6 Introduction
he was not German but a Czech of Slavonic descent). Horv
´
ath became
a bishop and Minister of Education during the revolution and war
of independence in 1848–9, after which, like Lelewel, he was forced
into exile. Kog
˘
alniceanu served as Prime Minister, then later as Foreign
Minister and Minister of the Interior in one of the most crucial eras of
Romanian history, the period of unification and attainment of national
independence.
Nevertheless, these instances appear to provide little evidence about
the exceptionality of my historians’ political commitment. The historian
who saw writing history as a way of practising politics and therefore
deliberately set out not only to write and teach history but also to
make it, appears to be representative of an archetype in an age when
many historians both espoused political views in their writing as well as
occupying powerful political posts. In his book referred to above (again,
from which the East-Central European region is entirely absent!), Ernst
Breisach concludes with regard to the era in question that ‘one could
have thought that the ancient period had returned, as history writing
and public service once more were frequently linked’.¹³ Among the
abundant examples of historians ‘turning Clio into the preceptor of
the nation’¹⁴ are the German historians at the Frankfurt Parliament
in 1848 (the Professors’ Parliament) and subsequently the Prussian
schools’ concern for German unification. A representative of the latter,
Heinrich Sybel, famously declared that he was four-sevenths politician,
three-sevenths professor.¹⁵ The French Romantic school’s use of history
as a weapon in political struggles is also widely known, as is the fact
that many of its members held prominent political positions, including
Franc¸ois Guizot, who served as Prime Minister, and Thiers, who became
the first President of the Third Republic.¹⁶ Furthermore, one may ask
whether political experience is inevitably harmful to historical writing,
or whether, at least in some instances, it may have the potential to help
comprehend the past. This question is especially worth asking in light
of the fact that most historians of the era saw their own involvement
¹³ Breisach, Historiography: Ancient, Medieval and Modern, 262.
¹⁴ Herbert Flaig, ‘The Historian as Pedagogue of the Nation’, History 59 (1974), 18.
¹⁵ Ibid., 19.
¹⁶ See Jacques Barzun, ‘Romantic Historiography as a Political Force in France’, Journal of
the History of Ideas 2:3 (1941), 318–29; Stanley Mellon, The Political Uses of History: A Study
of Historians in the French Restoration (Stanford, 1958); Lionel Gossman, ‘Augustin Thierry
and Liberal Historiography’, in Gossman, Between History and Literature (Cambridge, MA,
and London, 1990), 83–151.