Henry Adams: Likeness

Henry Adams was journalist, historian, academic, novelist. Explore interesting quotes on likeness.
Henry Adams: 622   quotes 6   likes

“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.”

Henry Adams

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.

Way , Time

“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.”

Henry Adams

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.

“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.”

Henry Adams

The Education of Henry Adams (1907)

Education , Boy , Understanding , Nature

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

Henry Adams

Mont Saint Michel and Chartres (1904)

Faith , Intelligence , Question

“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.”

Henry Adams

The Education of Henry Adams (1907)

“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.”

Henry Adams

The Education of Henry Adams (1907)

God , Way , Motivation

“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.”

Henry Adams

The Education of Henry Adams (1907)

Problem , Past

“…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.”

Henry Adams

The Education of Henry Adams (1907)

Education , Faith , Hope , Flowers

“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.”

Henry Adams

The Education of Henry Adams (1907)

Life , Hate , War , Education

“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.”

Henry Adams

The Education of Henry Adams (1907)

Imagination , Mathematics , Memory , Perfection

“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.”

Henry Adams

The Education of Henry Adams (1907)

Teachers

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

Henry Adams

The Education of Henry Adams (1907)

World

“As for broken hearts, no self-respecting young woman shows such an ornament at any well regulated breakfast-table; they are kept in dark drawers and closets like other broken furniture.”

Henry Adams

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

Heart

“Among the thirteenth-century windows the Western Rose alone seems to affect a rivalry in brilliance with the lancets, and carries it so far that the separate medallions and pictures are quite lost,— especially in direct sunshine,— blending in a confused effect of opals, in a delirium of color and light, with a result like a cluster of stones in jewelry. Assuming as one must, in want of the artist's instruction, that he knew what he wanted to do, and did it, one must take for granted that he treated the Rose as a whole, and aimed at giving it harmony with the three precious windows beneath. The effect is that of a single large ornament; a round breastpin, or what is now called a sun-burst, of jewels, with three large pendants beneath.”

Henry Adams

Mont Saint Michel and Chartres (1904)

Color , Light , Sun

“Close relation in a place like London is a personal mystery as profound as chemical affinity. Thousands pass, and one separates himself from the mass to attach himself to another, and so make, little by little, a group.”

Henry Adams

The Education of Henry Adams (1907)

Personality

“As far as women are concerned, they seem always to have been more clean than the men, except when men painted them in colors which men liked best. Perhaps society was actually cleaner in the thirteenth century than in the sixteenth, as Saint Louis was more decent than Francis I, and as the bath was habitual in the twelfth century and exceptional in the renaissance.”

Henry Adams

Mont Saint Michel and Chartres (1904)

Women , Men , Color , Painting

“Studied in the dry light of conservative Christian anarchy, Russia became luminous like the salt of radium; but with a negative luminosity as though she were a substance whose energies had been sucked out — an inert residuum — with movement of pure inertia. From the car window one seemed to float past undulations of nomad life — herders deserted by their leaders and herds — wandering waves stopped in their wanderings — waiting for their winds or warriors to return and lead them westward; tribes that had camped, like Khirgis, for the season, and had lost the means of motion without acquiring the habit of permanence. They waited and suffered. As they stood they were out of place, and could never have been normal. Their country acted as a sink of energy like the Caspian Sea, and its surface kept the uniformity of ice and snow. One Russian peasant kissing an ikon on a saint's day, in the Kremlin, served for a hundred million. The student had no need to study Wallace, or re-read Tolstoy or Tourguenieff or Dostoiewski to refresh his memory of the most poignant analysis of human inertia ever put in words; Gorky was more than enough: Kropotkine answered every purpose.”

Henry Adams

The Education of Henry Adams (1907)

Life , Cars , Kiss , Study

“This education startled even a man who had dabbled in fifty educations all over the world; for, if he were obliged to insist on a Universe, he seemed driven to the Church. Modern science guaranteed no unity. The student seemed to feel himself, like all his predecessors, caught, trapped, meshed in this eternal drag-net of religion.

In practice the student escapes this dilemma in two ways: the first is that of ignoring it, as one escapes most dilemmas; the second is that the Church rejects pantheism as worse than atheism, and will have nothing to do with the pantheist at any price.”

Henry Adams

The Education of Henry Adams (1907)

Religion , World , Education , Way

“He had hugged his antiquated dislike of bankers and capitalistic society until he had become little better than a crank. He had known for years that he must accept the regime, but he had known a great many other disagreeable certainties -- like age, senility, and death — against which one made what little resistance one could.”

Henry Adams

The Education of Henry Adams (1907)

Death , Age

“The English themselves hardly conceived that their mind was either economical, sharp, or direct; but the defect that most struck an American was its enormous waste in eccentricity. Americans needed and used their whole energy, and applied it with close economy; but English society was eccentric by law and for sake of the eccentricity itself.The commonest phrase overheard at an English club or dinner-table was that So-and-So "is quite mad." It was no offence to So-and-So; it hardly distinguished him from his fellows; and when applied to a public man, like Gladstone, it was qualified by epithets much more forcible. Eccentricity was so general as to become hereditary distinction. It made the chief charm of English society as well as its chief terror.”

Henry Adams

The Education of Henry Adams (1907)

Law , Madness