the first part of the present century. And there is a certain affinity between the two. Kant and Hegel have more in common with Plato and Aristotle than they have either with the scholastic philosophy or with the psychological systems of the last century. An age which produced Kant and Hegel was likely to appreciate their ancient forerunners; and Hegel advocated the study of the works of Aristotle as “the noblest problem of classical philology.” The Germans have applied themselves to this problem with splendid success, especially Immanuel Bekker, Brandis, Zeller, Bonitz, Spengel, Stahr, Bernays, Rose, and many others who might be mentioned. The great Berlin edition of the works of Aristotle, brought out under the auspices of the Prussian Royal Academy, is a monument of their labours. We have seen the vicissitudes of reputation through which Aristotle has passed—how at different times he was partially known, misconceived, over-rated, under-rated, and both praised and blamed on wrong grounds. Perhaps at no previous time has he been more correctly known and estimated than he is at present.
The various services of Aristotle to mankind have been to some extent indicated in the foregoing pages. To attempt to summarise them all would be vain; but perhaps it may be said, in a word, that Aristotle has contributed more than any one man to the scientific education of the world. The amount of the influence which he has exercised may partly be inferred from the traces which his system has left in all the languages of modern Europe. Our everyday conversation is
