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“Material furnished by a government seldom satisfies critics or historians, for it lies always under suspicion.”

The Education of Henry Adams (1907)

“Home influences alone never saved the New England boy from ruin, though sometimes they may have helped to ruin him; and the influences outside of home were negative. If school helped, it was only by reaction. The dislike of school was so strong as to be a positive gain. The passionate hatred of school methods was almost a method in itself. Yet the day-school of that time was respectable, and the boy had nothing to complain of. In fact, he never complained. He hated it because he was here with a crowd of other boys and compelled to learn by memory a quantity of things that did not amuse him. His memory was slow, and the effort painful. For him to conceive that his memory could compete for school prizes with machines of two or three times its power, was to prove himself wanting not only in memory, but flagrantly in mind. He thought his mind a good enough machine, if it were given time to act, but it acted wrong if hurried. Schoolmasters never gave time.

In any and all its forms, the boy detested school, and the prejudice became deeper with years. He always reckoned his school-days, from ten to sixteen years old, as time thrown away.”

The Education of Henry Adams (1907)

“…what struck boys most was their type. Senators were a species”

The Education of Henry Adams (1907)

“True ignorance approaches the infinite more nearly than any amount of knowledge can do, and, in our case, ignorance is fortified by a certain element of nineteenth-century indifference which refuses to be interested in what it cannot understand; a violent reaction from the thirteenth century which cared little to comprehend anything except the incomprehensible.”

Mont Saint Michel and Chartres (1904)

“Abélard would find most of his old problems sensitive to his touch today. Time has settled few or none of the essential points of dispute. Science hesitates, more visibly than the Church ever did, to decide once for all whether Unity or Diversity is ultimate law; whether order or chaos is the governing rule of the Universe, if Universe there is; whether anything except phenomena exists. Even in matters more vital to society, one dares not speak too loud. Why, and for what, and to whom, is man a responsible agent? Every jury and judge, every lawyer and doctor, every legislator and clergyman has his own views, and the law constantly varies. Every nation may have a different system. One court may hang, and another may acquit for the same crime, on the same day; and Science only repeats what the Church said to Abélard, that where we know so little, we had better hold our tongues.”

Mont Saint Michel and Chartres (1904)

“Pearson shut out of science everything which the nineteenth-century had brought into it. He told his scholars that they must put up with a fraction of the universe, and a very small fraction at that — the circle reached by the senses, where sequence could be taken for granted.”

Adams quotes — and takes the title of this chapter — from Karl Pearson's classic work The Grammar of Science: "In the chaos behind sensations, in the 'beyond' of sense-impressions, we cannot infer necessity, order or routine, for these are concepts formed by the mind of man on this side of sense-impressions." "Briefly chaos is all that science can logically assert of the supersensuous."
The Education of Henry Adams (1907)

“Never esteem anything as of advantage to you that will make you break your word or lose your self-respect.”

Marcus Aurelius, Meditations, iii. 7
Misattributed

“…the American people seemed to have no clearer idea than they. Indeed, the American people had no idea at all; they were wandering in a wilderness much more sandy than the Hebrews had ever trodden about Sinai; they had neither serpents nor golden calves to worship. They had lost the sense of worship; for the idea that they worshipped money seemed a delusion. Worship of money was an old-world trait; a healthy appetite akin to worship of the Gods, or to worship of power in any concrete shape; but the American wasted money more recklessly than any one ever did before; he spent more to less purpose than any extravagant court aristocracy; he had no sense of relative values, and knew not what to do with his money when he got it”

The Education of Henry Adams (1907)

“…but society called them professors, and professors they had to be. While all these brilliant men were greedy for companionship, all were famished for want of it. Society was a faculty-meeting without business. The elements were there; but society cannot be made up of elements — people who are expected to be silent unless they have observations to make — and all the elements are bound to remain apart if required to make observations.”

The Education of Henry Adams (1907)

“…ignorant of all that man had ever thought or hoped, their minds burst open like flowers at the sunlight of a suggestion. They were quick to respond; plastic to a mould; and incapable of fatigue. Their faith in education was so full of pathos that one dared not ask them what they thought they could do with education when they got it.”

The Education of Henry Adams (1907)

“That the American, by temperament, worked to excess, was true; work and whiskey were his stimulants; work was a form of vice; but he never cared much for money or power after he earned them. The amusement of the pursuit was all the amusement he got from it.”

The Education of Henry Adams (1907)

“Indeed, had his father kept the boy at home, and given him half an hour's direction every day, he would have done more for him than school ever could do for them. Of course, school-taught men and boys looked down on home-bred boys, and rather prided themselves on their own ignorance, but the man of sixty can generally see what he needed in life, and in Henry Adams's opinion it was not school.”

The Education of Henry Adams (1907)

“…the outpourings of Elisée Reclus were ideals of the French ouvrier, diluted with absinthe, resulting in a bourgeois dream of order and inertia. Neither made a pretence of anarchy except as a momentary stage towards order and unity. Neither of them had formed any other conception of the universe than what they had inherited from the priestly class to which their minds obviously belonged. With them, as with the socialist, communist, or collectivist, the mind that followed nature had no relation.”

The Education of Henry Adams (1907)

“So Henry Adams, well aware that he could not succeed as a scholar, and finding his social position beyond improvement or need of effort, betook himself to the single ambition which otherwise would scarcely have seemed a true outcome of the college, though it was the last remnant of the old Unitarian supremacy. He took to the pen. He wrote.”

The Education of Henry Adams (1907)

“In doubt, the quickest way to clear one's mind is to discuss.”

The Education of Henry Adams (1907)

“For a hundred and fifty years the Virgin and Queens ruled French taste and thought so successfully that the French man has never yet quite decided whether to be more proud or ashamed of it. Life has ever since seemed a little flat to him, and art a little cheap. He saw that the woman, in elevating herself, had made him appear ridiculous, and he tried to retaliate with a wit not always sparkling, and too often at his own expense.”

Mont Saint Michel and Chartres (1904)

“The Class of 1858, to which Henry Adams belonged, was a typical collection of young New Englanders, quietly penetrating and aggressively commonplace; free from meannesses, jealousies, intrigues, enthusiasms, and passions; not exceptionally quick; not consciously skeptical; singularly indifferent to display, artifice, florid expression, but not hostile to it when it amused them; distrustful of themselves, but little disposed to trust any one else; with not much humor of their own, but full of readiness to enjoy the humor of others; negative to a degree that in the long run became positive and triumphant. Not harsh in manners or judgment, rather liberal and open-minded, they were still as a body the most formidable critics one would care to meet, in a long life exposed to criticism.”

The Education of Henry Adams (1907)

“As a means of variation from a normal type, sickness in childhood ought to have a certain value not to be classed under any fitness or unfitness of natural selection; and especially scarlet fever affected boys seriously, both physically and in character, though they might through life puzzle themselves to decide whether it had fitted or unfitted them for success.”

The Education of Henry Adams (1907)

“I am never afraid of pure atheism; it is the flabby kind of sentimental deism that annoys me, because it is as slippery as air.”

The Rev. Stephen Hazard in Ch. VIII
Esther: A Novel (1884)

“Adams could no more interest Algernon Swinburne than he could interest Encke's comet. To Swinburne he could be no more than a worm. The quality of genius was an education almost ultimate, for one touched there the limits of the human mind on that side; but one could only receive; one had nothing to give — nothing even to offer.”

The Education of Henry Adams (1907)