Scholastica ratione historico-critica instauranda ed. by P. Charles Balić, O.F.M. (review)

BOOK REVIEWS Scholastica ratione historico-critica instauranda. Acta congressus scholastici intemationalis. Edited by P. Charles Balic, 0. F. M. [Bibliotheca Pontificii Athenaei Antoniani: VII] (Rome: Ateneo Antoniano, 1951. Pp. xxiii + 669). In reporting the proceedings of the first International Scholastic Con­ gress, held at San Antonio Sept. 1950, Scholastica presents some thirty papers, speeches, etc. under the combined auspices of the three Franciscan Roman colleges. The purpose of the Congress, as Fr. Balid points out (p. 16), was to reveal the importance of the historico-critical method in approaching Scholasticism: to discern the past with a more critical eye, and to lay the foundation for future work in a better understanding of the Scholastics and their doctrine. The papers show how well the Congress succeeded. Since it is not possible to summarize or even list all the papers, suffice it to say that the over-all general theme was well illustrated by a number of papers on the need of critical research before passing judgment on Scholasticism. To read the story of Denifle and Ehrle, of Fidelis a Fanna and the history of Quaracchi, of the Leonine edition of Saint Thomas and its vicissitudes, or the history of the autograph of the Contra Gentiles, is to realize the headaches and heartaches that sometimes accompany critical editions, and to learn too the necessity of such editions for the better understanding of Scholasticism. Professor Gilson well emphasized the need of historical research for the good of Scholasticism today (his first paper has since been reprinted in the Antonianum, and englished as "Historical research and the future of scholasticism,” in The Modern Schoolman, X X IX [1951-52], 1-10); and for the correct understanding of Duns Scotus in particular: too often doctrines are attributed to Scotus which are the elaborations of his disciples, or opposition to Saint Thomas is manufactured out of whole cloth when Scotus had Henry of Ghent before him. Besides such general papers, others dealt with individual problems: how Platonism came to the Middle Ages; the doctrines of Gilbert de la Porrie in his commentary on Saint Paul; the works of Saint Anthony of Padua; Saint Thomas as a commentator on Aristotle; Macedo as an inter­ preter of Scotus; etc. One might take issue with several themes presented, to question the conclusions of their authors. Those on Saint Bonaventure we leave for possible future discussion. Let us hope that the resolutions of the Congress will not go unheeded: that the historico-critical method of studying Scholasticism be developed in such a way as to answer those Catholics who, despite Humani generis, do not favor Scholasticism; that researches into Scholasticism study the historical conditions under which the Scholastics studied and wrote, the mentality and spirit of the Middle Ages, and endeavor to translate medi60 Book Reviews 61 aeval terminology for the modern man. Again, among other resolutions offered, that scholars do not waste time in re-iterating old disputes of lesser moment but, els demanded by Humani generis, undertake the positive defence and search for truth for the good of the Church and souls rather than the glory of an individual school. I g n a t iu s B r a d y , O.F.M. Duns Scotus College Detroit Those who Are Baptized For the Dead (I Cor. 15: 29). By Bernard M. Foschini, O. F. M. (Worcester, Mass. The Hefferman Press, 1951. Pp. viii + 101.) In this dissertation for his doctorate in Sacred Theology at the Pontificium Athenaeum Antonianum, the author gives an exegetical study of what is generally conceded to be a rather obscure and quite difficult passage of the great Apostle of the Gentiles. The author reduces the forty more or less different interpretations to three distinct categories inasmuch as they take the baptism referred to either in a metaphorical sense, or in the proper sense but not as a true sacrament, or as the true sacrament. After travelling through this maze of opinions— never losing his way— and submitting them to a scientific critique, the author courageously proposes his own solution. His key to the solution is re-punctuating the verse, which would make the English read thus: “ Else what shall they do who...