Discourse IX.
Duties Of The Church Towards Knowledge.
1.
I have to congratulate myself, Gentlemen, that at length I have accomplished, with whatever success, the difficult and anxious undertaking to which I have been immediately addressing myself. Difficult and anxious it has been in truth, though the main subject of University Teaching has been so often and so ably discussed already; for I have attempted to follow out a line of thought more familiar to Protestants just now than to Catholics, upon Catholic grounds. I declared my intention, when I opened the subject, of treating it as a philosophical and practical, rather than as a theological question, with an appeal to common sense, not to ecclesiastical rules; and for this very reason, while my argument has been less ambitious, it has been deprived of the lights and supports which another mode of handling it would have secured.
No anxiety, no effort of mind is more severe than his, who in a difficult matter has it seriously at heart to investigate without error and to instruct without obscurity; as to myself, if the past discussion has at any time tried the patience of the kind persons who have given it their attention, I can assure them that on no one can it have inflicted so great labour and fatigue as [pg 213] on myself. Happy they who are engaged in provinces of thought, so familiarly traversed and so thoroughly explored, that they see every where the footprints, the paths, the landmarks, and the remains of former travellers, and can never step wrong; but for myself, Gentlemen, I have felt like a navigator on a strange sea, who is out of sight of land, is surprised by night, and has to trust mainly to the rules and instruments of his science for reaching the port. The everlasting mountains, the high majestic cliffs, of the opposite coast, radiant in the sunlight, which are our ordinary guides, fail us in an excursion such as this; the lessons of antiquity, the determinations of authority, are here rather the needle, chart, and plummet, than great objects, with distinct and continuous outlines and completed details, which stand up and confront and occupy our gaze, and relieve us from the tension and suspense of our personal observation. And thus, in spite of the pains we may take to consult others and avoid mistakes, it is not till the morning comes and the shore greets us, and we see our vessel making straight for harbour, that we relax our jealous watch, and consider anxiety irrational. Such in a measure has been my feeling in the foregoing inquiry; in which indeed I have been in want neither of authoritative principles nor distinct precedents, but of treatises in extenso on the subject on which I have written,—the finished work of writers, who, by their acknowledged judgment and erudition, might furnish me for my private guidance with a running instruction on each point which successively came under review.
I have spoken of the arduousness of my “immediate” undertaking, because what I have been attempting has been of a preliminary nature, not contemplating the duties of the Church towards a University, nor the [pg 214] characteristics of a University which is Catholic, but inquiring what a University is, what is its aim, what its nature, what its bearings. I have accordingly laid down first, that all branches of knowledge are, at least implicitly, the subject-matter of its teaching; that these branches are not isolated and independent one of another, but form together a whole or system; that they run into each other, and complete each other, and that, in proportion to our view of them as a whole, is the exactness and trustworthiness of the knowledge which they separately convey; that the process of imparting knowledge to the intellect in this philosophical way is its true culture; that such culture is a good in itself; that the knowledge which is both its instrument and result is called Liberal Knowledge; that such culture, together with the knowledge which effects it, may fitly be sought for its own sake; that it is, however, in addition, of great secular utility, as constituting the best and highest formation of the intellect for social and political life; and lastly, that, considered in a religious aspect, it concurs with Christianity a certain way, and then diverges from it; and consequently proves in the event, sometimes its serviceable ally, sometimes, from its very resemblance to it, an insidious and dangerous foe.
Though, however, these Discourses have only professed to be preliminary, being directed to the investigation of the object and nature of the Education which a University professes to impart, at the same time I do not like to conclude without making some remarks upon the duties of the Church towards it, or rather on the ground of those duties. If the Catholic Faith is true, a University cannot exist externally to the Catholic pale, for it cannot teach Universal Knowledge if it does not teach Catholic theology. This is certain; but still, though it [pg 215] had ever so many theological Chairs, that would not suffice to make it a Catholic University; for theology would be included in its teaching only as a branch of knowledge, only as one out of many constituent portions, however important a one, of what I have called Philosophy. Hence a direct and active jurisdiction of the Church over it and in it is necessary, lest it should become the rival of the Church with the community at large in those theological matters which to the Church are exclusively committed,—acting as the representative of the intellect, as the Church is the representative of the religious principle. The illustration of this proposition shall be the subject of my concluding Discourse.