Abstract

Nevertheless, explicitly or implicitly, the university has always taught (by which I mean examined, evaluated, posited, reinforced) values, and I should think will always follow or circle the track of its origins. When higher education leapt or strutted out of the doors of the church (whether by license from the crown, permission of the diocese, or charters from guilds) it was extricating itself from the church's charge, where monastic schools and libraries were centers of learning and most students were expected to take (and did take) orders--ecclesiastical orders, that is--but it did not slam the cathedral doors or the Calvinist parish gates behind itself. The faculty-cum-clergy carried the same religious principles and preoccupations with them. Like other institutions of higher learning, Princeton was founded by a collection of laymen and clergy exiting a college founded by other clergy and laymen who made that move because of a dispute concerning religious belief and the dissemination of those beliefs to its student body. The founding of the university was never understood to be a severance from ecclesiastical scholarship, but rather a segue into the more exciting and demanding realm of the conjunction of faith and reason--applying reason to faith, faith to the worldly, and abjuring the shadow of Scholasticism which tainted both. The history of moral philosophy and its transformation into humanistic studies can be seen as an argument with and among definitions of reason, its status in spiritual life, and its impact not on faith, but on moral orientation.