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REVIEWS would have supported his claim that in thes'e lines from "Snow. Bound:" •.. Where cool and long the shadows grow I walk to meet the night thu soon Shalt Ihape and shadow over6aw ••. the grand style is present. They may have the devation ·of sub. stance which is one of the constituents of the grand style; they have not its elevation of manner. NQ less vulnerable is his claim that in this stanza of Longfellow: But when winter rains bcain, He siu :lnd smokes by the blning brands, And old suraring men come in, Goat.bearded, gray, and with double chin. And rings upon their handg.there is a power of imagery which places it with the subtle, brilliant) imagi native work of Amy Lowdl. Such cavils arc trifling. The book supplies the essen rial elements (or a history of American poetry since Freneau, and has that awareness of the past as a continuing (orce) an inescapable tradition, which makes all the books mentioned here so much more vital, so much more profound than the: books written about New England in the graceful manner which prevailed before the 'War. THE CLASSIFYING MIND' G. S. BRETT The titles o( the two books which we propose to describe see~ designed to tantalize the observan't reader. They go so (ar collectively as to agree upon the writer's surname aed to admit that he is also called Rupert, but they might just as well inform the public that the author is Rupert Clendon Lodge, that he has been for many years Professor of Philo~ophy in the University of Manitoba, and is already known for his translation of Varisco's The GTtot Problems, not to mention some independent writings on philosophical ~u bjects. It is a pleasure, not too commonly experienced, to read -Tile itumiDning Mind.- A,ry oj PhilosoplJital Ttnderuits, by Rupc.rt C. Lodge, J. M. Dent and Sons, 1937. PlJilosophy 0/ EductJ/iol1, by Rupert C. Lodge, Harper and Brothers. J937. 131 a work on we have two PT()QtlCeCl which must " ........"...n"lu for this in educa.tion. On this reason t1H,t-U1r't- parts to wishes for all who are As the title main interest is In both books the same On whole or a method used in will be conscious of in both: of the t1o~)ot)ne:r is an idealist or a realist .... "'... "',;>':>1"' ......':'-'" is made the framework of the who reads them C011seCUiClv,elY are. very few tasks more difficult than a introduction to philosophYi the only real introduction is of one or more of the great But which provide a grammar with all systems aTe made a very commendable effort of the no 132 REVIEWS types, such as Platonism, Aristote1'ianisITl, Stoicism, or the modern schools from Locke to Hegel. Because philosophy is partly "mental and moral science" and partly the work of individuals who are constructive artists, every teacher encounters the difficulty of deciding whether it is better to base his method on the historical sequence of systems or expound what are accepted as the inevitable topics and common principles of philosophy in general. The latter method is used by Professor Lodge. Consequently, his book gives the impression of being concerned chiefly with philosophy as it is to-day, though philosophical topics are so far perennial that the old and the new are more distinct in language than in meaning. Turning to the second book we naturally ask, what is a phIlosophy of education? To a certain extent the modern mind has turned away from the philosophy to the science of education. This is in harmony with the general tendel)cy to think first of operations and technique, with emph,asis on specified tasks. But from the earliest times education has been controlled by some conception of life and therefore by some philosophy, however' dimly conceived. This fact is attested by all forms of educational activity, from the early idea of tribal conformity, through Plato) Rousseau, and many others, to the latest schemes adopted in Russia or Germany. The modern theorists would prefer to say that in each nation the education reflects a special ideology. A comprehensive...


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