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CONCLUSION : THE PEDAGOGIC OPPORTUNITY OF COMPARATIVE PHILOSOPHY

Since man can only know himself objectively in history, history will be the basis of such knowledge. As history can only be explored through written or pictured evidence, archaeology and philology are its indispensable tools. Historical and philological criticism, however, are taught, whereas the genius of the metaphysicians and the intuition of the artist are not. Progress susceptible of promoting the unity of science will have been accomplished on that day which sees students of philosophy considering it essential to frequent, in addition to laboratories and clinics, the halls adjoining libraries and museums where learned men and philologists observe and, by the ingeniousness of their hypotheses rich in the fruits of research, experi­ ment in that vast field of our experience, humanity's past.