Henry Adams cytaty (315 cytatów, strona 3)

Henry Adams: 315 Cytatów 0 Polubień

Henry Adams słynne cytaty

„Oświata zdumiewa przede wszystkim olbrzymią ilością niewiedzy, jaką potrafi zgromadzić w postaci suchych faktów.”

Henry Adams

Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts. (ang.)
Źródło: rozdz. 25

„Przyjaciel przy władzy to przyjaciel stracony.”

Henry Adams

A friend in power is a lost friend. (ang.)
Źródło: rozdz. 7

„Nauczyciel ociera się o wieczność. Nigdy nie może stwierdzić, gdzie kończy się jego wpływ.”

Henry Adams

A teacher affects eternity; he can never tell where his influence stops. (ang.)
Źródło: rozdz. 20

„Jesteśmy zanurzeni w politykę zabawniejszą, niż da się to wyrazić słowami. Chodzi o bardzo istotne zagadnienia (…). Lecz, co zabawne, nikt nie mówi o prawdziwych interesach. Panuje powszechna zgoda, aby tych kwestii nie poruszać. Boimy się o nich dyskutować. Zamiast tego prasa zaangażowana jest w kuriozalny spór, czy pan Cleveland miał nieślubne dziecko i czy mieszkał z więcej niż jedną kochanką, czy też nie.”

Henry Adams

w liście do przyjaciela.
Źródło: Howard Zinn, Ludowa historia Stanów Zjednoczonych. Od roku 1492 do dziś, tłum. Andrzej Wojtasik, Wyd. Krytyki Politycznej, Warszawa 2016, s. 340.

Henry Adams: Cytaty po angielsku

“Intimates are predestined.”

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Henry Adams

The Education of Henry Adams (1907)

“He had seen enough of the world to be a coward, and above all he had an uneasy distrust of bankers. Even dead men allow themselves a few narrow prejudices.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

The Education of Henry Adams (1907)

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

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

Mont Saint Michel and Chartres (1904)

“The two men would have disliked each other by instinct had they lived in different planets. Each was created only for exasperating the other; the virtues of one were the faults of his rival, until no good quality seemed to remain of either.”

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Henry Adams

The Education of Henry Adams (1907)

“Pascal touched God behind the veil of scepticism.”

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Henry Adams

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.”

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Henry Adams

The Education of Henry Adams (1907)

“He no longer cared whether he understood human nature or not; he understood quite as much as he wanted; but he found in the Life of Gladstone (II. 464) a remark several times repeated that gave him matter for curious thought. "I always hold," said Mr. Gladstone, "that politicians are the men whom, as a rule, it is most difficult to comprehend;" and he added, by way of strengthening it— "For my own part, I never have thus understood, or thought I understood, above one or two,"”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

The Education of Henry Adams (1907)

“Material furnished by a government seldom satisfies critics or historians, for it lies always under suspicion.”

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Henry Adams

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.”

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Henry Adams

The Education of Henry Adams (1907)

“…what struck boys most was their type. Senators were a species”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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.”

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Henry Adams

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)