Cambridge and its history : with sixteen illustrations in colour by Maxwell Armfield, and sixteen other illustrations . ges ;and from the educational as well as the material stand-point the saying was true. Before then privatetutors largely usurped the place which should havebeen filled by lecturers and professors ; and, exceptthe comparatively few whose courses had some relationto degree studies, professors had few undergraduateauditors. In the eighteenth century many of themwere non-resident : others, who were resident, didnot lecture. Gray, the poet, never once lecturedas Professor of Moder
Cambridge and its history : with sixteen illustrations in colour by Maxwell Armfield, and sixteen other illustrations . ges ;and from the educational as well as the material stand-point the saying was true. Before then privatetutors largely usurped the place which should havebeen filled by lecturers and professors ; and, exceptthe comparatively few whose courses had some relationto degree studies, professors had few undergraduateauditors. In the eighteenth century many of themwere non-resident : others, who were resident, didnot lecture. Gray, the poet, never once lecturedas Professor of Modern History. Watson, who from1782 to 1816 combined the Regius Professorship ofDivinity with the bishopric of Llandaff, lived chieflyat Windermere, and appointed a hack to performhis lectures. Infirmity or the excuse that there wasno available classroom was accepted as valid groundfor the pretermission of the duties of a chair. WhenEdward Daniel Clarke was appointed to the newProfessorship of Mineralogy in 1808 there was nophicc for him to lecture in : so Martyn, Professorof Botany, obligingly gave up to him his room. THE REFORMED COLLEGES 131 in the Botanical Garden, which he did not requirehimself. Before i860 experimental science, other than inphysics, was almost entirely excluded from the under-graduates course of study. Charles Darwin, whoresided at Christs from 1838 to 1831, said thatthe study of Paleys Evidences of Christianity was theonly part of the academical course which was of theleast use to him in the education of his mind. FrancisBacon,^Jn his Advance^nent of Learning, recogniseda main defect of university education in his day. Certain it is that unto the deep, fruitful and operative use ofmany sciences, specially natural philosophy and physic, booksbe not only the instrumentals. . There will hardly be any mainproficience in the disclosing of nature except there be some allow-ance for expenses about experiments, whether they be experimentsappertaining to Vulcanus or
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