Henry Adams: Man

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

“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.

“Any schoolboy could see that man as a force must be measured by motion, from a fixed point.”

Henry Adams

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.

“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.”

Henry Adams

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.

World , Education , Nature , Light

“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.”

Henry Adams

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.

God , Home , Universe , Bee

“God, as Descartes justly said, we know! but what is man?”

Henry Adams

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.

God

“No man, however strong, can serve ten years as schoolmaster, priest, or Senator, and remain fit for anything else.”

Henry Adams

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.

Strong

“Man is an imperceptible atom always trying to become one with God.”

Henry Adams

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.

God

“In plain words, Chaos was the law of nature; Order was the dream of man.”

Henry Adams book The Education of Henry Adams

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

Law , Dreams , Nature

“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

“…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.”

Henry Adams

The Education of Henry Adams (1907)

School , Way , Boy , Nature

“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.”

Henry Adams

Mont Saint Michel and Chartres (1904)

Life , Death , God , War

“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.”

Henry Adams

Mont Saint Michel and Chartres (1904)

Law , Problem , Universe , Science

“…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

“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.”

Henry Adams

The Education of Henry Adams (1907)

Life , Men , School , Home

“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.”

Henry Adams

Mont Saint Michel and Chartres (1904)

Life , Art , Appearance

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

Henry Adams

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

God

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

Henry Adams

The Education of Henry Adams (1907)

“One is a saint or one is not; every man can choose the career that suits him; but to be saint and sinner at the same time requires singular ingenuity.”

Henry Adams

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

Time

“The tragedy of King impressed him intensely: "There you have it in the face!" he said — "the best and brightest man of his generation, with talents immeasurably beyond any of his contemporaries; with industry that has often sickened me to witness it; with everything in his favor but blind luck; hounded by disaster from his cradle, with none of the joy of life to which he was entitled, dying at last, with nameless suffering alone and uncared-for, in a California tavern.”

Henry Adams

The Education of Henry Adams (1907)

Life , Suffering , Joy