Henry Adams Quotes
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Henry Brooks Adams was an American historian and member of the Adams political family, descended from two U.S. Presidents.

As a young Harvard graduate, he was secretary to his father, Charles Francis Adams, Abraham Lincoln's ambassador to the United Kingdom. The posting influenced the younger man through the experience of wartime diplomacy, and absorption in English culture, especially the works of John Stuart Mill. After the American Civil War, he became a political journalist who entertained America's foremost intellectuals at his homes in Washington and Boston.

During his lifetime, he was best known for his History of the United States During the Administrations of Thomas Jefferson and James Madison, a nine-volume work, praised for its literary style.

His posthumously published memoir, The Education of Henry Adams, won the Pulitzer Prize and went on to be named by the Modern Library as the best English-language nonfiction book of the 20th century. Wikipedia

✵ 16. February 1838 – 27. March 1918  •  Other names Henry Brooks Adams, 亨利·亞當斯

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Henry Adams: 311 quotes6 likes

Henry Adams Quotes

“The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught.”

Henry Adams book The Education of Henry Adams

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

“Intimates are predestined.”

The Education of Henry Adams (1907)

“Among the unexpected revelations of human nature that suddenly astonish historians, one of the least reasonable was the passionate outburst of religious devotion to the ideal of feminine grace, charity and love that took place here in Normandy while it was still a part of the English kingdom, and flamed up into almost fanatical frenzy among the most hard-hearted and hard-headed race in Europe.”

Mont Saint Michel and Chartres (1904)

“She was goddess because of her force; she was the animated dynamo; she was reproduction — the greatest and most mysterious of all energies; all she needed was to be fecund.”

The Education of Henry Adams (1907)

“His aunt drily remarked that, at this rate, he would soon get through all the sights; but she could not guess — having lived always in Washington — how little the sights of Washington had to do with its interest.

The boy could not have told her; he was nowhere near an understanding of himself. The more he was educated, the less he understood. Slavery struck him in the face; it was a nightmare; a horror; a crime; the sum of all wickedness! Contact made it only more repulsive. He wanted to escape, like the negroes, to free soil. Slave States were dirty, unkempt, poverty-stricken, ignorant, vicious! He had not a thought but repulsion for it; and yet the picture had another side. The May sunshine and shadow had something to do with it; the thickness of foliage and the heavy smells had more; the sense of atmosphere, almost new, had perhaps as much again; and the brooding indolence of a warm climate and a negro population hung in the atmosphere heavier than the catalpas. The impression was not simple, but the boy liked it: distinctly it remained on his mind as an attraction, almost obscuring Quincy itself. The want of barriers, of pavements, of forms; the looseness, the laziness; the indolent Southern drawl; the pigs in the streets; the negro babies and their mothers with bandanas; the freedom, openness, swagger, of nature and man, soothed his Johnson blood.”

The Education of Henry Adams (1907)

“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.”

The Education of Henry Adams (1907)

“True artists, turned critics, think also less of rules than of values.”

Mont Saint Michel and Chartres (1904)

“Thomas [...] could offer no proof of it, but he could assume as probable a plan of good which became the more perfect for the very reason that it allowed great liberty in detail.

One hardly feels Saint Thomas here in all his force. He offers suggestion rather than proof;— apology, the weaker because of obvious effort to apologise, rather than defence, for infinite Goodness, Justice and Power; [...] but at all events society has never done better by way of proving its right to enforce morals, or unity of opinion. Unless it asserts law, it can only assert force.”

Mont Saint Michel and Chartres (1904)

“Women have, commonly, a very positive moral sense; that which they will, is right; that which they reject, is wrong; and their will, in most cases, ends by settling the moral.”

The Education of Henry Adams (1907)

“No man likes to have his intelligence or good faith questioned, especially if he has doubts about it himself.”

Mont Saint Michel and Chartres (1904)

“Pascal touched God behind the veil of scepticism.”

Mont Saint Michel and Chartres (1904)

“In that respect, and in that only, Charles Sumner was like him, but Sumner, in almost every other quality, was quite different from his three associates — altogether out of line.”

The Education of Henry Adams (1907)

“…but he distinctly remembered standing at the house door one summer morning in a passionate outburst of rebellion against going to school. Naturally his mother was the immediate victim of his rage; that is what mothers are for, and boys also; but in this case the boy had his mother at unfair disadvantage, for she was a guest, and had no means of enforcing obedience. Henry showed a certain tactical ability by refusing to start, and he met all efforts at compulsion by successful, though too vehement protest. He was in fair way to win, and was holding his own, with sufficient energy, at the bottom of the long staircase which led up to the door of the President's library, when the door opened, and the old man slowly came down. Putting on his hat, he took the boy's hand without a word, and walked with him, paralyzed by awe, up the road to the town. After the first moments of consternation at this interference in a domestic dispute, the boy reflected that an old gentleman close on eighty would never trouble himself to walk near a mile on a hot summer morning over a shadeless road to take a boy to school, and that it would be strange if a lad imbued with the passion of freedom could not find a corner to dodge around, somewhere before reaching the school door. Then and always, the boy insisted that this reasoning justified his apparent submission; but the old man did not stop, and the boy saw all his strategical points turned, one after another, until he found himself seated inside the school, and obviously the centre of curious if not malevolent criticism. Not till then did the President release his hand and depart.”

The Education of Henry Adams (1907)

“The whole Mount still kept the grand style; it expressed the unity of Church and State, God and Man, Peace and War, Life and Death, Good and Bad; it solved the whole problem of the universe.”

Mont Saint Michel and Chartres (1904)

“Unity and Uniformity were the whole motive of philosophy, and if Darwin, like a true Englishman, preferred to back into it — to reach God a posteriori — rather than start from it, like Spinoza, the difference of method taught only the moral that the best way of reaching unity was to unite. Any road was good that arrived.”

The Education of Henry Adams (1907)

“An artist, if good for anything, foresees what his public will see; and what his public will see is what he ought to have intended — the measure of his genius. If the public sees more than he himself did, this is his credit; if less, this is his fault. No matter how simple or ignorant we are, we ought to feel a discord or a harmony where the artist meant us to feel it, and when we see a motive, we conclude that other people have seen it before us, and that it must therefore have been intended.”

Mont Saint Michel and Chartres (1904)

“Like so many other great observers, Langley was not a mathematician, and like most physicists, he believed in physics. Rigidly denying himself the amusement of philosophy, which consists chiefly in suggesting unintelligible answers to insoluble problems, he still knew the problems, and liked to wander past them in a courteous temper, even bowing to them distantly as though recognising their existence though doubting their respectability.”

The Education of Henry Adams (1907)

“The idea that one has actually met a real genius dawns slowly on a Boston mind, but it made entry at last.”

The Education of Henry Adams (1907)

“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)

“… the affectation of readiness for death is a stage rôle, and stoicism is a stupid resource though the only one. Non dolet, Pæte! One is ashamed of it even in the acting.”

The Education of Henry Adams (1907)

“There as elsewhere a cruel universe combined to crush a child. As though three or four vigorous brothers and sisters, with the best will, were not enough to crush any child, every one else conspired towards an education which he hated. From cradle to grave this problem of running order through chaos, direction through space, discipline through freedom, unity through multiplicity, has always been, and must always be, the task of education, as it is the moral of religion, philosophy, science, art, politics, and economy; but a boy's will is his life, and he dies when it is broken, as the colt dies in harness, taking a new nature in becoming tame. Rarely has the boy felt kindly towards his tamers. Between him and his master has always been war. Henry Adams never knew a boy of his generation to like a master, and the task of remaining on friendly terms with one's own family, in such a relation, was never easy.”

The Education of Henry Adams (1907)

“Society hesitated, wavered, oscillated between harshness and laxity, pitilessly sacrificing the weak, and deferentially following the strong.”

The Education of Henry Adams (1907)

“Charles Francis Adams's memory was hardly above the average; his mind was not bold like his grandfather's or restless like his father's, or imaginative or oratorical — still less mathematical; but it worked with singular perfection, admirable self-restraint, and instinctive mastery of form. Within its range it was a model.”

The Education of Henry Adams (1907)

“Barred from philosophy and bored by facts, he wanted to teach his students something not wholly useless. The number of students whose minds were of an order above the average was, in his experience, barely one in ten; the rest could not be much stimulated by any inducements a teacher could suggest. All were respectable, and in seven years of contact, Adams never had cause to complain of one; but nine minds in ten take polish passively, like a hard surface; only the tenth sensibly reacts.”

The Education of Henry Adams (1907)

“Society swarmed with exaggerated characters; it contained little else.

Often this eccentricity bore all the marks of strength; perhaps it was actual exuberance of force, a birthmark of genius. Boston thought so. The Bostonian called it national character — native vigor — robustness — honesty — courage. He respected and feared it.”

The Education of Henry Adams (1907)

“From early childhood his moral principles had struggled blindly with his interests, but he was certain of one law that ruled all others — masses of men invariably follow interests in deciding morals. Morality is a private and costly luxury.”

The Education of Henry Adams (1907)

“All the steam in the world could not, like the Virgin, build Chartres.”

The Education of Henry Adams (1907)

“…no number of centuries could ever educate him to Swinburne's level, even in technical appreciation.”

The Education of Henry Adams (1907)

“An artist must be man, woman and demi-god.”

Mr. Wharton in Ch. IV
Esther: A Novel (1884)

“…only on the edge of the grave can man conclude anything.”

The Education of Henry Adams (1907)

“He was a banker, and towards bankers Adams felt the narrow prejudice which the serf feels to his overseer; for he knew he must obey, and he knew that the helpless showed only their helplessness when they tempered obedience by mockery. The world, after 1865, became a bankers' world.”

The Education of Henry Adams (1907)

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