Friedrich Naumann (1860–1919) was born into that generation of Germans whose Weltanschauung had begun to accommodate an emerging world of science, technology, nationalism, and power politics. When he entered upon university studies in 1879 the Reich had been established, the German industrial revolution was well under way, and the scientific-historical outlook had begun to replace philosophy as the prevailing national temper. These historical currents were presently gathered into his powerful intellect, bent upon understanding itself and the times. This quest mirrored in an extraordinary way the political tendencies and intellectual moods of Wilhelmian Germany. All of its foibles and conceits, its doubts and ambition were freely exhibited in Naumann's writing. A prose style outstanding in modern German letters for its clarity and easy grace facilitated Naumann's task. Few works in German on political subjects share the literary qualities of Naumann's prose; his personal archive of Wilhelmian times can yield pleasure as well as secrets to the historian.

Anyone who lived in France in the years 1945–1946 has a confused impression of both disarray and nostalgia. In the spring of 1946 Father Danielou, S.J., addressing a small group of British teachers, who had come to France at the invitation of the “Catholic Center of French Intellectuals,” described the time aptly: between the past horrors of war and occupation and the ever-present possibility in the immediate future of other horrors still more atrocious, this period seemed to him an oasis. For a great many Frenchmen this time still evokes the disorder due to the occupation, rapid liberation, and also recalls for them the beginning of a convalescence with all the relief and well-being this implies; it is the period of agitation and illusion.

“I have so many feelings and ideas in common with the English that for me England has become a second intellectual home.” So wrote de Tocqueville to one of his English friends, when signs of Napoleonic despotism reappeared in the troubled French skies and alarmed liberals began to worry about final issues and coming dangers.

England and its historical pattern of behavior, its “moeurs”, its institutions and above all the peculiar rhythm of its social development, played a most important part in the general formation of de Tocqueville's thought. The Anglo-Saxon world was in his eyes a fairly bright spot in a gloomy and unhappy European picture, a world from which one could occasionally gather some valuable guiding principles as to the understanding of the continental malady and its possible cure.

The first thing one must understand in order to grasp the nature of Bolshevism is its philosophical character. There are, of course, other factors which contributed to the formation and which influence the activity of the Party; but the Party considers itself as acting in the name and for the sake of a philosophical creed. That is why philosophy is considered an overwhelmingly important matter in the contemporary Soviet Union. As this point is often overlooked by Westerners (who are still very much influenced by the positivistic tradition), it is useful and necessary to substantiate it.

About twenty-five years ago, the fields and methods of the different academic disciplines concerned with the study of man and his works, and the relations between these disciplines, were a favorite theme of discussion. At that time, the so-called social sciences were experiencing a spectacular expansion in scope simultaneously gaining depth through the constant refinement of their methods. Increasing division of labor in research focused attention on marginal areas, giving rise thereby to several new specialties which threatened to encroach upon already established disciplines. These sometimes heated discussions were, as a whole, a healthy sign of the progress made by the new science of man, which then went through the growing pains of its adolescence. They also meant a staking out of claims between professional groups, a search for new labels and standards, and a reshuffling and re-naming of college courses and text books. This process of reorientation resulted in the organizational structure within which both research and teaching in the American institutions of higher learning have been carried out ever since. Once the demarcation lines had been drawn, however, interest in problems pertaining to the logic of science decreased; and the scholars in the different fields settled down to putting in practice what had now been defined as their proper task.