Henry Adams Quotes

The Education of Henry Adams (1907)

As quoted in American Heritage (December 1955), p. 44
Context: I disagree with my brother Charles and Theodore Roosevelt. I think that Lee should have been hanged. It was all the worse that he was a good man and a fine character and acted conscientiously. These facts have nothing to do with the case and should not have been allowed to interfere with just penalties. It's always the good men who do the most harm in the world.

Source: The Education of Henry Adams

Mont Saint Michel and Chartres (1904)

Source: The Education of Henry Adams

The Education of Henry Adams (1907)

The Education of Henry Adams (1907)

Mont Saint Michel and Chartres (1904)

Mont Saint Michel and Chartres (1904)

The Education of Henry Adams (1907)

The Education of Henry Adams (1907)
Context: p>The result might have been stated in a mathematical formula as early as the time of Archimedes, six hundred years before Rome fell. The economic needs of a violently centralizing society forced the empire to enlarge its slave-system until the slave-system consumed itself and the empire too, leaving society no resource but further enlargement of its religious system in order to compensate for the losses and horrors of the failure. For a vicious circle, its mathematical completeness approached perfection. The dynamic law of attraction and reaction needed only a Newton to fix it in algebraic form.At last, in 410, Alaric sacked Rome, and the slave-ridden, agricultural, uncommercial Western Empire — the poorer and less Christianized half — went to pieces. </p

Mont Saint Michel and Chartres (1904)
Context: Creation was not successive; it was one instantaneous thought and act, identical with the will, and was complete and unchangeabble from end to end, including time as one of its functions. Thomas was as clear as possible on that point:— "Supposing God wills anything in effect, he cannot will not to will it, because his will cannot change." He wills that some things shall be contingent and others necessary, but he wills in the same act that the contingency shall be necessary. "They are contingent because God has willed them to be so, and with this object has subjected them to causes which are so." In the same way he wills that his creation shall develop itself in time and space and sequence, but he creates these conditions as well as the events. He creates the whole, in one act, complete, unchangeable, and it is then unfolded like a rolling panorama with its predetermined contingencies.Man's free choice — liberum arbitrium — falls easily into place as a predetermined contingency. God is the First Cause, and acts in all Secondary Causes directly; but while he acts mechanically on the rest of creation,— as far as is known,— he acts freely at one point, and this free action remains free as far as it extends on that line. Man's freedom derives from this source, but it is simply apparent, as far as he is a cause; it is a [... ] Reflex Action of the complicated mirror [... ] called Mind, and [... ] an illusion arising from the extreme delicacy of the machine.

The closing lines of the book. In a letter to William James (17 February 1908), Adams wrote with customary self-deprecation: "If you will read my Chartres,— the last chapter is the only thing I ever wrote that I almost think good." (J. C. Levinson et al. eds., The Letters of Henry Adams, Volume VI: 1906–1918. Cambridge, MA: Belknap Press, 1988, p. 121)
Mont Saint Michel and Chartres (1904)
Context: p>Granted a Church, Saint Thomas's Church was the most expressive that man has made, and the great gothic Cathedrals were its most complete expression.Perhaps the best proof of it is their apparent instability. Of all the elaborate symbolism which has been suggested for the gothic Cathedral, the most vital and most perfect may be that the slender nervure, the springing motion of the broken arch, the leap downwards of the flying buttress,— the visible effort to throw off a visible strain,— never let us forget that Faith alone supports it, and that, if Faith fails, Heaven is lost. The equilibrium is visibly delicate beyond the line of safety; danger lurks in every stone. The peril of the heavy tower, of the restless vault, of the vagrant buttress; the uncertainty of logic, the inequalities of the syllogism, the irregularities of the mental mirror,— all these haunting nightmares of the Church are expressed as strongly by the gothic Cathedral as though it had been the cry of human suffering, and as no emotion had ever been expressed before or is likely to find expression again. The delight of its aspirations is flung up to the sky. The pathos of its self-distrust and anguish of doubt, is buried in the earth as its last secret. You can read out of it whatever else pleases your youth and confidence; to me, this is all.</p

The Education of Henry Adams (1907)
Context: One of these men was Clarence King on his way up to the camp. Adams fell into his arms. As with most friendships, it was never a matter of growth or doubt. Friends are born in archaic horizons; they were shaped with the Pteraspis in Siluria; they have nothing to do with the accident of space. King had come up that day from Greeley in a light four-wheeled buggy, over a trail hardly fit for a commissariat mule, as Adams had reason to know since he went back in the buggy. In the cabin, luxury provided a room and one bed for guests. They shared the room and the bed, and talked till far towards dawn.

Mont Saint Michel and Chartres (1904)
Context: p>The twelfth and thirteenth centuries, studied in the pure light of political economy, are insane. The scientific mind is atrophied, and suffers under inherited cerebral weakness, when it comes in contact with the eternal woman,— Astarte, Isis, Demeter, Aphrodite, and the last and greatest deity of all, the Virgin. Very rarely one lingers, with a mild sympathy, such as suits the patient student of human error, willing to be interested in what he cannot understand. Still more rarely, owing to some revival of archaic instincts, he rediscovers the woman. This is perhaps the mark of the artist alone, and his solitary privilege. The rest of us cannot feel; we can only study. The proper study of mankind is woman, and, by common agreement since the time of Adam, it is the most complex and arduous. The study of Our Lady, as shown by the art of Chartres, leads directly back to Eve, and lays bare the whole subject of sex.If it were worthwhile to argue a paradox, one might maintain that nature regards the female as the essential, the male as the superfluity of her world.</p

Mont Saint Michel and Chartres (1904)
Context: The pathetic interest of the drama deepens with every new expression, but at least you can learn from it that your parents in the nineteenth century were not to blame for losing the sense of unity in art. As early as the fourteenth century, signs of unsteadiness appeared, and, before the eighteenth century, unity became only a reminiscence. The old habit of centralising a strain at one point, and then dividing and subdividing it, and distributing it on visible lines of support to a visible foundation, disappeared in architecture soon after 1500, but lingered in theology two centuries longer, and even, in very old-fashioned communities, far down to our own time; but its values were forgotten, and it survived chiefly as a stock jest against the clergy. The passage between the two epochs is as beautiful as the Slave of Michael Angelo; but, to feel its beauty, you should see it from above, as it came from its radiant source. Truth, indeed, may not exist; science avers it to be only a relation; but what men took for truth stares one everywhere in the eye and begs for sympathy.

Mont Saint Michel and Chartres (1904)
Context: The wood-carving, the glass windows, the sculpture, inside and out, were done mostly in workshops on the spot, but besides these fixed objects, precious works of the highest perfection filled the church treasuries. Their money-value was great then; it is greater now. No world's-fair is likely to do better today. After five hundred years of spoliation, these objects fill museums still, and are bought with avidity at every auction [.... ] Royalty and feudality spent their money rather on arms and clothes. The Church alone was universal patron, and the Virgin was the dictator of taste.

Mont Saint Michel and Chartres (1904)
Context: p>Where, then,— in what mysterious cave outside of creation — could Man, and his free-will, and his private world of responsibilities and duties, lie hidden? Unless Man was a free agent in a world of his own beyond constraint, the Church was a fraud, and it helped little to add that the State was another. If God was the sole and immediate cause and support of everything in his creation, God was also the cause of its defects, and could not,— being Justice and Goodness in essence,—hold Man responsible for his own omissions. Still less could the State or Church do it in his name.Whatever truth lies in the charge that the schools discussed futile questions by faulty methods, one cannot decently deny that in this case the question was practical and the method vital. Theist or atheist, monist or anarchist must all admit that society and science are equally interested with theology in deciding whether the Universe is one or many, a harmony or a discord. The Church and State asserted that it was a harmony, and that they were its representatives. They say so still. Their claim led to singular but unavoidable conclusions, with which society has struggled for seven hundred years, and is still struggling.</p

The Education of Henry Adams (1907)
Context: What worried Adams was not the commonplace; it was, as usual, his own education. Grant fretted and irritated him, like the Terebratula, as a defiance of first principles. He had no right to exist. He should have been extinct for ages. The idea that, as society grew older, it grew one-sided, upset evolution, and made of education a fraud. That, two thousand years after Alexander the Great and Julius Caesar, a man like Grant should be called — and should actually and truly be — the highest product of the most advanced evolution, made evolution ludicrous. One must be as commonplace as Grant's own commonplaces to maintain such an absurdity. The progress of evolution from President Washington to President Grant, was alone evidence enough to upset Darwin.

Mont Saint Michel and Chartres (1904)
Context: p>Where, then,— in what mysterious cave outside of creation — could Man, and his free-will, and his private world of responsibilities and duties, lie hidden? Unless Man was a free agent in a world of his own beyond constraint, the Church was a fraud, and it helped little to add that the State was another. If God was the sole and immediate cause and support of everything in his creation, God was also the cause of its defects, and could not,— being Justice and Goodness in essence,—hold Man responsible for his own omissions. Still less could the State or Church do it in his name.Whatever truth lies in the charge that the schools discussed futile questions by faulty methods, one cannot decently deny that in this case the question was practical and the method vital. Theist or atheist, monist or anarchist must all admit that society and science are equally interested with theology in deciding whether the Universe is one or many, a harmony or a discord. The Church and State asserted that it was a harmony, and that they were its representatives. They say so still. Their claim led to singular but unavoidable conclusions, with which society has struggled for seven hundred years, and is still struggling.</p

The Education of Henry Adams (1907)
Context: Power when wielded by abnormal energy is the most serious of facts, and all Roosevelt's friends know that his restless and combative energy was more than abnormal.

The Education of Henry Adams (1907)
Context: One friend in a lifetime is much; two are many; three are hardly possible. Friendship needs a certain parallelism of life, a community of thought, a rivalry of aim.

Mont Saint Michel and Chartres (1904)
Context: First comes the central door-way, and above it is the glory of Christ, as the church at Chartres understood Christ in the year 1150; for the glories of Christ were many, and the Chartres Christ is one. Whatever Christ may have been at other churches, here, on this portal, he offers himself to his flock as the herald of salvation alone. Among all the imagery of these three door-ways, there is no hint of fear, punishment or damnation, and this is the note of the whole time. Before 1200, the Church seems not to have felt the need of appealing habitually to terror; the promise of hope and happiness was enough.

Mont Saint Michel and Chartres (1904)
Context: Experience proved that man's power of choice in action was very far from absolute, and logic seemed to require that every choice should have some predetermining cause which decided the will to act. Science affirmed that choice was not free,— could not be free,— without abandoning the unity of force and the foundation of law. Society insisted that its choice must be left free, whatever became of science or unity. Saint Thomas was required to illustrate the theory of liberum arbitrium by choosing a path through these difficulies, where path there was obviously none.

Letter to Elizabeth Cameron (13 May 1905), in Worthington C. Ford ed., Letters of Henry Adams, Volume 2: 1892–1918 (Boston and New York: Houghton Mifflin, 1938), p. 451
Context: We never despised the world or its opinions, we only failed to find out its existence. The world, if it exists, feels exactly in the same way towards us, and cares not one straw whether we exist or not. Philosophy has never got beyond this point. There are but two schools: one turns the world onto me; the other turns me onto the world; and the result is the same. The so-called me is a very, very small and foolish puppy-dog, but it is all that exists, and it tries all its life to get a little bigger by enlarging its energies, and getting dollars or getting friends.

On the genesis of two of his historical and autobiographical works.
The Education of Henry Adams (1907)
Context: Any schoolboy could see that man as a force must be measured by motion, from a fixed point. Psychology helped here by suggesting a unit — the point of history when man held the highest idea of himself as a unit in a unified universe. Eight or ten years of study had led Adams to think he might use the century 1150-1250, expressed in Amiens Cathedral and the Works of Thomas Aquinas, as the unit from which he might measure motion down to his own time, without assuming anything as true or untrue, except relation. The movement might be studied at once in philosophy and mechanics. Setting himself to the task, he began a volume which he mentally knew as "Mont-Saint-Michel and Chartres: a Study of Thirteenth-Century Unity." From that point he proposed to fix a position for himself, which he could label: "The Education of Henry Adams: a Study of Twentieth-Century Multiplicity." With the help of these two points of relation, he hoped to project his lines forward and backward indefinitely, subject to correction from any one who should know better. Thereupon, he sailed for home.

Mont Saint Michel and Chartres (1904)
Context: In any case God's act was the union of Mind with Matter by the same act or will which created both. No intermediate cause or condition intervened; no secondary influence had anything whatever to do with the result. Time had nothing to do with it. Every individual that has existed or shall exist was created by the same instantaneous act, for all time. "When the question regards the universal agent who produces beings and time, we cannot consider him as acting now and before, according to the succession of time." God emanated time, force, matter, mind, as he might emanate gravitation, not as a part of his substance but as an energy of his will, and maintains them in their activity by the same act, not by a new one. Every individual is a part of the direct act, not a secondary outcome.

The closing lines of the book.
The Education of Henry Adams (1907)
Context: It was time to go. The three friends had begun life together; and the last of the three had no motive — no attraction — to carry it on after the others had gone. Education had ended for all three, and only beyond some remoter horizon could its values be fixed or renewed. Perhaps some day — say 1938, their centenary — they might be allowed to return together for a holiday, to see the mistakes of their own lives made clear in the light of the mistakes of their successors; and perhaps then, for the first time since man began his education among the carnivores, they would find a world that sensitive and timid natures could regard without a shudder.

The Education of Henry Adams (1907)
Context: Fifty years ago, science took for granted that the rate of acceleration could not last. The world forgets quickly, but even today the habit remains of founding statistics on the faith that consumption will continue nearly stationary. Two generations, with John Stuart Mill, talked of this stationary period, which was to follow the explosion of new power. All the men who were elderly in the forties died in this faith, and other men grew old nursing the same conviction, and happy in it; while science, for fifty years, permitted, or encouraged, society to think that force would prove to be limited in supply. This mental inertia of science lasted through the eighties before showing signs of breaking up; and nothing short of radium fairly wakened men to the fact, long since evident, that force was inexhaustible.

Mont Saint Michel and Chartres (1904)
Context: No one ever seriously affirmed the literal freedom of will. Absolute liberty is absence of restraint; responsibility is restraint; therefore the ideally free individual is responsible only to himself. This principle is the philosophical foundation of anarchism, and, for anything that science has yet proved, may be the philosophical foundation of the Universe; but it is fatal to all society and is especially hostile to the State. Perhaps the Church of the thirteenth century might have found a way to use even this principle for a good purpose; certainly the influence of Saint Bernard was sufficiently unsocial and that of Saint Francis was sufficiently unselfish to conciliate even anarchists of the militant class.

On the genesis of two of his historical and autobiographical works.
The Education of Henry Adams (1907)
Context: Any schoolboy could see that man as a force must be measured by motion, from a fixed point. Psychology helped here by suggesting a unit — the point of history when man held the highest idea of himself as a unit in a unified universe. Eight or ten years of study had led Adams to think he might use the century 1150-1250, expressed in Amiens Cathedral and the Works of Thomas Aquinas, as the unit from which he might measure motion down to his own time, without assuming anything as true or untrue, except relation. The movement might be studied at once in philosophy and mechanics. Setting himself to the task, he began a volume which he mentally knew as "Mont-Saint-Michel and Chartres: a Study of Thirteenth-Century Unity." From that point he proposed to fix a position for himself, which he could label: "The Education of Henry Adams: a Study of Twentieth-Century Multiplicity." With the help of these two points of relation, he hoped to project his lines forward and backward indefinitely, subject to correction from any one who should know better. Thereupon, he sailed for home.

Mont Saint Michel and Chartres (1904)
Context: No one has ventured to explain why the Virgin wielded exclusive power over poor and rich, sinners and saints alike. Why were all the Protestant churches cold failures without her help? Why could not the Holy Ghost,— the spirit of Love and Grace,— equally answer their prayers? Why was the Son powerless? Why was Chartres Cathedral — like Lourdes today — the expression of what is in substance a separate religion? Why did the gentle and gracious Virgin Mother so exasperate the Pilgrim Father? Why was the Woman struck out of the Church and ignored in the State? These questions are not antiquarian or trifling in historical value; they tug at the very heart-strings of all that makes whatever order is in the cosmos. If a Unity exists, in which and towards which all energies centre, it must explain and include Duality, Diversity, Infinity,— Sex!

The Education of Henry Adams (1907)
Context: p>Whatever prize he wanted lay ready for him — scientific social, literary, political — and he knew how to take them in turn. With ordinary luck he would die at eighty the richest and most many-sided genius of his day.So little egoistic he was that none of his friends felt envy of his extraordinary superiority, but rather grovelled before it, so that women were jealous of the power he had over men; but women were many and Kings were one. The men worshipped not so much their friend, as the ideal American they all wanted to be.</p

"Affecting": making a pretence of
Mont Saint Michel and Chartres (1904)
Context: Mankind could not admit an anarchical,— a dual or multiple — universe. The world was there, staring them in the face, with all its chaotic conditions, and society insisted on its Unity in self-defence. Society still insists on treating it as Unity though no longer affecting logic. Society insists on its free will, although free will has never been explained to the satisfaction of any but those who much wish to be satisfied, and although the words in any common sense implied not unity but duality in creation. The Church had nothing to do with inventing this riddle,— the oldest that fretted mankind.

Mont Saint Michel and Chartres (1904)
Context: Saint Thomas is still alive and overshadows as many schools as he ever did; at all events as many as the Church maintains. He has outlived Descartes and Leibnitz and a dozen other schools of philosophy more or less serious in their day. He has mostly outived Hume, Voltaire and the militant sceptics. His method is typical and classic; his sentences, when interpreted by the Church, seem, even to an untrained mind, intelligible and consistent; his Church Intellectual remains practically unchanged, and, like the Cathedral of Beauvais, erect although the storms of six or seven centuries have prostrated, over and over again, every other social or political or juristic shelter. Compared with it, all modern systems are complex and chaotic, crowded with self-contradictions, anomalies, impracticable functions and out-worn inheritances; but beyond all their practical shortcomings is their fragmentary character. An economic civilisation troubles itself about the universe much as a hive of honey-bees troubles about the ocean, only as a region to be avoided. The hive of Saint Thomas sheltered God and Man, Mind and Matter, The Universe and the Atom, the One and the Multiple, within the walls of a harmonious home.

A History of the United States of America During the First Administration of James Madison (1890), Vol. II, Ch. VI: Meeting of the Twelfth Congress; 1921 edition, p. 123
Context: A period of about twelve years measured the beat of the pendulum. After the Declaration of Independence, twelve years had been needed to create an efficient Constitution; another twelve years of energy brought a reaction against the government then created; a third period of twelve years was ending in a sweep toward still greater energy; and already a child could calculate the result of a few more such returns.

Mont Saint Michel and Chartres (1904)
Context: Every ounce of food must be brought from the mainland, or fished from the sea. All the tenants and their farms, their rents and contributions, must be looked after. No secular prince had a more serious task of administration, and none did it so well. Tenants always preferred an Abbot or Bishop for landlord. The Abbey was the highest administrative creation of the middle ages.

Mont Saint Michel and Chartres (1904)
Context: God, as Descartes justly said, we know! but what is man? The schools answered:— Man is a rational animal! So was apparently a dog, or a bee, or a beaver, none of which seemed to need churches. Modern science, with infinite effort, has discovered and announced that man is a bewildering complex of energies, which helps little to explain his relations with the ultimate Substance or Energy or Prime Motor whose existence both Science and Schoolmen admit; which Science studies in laboratories and Religion worships in churches. The Man whom God created to fill his Church, must be an energy independent of God; otherwise God filled his own Church with his own energy.

The Education of Henry Adams (1907)
Context: No man, however strong, can serve ten years as schoolmaster, priest, or Senator, and remain fit for anything else. All the dogmatic stations in life have the effect of fixing a certain stiffness of attitude forever, as though they mesmerised the subject.

Mont Saint Michel and Chartres (1904)
Context: Creation was not successive; it was one instantaneous thought and act, identical with the will, and was complete and unchangeabble from end to end, including time as one of its functions. Thomas was as clear as possible on that point:— "Supposing God wills anything in effect, he cannot will not to will it, because his will cannot change." He wills that some things shall be contingent and others necessary, but he wills in the same act that the contingency shall be necessary. "They are contingent because God has willed them to be so, and with this object has subjected them to causes which are so." In the same way he wills that his creation shall develop itself in time and space and sequence, but he creates these conditions as well as the events. He creates the whole, in one act, complete, unchangeable, and it is then unfolded like a rolling panorama with its predetermined contingencies.Man's free choice — liberum arbitrium — falls easily into place as a predetermined contingency. God is the First Cause, and acts in all Secondary Causes directly; but while he acts mechanically on the rest of creation,— as far as is known,— he acts freely at one point, and this free action remains free as far as it extends on that line. Man's freedom derives from this source, but it is simply apparent, as far as he is a cause; it is a [... ] Reflex Action of the complicated mirror [... ] called Mind, and [... ] an illusion arising from the extreme delicacy of the machine.

Mont Saint Michel and Chartres (1904)
Context: The schoolmen saw their duty in one direction; Francis saw his in another; and [... ] the two paths seem to be the only roads that can exist, if man starts by taking for granted that there is an object to be reached at the end of his journey. The Church embracing all mankind, had no choice but to march with caution, seeking God by every possible means of intellect and study. Francis, acting only for himself, could throw caution aside and trust implicitly in God [.... ] He carried to its last point the mystical Union wth God, and its necessary consequence of contempt and hatred of human intellectual processes. Even Saint Bernard would have thought his ideas wanting in that mesure which the French mind so much prizes. At the same time we had best try, as innocently as may be, to realise that no final judgement has yet been pronounced, either by the Church or by Society or by Science, on either or any of these points; and until mankind finally settles to a certainty where it means to go, or whether it means to go anywhere,— what its object is, or whether it has an object,— Saint Francis may still prove to have been its ultimate expression. In that case, his famous Chant,— the Cantico del Sole,— will be the last word of religion, as it was probably its first.

Mont Saint Michel and Chartres (1904)
Context: Creation was not successive; it was one instantaneous thought and act, identical with the will, and was complete and unchangeabble from end to end, including time as one of its functions. Thomas was as clear as possible on that point:— "Supposing God wills anything in effect, he cannot will not to will it, because his will cannot change." He wills that some things shall be contingent and others necessary, but he wills in the same act that the contingency shall be necessary. "They are contingent because God has willed them to be so, and with this object has subjected them to causes which are so." In the same way he wills that his creation shall develop itself in time and space and sequence, but he creates these conditions as well as the events. He creates the whole, in one act, complete, unchangeable, and it is then unfolded like a rolling panorama with its predetermined contingencies.Man's free choice — liberum arbitrium — falls easily into place as a predetermined contingency. God is the First Cause, and acts in all Secondary Causes directly; but while he acts mechanically on the rest of creation,— as far as is known,— he acts freely at one point, and this free action remains free as far as it extends on that line. Man's freedom derives from this source, but it is simply apparent, as far as he is a cause; it is a [... ] Reflex Action of the complicated mirror [... ] called Mind, and [... ] an illusion arising from the extreme delicacy of the machine.

Mont Saint Michel and Chartres (1904)
Context: In every age man has been apt to dream uneasily, rolling from side to side, beating against imaginary bars, unless tired out he has sunk into indifference or scepticism. Religious minds prefer scepticism. The true saint is a profound sceptic; a total disbeliever in human reason, who has more than once joined hands on this ground with some who were at best sinners. Bernard was a total disbeliever in scholasticism; so was Voltaire.

The Education of Henry Adams (1907)
Context: p>His superiority was, indeed, real and incontestable; he was the classical ornament of the anti-slavery party; their pride in him was unbounded, and their admiration outspoken.The boy Henry worshipped him, and if he ever regarded any older man as a personal friend, it was Mr. Sumner. The relation of Mr. Sumner in the household was far closer than any relation of blood. None of the uncles approached such intimacy. Sumner was the boy's ideal of greatness; the highest product of nature and art. The only fault of such a model was its superiority which defied imitation. To the twelve-year-old boy, his father, Dr. Palfrey, Mr. Dana, were men, more or less like what he himself might become; but Mr. Sumner was a different order — heroic.</p

The Education of Henry Adams (1907)
Context: Loving paradox, Brooks, with the advantages of ten years' study, had swept away much rubbish in the effort to build up a new line of thought for himself, but he found that no paradox compared with that of daily events. The facts were constantly outrunning his thoughts. The instability was greater than he calculated; the speed of acceleration passed bounds. Among other general rules he laid down the paradox that, in the social disequilibrium between capital and labor, the logical outcome was not collectivism, but anarchism; and Henry made note of it for study.

Source: Democracy: An American Novel (1880), Ch. I, first lines
Context: For reasons which many persons thought ridiculous, Mrs. Lightfoot Lee decided to pass the winter in Washington. She was in excellent health, but she said that the climate would do her good.

The Education of Henry Adams (1907)
Context: ... education should try to lessen the obstacles, diminish the friction, invigorate the energy, and should train minds to react, not at haphazard, but by choice, on the lines of force that attract their world. What one knows is, in youth, of little moment; they know enough who know how to learn. Throughout human history the waste of mind has been appalling, and, as this story is meant to show, society has conspired to promote it. No doubt the teacher is the worst criminal, but the world stands behind him and drags the student from his course. The moral is stentorian. Only the most energetic, the most highly fitted, and the most favored have overcome the friction or the viscosity of inertia, and these were compelled to waste three-fourths of their energy in doing it.

Mont Saint Michel and Chartres (1904)
Context: Every day, as the work went on, the Virgin was present, directing the architects, and it is this direction that we are going to study, if you have now got a realising sense of what it meant. Without this sense, the church is dead. Most persons of a deeply religious nature would tell you emphatically that nine churches out of ten actually were dead-born, after the thirteenth century, and that church architecture became a pure matter of mechanism or mathematics; but that is a question for you to decide when you come to it; and the pleasure consists not in seeing the death, but in feeling the life.

The Education of Henry Adams (1907)
Context: As was sure, sooner or later, to happen, Adams one day met Charles Sumner on the street, and instantly stopped to greet him. As though eight years of broken ties were the natural course of friendship, Sumner at once, after an exclamation of surprise, dropped back into the relation of hero to the school boy. Adams enjoyed accepting it. He was then thirty years old and Sumner was fifty-seven; he had seen more of the world than Sumner ever dreamed of, and he felt a sort of amused curiosity to be treated once more as a child. At best, the renewal of broken relations is a nervous matter, and in this case it bristled with thorns.

Mont Saint Michel and Chartres (1904)
Context: The art of this poetry of love and hope which marked the mystics, lay of course in the background of shadows which marked the cloister. "Inter Vania nihil vanius est homine." [Among vain things nothing is more vain than man. ] Man is an imperceptible atom always trying to become one with God. If ever modern science achieves a definition of Energy, possibly it may borrow the figure:— Energy is the inherent effort of every multiplicity to become unity. Adam's poetry was an expression of the effort to reach absorption through love, not through fear, but to do this thoroughly he had to make real to himself his own nothingness; most of all to annihilate pride, for the loftiest soul can comprehend that an atom — say, of hydrogen,— which is proud of its personality, will never merge in a molecule of water.

Mont Saint Michel and Chartres (1904)
Context: ... the quality that arouses most surprise in Thomism is its astonishingly scientific method. [... ] Avowedly science has aimed at nothing but the reduction of multiplicity to unity, and has excommunicated, as though it were itself a Church, anyone who doubted or disputed its object, its method, or its results. The effort is as evident and quite as laborious in modern science, starting as it does from multiplicity, as in Thomas Aquinas who started from unity, and it is necessarily less successful, for its true aims as far as it is Science and not disguised Religion, were equally attained by reaching infinite complexity; but the assertion or assumption of ultimate unity has characterised the Law of Energy as emphatically as it has characterised the definition of God in Theology. If it is a reproach to Saint Thomas, it is equally a reproach to Clerk-Maxwell. In truth it is what most men admire in both — the power of broad and lofty generalisation.

Mont Saint Michel and Chartres (1904)
Context: If you are to get the full enjoyment of Chartres, you must, for the time, believe in Mary as Bernard and Adam did, and feel her presence as the architects did, in every stone they placed, and in every touch they chiseled. You must try first to rid your mind of the traditional idea that the gothic is an intentional expression of religious gloom. The necessity for light was the motive of the gothic architects. They needed light and always more light, until they sacrificed safety and common-sense in trying to get it. They converted their walls into windows, raised their vaults, diminished their piers, until their churches could no longer stand. You will see the limit at Beauvais; at Chartres we have not got so far, but even here in places where the Virgin wanted it — as above the high altar — the architect has taken all the light there was to take.

The Education of Henry Adams (1907)
Context: The work of domestic progress is done by masses of mechanical power — steam, electric, furnace, or other — which have to be controlled by a score or two of individuals who have shown capacity to manage it. The work of internal government has become the task of controlling these men, who are socially as remote as heathen gods, alone worth knowing, but never known, and who could tell nothing of political value if one skinned them alive. Most of them have nothing to tell, but are forces as dumb as their dynamos, absorbed in the development or economy of power. They are trustees for the public, and whenever society assumes the property, it must confer on them that title; but the power will remain as before, whoever manages it, and will then control society without appeal, as it controls its stokers and pit-men. Modern politics is, at bottom, a struggle not of men but of forces. The men become every year more and more creatures of force, massed about central power-houses. The conflict is no longer between the men, but between the motors that drive the men, and the men tend to succumb to their own motive forces.

The Education of Henry Adams (1907)
Context: As educator, Jean Jacques was, in one respect, easily first; he erected a monument of warning against the Ego. Since his time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure. The tailor adapts the manikin as well as the clothes to his patron's wants. The tailor's object, in this volume, is to fit young men, in universities or elsewhere, to be men of the world, equipped for any emergency; and the garment offered to them is meant to show the faults of the patchwork fitted on their fathers.

The Education of Henry Adams (1907)
Context: Politics, as a practice, whatever its professions, had always been the systematic organization of hatreds, and Massachusetts politics had been as harsh as the climate.

Mont Saint Michel and Chartres (1904)
Context: p>The twelfth and thirteenth centuries, studied in the pure light of political economy, are insane. The scientific mind is atrophied, and suffers under inherited cerebral weakness, when it comes in contact with the eternal woman,— Astarte, Isis, Demeter, Aphrodite, and the last and greatest deity of all, the Virgin. Very rarely one lingers, with a mild sympathy, such as suits the patient student of human error, willing to be interested in what he cannot understand. Still more rarely, owing to some revival of archaic instincts, he rediscovers the woman. This is perhaps the mark of the artist alone, and his solitary privilege. The rest of us cannot feel; we can only study. The proper study of mankind is woman, and, by common agreement since the time of Adam, it is the most complex and arduous. The study of Our Lady, as shown by the art of Chartres, leads directly back to Eve, and lays bare the whole subject of sex.If it were worthwhile to argue a paradox, one might maintain that nature regards the female as the essential, the male as the superfluity of her world.</p

The Education of Henry Adams (1907)
Context: For this new creation, born since 1900, a historian asked no longer to be teacher or even friend; he asked only to be a pupil, and promised to be docile, for once, even though trodden under foot; for he could see that the new American — the child of incalculable coal-power, chemical power, electric power, and radiating energy, as well as of new forces yet undetermined — must be a sort of God compared with any former creation of nature. At the rate of progress since 1800, every American who lived into the year 2000 would know how to control unlimited power. He would think in complexities unimaginable to an earlier mind. He would deal with problems altogether beyond the range of earlier society. To him the nineteenth century would stand on the same plane with the fourth — equally childlike — and he would only wonder how both of them, knowing so little, and so weak in force, should have done so much.

The Education of Henry Adams (1907)
Source: The Education of Henry Adams

The Education of Henry Adams (1907)
Source: The Education of Henry Adams

Source: The Education of Henry Adams

Source: The Education of Henry Adams