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    • Latin Prayers >
      • Adeste Fideles (O Come all ye faithful)
      • Adoremus (Let us adore)
      • Adoro Te Devote (I adore you devoutly)
      • Agnus Dei (Lamb of God)
      • Angele Dei (Angel of God)
      • Angelicum Trisagium (Angelic Trisagion)
      • Angelus (Angelus)
      • Anima Christi (Soul of Christ)
      • Ave Maria (Hail Mary)
      • Ave Regina Caelorum (Hail Queen of Heaven)
      • Ave verum corpus (Hail true body)
      • Benedictio Ante Mensam (Blessing Before Meals)
      • Benedictio Post Mensam (Blessing After Meals)
      • Benedictus Deus (Divine Praises)
      • Confiteor (I confess)
      • Credo (Apostle's Creed)
      • Credo Niceanum (Nicene Creed - I believe in one God)
      • Deus meus ex toto corde meo (Act of Contrition)
      • Gloria Patri (Glory be)
      • Gloria in excelsis Deo (Glory to God in the highest)
      • Litanies Laurentanae (Litany of Loreto)
      • Litaniae Sanctorum (Litany of all the Saints)
      • Magnificat (My soul magnifies the Lord)
      • Memorare (Remember)
      • O Maria (O Mary)
      • O Salutaris Hostia (O Saving Victim)
      • O Sanctissima (O most holy one)
      • Oratio Dominica (Our Father)
      • Oratio Sancti Bonaventurae (Prayer of St. Bonaventure)
      • Oratio Sancti Thomae Aquinatis (Prayer of St. Thomas Aquinas)
      • Oratio ad Joseph (Prayer to St. Joseph)
      • Pater Noster (Our Father)
      • Salve Regina (Hail, Holy Queen)
      • Sancte Michael Archangele (St. Michael the Archangel)
      • Signum Crucis (The sign of the Cross)
      • Sub Tuum Praesidum (Under Your Protection)
      • Tantum Ergo (Down in Adoration Falling)
      • Veni Sancte Spiritus (Come O Holy Spirit)
    • Liturgical Calendar
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    • Marian Prayers >
      • The Angelus
      • Ave Maris Stella
      • Hail Holy Queen
      • Hail Mary
      • Magnificat
      • Memorare
      • Prayer to the Immaculate Conception
      • Prayer to Our Lady of Evangelization
      • Regina Caeli
      • Sub Tuum Praesidum
    • Office of Readings
    • Saint Prayers >
      • St. Anthony
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      • St. Michael the Archangel
    • Stations of the Cross
    • Tantum Ergo
  • Litanies
    • Litany of Humility
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    • Litany of Penance
    • Litany of Pope Saint Pius X
    • Litany of St. Joseph
    • Litany of St. Jude Thaddeus
    • Litany of St. Philomena
    • Litany of the Most Precious Blood of Jesus
    • Litany to the Infant Jesus
    • Litany to the Sacred Head of Jesus
  • Novenas
    • Novena in Honor of St. Blase
    • Novena of Confidence to the Sacred Heart
    • Novena to the Sacred Heart of Jesus
    • Novena to St. Anthony Mary Claret
    • Novena to St. Charles Borromeo
    • Novena to St. Joseph
    • Novena to St. Peregrine
    • Novena to St. Philomena
  • News
  • Early Church Fathers
    • Vol. 1 - Preface and Introduction >
      • The First Epistle of Clement to the Corinthians
      • The Epistle of Mathetes to Diognetus
      • The Epistle of Polycarp to the Philippians
      • The Epistle Concerning the Martyrdom of Polycarp
      • The Epistles of Ignatius - Introduction >
        • The Epistle of Ignatius to the Ephesians
        • The Epistle of Ignatius to the Magnesians
        • The Epistle of Ignatius to the Trallians
        • The Epistle of Ignatius to the Romans
        • The Epistle of Ignatius to the Philadelphians
        • The Epistle of Ignatius to the Smyrnæans
        • The Epistle of Ignatius to Polycarp
      • The Ignatian Epistles (Syriac Version) >
        • The Epistle of Ignatius to Polycarp (Syriac Version)
        • The Second Epistle Of Ignatius to the Ephesians (Syriac Version)
        • The Third Epistle of the Same St. Igantius (Syriac Version)
      • Introductory to the Spurious Epistles of Ignatius >
        • The Epistle of Ignatius to the Tarsians (Spurious)
        • The Epistle of Ignatius to the Antiochians (Spurious)
        • The Epistle of Ignatius to Hero, a Deacon of Antioch (Spurious)
        • The Epistle of Ignatius to the Philippians (Spurious)
        • The Epistle of Maria the Proselyte to Ignatius (Spurious)
        • The Epistle of Ignatius to Mary at Nepalis, Near Zarbus (Spurious)
        • The Epistle of Ignatius to St. John the Apostle (Spurious)
        • A Second Epistle of Ignatius to St. John (Spurious)
        • The Epistle of Ignatius to the Virgin Mary (Spurious)
      • Introductory Note to the Martyrdom of Ignatius >
        • The Martyrdom of Ignatius
      • The Epistle of Barnabas
      • The Fragments of Papias
      • Introduction to the Writings of Justin Martyr >
        • The First Apology of Justin Martyr >
          • Epistle of Adrian in behalf of the Christians
          • Epistle of Antoninus to the common assembly of Asia
          • Epistle of Marcus Aurelius to the senate, in which he testifies that the Christians were the cause of his victory
        • The Second Apology of Justin for the Christians Addressed to the Roman Senate
        • Dialogue of Justin, Philosopher and Martyr, with Trypho, a Jew
        • The Discourse to the Greeks - Justin Martyr
        • Justin's Hortatory Address to the Greeks
        • Justin on the Sole Government of God
        • Fragments of the Lost Work of Justin on the Resurrection
        • Other Fragments from the Lost Writings of Justin
        • The Martyrdom of the Holy Martyrs Justin, Chariton, Charites, Pæon, and Liberianus, who Suffered at Rome
      • Introductory Note to Irenæus Against Heresies >
        • Against Heresies: Book 1 - Irenaeus
        • Against Heresies: Book 2 - Irenaeus
        • Against Heresies: Book 3 - Irenaeus
        • Against Heresies: Book 4 - Irenaeus
        • Against Heresies: Book 5 - Irenaeus
        • Fragments from the Lost Writings of Irenaeus
    • Vol. 2 - Fathers of the Second Century >
      • The Pastor of Hermas - Introduction >
        • The Pastor of Hermas: Book 1
        • The Pastor of Hermas: Book 2
        • The Pastor of Hermas: Book 3
      • Tatian the Assyrian's Address to the Greeks >
        • Fragments - Tatian the Assyrian
      • Theophilus of Antioch - Introduction >
        • Theophilus of Antioch to Autolycus: Book 1
        • Theophilus of Antioch to Autolycus: Book 2
        • Theophilus of Antioch to Autolycus: Book 3
      • Athenagoras >
        • A Plea For the Christians By Athenagoras the Athenian: Philosopher and Christian
        • The Treatise of Athenagoras the Athenian, Philosopher and Christian, on the Resurrection of the Dead
      • Clement of Alexandria - Introductory Note >
        • Exhortation to the Heathen
        • The Instructor (Paedagogus) - Book 1
        • The Instructor (Paedagogus) - Book 2
        • The Instructor (Paedagogus) - Book 3
        • Elucidations - Clement of Alexandria
        • The Stromata, or Miscellanies - Book 1
        • Elucidations - Purpose of the Stromata
        • The Stromata, or Miscellanies - Book 2
        • Elucidations - The Stromata, Book 2
        • The Stromata, or Miscellanies - Book 3
        • The Stromata, or Miscellanies - Book 4
        • Elucidations - The Stromata, Book 4
        • The Stromata, or Miscellanies - Book 5
        • Elucidations - The Stromata, Book 5
        • The Stromata, or Miscellanies - Book 6
        • Elucidations - The Stromata, Book 6
        • The Stromata, or Miscellanies - Book 7
        • Elucidations - The Stromata, Book 7
        • The Stromata, or Miscellanies - Book 8
        • Elucidations - The Stromata, Book 8
        • Fragments of Clemens Alexandrinus
        • Clemens Alexandrinus on the Salvation of the Rich Man
        • Elucidations - Clemens Alexandrinus on the Salvation of the Rich Man
    • Vol. 3 - Tertullian >
      • Section 1 - Apologetic - Tertullian >
        • The Apology
        • On Idolatry
        • The Shows, or De Spectaculis
        • The Chaplet, or De Corona
        • To Scapula
        • Ad Nationes - Book 1
        • Ad Nationes - Book 2
        • A Fragment Concerning the Execrable Gods of the Heathen
        • An Answer to the Jews
        • The Soul's Testimony
        • A Treatise on the Soul
      • Section 2 - Anti-Marcion - Tertullian >
        • The Prescription Against Heretics
        • The Five Books Against Marcion - Book 1
        • The Five Books Against Marcion - Book 2
        • The Five Books Against Marcion - Book 3
        • The Five Books Against Marcion - Book 4
        • The Five Books Against Marcion - Book 5
        • Against Hermogenes - Containing an Argument Against His Opinion that Matter is Eternal
        • Against the Valentinians
        • On the Flesh of Christ
        • On the Resurrection of the Flesh
        • Against Praxeas
        • Scorpiace
        • Against all Heresies
      • Section 3 - Ethical - Tertullian >
        • On Repentance
        • On Baptism
        • On Prayer
        • Ad Martyras
        • Introductory Notice to the Martyrdom of Perpetua and Felicitas
        • The Passion of the Holy Martyrs Perpetua and Felicitas
        • Of Patience
    • Vol. 4 - Tertullian, Minucius Felix, Commodianus, Origen >
      • Tertullian >
        • On the Pallium
        • On the Apparel of Women
        • On the Veiling of Virgins
        • To His Wife
        • On Exhortation to Chastity
        • On Monogamy
        • On Modesty
        • On Fasting (In Opposition to the Psychics)
        • De Fuga in Persecutione
        • Appendix
      • Minucius Felix >
        • The Octavius of Minucius Felix
  • Books
    • John Henry Cardinal Newman >
      • An Essay on the Development of Christian Doctrine by John Henry Cardinal Newman >
        • An Essay on the Development of Christian Doctrine - Part 1: Doctrinal Developments Viewed in Themselves >
          • An Essay on the Development of Christian Doctrine - Part 1, Chapter 1: On the Development of Ideas
          • An Essay on the Development of Christian Doctrine - Part 1, Chapter 2: On the Antecedent Argument in Behalf of Developments in Christian Doctrine
          • An Essay on the Development of Christian Doctrine - Part 1, Chapter 3: On the Historical Argument in Behalf of the Existing Developments
          • An Essay on the Development of Christian Doctrine - Part 1, Chapter 4: Instances in Illustration
        • An Essay on the Development of Christian Doctrine - Part 2: Doctrinal Developments Viewed Relatively to Doctrinal Corruptions >
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 5: Genuine Developments Contrasted with Corruptions
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 6: Application of the Seven Notes to the Existing Developments of Christian Doctrine
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 7: Application of the Second Note of a True Development
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 8: Application of the Third Note of a True Development
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 9: Application of the Fourth Note of a True Development
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 10: Application of the Fifth Note of a True Development
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 11: Application of the Sixth Note of a True Development
          • An Essay on the Development of Christian Doctrine - Part 2, Chapter 12: Application of the Seventh Note of a True Development
      • Apologia Pro Vita Sua By John Henry Cardinal Newman >
        • Apologia Pro Vita Sua, Part 1: Mr. Kingsley's Method of Disputation
        • Apologia Pro Vita Sua, Part 2: True Mode of Meeting Mr. Kingsley
        • Apologia Pro Vita Sua, Part 3: History of My Religious Opinions
        • Apologia Pro Vita Sua, Part 4: History of My Religious Opinions--1833 - 1839
        • Apologia Pro Vita Sua, Part 5: History of My Religious Opinions--1839 - 1841
        • Apologia Pro Vita Sua, Part 6: History of My Religious Opinions--1841 - 1845
        • Apologia Pro Vita Sua, Part 7: General Answer to Mr. Kingsley
        • Apologia Pro Vita Sua, Appendix: Answer in Detail to Mr. Kingsley's Accusations
      • The Idea of a University Defined and Illustrated by John Henry Cardinal Newman >
        • The Idea of a University, Discourse 1: Introductory
        • The Idea of a University, Discourse 2: Theology A Branch Of Knowledge
        • The Idea of a University, Discourse 3: Bearing Of Theology On Other Branches Of Knowledge
        • The Idea of a University, Discourse 4: Bearing Of Other Branches Of Knowledge On Theology
        • The Idea of a University, Discourse 5: Knowledge Its Own End
        • The Idea of a University, Discourse 6: Knowledge Viewed In Relation To Learning
        • The Idea of a University, Discourse 7: Knowledge Viewed In Relation To Professional Skill
        • The Idea of a University, Discourse 8: Knowledge Viewed In Relation To Religion
        • The Idea of a University, Discourse 9: Duties Of The Church Towards Knowledge
        • University Subjects, Discussed in Occasional Lectures and Essays >
          • Lecture 1 - Christianity And Letters. A Lecture in the School of Philosophy and Letters
          • Lecture 2 - Literature. A Lecture in the School of Philosophy and Letters
          • Lecture 3 - English Catholic Literature
          • Lecture 4 - Elementary Studies
          • Lecture 5 - A Form Of Infidelity Of The Day
          • Lecture 6 - University Preaching
          • Lecture 7 - Christianity and Physical Science. A Lecture in the School of Medicine
          • Lecture 8 - Christianity And Scientific Investigation. A Lecture Written for the School of Science
          • Lecture 9 - Discipline Of Mind. An Address To The Evening Classes
          • Lecture 10 - Christianity And Medical Science. An Address to the Students Of Medicine
      • Loss and Gain: The Story of a Convert by John Henry Cardinal Newman >
        • Loss and Gain, Part 1, Chapter 1 >
          • Loss and Gain, Part 1, Chapter 2
          • Loss and Gain, Part 1, Chapter 3
          • Loss and Gain, Part 1, Chapter 4
          • Loss and Gain, Part 1, Chapter 5
          • Loss and Gain, Part 1, Chapter 6
          • Loss and Gain, Part 1, Chapter 7
          • Loss and Gain, Part 1, Chapter 8
          • Loss and Gain, Part 1, Chapter 9
          • Loss and Gain, Part 1, Chapter 10
          • Loss and Gain, Part 1, Chapter 11
          • Loss and Gain, Part 1, Chapter 12
          • Loss and Gain, Part 1, Chapter 13
          • Loss and Gain, Part 1, Chapter 14
          • Loss and Gain, Part 1, Chapter 15
          • Loss and Gain, Part 1, Chapter 16
          • Loss and Gain, Part 1, Chapter 17
          • Loss and Gain, Part 1, Chapter 18
        • Loss and Gain, Part 2, Chapter 1 >
          • Loss and Gain, Part 2, Chapter 2
          • Loss and Gain, Part 2, Chapter 3
          • Loss and Gain, Part 2, Chapter 4
          • Loss and Gain, Part 2, Chapter 5
          • Loss and Gain, Part 2, Chapter 6
          • Loss and Gain, Part 2, Chapter 7
          • Loss and Gain, Part 2, Chapter 8
          • Loss and Gain, Part 2, Chapter 9
          • Loss and Gain, Part 2, Chapter 10
          • Loss and Gain, Part 2, Chapter 11
          • Loss and Gain, Part 2, Chapter 12
          • Loss and Gain, Part 2, Chapter 13
          • Loss and Gain, Part 2, Chapter 14
          • Loss and Gain, Part 2, Chapter 15
          • Loss and Gain, Part 2, Chapter 16
          • Loss and Gain, Part 2, Chapter 17
          • Loss and Gain, Part 2, Chapter 18
          • Loss and Gain, Part 2, Chapter 19
          • Loss and Gain, Part 2, Chapter 20
          • Loss and Gain, Part 2, Chapter 21
        • Loss and Gain, Part 3, Chapter 1 >
          • Loss and Gain, Part 3, Chapter 2
          • Loss and Gain, Part 3, Chapter 3
          • Loss and Gain, Part 3, Chapter 4
          • Loss and Gain, Part 3, Chapter 5
          • Loss and Gain, Part 3, Chapter 6
          • Loss and Gain, Part 3, Chapter 7
          • Loss and Gain, Part 3, Chapter 8
          • Loss and Gain, Part 3, Chapter 9
          • Loss and Gain, Part 3, Chapter 10
          • Loss and Gain, Part 3, Chapter 11
    • Saint Augustine of Hippo >
      • The Confessions of Saint Augustine by Saint Augustine, Bishop of Hippo >
        • Book 1 - Confessions by St. Augustine
        • Book 2 - Confessions by St. Augustine
        • Book 3 - Confessions by St. Augustine
        • Book 4 - Confessions by St. Augustine
        • Book 5 - Confessions by St. Augustine
        • Book 6 - Confessions by St. Augustine
        • Book 7 - Confessions by St. Augustine
        • Book 8 - Confessions by St. Augustine
        • Book 9 - Confessions by St. Augustine
        • Book 10 - Confessions by St. Augustine
        • Book 11 - Confessions by St. Augustine
        • Book 12 - Confessions by St. Augustine
        • Book 13 - Confessions by St. Augustine
    • G K Chesterton >
      • Heretics by G.K. Chesterton >
        • Heretics, Chapter 1: Introductory Remarks on the Importance of Orthodoxy
        • Heretics, Chapter 2: On the Negative Spirit
        • Heretics, Chapter 3: On Mr. Rudyard Kipling and Making the World Small
        • Heretics, Chapter 4: Mr. Bernard Shaw
        • Heretics, Chapter 5: Mr. H.G. Wells and the Giants
        • Heretics, Chapter 6: Christmas and the Aesthetes
        • Heretics, Chapter 7: Omar and the Sacred Vine
        • Heretics, Chapter 8: The Mildness of the Yellow Press
        • Heretics, Chapter 9: The Moods of Mr. George Moore
        • Heretics, Chapter 10: On Sandals and Simplicity
        • Heretics, Chapter 11: Science and the Savages
        • Heretics, Chapter 12: Paganism and Mr. Lowes Dickinson
        • Heretics, Chapter 13: Celts and Celtophiles
        • Heretics, Chapter 14: On Certain Modern Writers and the Institution of the Family
        • Heretics, Chapter 15: On Smart Novelists and the Smart Set
        • Heretics, Chapter 16: On Mr. McCabe and a Divine Frivolity
        • Heretics, Chapter 17: On the Wit of Whistler
        • Heretics, Chapter 18: The Fallacy of the Young Nation
        • Heretics, Chapter 19: Slum Novelists and the Slums
        • Heretics, Chapter 20: Concluding Remarks on the Importance of Orthodoxy
      • Orthodoxy by G. K. Chesterton >
        • Orthodoxy, Chapter 1: Introduction in Defense of Everything Else
        • Orthodoxy, Chapter 2: The Maniac
        • Orthodoxy, Chapter 3: The Suicide of Thought
        • Orthodoxy, Chapter 4: The Ethics of Elfland
        • Orthodoxy, Chapter 5: The Flag of the World
        • Orthodoxy, Chapter 6: The Paradoxes of Christianity
        • Orthodoxy, Chapter 7: The Eternal Revolution
        • Orthodoxy, Chapter 8: The Romance of Orthodoxy
        • Orthodoxy, Chapter 9: Authority and the Adventurer
    • Saint Thomas Aquinas >
      • On Prayer and the Contemplative Life by St. Thomas Aquinas >
        • On Prayer, Question LXXXI: Of the Virtue of Religion
        • On Prayer, Question LXXXII: Of Devotion
        • On Prayer, Question LXXXIII: Of Prayer
        • On Prayer, Question LXXII: Of the Prayers of the Saints who are in Heaven
        • On Prayer, Question CLXXIX: Of the Division of Life into the Active and the Contemplative
        • On Prayer, Question CLXXX: Of the Contemplative Life
        • On Prayer, Question CLXXXI: Of the Active Life
        • On Prayer, Question CLXXXII: Of the Comparison between the Active and the Contemplative Life
        • On Prayer, Question CLXXXVI: On the Religious State
      • Summa Theologica Part 1 ("Prima Pars") by St. Thomas Aquinas >
        • Summa Theologica (Questions 1 - 26)
        • Summa Theologica: Treatise on the Most Holy Trinity (Questions 27 - 43)
        • Summa Theologica: Treatise on the Creation (Questions 44 - 49)
        • Summa Theologica: Treatise on the Angels (Questions 50 - 64)
        • Summa Theologica: Treatise on the Work of the Six Days (Questions 65 - 74)
        • Summa Theologica: Treatise on Man (Questions 75 - 102)
        • Summa Theologica: Treatise on the Conservation and Government of Creatures (Questions 103 - 119)
      • Summa Theologica Part 1-2 ("Prima Secundae") by St. Thomas Aquinas >
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on the Last End (Questions 1 - 5)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Human Acts: Acts Peculiar to Man (Questions 6 - 21)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on the Passions (Questions 22 - 48)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits (Questions 49 - 54)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits in Particular (Questions 55 - 89): Good Habits, i.e., Virtues (Questions 55 - 70)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits in Particular (Questions 55 - 89): Evil Habits, i.e., Vices and Sin (Questions 71 - 89)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Law (Questions 90 - 108)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Grace (Questions 109 - 114)
      • Summa Theologica Part 2-2 ("Second Secundae") by St. Thomas Aquinas >
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the Theological Virtues (Questions 1 - 46)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the Cardinal Virtues (Questions 47 - 122)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on Fortitude and Temperance (Questions 123 - 170)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on Gratuitous Graces (Questions 171 - 182)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the States of Life (Questions 183 - 189)
      • Summa Theologica Third Part ("Tertia Pars") by St. Thomas Aquinas >
        • Summa Theologica Third Part ("Tertia Pars"): Treatise on the Incarnation (Questions 1 - 59)
        • Summa Theologica Third Part ("Tertia Pars"): Treatise on the Sacraments (Questions 60 - 90)
    • The Baltimore Catechism >
      • The Baltimore Catechism, Vol. 1
      • The Baltimore Catechism, Vol. 2
      • The Baltimore Catechism, Vol. 3
      • The Baltimore Catechism, Vol. 4
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The Idea of a University
Discourse 6: Knowledge Viewed In Relation To Learning


Discourse VI.
Knowledge Viewed In Relation To Learning.


1.
It were well if the English, like the Greek language, possessed some definite word to express, simply and generally, intellectual proficiency or perfection, such as “health,” as used with reference to the animal frame, and “virtue,” with reference to our moral nature. I am not able to find such a term;—talent, ability, genius, belong distinctly to the raw material, which is the subject-matter, not to that excellence which is the result of exercise and training. When we turn, indeed, to the particular kinds of intellectual perfection, words are forthcoming for our purpose, as, for instance, judgment, taste, and skill; yet even these belong, for the most part, to powers or habits bearing upon practice or upon art, and not to any perfect condition of the intellect, considered in itself. Wisdom, again, is certainly a more comprehensive word than any other, but it has a direct relation to conduct, and to human life. Knowledge, indeed, and Science express purely intellectual ideas, but still not a state or quality of the intellect; for knowledge, in its ordinary sense, is but one of its circumstances, denoting a possession or a habit; and science has been appropriated to the subject-matter of the intellect, instead of belonging in English, as it ought to do, to the intellect itself. The consequence is that, on an occasion like this, many words are necessary, in order, first, to bring out and convey what surely is no difficult idea in itself,—that of the cultivation of the intellect as an end; next, in order to recommend what surely is no unreasonable object; and lastly, to describe and make the mind realize the particular perfection in which that object consists. Every one knows practically what are the constituents of health or of virtue; and every one recognizes health and virtue as ends to be pursued; it is otherwise with intellectual excellence, and this must be my excuse, if I seem to any one to be bestowing a good deal of labour on a preliminary matter.

In default of a recognized term, I have called the perfection or virtue of the intellect by the name of philosophy, philosophical knowledge, enlargement of mind, or illumination; terms which are not uncommonly given to it by writers of this day: but, whatever name we bestow on it, it is, I believe, as a matter of history, the business of a University to make this intellectual culture its direct scope, or to employ itself in the education of the intellect,—just as the work of a Hospital lies in healing the sick or wounded, of a Riding or Fencing School, or of a Gymnasium, in exercising the limbs, of an Almshouse, in aiding and solacing the old, of an Orphanage, in protecting innocence, of a Penitentiary, in restoring the guilty. I say, a University, taken in its bare idea, and before we view it as an instrument of the Church, has this object and this mission; it contemplates neither moral impression nor mechanical production; it professes to exercise the mind neither in art nor in duty; its function is intellectual culture; here it may leave its scholars, and it has done its work when it has done as much as this. It educates the intellect to reason well in all matters, to reach out towards truth, and to grasp it.

2.
This, I said in my foregoing Discourse, was the object of a University, viewed in itself, and apart from the Catholic Church, or from the State, or from any other power which may use it; and I illustrated this in various ways. I said that the intellect must have an excellence of its own, for there was nothing which had not its specific good; that the word “educate” would not be used of intellectual culture, as it is used, had not the intellect had an end of its own; that, had it not such an end, there would be no meaning in calling certain intellectual exercises “liberal,” in contrast with “useful,” as is commonly done; that the very notion of a philosophical temper implied it, for it threw us back upon research and system as ends in themselves, distinct from effects and works of any kind; that a philosophical scheme of knowledge, or system of sciences, could not, from the nature of the case, issue in any one definite art or pursuit, as its end; and that, on the other hand, the discovery and contemplation of truth, to which research and systematizing led, were surely sufficient ends, though nothing beyond them were added, and that they had ever been accounted sufficient by mankind.

Here then I take up the subject; and, having determined that the cultivation of the intellect is an end distinct and sufficient in itself, and that, so far as words go it is an enlargement or illumination, I proceed to inquire what this mental breadth, or power, or light, or philosophy consists in. A Hospital heals a broken limb or cures a fever: what does an Institution effect, which professes the health, not of the body, not of the soul, but of the intellect? What is this good, which in former times, as well as our own, has been found worth the notice, the appropriation, of the Catholic Church?

I have then to investigate, in the Discourses which follow, those qualities and characteristics of the intellect in which its cultivation issues or rather consists; and, with a view of assisting myself in this undertaking, I shall recur to certain questions which have already been touched upon. These questions are three: viz. the relation of intellectual culture, first, to _mere_ knowledge; secondly, to _professional_ knowledge; and thirdly, to _religious_ knowledge. In other words, are _acquirements_ and _attainments_ the scope of a University Education? or _expertness in particular arts and pursuits_? or _moral and religious proficiency_? or something besides these three? These questions I shall examine in succession, with the purpose I have mentioned; and I hope to be excused, if, in this anxious undertaking, I am led to repeat what, either in these Discourses or elsewhere, I have already put upon paper. And first, of _Mere Knowledge_, or Learning, and its connexion with intellectual illumination or Philosophy.

3.
I suppose the _primâ-facie_ view which the public at large would take of a University, considering it as a place of Education, is nothing more or less than a place for acquiring a great deal of knowledge on a great many subjects. Memory is one of the first developed of the mental faculties; a boy’s business when he goes to school is to learn, that is, to store up things in his memory. For some years his intellect is little more than an instrument for taking in facts, or a receptacle for storing them: he welcomes them as fast as they come to him; he lives on what is without; he has his eyes ever about him; he has a lively susceptibility of impressions; he imbibes information of every kind; and little does he make his own in a true sense of the word, living rather upon his neighbours all around him. He has opinions, religious, political, and literary, and, for a boy, is very positive in them and sure about them; but he gets them from his schoolfellows, or his masters, or his parents, as the case may be. Such as he is in his other relations, such also is he in his school exercises; his mind is observant, sharp, ready, retentive; he is almost passive in the acquisition of knowledge. I say this in no disparagement of the idea of a clever boy. Geography, chronology, history, language, natural history, he heaps up the matter of these studies as treasures for a future day. It is the seven years of plenty with him: he gathers in by handfuls, like the Egyptians, without counting; and though, as time goes on, there is exercise for his argumentative powers in the Elements of Mathematics, and for his taste in the Poets and Orators, still, while at school, or at least, till quite the last years of his time, he acquires, and little more; and when he is leaving for the University, he is mainly the creature of foreign influences and circumstances, and made up of accidents, homogeneous or not, as the case may be. Moreover, the moral habits, which are a boy’s praise, encourage and assist this result; that is, diligence, assiduity, regularity, despatch, persevering application; for these are the direct conditions of acquisition, and naturally lead to it. Acquirements, again, are emphatically producible, and at a moment; they are a something to show, both for master and scholar; an audience, even though ignorant themselves of the subjects of an examination, can comprehend when questions are answered and when they are not. Here again is a reason why mental culture is in the minds of men identified with the acquisition of knowledge.

The same notion possesses the public mind, when it passes on from the thought of a school to that of a University: and with the best of reasons so far as this, that there is no true culture without acquirements, and that philosophy presupposes knowledge. It requires a great deal of reading, or a wide range of information, to warrant us in putting forth our opinions on any serious subject; and without such learning the most original mind may be able indeed to dazzle, to amuse, to refute, to perplex, but not to come to any useful result or any trustworthy conclusion. There are indeed persons who profess a different view of the matter, and even act upon it. Every now and then you will find a person of vigorous or fertile mind, who relies upon his own resources, despises all former authors, and gives the world, with the utmost fearlessness, his views upon religion, or history, or any other popular subject. And his works may sell for a while; he may get a name in his day; but this will be all. His readers are sure to find on the long run that his doctrines are mere theories, and not the expression of facts, that they are chaff instead of bread, and then his popularity drops as suddenly as it rose.

Knowledge then is the indispensable condition of expansion of mind, and the instrument of attaining to it; this cannot be denied, it is ever to be insisted on; I begin with it as a first principle; however, the very truth of it carries men too far, and confirms to them the notion that it is the whole of the matter. A narrow mind is thought to be that which contains little knowledge; and an enlarged mind, that which holds a great deal; and what seems to put the matter beyond dispute is, the fact of the great number of studies which are pursued in a University, by its very profession. Lectures are given on every kind of subject; examinations are held; prizes awarded. There are moral, metaphysical, physical Professors; Professors of languages, of history, of mathematics, of experimental science. Lists of questions are published, wonderful for their range and depth, variety and difficulty; treatises are written, which carry upon their very face the evidence of extensive reading or multifarious information; what then is wanting for mental culture to a person of large reading and scientific attainments? what is grasp of mind but acquirement? where shall philosophical repose be found, but in the consciousness and enjoyment of large intellectual possessions?

And yet this notion is, I conceive, a mistake, and my present business is to show that it is one, and that the end of a Liberal Education is not mere knowledge, or knowledge considered in its _matter_; and I shall best attain my object, by actually setting down some cases, which will be generally granted to be instances of the process of enlightenment or enlargement of mind, and others which are not, and thus, by the comparison, you will be able to judge for yourselves, Gentlemen, whether Knowledge, that is, acquirement, is after all the real principle of the enlargement, or whether that principle is not rather something beyond it.

4.
For instance,(20) let a person, whose experience has hitherto been confined to the more calm and unpretending scenery of these islands, whether here or in England, go for the first time into parts where physical nature puts on her wilder and more awful forms, whether at home or abroad, as into mountainous districts; or let one, who has ever lived in a quiet village, go for the first time to a great metropolis,—then I suppose he will have a sensation which perhaps he never had before. He has a feeling not in addition or increase of former feelings, but of something different in its nature. He will perhaps be borne forward, and find for a time that he has lost his bearings. He has made a certain progress, and he has a consciousness of mental enlargement; he does not stand where he did, he has a new centre, and a range of thoughts to which he was before a stranger.

Again, the view of the heavens which the telescope opens upon us, if allowed to fill and possess the mind, may almost whirl it round and make it dizzy. It brings in a flood of ideas, and is rightly called an intellectual enlargement, whatever is meant by the term.

And so again, the sight of beasts of prey and other foreign animals, their strangeness, the originality (if I may use the term) of their forms and gestures and habits and their variety and independence of each other, throw us out of ourselves into another creation, and as if under another Creator, if I may so express the temptation which may come on the mind. We seem to have new faculties, or a new exercise for our faculties, by this addition to our knowledge; like a prisoner, who, having been accustomed to wear manacles or fetters, suddenly finds his arms and legs free.

Hence Physical Science generally, in all its departments, as bringing before us the exuberant riches and resources, yet the orderly course, of the Universe, elevates and excites the student, and at first, I may say, almost takes away his breath, while in time it exercises a tranquilizing influence upon him.

Again, the study of history is said to enlarge and enlighten the mind, and why? because, as I conceive, it gives it a power of judging of passing events, and of all events, and a conscious superiority over them, which before it did not possess.

And in like manner, what is called seeing the world, entering into active life, going into society, travelling, gaining acquaintance with the various classes of the community, coming into contact with the principles and modes of thought of various parties, interests, and races, their views, aims, habits and manners, their religious creeds and forms of worship,—gaining experience how various yet how alike men are, how low-minded, how bad, how opposed, yet how confident in their opinions; all this exerts a perceptible influence upon the mind, which it is impossible to mistake, be it good or be it bad, and is popularly called its enlargement.

And then again, the first time the mind comes across the arguments and speculations of unbelievers, and feels what a novel light they cast upon what he has hitherto accounted sacred; and still more, if it gives in to them and embraces them, and throws off as so much prejudice what it has hitherto held, and, as if waking from a dream, begins to realize to its imagination that there is now no such thing as law and the transgression of law, that sin is a phantom, and punishment a bugbear, that it is free to sin, free to enjoy the world and the flesh; and still further, when it does enjoy them, and reflects that it may think and hold just what it will, that “the world is all before it where to choose,” and what system to build up as its own private persuasion; when this torrent of wilful thoughts rushes over and inundates it, who will deny that the fruit of the tree of knowledge, or what the mind takes for knowledge, has made it one of the gods, with a sense of expansion and elevation,—an intoxication in reality, still, so far as the subjective state of the mind goes, an illumination? Hence the fanaticism of individuals or nations, who suddenly cast off their Maker. Their eyes are opened; and, like the judgment-stricken king in the Tragedy, they see two suns, and a magic universe, out of which they look back upon their former state of faith and innocence with a sort of contempt and indignation, as if they were then but fools, and the dupes of imposture.

On the other hand, Religion has its own enlargement, and an enlargement, not of tumult, but of peace. It is often remarked of uneducated persons, who have hitherto thought little of the unseen world, that, on their turning to God, looking into themselves, regulating their hearts, reforming their conduct, and meditating on death and judgment, heaven and hell, they seem to become, in point of intellect, different beings from what they were. Before, they took things as they came, and thought no more of one thing than another. But now every event has a meaning; they have their own estimate of whatever happens to them; they are mindful of times and seasons, and compare the present with the past; and the world, no longer dull, monotonous, unprofitable, and hopeless, is a various and complicated drama, with parts and an object, and an awful moral.

5.
Now from these instances, to which many more might be added, it is plain, first, that the communication of knowledge certainly is either a condition or the means of that sense of enlargement or enlightenment, of which at this day we hear so much in certain quarters: this cannot be denied; but next, it is equally plain, that such communication is not the whole of the process. The enlargement consists, not merely in the passive reception into the mind of a number of ideas hitherto unknown to it, but in the mind’s energetic and simultaneous action upon and towards and among those new ideas, which are rushing in upon it. It is the action of a formative power, reducing to order and meaning the matter of our acquirements; it is a making the objects of our knowledge subjectively our own, or, to use a familiar word, it is a digestion of what we receive, into the substance of our previous state of thought; and without this no enlargement is said to follow. There is no enlargement, unless there be a comparison of ideas one with another, as they come before the mind, and a systematizing of them. We feel our minds to be growing and expanding _then_, when we not only learn, but refer what we learn to what we know already. It is not the mere addition to our knowledge that is the illumination; but the locomotion, the movement onwards, of that mental centre, to which both what we know, and what we are learning, the accumulating mass of our acquirements, gravitates. And therefore a truly great intellect, and recognized to be such by the common opinion of mankind, such as the intellect of Aristotle, or of St. Thomas, or of Newton, or of Goethe, (I purposely take instances within and without the Catholic pale, when I would speak of the intellect as such,) is one which takes a connected view of old and new, past and present, far and near, and which has an insight into the influence of all these one on another; without which there is no whole, and no centre. It possesses the knowledge, not only of things, but also of their mutual and true relations; knowledge, not merely considered as acquirement, but as philosophy.

Accordingly, when this analytical, distributive, harmonizing process is away, the mind experiences no enlargement, and is not reckoned as enlightened or comprehensive, whatever it may add to its knowledge. For instance, a great memory, as I have already said, does not make a philosopher, any more than a dictionary can be called a grammar. There are men who embrace in their minds a vast multitude of ideas, but with little sensibility about their real relations towards each other. These may be antiquarians, annalists, naturalists; they may be learned in the law; they may be versed in statistics; they are most useful in their own place; I should shrink from speaking disrespectfully of them; still, there is nothing in such attainments to guarantee the absence of narrowness of mind. If they are nothing more than well-read men, or men of information, they have not what specially deserves the name of culture of mind, or fulfils the type of Liberal Education.

In like manner, we sometimes fall in with persons who have seen much of the world, and of the men who, in their day, have played a conspicuous part in it, but who generalize nothing, and have no observation, in the true sense of the word. They abound in information in detail, curious and entertaining, about men and things; and, having lived under the influence of no very clear or settled principles, religious or political, they speak of every one and every thing, only as so many phenomena, which are complete in themselves, and lead to nothing, not discussing them, or teaching any truth, or instructing the hearer, but simply talking. No one would say that these persons, well informed as they are, had attained to any great culture of intellect or to philosophy.

The case is the same still more strikingly where the persons in question are beyond dispute men of inferior powers and deficient education. Perhaps they have been much in foreign countries, and they receive, in a passive, otiose, unfruitful way, the various facts which are forced upon them there. Seafaring men, for example, range from one end of the earth to the other; but the multiplicity of external objects, which they have encountered, forms no symmetrical and consistent picture upon their imagination; they see the tapestry of human life, as it were on the wrong side, and it tells no story. They sleep, and they rise up, and they find themselves, now in Europe, now in Asia; they see visions of great cities and wild regions; they are in the marts of commerce, or amid the islands of the South; they gaze on Pompey’s Pillar, or on the Andes; and nothing which meets them carries them forward or backward, to any idea beyond itself. Nothing has a drift or relation; nothing has a history or a promise. Every thing stands by itself, and comes and goes in its turn, like the shifting scenes of a show, which leave the spectator where he was. Perhaps you are near such a man on a particular occasion, and expect him to be shocked or perplexed at something which occurs; but one thing is much the same to him as another, or, if he is perplexed, it is as not knowing what to say, whether it is right to admire, or to ridicule, or to disapprove, while conscious that some expression of opinion is expected from him; for in fact he has no standard of judgment at all, and no landmarks to guide him to a conclusion. Such is mere acquisition, and, I repeat, no one would dream of calling it philosophy.

6.
Instances, such as these, confirm, by the contrast, the conclusion I have already drawn from those which preceded them. That only is true enlargement of mind which is the power of viewing many things at once as one whole, of referring them severally to their true place in the universal system, of understanding their respective values, and determining their mutual dependence. Thus is that form of Universal Knowledge, of which I have on a former occasion spoken, set up in the individual intellect, and constitutes its perfection. Possessed of this real illumination, the mind never views any part of the extended subject-matter of Knowledge without recollecting that it is but a part, or without the associations which spring from this recollection. It makes every thing in some sort lead to every thing else; it would communicate the image of the whole to every separate portion, till that whole becomes in imagination like a spirit, every where pervading and penetrating its component parts, and giving them one definite meaning. Just as our bodily organs, when mentioned, recall their function in the body, as the word “creation” suggests the Creator, and “subjects” a sovereign, so, in the mind of the Philosopher, as we are abstractedly conceiving of him, the elements of the physical and moral world, sciences, arts, pursuits, ranks, offices, events, opinions, individualities, are all viewed as one, with correlative functions, and as gradually by successive combinations converging, one and all, to the true centre.

To have even a portion of this illuminative reason and true philosophy is the highest state to which nature can aspire, in the way of intellect; it puts the mind above the influences of chance and necessity, above anxiety, suspense, unsettlement, and superstition, which is the lot of the many. Men, whose minds are possessed with some one object, take exaggerated views of its importance, are feverish in the pursuit of it, make it the measure of things which are utterly foreign to it, and are startled and despond if it happens to fail them. They are ever in alarm or in transport. Those on the other hand who have no object or principle whatever to hold by, lose their way, every step they take. They are thrown out, and do not know what to think or say, at every fresh juncture; they have no view of persons, or occurrences, or facts, which come suddenly upon them, and they hang upon the opinion of others, for want of internal resources. But the intellect, which has been disciplined to the perfection of its powers, which knows, and thinks while it knows, which has learned to leaven the dense mass of facts and events with the elastic force of reason, such an intellect cannot be partial, cannot be exclusive, cannot be impetuous, cannot be at a loss, cannot but be patient, collected, and majestically calm, because it discerns the end in every beginning, the origin in every end, the law in every interruption, the limit in each delay; because it ever knows where it stands, and how its path lies from one point to another. It is the τετράγωνος of the Peripatetic, and has the “nil admirari” of the Stoic,--

Felix qui potuit rerum cognoscere causas, Atque metus omnes, et inexorabile fatum Subjecit pedibus, strepitumque Acherontis avari.

There are men who, when in difficulties, originate at the moment vast ideas or dazzling projects; who, under the influence of excitement, are able to cast a light, almost as if from inspiration, on a subject or course of action which comes before them; who have a sudden presence of mind equal to any emergency, rising with the occasion, and an undaunted magnanimous bearing, and an energy and keenness which is but made intense by opposition. This is genius, this is heroism; it is the exhibition of a natural gift, which no culture can teach, at which no Institution can aim; here, on the contrary, we are concerned, not with mere nature, but with training and teaching. That perfection of the Intellect, which is the result of Education, and its _beau ideal_, to be imparted to individuals in their respective measures, is the clear, calm, accurate vision and comprehension of all things, as far as the finite mind can embrace them, each in its place, and with its own characteristics upon it. It is almost prophetic from its knowledge of history; it is almost heart-searching from its knowledge of human nature; it has almost supernatural charity from its freedom from littleness and prejudice; it has almost the repose of faith, because nothing can startle it; it has almost the beauty and harmony of heavenly contemplation, so intimate is it with the eternal order of things and the music of the spheres.

7.
And now, if I may take for granted that the true and adequate end of intellectual training and of a University is not Learning or Acquirement, but rather, is Thought or Reason exercised upon Knowledge, or what may be called Philosophy, I shall be in a position to explain the various mistakes which at the present day beset the subject of University Education.

I say then, if we would improve the intellect, first of all, we must ascend; we cannot gain real knowledge on a level; we must generalize, we must reduce to method, we must have a grasp of principles, and group and shape our acquisitions by means of them. It matters not whether our field of operation be wide or limited; in every case, to command it, is to mount above it. Who has not felt the irritation of mind and impatience created by a deep, rich country, visited for the first time, with winding lanes, and high hedges, and green steeps, and tangled woods, and every thing smiling indeed, but in a maze? The same feeling comes upon us in a strange city, when we have no map of its streets. Hence you hear of practised travellers, when they first come into a place, mounting some high hill or church tower, by way of reconnoitring its neighbourhood. In like manner, you must be above your knowledge, not under it, or it will oppress you; and the more you have of it, the greater will be the load. The learning of a Salmasius or a Burman, unless you are its master, will be your tyrant. “Imperat aut servit;” if you can wield it with a strong arm, it is a great weapon; otherwise,

Vis consili expers Mole ruit suâ.

You will be overwhelmed, like Tarpeia, by the heavy wealth which you have exacted from tributary generations.

Instances abound; there are authors who are as pointless as they are inexhaustible in their literary resources. They measure knowledge by bulk, as it lies in the rude block, without symmetry, without design. How many commentators are there on the Classics, how many on Holy Scripture, from whom we rise up, wondering at the learning which has passed before us, and wondering why it passed! How many writers are there of Ecclesiastical History, such as Mosheim or Du Pin, who, breaking up their subject into details, destroy its life, and defraud us of the whole by their anxiety about the parts! The Sermons, again, of the English Divines in the seventeenth century, how often are they mere repertories of miscellaneous and officious learning! Of course Catholics also may read without thinking; and in their case, equally as with Protestants, it holds good, that such knowledge is unworthy of the name, knowledge which they have not thought through, and thought out. Such readers are only possessed by their knowledge, not possessed of it; nay, in matter of fact they are often even carried away by it, without any volition of their own. Recollect, the Memory can tyrannize, as well as the Imagination. Derangement, I believe, has been considered as a loss of control over the sequence of ideas. The mind, once set in motion, is henceforth deprived of the power of initiation, and becomes the victim of a train of associations, one thought suggesting another, in the way of cause and effect, as if by a mechanical process, or some physical necessity. No one, who has had experience of men of studious habits, but must recognize the existence of a parallel phenomenon in the case of those who have over-stimulated the Memory. In such persons Reason acts almost as feebly and as impotently as in the madman; once fairly started on any subject whatever, they have no power of self-control; they passively endure the succession of impulses which are evolved out of the original exciting cause; they are passed on from one idea to another and go steadily forward, plodding along one line of thought in spite of the amplest concessions of the hearer, or wandering from it in endless digression in spite of his remonstrances. Now, if, as is very certain, no one would envy the madman the glow and originality of his conceptions, why must we extol the cultivation of that intellect, which is the prey, not indeed of barren fancies but of barren facts, of random intrusions from without, though not of morbid imaginations from within? And in thus speaking, I am not denying that a strong and ready memory is in itself a real treasure; I am not disparaging a well-stored mind, though it be nothing besides, provided it be sober, any more than I would despise a bookseller’s shop:—it is of great value to others, even when not so to the owner. Nor am I banishing, far from it, the possessors of deep and multifarious learning from my ideal University; they adorn it in the eyes of men; I do but say that they constitute no type of the results at which it aims; that it is no great gain to the intellect to have enlarged the memory at the expense of faculties which are indisputably higher.

8.
Nor indeed am I supposing that there is any great danger, at least in this day, of over-education; the danger is on the other side. I will tell you, Gentlemen, what has been the practical error of the last twenty years,—not to load the memory of the student with a mass of undigested knowledge, but to force upon him so much that he has rejected all. It has been the error of distracting and enfeebling the mind by an unmeaning profusion of subjects; of implying that a smattering in a dozen branches of study is not shallowness, which it really is, but enlargement, which it is not; of considering an acquaintance with the learned names of things and persons, and the possession of clever duodecimos, and attendance on eloquent lecturers, and membership with scientific institutions, and the sight of the experiments of a platform and the specimens of a museum, that all this was not dissipation of mind, but progress. All things now are to be learned at once, not first one thing, then another, not one well, but many badly. Learning is to be without exertion, without attention, without toil; without grounding, without advance, without finishing. There is to be nothing individual in it; and this, forsooth, is the wonder of the age. What the steam engine does with matter, the printing press is to do with mind; it is to act mechanically, and the population is to be passively, almost unconsciously enlightened, by the mere multiplication and dissemination of volumes. Whether it be the school boy, or the school girl, or the youth at college, or the mechanic in the town, or the politician in the senate, all have been the victims in one way or other of this most preposterous and pernicious of delusions. Wise men have lifted up their voices in vain; and at length, lest their own institutions should be outshone and should disappear in the folly of the hour, they have been obliged, as far as they could with a good conscience, to humour a spirit which they could not withstand, and make temporizing concessions at which they could not but inwardly smile.

It must not be supposed that, because I so speak, therefore I have some sort of fear of the education of the people: on the contrary, the more education they have, the better, so that it is really education. Nor am I an enemy to the cheap publication of scientific and literary works, which is now in vogue: on the contrary, I consider it a great advantage, convenience, and gain; that is, to those to whom education has given a capacity for using them. Further, I consider such innocent recreations as science and literature are able to furnish will be a very fit occupation of the thoughts and the leisure of young persons, and may be made the means of keeping them from bad employments and bad companions. Moreover, as to that superficial acquaintance with chemistry, and geology, and astronomy, and political economy, and modern history, and biography, and other branches of knowledge, which periodical literature and occasional lectures and scientific institutions diffuse through the community, I think it a graceful accomplishment, and a suitable, nay, in this day a necessary accomplishment, in the case of educated men. Nor, lastly, am I disparaging or discouraging the thorough acquisition of any one of these studies, or denying that, as far as it goes, such thorough acquisition is a real education of the mind. All I say is, call things by their right names, and do not confuse together ideas which are essentially different. A thorough knowledge of one science and a superficial acquaintance with many, are not the same thing; a smattering of a hundred things or a memory for detail, is not a philosophical or comprehensive view. Recreations are not education; accomplishments are not education. Do not say, the people must be educated, when, after all, you only mean, amused, refreshed, soothed, put into good spirits and good humour, or kept from vicious excesses. I do not say that such amusements, such occupations of mind, are not a great gain; but they are not education. You may as well call drawing and fencing education, as a general knowledge of botany or conchology. Stuffing birds or playing stringed instruments is an elegant pastime, and a resource to the idle, but it is not education; it does not form or cultivate the intellect. Education is a high word; it is the preparation for knowledge, and it is the imparting of knowledge in proportion to that preparation. We require intellectual eyes to know withal, as bodily eyes for sight. We need both objects and organs intellectual; we cannot gain them without setting about it; we cannot gain them in our sleep, or by hap-hazard. The best telescope does not dispense with eyes; the printing press or the lecture room will assist us greatly, but we must be true to ourselves, we must be parties in the work. A University is, according to the usual designation, an Alma Mater, knowing her children one by one, not a foundry, or a mint, or a treadmill.

9.
I protest to you, Gentlemen, that if I had to choose between a so-called University, which dispensed with residence and tutorial superintendence, and gave its degrees to any person who passed an examination in a wide range of subjects, and a University which had no professors or examinations at all, but merely brought a number of young men together for three or four years, and then sent them away as the University of Oxford is said to have done some sixty years since, if I were asked which of these two methods was the better discipline of the intellect,—mind, I do not say which is _morally_ the better, for it is plain that compulsory study must be a good and idleness an intolerable mischief,—but if I must determine which of the two courses was the more successful in training, moulding, enlarging the mind, which sent out men the more fitted for their secular duties, which produced better public men, men of the world, men whose names would descend to posterity, I have no hesitation in giving the preference to that University which did nothing, over that which exacted of its members an acquaintance with every science under the sun. And, paradox as this may seem, still if results be the test of systems, the influence of the public schools and colleges of England, in the course of the last century, at least will bear out one side of the contrast as I have drawn it. What would come, on the other hand, of the ideal systems of education which have fascinated the imagination of this age, could they ever take effect, and whether they would not produce a generation frivolous, narrow-minded, and resourceless, intellectually considered, is a fair subject for debate; but so far is certain, that the Universities and scholastic establishments, to which I refer, and which did little more than bring together first boys and then youths in large numbers, these institutions, with miserable deformities on the side of morals, with a hollow profession of Christianity, and a heathen code of ethics,—I say, at least they can boast of a succession of heroes and statesmen, of literary men and philosophers, of men conspicuous for great natural virtues, for habits of business, for knowledge of life, for practical judgment, for cultivated tastes, for accomplishments, who have made England what it is,—able to subdue the earth, able to domineer over Catholics.

How is this to be explained? I suppose as follows: When a multitude of young men, keen, open-hearted, sympathetic, and observant, as young men are, come together and freely mix with each other, they are sure to learn one from another, even if there be no one to teach them; the conversation of all is a series of lectures to each, and they gain for themselves new ideas and views, fresh matter of thought, and distinct principles for judging and acting, day by day. An infant has to learn the meaning of the information which its senses convey to it, and this seems to be its employment. It fancies all that the eye presents to it to be close to it, till it actually learns the contrary, and thus by practice does it ascertain the relations and uses of those first elements of knowledge which are necessary for its animal existence. A parallel teaching is necessary for our social being, and it is secured by a large school or a college; and this effect may be fairly called in its own department an enlargement of mind. It is seeing the world on a small field with little trouble; for the pupils or students come from very different places, and with widely different notions, and there is much to generalize, much to adjust, much to eliminate, there are inter-relations to be defined, and conventional rules to be established, in the process, by which the whole assemblage is moulded together, and gains one tone and one character.

Let it be clearly understood, I repeat it, that I am not taking into account moral or religious considerations; I am but saying that that youthful community will constitute a whole, it will embody a specific idea, it will represent a doctrine, it will administer a code of conduct, and it will furnish principles of thought and action. It will give birth to a living teaching, which in course of time will take the shape of a self-perpetuating tradition, or a _genius loci_, as it is sometimes called; which haunts the home where it has been born, and which imbues and forms, more or less, and one by one, every individual who is successively brought under its shadow. Thus it is that, independent of direct instruction on the part of Superiors, there is a sort of self-education in the academic institutions of Protestant England; a characteristic tone of thought, a recognized standard of judgment is found in them, which, as developed in the individual who is submitted to it, becomes a twofold source of strength to him, both from the distinct stamp it impresses on his mind, and from the bond of union which it creates between him and others,—effects which are shared by the authorities of the place, for they themselves have been educated in it, and at all times are exposed to the influence of its ethical atmosphere. Here then is a real teaching, whatever be its standards and principles, true or false; and it at least tends towards cultivation of the intellect; it at least recognizes that knowledge is something more than a sort of passive reception of scraps and details; it is a something, and it does a something, which never will issue from the most strenuous efforts of a set of teachers, with no mutual sympathies and no intercommunion, of a set of examiners with no opinions which they dare profess, and with no common principles, who are teaching or questioning a set of youths who do not know them, and do not know each other, on a large number of subjects, different in kind, and connected by no wide philosophy, three times a week, or three times a year, or once in three years, in chill lecture-rooms or on a pompous anniversary.

10.
Nay, self-education in any shape, in the most restricted sense, is preferable to a system of teaching which, professing so much, really does so little for the mind. Shut your College gates against the votary of knowledge, throw him back upon the searchings and the efforts of his own mind; he will gain by being spared an entrance into your Babel. Few indeed there are who can dispense with the stimulus and support of instructors, or will do any thing at all, if left to themselves. And fewer still (though such great minds are to be found), who will not, from such unassisted attempts, contract a self-reliance and a self-esteem, which are not only moral evils, but serious hindrances to the attainment of truth. And next to none, perhaps, or none, who will not be reminded from time to time of the disadvantage under which they lie, by their imperfect grounding, by the breaks, deficiencies, and irregularities of their knowledge, by the eccentricity of opinion and the confusion of principle which they exhibit. They will be too often ignorant of what every one knows and takes for granted, of that multitude of small truths which fall upon the mind like dust, impalpable and ever accumulating; they may be unable to converse, they may argue perversely, they may pride themselves on their worst paradoxes or their grossest truisms, they may be full of their own mode of viewing things, unwilling to be put out of their way, slow to enter into the minds of others;—but, with these and whatever other liabilities upon their heads, they are likely to have more thought, more mind, more philosophy, more true enlargement, than those earnest but ill-used persons, who are forced to load their minds with a score of subjects against an examination, who have too much on their hands to indulge themselves in thinking or investigation, who devour premiss and conclusion together with indiscriminate greediness, who hold whole sciences on faith, and commit demonstrations to memory, and who too often, as might be expected, when their period of education is passed, throw up all they have learned in disgust, having gained nothing really by their anxious labours, except perhaps the habit of application.

Yet such is the better specimen of the fruit of that ambitious system which has of late years been making way among us: for its result on ordinary minds, and on the common run of students, is less satisfactory still; they leave their place of education simply dissipated and relaxed by the multiplicity of subjects, which they have never really mastered, and so shallow as not even to know their shallowness. How much better, I say, is it for the active and thoughtful intellect, where such is to be found, to eschew the College and the University altogether, than to submit to a drudgery so ignoble, a mockery so contumelious! How much more profitable for the independent mind, after the mere rudiments of education, to range through a library at random, taking down books as they meet him, and pursuing the trains of thought which his mother wit suggests! How much healthier to wander into the fields, and there with the exiled Prince to find “tongues in the trees, books in the running brooks!” How much more genuine an education is that of the poor boy in the Poem(21)—a Poem, whether in conception or in execution, one of the most touching in our language—who, not in the wide world, but ranging day by day around his widowed mother’s home, “a dexterous gleaner” in a narrow field, and with only such slender outfit

“as the village school and books a few Supplied,”

contrived from the beach, and the quay, and the fisher’s boat, and the inn’s fireside, and the tradesman’s shop, and the shepherd’s walk, and the smuggler’s hut, and the mossy moor, and the screaming gulls, and the restless waves, to fashion for himself a philosophy and a poetry of his own!

* * * * *

But in a large subject, I am exceeding my necessary limits. Gentlemen, I must conclude abruptly; and postpone any summing up of my argument, should that be necessary, to another day.

NEXT:
Discourse 7: Knowledge Viewed In Relation To Professional Skill

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The Idea of a University Defined and Illustrated by John Henry Cardinal Newman

Discourse 1: Introductory

Discourse 2: Theology A Branch Of Knowledge

Discourse 3: Bearing Of Theology On Other Branches Of Knowledge

Discourse 4: Bearing Of Other Branches Of Knowledge On Theology

Discourse 5: Knowledge Its Own End

Discourse 6: Knowledge Viewed In Relation To Learning

Discourse 7: Knowledge Viewed In Relation To Professional Skill

Discourse 8: Knowledge Viewed In Relation To Religion

Discourse 9: Duties Of The Church Towards Knowledge

University Subjects, Discussed in Occasional Lectures and Essays

Lecture 1 - Christianity And Letters. A Lecture in the School of Philosophy and Letters

Lecture 2 - Literature. A Lecture in the School of Philosophy and Letters

Lecture 3 - English Catholic Literature

Lecture 4 - Elementary Studies

Lecture 5 - A Form Of Infidelity Of The Day

Lecture 6 - University Preaching

Lecture 7 - Christianity and Physical Science. A Lecture in the School of Medicine

Lecture 8 - Christianity And Scientific Investigation. A Lecture Written for the School of Science

Lecture 9 - Discipline Of Mind. An Address To The Evening Classes

Lecture 10 - Christianity And Medical Science. An Address to the Students Of Medicine

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      • The Idea of a University Defined and Illustrated by John Henry Cardinal Newman >
        • The Idea of a University, Discourse 1: Introductory
        • The Idea of a University, Discourse 2: Theology A Branch Of Knowledge
        • The Idea of a University, Discourse 3: Bearing Of Theology On Other Branches Of Knowledge
        • The Idea of a University, Discourse 4: Bearing Of Other Branches Of Knowledge On Theology
        • The Idea of a University, Discourse 5: Knowledge Its Own End
        • The Idea of a University, Discourse 6: Knowledge Viewed In Relation To Learning
        • The Idea of a University, Discourse 7: Knowledge Viewed In Relation To Professional Skill
        • The Idea of a University, Discourse 8: Knowledge Viewed In Relation To Religion
        • The Idea of a University, Discourse 9: Duties Of The Church Towards Knowledge
        • University Subjects, Discussed in Occasional Lectures and Essays >
          • Lecture 1 - Christianity And Letters. A Lecture in the School of Philosophy and Letters
          • Lecture 2 - Literature. A Lecture in the School of Philosophy and Letters
          • Lecture 3 - English Catholic Literature
          • Lecture 4 - Elementary Studies
          • Lecture 5 - A Form Of Infidelity Of The Day
          • Lecture 6 - University Preaching
          • Lecture 7 - Christianity and Physical Science. A Lecture in the School of Medicine
          • Lecture 8 - Christianity And Scientific Investigation. A Lecture Written for the School of Science
          • Lecture 9 - Discipline Of Mind. An Address To The Evening Classes
          • Lecture 10 - Christianity And Medical Science. An Address to the Students Of Medicine
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        • Loss and Gain, Part 1, Chapter 1 >
          • Loss and Gain, Part 1, Chapter 2
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          • Loss and Gain, Part 1, Chapter 4
          • Loss and Gain, Part 1, Chapter 5
          • Loss and Gain, Part 1, Chapter 6
          • Loss and Gain, Part 1, Chapter 7
          • Loss and Gain, Part 1, Chapter 8
          • Loss and Gain, Part 1, Chapter 9
          • Loss and Gain, Part 1, Chapter 10
          • Loss and Gain, Part 1, Chapter 11
          • Loss and Gain, Part 1, Chapter 12
          • Loss and Gain, Part 1, Chapter 13
          • Loss and Gain, Part 1, Chapter 14
          • Loss and Gain, Part 1, Chapter 15
          • Loss and Gain, Part 1, Chapter 16
          • Loss and Gain, Part 1, Chapter 17
          • Loss and Gain, Part 1, Chapter 18
        • Loss and Gain, Part 2, Chapter 1 >
          • Loss and Gain, Part 2, Chapter 2
          • Loss and Gain, Part 2, Chapter 3
          • Loss and Gain, Part 2, Chapter 4
          • Loss and Gain, Part 2, Chapter 5
          • Loss and Gain, Part 2, Chapter 6
          • Loss and Gain, Part 2, Chapter 7
          • Loss and Gain, Part 2, Chapter 8
          • Loss and Gain, Part 2, Chapter 9
          • Loss and Gain, Part 2, Chapter 10
          • Loss and Gain, Part 2, Chapter 11
          • Loss and Gain, Part 2, Chapter 12
          • Loss and Gain, Part 2, Chapter 13
          • Loss and Gain, Part 2, Chapter 14
          • Loss and Gain, Part 2, Chapter 15
          • Loss and Gain, Part 2, Chapter 16
          • Loss and Gain, Part 2, Chapter 17
          • Loss and Gain, Part 2, Chapter 18
          • Loss and Gain, Part 2, Chapter 19
          • Loss and Gain, Part 2, Chapter 20
          • Loss and Gain, Part 2, Chapter 21
        • Loss and Gain, Part 3, Chapter 1 >
          • Loss and Gain, Part 3, Chapter 2
          • Loss and Gain, Part 3, Chapter 3
          • Loss and Gain, Part 3, Chapter 4
          • Loss and Gain, Part 3, Chapter 5
          • Loss and Gain, Part 3, Chapter 6
          • Loss and Gain, Part 3, Chapter 7
          • Loss and Gain, Part 3, Chapter 8
          • Loss and Gain, Part 3, Chapter 9
          • Loss and Gain, Part 3, Chapter 10
          • Loss and Gain, Part 3, Chapter 11
    • Saint Augustine of Hippo >
      • The Confessions of Saint Augustine by Saint Augustine, Bishop of Hippo >
        • Book 1 - Confessions by St. Augustine
        • Book 2 - Confessions by St. Augustine
        • Book 3 - Confessions by St. Augustine
        • Book 4 - Confessions by St. Augustine
        • Book 5 - Confessions by St. Augustine
        • Book 6 - Confessions by St. Augustine
        • Book 7 - Confessions by St. Augustine
        • Book 8 - Confessions by St. Augustine
        • Book 9 - Confessions by St. Augustine
        • Book 10 - Confessions by St. Augustine
        • Book 11 - Confessions by St. Augustine
        • Book 12 - Confessions by St. Augustine
        • Book 13 - Confessions by St. Augustine
    • G K Chesterton >
      • Heretics by G.K. Chesterton >
        • Heretics, Chapter 1: Introductory Remarks on the Importance of Orthodoxy
        • Heretics, Chapter 2: On the Negative Spirit
        • Heretics, Chapter 3: On Mr. Rudyard Kipling and Making the World Small
        • Heretics, Chapter 4: Mr. Bernard Shaw
        • Heretics, Chapter 5: Mr. H.G. Wells and the Giants
        • Heretics, Chapter 6: Christmas and the Aesthetes
        • Heretics, Chapter 7: Omar and the Sacred Vine
        • Heretics, Chapter 8: The Mildness of the Yellow Press
        • Heretics, Chapter 9: The Moods of Mr. George Moore
        • Heretics, Chapter 10: On Sandals and Simplicity
        • Heretics, Chapter 11: Science and the Savages
        • Heretics, Chapter 12: Paganism and Mr. Lowes Dickinson
        • Heretics, Chapter 13: Celts and Celtophiles
        • Heretics, Chapter 14: On Certain Modern Writers and the Institution of the Family
        • Heretics, Chapter 15: On Smart Novelists and the Smart Set
        • Heretics, Chapter 16: On Mr. McCabe and a Divine Frivolity
        • Heretics, Chapter 17: On the Wit of Whistler
        • Heretics, Chapter 18: The Fallacy of the Young Nation
        • Heretics, Chapter 19: Slum Novelists and the Slums
        • Heretics, Chapter 20: Concluding Remarks on the Importance of Orthodoxy
      • Orthodoxy by G. K. Chesterton >
        • Orthodoxy, Chapter 1: Introduction in Defense of Everything Else
        • Orthodoxy, Chapter 2: The Maniac
        • Orthodoxy, Chapter 3: The Suicide of Thought
        • Orthodoxy, Chapter 4: The Ethics of Elfland
        • Orthodoxy, Chapter 5: The Flag of the World
        • Orthodoxy, Chapter 6: The Paradoxes of Christianity
        • Orthodoxy, Chapter 7: The Eternal Revolution
        • Orthodoxy, Chapter 8: The Romance of Orthodoxy
        • Orthodoxy, Chapter 9: Authority and the Adventurer
    • Saint Thomas Aquinas >
      • On Prayer and the Contemplative Life by St. Thomas Aquinas >
        • On Prayer, Question LXXXI: Of the Virtue of Religion
        • On Prayer, Question LXXXII: Of Devotion
        • On Prayer, Question LXXXIII: Of Prayer
        • On Prayer, Question LXXII: Of the Prayers of the Saints who are in Heaven
        • On Prayer, Question CLXXIX: Of the Division of Life into the Active and the Contemplative
        • On Prayer, Question CLXXX: Of the Contemplative Life
        • On Prayer, Question CLXXXI: Of the Active Life
        • On Prayer, Question CLXXXII: Of the Comparison between the Active and the Contemplative Life
        • On Prayer, Question CLXXXVI: On the Religious State
      • Summa Theologica Part 1 ("Prima Pars") by St. Thomas Aquinas >
        • Summa Theologica (Questions 1 - 26)
        • Summa Theologica: Treatise on the Most Holy Trinity (Questions 27 - 43)
        • Summa Theologica: Treatise on the Creation (Questions 44 - 49)
        • Summa Theologica: Treatise on the Angels (Questions 50 - 64)
        • Summa Theologica: Treatise on the Work of the Six Days (Questions 65 - 74)
        • Summa Theologica: Treatise on Man (Questions 75 - 102)
        • Summa Theologica: Treatise on the Conservation and Government of Creatures (Questions 103 - 119)
      • Summa Theologica Part 1-2 ("Prima Secundae") by St. Thomas Aquinas >
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on the Last End (Questions 1 - 5)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Human Acts: Acts Peculiar to Man (Questions 6 - 21)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on the Passions (Questions 22 - 48)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits (Questions 49 - 54)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits in Particular (Questions 55 - 89): Good Habits, i.e., Virtues (Questions 55 - 70)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Habits in Particular (Questions 55 - 89): Evil Habits, i.e., Vices and Sin (Questions 71 - 89)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Law (Questions 90 - 108)
        • Summa Theologica Part 1-2 ("Prima Secundae"): Treatise on Grace (Questions 109 - 114)
      • Summa Theologica Part 2-2 ("Second Secundae") by St. Thomas Aquinas >
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the Theological Virtues (Questions 1 - 46)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the Cardinal Virtues (Questions 47 - 122)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on Fortitude and Temperance (Questions 123 - 170)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on Gratuitous Graces (Questions 171 - 182)
        • Summa Theologica Part 2-2 ("Second Secundae"): Treatise on the States of Life (Questions 183 - 189)
      • Summa Theologica Third Part ("Tertia Pars") by St. Thomas Aquinas >
        • Summa Theologica Third Part ("Tertia Pars"): Treatise on the Incarnation (Questions 1 - 59)
        • Summa Theologica Third Part ("Tertia Pars"): Treatise on the Sacraments (Questions 60 - 90)
    • The Baltimore Catechism >
      • The Baltimore Catechism, Vol. 1
      • The Baltimore Catechism, Vol. 2
      • The Baltimore Catechism, Vol. 3
      • The Baltimore Catechism, Vol. 4
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