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
Useful Knowledge then, I grant, has done its work; and Liberal Knowledge
as certainly has not done its work,—that is, supposing, as the objectors
assume, its direct end, like Religious Knowledge, is to make men better;
but this I will not for an instant allow, and, unless I allow it, those
objectors have said nothing to the purpose. I admit, rather I maintain,
what they have been urging, for I consider Knowledge to have its end in
itself. For all its friends, or its enemies, may say, I insist upon it,
that it is as real a mistake to burden it with virtue or religion as with
the mechanical arts. Its direct business is not to steel the soul against
temptation or to console it in affliction, any more than to set the loom
in motion, or to direct the steam carriage; be it ever so much the means
or the condition of both material and moral advancement, still, taken by
and in itself, it as little mends our hearts as it improves our temporal
circumstances. And if its eulogists claim for it such a power, they commit
the very same kind of encroachment on a province not their own as the
political economist who should maintain that his science educated him for
casuistry or diplomacy. Knowledge is one thing, virtue is another; good
sense is not conscience, refinement is not humility, nor is largeness and
justness of view faith. Philosophy, however enlightened, however profound,
gives no command over the passions, no influential motives, no vivifying
principles. Liberal Education makes not the Christian, not the Catholic,
but the gentleman. It is well to be a gentlemen, it is well to have a
cultivated intellect, a delicate taste, a candid, equitable, dispassionate
mind, a noble and courteous bearing in the conduct of life;—these are the
connatural qualities of a large knowledge; they are the objects of a
University; I am advocating, I shall illustrate and insist upon them; but
still, I repeat, they are no guarantee for sanctity or even for
conscientiousness, they may attach to the man of the world, to the
profligate, to the heartless,—pleasant, alas, and attractive as he shows
when decked out in them. Taken by themselves, they do but seem to be what
they are not; they look like virtue at a distance, but they are detected
by close observers, and on the long run; and hence it is that they are
popularly accused of pretence and hypocrisy, not, I repeat, from their own
fault, but because their professors and their admirers persist in taking
them for what they are not, and are officious in arrogating for them a
praise to which they have no claim. Quarry the granite rock with razors,
or moor the vessel with a thread of silk; then may you hope with such keen
and delicate instruments as human knowledge and human reason to contend
against those giants, the passion and the pride of man.
Public-domain text, read in full here on John Shaqi.
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