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The Education of Henry Adams

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looked on at this scene, was dead, the private secretary of 1862 read these lines with stupor, and hurried to discuss them with John Hay, who was more astounded than himself. All the world had been at cross-purposes, had misunderstood themselves and the situation, had followed wrong paths, drawn wrong conclusions, had known none of the facts. One would have done better to draw no conclusions at all. One's diplomatic education was a long mistake. These were the terms of this singular problem as they presented themselves to the student of diplomacy in 1862: Palmerston, on September 14, under the impression that the President was about to be driven from Washington and the Army of the Potomac dispersed, suggested to Russell that in such a case, intervention might be feasible. Russell instantly answered that, in any case, he wanted to intervene and should call a Cabinet for the purpose. Palmerston hesitated; Russell insisted; Granville protested. Meanwhile the rebel army was defeated at Antietam, September 17, and driven out of Maryland. Then Gladstone, October 7, tried to force Palmerston's hand by treating the intervention as a fait accompli. Russell assented, but Palmerston put up Sir George Cornewall Lewis to contradict Gladstone and treated him sharply in the press, at the very moment when Russell was calling a Cabinet to make Gladstone's words good. On October 23, Russell assured Adams that no change in policy was now proposed. On the same day he had proposed it, and was voted down. Instantly Napoleon III appeared as the ally of Russell and Gladstone with a proposition which had no sense except as a bribe to Palmerston to replace America, from pole to pole, in her old dependence on Europe, and to replace England in her old sovereignty of the seas, if Palmerston would support France in Mexico. The young student of diplomacy, knowing Palmerston, must have taken for granted that Palmerston inspired this motion and would support it; knowing Russell and his Whig antecedents, he would conceive that Russell must oppose it; knowing Gladstone and his lofty principles, he would not doubt that Gladstone violently denounced the scheme. If education was worth a straw, this was the only arrangement of persons that a trained student would imagine possible, and it was the arrangement actually assumed by nine men out of ten, as history. In truth, each valuation was false. Palmerston never showed favor to the scheme and gave it only "a feeble and half-hearted support." Russell gave way without resolutely fighting out "his battle." The only resolute, vehement, conscientious champion of Russell, Napoleon, and Jefferson Davis was Gladstone. Other people could afford to laugh at a young man's blunders, but to him the best part of life was thrown away if he learned such a lesson wrong. Henry James had not yet taught the world to read a volume for the pleasure of seeing the lights of his burning-glass turned on alternate sides of the same figure. Psychological study was still simple, and at worst -- or at best -- English character was never subtile. Surely no one would believe that complexity was the trait that confused the student of Palmerston, Russell, and Gladstone. Under a very strong light human nature will always appear complex and full of contradictions, but the British statesman would appear, on the whole, among the least complex of men. Complex these gentlemen were not. Disraeli alone might, by contrast, be called complex, but Palmerston, Russell, and Gladstone deceived only by their simplicity. Russell was the most interesting to a young man because his conduct seemed most statesmanlike. Every act of Russell, from April, 1861, to November, 1862, showed the clearest determination to break up the Union. The only point in Russell's character about which the student thought no doubt to be possible was its want of good faith. It was thoroughly dishonest, but strong. Habitually Russell said one thing and did another. He seemed unconscious of his own contradictions even when his opponents pointed them out, as they were much in the habit of doing, in the strongest language. As the student watched him deal with the Civil War in America, Russell alone showed persistence, even obstinacy, in a definite determination, which he supported, as was necessary, by the usual definite falsehoods. The young man did not complain of the falsehoods; on the contrary, he was vain of his own insight in detecting them; but he was wholly upset by the idea that Russell should think himself true. Young Adams thought Earl Russell a statesman of the old school, clear about his objects and unscrupulous in his methods -- dishonest but strong. Russell ardently asserted that he had no objects, and that though he might be weak he was above all else honest. Minister Adams leaned to Russell personally and thought him true, but officially, in practice, treated him as false. Punch, before 1862, commonly drew Russell as a schoolboy telling lies, and afterwards as prematurely senile, at seventy. Education stopped there. No one, either in or out of England, ever offered a rational explanation of Earl Russell. Palmerston was simple -- so simple as to mislead the student altogether -- but scarcely more consistent. The world thought him positive, decided, reckless; the record proved him to be cautious, careful, vacillating. Minister Adams took him for pugnacious and quarrelsome; the "Lives" of Russell, Gladstone, and Granville show him to have been good-tempered, conciliatory, avoiding quarrels. He surprised the Minister by refusing to pursue his attack on General Butler. He tried to check Russell. He scolded Gladstone. He discouraged Napoleon. Except Disraeli none of the English statesmen were so cautious as he in talking of America. Palmerston told no falsehoods; made no professions; concealed no opinions; was detected in no double-dealing. The most mortifying failure in Henry Adams's long education was that, after forty years of confirmed dislike, distrust, and detraction of Lord Palmerston, he was obliged at last to admit himself in error, and to consent in spirit -- for by that time he was nearly as dead as any of them -- to beg his pardon. Gladstone was quite another story, but with him a student's difficulties were less because they were shared by all the world including Gladstone himself. He was the sum of contradictions. The highest education could reach, in this analysis, only a reduction to the absurd, but no absurdity that a young man could reach in 1862 would have approached the level that Mr. Gladstone admitted, avowed, proclaimed, in his confessions of 1896, which brought all reason and all hope of education to a still-stand: -- I have yet to record an undoubted error, the most singular and palpable, I may add the least excusable of them all, especially since it was committed so late as in the year 1862 when I had outlived half a century . . . I declared in the heat of the American struggle that Jefferson Davis had made a nation. . . . Strange to say, this declaration, most unwarrantable to be made by a Minister of the Crown with no authority other than his own, was not due to any feeling of partisanship for the South or hostility to the North. . . . I really, though most strangely, believed that it was an act of friendliness to all America to recognize that the struggle was virtually at an end. . . . That my opinion was founded upon a false estimate of the facts was the very least part of my fault. I did not perceive the gross impropriety of such an utterance from a Cabinet Minister of a power allied in blood and language, and bound to loyal neutrality; the case being further exaggerated by the fact that we were already, so to speak, under indictment before the world for not (as was alleged) having strictly enforced the laws of neutrality in the matter of the cruisers. My offence was indeed only a mistake, but one of incredible grossness, and with such consequences of offence and alarm attached to it, that my failing to perceive them justly exposed me to very severe blame. It illustrates vividly that incapacity which my mind so long retained, and perhaps still exhibits, an incapacity of viewing subjects all round. . . . Long and patiently -- more than patiently -- sympathetically, did the private secretary, forty years afterwards in the twilight of a life of study, read and re-read and reflect upon this confession. Then, it seemed, he had seen nothing correctly at the time. His whole theory of conspiracy -- of policy -- of logic and connection in the affairs of man, resolved itself into "incredible grossness." He felt no rancor, for he had won the game; he forgave, since he must admit, the "incapacity of viewing

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