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The study focuses on examining the foundation, purpose and nature of Trinity College, Dublin in its formative period from 1592 to the 1630s. Through the study, an understanding of the nature of Trinity College's ensuing identity crisis is enhanced.
In order to clarify the reasons for establishing Trinity College, Dublin (TCD), this paper follows the process from being chartered by Queen Elizabeth I to obtaining a site for the campus and collection of building funds.
In charter and letter, the Queen made clear two purposes for establishing this institution. One was to provide "for the education, formation, and instruction of youths and students in the arts and faculties." The other was to prevent Irish students from going abroad to study at Catholic universities on the European continent where they would be "infected with popery and ill qualities."
Civility was the main theme of college education in England and Europe in the 17th century. This was connected with citizenship. A sound education also encouraged graduates to give effective support to civil government and aided in getting rid of incipient social disorder. Queen Elizabeth I wanted to secure lawful sovereignty in Ireland through education in the arts and faith.
How were these aims implemented at TCD? Trinity was identified with Protestantism while the vast majority of the population opted for Catholicism. Success was dependant on attracting students of Catholic background. As Dr. Elizabethanne Boran has pointed out, the government evaluated Trinity's achievements on the basis of promoting an ordinary university education in the arts and other faculties along with the Anglican faith. Thus, TCD was to be a Puritan seminary as much as an ordinary college. As a result, there were tensions between the government and TCD in pursuing the college's goals. Five successive provosts having Cambridge puritanical background maintained the character of TCD as a Puritan seminary. They implemented college statutes according to the Cambridge model.
This brings us to the question of the response of the Anglo-Irish and Gaelic communities to TCD's efforts to draw in their young members. The ethnic Irish component of the college student body was 35% of a total of 75 students in 1605. This same proportion was maintained through 1619. This meant that one of the original hopes of Elizabeth I in founding TCD was reached: attracting indigenous students.
However, the trend changed with the fall in enrollment of native Irish students to 15% in the years 1638 to 1641. This reflected a significant decline in the Irish and a new English dominance was quite marked.
This pattern foretold the beginning of a hardening of a religious divide between Protestants and Catholics in matriculation to TCD as time went on. A method to resolve this aspect of Irish university enrollment extending beyond TCD was indicated in a suggestion of "pluralist Ireland" by Mary Robinson, the former president of Ireland.
In order to clarify the reasons for establishing Trinity College, Dublin (TCD), this paper follows the process from being chartered by Queen Elizabeth I to obtaining a site for the campus and collection of building funds.
In charter and letter, the Queen made clear two purposes for establishing this institution. One was to provide "for the education, formation, and instruction of youths and students in the arts and faculties." The other was to prevent Irish students from going abroad to study at Catholic universities on the European continent where they would be "infected with popery and ill qualities."
Civility was the main theme of college education in England and Europe in the 17th century. This was connected with citizenship. A sound education also encouraged graduates to give effective support to civil government and aided in getting rid of incipient social disorder. Queen Elizabeth I wanted to secure lawful sovereignty in Ireland through education in the arts and faith.
How were these aims implemented at TCD? Trinity was identified with Protestantism while the vast majority of the population opted for Catholicism. Success was dependant on attracting students of Catholic background. As Dr. Elizabethanne Boran has pointed out, the government evaluated Trinity's achievements on the basis of promoting an ordinary university education in the arts and other faculties along with the Anglican faith. Thus, TCD was to be a Puritan seminary as much as an ordinary college. As a result, there were tensions between the government and TCD in pursuing the college's goals. Five successive provosts having Cambridge puritanical background maintained the character of TCD as a Puritan seminary. They implemented college statutes according to the Cambridge model.
This brings us to the question of the response of the Anglo-Irish and Gaelic communities to TCD's efforts to draw in their young members. The ethnic Irish component of the college student body was 35% of a total of 75 students in 1605. This same proportion was maintained through 1619. This meant that one of the original hopes of Elizabeth I in founding TCD was reached: attracting indigenous students.
However, the trend changed with the fall in enrollment of native Irish students to 15% in the years 1638 to 1641. This reflected a significant decline in the Irish and a new English dominance was quite marked.
This pattern foretold the beginning of a hardening of a religious divide between Protestants and Catholics in matriculation to TCD as time went on. A method to resolve this aspect of Irish university enrollment extending beyond TCD was indicated in a suggestion of "pluralist Ireland" by Mary Robinson, the former president of Ireland.
목차
머리말
Ⅰ. 트리니티 - 대학의 설립
Ⅱ. civilitas와 국가의 통치 강화
Ⅲ. 트리니티의 성격에 대한 입장 차이
Ⅳ. 케임브리지 출신의 초기 학장들
Ⅴ. 대학 구성 학생들의 인종 배경
맺음말
Abstract
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UCI(KEPA) : I410-ECN-0101-2009-911-015593932