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
Just are the ways of God.
And justifiable to men;
Unless there be who think not God at all;
If any be, they walk obscure,
For of such doctrine never was there school,
But the heart of the fool,
And no man therein doctor but himself.
But men there be, who doubt His ways not just,
As to His own edicts found contradicting,
Then give the reins to wandering thought,
Regardless of His glory’s diminution;
Till, by their own perplexities involved,
They ravel more, still less resolved,
But never find self-satisfying solution.
And now take the opening stanza of Thalaba:—
How beautiful is night
A dewy freshness fills the silent air;
No mist obscures, nor cloud, nor speck, nor stain,
Breaks the serene of heaven.
In full-orb’d glory yonder Moon divine
Rolls through the dark blue depths.
Beneath her steady ray
The desert circle spreads,
Like the round ocean girdled with the sky.
How beautiful is night!
Does not Southey show to advantage here? yet the voice of the world
proclaims Milton pre-eminently a poet; and no one can affect a doubt of
the delicacy and exactness of his ear. Yet, much as he did for the
language in verse and in prose, he left much for other artists to do after
him, which they have successfully accomplished. We see the fruit of the
literary labours of Pope, Thomson, Gray, Goldsmith, and other poets of the
eighteenth century, in the musical eloquence of Southey.
3.
So much for the process; now for its termination. I think it is brought
about in some such way as the following:—
The influence of a great classic upon the nation which he represents is
twofold; on the one hand he advances his native language towards its
perfection; but on the other hand he discourages in some measure any
advance beyond his own. Thus, in the parallel case of science, it is
commonly said on the continent, that the very marvellousness of Newton’s
powers was the bane of English mathematics: inasmuch as those who
succeeded him were content with his discoveries, bigoted to his methods of
investigation, and averse to those new instruments which have carried on
the French to such brilliant and successful results. In Literature, also,
there is something oppressive in the authority of a great writer, and
something of tyranny in the use to which his admirers put his name. The
school which he forms would fain monopolize the language, draws up canons
of criticism from his writings, and is intolerant of innovation. Those who
come under its influence are dissuaded or deterred from striking out a
path of their own. Thus Virgil’s transcendent excellence fixed the
character of the hexameter in subsequent poetry, and took away the
chances, if not of improvement, at least of variety. Even Juvenal has much
of Virgil in the structure of his verse. I have known those who prefer the
rhythm of Catullus.
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