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Henry Brooks Adams fue un hombre de letras e historiador estadounidense.

Siendo parte de la élite de Boston y descendiente de dos presidentes, fue educado con cierta aversión por la política norteamericana de su tiempo. De joven fue corresponsal y editor de un periódico, exigió reformas sociales y políticas, pero se vio desilusionado con un mundo que él describía como desprovisto de principios.

Esa pérdida de fe, fue reflejada en su novela Democracy: An American Novel . Su estudio sobre la democracia de Estados Unidos, culminó en su History of the United States of America de nueve tomos , la cual recibió elogios inmediatos.

En Monte Saint-Michel y Chartres , describió la concepción del mundo medieval manifiesta en su arquitectura. The Education of Henry Adams , es su obra más conocida y una de las autobiografías más sobresalientes de la literatura occidental, donde plasma sus conflictos con las incertidumbres del siglo XX.

✵ 16. febrero 1838 – 27. marzo 1918  •  Otros nombres Henry Brooks Adams, 亨利·亞當斯
Henry Adams Foto
Henry Adams: 318 citas3 Me gusta

Frases célebres de Henry Adams

“Un amigo en la vida es mucho. Dos son demasiado. Tres son imposibles.”

Henry Adams

Fuente: Moya Cabrera, Javier. La materia. Editorial Libros.com, 2016. ISBN 9788416616626.

“Un profesor trabaja para la eternidad: nunca puede decir dónde acaba su influencia.”

Henry Adams

Original: «A teacher affects eternity, he can never tell where his influence stops».
Fuente: Ortega Blake, Arturo. El gran libro de las frases célebres. Editorial Penguin Random House Grupo Editorial México, 2013 ISBN 978-60-7311-631-2.
Fuente: Egan, James. 3000 Astounding Quotes. Edición ilustrada. Editorial Lulu.com, 2015. ISBN 9781326400378. p. 38.

“Nada en la educación es tan sorprendente como la cantidad de ignorancia que acumula en forma de hechos inertes.”

Henry Adams

Original: «Nothing in education is so astonishing as the amount of ignorance it accumulates in the form of inert facts».

“La política práctica consiste en ignorar los hechos.”

Henry Adams

Original: «Practical politics consists in ignoring facts».

“Las palabras son resbaladizas.”

Henry Adams libro The Education of Henry Adams

Original: «Words are slipeery».
Fuente: The Oxford Dictionary of American Quotations. ISBN 9780195168235. p. 362.
Fuente: The Education of Henry Adams.

“Filosofía: respuesta ininteligible a problemas insolubles.”

Henry Adams

Original: «Philosophy: Unintelligible answer to insoluble problems».

“En cuanto a América, es el fruto ideal de todas tus esperanzas y reformas juveniles. Todos son bastante decentes, respetables, domésticos, burgueses, de clase media y aburridos. No hay absolutamente nada que repeler excepto que es un aburrimiento.”

Henry Adams

Original: «As for America, it is the ideal fruit of all your youthful hopes and reforms. Everybody is fairly decent, respectable, domestic, bourgeois, middle-class, and tiresome. There is absolutely nothing to revile except that is a bore».

Henry Adams: Frases en inglés

“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)

“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)

“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)

“Never esteem anything as of advantage to you that will make you break your word or lose your self-respect.”

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Henry Adams

Marcus Aurelius, Meditations, iii. 7
Misattributed

“…the American people seemed to have no clearer idea than they. Indeed, the American people had no idea at all; they were wandering in a wilderness much more sandy than the Hebrews had ever trodden about Sinai; they had neither serpents nor golden calves to worship. They had lost the sense of worship; for the idea that they worshipped money seemed a delusion. Worship of money was an old-world trait; a healthy appetite akin to worship of the Gods, or to worship of power in any concrete shape; but the American wasted money more recklessly than any one ever did before; he spent more to less purpose than any extravagant court aristocracy; he had no sense of relative values, and knew not what to do with his money when he got it”

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Henry Adams

The Education of Henry Adams (1907)

“…but society called them professors, and professors they had to be. While all these brilliant men were greedy for companionship, all were famished for want of it. Society was a faculty-meeting without business. The elements were there; but society cannot be made up of elements — people who are expected to be silent unless they have observations to make — and all the elements are bound to remain apart if required to make observations.”

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Henry Adams

The Education of Henry Adams (1907)

“…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.”

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Henry Adams

The Education of Henry Adams (1907)

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