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
Nor is this all; they trust to the influence of the modern sciences on
what may be called the Imagination. When any thing, which comes before us,
is very unlike what we commonly experience, we consider it on that account
untrue; not because it really shocks our reason as improbable, but because
it startles our imagination as strange. Now, Revelation presents to us a
perfectly different aspect of the universe from that presented by the
Sciences. The two informations are like the distinct subjects represented
by the lines of the same drawing, which, accordingly as they are read on
their concave or convex side, exhibit to us now a group of trees with
branches and leaves, and now human faces hid amid the leaves, or some
majestic figures standing out from the branches. Thus is faith opposed to
sight: it is parallel to the contrast afforded by plane astronomy and
physical; plane, in accordance with our senses, discourses of the sun’s
rising and setting, while physical, in accordance with our reason,
asserts, on the contrary, that the sun is all but stationary, and that it
is the earth that moves. This is what is meant by saying that truth lies
in a well; phenomena are no measure of fact; _primâ facie_
representations, which we receive from without, do not reach to the real
state of things, or put them before us simply as they are.
While, then, Reason and Revelation are consistent in fact, they often are
inconsistent in appearance; and this seeming discordance acts most keenly
and alarmingly on the Imagination, and may suddenly expose a man to the
temptation, and even hurry him on to the commission, of definite acts of
unbelief, in which reason itself really does not come into exercise at
all. I mean, let a person devote himself to the studies of the day; let
him be taught by the astronomer that our sun is but one of a million
central luminaries, and our earth but one of ten million globes moving in
space; let him learn from the geologist that on that globe of ours
enormous revolutions have been in progress through innumerable ages; let
him be told by the comparative anatomist of the minutely arranged system
of organized nature; by the chemist and physicist, of the peremptory yet
intricate laws to which nature, organized and inorganic, is subjected; by
the ethnologist, of the originals, and ramifications, and varieties, and
fortunes of nations; by the antiquarian, of old cities disinterred, and
primitive countries laid bare, with the specific forms of human society
once existing; by the linguist, of the slow formation and development of
languages; by the psychologist, the physiologist, and the economist, of
the subtle, complicated structure of the breathing, energetic, restless
world of men; I say, let him take in and master the vastness of the view
thus afforded him of Nature, its infinite complexity, its awful
comprehensiveness, and its diversified yet harmonious colouring; and then,
Public-domain text, read in full here on John Shaqi.
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