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
First-rate excellence in literature, as in other matters, is either an
accident or the outcome of a process; and in either case demands a course
of years to secure. We cannot reckon on a Plato, we cannot force an
Aristotle, any more than we can command a fine harvest, or create a coal
field. If a literature be, as I have said, the voice of a particular
nation, it requires a territory and a period, as large as that nation’s
extent and history, to mature in. It is broader and deeper than the
capacity of any body of men, however gifted, or any system of teaching,
however true. It is the exponent, not of truth, but of nature, which is
true only in its elements. It is the result of the mutual action of a
hundred simultaneous influences and operations, and the issue of a hundred
strange accidents in independent places and times; it is the scanty
compensating produce of the wild discipline of the world and of life, so
fruitful in failures; and it is the concentration of those rare
manifestations of intellectual power, which no one can account for. It is
made up, in the particular language here under consideration, of human
beings as heterogeneous as Burns and Bunyan, De Foe and Johnson, Goldsmith
and Cowper, Law and Fielding, Scott and Byron. The remark has been made
that the history of an author is the history of his works; it is far more
exact to say that, at least in the case of great writers, the history of
their works is the history of their fortunes or their times. Each is, in
his turn, the man of his age, the type of a generation, or the interpreter
of a crisis. He is made for his day, and his day for him. Hooker would not
have been, but for the existence of Catholics and Puritans, the defeat of
the former and the rise of the latter; Clarendon would not have been
without the Great Rebellion; Hobbes is the prophet of the reaction to
scoffing infidelity; and Addison is the child of the Revolution and its
attendant changes. If there be any of our classical authors, who might at
first sight have been pronounced a University man, with the exception of
Johnson, Addison is he; yet even Addison, the son and brother of
clergymen, the fellow of an Oxford Society, the resident of a College
which still points to the walk which he planted, must be something more,
in order to take his place among the Classics of the language, and owed
the variety of his matter to his experience of life, and to the call made
on his resources by the exigencies of his day. The world he lived in made
him and used him. While his writings educated his own generation, they
have delineated it for all posterity after him.
3.
Public-domain text, read in full here on John Shaqi.
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