Main Currents in Nineteenth Century Literature - 2. The Romantic School in GermanyBrandes, Georg
History
Main Currents in Nineteenth Century Literature - 2. The Romantic School in Germany
Brandes, Georg
Literature, Modern -- 19th century -- History and criticism; Naturalism in literature; Romanticism
First and foremost, therefore, I everywhere trace the connection
between literature and life. This is at once proved by the fact that,
whereas earlier Danish literary controversies (that between Heiberg
and Hauch, for example, or even the famous one between Baggesen and
Oehlenschläger) were kept entirely within the domain of literature and
dealt exclusively with literary principles, the controversy aroused
by the first volume of this work has entailed, quite as much from the
nature of the work as from the irrationality of its opponents, the
discussion of a multitude of moral, social, and religious questions.
The Danish reaction, feeling itself to be akin to the one I am about
to depict and unmask, has attempted to suppress the movement which
it recognised to be antagonistic to itself--but so far with little
prospect of success. A French proverb says: _Nul prince n'a tué son
successeur._
When, however, the connection between literature and life is thus
emphasised, the delineations and interpretations of men and their
books by no means produce what we may call drawing-room history of
literature. I go down to the foundations of real life, and show how
the emotions which find their expression in literature arise in the
human heart. And this same human heart is no still pool, no idyllic
mountain lake. It is an ocean, with submarine vegetation and terrible
inhabitants. Drawing-room history of literature, like drawing-room
poetry, sees in human life a drawing-room, a decorated ball-room--the
furniture and the people alike polished, the brilliant illumination
excluding all possibility of dark corners. Let those who choose to
do so look at things thus; it is not my point of view. Just as the
botanist must handle nettles as well as roses, so the student of
literature must accustom himself to look, with the unflinching gaze
of the naturalist or the physician, upon all the forms taken by human
nature, in their diversity and their inward affinity. It makes the
plant neither more nor less interesting that it smells sweet or stings;
but the dispassionate interest of the botanist is often accompanied by
the purely human pleasure in the beauty of the flower.
Public-domain text, read in full here on John Shaqi.
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