Main Currents in Nineteenth Century Literature - 5. The Romantic School in France — John Shaqi
Main Currents in Nineteenth Century Literature - 5. The Romantic School in FranceBrandes, Georg
History
Main Currents in Nineteenth Century Literature - 5. The Romantic School in France
Brandes, Georg
Literature, Modern -- 19th century -- History and criticism; Naturalism in literature; Romanticism
choose subjects from Dante, Shakespeare, and Byron; the art of the
painter at times becomes illustration of poetry. But it was the art
of painting which was most powerful in influencing the sister arts,
especially poetry, and that distinctly for good. The lover no longer,
as in the days of Racine, prayed his mistress "to crown his flame."
The public demanded naturalness of the author, and refused to accept
representations of impossibilities.
In 1824 Delacroix exhibits his _Massacre of Scios_, a picture with
a Grecian subject and a reminiscence of Byron, in 1831 _The Bishop
of Liège_, which illustrates Scott's _Quentin Durward_, in May 1831
_Liberty at the Barricades_. In February 1829, Auber's opera, _La
Muette de Portici_, makes a great sensation; Meyerbeer's _Robert le
Diable_ follows in 1831. In February 1830 Victor Hugo's _Hernani_ is
played for the first time at the Théâtre Français; in 1831 Dumas'
_Antony_ is a grand success. The authors Dumas and Hugo, Delacroix the
painter, the sculptor David d'Angers, the musical composers Berlioz
and Auber, the critics Sainte-Beuve and Gautier, Frédéric Lemaître
and Marie Dorval the scenic artists, and, corresponding to them, the
two great dæmonic musical virtuosi Chopin and Liszt--all these make
their appearance simultaneously. One and all proclaim the gospel of
nature and of passion, and around them assemble groups of young men who
apprehend and cultivate literature and art in a spirit akin to theirs.
These men did not always realise that in the eyes of posterity they
would constitute a natural group. Some of the greatest of them felt as
if they stood alone, and believed that the spirit and tendency of their
work was different from that of their contemporaries', nay, actually
antagonistic to it. Nor were they entirely wrong, for there are very
essential points of difference between them. Yet common excellences,
common prejudices, common aims, and common faults unite them and make
of them a whole. And it happened much more frequently than is generally
the case, that those whom reflection inclines us to class together
actually did feel themselves drawn to each other; many of the best
among them early joined hands and formed a league.
Seeking the connecting links we find, as it were, a chain which binds
the group together.
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