The Idea of a University Defined and Illustrated: In Nine Discourses Delivered to the Catholics of DublinNewman, John Henry
Religion
The Idea of a University Defined and Illustrated: In Nine Discourses Delivered to the Catholics of Dublin
Newman, John Henry
Education, Higher; Universities and colleges
He was supported in the controversy, on the same general principles, but
with more of method and distinctness, and, I will add, with greater force
and beauty and perfection, both of thought and of language, by the other
distinguished writer, to whom I have already referred, Mr. Davison; who,
though not so well known to the world in his day, has left more behind him
than the Provost of Oriel, to make his name remembered by posterity. This
thoughtful man, who was the admired and intimate friend of a very
remarkable person, whom, whether he wish it or not, numbers revere and
love as the first author of the subsequent movement in the Protestant
Church towards Catholicism,(22) this grave and philosophical writer, whose
works I can never look into without sighing that such a man was lost to
the Catholic Church, as Dr. Butler before him, by some early bias or some
fault of self-education—he, in a review of a work by Mr. Edgeworth on
Professional Education, which attracted a good deal of attention in its
day, goes leisurely over the same ground, which had already been rapidly
traversed by Dr. Copleston, and, though professedly employed upon Mr.
Edgeworth, is really replying to the northern critic who had brought that
writer’s work into notice, and to a far greater author than either of
them, who in a past age had argued on the same side.
4.
The author to whom I allude is no other than Locke. That celebrated
philosopher has preceded the Edinburgh Reviewers in condemning the
ordinary subjects in which boys are instructed at school, on the ground
that they are not needed by them in after life; and before quoting what
his disciples have said in the present century, I will refer to a few
passages of the master. “’Tis matter of astonishment,” he says in his work
on Education, “that men of quality and parts should suffer themselves to
be so far misled by custom and implicit faith. Reason, if consulted with,
would advise, that their children’s time should be spent in acquiring what
might be _useful_ to them, when they come to be men, rather than that
their heads should be stuffed with a deal of trash, a great part whereof
they usually never do (’tis certain they never need to) think on again as
long as they live; and so much of it as does stick by them they are only
the worse for.”
And so again, speaking of verse-making, he says, “I know not what reason a
father can have to wish his son a poet, who does not desire him to _bid
defiance to all other callings and business_; which is not yet the worst
of the case; for, if he proves a successful rhymer, and gets once the
reputation of a wit, I desire it to be considered, what company and places
he is likely to spend his time in, nay, and estate too; for it is very
seldom seen that any one discovers _mines of gold or silver in Parnassus_.
’Tis a pleasant air, but a barren soil.”
Public-domain text, read in full here on John Shaqi.
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