The introduction provides an outline of the book and summarizes its main ideas and theses. In addition, it briefly discusses methodology in the history of philosophy and Kierkegaard’s controversial use of pseudonyms.

The Introduction presents the philosopher G. W. F. Hegel and raises questions about the influence of his Berlin lectures in the 1820s. A remarkable generation came to learn from him, which included figures such as Ludwig Feuerbach, Bruno Bauer, Max Stirner, David Friedrich Strauss, and Heinrich Heine. After his death a second generation of students came to Berlin and were inspired by his legacy. Among these were Karl Marx, Friedrich Engels, Søren Kierkegaard, Ivan Turgenev, and Mikhail Bakunin. All of these thinkers testify to the special intellectual atmosphere in Berlin that arose in connection with Hegel’s philosophy both during his lifetime and in the decades after his death. The present work takes as its point of departure the intellectual milieu at the University of Berlin, which was the fountain of inspiration that nourished the leading figures of the age. The introduction defines Hegel’s concepts of alienation and recognition, which are taken as the guiding themes for a study of philosophy in the nineteenth century. A handful of critical theses are sketched.

Chapter Three studies ‘the word’ by merging two fields of association: first, the agglomeration of human labours, social practices, cultural values, and codified grammatical systems that made possible and supported the acquisition of Latin; second, the inhuman order of the ‘verbum Dei’. Each of these fields of association has, as its ultimate aim, the transformation of individual lives. It is under the rubric of this shared objective that I bring them together here. The first half of the chapter explores aspects of the medieval Latin grammatical tradition and its early modern afterlives. My goal is to make some seventh-century wranglings on the subject of the Latin case system serve as a point of entry into later fashions of prose style, and into the pedagogical disciplines of systematic imitation that were developed to teach Ciceronian Latin to schoolboys. The second half of the chapter explores a range of texts associated with St Paul, St Augustine, and Martin Luther in order to characterize the linguistic and spiritual stakes of medieval and early modern Britain’s absorption into Rome.

Chapter Two studies how Rome figures in shifting conceptions of the problem of the self. The chapter’semphasis is on sixteenth- and seventeenth-century writers and texts, ranging from Edmund Spenser and John Donne to Sir Thomas Wilson and John Milton. English perspectives on Rome, however, were mediated to a significant extent by continental writers such as Petrarch, Joachim Du Bellay, and Michel Eyquem de Montaigne. Writers trained within (and in Petrarch’s case, actively forging) the traditions of humanist inquiry celebrated their commitment to returning ad fontes. In practice, however, their engagements with a ‘text’ as complex and ramified as Rome risked leaving them endlessly navigating tributary brooks, creeks, streams, and rivers rather than reposing comfortably at the source. The chapter brings together scenes of schooling, staring, and travel in order to study tensions between understandings of the self as being an immured condition of metaphysical finitude, on the one hand, and as being formed via the absorption of capabilities that arrive from the outside, on the other.