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

Henry Adams photo

Henry Adams: 311 quotes6 likes

Henry Adams Quotes

“The audacity of the man would have seemed sublime if she had felt sure that he knew the difference between good and evil, between a lie and the truth; but the more she saw of him, the surer she was that his courage was mere moral paralysis, and that he talked about virtue and vice as a man who is colour-blind talks about red and green; he did not see them as she saw them; if left to choose for himself he would have nothing to guide him. Was it politics that had caused this atrophy of the moral senses by disuse? Meanwhile, here she sat face to face with a moral lunatic.”

Henry Adams book Democracy: An American Novel

Madeleine Lee assessing Senator Silas P. Ratcliffe in Ch. XIII
Democracy: An American Novel (1880)

“Here, then, appeared in its fullest force, the practical difficulty in education which a mere student could never overcome; a difficulty not in theory, or knowledge, or even want of experience, but in the sheer chaos of human nature.”

The Education of Henry Adams (1907)

“Yet the telescope held it rigidly standing on its head; the microscope revealed a universe that defied the senses; gunpowder killed whole races that lagged behind; the compass coerced the most imbruted mariner to act on the impossible idea that the earth was round; the press drenched Europe with anarchism. Europe saw itself, violently resisting, wrenched into false positions, drawn along new lines as a fish that is caught on a hook; but unable to understand by what force it was controlled.”

The Education of Henry Adams (1907)

“As long as he could whisper, he would go on as he had begun, bluntly refusing to meet his creator with the admission that the creation had taught him nothing except that the square of the hypotenuse of a right-angled triangle might for convenience be taken as equal to something else. Every man with self-respect enough to become effective, if only as a machine, has had to account to himself for himself somehow, and to invent a formula of his own for his universe, if the standard formulas failed.”

The Education of Henry Adams (1907)

“…we must go to the poets to see what they all meant by it; but the sum is an emotion — clear and strong as love and much clearer than logic,— whose charm lies in its unstable balance. The Transition is the equilibrium between the Love of God,— which is Faith, and the Logic of God,— which is Reason; between the round arch and the pointed. One may not be sure which pleases most, but one need not be harsh towards people who think that the moment of balance is exquisite. The last and highest moment is seen at Chartres where, in 1200, the charm depends on the constant doubt whether emotion or science is uppermost.”

Mont Saint Michel and Chartres (1904)

“The complaint of the French artist against the Norman, is the "mesquin" treatment of dividing his tower into stories of equal height. Even in the twelfth century and in religious architecture, artists already struggled over the best solution to this peculiarly American problem of the twentieth century, and when tourists return to New York, they may look at the twenty-story towers which decorate the city, to see whether the Norman or the French plan has won; but this at least will be sure in advance:— the Norman will be the practical scheme which states the facts, and stops; while the French will be the graceful one, which states the beauties and more or less fits the facts to suit them.”

Mesquin: paltry, unimaginative, prosaic
Mont Saint Michel and Chartres (1904)

“Had Grant been a Congressman one would have been on one’s guard, for one knew the type. One never expected from a Congressman more than good intentions and public spirit. Newspaper-men as a rule had no great respect for the lower House; Senators had less; and Cabinet officers had none at all. Indeed, one day when Adams was pleading with a Cabinet officer for patience and tact in dealing with Representatives, the Secretary impatiently broke out: “You can’t use tact with a Congressman! A Congressman is a hog! You must take a stick and hit him on the snout!””

The Education of Henry Adams (1907)

“Paris remained Parisian in spite of change, mistress of herself though China fell. Scores of artists — sculptors and painters, poets and dramatists, workers in gems and metals, designers in stuffs and furniture — hundreds of chemists, physicists, even philosophers, philologists, physicians, and historians — were at work, a thousand times as actively as ever before, and the mass and originality of their product would have swamped any previous age, as it very nearly swamped its own; but the effect was one of chaos, and Adams stood as helpless before it as before the chaos of New York.”

The Education of Henry Adams (1907)

“"The American man is a failure! You are all failures!" he said. "Has not my sister here more sense than my brother Brooks? Is not Bessie worth two of Bay? Wouldn't we all elect Mrs. Lodge Senator against Cabot? Would the President have a ghost of a chance if Mrs. Roosevelt ran against him? Do you want to stop at the Embassy, on your way home, and ask which would run it best — Herbert or his wife?" The men laughed a little — not much! Each probably made allowance for his own wife as an unusually superior woman. Some one afterwards remarked that these half-dozen women were not a fair average. Adams replied that the half-dozen men were above all possible average; he could not lay his hands on another half-dozen their equals.”

The Education of Henry Adams (1907)

“…any woman will, under the right conditions, marry any man at any time, provided her "higher nature" is properly appealed to.”

Henry Adams book Democracy: An American Novel

Source: Democracy: An American Novel (1880), Ch. XI

“Self-possession was the strongest part of Harvard College, which certainly taught men to stand alone, so that nothing seemed stranger to its graduates than the paroxysms of terror before the public which often overcame the graduates of European universities.”

The Education of Henry Adams (1907)

“Although the Senate is much given to admiring in its members a superiority less obvious or quite invisible to outsiders, one Senator seldom proclaims his own inferiority to another, and still more seldom likes to be told of it. Even the greatest Senators seemed to inspire little personal affection in each other, and betrayed none at all.”

The Education of Henry Adams (1907)

“The English mind was like the London drawing room, a comfortable and easy spot, filled with bits and fragments of incoherent furnitures, which were never meant to go together, and could be arranged in any relation without making a whole, except by the square room. Philosophy might dispute about innate ideas till the stars died out in the sky, but about innate tastes no one, except perhaps a collie-dog, has the right to doubt; least of all the Englishman, for his tastes are his being; he drifts after them as unconsciously as a honey-bee drifts after his flowers.”

The Education of Henry Adams (1907)

“In his fancy, office was poison; it killed — body and soul — physically and socially. Office was more poisonous than priestcraft or pedagogy in proportion as it held more power; but the poison he complained of was not ambition; he shared none of Cardinal Wolsey's belated penitence for that healthy stimulant, as he had shared none of the fruits; his poison was that of the will — the distortion of sight — the warping of mind — the degradation of tissue — the coarsening of taste — the narrowing of sympathy to the emotions of a caged rat.”

The Education of Henry Adams (1907)

“Whatever was peculiar about him was education, not character, and came to him, directly and indirectly, as the result of that eighteenth-century inheritance which he took with his name.”

The Education of Henry Adams (1907)

“He had often noticed that six months' oblivion amounts to newspaper-death, and that resurrection is rare. Nothing is easier, if a man wants it, than rest, profound as the grave.”

The Education of Henry Adams (1907)

“Esther looked at him with an expression that would have been a smile if it had not been infinitely dreary and absent; then she said, simply and finally:
"But George, I don't love you, I love him."”

Source: Esther: A Novel (1884), Ch. X, the last lines of the novel

“…each individual appeared satisfied to stand alone. It seemed a sign of force; yet to stand alone is quite natural when one has no passions; still easier when one has no pains.”

The Education of Henry Adams (1907)

“Society is immoral and immortal; it can afford to commit any kind of folly, and indulge in any sort of vice; it cannot be killed, and the fragments that survive can always laugh at the dead.”

The Education of Henry Adams (1907)

“This view of the case amused Esther for a time, but not for long — the matter was too serious for any treatment but a joke, and joking made it more serious still.”

Source: Esther: A Novel (1884), Ch. VII

“Accident counts for much in companionship as in marriage.”

The Education of Henry Adams (1907)

“Science has become too complex to affirm the existence of universal truths, but it strives for nothing else, and disputes the problem, within its own limits, almost as earnestly as in the twelfth century, when the whole field of human and superhuman activity was shut between these barriers of Substance, Universals, and Particulars. Little has changed except the vocabulary and the method.”

Mont Saint Michel and Chartres (1904)

“That Stirling as well as Milnes should regard Swinburne as a prodigy greatly comforted Adams, who lost his balance of mind at first in trying to imagine that Swinburne was a natural product of Oxford.”

The Education of Henry Adams (1907)

“We combat obstacles in order to get repose, and, when got, the repose is insupportable.”

The Education of Henry Adams (1907)

“If there was in all France, between 1140 and 1200, a more typical Englishman of the future Church of England type than John of Salisbury, he has left no trace; and John wrote a description of his time which makes a picturesque contrast with the picture painted by Abélard, his old master, of the century at its beginning. John weighed Abélard and the Schools against Bernard and the Cloister, and coolly concluded that the way to truth lay rather through Citeaux, which brought him to Chartres as Bishop in 1176, and to a mild scepticism in faith. "I prefer to doubt," he said, "rather than rashly define what is hidden."”

Mont Saint Michel and Chartres (1904)

“One could divine pretty nearly where the force lay, since the last ten years had given to the great mechanical energies — coal, iron, steam — a distinct superiority in power over the old industrial elements — agriculture, handwork, and learning; but the result of this revolution on a survivor from the fifties resembled the action of the earthworm; he twisted about, in vain, to recover his starting-point; he could no longer see his own trail; he had become an estray; a flotsam or jetsam of wreckage; a belated reveller, or a scholar-gipsy like Matthew Arnold's. His world was dead. Not a Polish Jew fresh from Warsaw or Cracow — not a furtive Yacoob or Ysaac still reeking of the Ghetto, snarling a weird Yiddish to the officers of the customs — but had a keener instinct, an intenser energy, and a freer hand than he — American of Americans, with Heaven knew how many Puritans and Patriots behind him, and an education that had cost a civil war.”

The Education of Henry Adams (1907)

“Thus already, at ten years old, the boy found himself standing face to face with a dilemma that might have puzzled an early Christian. What was he? — where was he going? Even then he felt that something was wrong, but he concluded that it must be Boston.”

The Education of Henry Adams (1907)

“She fell in love with the cataract and turned to it as a confidant, not because of its beauty or power, but because it seemed to tell her a story which she longed to understand.”

Esther Dudley's reaction to Niagara Falls, in Ch. IX
Esther: A Novel (1884)

“Langley seemed prepared for anything, even for an indeterminable number of universes interfused — physics stark mad in metaphysics.”

The Education of Henry Adams (1907)

“The true American knew something of the facts, but nothing of the feelings; he read the letter but he never felt the law.”

The Education of Henry Adams (1907)

“Strange as it sounds, although Man thought himself hardly treated in respect to freedom, yet, if freedom meant superiority, Man was in action much the superior of God, whose freedom suffered, from Saint Thomas, under restraints that Man never would have tolerated. Saint Thomas did not allow God even an undetermined will; he was pure Act, and as such he could not change. Man alone was, in act, allowed to change direction. What was more curious still, Man might absolutely prove his freedom by refusing to move at all; if he did not like his life, he could stop it, and habitually did so, or acquiesced in its being done for him; while God could not commit suicide or even cease for a single instant his continuous action. If Man had the singular fancy of making himself absurd,— a taste confined to himself but attested by evidence exceedingly strong,— he could be as absurd as he liked; but God could not be absurd. Saint Thomas did not allow the Deity the right to contradict himself, which is one of Man's chief pleasures. While Man enjoyed what was, for his purposes, an unlimited freedom to be wicked,— a privilege which, as both Church and State bitterlly complained and still complain, he has outrageously abused,— God was Goodness and could be nothing else. […] In one respect, at least, Man's freedom seemed to be not relative but absolute, for his thought was an energy paying no regard to space or time or order or object or sense; but God's thought was his act and will at once; speaking correctly, God could not think, he is. Saint Thomas would not, or could not, admit that God was Necessity, as Abélard seems to have held, but he refused to tolerate the idea of a divine maniac, free from moral obligation to himself. The atmosphere of Saint Louis surrounds the God of Saint Thomas, and its pure ether shuts out the corruption and pollution to come,— the Valois and Bourbons, the Occams and Hobbes's, the Tudors and the Medicis of an enlightened Europe.”

Mont Saint Michel and Chartres (1904)

“… the huge church […] was thundering its gospel under her eyes.To have Niagara for a rival is no joke. Hazard spoke with no such authority; and Esther's next idea was one of wonder how, after listening here, any preacher could have the confidence to preach again. "What do they know about it?" she asked herself. "Which of them can tell a story like this, or a millionth part of it?"”

Source: Esther: A Novel (1884), Ch. IX

“If you cannot feel the color and quality,— the union of naïveté and art,— the refinement,— the infinite delicacy and tenderness — of this little poem ["Tombeor de Notre Dame"], then nothing will matter much to you; and if you can feel it, you can feel, without more assistance, the majesty of Chartres.”

The anonymous thirteenth-century poem "Tombeor de Notre Dame", of which Adams gives a fairly detailed summary, is translated in Of the Tumbler of Our Lady and Other Miracles, edited by Alice Kemp-Welsh (London: Chatto & Windus, 1909).
Mont Saint Michel and Chartres (1904)

“…but to Adams the dynamo became a symbol of infinity. As he grew accustomed to the great gallery of machines, he began to feel the forty-foot dynamos as a moral force, much as the early Christians felt the Cross.”

The Education of Henry Adams (1907)

“The Church alone had constantly protested that anarchy was not order, that Satan was not God, that pantheism was worse than atheism, and that Unity could not be proved as a contradiction. Karl Pearson seemed to agree with the Church, but everyone else, including Newton, Darwin and Clerk-Maxwell, had sailed gaily into the supersensual.”

The Education of Henry Adams (1907)

“He too had played with anarchy; though not with socialism, which, to young men who nourished artistic emotions under the dome of the Pantheon, seemed hopelessly bourgeois, and lowest middle-class.”

The Education of Henry Adams (1907)

“Adams was content to read Darwin, especially his "Origin of Species" and his "Voyage of the Beagle." He was a Darwinist before the letter; a predestined follower of the tide; but he was hardly trained to follow Darwin's evidences.”

The Education of Henry Adams (1907)

“For a first visit to Chartres, choose some pleasant morning when the lights are soft, for one wants to be welcome, and the Cathedral has moods, at times severe. At best, the Beauce is a country none too gay.”

Mont Saint Michel and Chartres (1904)

“To feel the art of Mont Saint Michel and Chartres we have got to become pilgrims again.”

Mont Saint Michel and Chartres (1904)

“Susceptibility to the highest forces is the highest genius; selection between them is the highest science; their mass is the highest educator. Man always made, and still makes, grotesque blunders in selecting and measuring forces, taken at random from the heap, but he never made a mistake in the value he set on the whole, which he symbolized as unity and worshipped as God.”

The Education of Henry Adams (1907)

“…in the Executive, Grant and Boutwell were varieties of the type — political specimens — pathetic in their helplessness to do anything with power when it came to them. They knew not how to amuse themselves; they could not conceive how other people were amused. Work, whiskey, and cards were life. The atmosphere of political Washington was theirs — or was supposed by the outside world to be in their control — and this was the reason why the outside world judged that Washington was fatal even for a young man of thirty-two, who had passed through the whole variety of temptations, in every capital of Europe, for a dozen years; who never played cards, and who loathed whiskey.”

The Education of Henry Adams (1907)

“Even the discord of war is a detail on which the Abbey refuses to insist. Not till two centuries afterwards did the Mount take on the modern expression of war as a discord in God's providence. Then, in the early years of the fifteenth century, Abbot Pierre le Roy plastered the gate of the Châtelet as you now see it, over the sunny thirteenth-century entrance called Belle Chaise which had treated mere military construction with a sort of quiet contempt. You will know what a Châtelet is when you meet another; it frowns in a spirit quite alien to the twelfth century; it jars on the religion of the place; it forebodes wars of religion; dissolution of society; loss of unity; the end of a world. Nothing is sadder than the catastrophe of gothic art, religion and hope.”

Mont Saint Michel and Chartres (1904)

“No one cared enough to criticise, except himself who soon began to suffer from reaching his own limits. He found that he could not be this — or that — or the other; always precisely the things he wanted to be. He had not wit or scope or force. Judges always ranked him beneath a rival, if he had any; and he believed the judges were right. His work seemed to him thin, commonplace, feeble. At times he felt his own weakness so fatally that he could not go on; when he had nothing to say, he could not say it, and he found that he had very little to say at best.”

The Education of Henry Adams (1907)

“From that time, the universe has steadily become more complex and less reducible to a central control. With as much obstinacy as though it were human, it has insisted on expanding its parts; with as much elusiveness as though it were feminine, it has evaded the attempt to impose on it a single will. Modern science, like modern art, tends, in practice, to drop the dogma of organic unity. Some of the mediaeval habit of mind survives, but even that is said to be yielding before the daily evidence of increasing and extending complexity. The fault, then, was not in man, if he no longer looked at science or art as an organic whole or as the expression of unity. Unity turned itself into complexity, multiplicity, variety, and even contradiction.”

Mont Saint Michel and Chartres (1904)

“A Church which embraced, with equal sympathy, and within a hundred years, the Virgin, Saint Bernard, William of Champeaux and the School of Saint Victor, Peter the Venerable, Saint Francis of Assisi, Saint Dominic, Saint Thomas Aquinas, and Saint Bonaventure, was more liberal than any modern state can afford to be. Radical contradictions the State may perhaps tolerate, but never embrace or profess. Such elasticity long ago vanished from human thought.”

Mont Saint Michel and Chartres (1904)

“Boys never see a conclusion; only on the edge of the grave can man conclude anything; but the first impulse given to the boy is apt to lead or drive him for the rest of his life into conclusion after conclusion that he never dreamed of reaching.”

The Education of Henry Adams (1907)

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