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
Such are the main principles of the Discourses which follow; though it
would be unreasonable for me to expect that I have treated so large and
important a field of thought with the fulness and precision necessary to
secure me from incidental misconceptions of my meaning on the part of the
reader. It is true, there is nothing novel or singular in the argument
which I have been pursuing, but this does not protect me from such
misconceptions; for the very circumstance that the views I have been
delineating are not original with me may lead to false notions as to my
relations in opinion towards those from whom I happened in the first
instance to learn them, and may cause me to be interpreted by the objects
or sentiments of schools to which I should be simply opposed.
For instance, some persons may be tempted to complain, that I have
servilely followed the English idea of a University, to the disparagement
of that Knowledge which I profess to be so strenuously upholding; and they
may anticipate that an academical system, formed upon my model, will
result in nothing better or higher than in the production of that
antiquated variety of human nature and remnant of feudalism, as they
consider it, called “a gentleman.”(1) Now, I have anticipated this charge
in various parts of my discussion; if, however, any Catholic is found to
prefer it (and to Catholics of course this Volume is primarily addressed),
I would have him first of all ask himself the previous question, _what_ he
conceives to be the reason contemplated by the Holy See in recommending
just now to the Irish Hierarchy the establishment of a Catholic
University? Has the Supreme Pontiff recommended it for the sake of the
Sciences, which are to be the matter, and not rather of the Students, who
are to be the subjects, of its teaching? Has he any obligation or duty at
all towards secular knowledge as such? Would it become his Apostolical
Ministry, and his descent from the Fisherman, to have a zeal for the
Baconian or other philosophy of man for its own sake? Is the Vicar of
Christ bound by office or by vow to be the preacher of the theory of
gravitation, or a martyr for electro-magnetism? Would he be acquitting
himself of the dispensation committed to him if he were smitten with an
abstract love of these matters, however true, or beautiful, or ingenious,
or useful? Or rather, does he not contemplate such achievements of the
intellect, as far as he contemplates them, solely and simply in their
relation to the interests of Revealed Truth? Surely, what he does he does
for the sake of Religion; if he looks with satisfaction on strong temporal
governments, which promise perpetuity, it is for the sake of Religion; and
if he encourages and patronizes art and science, it is for the sake of
Religion. He rejoices in the widest and most philosophical systems of
intellectual education, from an intimate conviction that Truth is his real
ally, as it is his profession; and that Knowledge and Reason are sure
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