Henry Adams citations
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Henry Brooks Adams est un historien américain.

✵ 16. février 1838 – 27. mars 1918 • Autres noms Henry Brooks Adams, 亨利·亞當斯

Henry Adams photo

Henry Adams: 311 citations0 J'aime

Henry Adams: Citations en anglais

“…not one rebel defection — not even Robert E. Lee's — cost young Adams a personal pang; but Sumner's struck home.”

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The Education of Henry Adams (1907)

“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.”

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The Education of Henry Adams (1907)

“He was thunderstruck to learn that Senator Sumner privately denounced the course, regarded Mr. Adams as betraying the principles of his life, and broke off relations with his family.”

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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.”

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

“For years Adams had taught American youth never to travel without a Senator who was useful even in America at times, but indispensable in Russia where, in 1901, anarchists, even though conservative and Christian, were ill-seen. This wing of the anarchistic party consisted rigorously of but two members, Adams and Bay Lodge.”

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The Education of Henry Adams (1907)

“Books remained as in the eighteenth century, the source of life, and as they came out — Thackeray, Dickens, Bulwer, Tennyson, Macaulay, Carlyle, and the rest — they were devoured; but as far as happiness went, the happiest hours of the boy's education were passed in summer lying on a musty heap of Congressional Documents in the old farmhouse at Quincy, reading "Quentin Durward," "Ivanhoe," and "The Talisman," and raiding the garden at intervals for peaches and pears. On the whole he learned most then.”

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The Education of Henry Adams (1907)

“The throb of fifty or a hundred million steam horse-power, doubling every ten years, and already more despotic than all the horses that ever lived, and all the riders they ever carried, drowned rhyme and reason. No one was to blame, for all were equally servants of the power, and worked merely to increase it; but the conservative Christian anarchist saw light.”

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The Education of Henry Adams (1907)

“Even in prose, the greatest writers have not often succeeded in stating simply and clearly the fact that Infinity can make itself finite or that Space can make itself bounds or that Eternity can generate time. In verse, Adam did it as easily as though he were writing any other miracle.”

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Mont Saint Michel and Chartres (1904)

“At last their universe had been wrecked by rays, and Karl Pearson undertook to cut the wreck loose with an axe, leaving science adrift on a sensual raft in the midst of a supersensual chaos.”

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The Education of Henry Adams (1907)

“We are concerned with the artistic and social side of life, and have only to notice the coincidence that while the Virgin was miraculously using the power of spiritual love to elevate and purify the people, Eleanor and her daughters were using the power of earthly love to discipline and refine the Courts. Side by side with the crude realities about them, they insisted on teaching and enforcing an ideal that contradicted the realities, and had no value for them or for us except in the contradiction.

The ideals of Eleanor and her daughter Mary of Champagne were a form of religion, and if you care to see its evangels, you had best go directly to Dante and Petrarch.”

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Mont Saint Michel and Chartres (1904)

“Mary's treatment of respectable and law-abiding people who had no favors to ask, and were reasonably confident of getting to heaven by the regular judgment, without expense, rankled so deeply that three hundred years later the puritan reformers were not satisfied with abolishing her, but sought to abolish the woman altogether as the cause of all evil in heaven and on earth. The puritans abandoned the New Testament in order to go back to the beginning, and renew the quarrel with Eve. This is the Church's affair, not ours, and the women are competent to settle it with Church or State, without help from outside; but honest tourists are seriously interested in putting the feeling back into the dead architecture where it belongs.”

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Mont Saint Michel and Chartres (1904)

“Macaulay was the English historian. Adams had the greatest admiration for Macaulay, but he felt that any one who should even distantly imitate Macaulay would perish in self-contempt. One might as well imitate Shakespeare.”

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The Education of Henry Adams (1907)

“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.”

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The Education of Henry Adams (1907)

“These questions of taste, of feeling, of inheritance, need no settlement. Every one carries his own inch-rule of taste, and amuses himself by applying it, triumphantly, wherever he travels.”

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The Education of Henry Adams (1907)

“Chicago asked in 1893 for the first time the question whether the American people knew where they were driving.”

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The Education of Henry Adams (1907)

“...he took his lesson of political morality as learned, his notice to quit as duly served, and supposed his education to be finished.

Everyone thought so, and the whole City was in a turmoil. Any intelligent education ought to end when it is complete. One would then feel fewer hesitations and would handle a surer world. The old-fashioned logical drama required unity and sense; the actual drama is a pointless puzzle, without even an intrigue. When the curtain fell on Gladstone's speech, any student had the right to suppose the drama ended; none could have affirmed that it was about to begin; that one's painful lesson was thrown away.”

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The Education of Henry Adams (1907), Chapter X Political Morality

“The spire is the simplest part of the romanesque or gothic architecture, and needs least study in order to be felt. It is a bit of sentiment almost pure of practical purpose. It tells the whole of its story at a glance, and its story is the best that architecture had to tell, for it typified the aspirations of man at the moment when man's aspirations were highest.”

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Mont Saint Michel and Chartres (1904)

“People who suffer beyond the formulas of expression,— who are crushed into silence, and beyond pain,— want no display of emotion,— no bleeding heart,— no weeping at the foot of the Cross,— no hysterics,— no phrases! They want to see God, and to know that he is watching over his own.”

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Mont Saint Michel and Chartres (1904)

“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.”

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Mont Saint Michel and Chartres (1904)

“He fell behind his brothers two or three inches in height, and proportionally in bone and weight. His character and processes of mind seemed to share in this fining-down process of scale. He was not good in a fight, and his nerves were more delicate than boys' nerves ought to be. He exaggerated these weaknesses as he grew older. The habit of doubt; of distrusting his own judgment and of totally rejecting the judgment of the world; the tendency to regard every question as open; the hesitation to act except as a choice of evils; the shirking of responsibility; the love of line, form, quality; the horror of ennui; the passion for companionship and the antipathy to society — all these are well-known qualities of New England character in no way peculiar to individuals but in this instance they seemed to be stimulated by the fever, and Henry Adams could never make up his mind whether, on the whole, the change of character was morbid or healthy, good or bad for his purpose. His brothers were the type; he was the variation.”

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The Education of Henry Adams (1907)

“the charm of King was that he saw what others did and a great deal more. His wit and humor; his bubbling energy which swept every one into the current of his interest; his personal charm of youth and manners; his faculty of giving and taking, profusely, lavishly, whether in thought or in money as though he were Nature herself, marked him almost alone among Americans.”

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The Education of Henry Adams (1907)

“The convulsive hold which Mary to this day maintains over human imagination,— as you can see at Lourdes,— was due much less to her power of saving soul or body than to her sympathy with people who suffered under law,— divine or human,— justly or unjustly, by accident or design, by decree of God or by guile of Devil. She cared not a straw for conventional morality, and she had no notion of letting her friends be punished, to the tenth or any other generation, for the sins of their ancestors or the peccadillos of Eve.”

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Mont Saint Michel and Chartres (1904)

“Such an intimate, promoted to power, was always lost. His duties and cares absorbed him and affected his balance of mind. Unless his friend served some political purpose, friendship was an effort.”

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The Education of Henry Adams (1907)

“For summer tourists to handle these intricate problems in a theological spirit would be altogether absurd; but for us these great theologians were also architects who undertook to build a Church Intellectual, corresponding bit by bit to the Church Administrative, both expressing — and expressed by — the Church Architectural. Alexander Hales, Albert the Great, Thomas Aquinas, Duns Scotus, and the rest, were artists.”

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Mont Saint Michel and Chartres (1904)

“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.”

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The Education of Henry Adams (1907)

“The Roman de la Rose is the end of true mediæval poetry […] Our age calls it false taste, and no doubt our age is right;— every age is right by its own standards as long as its standards amuse it.”

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Adams specifies that he refers "only to the Roman of William of Lorris, which dates from the death of Queen Blanche and of all good things, about 1250". He describes the rather cynical continuation by Jean de Meung, about 1300, as "beyond our horizon".
Mont Saint Michel and Chartres (1904)

“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.”

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The Education of Henry Adams (1907)

“Once more! this is a story of education, not of adventure! It is meant to help young men — or such as have intelligence enough to seek help — but it is not meant to amuse them. What one did — or did not do — with one's education, after getting it, need trouble the inquirer in no way; it is a personal matter only which would confuse him. Perhaps Henry Adams was not worth educating; most keen judges incline to think that barely one man in a hundred owns a mind capable of reacting to any purpose on the forces that surround him, and fully half of these react wrongly.”

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The Education of Henry Adams (1907)

“Mystery for mystery science beats religion hollow. I can't open my mouth in my lecture-room without repeating ten times as many unintelligible formulas as ever Hazard is forced to do in his church.”

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George Strong in Ch. VII
Esther: A Novel (1884)

“American literature offers scarcely one working model for high education. The student must go back, beyond Jean Jacques, to Benjamin Franklin, to find a model even of self-teaching. Except in the abandoned sphere of the dead languages, no one has discussed what part of education has, in his personal experience, turned out to be useful, and what not. This volume attempts to discuss it.”

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The Education of Henry Adams (1907)

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