The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization. Such an institution the South of to-day sorely needs. She has religion, earnest, bigoted: — religion that on both sides the Veil often omits the sixth, seventh, and eighth commandments, but substitutes a dozen supplementary ones. She has, as Atlanta shows, growing thrift and love of toil; but she lacks that broad knowledge of what the world knows and knew of human living and doing, which she may apply to the thousand problems of real life to-day confronting her.

The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.

The notion that the church, the press, and the universities should serve the state is essentially a Communist notion. In a free society these institutions must be wholly free – which is to say that their function is to serve as checks upon the state.

One of the main functions of organized religion is to protect people against a direct experience of God.

I would advise no one to send his child where the Holy Scriptures are not supreme. Every institution that does not unceasingly pursue the study of God's word becomes corrupt. Because of this we can see what kind of people they become in the universities and what they are like now. Nobody is to blame for this except the pope, the bishops, and the prelates, who are all charged with training young people. The universities only ought to turn out men who are experts in the Holy Scriptures, men who can become bishops and priests, and stand in the front line against heretics, the devil, and all the world. But where do you find that? I greatly fear that the universities, unless they teach the Holy Scriptures diligently and impress them on the young students, are wide gates to hell.

[...] we live in times in which we run the risk of losing the meaning of study and seeing it only as functional to a job. Certainly study 'serves' man and also helps him to find his place in the world as a worker. The risk, however, is that of living study in an occasional and functional manner, and no longer as a strong and valuable life experience. The Christian presence in a study environment such as the university must therefore first and foremost aim not to add activity to other activities, but to help the young student live his main activity: study, in a Christian manner. Much less can Christian formation and academic study be considered in competition with each other.

In medieval times, the learned man, the teacher was a servant of God wholly, and of God only. His freedom was sanctioned by an authority more than human…The academy was regarded almost as a part of the natural and unalterable order of things. … They were Guardians of the Word, fulfilling a sacred function and so secure in their right. Far from repressing free discussion, this "framework of certain key assumptions of Christian doctrine" encouraged disputation of a heat and intensity almost unknown in universities nowadays. …They were free from external interference and free from a stifling internal conformity because the whole purpose of the universities was the search after an enduring truth, besides which worldly aggrandizement was as nothing. They were free because they agreed on this one thing if, on nothing else, fear of God is the beginning of wisdom.

These men were not servants, but masters; not the agents of community, but seekers after divine love and wisdom. They undertook their work with high consecration. And the academy or the university was a place consecrated to the apprehension of an order more than human and a duty more than mundane.

He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions.

The purpose of all the Church's activity is the salvation of souls. The Curia and other institutions are instruments that must be as flexible as possible in the Pope's and Bishops' hands, to take Christ to the ends of the world.

Our universities, after a few aberrant decades of experimenting with open inquiry and the advance of knowledge, have reverted to their medieval purpose (the purpose that Chinese higher education always had): to train an intellectual elite for the propagation and defense of the state ideology. Then it was Christianity (in China, Confucianism); now it is utopian egalitarianism—“political correctness,” the Narrative.

Oxford, Cambridge and the other elite universities are the guardians of intellectual life. They cannot teach the qualities that people need in politics and business. Nor can they teach culture and wisdom, any more than theologians teach holiness, philosophers goodness or sociologists a blueprint for the future. They exist to cultivate the intellect. All else is secondary.