Newman Idea Of A University Quotes

If then a practical end must be assigned to a University course, I say it is that of training good members of society... It is the education which gives a man a clear, conscious view of their own opinions and judgements, a truth in developing them, an eloquence in expressing them, and a force in urging them. It teaches him to see things as they are, to go right to the point, to disentangle a skein of thought to detect what is sophistical and to discard what is irrelevant.

A university training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society…It is the education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them and a force in urging them.

Certainly a liberal education does manifest itself in a courtesy, propriety, and polish of word and action, which is beautiful in itself, and acceptable to others; but it does much more. It brings the mind into form,—for the mind is like the body.

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.

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

The nature of the case and the history of philosophy combine to recommend to us this division of intellectual labour between Academies and Universities. To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person. He, too, who spends his day in dispensing his existing knowledge to all comers is unlikely to have either leisure or energy to acquire new.

I am speaking of University Education, which implies an extended range of reading, which has to deal with standard works of genius, or what are called the classics of a language: and I say, from the nature of the case, if Literature is to be made a study of human nature, you cannot have a Christian Literature. It is a contradiction in terms to attempt a sinless Literature of a sinful man.

While the world lasts, will Aristotle's doctrine on these matters last, for he is the oracle of nature and of truth. While we are men, we cannot help, to a great extent, being Aristotelians, for the great Master does but analyze the thoughts, feelings, views, and opinions of human kind.

The Idea of the University, Cardinal John Henry Newman’s great work defining how the republic of the mind should be governed, hailed the importance of increasing the breadth of understanding, promoting excellence in scholarship, advancing student dialogue and freedom of expression and inquiry.

And this is the sense of the word "grammar" which our inaccurate student detests, and this is the sense of the word which every sensible tutor will maintain. His maxim is "a little, but well"; that is, really know what you say you know: know what you know and what you do not know; get one thing well before you go on to a second; try to ascertain what your words mean; when you read a sentence, picture it before your mind as a whole, take in the truth or information contained in it, express it in your own words, and, if it be important, commit it to the faithful memory. Again, compare one idea with another; adjust truths and facts; form them into one whole, or notice the obstacles which occur in doing so. This is the way to make progress; this is the way to arrive at results; not to swallow knowledge, but (according to the figure sometimes used) to masticate and digest it.

In Dublin in 1852, Newman delivered a series of nine discourses intended to set the tone for a proposed Catholic university in Ireland. These discourses represent, to my mind, the finest modern attempt to unite the twin legacies of Athens and Jerusalem. Though the university was never built, the discourses were published as The Idea of a University, and in this form they continue to beckon believers in the Christian revelation to consider the legacy of the ancients.

Do not suppose, that in thus appealing to the ancients, I am throwing back the world 2,000 years, & fettering Philosophy with the reasonings of paganism. While the world lasts, will Aristotle's doctrine on these matters last, for he is the oracle of nature and of truth. While we are men, we cannot help, to a great extent, being Aristotelians, for the great Master does but analyze the thoughts, feelings, views, and opinions of human kind. He has told us the meaning of our own words and ideas, before we were born. In many subject-matters, to think correctly, is to think like Aristotle; and we are his disciples whether we will or no, though we may not know it.

Certainly a liberal education does manifest itself in a courtesy, propriety, and polish of word and action, which is beautiful in itself, and acceptable to others; but it does much more.

I owe Kent Joosten of the Johnson Space Center, NASA, even more gratitude than usual for his contribution to the cephalopod sections. Thanks also to Eric Brown and Simon Bradshaw for reading manuscript drafts. • The idea that squid and other cephalopods may be intelligent is real. A recent reference is New Scientist of 7 June 1997; Cephalopod Behaviour by R. T. Hanlon and J. B. Messenger (Cambridge University Press, 1996) was a valuable source. • The riches available to us from the asteroids and other extraterrestrial resources, and plans to exploit those riches, are real. A good recent survey is Mining the Sky by John S. Lewis (Addison Wesley, 1996). • The probabilistic doomsday prediction called here the “Carter catastrophe” is real. It has been well expressed by John Leslie in The End of the World (Routledge, 1996). • The “Feynman radio” idea of using advanced electromagnetic waves to pick up messages from the future is real. This has actually been attempted, for example by I. Schmidt and R. Newman (Bulletin of the American Physical Society, vol. 25, p. 581, 1979). And the extension of the idea to quantum mechanics (the “transactional interpretation”) is real. See John Cramer, Reviews of Modern Physics, vol. 58, p. 647, 1986. • Cruithne, Earth’s “second Moon,” is real. Its peculiar properties were reported in Nature, vol. 387, p. 685, 1997. • The “quark-nugget” idea of collapsed matter, with its potentially disastrous implications, is real. It was proposed by E. Witten in “Cosmic Separation of Phases,” Physical Review D, vol. 30, p. 272, 1984. • The physics of the possible far future drawn here is real. A classic reference is “Time without End: Physics and Biology in an Open Universe,” F. Dyson, Review of Modern Physics, vol. 51, p. 447, 1979. • The idea that our universe is one of an evolutionary family is real. A recent variant of the theory has been developed by L. Smolin in his book The Life of the Cosmos (Oxford University Press, 1997). • The notion of vacuum decay is real. It was explored by P. Hut and M. Rees in “How Stable Is Our Vacuum?” Nature, vol. 302, p. 508, 1983. The rest is fiction.