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Richard Rush Republican Diplomat 178 1859 J. H. Powell
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Author(s): J. H. Powell
ISBN(s): 9781512805819, 1512805815
Edition: Reprint 2016
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Year: 2016
Language: english
PENNSYLVANIA LIVES

RICHARD RUSH
 PENNSYLVANIA LIVES
( Volumes previously published)

J O H N WHITE GEARY
Soldier-Statesman
1819—1873

By
Harry Marlin Tinkcom

J O H N AND W I L L I A M BARTRAM
Botanists and Explorers
1699-1777 1739-1823
By
Ernest Earnest

J O H N ALFRED BRASHEAR
Scientist and Humanitarian
1840-1920

By
Harriet A. Gaul and Ruby Eiseman

JAMES BURD
Frontier Defender
1726-1793

By
Lily Lee Nixon

J O H A N N CONRAD BEISSEL
Mystic and Martinet
1690-1768

By
Walter C. Klein
RICHARD RUSH
 RICHARD RUSH
Republican Diplomat

1780-1859

By

J. H. POWELL

UNIVERSITY OF PENNSYLVANIA PRESS

PHILADELPHIA

1942
 Copyright 1942
UNIVERSITY OF PENNSYLVANIA PRESS

Manufactured in the United States of America

LONDON
HUMPHREY MILFORD
OXFORD UNIVERSITY PRESS
 FOREWORD

THE L I F E of Richard Rush spanned the fateful years which

began on the eve of Yorktown and ended on the eve of
Manassas. His boyhood days were spent in the Philadelphia
that was the national capital, its turbulent politics swirling
about the pure granite of Washington's character, and its color-
ful social life revolving around the Republican Court presided
over by Anne Bingham. He began life when the Fathers of the
Republic were forging, with the hammer blows of their strong
intellects and stout hearts, the crumbling fragments of the
American union into a cohesive, indivisible band of steel. He
saw them at his father's table and in the streets, and if he heard
their discussions, or read the vituperative pieces in Benny
Bache's Aurora accusing Washington of everything from de-
faulting on his debts to political immorality, he must have been
aware of the planting of the bitter seeds of political discord
whose fruition came at the close of his life to challenge the
nation's integrity.
He saw, as a young man entering politics, the ideas and ideals
of the American Revolution spend some of their momentum
in the early decades of the nineteenth century. He witnessed
the emergence of new faces, new forces, and new political
currents. Though by inheritance and choice inescapably wedded
to patrician concepts of taste and intellect, he linked himself
incongruously to John Binns, the Irish-born spokesman for the
new democracy, and for a quarter of a century he was the most
intimate friend of this herald of the Jacksonian revolt. Yet, at
the age of thirty-eight, when he stood as his country's repre-
sentative before the aged Queen Charlotte, he looked with
awed respect upon the pomp and pageantry of the British
monarchy, and viewed with genuine appreciation those evi-
dences of English aristocratic "hospitalities that can neither
pass from memory, nor grow cold upon the heart."
An ardent believer in the democratic ideal, he could never
breathe freely in that political atmosphere which in his own
V
vi FOREWORD
country nurtured the theory of government by an elite of
wealth and power. An equally ardent believer in genteel stand-
ards of learning and manners, he could never bring himself to
risk his integrity in yielding to the necessities which an appeal
to the mass of the electorate impose.
He was not, therefore, a political leader seeking the approval
of the people but a holder of offices granted to him by other
leaders because of his virtue, talent, and sense of public duty.
In personal character an aristocrat, in political belief a demo-
crat, he was in his own person a symbol of the great contra-
dictions in political thought which stirred the nation during
the span of his long and useful life.
It is this man of charm, integrity, and learning that Dr. Pow-
ell has portrayed. He has done this with a happy combination
of sound historical scholarship and competent writing. He
might have given us a dull factual account, for example, of the
office of the Comptroller of the Treasury and Rush as its in-
cumbent; instead he has given us a portrait of a gracious but
honest public official hard at work, and the background of the
picture is a penetrating chapter on the history of public ad-
ministration. He has presented more of the story of Richard
Rush than anyone else, although Dr. Powell would be the first
to urge that there is much more of that record that still needs
to be explored. Nevertheless, the story given here commands
both our pride and our respect.

JULIAN P. BOYD
Princeton University
September 24, 1942
 CONTENTS

RICHARD RUSH Frontispiece

From a portrait painted in London, 1820, aetat 40.

Chapter Page
FOREWORD ν
By Julian P. Boyd

I PHILADELPHIA L A W Y E R 1

II T H E N A T I O N A L G O V E R N M E N T IN CRISIS 12

III T H E H E A V ' N RESCUED L A N D 47

IV A REPUBLICAN ABROAD 82

V AMERCIA A N D E N G L A N D 104

VI T H E OLD WORLD A N D T H E N E W 130

VII NATIONAL PLANNING 179

VIII P R I V A T E CALLING A N D PUBLIC DUTIES 226

IX REPUBLICANISM A N D NATIONALISM 244

X L A S T YEARS 272

BIBLIOGRAPHICAL N O T E 281

INDEX 285
 I

PHILADELPHIA LAWYER

THERE is one moment in the public career of Richard Rush well

known to everyone who has read even casually in American
history: the moment on an August morning in 1823 when
George Canning, Foreign Secretary of Great Britain, proposed
to Rush as Minister of the United States that the two countries
unite in a joint declaration against European intervention in the
Spanish American revolutions. From the train of events that
began on that morning emerged the Monroe Doctrine, corner
stone of the separate national policy which the United States
so long presented to the Old World. Rush's name is inseparably
associated with its beginnings.
His name is also associated with another document equally
honored in our relations with other nations. This is the Rush-
Bagot Convention, which established between the United States
and Canada the longest unfortified boundary in the history of
western civilization. It put an end to a conflict over a century
old, and laid a foundation on which has been built the fellow-
ship of two peoples living next to each other in peace.
That this Convention should bear Rush's name was largely
accident, as it was also largely accident that he was the one to
receive Canning's overtures. In both cases the office rather than
the man determined the event. But it is appropriate that he
should thus be remembered in t w o of the early incidents of
Anglo-American friendship, f o r to cementing that friendship
his career was particularly devoted. His life began in the midst
of the Revolutionary W a r ; he participated in the second war
against the British Crown; but afterwards he labored f o r thirty
years in behalf of that enduring peace which has lasted since
1815, and which represents so much better than the preceding
half-century of conflict those "deep underlying unities which
stir and at decisive moments rule English-speaking peoples
I
2 RICHARD RUSH

throughout the world" that a successor in the seat of Chatham,

Pitt, and Canning has eloquently proclaimed.
Except for these two episodes Rush's history is nor well
known, yet few have so richly merited thoughtful attention.
H e was an able man of many parts, who devoted most of his life
to a variety of important and difficult public services, in which
he achieved a considerable measure of success. His was a long
career. Admitted to the bar the year Jefferson was elected to
the presidency, he died just a year before Lincoln was nominated
at Chicago. His first public office came to him in Madison's first
administration; he retired four decades later when General T a y -
lor was inaugurated. He began, that is, when American tradi-
tions of government were still the traditions of his father, of
Washington, John Adams, and Alexander Hamilton; he lived
through Jeffersonian democracy, beyond the Jacksonian era,
through the stresses of Kansas-Nebraska and Dred Scott to the
very eve of Secession. Like every other public man of his
generation his opinions changed, his convictions faltered and
sometimes forsook him, f o r it was an age of momentous develop-
ments, this age of transition from sail to steam, from carriage to
canal to railroad, in which new occasions taught new duties,
and the fixed stars of the fathers proved apt to fail the sons in
moments of new and strange challenge. Change was necessary
in his generation. Those like John Randolph who remained con-
stant in dogma were the ones who ultimately found their ancient
good uncouth.
Long in duration, his career was likewise broad in scope. In
1 8 1 1 he served as Attorney-General of Pennsylvania; then
Madison appointed him Comptroller of the national Treasury.
In 1814 he was made Attorney-General of the United States, in
which capacity he edited the first authentic collection of the
federal statutes, and shared the President's misfortunes during
the British sack of the capital. A f t e r acting as Secretary of State
in 1817, when he completed the Convention with Bagot, he was
sent abroad as Minister to England by Monroe. There he re-
mained eight years, negotiating the Commercial Convention of
 PHILADELPHIA L A W Y E R 3

1818, and carrying on the conversations intended f o r a treaty

in 1824 which failed of their purposes. He returned to America
in 1825 to be Adams' Secretary of the Treasury, in which post
he became one of the leading spokesmen of the "American
System." Candidate for Vice-President in 1828, he was defeated
along with Adams, and retired for a while to private life. But
his retirement was filled with public services. In 1829 he went
abroad in the service of the cities of Alexandria and George-
town to negotiate a loan for building a canal between the
Chesapeake Bay and the Ohio River; in 1835 he was a commis-
sioner to settle a boundary controversy between Ohio and
Michigan; in 1836 Jackson sent him to England to secure the
estate of James Smithson, which he brought back as the nucleus
of the Smithsonian Institution. In 1847, when he was in his
sixty-seventh year, Polk appointed him Minister to France,
where he witnessed the Revolution of 1848 at close quarters, and
participated in the planning of the elaborate but short-lived
constitution of the Second Republic. " T h e life of Richard
Rush," said an intimate friend of many years, "must be nearly
the history of his country for half a century. . ."
In addition to this remarkable record of diverse public em-
ployments, Rush was a prolific writer. His best-known works
are the journals of his English mission, published at various times
as Memoranda of a Residence at the Court of London, and his
account of the revolution in France. But in addition to these he
wrote literally scores of articles of varying length and im-
portance, only a few of which have been collected. Most of
them were ephemeral pieces on political issues of the day, signed
with pen names. T h e y are hard to identify, but a bibliograph-
ical listing of them (now in progress) will reveal him to have
been one of the most fecund pamphleteers and political com-
mentators of the middle period of American history.
It is significant that not one of the positions Rush held was an
elective office. Only once, in 1828, did he ever appear as a can-
didate before the voters; then it was not at his own wish, and he
took no personal part in the campaign. His was not the sort of
4 RICHARD RUSH
career that depended upon the hustings, with its showmanship,
its electioneering, its popularization of issues f o r mass consump-
tion. It depended rather upon the patronage and confidence of
others in superior political position. Rush was never the popular
champion of a cause, his name never became the symbol of a
point of view. He was at various times Snyder's man, Gallatin's
man, Madison's man, Monroe's man, Adams' man; his later dis-
tinctions were the gifts of Jackson or Polk. He had a certain
independence of mind, and a g i f t f o r original expression; but
he was always seen b y the public as one of a group, of which he
was never the leader.
T h e story of his public career, therefore, involves the story
of many other men and their work. Often it describes the details
of carrying to fruition policies others had conceived; some-
times it deals with fragments of questions, like the Fisheries
dispute and South American independence, which had begun
long before and were to continue long after Rush's connection
with them. T o a certain extent this helps explain the apparent
inconsistencies in his career, f o r though it is not easy to reconcile
the Republican of 1810 with the protectionist of 1828 and the
Democrat of 1844, when the nature of Rush's services is con-
sidered, it becomes easier to accept the alterations in opinions
that he seemed sometimes too ready to display.
Among his distinguished associates he moved with a gracious-
ness and a poise that won their respect and frequently their
affection. He was a companionable, friendly man, generally
serious, even grave in his manner, but possessed of a gentle wit
and a fund of anecdote that rendered his conversation, by all
accounts, delightful. His interests were broad—as befitting a
man of letters of his generation he knew his Latin and his
French, he was at home in the sciences, and though like most
Americans he knew little about painting, he was versed in
architecture. I cannot find that he ever wrote any poetry; this
alone prevents the obvious comparison with the extensive tastes
of John Quincy Adams. But Rush's personal charm, to which
his contemporaries bear copious witness (and f e w were the
 PHILADELPHIA L A W Y E R 5

people w h o called Adams charming), communicated itself to

his writing. In formal exposition he was direct, even somewhat
abrupt, and meticulous in diction; but in personal letters he was
merry and free, revealing the boundless curiosity, the capacity
f o r enjoyment of any human problem, which was his most
characteristic as it was his most endearing trait.
Thus the public career of Richard Rush does not offer original
or striking interpretations of the American generations he
served devotedly and usefully, nor does it bring to light little-
known currents of the movement of ideas in the growing coun-
try; but it does present the picture of one who participated in
exciting events near to the leaders of men and of thought, who
reflected the intellectual concerns of a lively people in a fertile
age, the picture of an earnest, hard-working, thoughtful person,
whose gratification it was to be known above all else as a pleasant
gentleman.
One time in Washington while looking through the archives
of the Department of State, Rush came across the Declaration of
Independence. As he read the familiar words in the clear, precise
hand of the engrossed copy and let his eye wander over the
signatures at the bottom, a curious thought struck him. There,
second of the Pennsylvania delegation, was his father's bold
"Benjamin Rush"; above it leading the N e w Jersey subscribers
was his grandfather's "Richd. Stockton." Of all the citizens of
the American republic only he and his brothers could boast the
unique distinction of having both father and grandfather among
the signers of the immortal document.
Benjamin Rush and Julia Stockton had thirteen children, of
whom Richard was the third. H e was born in Philadelphia on
August 29, 1780, during his father's thirty-fourth year. His
older brother, John, was a lieutenant in the N a v y , but follow-
ing an injury became a most tragic invalid; a sister, Anne, came
next, then Richard; then his younger brother James, destined to
even greater success in medical practice than his father had en-
joyed, and closest to Richard of all his numerous family. T h e
father and mother exerted an important influence upon the
6 RICHARD RUSH
children, for they were remarkable people. Dr. Benjamin Rush
was the first considerable figure in medical science that America
produced. His lectures to his students every year were among
his principal engagements, his labors during the plagues that
visited Philadelphia personally heroic, his voluminous medical
writings, particularly those on mental disorders, valuable pioneer
work. Even more famous were his humanitarian activities, his
temperance tracts, his educational establishments, and his par-
ticipation in the revolutionary movement in Pennsylvania.
Richard revered his father; he conceived also a great fondness
for intercourse with those of his father's generation like J e f f e r -
son and John Adams who survived him, and whose homes, or
whose correspondence, were opened to him because of his
father's name.
Stocktons and Rushes inevitably went to the College of N e w
Jersey at Princeton. Richard was the third generation when,
after academy preparation, he entered the College in 1794.
While there he lived with his maternal grandmother, widow of
Richard Stockton, an accomplished female with a literary repu-
tation based largely upon her "patriotic stanzas" beginning
"Welcome, mighty chief, once more!" sung by young ladies of
Trenton as they strewed flowers before General Washington in
his progression through the town in 1789. A t the College Rich-
ard made no particular mark for brilliance, but he did win
prominence in debating clubs; when he was graduated in 1797
he was the youngest in a class of thirty-three.
He returned to Philadelphia, and began the study of law in
the office of William Lewis, a prominent city attorney. A f t e r
three years he was admitted to the bar in 1800, and opened an
office of his own. He had a desire, however, to see something of
the world before he settled down so his father recommended
him to Madison, the Secretary of State, as a secretary to some
minister going abroad. Nothing came of this attempt; instead
Rush began a period of six years' diligent study of literature,
history, oratory, government, and law. " A t about 25," he wrote
later, " I read the whole of Johnson's writings from beginning
Other documents randomly have
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 Languages - Quick Reference
Spring 2023 - Program

Prepared by: Associate Prof. Davis

Date: August 12, 2025

Exercise 1: Literature review and discussion

Learning Objective 1: Ethical considerations and implications
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 1: Diagram/Chart/Graph]
Learning Objective 2: Theoretical framework and methodology
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Current trends and future directions
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 3: Diagram/Chart/Graph]
Learning Objective 4: Statistical analysis and interpretation
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Learning Objective 5: Fundamental concepts and principles
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Example 5: Literature review and discussion
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 6: Study tips and learning strategies
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 7: Practical applications and examples
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Fundamental concepts and principles
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Historical development and evolution
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 10: Diagram/Chart/Graph]
Background 2: Literature review and discussion
Definition: Interdisciplinary approaches
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 11: Diagram/Chart/Graph]
Example 11: Research findings and conclusions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Statistical analysis and interpretation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 13: Diagram/Chart/Graph]
Definition: Assessment criteria and rubrics
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Practical applications and examples
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 15: Diagram/Chart/Graph]
Important: Comparative analysis and synthesis
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Experimental procedures and results
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Case studies and real-world applications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 18: Diagram/Chart/Graph]
Key Concept: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 19: Diagram/Chart/Graph]
Definition: Practical applications and examples
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Methodology 3: Historical development and evolution
Remember: Key terms and definitions
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Research findings and conclusions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 22: Assessment criteria and rubrics
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Experimental procedures and results
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 24: Diagram/Chart/Graph]
Remember: Literature review and discussion
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 25: Key terms and definitions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 26: Diagram/Chart/Graph]
Key Concept: Statistical analysis and interpretation
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 27: Diagram/Chart/Graph]
Key Concept: Learning outcomes and objectives
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Assessment criteria and rubrics
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Learning outcomes and objectives
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Quiz 4: Experimental procedures and results
Key Concept: Assessment criteria and rubrics
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 31: Key terms and definitions
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Best practices and recommendations
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Experimental procedures and results
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 34: Historical development and evolution
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 35: Study tips and learning strategies
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 36: Statistical analysis and interpretation
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 37: Diagram/Chart/Graph]
Important: Ethical considerations and implications
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Historical development and evolution
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 39: Fundamental concepts and principles
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 40: Diagram/Chart/Graph]
Background 5: Practical applications and examples
Example 40: Theoretical framework and methodology
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Comparative analysis and synthesis
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Key Concept: Historical development and evolution
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 44: Fundamental concepts and principles
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Statistical analysis and interpretation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Current trends and future directions
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Research findings and conclusions
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Statistical analysis and interpretation
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Chapter 6: Theoretical framework and methodology
Practice Problem 50: Key terms and definitions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
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