Page:Historical Essays and Studies.djvu/363

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GERMAN SCHOOLS OF HISTORY
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lies between 1824 and 1828. To mark the distinction between what was planted in those five years and the wild growth that preceded them, is half the work that Professor Wegele had to do.

In natural gifts and in acquirements the earlier writers were not, upon the whole, inferior to those who, with better opportunities, have made them a prey to dumb forgetfulness. It is matter of legendary notoriety that Schlosser consumed so many thousand volumes in a given time. The Symbolik of his colleague Creuzer is a mine of learning animated with ideas. Voigt was among the first who, either from the easy indifference of rationalism or from the manifold interest of romanticism, released the mediæval Papacy from the dilemma of good or bad. Few of those who have come since Luden can write so well. Raumer earned the praise of having written readably on the Middle Ages, and made it known that there was much to be learnt from the Italians. Many writers of this epoch had qualities not cultivated afterwards by men of sterner stuff, and addressed their style to readers less learned than themselves, who preferred a clean text to perpetual dissertation. All the works of Schlosser deserve the malediction which Mr. Morley pronounced on one of them; yet there was a blunt integrity about him, and his influence upon men so superior to himself as Gervinus, Rothe, and Bernhardi proves, what his writings do not, that he possessed some higher quality. Luden made a name for patriotism; and Raumer was a liberal, often in tepid water for his opinions. Of the three periods into which the attitude of Germans towards the Middle Ages has been distributed,—the contemptuous, the admiring, and the intelligent, these men generally represent the second. In point of trustworthiness they are near the level of their French contemporaries; of Thierry amplifying Ivanhoe, Barante transcribing Monstrelet, and Michaud flogging all the dead horses of the First Crusade. Waitz and Leo said of them that they could read texts but never studied them; and they stand condemned as men who did not know how to