Moreover, under the Maynooth system young clerics are constantly called upon to take a part in the life of a lay community, towards which, when they entered college, they were in no position of responsibility, and upon which, so far as secular matters are concerned, when they emerge from their theological training, they are no better adapted to exercise a helpful influence.  In my experience of priests I have met with many in whom I recognised a sincere desire to attend to the material and social well-being of their flocks, but who certainly had not that breadth of view and understanding of human nature which perhaps contact with the laity during the years in which they were passing from discipline to authority might have given to them.  However this may be, it is clear and it is admitted that education as opposed to professional training of a high order is still, generally speaking, a want among the priests of Ireland, and I look forward to no greater boon from a University or University College for Roman Catholics than its influence, direct and indirect, on a body of men whose prestige and authority are necessarily so unique.

It is, therefore, to Trinity College, or the University of Dublin, that one would naturally turn as to a great centre of thought in Ireland for help in the theoretic aspects, at least, of the practical problems upon whose successful solution our national well-being depends.  Judged by the not unimportant test of the men it has supplied to the service of the State and country during its three centuries of educational activity, by the part it took in one of the brightest epochs of these three centuries—­the days when it gave Grattan to Grattan’s Parliament, by the work and reputation of the alumni it could muster to-day within and without its walls, our venerable seat of learning need not fear comparison with any similar institutions in Great Britain.  It may also, of course, be said that many men who have passed through Trinity College have impressed the thought of Ireland, and, indeed, of the world, in one way or another—­such men as, to take two very different examples, Burke and Thomas Davis—­but on some of the very best spirits amongst these men Trinity College and its atmosphere have exerted influence rather by repulsion than by attraction; and certainly their characteristics of temper or thought have not been of a kind which those best acquainted with the atmosphere of Trinity College associate with that institution.  Still nothing can detract from the credit of having educated such men.  But these tests and standards are, for my present purpose, irrelevant.  I am not writing a book on Irish educational history, or even a record of present-day Irish educational achievement.  I am rather trying, from the standpoint of a practical worker for national progress, to measure the reality and strength of the educational and other influences which are actually and actively operating on the character and intellect of the majority of the Irish people, moulding their thought and directing their action towards the upbuilding of our national life.