Some major ideas and themes from Newman's reflections on the University:

The discussion of controversial topics, free from the interference of Church authorities, aids in the discernment of truth, and has been the normal mode of proceeding throughout Church history.
"There was never a time when the intellect of the educated class was more active, or rather more restless, than in the middle ages.  And then again all through Church history from the first, how slow is authority in interfering!  Perhaps a local teacher, or a doctor in some local school, hazards a proposition, and a controversy ensues.  It smoulders or burns in one place, no one interposing; Rome simply lets it alone.  Then it comes before a Bishop; or some priest, or some professor in some other seat of learning takes it up; and then there is a second stage of it.  Then it comes before a University, and it may be condemned by the theological faculty.  So the controversy proceeds year after year, and Rome is still silent.  An appeal perhaps is next made to a seat of authority inferior to Rome; and then at last after a long while it comes before the supreme power.  Meanwhile, the question has been ventilated and turned over and over again, and viewed on every side of it, and authority is called upon to pronounce a decision, which has already been arrived at by reason.  But even then, perhaps the surpreme authority hesitates to do so, and nothing is determined on the point for years: or so generally and vaguely, that the whole controversy has to be gone through again, before it is ultimately determined.  It is manifest how a mode of proceeding, such as this, tends not only to the liberty, but to the courage, of the individual theologian or controversialist.  Many a man has ideas, which he hopes are true, and useful for his day, but he is not confident about them, and wishes to have them discussed.  He is willing, or rather would be thankful, to give them up, if they can be proved to be erroneous or dangerous, and by means of controversy he obtains his end.  He is answered, and he yields; or on the contrary he finds that he is considered safe.  He would not dare do this, if he knew an authoirty, which was supreme and final, was watching every word he said, and made signs of assent or dissent to each sentence, as he uttered it.  Then indeed he would be fighting, as the Persian soldiers, under the lash, and the freedom of his intellect might truly be said to be beaten out of him."
From Chapter V, Apologia Pro Vita Sua


From the "Preface," The Idea of a University


From Discourse II, The Idea of a University

Often, the more narrow a person's knowledge is, the more immodest and obstinate he is in adhering to his beliefs and making generalizations on the basis of such beliefs.
From Discourse IV, The Idea of a University

University Education cannot restrict itself to "Christian Literature" alone.
"Here then, I say, you are involved in a difficulty greater than that which besets the cultivation of Science; for, if Physical Science be dangerous, as I have said, it is dangerous, because it necessarily ignores the idea of moral evil; but Literature is open to the more grievous imputation of recognizing and understanding it too well.  Some one will say to me perhaps: 'Our youth shall not be corrupted.  We will dispense with all general or national Literature whatever, if it be so exceptionable; we will have a Christian Literature of our own, as pure, as true, as the Jewish.'  You cannot have it: -- I do not say you cannot form a select literature for the young, nay, even for the middle or lower classes; this is another matter altogether: 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."
From Discourse IX, The Idea of a University

From Discourse IX, The Idea of a University

True education requires the personal influence of teachers on students.
From Historical Sketches, Volume III,
"The Rise and Progress of Universities," Chapter I, Section 6.

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