Page:The Education of Henry Adams (1907).djvu/63

 do, because, in days of violent political bitterness, it showed a certain amount of good temper. The diplomate felt his profession.

If the student got little from his mates, he got little more from his masters. The four years passed at College, were for his purposes, wasted. Harvard College was a good school, but at bottom what the boy disliked most was any school at all. He did not want to be one in a hundred,—one per cent, of an education. He regarded himself as the only person for whom his education had value, and he wanted the whole of it. He got barely half of an average. Long afterwards, when the devious path of life led him back to teach in his turn what no student naturally cared or needed to know, he diverted some dreary hours of Faculty-meetings by looking up his record in the class-lists, and found himself graded precisely in the middle. In the one branch he most needed,—mathematics,—barring the few first scholars, failure was so nearly universal that no attempt at grading could have had value, and whether he stood fortieth or ninetieth must have been an accident or the personal favor of the professor. Here his education failed lamentably. At best he could never have been a mathematician; at worst he would never have cared to be one; but he needed to read mathematics, like any other universal language, and he never reached the alphabet.

Beyond two or three Greek plays, the student got nothing from the ancient languages. Beyond some incoherent theories of free-trade and protection, he got little from Political Economy. He could not afterwards remember to have heard the name of Karl Marx mentioned, or the title of "Capital." He was equally ignorant of Auguste Comte. These were the two writers of his time who most influenced its thought. The bit of practical teaching he afterwards reviewed with most curiosity was the course in Chemistry, which taught him a number of theories that befogged his mind for a life-time. The only teaching that appealed to his imagination was a course of lectures by Louis Agassiz on the Glacial Period and Palaeontology, which had more influence on his curiosity than the rest of the college instruction altogether. The entire work of the four years could have been easily put into the work of any four months in after-life.

Harvard College was a negative force, and negative forces have value.