Philosophical Review

Hegel; sa vie et ses Aeuvres by P. RoquesReview by: G. W. CunninghamThe Philosophical Review, Vol. 21, No. 5 (Sep., 1912), pp. 607-608Published by: Duke University Press on behalf of Philosophical ReviewStable URL: http://www.jstor.org/stable/2177184 .

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No. 5.] NOTICES OF NEW BOOKS. 607

Hegel; sa vie et ses weuvres. Par P. RoQuEs. Paris, Librairie Felix Alcan, 1912.

-PP. 358. This is not a critique of the Hegelian philosophy. It is rather an attempt

on the part of the author to put in brief compass the principal facts of the life of Hegel, to present all of his writings in their chronological order, and to summarize their content. Apart from the preface, in which the author ex- presses his conviction that the fundamental principles of the Hegelian point of view will ultimately have to be accepted, and in which he essays to indicate what some of those principles are, the book is purely historical. The author's aim is simply to play the r6le of historian of the life and thought of Hegel. The work is scholarly, and is based upon intimate acquaintance with both the published works and the manuscripts of the philosopher. It is written in a clear and fascinating style, and, in the opinion of the reviewer, is true to the spirit of the Hegelian philosophy.

There are ten chapters in the book. The first three deal with Hegel at Tfibingen, at Berne, at Frankfort, and at Jena. Interesting summaries of the fugendschriften are to be found here, summaries which throw very illuminating sidelights on the more mature thought of the philosopher. Here are found also summaries of the five articles published by Hegel when he was laboring in conjunction with Schelling. The fourth chapter is devoted to a consideration of the Phenomenology of Mind, Hegel's first work of fundamental importance. The summary here given of this difficult work is quite exhaustive, and may well be read by every one who would appreciate the real meaning of this intro- duction to the Hegelian point of view. In the fifth chapter we find an inter- esting account of the sojourn of Hegel at Bamberg and Nuremberg. It was during this period that Hegel wrote the Propaedeutik, which is much more interesting when read in the light of Hegel's later thought. The Logic is summarized in the sixth chapter. A summary of this desperately difficult work, which gives to the reader a fairly adequate conception of its contents, is certainly not easy to write. But M. Roques has succeeded very well in his attempt. The seventh chapter deals with Hegel at Heidelberg. In this chapter are to be found summary discussions of the Encyclopaedia and of the article on Jacobi. Chapters eight and nine follow the fortunes of our phi- losopher to Berlin and present to us summaries of the Philosophy of Right, Philosophy of History, Philosophy of Art, Philosophy of Religion, and History of Philosophy. These chapters cover one hundred pages of the book, and are not as sketchy as it might appear. The Philosophy of Right, especially, is dealt with very fully and the summary of its contents is quite illuminating. The last chapter tells us of the closing years of the philosopher's life, describing to us his journeys into France and about Germany, summarizing for us his later and little known scientific and political writings, and introducing us to the discourses that he delivered as rector of the University of Berlin. A short reference to the so-called Hegelian school concludes the volume.

To the mind of the reviewer, this is an important work. It supplies a real need. Too little is known, generally, concerning the growth of Hegel's

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6o8 THE PHILOSOPHICAL REVIEW. [VOL. XXI.

thought: much concerning that development may be learned from the present volume. Furthermore, there are current caricatures of Hegel's views which too frequently are mistaken for his real views: this work will doubtless do much to destroy these phantoms and to emphasize what it is that Hegel really teaches That this ignorance and misconstruction should be done away with, every one, regardless of his personal opinion concerning the value of the Hegelian phi- losophy, will readily admit. The author states that his primary aim is to introduce Hegel to his fellow-countrymen, continuing the work begun by Vera and Benard. But he has done more than this. He has added to philosophical literature a book that is of permanent value, one that deserves to be, and doubtless will be, widely read.

G. W. CUNNINGHAM. MIDDLEBURY COLLEGE.

The Evolution of Educational Theory. By JOHN ADAMS. London, Macmillan & Co.; New York, The Macmillan Company, 1912.-pp. vii, 410.

This is the initial volume of a series entitled "The Schools of Philosophy" which has been undertaken under the editorship of Sir Henry Jones of the University of Glasgow. After pointing out the indispensable character of the historical approach in philosophy, the editor says in his General Preface: "The literature of this country is rich in many respects; but it contains no History of Philosophy which is based on this conception or which presents with even approximate adequacy the evolution of the central conceptions of human experience. . . . It is the aim of the present series to remove this

defect and to give to English readersof philosophy a history of the movement of philosophical thought whose appeal is more intimate than any which can be transmitted through a foreign medium." It is announced that The History of Greek Philosophy from Thales to Aristotle by Professor John Burnet, and of Modern Philosophy from Hobbes to Reid by Professor Stout, will be published shortly. Other volumes announced in this series are: From Descartes to Kant by Professor Latta; Hegel and his Idealist Successors by the Editor; and Political Philosophy by Dr. R. A. Duff of the University of Glasgow.

The volume before us, by the professor of Education in the University of London, scarcely fulfils the expectations aroused by the emphasis on the im- portance of the historical method in the Editor's General Preface and by the title of the book itself. It is rather a classification and discussion in the light of philosophical principles of certain fundamental theories of education. As the author states his own method of procedure "In view of the prevailing conflict between classification and chronology, it will be well not to pay too much attention to the chronological element, and certainly not to adopt it as a guiding principle after the Renaissance. Instead of taking the period at which each of the post-Renaissance theories was at its height and giving a cross-section of educational thought at that time, the better plan will be to take up each of the theories, and show its relation to the development of edu- cational theory, as a whole. . . . This will always imply a to and fro movement

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