‘History seeks to show the past as it essentially happened’
Leopold von Ranke (1795-1886)
2. Restoration and History in Europe (and Germany)
3. The relationship between professional scholarship and nationalism
4. Major influences according to Ranke specialist Georg Iggers
5. Ranke’s Conception of History
a) `The strict presentation of the facts, no matter how conditional and unattractive they might be is undoubtedly the supreme law’. (History of the Latin and German Peoples, 1494-1514, 1824)
b) `History has had assigned to it the office of judging the past and of instructing the present to the benefit of future ages. To such high office the present work does not presume; it seeks to only show the past as it essentially happened’. (wie es eigentlich gewesen) (The Latin and German Peoples, 1824)
c) `First of all philosophy reminds us of the claim of the Supreme Idea. History, on the other hand, reminds us of the conditions of existence’. (manuscript Idee der Universalhistorie, 1830)
d) `The historians task ... is at once art and science. It has to fulfill all the demands of criticism and scholarship to the same degree as a philosophical work; but at the same time it is supposed to give the same pleasure to the educated mind as the most perfect literary creation.’ (Wissenschaft und Kunst)
e) `It is not necessary for us to prove at length that the eternal dwells in the individual. This is the religious foundation on which our efforts rest. We believe that there is nothing without God, and nothing lives except through God.’ (On the Character of Historical Science)
f) ‘It would be impossible not to have one’s own opinion in the midst of all the struggles of power and of ideas which bear within them decisions of the greatest magnitude. Even so, the essence of impartiality can be preserved. For this consists merely in recognizing the positions occupied by the acting forces and in respecting the unique relationships, which characterize each of them. One observes how these forces appear in their distinctive identity, confront and struggle with one another; the events and the fates, which dominate the world, take place in this opposition. Objectivity is also always impartiality’. (Die deutschen Maechte und der Fuerstenbund. Deutsche Geschichte von 1780-1790)
g) ‘I would maintain ... that every epoch is immediate to God, and that its value in no way depends on what may have eventuated from it, but rather in it existence alone, its own unique particularity’. (Lectures delivered to King Maximilian of Bavaria, 1854)
h) `World history does not present a chaotic tumult ... there were forces, and indeed life-giving, creative forces, and moral energies which reveal themselves to us in abstract terms; but one can behold them and observe them.’ (‘The Great Powers’, 1833)
6. Critics of Ranke have raised questions about ...
Works:
1817 Luther Fragment
1824 Histories of the Latin and Germanic Nations: In Criticism of Modern Historians. A Supplement
1827 Princes and Nations of Southern Europe, vol.1
1829 The Serbian Revolution
1832-1836 ed., Historisch-Politische Zeitschrift
1834 Princes and Nations of Southern Europe, vol. II; History of the Popes, vol I
1836 Princes and Nations of Southern Europe, vol. II, III
1837 On the History of Italian Poetry
1839-47 German History in the Era of Reformation
1844 On the Assembly of the French Notables in 1787
1847 -1848 Nine Books on Prussian History
1852-61 History of France, Principally in the 16th and 17th Centuries
1859-66 History of England, Principally in the 16th and 17th Centuries
1854 ‘On the Epochs in Modern History’, lectures delivered before King Maximilian II of Bavaria
1867 Collected Works, vol.I
1868 On German History, From the Religious Peace to the Thirty Year War
1869 History of Wallenstein
1871-1872 The German Powers and the Fürstenbund
1875 Origin and Beginning of the Revolutionary Wars 1791 and 1792
1877 Hardenberg and the History of the Prussian State from 1793 to 1813
1886 World History: the Roman Republic and its World Rule, vols I, II
* On Ranke & Romanticism: Kasper Risbjerg Eskildsen, `Leopold Ranke’s Archival Turn: Location and Evidence in Modern Historiography’, Modern Intellectual History, 5:3 (2008), 454-453; Christopher John Murray, Encyclopedia of the Romantic Era, 1760-1850, Vol. 3, New York, 2004, `Ranke, Leopold Von’; Peter Novick, That Noble Dream: the 'Objectivity' Question and the American Historical Profession, Cambridge,1988; Hayden , Metahistory, Baltimore MD, 1973
Source: https://warwick.ac.uk/fac/arts/history/students/modules/hi323/lectures-venice-0910/venicehistoriog.handoutranke.doc
Web site to visit: https://warwick.ac.uk/fac/arts/history
Author of the text: indicated on the source document of the above text
If you are the author of the text above and you not agree to share your knowledge for teaching, research, scholarship (for fair use as indicated in the United States copyrigh low) please send us an e-mail and we will remove your text quickly. Fair use is a limitation and exception to the exclusive right granted by copyright law to the author of a creative work. In United States copyright law, fair use is a doctrine that permits limited use of copyrighted material without acquiring permission from the rights holders. Examples of fair use include commentary, search engines, criticism, news reporting, research, teaching, library archiving and scholarship. It provides for the legal, unlicensed citation or incorporation of copyrighted material in another author's work under a four-factor balancing test. (source: http://en.wikipedia.org/wiki/Fair_use)
The information of medicine and health contained in the site are of a general nature and purpose which is purely informative and for this reason may not replace in any case, the council of a doctor or a qualified entity legally to the profession.
The texts are the property of their respective authors and we thank them for giving us the opportunity to share for free to students, teachers and users of the Web their texts will used only for illustrative educational and scientific purposes only.
All the information in our site are given for nonprofit educational purposes