This scheme, clumsy and illogical though it was, might have worked fairly well as long as the great majority of honour men read nothing but mathematics, classics, and perhaps theology, but it was condemned by the fact that the authorities allowed it to be superseded in practice by an elaborate system of private tuition paid for by the individual students. With the introduction of new subjects (like law, history, and various branches of science) and the development of the corresponding triposes, it became necessary to recast the scheme of teaching if adequate college instruction on such subjects was to be provided. The earliest appointment of a college lecturer (as contrasted with an assistant-tutor nominally attached to a particular side) was made in 1868, his lectures being open to all students of the Society, and his stipend not charged on the funds of a particular side. This was soon followed by the placing of all educational appointments and finance in the hands of the College without regard to sides; and shortly afterwards the lecture-room accommodation was considerably extended. About this time a further step was taken by throwing most of the advanced lectures open to members of other colleges. Thus in a few years instruction by tutorial sides was replaced by college lectures and class-work, and then this, to a large extent, by teaching organized on a university basis, supplemented by individual and catechetical instruction in college: with this, the custom of using private tuition has largely disappeared. Ultimately the title of assistant-tutor was dropped; the last appointment under that title was made in 1885, but from about 1870 we may say that practically the duties of an assistant-tutor were those of a lecturer. Thenceforth tutors also took their share of lecturing on subjects connected with their own lines of study, and did not confine their instruction to their own pupils, though for a year or two lectures on elementary mathematics and classics to freshmen on each particular side survived as a historic curiosity. These changes led to the existing scheme under which tutorial and tuition duties are separated, and thus the giving of direct instruction to his pupils is not now necessarily part of the duties of a tutor. The sequence of tutors on each side has been published, and I am sorely tempted to add various anecdotes on the way in which some of these officers fulfilled their duties, but such additions lie outside the object of this essay.