American journalist, historian, academic, novelist (1838-1918)
Henry Brooks Adams (16 February 1838 – 27 March 1918) was a U.S. historian, journalist, novelist and educator. He was the great-grandson of John Adams, grandson of John Quincy Adams and son of Charles Francis Adams, Sr.
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Pen Names:
Frances Snow Compton
Native Name:
Henry Brooks Adams
Alternative Names:
Henry B. Adams
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The nineteenth century moved fast and furious, so that one who moved in it felt sometimes giddy, watching it spin; but the eleventh moved faster and more furiously still. The Norman conquest of England was an immense effort, and its consequences were far-reaching, but the first crusade was altogether the most interesting event in European history. Never has the western world shown anything like the energy and unity with which she then flung herself on the East, and for the moment made the East recoil. Barring her family quarrels, Europe was a unity then, in thought, will and object. Christianity was the unit.
It is in dealing with administration, as I apprehend, that civilizations have usually, though not always, broken down, for it has been on administrative difficulties that revolutions have for the most part supervened. Advances in administration seem to presuppose the evolution of new governing classes, since apparently, no established type of mind can adapt itself to changes in environment even in slow-moving civilizations, as fast as environments change. Administration is the capacity of coordinating many, and often conflicting, social energies in a single organism, so adroitly that they shall operate as a unity. This presupposes the power of recognizing a series of relations between numerous special social interests, with all of which no single man can be intimately acquainted. Probably no very highly specialized class can be strong in this intellectual quality because of the intellectual isolation incident to specialization; and yet administration or generalization is not only the faculty upon which social stability rests, but is possibly the highest faculty of the human mind.
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.
The pathetic interest of the drama deepens with every new expression, but at least you can learn from it that your parents in the nineteenth century were not to blame for losing the sense of unity in art. As early as the fourteenth century, signs of unsteadiness appeared, and, before the eighteenth century, unity became only a reminiscence. The old habit of centralising a strain at one point, and then dividing and subdividing it, and distributing it on visible lines of support to a visible foundation, disappeared in architecture soon after 1500, but lingered in theology two centuries longer, and even, in very old-fashioned communities, far down to our own time; but its values were forgotten, and it survived chiefly as a stock jest against the clergy. The passage between the two epochs is as beautiful as the Slave of Michael Angelo; but, to feel its beauty, you should see it from above, as it came from its radiant source. Truth, indeed, may not exist; science avers it to be only a relation; but what men took for truth stares one everywhere in the eye and begs for sympathy.
There is nothing unscientific in the idea that, beyond the lines of force felt by the senses, the universe may be — as it has always been — either a supersensuous chaos or a divine unity, which irresistibly attracts, and is either life or death to penetrate. Thus far, religion, philosophy and science seem to go hand in hand. The schools begin their vital battle only there.
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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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.
So Henry Adams, well aware that he could not succeed as a scholar, and finding his social position beyond improvement or need of effort, betook himself to the single ambition which otherwise would scarcely have seemed a true outcome of the college, though it was the last remnant of the old Unitarian supremacy. He took to the pen. He wrote.