The Emancipation of Massachusetts

by Brooks Adams

In the midst of this activity Washington grew up. Washington was a born soldier, engineer, and surveyor with the topographical instinct peculiar to that temperament. As early as 1748 he was chosen by Lord Fairfax, who recognized his ability, though only sixteen years old, to survey his vast estate west of the Blue Ridge, which was then a wilderness. He spent three years in this work and did it well. In 1753 Governor Dinwiddie sent Washington on a mission to the French commander on the Ohio, to warn him to cease trespassing on English territory, a mission which Washington fulfilled, under considerable hardship and some peril, with eminent success. Thus early, for he was then only twenty-two, Washington gained that thorough understanding of the North American river system which enabled him, many years afterward, to construct the Republic of the United States upon the lines of least resistant intercommunication. And Washington’s conception of the problem and his solution thereof were, in substance, this:

The American continent, west of the mountains and south of the Great Lakes, is traversed in all directions by the Mississippi and its tributaries, but we may confine our attention to two systems of watercourses, the one to the west, forming by the Wisconsin and the main arm of the Mississippi, a thoroughfare from Lake Michigan to the Gulf; and the other by French Creek and the Allegheny, broken only by one easy portage, affording a perfect means of access to the Ohio, a river which has always operated as the line of cleavage between our northern and southern States. The French starting from Quebec floated from Lake Erie down the Allegheny to Pittsburgh, the English ascended the Potomac to Cumberland, and thence, following the most practicable watercourses, advanced on the French position at the junction of the Allegheny and the Monongahela. There Washington met and fought them in 1754, and ever after Washington maintained that the only method by which a stable union among the colonies could be secured was by a main trunk system of transportation along the line of the Ohio and the Potomac. This was to be his canal which should bind north and south, east and west, together by a common interest, and which should carry the produce of the west, north, and south, to the Atlantic coast, where it should be discharged at the head of deep-water navigation, and which should thus stimulate industry adjacent to the spot he chose for the Federal City, or, in our language, for the City of Washington. Thus the capital of the United States was to become the capital of a true nation, not as a political compromise, but because it lay at the central point of a community made cohesive by a social circulation which should build it up, in his own words, into a capital, or national heart, if not “as large as London, yet of a magnitude inferior to few others in Europe.” [Footnote: Washington to Mrs. Fairfax, 16 May, 1798; Sparks, xi, 233.] Maryland and Virginia abounded, as Washington well knew, in coal and iron. His canal passing through this region would stimulate industry, and these States would thus become the focus of exchanges. Manufacturing is incompatible with slavery, hence slavery would gradually and peacefully disappear, and the extremities of the Union would be drawn together at what he described as “the great emporium of the United States.” To crown all, a national university was to make this emporium powerful in collective thought.

Doubtless Grenville and Townshend had not considered the American problem as maturely as had Washington, but nevertheless, most well-informed persons now agree that Englishmen in 1763 were quite alive to the advantages which would accrue to Great Britain, by holding in absolute control a rich but incoherent body of colonies whose administrative centre lay in England, and were as anxious that London should serve as the heart of America as Washington was that America should have its heart on the Potomac.

Accordingly, England attempted to isolate Massachusetts and pressed an attack on her with energy, before the whole thirteen colonies should be able to draw to a unity. On the other hand, Washington, and most sensible Americans, resisted this attack as resolutely as might be under such disadvantages, not wishing for independence, but hoping for some compromise like that which Great Britain has since effected with her remaining colonies. The situation, however, admitted of no peaceful adjustment, chiefly because the imbecility of American administration induced by her incapacity for collective thought, was so manifest, that Englishmen could not believe that such a society could wage a successful war. Nor could America have done so alone. She owed her ultimate victory altogether to Washington and France.

It would occupy too much space for me to undertake to analyze, even superficially, the process by which, after the Seven Years’ War, competition between America and England reached an intensity which kindled the American Revolution, but, shortly stated, the economic tension arose thus: As England was then organized, the estates of the English landlords had to pay two rents, one to the landlord himself, the other to the farmer who leased his land, and this it could not do were it brought into direct competition with equally good land which paid but one profit, and which was not burdened by an excessive cost of transportation in reaching its market. As freights between England and America fell because of improved shipping and the greater safety of the seas, England had to have protection for her food and she proposed to get it thus: If competing Continental exports could be excluded from America, and, at the same time, Americans could be prevented from manufacturing for themselves, the colonists might be constrained to take what they needed from England, at prices which would enable labor to buy food at a rate which would yield the double profit, and thus America could be made to pay the cost of supporting the landlords. As Cobden afterward observed, the fortunes of England have turned on American competition. A part of these fortunes were represented by the Parliamentary boroughs which the landlords owned and which were confiscated by the Reform Bill, and these boroughs were held by Lord Eldon to be incorporeal hereditaments: as truly a part of the private property of the gentry who owned them as church advowsons, or the like. And the gentry held to their law-making power which gave them such a privilege with a tenacity which precipitated two wars before they yielded; but this was naught compared to the social convulsion which rent France, when a population which had been for centuries restrained from free domestic movement, burst its bonds and insisted on levelling the barriers which had immobilized it.

The story of the French Revolution is too familiar to need recapitulation here: indeed, I have already dealt with it in my Social Revolutions; but the effects of that convulsion are only now beginning to appear, and these effects, without the shadow of a doubt, have been in their ultimate development the occasion of that great war whose conclusion we still await.

France, in 1792, having passed into a revolution which threatened the vested interests of Prussia, was attacked by Prussia, who was defeated at Valmy. Presently, France retaliated, under Napoleon, invaded Prussia, crushed her army at Jena, in 1807, dismembered the kingdom and imposed on her many hardships. To obtain their freedom the Prussians found it needful to reorganize their social system from top to bottom, for this social system had descended from Frederic William, the Great Elector of Brandenburg (1640-1688), and from Frederic the Great (1740-1786), and was effete and incapable of meeting the French onset, which amounted, in substance, to a quickened competition. Accordingly, the new Prussian constitution, conceived by Stein, put the community upon a relatively democratic and highly developed educational basis. By the Emancipating Edict of 1807, the peasantry came into possession of their land, while, chiefly through the impulsion of Scharnhorst, who was the first chief of staff of the modern army, the country adopted universal military service, which proved to be popular throughout all ranks. Previous to Scharnhorst, under Frederic the Great, the qualification of an officer had been birth. Scharnhorst defined it as education, gallantry, and intelligence. Similarly, Gneisenau’s conception of a possible Prussian supremacy lay in its army, its science, and its administration. But the civil service was intended to incarnate science, and was the product of the modernized university, exemplified in the University of Berlin organized by William von Humboldt. Herein lay the initial advantage which Germany gained over England, an advantage which she long maintained. And the advantage lay in this: Germany conceived a system of technical education matured and put in operation by the State. Hence, so far as in human affairs such things are possible, the intelligence of Germans was liberated from the incubus of vested interests, who always seek to use education to advance themselves. It was so in England. The English entrusted education to the Church, and the Church was, by the necessity of its being, reactionary and hostile to science, whereas the army, in the main, was treated in England as a social function, and the officers, speaking generally, were not technically specially educated at all. Hence, in foreign countries, but especially in Germany which was destined to be ultimately England’s great competitor, England laid herself open to rather more than a suspicion of weakness, and indeed, when it came to a test, England found herself standing, for several years of war, at a considerable disadvantage because of the lack of education in those departments wherein Germany had, by the attack of France, been forced to make herself proficient. This any one may see for himself by reading the addresses of Fichte to the German nation, delivered in 1807 and 1808, when Berlin was still occupied by the French. In fine, it was with Prussia a question of competition, brought to its ultimate tension by war. Prussia had no alternative as a conquered land but to radically accelerate her momentum, or perish. And so, at the present day, it may not improbably be with us. Competition must grow intenser.

With England the situation in 1800 was very different. It was less strenuous. Nothing is more notable in England than to observe how, after the Industrial Revolution began, there was practically no means by which a poor man could get an education, save by educating himself. For instance, in February 1815, four months before Waterloo, George Stephenson took out a patent for the locomotive engine which was to revolutionize the world. But George Stephenson was a common laborer in the mines, who had no state instruction available, nor had he even any private institution at hand in which the workmen whom he employed in practical construction could be taught. He and his son Robert, had to organize instruction for themselves and their employees independently. So it was even with a man like Faraday, who began life as an errand boy, and later on who actually went abroad as a sort of valet to Sir Humphry Davy. Davy himself was a self-made man. In short, England, as a community, did little or nothing by education for those who had no means, and but little to draw any one toward science. It was at this precise moment that Germany was cast into the furnace of modern competition with England, who had, because of a series of causes, chiefly geographical, topographical, and mineralogical, about a century the start of her. Against this advantage Germany had to rely exclusively upon civil and military education. At first this competition by Germany took a military complexion, and very rapidly wrought the complete consolidation of Germany by the Austrian and the French wars. But this phase presently passed, and after the French campaign of 1870 the purely economic aspect of the situation developed more strenuously still, so much so that intelligent observers, among whom Lord Roberts was conspicuous, perceived quite early in the present century that the heat generated in the conflict must, probably, soon engender war. Nor could it either theoretically or practically have been otherwise, for the relations between the two countries had reached a point where they generated a friction which caused incandescence automatically. And, moreover, the inflammable material fit for combustion was, especially in Germany, present in quantity. From the time of Fichte and Scharnhorst downward to the end of the century, the whole nation had learned, as a sort of gospel, that the German education produced a most superior engine of economic competition, whereas the slack education and frivolous amusements of English civil and military life alike, had gradually created a society apt to crumble. And it is only needful for any person who has the curiosity, to glance at the light literature of the Victorian age, which deals with the army, to see how dominant a part such an amusement as hunting played in the life of the younger officers, especially in the fashionable regiments, to be impressed with the soundness of much of this German criticism.

Assuming, then, for the sake of argument, that these historical premises are sound, I proceed to consider how they bear on our prospective civilization.

This is eminently a scientific age, and yet the scientific mind, as it is now produced among us, is not without tendencies calculated to cause uneasiness to those a little conversant with history or philosophy. For whereas no one in these days would dream of utilizing prayer, as did Moses or Saint Hugh, as a mechanical energy, nevertheless the search for a universal prime motor goes on unabated, and yet it accomplishes nothing to the purpose. On the contrary, the effect is one which could neither be expected nor desired. Instead of being an aid to social coordination, it stimulates disintegration to a high degree as the war has shown. It has stimulated disintegration in two ways. First, it has enormously quickened physical movement, which has already been discussed, and secondly, it has stimulated the rapidity with which thought is diffused. The average human being can only absorb and assimilate safely new forms of thought when given enough time for digestion, as if he were assimilating food. If he be plied with new thought too rapidly he fails to digest. He has a surfeit, serious in proportion to its enormity. That is to say, his power of drawing correct conclusions from the premises submitted to him fails, and we have all sorts of crude experiments in sociology attempted, which end in that form of chaos which we call a violent revolution. The ordinary result is infinite waste fomented by fallacious hopes; in a word, financial disaster, supplemented usually by loss of life. The experience is an old one, and the result is almost invariable.