Henry Adams: Mind

“The scientific mind is atrophied, and suffers under inherited cerebral weakness, when it comes in contact with the eternal woman,— Astarte, Isis, Demeter, Aphrodite, and the last and greatest deity of all, the Virgin.”

Henry Adams

Mont Saint Michel and Chartres (1904)
Context: p>The twelfth and thirteenth centuries, studied in the pure light of political economy, are insane. The scientific mind is atrophied, and suffers under inherited cerebral weakness, when it comes in contact with the eternal woman,— Astarte, Isis, Demeter, Aphrodite, and the last and greatest deity of all, the Virgin. Very rarely one lingers, with a mild sympathy, such as suits the patient student of human error, willing to be interested in what he cannot understand. Still more rarely, owing to some revival of archaic instincts, he rediscovers the woman. This is perhaps the mark of the artist alone, and his solitary privilege. The rest of us cannot feel; we can only study. The proper study of mankind is woman, and, by common agreement since the time of Adam, it is the most complex and arduous. The study of Our Lady, as shown by the art of Chartres, leads directly back to Eve, and lays bare the whole subject of sex.If it were worthwhile to argue a paradox, one might maintain that nature regards the female as the essential, the male as the superfluity of her world.</p

Suffering

“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

“Religious minds prefer scepticism. The true saint is a profound sceptic; a total disbeliever in human reason, who has more than once joined hands on this ground with some who were at best sinners.”

Henry Adams

Mont Saint Michel and Chartres (1904)
Context: In every age man has been apt to dream uneasily, rolling from side to side, beating against imaginary bars, unless tired out he has sunk into indifference or scepticism. Religious minds prefer scepticism. The true saint is a profound sceptic; a total disbeliever in human reason, who has more than once joined hands on this ground with some who were at best sinners. Bernard was a total disbeliever in scholasticism; so was Voltaire.

“You must try first to rid your mind of the traditional idea that the gothic is an intentional expression of religious gloom. The necessity for light was the motive of the gothic architects. They needed light and always more light, until they sacrificed safety and common-sense in trying to get it. They converted their walls into windows, raised their vaults, diminished their piers, until their churches could no longer stand.”

Henry Adams

Mont Saint Michel and Chartres (1904)
Context: If you are to get the full enjoyment of Chartres, you must, for the time, believe in Mary as Bernard and Adam did, and feel her presence as the architects did, in every stone they placed, and in every touch they chiseled. You must try first to rid your mind of the traditional idea that the gothic is an intentional expression of religious gloom. The necessity for light was the motive of the gothic architects. They needed light and always more light, until they sacrificed safety and common-sense in trying to get it. They converted their walls into windows, raised their vaults, diminished their piers, until their churches could no longer stand. You will see the limit at Beauvais; at Chartres we have not got so far, but even here in places where the Virgin wanted it — as above the high altar — the architect has taken all the light there was to take.

Motivation , Idea , Sense , Light

“At the rate of progress since 1800, every American who lived into the year 2000 would know how to control unlimited power. He would think in complexities unimaginable to an earlier mind. He would deal with problems altogether beyond the range of earlier society. To him the nineteenth century would stand on the same plane with the fourth — equally childlike — and he would only wonder how both of them, knowing so little, and so weak in force, should have done so much.”

Henry Adams

The Education of Henry Adams (1907)
Context: For this new creation, born since 1900, a historian asked no longer to be teacher or even friend; he asked only to be a pupil, and promised to be docile, for once, even though trodden under foot; for he could see that the new American — the child of incalculable coal-power, chemical power, electric power, and radiating energy, as well as of new forces yet undetermined — must be a sort of God compared with any former creation of nature. At the rate of progress since 1800, every American who lived into the year 2000 would know how to control unlimited power. He would think in complexities unimaginable to an earlier mind. He would deal with problems altogether beyond the range of earlier society. To him the nineteenth century would stand on the same plane with the fourth — equally childlike — and he would only wonder how both of them, knowing so little, and so weak in force, should have done so much.

Problem , Thinking

“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

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

Henry Adams

The Education of Henry Adams (1907)

Idea

“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.”

Henry Adams

The Education of Henry Adams (1907)