Yet a step farther, and the fancy of the poet appropriates all inanimate objects, colonizes and annexes everything, large and small, an old house and an old clothes-press ("The Shepherdess and the Chimney Sweep"), the top and the ball, the darning needle and the false collar, and the great dough men with bitter almonds for their hearts. After it has grasped the physiognomy of the inanimate, his fancy identifies itself with the formless all, sails with the moon across the sky, whistles and tells stories like the wind, looks on the snow, on sleep, night, death, and the dream as persons.
The determining element in this poetic mind was, then, sympathy with all that is childlike, and, through the representation of such deep-seated, elementary, and constant spiritual conditions as those of the child, the productions of this imagination are raised above the waves of time, spread beyond the boundaries of their native land and become the common property of the divers classes of society. The time when genius was looked upon as a meteor fallen from the skies, has long since passed away; now it is known that genius, as all else that comes from nature, has its antecedents and its conditions, that it holds relations of general dependence with its epoch, is an organ for the ideas of the age. Sympathy for the child is only a phenomenon of the sympathy of the nineteenth century for whatever is naïve. Love of the unconscious is a phenomenon of the love of nature. In society, in science, in poetry and in art, nature and the child had become objects of veneration; in the realms of poetry, art, science, and society, there takes place a reciprocal action. If there arise, therefore, a poet whose affections are attracted to the child, whose fancy is allured by the animal, by plants, and by nature, he dares follow his impulses, he gains courage to give utterance to his talent, because a hundred thousand mute voices about him strengthen him in his calling, because the tide he believes himself to be stemming, rocks him gently as it bears him onward to his goal.
Thus it will be seen we can study the poet's art by studying the ideas which are his inspiration. To contemplate these in their origin and their ramifications, in their abstract essence and their concrete power, is, therefore, no superfluous act, when it becomes our task to make a study of individual poetic fancies. For the bare idea cannot make poetry; but neither can the poet make poetry without the idea and without the surroundings which give it its impetus. About the fortunate poet there gathers a multitude who, in a less felicitous way, are working in his own vein; and about this multitude the people swarm as mute but interested fellow-laborers. For genius is like a burning reflector, which collects and unites the scattered rays of light. It never stands alone. It is merely the noblest tree in the forest, the highest ear in the sheaf, and it is first recognized in its real significance and in its true attitude when it is seen in its rightful place.
III.
It does not suffice to indicate the quarter of the globe in which a genius dwells; we cannot travel through Denmark with a map of Europe for our guide. In the first place, it is necessary to see the locality more accurately described, and, even then, we no more know a genius because we happen to be familiar with his relations and surroundings than we know a city because we have walked around its walls. For though a genius may be partially, he cannot be exhaustively, explained by the period in which he lives. What is transmitted to him he combines under a new law; a product himself, he brings forth products which he alone of the whole world is able to bring forth. We need only exert our powers of observation a little, or hearken perhaps to the opinion of a foreigner, to feel how much there is that is national, local, and individual in Andersen's nursery stories. I was once talking with a young Frenchman about Denmark. "I am very well acquainted with your country," said he. "I know that your king is named Christian, that your greatest author is an unrecognized genius whose name is Hr. Schmidt, that Hr. Ploug is your fatherland's most valiant warrior, whom no battle-field ever saw retreat, and that Hr. Bille is the Gambetta of Denmark. I know that you have a body of learned men who are distinguished for their scientific independence and free investigations, and I know Hr. Holst, whom you call the 'Tyrtäus of Danebrog.'" Seeing that he had oriented himself pretty well, I interrupted him with the question, "Have you read Andersen's nursery stories?" "Have I read them?" cried he, in reply. "Why, I have read no other Danish book." "What do you think of them?" asked I. "Un peu trop enfantin," was the answer, and I am convinced that if Andersen's nursery stories were submitted to a French child five years old, he, too, would find them "un peu trop enfantin."
I have stated that the childlike element in Andersen is universally intelligible. This is true, but it is not the whole truth. This childlike tone has a decidedly Teutonic impress; it is best understood in England and in Germany, less well in any of the Latin nations, least of all by the French. In fact, Andersen is very little known and read in France. England is the only land in which romances and semi-romances are devoted to the portrayal of the spiritual life of little children (Dickens's "Paul Domby" and "David Copperfield," Miss Wetherell's "The Wide, Wide World," George Eliot's "The Mill on the Floss"), and English child nature is unique of its kind. It is only needful to open the first illustrated French book for children that comes to hand to observe the difference. The English child and the French child are as dissimilar as the acorn and the beechnut. Moreover, Andersen could never gain firm foothold in France for the reason that the field is already occupied, having been taken possession of long since by La Fontaine.
There are two kinds of naïveté. One is that of the heart, the other that of the understanding; the former is frank, free, simple, and touching, the latter has a distorted appearance, is jocose, full of ready wit, and subtile. The one evokes tears, the other a smile; the former has its beauty, the latter its charm; the former characterizes the good child, the latter the enfant terrible; and Andersen is the poet of the former, La Fontaine of the latter naïveté. The latter form of naïveté is that expression of precocity which utters the appropriate word without exactly knowing what it says, and which has, therefore, the appearance of a cloak; the other naïveté is that of innocence which takes it for granted that its Garden of Eden is the whole world, and consequently puts the whole world to shame without being aware that it is doing so, and at the same time with so appropriate a choice of words that it assumes the appearance of a mask. If we compare Andersen's nursery stories with the fables of La Fontaine, we shall find a fundamental difference in the contemplation of life exhibited and thus become acquainted with the limits of the Northern mode of viewing life, for every attempt at definition is in itself