HEGEL
Until Hegel was called to Berlin he had been unsuccessful as a teacher. He had attracted little attention at the other universities, and in his younger days had often lectured to only three or four students. Now he was at the height of his fame. Unlike Schelling, who reached maturity so early, and became so early barren, Hegel, the man of heavier, slower nature, entered the most momentous stage of his career with his forty-eighth year.
Great expectations were formed of him, and he fulfilled them all. His insight was extraordinary; he seemed thoroughly to belong to his time, and yet to live as it were above it—familiar with all its ideas and judging them all with calm superiority and profound conviction. Hundreds upon hundreds of listeners streamed to his lecture-room.
The young student who saw him for the first time thought him an odd-looking figure. He had aged early, his originally powerful figure was bent, and the impression he produced when he entered the lecture-room was that of old-fashioned middle-class respectability. He went to his desk, seated himself, became absorbed in his manuscript, turning over the large leaves and looking up and down them for what he wanted. His carriage was awkward and characterless, his expression listless, his face worn and wasted, not by passion but by the most arduous mental labour. But he had a fine, noble head, and when he turned his face, with a look of profound, dignified, yet simple earnestness towards his hearers, the imprint of high intellect was unmistakable.
He began to speak, cleared his throat, coughed and stammered, had difficulty in finding his words. He had a strong Swabian accent, and a jerky, unrhythmical delivery; involved himself in long, intricate sentences which he seldom managed to bring to a satisfactory conclusion; sought long for the exact word required to express his meaning, but never failed to find it; and when found, it always struck his hearers as extraordinarily telling, whether it was a perfectly familiar or a very uncommon expression. In time this peculiar delivery simply served to make intelligible to the listener the extraordinary difficulty and intricacy of the mental process. There might be tiresome repetitions, but if the student let his attention wander and missed a few sentences, as likely as not he was punished by losing the thread of the discourse. For by means of apparently insignificant intermediate steps some thought had been made to betray its one-sidedness, its narrowness, to involve itself in contradictions, and these contradictions had to be, or were already, explained away.
What struck one as peculiarly characteristic of his lecturing was the combination of two features: the speaker's concentration in his subject, which made it seem as if he spoke entirely for its sake; and his keen anxiety to make himself plainly understood, which made it seem as if after all he spoke chiefly for the sake of the hearer.[1]