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
Hence it is that Cicero, in enumerating the various heads of mental
excellence, lays down the pursuit of Knowledge for its own sake, as the
first of them. “This pertains most of all to human nature,” he says, “for
we are all of us drawn to the pursuit of Knowledge; in which to excel we
consider excellent, whereas to mistake, to err, to be ignorant, to be
deceived, is both an evil and a disgrace.”(14) And he considers Knowledge
the very first object to which we are attracted, after the supply of our
physical wants. After the calls and duties of our animal existence, as
they may be termed, as regards ourselves, our family, and our neighbours,
follows, he tells us, “the search after truth. Accordingly, as soon as we
escape from the pressure of necessary cares, forthwith we desire to see,
to hear, and to learn; and consider the knowledge of what is hidden or is
wonderful a condition of our happiness.”
This passage, though it is but one of many similar passages in a multitude
of authors, I take for the very reason that it is so familiarly known to
us; and I wish you to observe, Gentlemen, how distinctly it separates the
pursuit of Knowledge from those ulterior objects to which certainly it can
be made to conduce, and which are, I suppose, solely contemplated by the
persons who would ask of me the use of a University or Liberal Education.
So far from dreaming of the cultivation of Knowledge directly and mainly
in order to our physical comfort and enjoyment, for the sake of life and
person, of health, of the conjugal and family union, of the social tie and
civil security, the great Orator implies, that it is only after our
physical and political needs are supplied, and when we are “free from
necessary duties and cares,” that we are in a condition for “desiring to
see, to hear, and to learn.” Nor does he contemplate in the least degree
the reflex or subsequent action of Knowledge, when acquired, upon those
material goods which we set out by securing before we seek it; on the
contrary, he expressly denies its bearing upon social life altogether,
strange as such a procedure is to those who live after the rise of the
Baconian philosophy, and he cautions us against such a cultivation of it
as will interfere with our duties to our fellow-creatures. “All these
methods,” he says, “are engaged in the investigation of truth; by the
pursuit of which to be carried off from public occupations is a
transgression of duty. For the praise of virtue lies altogether in action;
yet intermissions often occur, and then we recur to such pursuits; not to
say that the incessant activity of the mind is vigorous enough to carry us
on in the pursuit of knowledge, even without any exertion of our own.” The
idea of benefiting society by means of “the pursuit of science and
knowledge” did not enter at all into the motives which he would assign for
their cultivation.
Public-domain text, read in full here on John Shaqi.
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