We shall find no more convenient opportunity to end this part of the social study of the age of Shakespeare than with this naive picture of the sex which most adorned it.  Some of the details appear trivial; but grave history which concerns itself only with the actions of conspicuous persons, with the manoeuvres of armies, the schemes of politics, the battles of theologies, fails signally to give us the real life of the people by which we judge the character of an age.

III

When we turn from France to England in, the latter part of the sixteenth and the beginning of the seventeenth century, we are in another atmosphere; we encounter a literature that smacks of the soil, that is as varied, as racy, often as rude, as human life itself, and which cannot be adequately appreciated except by a study of the popular mind and the history of the time which produced it.

“Voltaire,” says M. Guizot, “was the first person in France who spoke of Shakespeare’s genius; and although he spoke of him merely as a barbarian genius, the French public were of the opinion that he had said too much in his favor.  Indeed, they thought it nothing less than profanation to apply the words genius and glory to dramas which they considered as crude as they were coarse.”

Guizot was one of the first of his nation to approach Shakespeare in the right spirit—­that is, in the spirit in which he could hope for any enlightenment; and in his admirable essay on “Shakespeare and His Times,” he pointed out the exact way in which any piece or period of literature should be studied, that is worth studying at all.  He inquired into English civilization, into the habits, manners, and modes of thought of the people for whom Shakespeare wrote.  This method, this inquiry into popular sources, has been carried much further since Guizot wrote, and it is now considered the most remunerative method, whether the object of study is literature or politics.  By it not only is the literature of a period for the first time understood, but it is given its just place as an exponent of human life and a monument of human action.

The student who takes up Shakespeare’s plays for the purpose of either amusement or cultivation, I would recommend to throw aside the whole load of commentary, and speculation, and disquisition, and devote himself to trying to find out first what was the London and the England of Shakespeare’s day, what were the usages of all classes of society, what were the manners and the character of the people who crowded to hear his plays, or who denounced them as the works of the devil and the allies of sin.  I say again to the student that by this means Shakespeare will become a new thing to him, his mind will be enlarged to the purpose and scope of the great dramatist, and more illumination will be cast upon the plays than is received from the whole race of inquisitors into his phrases and critics of his genius.  In the