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 connection with intellectual illumination or philosophy.

I suppose the _prima-facie_[12] view which the public at large would
take of a university, considering it as a place of education, is nothing