 
 the time usually allowed for a reading lesson.” Mr. Joyce thinks, 
 however, that in teaching “ geography, grammar, certain portions of 
 arithmetic, &c.,” the drafts may be larger ; but not so “at reading and 
 some other lessons of like nature.” 
 
44 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 in England. Few, if any, Irish schoolmasters believe 
 that boys when left to themselves without any master 
 to supervise them are in general as well conducted 
 and as happy as when in the charge of a master. 
 Most Irish schoolmasters consider that, to use the 
 words of the Guardian, “ the * spirited and manly 
 education ’ so prevalent in English schools is but 
 too often a synonym for neglect of proper influence 
 over unformed characters.” * Irish schoolboys are 
 thoroughly well looked after during their play-hours, 
 and that not by drill-sergeants or beadles (as in some 
 English schools) or prefects (as in so many), but by 
 young University men who act the part of guardian 
 friends and elder brothers to them — who, in short, 
 are all that prefects ought to be. They consequently 
 seldom fall into trouble and mischief and sin. They 
 are consequently less likely to render themselves by 
 their immoralities unfit for as well as averse to 
 study. And I know of nothing so destructive of all 
 studious habits as the longing for, and familiarity with, 
 and vivid recollection of, vicious self-indulgence. 
 And, then, as to that bane of schoolboy existence, 
 bullying and fagging, bullying and fagging in Irish 
 schools, thanks to the all but omnipresence of masters, 
 there cannot be — certainly not to any extent worth 
 speaking of. How grave are the evils arising from 
 systematic tyranny, alike to the tyrants and their 
 victims, the reader on the least reflection will per- 
 ceive for himself. How unlike is the education given 
 in the prefect-governed schools of England where fagging 
 and bullying prevail to what education ought to be ! 
 
 * Extract from a review of “ Intermediate Schools in Ireland. ” 
 (Simpkin, Marshall, & Co., London.) March 17, 1880. 
 
MORE SUPERVISION, LESS BULLYING, ETC. 4 ; 
 
 “ Education, according to Plato, is to place youth 
 in happy circumstances, in which no sights or sounds 
 of evil, or allurements of passions, can hurt the char- 
 acter or vitiate the taste. They are to live in an 
 atmosphere of health ; the breeze is always to be 
 wafting to them the impressions of truth and good- 
 ness.” * 
 
 The more one knows of schoolboys, the more satis- 
 fied one will be that, as a body, they are utterly un- 
 fitted to be left to themselves for hours and hours 
 together every day, with no one to look after them 
 except prefects. Among boys so neglected bullying 
 and vice are ever sure to be conspicuous faults. 
 
 Cruelty to animals, cruelty to each other, fagging, 
 wanton mischief, fighting, and things much worse, 
 cannot be committed in the presence of a master, or 
 when a master’s presence may be expected at any 
 moment. In fact, nearly all the trouble and sorrow 
 which boys bring upon themselves and upon one 
 another is the result of leaving them too much alone, 
 and of there being too few efficient masters.! 
 
 * “The Republic ” Introd., by B. Jowett, M.A., Master of Balliol. 
 t Lamb, in his “Essays of Elia,” thus describes some of the moni- 
 torial cruelties to which he was himself subject, when in “Christ’s 
 Hospital five-and- thirty years ago : ” — 
 
 “ The oppressions of these young brutes are heart- sickening to call to 
 recollection. I have been called out of my bed, and waked for the 
 purpose, in the coldest winter nights — and this not once, but night 
 after night — in my shirt, to receive the discipline of a leathern thong) 
 with eleven other sufferers, because it pleased my callow overseer* 
 when there has been any talking heard after we were gone to bed, to 
 make the last six beds in the dormitory, where the youngest children 
 of us slept, answerable for an offence they neither dared to commit, nor 
 had the power to hinder. The same execrable tyranny drove the 
 younger part of us from the fires, when our feet were perishing with 
 
46 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 “ A timid and nervous boy is from morning till 
 night in a state of bodily fear,” declares the writer 
 of the letter in the Preface to the sixth edition of 
 “Tom Brown’s Schooldays” (1858), commenting on 
 the English public school system. “ He is constantly 
 tormented when trying to learn his lessons. His 
 play-hours are occupied in fagging.” . . . “ Why,” 
 asks the writer, “should the laws of civilisation be 
 suspended for schools ? Why should boys be left to 
 herd together with no law but that of force or 
 cunning ? What would become of society if it were 
 constituted on the same principles ? It would be 
 plunged into anarchy in a week.” 
 
 Indeed, Mr. Hughes himself, with all his admira- 
 tion for Dr. Arnold, admits, perhaps unconsciously, 
 the existence of grave objections to the English leave- 
 boys-to-their-honour system. “ Were I a private 
 schoolmaster,” he writes in “ Tom Brown’s School- 
 days,” * “ I would say, let who will hear the boys their 
 lessons, but let me live with them when they are 
 at play and rest.” In other words, let boys be 
 under a master’s charge at all times. That “school- 
 boy honour” is a very unsafe thing to place one’s 
 dependence upon is also admitted by Mr. Hughes : 
 “ the standard is ever varying,” he observes, and with 
 truth, in Part I. chap. viii. of this same book. 
 
 “I have known times at Eton,” says a witness 
 (Rev. C. C. James, qu. 5084) whose evidence before 
 the Education Commissioners (1864) is quoted by 
 
 snow ; and, under the cruellest penalties, forbade the indulgence of a 
 drink of water, when we lay on sleepless summer nights, fevered 
 with the season, and the day’s sport.” 
 
 * Part I. chap. iii. 
 
MORE SUPERVISION , LESS BULLYING , ETC. 47 
 
 Colonel Chichester in his “ Schools/’ “ when c the 
 Christopher’ (a neighbouring public-house) has been 
 perfectly full of boys on a Sunday after 4 p.m.” Yet 
 these boys had been presumably left to their honour 
 not to frequent public-houses on Sunday evenings. 
 It ought not to surprise us that boys should occa- 
 sionally leave English schools at the age of eighteen, 
 seventeen, and even sixteen, already “ confirmed 
 drunkards ” — fatal result of the English no-super- 
 vision system. 
 
 There are epochs in all schools, times occurring only 
 too frequently, when many boys call dishonour honour, 
 and honour dishonour ; “when they put light for dark- 
 ness, and darkness for light ; sweet for bitter, and 
 bitter for sweet/’ 
 
 Schoolboy honour is always dishonour when it is 
 not that of the true Christian gentleman. This it 
 seldom or never is at schools w 7 here during all times 
 but lesson hours boys are left without any super- 
 vision to themselves and their honour, Term after 
 Term, for years and years of their life. 
 
 “ The obvious truism, that a schoolboy is an immature 
 being,” said Mr. Sidgwick, in February 1887, in his 
 Lecture on Form Discipline [Eivingtons], “ is one 
 which needs repeating even now. He differs from a full- 
 grown man chiefly in the fact that his moral ideas are 
 even more muddled, and that he is even more at the 
 mercy of that obsolete and mysterious thing, the 
 traditional code of his fellows around him. Ho boy 
 will give evidence against his comrades — as we saw 
 the other day in a very painful case- — even to stop 
 manslaughter. The code forbids.” 
 
 Sydney Smith expresses his opinion of the no- 
 
48 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 supervision system of the English schools in the 
 following passage : — “ It is certainly of eminent use,” 
 he writes, . . . “ to a young man . . . that he should 
 have lived among boys. But it is only so when they 
 are all moderately watched by some superior under- 
 standing. The morality of boys is generally very im- 
 perfect ; their notions of honour extremely mistaken ; 
 and their objects of ambition frequently very absurd. 
 The probability then is, that the kind of discipline 
 they exercise over each other will produce (when left 
 to itself) a great deal of mischief ; and yet this is the 
 discipline to which every child at a public school is 
 not only necessarily exposed, but principally confined.” 
 [“Essay on Public Schools.”] For the very same 
 reasons that the no-supervision system was bad when 
 Sydney Smith wrote his Essay in 1 8 1 o it is bad now 
 also in 1889. 
 
 To show what terrible influence for evil a big brutal 
 boy may have in one of these English schools in which 
 the masters depute to boys the supervision duty which 
 they certainly should themselves perform, I have 
 copied from “ Eric ” (Part II. chap, i.), by Archdeacon 
 Farrar, the following passage : — “ He (Brigson) syste- 
 matically, from the first, called evil good, and good 
 evil. . . . Never did some of the Boslyn boys to 
 their dying day forget the deep, intolerable flood of 
 moral turpitude and iniquity which he bore with 
 him. . . . Big, burly, and strong ... he taught 
 both by precept and example, that towards masters 
 neither honour was to be recognised nor respect to be 
 considered due. To cheat them, to lie to them, to 
 annoy them in every possible way — to misrepresent 
 their motives, mimic their defects, and calumniate 
 
MORE SUPERVISION , LESS BULLYING , ETC. 49 
 
 their actions — was the conduct which he inaugurated 
 towards them. ... At Boslyn, owing mainly to the 
 wickedness of one depraved boy, lying, bad language, 
 dishonesty, grew fearfully rife.” 
 
 The same author thus writes of prefects at “ St. 
 Winifred’s,” another sample of an ordinary English 
 school : — “ Kenrick’s example told with extraordinary 
 power through the whole house, and especially upon 
 the highest boys, who naturally imitated him” (p. 
 371). “ He never interfered, although things were 
 
 going to rack and ruin ” (p. 394); and “ ended by join- 
 ing in it all” (p. 372) — i.e. (p. 273), “bad language, 
 dodges for breaking rules and escaping punishments, 
 agreed-on lies to avoid detection, suppers, brandy, smok- 
 ing-parties, false keys,” &c. ; while “ they bribed the 
 servants to secrecy ” (p. 400). . . . “ 0 Kenrick, when 
 human beings meet face to face before a certain judg- 
 ment-seat, there are some young souls who will have 
 a bill of indictment against you ! ” (p. 374). Another 
 monitor “ rather followed Kenrick’s lead,” and another, 
 “ though well-intentioned, was a boy of no authority ” 
 (p. 394) — and all this for several Terms together with- 
 out a pause. The moral is obvious — These things 
 must, of necessity, be continually happening in all 
 prefect-governed schools. 
 
 We cannot suppose Archdeacon Farrar guilty of 
 circulating these books as mere sensational novelettes. 
 Indeed, he himself claims for “ Eric,” in the preface to 
 the first edition, “ the merit of truthfulness.” “ In all 
 humility,” he writes in this preface, “ I claim for the 
 story a higher merit than that of style — the merit of 
 truthfulness. If the pictures here painted are not 
 always such as it would have been most pleasant to 
 
 D 
 
5 o EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 contemplate, they owe the darker shades of their 
 colouring not to fancy, but to life. To the best of 
 my belief, the things here dealt with are not theories, 
 but realities; not imaginations, but facts.’' We must 
 believe that he was convinced of the truth of this 
 fearful history when he published it in 1857, and 
 that he is now, too, convinced of its truth, as he has 
 not withdrawn it or altered its general tone in any 
 way since he first published it thirty-one years ago. 
 The book is now in its twenty-second edition. 
 
 Nor, indeed, have we any reason to suppose that 
 any improvement in the moral tone of English schools 
 has taken place since Archdeacon Farrar published 
 the first edition of “Eric.” The system pursued in 
 English schools is the same now as it was then — the 
 system mainly consisting of the leaving of boys to pre- 
 fects, and themselves, and their own devices, without 
 any supervision, for a considerable portion of every 
 twenty-four hours. From the same tree it would be 
 absurd to expect a different kind of fruit this year 
 from that which it bore last year, and the year before, 
 and the year before that again. And Archdeacon 
 Farrar ought certainly to be a thoroughly good judge 
 of English school life, having been for years and years 
 connected with English schools, first, as an Assistant- 
 master at Harrow, and, subsequently, as Headmaster of 
 Marlborough. 
 
 The larger schools of England are but a conglomera- 
 tion of smaller ones, each smaller one being under a 
 Housemaster or Headmaster of its own. Each House 
 is, in short, virtually a small distinct school. It was 
 evidently from the experiences of schoolboy life gained 
 first at Harrow, and subsequently at Marlborough, 
 
MORE SUPERVISION, LESS BULLYING , ETC. 51 
 
 that Archdeacon Farrar was enabled to write such 
 books as “ Eric ” and “ St. Winifred’s” “ Great schools 
 like Eton,” wrote a friend to me some days ago, “are 
 moonshine. No Headmaster could possibly extend his 
 personal supervision over the whole. They really con- 
 sist of a number of schools conducted by different 
 masters, some competent, and some incompetent — the 
 successes of the former, and failures of the latter, being 
 concealed by the fact that a single great name is used 
 to cover the whole collection ” Archdeacon Farrar, 
 therefore, while ostensibly writing only about the 
 private schools of England under the assumed names 
 of “ Eoslyn ” and “ St. Winifred’s,” is really at the 
 same time also writing about the great public schools 
 of England, or, at least — which is the same thing — 
 about the several private schools of which each of 
 these great public schools is composed. The great 
 public schools of England are merely collections of 
 Eoslyns and St. Winifreds. What miserably ill- 
 managed places of education these are Archdeacon 
 Farrar has left us in no manner of doubt. 
 
 Dr. Arnold would have certainly, himself, hesitated 
 to recommend the sending of a boy to an English 
 public school, personally interested though he was in 
 the good name and prosperity of these establishments. 
 In 1840 — by which time he had been already twelve 
 years at Eugby — he writes thus [Stanley’s “ Life of 
 Dr. Arnold,” vol. ii. p. 199] : — “I have many delight- 
 ful proofs that those who have been here, have found 
 at any rate no such evil as to prevent their serving 
 God in after life ; and some, I trust, have derived good 
 from Eugby. But the evil is great and abounding, I 
 well know ; and it is very fearful to think that it may 
 
52 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 be to some irreparable ruin.” “ It is very startling,” 
 he wrote two years previously, “ to see so much of sin 
 combined with so little of sorrow.” . . . “ Amongst 
 the poor,” he adds, . . . “ poverty, sickness, and old 
 age are mighty tamers and chastisers. But with boys 
 of the richer classes one sees nothing but plenty, 
 health, and youth ; and these are really awful to 
 behold, when one must feel that they are unblessed ” 
 [vol. ii. p. 1 2 i]. 
 
 Who that has read many biographies has not been 
 struck by the number of great Englishmen who never 
 looked back but with pain upon their schooldays ? 
 
 Would not what Mr. Py croft has written in his 
 Oxford Memories (vol. i. p. 2) of the fagging at Eton 
 fifty years ago apply always to the fagging system 
 wherever it exists ? — “ As the fate of the fag,” he 
 writes, “ depended on the character of his senior, 
 naturally his usage was as bad as might be expected 
 from the rough training this petty tyrant, while yet 
 a fag, had himself received. Cruelty begat cruelty, 
 and few would believe the misery which in those days 
 any poor, weak, and nervous boy has been known to 
 endure. . . . Some boys I knew who were as unfitted 
 for so hard a life as a consumptive patient is for the 
 frozen regions.” So, again, same volume, same page : — 
 “ Professor Creasy bears witness that in his time, about 
 fifty-five years since, the life of an Eton Colleger, in 
 the Long Chamber, was about as hard as that of a 
 cabin-boy on board a ship.” Fagging, wherever it 
 exists, is as full of evils now as it was fifty-five years 
 ago : these evils, too, are of the very same kind and 
 degree. 
 
 From vicious habits schools in Ireland are com- 
 
MORE SUPERVISION, LESS BULLYING, ETC. 53 
 
 paratively quite free. During the twenty-two years 
 that I have been a schoolmaster, no Irish schoolmaster 
 — and I reckon some Irish schoolmasters among my 
 intimate friends, and am officially acquainted with 
 many more, having been once the Secretary and the 
 Treasurer, and subsequently the President, of the 
 Schoolmasters’ Association — ever gave me to under- 
 stand, even by a hint, that impurity was one of the 
 prevailing juvenile vices against which he had per- 
 sonally to contend. And then we have the formal 
 testimony of Mr. Mahaffy, and that given officially, 
 in favour of the pure moral atmosphere of Irish 
 schools. “ Gross offences against morality,” he writes, 
 “are very rare in almost all the Irish schools, and 
 cause but little difficulty to the masters.” * How 
 numerous the public scandals in connection with 
 English schools during the last two-and-twenty years ! 
 
 I have so far in this section spoken only of the 
 moral training of boys at English and Irish schools, 
 respectively. In regard of the religious training of 
 Irish schoolboys, parents and guardians may rest 
 
 * Endowed Schools {Ireland) Commissioners' Report (1881), p. 254. 
 Mr. Mahaffy would undoubtedly have written, in the sentence quoted 
 in the text, “all Irish schools,” not “almost all,” only for one parti- 
 cular school, in which the English system is adopted, specially reflected 
 on by him in his Report, with the moral tone of which he was not 
 satisfied. That “ the Irishman is certainly cleaner than his English 
 . . . equal,” he formally asserts in this same volume ; and what reasons 
 there are for believing this assertion the reader can judge for himself. 
 
 The reader who would like to know more about the immoralities 
 that so painfully characterise many English schools I beg to refer 
 to “The Causes and Prevention of Immorality in Schools ” — it can be 
 procured at the Office of the Moral Reform Union, 2 Leinster Place, 
 Porchester Terrace, London, W. — published a few years ago by the 
 Hon. Edward Lyttelton, one of the Assistant-masters at Eton. 
 
54 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 assured that there is little or no danger of the boys 
 at Irish schools being taught to believe in the extreme 
 views of any Church party, whether high, low, or broad. 
 “ And there is one other great tradition of Irish 
 schools,” justly writes the Eecorder of Dublin, Dec. 
 1885 * — “ which in all events and changes may they 
 ever still retain ! — of education and culture based upon 
 religious principle. ,, 
 
 Section V. — The Stimulus of Unpopularity. 
 
 It is so much the fashion now-a-days with Irish 
 parents to prefer schools in England to schools in 
 Ireland that it is only the teaching in the Irish 
 schools, which is generally believed to be sound, that 
 induces them to send boys to them at all. School- 
 masters in Ireland are, no doubt, how unconsciously 
 soever, stimulated to extra exertion accordingly. Their 
 efforts, they feel, they dare not for a moment relax, 
 unless they mean to see their pupils all soon taking 
 flight for schools in England — schools which it is the 
 fashion with Irish parents to prefer so much. Neces- 
 sity is, indeed, a most effectual taskmaster. 
 
 Section VI. — The nature and character of Irish 
 Boys are better understood by the Teachers 
 in Irish Schools. 
 
 Irish teachers understand and appreciate the natures 
 of Irish boys better than English schoolmasters could 
 possibly do ; and it should, therefore, not in the 
 least surprise us that Irish schoolmasters should be 
 able to educate Irish boys with more satisfactory 
 
 * Dublin University Review — “On the Exodus of Irish Schoolboys.’* 
 
ADVANTAGES OF THE INTERMEDIATES. 
 
 55 
 
 results than their brother schoolmasters across the 
 Channel. Boys will naturally learn best in whatever 
 schools their moral, intellectual, and physical natures 
 are best understood by their instructors. 
 
 Section VII. — The Intermediate Examinations are 
 
 ESPECIALLY CONDUCIVE TO THE EFFICIENCY OF 
 TEACHING IN IRELAND. 
 
 These examinations promote in the following ways 
 the efficiency of Irish schools : — 
 
 (i.) They encourage the pushing on of the many boys 
 who are not clever. 
 
 The larger the number of the boys who pass the 
 Intermediates each year, the better, pecuniarily, it is 
 for their schoolmaster, and the higher in the eyes of 
 the public stands their school. 
 
 In the days prior to the Intermediate examinations 
 it was different. Then the University examinations 
 were the only test worth mentioning of a boy's know- 
 ledge and progress at school. And then consequently 
 the many dull or lazy boys who had no chance of 
 gaining high University honours, were frequently 
 neglected for the sake of the few bright ones from 
 whom much in this way was expected. But, thanks 
 to the Intermediates, this is so no longer. 
 
 (ii.) English composition and literature , physical geo- 
 graphy, book-keeping , and drawing better and more gene- 
 rally taught in Irish schools than formerly. 
 
 These are now regular school subjects. In old 
 times they were taught — if taught at all — most made- 
 
$6 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 quately and fitfully. They are now, one and all of 
 them, taught most carefully. 
 
 (iii.) The Intermediates are a great encouragement 
 and advantage to Assistant-masters . 
 
 Energetic and clever Assistant-masters like the 
 Intermediates ; and no wonder. Eor they possess by 
 their means an opportunity, never possessed by them 
 before, of having their teaching powers fairly tested 
 year after year. They must also feel an incitement 
 to work which must be agreeably and healthfully 
 stimulating to them, as the portentous examination 
 draws nearer and nearer each year. It is a great 
 thing for a young man to be able to say with truth — 
 yes, and prove it, too, for he has the Intermediate 
 Result Books to point to in evidence — Such and 
 such a number of my pupils has passed the last 
 Intermediate examinations, gaining amongst them 
 many valuable distinctions. In fact, the Assistant- 
 masters in our Irish schools are now almost indepen- 
 dent of their Headmasters in regard to testimonials as 
 to their teaching powers. The good results of their 
 instruction are published in the Commissioners’ yearly 
 Reports, and than these results, when really good, 
 Assistant-masters can have, so far as their teaching is 
 concerned, no more telling, more truthful testimonials. 
 
 (iv.) They are a great advantage and stimulus to 
 Headmasters . 
 
 These yearly examinations enable Headmasters to 
 ascertain how their Assistant-masters are, each and all 
 
ADVANTAGES OF THE INTERMEDIATES. 57 
 
 of them, teaching their several classes; what subject 
 is taught best in the school, what worst; to what 
 subject more attention should be paid, to what classes, 
 and the like. On all these points, all of them most 
 important to be known, the result of the yearly exam- 
 inations furnish Headmasters with the most trust- 
 worthy information. They, besides, stimulate them 
 to w r ork hard and steadily — a most healthful conse- 
 quence of the regular yearly examination. 
 
 (v.) The Intermediates are a special boon , as a test of 
 a school's efficiency , to parents . 
 
 They enable parents and guardians before sending 
 their boys to school to judge for themselves in what 
 schools the senior and middle and junior grade boys 
 are all efficiently taught; while they enable those 
 who have already boys at school to find out how they 
 are getting on. Before the days of the Intermediate 
 examinations it was most difficult to ascertain exactly 
 how the boys still too young to be submitted to the 
 University test were progressing. There is no diffi- 
 culty in this respect now — and what a boon to parents 
 is this ! 
 
 (vi.) The competition for the Intermediates is particu- 
 larly beneficial to idle boys. 
 
 The only boys who, so far as my own personal ex- 
 perience goes, have ever wished to avoid going in for 
 the Intermediate examinations since they came into 
 operation ten years ago, were downright idlers — boys, 
 who felt that if they went in for them they would be 
 
58 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 obliged either to shake off their sloth — a thing they 
 by no means wished to do — or disgrace themselves — 
 a thing they by no means liked to do either. To 
 idlers of this kind the necessity of going in for the 
 Intermediate examinations — for such boys should 
 never be let off going in for them — is evidently 
 specially beneficial. I have never known a case of a 
 boy who competed at the Intermediates failing after- 
 wards, because he did so, at other examinations. 
 
 (vii.) The Intermediate Exhibitions , money -prizes, &c., 
 are of great value to diligent and aspiring boys . 
 
 It is sufficient just barely to refer to this advantage 
 of the Intermediates. That the Intermediate Exhibi- 
 tions, money-prizes, and medals both stimulate boys 
 to work, and are most useful to those who obtain them, 
 is obvious. That the competition for these valuable 
 rewards of industry is most useful even to those who 
 do not obtain them, but who have done their best to 
 obtain them, is obvious also. 
 
 (viii.) The Board of Examiners is a singularly trust- 
 worthy one. 
 
 There could scarcely be devised a Board more trust- 
 worthy and more capable in every respect. On it are 
 scholars of eminence and practical experience from 
 every part of the United Kingdom, and also from the 
 Continent. The following were — 
 
ADVANTAGES OF THE INTERMEDIATES. 59 
 
 Last years ( 1888 ) Board of Examiners:— 
 
 Greek and Latin. 
 
 Armour, Rev. Jas. B., M.A. (R.U.I.). 
 
 Kelly, Rev. J. J. 
 
 Palmer, Arthur, M.A. (Dub.), F.T.C.D., Professor of Latin, Univ. 
 of Dublin. 
 
 Ryan, Rev. Innocent, Professor, St. Patrick’s College, Thurles. 
 
 Starkie, W. J. M., B.A. (Cantab.), First Class, Classical Tripos. 
 
 Tyrrell, Robert Y., M.A., (Dub.), F.T.C.D., Professor of Greek, 
 Univ. of Dublin. 
 
 English. 
 
 Cherry, Richard R., M.A., (Dub.), Senior Moderator, T.C.D. 
 
 Dixon, G. Y., M.A., T.C.D. 
 
 Evans, Rev. Henry, D.D. 
 
 Fitzgibbon, Henry M., M.A. (Dub.), Senior Mod., T.C.D. 
 
 Graham, Wm., M.A. (Dub.), Professor of Jurisprudence and 
 Political Economy, Queen’s College, Belfast. 
 
 Hogan, Rev. J. F., St. Patrick’s College, Maynooth. 
 
 M ‘Donald, Rev. Walter, St. Patrick’s College, Maynooth. 
 
 Nicolls, Archibald J., LL.B. (Dub.). 
 
 O’Leary, Rev. Patrick, St. Patrick’s College, Maynooth. 
 
 Owens, Rev. R., St. Patrick’s College, Maynooth. 
 
 Park, John, M.A. (R.U.I.), F.R.U.I., Professor of Logic and Meta- 
 physics, Queen’s College, Belfast. 
 
 French. 
 
 Barbier, Paul E. E., Lecturer, French Language and Literature, 
 Univ. Coll., S. Wales, Cardiff. 
 
 Cogery, A. B. es L. (Paris), Examiner in French, Trinity College, 
 London. 
 
 D’Auquier, F. C., Senior French Master, Manchester Grammar 
 School. 
 
 M‘ Weeny, Edmond J., B.A. (Royal Univ., Ireland). 
 
 German. 
 
 Selss, Albert M., M.A. (Dub.), Sen. Mod. T.C.D.,, Ph.D., Professor 
 ot German, Univ. of Dublin. 
 
6o EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 Italian. 
 
 Farinelli, A., Professor of Italian, University College, London. 
 
 Celtic. 
 
 McCarthy, Rev. B., D.D. 
 
 Mathematics. 
 
 England, John, M.A. (Dub.), Professor of Natural Philosophy, 
 Queen’s College, Cork. 
 
 Graham, Robert, M.A. (Dub.), Sen. Mod., T.C.D. 
 
 Leebody, John R., D.Sc. (R.U.I.), Professor of Mathematics and 
 Natural Philosophy, Magee College, Londonderry. 
 
 Lennon, Rev. Francis, Professor of Mathematics and Natural Philo- 
 sophy, St. Patrick’s College, Maynooth. 
 
 M'Grath, Jos., B.A. (Lond.), Professor of Mathematics and Physics, 
 Catholic Training College, Drumcondra. 
 
 Moran, Rev. Francis, B.A. 
 
 O’Dea, Rev. Thomas, Professor, St. Patrick’s College, Maynooth, 
 Russell, R., B.A. (Dub.), First Sen. Mod., T.C.D., F.T.C.D. 
 
 Arithmetic and Book-keeping. 
 
 Dowling, E. H. Hughes, Math. Tutor, University College, Stephen’s 
 Green, Dublin. 
 
 Hughes, Rev. William, B.D. (Dub.). 
 
 O’Brien, Edward T., Accountant, Mining Company of Ireland. 
 Tristam, Rev. John W., B.A. (Dub.), Sen. Mod., T.C.D. , Diocesan 
 Inspector and Secretary, Diocesan Board of Education. 
 
 Natural Philosophy. 
 
 Coffey, George, B.A. (Dub.), Sen. Mod., T.C.D. 
 
 Doherty, J. J., LL.D. (Dub.), Sen. Mod., T.C.D. 
 
 Fitzgerald, George F., M.A. (Dub.), F.R.S., F.T.C.D. 
 
 Chemistry. 
 
 Dixon, Augustus E., M.D., F.C.S. , Asist. Lect. Chemistry, Univ. 
 of Dublin. 
 
 M‘Hugh, Michael, M.B. (Dub.), Sen. Mod., T.C.D. 
 
DO-THE-BOYS HALLS. 
 
 6 1 
 
 Botany. 
 
 Wright, Ed. Percival, M.D. (Dub.), Professor of Botany, Univ. of 
 Dublin. 
 
 Drawing. 
 
 Carroll, John, Art Master, Hammersmith Training College. 
 Langman, A. W. F., Headmaster, Southampton School of Art. 
 Lindsay, Thomas M., Drawing-Master, Rugby School. 
 
 Prendergast, P. J., C.E. 
 
 Theory of Music. 
 
 Marks, J. Chr., Mus. D. (Oxon.). 
 
 Smith, Joseph, Mus. D. (Dub.). 
 
 Domestic Economy. 
 
 Barlow, Jane. 
 
 Gallagher, Fannie M. 
 
 What a great thing it is for the Irish parent to be 
 enabled to have his sons’, and also his daughters’, educa- 
 tional progress publicly tested every year, and that at a 
 merely nominal cost ( 2 s. 6d. for each), by a really excel- 
 lently qualified Board of Examiners ! 
 
 Section YIII. — No Do-the-Boys Halls in 
 Ireland. 
 
 There are many worthless private and small pro- 
 prietary schools in England prospering financially, 
 such as find no place whatever in Ireland ; and these 
 too, strange to say, are the very schools which appear 
 to have most attraction for the middle-class Irish 
 parent and guardian. There are some schools in 
 England the pupils of which nearly all come from 
 Ireland — schools that evidently receive no honour 
 in their own country. A worthless private or small 
 
62 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 proprietary grammar-school has never yet prospered 
 in Ireland. And there is, fortunately, less chance of 
 such a school’s flourishing in Ireland now than ever 
 there was — so severe a test of a school’s worth are 
 the yearly recurring Intermediate examinations. 
 
 Let us be thankful that, with all her faults, Ireland 
 has never furnished a satirist or philanthropist with 
 ground for writing a Nicholas Nickleby * 
 
 In some of these schools of England there are 
 Assistant-masters who, so far as may be judged from 
 their University status or such-like test, are quite 
 unfit to be teachers in any grammar-school — the 
 Headmasters themselves being but little superior, if 
 their qualifications be judged according to the same 
 tests. There are no grammar-schools in Ireland in 
 which the masters are not, one and all of them, 
 properly qualified, so far as learning is concerned, for 
 their work. Young men without University degrees 
 or Honors find it almost impossible to obtain master- 
 ships in grammar-schools in Ireland. The Assistant- 
 masters in English grammar-schools who are undis- 
 tinguished undergraduates, if University men at all, 
 may be reckoned by the hundred. There is so much 
 expected from schoolmasters in Ireland in the matter 
 of teaching that they simply cannot afford to keep in- 
 different scholars as their assistants. 
 
 Rightly or wrongly, the efficiency of Irish schools 
 
 * “The picture it (Nicholas Nickleby) presents of imposture, ignor- 
 ance, and brutal cupidity is known to have been little, if at all cari- 
 catured ” ( Chambers's Cyclopaedia of English Literature , , vol. ii. p. 645). 
 Though I describe this chapter as “ Do-the-Boys Halls,” I am, never- 
 theless, aware that Messrs. Squeers & Co. starved the bodies as well as 
 the minds of their pupils, whereas the schoolmasters now referred to 
 “do the boys ” by starving the latter only. 
 
DO-THE-BOYS HALLS . 
 
 63 
 
 is judged by the successes of their pupils at examina- 
 tions. By no such test are English schools judged. 
 How little is the prosperity of an English school 
 affected by the successes or failures of its pupils at 
 examinations, in T.C.D. or anywhere else ! 
 
 Two years ago I asked many of the leading school- 
 masters in Ireland whether they had ever received 
 as pupils boys who had been previously at English 
 schools ? and, if so, what was their opinion of these 
 boys’ attainments ? Nearly all the schoolmasters to 
 whom I wrote had received several such boys. The 
 gist of their replies to me was this, that these boys 
 knew, for their age, but little Latin, while their know- 
 ledge of Greek and Mathematics was almost nil; that 
 they were consequently seldom able to hold their 
 own in lessons with those Irish boys who had from 
 the beginning been educated in Ireland ; that the 
 latter, for their age, were decidedly the better educated. 
 
 That English schoolboys know, for their age, but 
 little Latin, while their knowledge of Greek and Mathe- 
 matics is almost nil , is the opinion of all the great 
 English educationists of the present day. The reader 
 who would like to see for himself this statement 
 corroborated ought to refer to Payne's Lectures on the 
 Science and Art of Education , pp. 296—302, edited 
 by his son in 1880, and published by Longmans, 
 Green, & Co. 
 
 Mr. Mahaffy officially declares in the Commisioners 
 School Report (Ireland), 1881, p. 261, that in one 
 important particular the instruction in English schools 
 is inferior to that in Irish schools. “ Both of these ” 
 (Cheltenham and Marlborough) “ and the other Eng- 
 lish schools/’ he assures us, “ were inferior to the 
 
64 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 Irish schools in not cultivating a habit of *free and 
 elegant viva voce translation from Greek and Latin. 
 This habit is perfectly compatible with the most ac- 
 curate scholarship, nay, is generally its most perfect 
 index. It is, moreover, the only sound preparation for 
 young boys in the invaluable acquirement of prompt 
 and ready utterance, — the first condition of public 
 speaking.” If the teaching in such schools as those 
 named by Mr. Mahaffy is deficient in so material a 
 feature, what can be expected from the teaching in 
 the numerous Do-the-bovs Halls for which England 
 is unquestionably notorious ? 
 
 “ The Headmaster of the City of London School, 1 ” 
 writes Mr. Mahaffy in this same Report (p. 262), 
 “ particularly pointed out to me the great ignorance 
 of the boys sent to him, when tested by the easiest 
 possible Entrance examination. He considered this 
 evil to arise from small and obscure Preparatory 
 schools in London, managed by incompetent persons, 
 where the boys were taught nothing soundly.” 
 
 “ Circumstances,” writes Dr. Cruise (ex-President of 
 the King and Queen’s College of Physicians), “ which 
 are of no interest to detail here, led me some years 
 ago to commit the mistake of sending my three eldest 
 sons to English Colleges. I have mended that error 
 long ago, and extract from it the consolation of know- 
 ing that I never could have realised how great my 
 error was had I not made it. Mine is not an isolated 
 case. I know several instances where parents have 
 removed their boys from English to Irish Colleges, 
 and were thoroughly satisfied with the result.” * 
 
 * “ Letters on the Selection of a College for the Education of Irish 
 Boys” (to the Freeman's Journal. M. H. Gill & Son, Dublin, 1883). 
 
KNOWLEDGE OF ONE'S COUNTRYMEN . 65 
 
 In the foregoing part of this Explanation I have 
 confined myself to the efficiency of Irish schools as 
 regards the teaching and moral and religious training 
 of the boys. But it is not only in respect of teaching 
 and training that Irish schools have earned for them- 
 selves a deservedly good name. There are other 
 advantages connected with them to which the atten- 
 tion of Irish parents and guardians has not been, 
 perhaps, hitherto sufficiently directed. On three of 
 these advantages, in respect of which Irish schools 
 are decidedly superior to English schools as places of 
 education for Irish boys, I now purpose for a moment 
 to dwell. 
 
 Section IX. — The Irishman who was educated as 
 a boy in Ireland is sure to understand the 
 Irish people better, and appreciate them 
 
 MORE, THAN THE IRISHMAN WHO WAS EDUCATED 
 
 in England. 
 
 There is a danger of one’s son becoming anti-Irish 
 in his social and political views, while he is growing 
 pro-English. There is a danger of his losing all his 
 natural affection for his native country while he is 
 acquiring admiration for England and the English. 
 There is, in short, a danger of an Irish boy becoming 
 cramped and prejudiced in his opinions, in place of 
 becoming broader and fairer and more enlarged in his 
 sympathies, by a sojourn of five or six years, at the 
 most impressionable time of his life, at an English 
 school. 
 
 And it must be clear that the Irish lad who is 
 actually prejudiced against Ireland, who dislikes her 
 
 E 
 
66 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 people, and despises and misunderstands them, is not 
 favourably circumstanced should it be his lot, after 
 his school education is over, to come back and spend 
 his life in Ireland as, say, a dispensary doctor or bar- 
 rister, or to enter the House of Commons as a repre- 
 sentative of an Irish constituency, or to become a 
 member of the House of Lords. 
 
 The practising barrister, or country medical prac- 
 titioner, or County Court Judge who had no sound 
 knowledge of the Irish character would be always, 
 from a professional standpoint, most disadvantageously 
 circumstanced. In regard to our noblemen whose 
 responsibilities of rank and power connect them with 
 Ireland, it is obviously most important that they 
 should enter upon active life with familiar knowledge 
 of the manners and ways and moods of mind of the 
 population with whom their rank and power are 
 connected. 
 
 The following extract is from a letter which I 
 recently received from a leading Professor of the late 
 Queen's University (in Ireland), bearing upon this 
 point. The writer must be regarded as somewhat of 
 an authority in the matter, having been himself edu- 
 cated at an English school : — 
 
 “ Irish boys who are sent to English public schools 
 seem to me,’' writes this gentleman, “ to lose a great 
 deal. They do not come to understand the English 
 people, as they only see one class of them, and look 
 on the rest as cads ; and they don't understand the 
 Irish people, as they are disconnected from them from 
 their very boyhood. Thus they lose in knowledge of 
 human nature — a knowledge which is very valuable. 
 Moreover," he continues, “ they are commonly sent to 
 
SCHOOL FRIENDSHIPS. 
 
 67 
 
 shake off a local accent. The presence or absence of 
 an accent does not affect the genuine qualities of a 
 man ; and the boy runs a risk while imitating the 
 English accent of becoming a masher or a toady.” 
 
 Section X. — The friendships formed by an Irish 
 
 BOY AT ANY SCHOOL IN IRELAND ARE MORE 
 LIKELY TO BE USEFUL TO HIM AFTERWARDS, 
 IF HE MEAN TO LIVE IN IRELAND, THAN 
 ANY SCHOOL FRIENDSHIP FORMED BY HIM IN 
 
 England. 
 
 There are few friends like the friends of one’s boy- 
 hood. How at one of our “ Old Boys’ ” dinners the 
 heart of the old man of seventy overflows with happi- 
 ness as he shakes, and shakes, and shakes again the 
 hand of another “ Old Boy ” whom he may not have 
 seen— and whose appearance he can scarcely now 
 recognise — since they parted company at the school 
 gate, after years of tried friendship, over fifty years 
 ago ! 
 
 The home-educated Irishman who resides in Ireland 
 has generally, however, so far as the happiness and 
 usefulness of friendship are concerned, a great advan- 
 tage over him who was educated in England, for he 
 is constantly meeting with old school-fellows, espe- 
 cially if he is a Graduate of T. C. D., and resided while 
 an undergraduate in rooms in College. 
 
 There being but the one College connected with the 
 Dublin University, there are constant reunions there 
 of old school-fellows, who have thus an opportunity 
 given them of renewing and strengthening their early 
 friendships year after year. It is very different in 
 
68 EFFICIENCY OF IRISH SCHOOLS EXPLAINED. 
 
 England, where the two great Universities are divided 
 each into many colleges. 
 
 The schools which afford Irish boys most oppor- 
 tunities of forming abiding friendships — and that 
 without effort or design — have evidently an advantage 
 for them in this respect over those schools wherein 
 the opportunities for so doing are comparatively few 
 and far between. 
 
 Ninety-five per cent., at the lowest calculation, of the 
 students of the Dublin University were probably edu- 
 cated in Ireland. The Trinity College student, there- 
 fore, who was educated at an English school has seldom 
 an old school-fellow of his own with whom to hold 
 pleasant intercourse as with an old friend. His friends 
 must mostly all be made, if he is to have any friends : 
 he has few or no old friendships to keep up ; and 
 the making of friends in a University in which you 
 probably will find yourself without any old school 
 acquaintances is by no means so easy as an inex- 
 perienced person might, without reflection, suppose 
 it to be. 
 
 “Friendship is no plant of hasty growth.” 
 
 Though planted in Esteem’s deep fixed soil, 
 
 The gradual culture of kind Intercourse 
 Must bring it to perfection.” 
 
 In regard to the English friendships which the Irish 
 University student may have formed during his school- 
 days in England, how is it possible for him to “ bring ” 
 these “ to perfection ” by “ the gradual culture of kind 
 intercourse ” ? 
 
 “But surely, as friendship is admittedly a useful 
 thing, the friendships formed by the young Irish boy 
 
SCHOOL FRIENDSHIPS. 69 
 
 in an English school must prove useful to him, should 
 he happen to live in England after leaving school ? ” 
 
 In the first place, there is no certainty that they 
 will. A great deal will depend upon circumstances 
 — the occupation of the young Irishman, the part of 
 England he lives in, his private means, and so forth. 
 And, secondly, the very suggestion of such a thing to 
 a boy is to my mind hateful in the extreme. The 
 bare idea of sending a boy to school with the de- 
 liberate design, that he is there and then deliberately 
 to make friends who may serve him afterwards, up- 
 sets to such a degree all one’s views of what true 
 friendship really is that it is quite impossible to con- 
 sider it without impatience. The idea, however, is 
 an old one. Cowper satirised it a hundred years ago 
 in his Tirocinium . 
 
 One’s sons ought to be taught to depend for their 
 success in life on their industry, their abilities, their 
 uprightness, their resolve to do whatever they under- 
 take to do with all their might— in short, upon God 
 and themselves ; not upon “ tuft-hunting.” Let them, 
 above all things, be taught to be self-respecters. 
 
 I can imagine no sort of education more subversive 
 of a boy’s self-respect than the training of him from 
 his childhood upwards to make friends with, for the 
 sake of certain ulterior advantages, boys more influ- 
 ential than himself. Success in life is a great thing, 
 no doubt, to achieve; but success thus achieved is 
 purchased far too dearly. 
 
 Personally, I do not know any Irishman who ever 
 derived any assistance, when of assistance he stood in 
 need, from any one whose friendship he had formed at 
 an English school — and I reckon among my acquaint- 
 
70 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 ances many Irishmen who were educated in England, 
 and have spoken to several of them upon this very 
 subject. But I know many who got their first start in 
 life from friends whose acquaintance they first formed, 
 without effort or design, in their schooldays in Ireland. 
 How few Irishmen, indeed, residing in Ireland have not 
 been the happier and the better all their lives for 
 friends with whom their acquaintance first began at 
 some Irish school ! 
 
 Section XI. — The terms of the best schools in 
 Ireland are much lower than those of any 
 efficient English school: A great advan- 
 tage TO THE MIDDLE-CLASS IRISH BOY THAT THE 
 MODERATE FORTUNE WHICH HIS PARENTS MAY BE 
 ABLE TO BEQUEATH TO HIM SHOULD NOT BE 
 DIMINISHED BY THE PAYMENT OF NEEDLESSLY 
 HIGH FEES FOR HIM WHEN A SCHOOLBOY. 
 
 The terms for board and tuition in Irish grammar- 
 schools vary from ^40 to ^60 a year. The terms of 
 English schools of any worth vary from £60 up to ^300. 
 
 If an Irish parent, whose circumstances are some- 
 what straitened from want of money, can secure an 
 excellent education for his son at an Irish school for, 
 let us say, ^75 a year, extras included, it certainly is 
 not conducive to his son’s interests that he should pay 
 for him ^150 at an English school, unless it can be 
 shown that the education given at the latter school is 
 really superior to that at the former, and all the less 
 so if the boy be destined to reside afterwards in Ireland, 
 and unlikely to inherit a fortune of more than a few 
 hundred pounds, if so much. 
 
HIGH SCHOOL-FEES OFTEN WASTED . 
 
 7i 
 
 Let us conceive now the existence of two Irish 
 parents, A and B, whose means, not large, depend, in 
 each case, upon the health and strength of the posses- 
 sor, and each with two sons to be educated. Let us 
 further suppose that A, by making a great and sus- 
 tained effort, manages to keep his sons at one of the 
 English public schools, paying for the two of them 
 together in fees £300 a .year — inclusive of extras, 
 travelling expenses, pocket-money, &c. Let us suppose 
 that B, with the same means as A, sends his sons to 
 an Irish school, the fees of which amount to, say, £150 
 a year for the two — extras and all included. Let us 
 further suppose that, in each case, the parents keep 
 their sons at school for altogether six years. Under 
 the supposed circumstances — and in no instance is the 
 case, as stated, an extreme one — A by the end of his 
 sons’ school career will have paid for their education 
 ^1800; B ^900. In other words, when the boys’ 
 school-days are over B will be by ^900 a richer man 
 than A ; or, in other words still, he will have £900 
 more than A to give his two sons, to enable them to 
 make a better start in life — a most important con- 
 sideration — or to spend upon the education of any 
 other children he may have. 
 
 Which of these two parents, it may be asked, has 
 acted most conducively to his sons’ welfare ? A, some 
 may say ; B, others will maintain. For my own part, 
 I should say B without the slightest hesitation — 
 always provided, as I have assumed all along, that so 
 far as the actual education and good care of the boys 
 are concerned, the school to which A sends his sons is 
 not in the least degree superior to that to which B sends 
 his. What a man spends on his sons when they are 
 
72 EFFICIENCY OF IRISH SCHOOLS EXPLAINED . 
 
 boys he cannot, of course, give to them when they are 
 men. And it is assuredly better, other things being 
 the same, for the ordinary middle-class Irish parent to 
 give to each of his sons ^400 or ^500 extra when 
 starting in life than to pay away this money in school- 
 fees for them when they are boys — no particular 
 advantage to the boys being secured by his so doing. 
 I have known men who have been struggling unsuc- 
 cessfully against poverty all their lives just for want 
 of some such sum at the beginning of their careers. 
 
 Nor is this the only point of view from which this 
 financial element in the question of school selection 
 may be regarded. If, as I contend, the large majority 
 of Irish boys who go to school in England come back 
 uneducated, or, worse still, ill-educated, and thus grow 
 up into drones rather than workers — grow up, at all 
 events, if this language be considered too strong, less 
 self-helpful and useful than they would be if soundly 
 educated — this clearly is a disadvantage to both the 
 boys themselves and all connected with them, and, of 
 course, ultimately to the country. 
 
 Whatever sort of education turns out young men 
 most helpful to themselves and their country is the 
 best. The more helpful to themselves, and the more 
 likely to be useful as citizens, boys become at school, 
 the better, from a financial and every other point of 
 view, it is for their country. And of course, con- 
 versely, the worse the education, the worse it is for 
 their country. 
 
 Furthermore, if I am right in my assumption that 
 some 1550 Irish boys go from Ireland yearly to school 
 in England, the pecuniary loss which this exodus causes 
 yearly to the country, i.e ., to its inhabitants, is im- 
 
HIGH SCHOOL-FEES OFTEN WASTED. 
 
 73 
 
 mense. Let us now for a moment consider what this 
 pecuniary loss amounts to. Well, supposing that 
 1550 Irish boys go yearly to England to school ; and 
 supposing that the fees for each of these 1550 boys, 
 inclusive of travelling expenses and extras of all kinds, 
 amount to, on the, average, ;£ioo a year (and this, I 
 am inclined to think, is certainly not overrating the 
 average cost of each boy), then the bulk sum spent 
 yearly by Irish parents on their sons’ education in 
 England amounts to exactly ^155,000. A large sum 
 this to be spent out of the country every year, even if 
 well spent ! But what shall we say of it if it be ill- 
 spent, unprofitably spent? The draining of ^155,000 
 yearly from the pockets of Irish parents to be spent 
 in England is obviously a loss to Ireland. And what 
 is bad for the country is certainly bad for every one 
 of its inhabitants. What is bad for the hive, that 
 also is bad for the bee. 
 
 Again, let us look at the matter in this light. If 
 the cost of education of each of these 1550 Irish boys 
 would at our Irish schools amount to, say, £70 per 
 annum on the average, then the gross amount spent 
 by their parents on their education would come to 
 only ;£ 10 8, 5 00, in place of £1 5 5, 000, and herein there 
 would be a saving in actual cash to the parents of 
 ,£46,500 — not to say anything of the fact that the 
 ;£ 1 08, 5 00 would be spent in their own country, while 
 the ;£i 55,000 are spent in England. In this way 
 also Irish parents would be gainers by educating their 
 sons in Ireland. 
 
$art HI 
 
 CONCLUSION. 
 
 If one’s son become as successful a politician as 
 Lord Ashbourne ; as able a lawyer as Sir Charles 
 Bussell, or our own Attorney or Solicitor General ; as 
 brave and accomplished a soldier as Lord Wolseley ; 
 as deeply-read a theologian as Dr. Gwynn or Mr. Ber- 
 nard; as lucid and powerful a preacher as the Bishop 
 of Peterborough, or Dr. Forrest, or Dr. Littledale ; as 
 wise and astute a judge as the Lord Chief-Justice, 
 the Master of the Eolls, Chief Baron Palles, Sir J. 
 C. Mathew, or Lord Justice FitzGibbon; as profound 
 a mathematician as Dr. Salmon, Sir Andrew Hart, Pro- 
 fessor Burnside, Professor Casey, or Mr. Williamson; 
 as sound and tasteful a classic as Professor Tyrrell, 
 Professor Crossley, or Mr. Bury ; as respected a 
 philologist and politico-economist as Dr. Ingram ; as 
 thoughtful and learned a metaphysician as Professor 
 Maguire or Mr. Abbott ; as subtle a logician as Mr. 
 Monck ; as much versed in English literature as 
 Professor Dowden ; as distinguished a composer as 
 Dr. Yilliers Stanford ; as charming a musician as 
 Sir Eobert Stewart; as admirable a painter as Sir 
 Frederick Burton ; as estimable a statesman as Lord 
 Monck ; as judicious a law Lord as Lord Fitzgerald ; as 
 brilliant a physicist as Professor Tyndall ; as remark- 
 able for many attainments as Dr. Haughton ; as able 
 a physician as Dr. Gordon, Dr. Little, or Dr. Head ; as 
 
CONCLUSION. 
 
 7S 
 
 skilful a surgeon as Sir William Macormac, Sir George 
 Porter, Sir William Stokes, Dr. Barton, or Dr. Bennett ; 
 as prosperous and benevolent a merchant as Sir Edward 
 Cecil Guinness; as gifted and spirited a War Cor- 
 respondent as Dr. W. H. Bussell ; as versatile a drama- 
 tist as Mr. W. G. Wills ; as famous a financier as 
 Sir Bobert Hart ; as original a geologist as Professor 
 Hull; as world-renowned a telescope optician as the 
 talented and ingenious Sir Howard Grubb; as en- 
 lightened an engineer as Mr. Crawford, Mr. Manning, 
 Mr. Barton, or Mr. James Price ; as finished and 
 eloquent a speaker as Mr. Plunket ; if one’s son be- 
 come as successful as any of these — and they were 
 all educated, as boys, exclusively in Ireland, then as- 
 suredly his parents may well — the world certainly will 
 — regard with perfect equanimity whatever manners or 
 accent, be they ever so “ Irish,” he may happen to have. 
 
 Despised, neglected schools of Ireland ! What 
 good reason you have to be proud of the educational 
 work that you have done and are doing ! Yes, are 
 doing in spite of the chilling, ungenerous neglect, the 
 insolent disdain with which you have been for so 
 many years treated by the vast majority of those dis- 
 tinguished pupils of yours who owe so very much of 
 the success they have achieved in life to the sound, 
 thorough training and teaching which they received, 
 as boys, within your unornamented, unpretensious 
 walls ! 
 
 Nor is it only in literature and science and art and 
 statesmanship and the various professions that there 
 are, civil and military, that Irishmen, educated exclu- 
 sively in Ireland, have come to the very front. In 
 cricket, football, and lawn-tennis ; as marksmen, oars- 
 
76 
 
 EFFICIENCY OF IRISH SCHOOLS. 
 
 men, in the hunting-field; at racquets, and at all 
 other manly pastimes, home-educated Irishmen may 
 also — as facts incontestably prove — come to the fore- 
 most rank.* 
 
 In short, there is nothing — no art, no science, no 
 literature, no pastime, no profession — in which home- 
 educated Irishmen may not become proficients. 
 
 Piety, learning, true manliness, artistic skill, physi- 
 cal strength and athletic agility, the clear head, the 
 refined and cultivated mind, a right understanding, 
 the strong arm, fleetness of foot, these may be all 
 acquired in Ireland. This facts make clear. And at 
 how small a cost, too, may these qualities and accom- 
 plishments be acquired ! With piety, and manliness, 
 and learning, and aesthetic culture, and health, and 
 strength, and energy, and activity, as characteristics 
 of his sons, any parent, at all reasonable, ought surely 
 to be content. And that one’s sons may grow up in 
 Ireland to be brave, good, energetic, learned, highly- 
 cultured, healthy, robust, athletic, is surely self- 
 evident. 
 
 Many of the distinguished Irishmen in the lists 
 in Part I. are now old men, the fathers of sons already 
 elderly. Others of them are the fathers of sons still 
 young enough to be at school. Many of the elderly 
 sons above-mentioned were educated at English 
 schools, and are altogether inferior to their fathers as 
 men of mind or action. How the sons who are still 
 at schools in England, as so many of them are, may 
 turn out it is impossible to say. But with the facts 
 brought to light throughout this treatise staring us in 
 
 * Thirteen of the XY. who beat the All England Team in February, 
 1887, at football were educated as boys in Ireland. 
 
CONCLUSION. 
 
 77 
 
 the face it would be unreasonable to expect of them 
 very much. 
 
 In regard to accent, the Irish parent who is ambi- 
 tious of an English accent for his sons, ought to re- 
 member, and take heart as he does so, the fact stated 
 in Part I., namely, that nearly all living Irishmen 
 of distinction were educated as boys exclusively in 
 Ireland. And how few are there of even our greatest 
 Irishmen who do not speak with more or less of an 
 Irish accent ? How many of them speak with a most 
 pronounced one ! And yet, what matters it ? An 
 Irish accent has not, as is evident, prevented large 
 numbers of Irish schoolboys in the past from rising to 
 the highest position, social and political, in the country, 
 as judges, bishops, Members of Parliament, and what 
 not : it does not prevent them now ; and it will not, we 
 may be sure, prevent them in the future. Indeed, I 
 am disposed to believe that an Irish accent rather 
 adds to than detracts from the popularity of our lead- 
 ing Irishmen in England. It should not be, of course, 
 for a moment assumed that an Irishman’s accent must 
 be necessarily vulgar because it points to Ireland as 
 the land of his birth. An Englishman’s accent points 
 in general to England as the land of his birth, as 
 a Scotchman’s similarly points to Scotland ; but an 
 Englishman’s accent is not considered necessarily vulgar 
 on this account ; neither is a Scotchman’s. “ Little 
 aberrations,” observed Johnson, with special reference 
 to the Scotch accent, “are of no disadvantage.” 
 
 An Irishman may speak with a decidedly Irish 
 accent, and yet his grammar may be faultless ; his 
 diction classical — free alike from affectation, solecisms, 
 grandiloquence, and slang ; his style excellent ; his 
 
73 
 
 EFFICIENCY OF IRISH SCHOOLS. 
 
 manner of speaking impressive, eloquent, persuasive; 
 his tone of voice gentle and refined; and his pronun- 
 ciation perfectly correct. 
 
 In regard to the manners of our Intermediate school- 
 boys in Ireland, these boys are for the most part the 
 sons of our respectable middle classes. Their manners 
 are accordingly what one might expect from boys of 
 such parentage. If, indeed, Irish schoolboys were 
 generally, as some of their silly detractors allege, rough 
 and rude, how is it that our Irish clergymen, barristers, 
 physicians and surgeons, engineers, country gentlemen, 
 &c., are not also generally rough and rude ? How 
 strange that they are not, if Irish schoolboys, as a rule, 
 are, seeing that these clergymen, barristers, doctors, 
 &c., were themselves nearly all in their time Irish 
 schoolboys, and are now, to speak generally, but Irish 
 schoolboys grown to man’s estate ! 
 
 Are we, indeed, in cold blood to admit that our 
 children cannot grow up nicely-mannered unless sent 
 for their education to England ? Why, would not 
 such an admission be manifestly tantamount to con- 
 demning as bad the manners of the thousands of Irish 
 ladies and gentlemen, old and young, who were never, 
 or only for a few days or weeks at a time, out of 
 Ireland in their lives ? Facts of which we are all 
 cognisant, facts to which we cannot close our eyes, 
 prohibit, of course, an admission that is reducible to 
 so palpable an absurdity. 
 
 “ But, generally speaking, it must be admitted,” 
 some one may say, “ that schoolboys in England are 
 more mannerly than schoolboys in Ireland.” There 
 are schools and schools. In some schools in England, 
 no doubt, the boys are more “ mannerly” than in 
 
CONCLUSION. 
 
 79 
 
 some schools in Ireland — this I am prepared to grant. 
 But then, on the other hand, the boys in some schools 
 in Ireland are more mannerly than those in some 
 schools in England. Thus, the admission on the one 
 side may be regarded as fully equivalent to that on 
 the other. All depends on the kind of school, be it 
 in England or Ireland, to which one chooses to send 
 his sons. There are plenty of schools in England at 
 which the manners of the boys are, like their morals, 
 exceedingly indifferent. Vulgar as well as well-bred 
 Englishmen have sons to educate, and money, too, 
 wherewith to pay for their education. What a dire 
 blow, indeed, it would be to the prosperity of English 
 schools, if all the boys who are not of gentle birth 
 were to be suddenly withdrawn from them ! 
 
 And this is certain : that, whatever may be said of 
 the manners of English as compared with those of 
 Irish schoolboys, the manners of the professional and 
 business men of England are not generally superior 
 to those of the home-educated professional and busi- 
 ness men of Ireland. Must not this seem strange to 
 him who has persuaded himself that the schoolboys 
 in the former country are, in the mass, superior in de- 
 portment and manners to those in the latter ? 
 
 And, after all, why should it be necessary for 
 us to send our children to English schools in order 
 to learn good manners ? “ Good-breeding,” as Lord 
 
 Chesterfield justly observes, “is the result of much 
 good sense, some good-nature, and a little self-denial.” 
 Hard, indeed, would be the lot of Irishmen, truly 
 strange their case, if these grand components of good- 
 breeding could not be acquired by their sons unless 
 sent in quest of them to England. 
 
8o 
 
 EFFICIENCY OF IRISH SCHOOLS. 
 
 One of the greatest advantages at present in educat- 
 ing one’s sons in Ireland is, no doubt, the Intermediate 
 examinations, which are open, annual, partly qualify- 
 ing, partly competitive (as all examinations should 
 be), and very ably conducted. The educational value 
 of these examinations has been again and again abun- 
 dantly proved by subsequent examinations. 
 
 The boys who distinguish themselves at the Inter- 
 mediates, and subsequently go to the Universities, 
 generally distinguish themselves also at the Universi- 
 ties, and, that, no matter whether they go to Oxford, 
 Cambridge, Trinity, or the Royal University — a fact 
 which alone proves that the Intermediate system is 
 a thoroughly sound one. If it were not so, such* 
 excellent results it could not produce. It may not 
 be generally known that in one year every one of the 
 twelve Entrance Exhibitions at T. C. D. were won by 
 Intermediate Exhibitioners, and that 90 per cent, of 
 these Exhibitions have been won by such since 1878. 
 
 There are no examinations for schoolboys in Eng- 
 land comparable to the Intermediates in Ireland, when 
 the publicity, popularity, comprehensiveness, and 
 generally excellent management of these examinations 
 are all at once taken into account ; none which give 
 at one and the same time such a stimulus to teachers 
 to teach and to pupils to learn with diligence. In 
 Ireland there are the Intermediate Result-Fees to 
 stimulate the teachers ; the Exhibitions, book-prizes, 
 money-prizes, and medals to stimulate both the pupils 
 and the teachers. In England there are no Inter- 
 mediate Result-fees to stimulate the teachers ; no 
 State-offered Exhibitions, book-prizes, money-prizes, and 
 medals to stimulate the pupils. Then there are, as 
 
CONCLUSION . 
 
 81 
 
 soon as the Intermediate examinations are over and 
 the results made known, the Examiners’ published 
 Reports; and then, following close upon these, the 
 many able, searching newspaper articles and letters 
 to comment on these Reports ; to review the general 
 results ; to criticise the questions ; to compare school 
 with school, contrasting the Honors, &c., won by one 
 school with those won by another, and so forth. 
 What incitements to work hard at school are there in 
 England, at once so thorough, so encouraging, so stimu- 
 lating, so above-board, to compare with these ? The 
 Intermediates are, in good truth, more precious than 
 gold to Irish parents who have their children at Irish 
 grammar-schools.* 
 
 The number of old English schoolboys — many of 
 them Oxford and Cambridge graduates— who are gain- 
 ing their livelihood by means of all sorts of menial oc- 
 cupations in all our colonial cities, is appalling. They 
 will be found among the ranks of cab-drivers, ’bus 
 conductors, porters, waiters, hangers-on at theatre doors, 
 newspaper “ boys,” and the like, to almost any number, 
 in Australia, Canada, New Zealand, South Africa, 
 and India. “ Large numbers are found,” writes Mr. 
 Pycroft in his Oxford Memories (vol. ii. p. 39), “ in the 
 Colonies as mere day labourers, and live among the 
 most pitiable of the waifs and strays.” Exceedingly 
 few home-educated Irishmen are reduced to such dole- 
 ful straits. The following paragraph is from a letter 
 which I lately received from an Assistant-Commissioner 
 in India: — “ I feel certain,” he observes, “that a boy 
 
 * My opinion of the great advantage to Ireland of the Intermediate 
 examinations is fully borne out by the “Extracts from the Reports of 
 the Examiners ” published each year after the examinations. 
 
82 
 
 EFFICIENCY OF IRISH SCHOOLS. 
 
 is better educated in Ireland than in England, and at 
 from one-third to one-half the cost. It is the want of 
 supervision in the case of lazy and dull boys which 
 is so fatal in large English schools. A clever boy 
 will make his way anywhere if industrious, but by 
 far the greater number of boys have but moderate 
 abilities, and are fiendishly lazy ! I see around me no 
 end of nice young fellows who have failed in all their 
 examinations at home, and have come out here on spec, 
 only too thankful to take appointments which twenty- 
 five years ago no gentleman would have looked at. I 
 have not met one Irish educated boy as yet ‘ on the loaf! ” 
 
 Two objections have been brought against my for- 
 mer book, Home Education. One reviewer urged : — 
 “ But the Irish boys who frequent English schools 
 are not, as a general rule, a hard-working set. They 
 are, for the most part, boys whose parents are of 
 independent means, and who consequently ‘ take it 
 easy/” and so forth. This I am prepared to grant. 
 Whatever be the reason for it, industry certainly does 
 not appear to be amongst the characteristic features 
 of English schools. Industry is, however, one of the 
 chief characteristics of Irish schools. The moral is 
 obvious : if you mean your sons to be industrious at 
 school, and to become distinguished afterwards, send 
 them to one of the schools which are pervaded, as 
 are those in Ireland, by an atmosphere of diligence; 
 not to one of the schools in England, the characteristic 
 feature of which is mischievous and ignoble idleness. 
 
 Another objected : “ But Irish boys may be possibly 
 cleverer, as a body, than English boys ; and it is pro- 
 bably to their superiority in cleverness that the remark- 
 able successes which so many of them achieve in 
 
CONCLUSION. 
 
 83 
 
 after life should be ascribed.’’ The answer to this 
 objection is not far to seek. If it be really true that 
 Irish are cleverer than English schoolboys, it is evident 
 that the more quick-witted Irish boy who is taught 
 for years in the same class with boys most of whom 
 are less bright, less intelligent than himself, is, so far 
 as his intellectual progress is concerned, at a consi- 
 derable disadvantage — another reason, evidently, why 
 Irish boys ought not to be sent to English schools for 
 their education. 
 
 Further, if the Irish is, indeed, naturally cleverer 
 than the English schoolboy, how comes it to pass that 
 Irish boys so seldom show any signs of their superiority 
 in cleverness unless when educated in their own 
 country ? 
 
 There must, beyond all doubt, have been many and 
 many a clever Irish boy among the hundreds and 
 hundreds who have been educated during the last 
 fifty years, say, in England ; and yet how exceeding 
 few of these would be worthy of an honoured place 
 in any list of distinguished Irishmen ! 
 
 Assuredly, if the Irish boys who have been for 
 years and years past going to school in England had 
 been well and wisely trained and taught in the schools 
 in which they spent the best years of their young 
 lives, the percentage of successful living Irishmen 
 who were educated in England would be a great deal 
 larger than it is (5*2). 
 
 Unmoved by what is regarded as “ fashionable,” 
 unshaken by the promise of a better accent and ad- 
 dress, many Irish parents have the strength of mind 
 to send their sons to schools in their own country, if, 
 after mature consideration, they come to the conclu- 
 
8 4 
 
 EFFICIENCY OF IRISH SCHOOLS. 
 
 sion that the substantial parts of a boy’s education — 
 namely, his religious and moral training, and sound 
 grounding in Classics and Mathematics — will be better 
 attended to in Ireland than in England ; that his 
 physical faculties will be attended to at least as 
 well; and that, in addition to these things, he will 
 be in Ireland, thanks to our system of supervision, 
 less subjected to such temptations and cruelties as are 
 common at the prefect-governed schools of England, 
 at which boys are left to themselves and their own 
 devices for a considerable portion of every day, and, 
 according to one well acquainted with the English 
 school system, are divided into “ despots and slaves.” * 
 That as places of education Irish schools are efficient 
 I have proved ; and the chief causes of their efficiency 
 I have explained : that for Irish boys English schools 
 are comparatively inefficient I have proved also. The 
 reader will, I trust, therefore, think that the name 
 which I have given to my Essay I have justified. 
 
 * Extract from the letter quoted in the Preface to the 6th edition 
 of Tom Brown's Schooldays , published in 1858. The entire sentence 
 in which the words occur is this: “ Whatever evils might arise from 
 supervision, they could hardly be greater than those produced by a 
 system which divides boys into despots and slaves.” How similar 
 these words to those of Sydney Smith in his Essay on “ Public Schools,” 
 published in 1810: “At a public school every boy is alternately tyrant 
 and slave ” ! Wherever fagging exists, there every boy is now, as ever, 
 “alternately tyrant and slave,” in 1889 just as much as eighty years 
 ago. 
 
 PE Ihi TED BY BALLANTYNE, HANSON AND CO. 
 EDINBURGH AND LONDON. 
 
HOME EDUCATION; 
 
 OR 
 
 IRISH SCHOOLS FOR IRISH BOYS . 
 By MAURICE C. HIME, M.A., LL.D., 
 
 [. Head-Master of Foyle College , Londonderry , 
 
 London : SIMPKIN, MARSHALL, & Co. 
 Dublin : SULLIVAN, BROS. 
 
 And all Booksellers. 
 
 Crown 8vo, cloth and gold, 330 pp., price 35. 6 d. 
 
 “There is much curious statistical information and a good deal in 
 Mr. Hime’s advocacy that will engage the attention of English School- 
 masters.” — Saturday Review . 
 
 “Dr. Hime’s book will be perused by very many with close attention, 
 and the excellence of his motives aud spirited manner of his performance 
 will be entirely appreciated, and, we trust, prove conspicuously useful.” 
 — Irish Times . 
 
 “This is an interesting book from the pen of an able scholar and 
 successful Schoolmaster. Educationists will find matter for thought 
 in the book. ” — Rock. 
 
 “ The pains taken with the boys in Irish Schools and the real teaching 
 which they receive are admirably illustrated by Dr. Hime. The book 
 contains practical suggestions and a great deal of valuable information, 
 which will be of the greatest service.” — School . 
 
 “A vigorous protest against a wholly unreasonable prejudice.” — 
 Belfast News-Letter. 
 
 [Over. 
 
( 2 ) 
 
 “Contains a great mass of facts and arguments which ought to be 
 considered by Irish parents .” — Northern Whig. 
 
 “The whole book will well repay the attention of parents. The lists 
 have clearly been made out with the greatest care and fairness.” — 
 Literary World . 
 
 “Dr. Hime’s arguments are exhaustive and cogent, and he supports 
 them with a body of evidence which will command attention .” — Daily 
 Express. 
 
 “Dr. Hime supports his contention by an able argument. The book 
 deserves the consideration of all Irishmen who are concerned about the 
 education of boys.” — Scotsman. 
 
 “The subject is very heartily discussed, and while it is possible that 
 some may consider the writer biassed, no one can doubt his thorough 
 earnestness of purpose, his skill in handling and arranging facts, his 
 appreciation of all the knotty questions of public school education and 
 discipline, and his knowledge of the subject. We commend what is a 
 really instructive book not only to those interested in education, but to 
 all who are apt to get unreasonably prejudiced against everything Irish.” 
 — Glasgow Herald. 
 
 “ Dr. Hime has indubitably made out his case, and done a service 
 to his country by his ably-written and well-reasoned essay .” — Freemans 
 Journal. 
 
 “We commend the book, which is a thoughtful and scholarly produc- 
 tion, to all interested in education, and particularly to Irishmen,, who 
 will do well to ponder deeply the questions it proposes .” — Army and 
 Navy Gazette. 
 
 “This work, from the versatile pen of the many-sided Head- Master of 
 Foyle College, adds one more to the long list of useful and instructive 
 volumes which Dr. Maurice Hime has published on Education and 
 School-Boy Life. As usual, he handles his subject with vigour, and it 
 goes without saying that he has produced a readable book. Let us hope 
 that it will be as widely read as it deserves to be .” — The Dublin Journal 
 of Medical Science. 
 

 
 
 
 
 
 
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