broke from his fastest friend, Sheridan; he slunk away from his fondest admirer, Pope. His laugh jars on one's ear after seven score years. He was always alone-alone and gnashing in the darkness, except when Stella's sweet smile came and shone upon him. When that went, silence and utter night closed over him. An immense genius: an awful downfall and ruin. So great a man he seems to me, that thinking of him is like thinking of an empire falling. We have other great names to mention-none I think, however, so great or so gloomy. INTRODUCTORY NOTE JOHN HENRY NEWMAN was born in London, February 21, 1801. Going up to Oxford at sixteen, he gained a scholarship at Trinity College, and after graduation became fellow and tutor of Oriel, then the most alive, intellectually, of the Oxford colleges. He took orders, and in 1828 was appointed vicar of St. Mary's, the university church. In 1832 he had to resign his tutorship on account of a difference of opinion with the head of the college as to his duties and responsibilities, Newman regarding his function as one of a "substantially religious nature." Returning to Oxford the next year from a journey on the Continent, he began, in cooperation with R. H. Froude and others, the publication of the "Tracts for the Times," a series of pamphlets which gave a name to the "Tractarian" or "Oxford" movement for the defence of the "doctrine of apostolical succession and the integrity of the Prayer-Book." After several years of agitation, during which Newman came to exercise an extraordinary influence in Oxford, the movement and its leader fell under the official ban of the university and of the Anglican bishops, and Newman withdrew from Oxford, feeling that the Anglican Church had herself destroyed the defences which he had sought to build for her. In October, 1845, he was received into the Roman Church. The next year he went to Rome, and on his return introduced into England the institute of the Oratory. In 1854 he went to Dublin for four years as rector of the new Catholic university, and while there wrote his volume on the "Idea of a University," in which he expounds with wonderful clearness of thought and beauty of language his view of the aim of education. In 1879 he was created cardinal in recognition of his services to the cause of religion in England, and in 1890 he died. Of the history of Newman's religious opinions and influence no hint can be given here. The essays which follow do, indeed, imply important and fundamental elements of his system of belief; but they can be taken in detachment as the exposition of a view of the nature and value of culture by a man who was himself the fine flower of English university training and a master of English prose. THE IDEA OF A UNIVERSITY I I. WHAT IS A UNIVERSITY? F I were asked to describe as briefly and popularly as I could, what a University was, I should draw my answer from its ancient designation of a Studium Generale, or "School of Universal Learning." This description implies the assemblage of strangers from all parts in one spot--from all parts; else, how will you find professors and students for every department of knowledge? and in one spot; else, how can there be any school at all? Accordingly, in its simple and rudimental form, it is a school of knowledge of every kind, consisting of teachers and learners from every quarter. Many things are requisite to complete and satisfy the idea embodied in this description; but such as this a University seems to be in its essence, a place for the communication and circulation of thought, by means of personal intercourse, through a wide extent of country. There is nothing far-fetched or unreasonable in the idea thus presented to us; and if this be a University, then a University does but contemplate a necessity of our nature, and is but one specimen in a particular medium, out of many which might be adduced in others, of a provision for that necessity. Mutual education, in a large sense of the word, is one of the great and incessant occupations of human society, carried on partly with set purpose, and partly not. One generation forms another; and the existing generation is ever acting and reacting upon itself in the persons of its individual members. Now, in this process, } books, I need scarcely say, that is, the litera scripta, are one special instrument. It is true; and emphatically so in this age. Considering the prodigious powers of the press, |