Educators From The United States

"...the profoundest lessons are not the lessons of reason; they are sudden strains that permanentlywarp the mind."

"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."

"Only one man in Adams's reach seemed to him supremely fitted by knowledge and experience to be an adviser and friend. This was Senator Sumner; and there, in fact, the young man's education began; there it ended."

"Friends are born, not made, and Henry never mistook a friend except when in power. From the first slight meeting in February and March, 1861, he recognized Hay as a friend, and never lost sight of him at the future crossing of their paths."

"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."

"Although the Senate is much given to admiring in its members a superiority less obvious or quite invisible to outsiders, one Senator seldom proclaims his own inferiority to another, and still more seldom likes to be told of it. Even the greatest Senators seemed to inspire little personal affection in each other, and betrayed none at all."

"No man, however strong, can serve ten years as schoolmaster, priest, or Senator, and remain fit for anything else. All the dogmatic stations in life have the effect of fixing a certain stiffness of attitude forever, as though they mesmerised the subject."

"Boys never see a conclusion; only on the edge of the grave can man conclude anything; but the first impulse given to the boy is apt to lead or drive him for the rest of his life into conclusion after conclusion that he never dreamed of reaching."

"All experience is an arch, to build upon."

"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."

"All State education is a sort of dynamo machine for polarizing the popular mind; for turning and holding its lines of force in the direction supposed to be most effective for State purposes."

"Then came the journey up to London through Birmingham and the Black District, another lesson, which needed much more to be rightly felt. The plunge into darkness lurid with flames; the sense of unknown horror in this weird gloom which then existed nowhere else, and never had existed before, except in volcanic craters; the violent contrast between this dense, smoky, impenetrable darkness, and the soft green charm that one glided into, as one emerged — the revelation of an unknown society of the pit — made a boy uncomfortable, though he had no idea that Karl Marx was standing there waiting for him, and that sooner or later the process of education would have to deal with Karl Marx much more than with Professor Bowen of Harvard College or his Satanic free-trade majesty John Stuart Mill. The Black District was a practical education, but it was infinitely far in the distance. The boy ran away from it, as he ran away from everything he disliked."

"Self-possession was the strongest part of Harvard College, which certainly taught men to stand alone, so that nothing seemed stranger to its graduates than the paroxysms of terror before the public which often overcame the graduates of European universities."

"No one cared enough to criticise, except himself who soon began to suffer from reaching his own limits. He found that he could not be this — or that — or the other; always precisely the things he wanted to be. He had not wit or scope or force. Judges always ranked him beneath a rival, if he had any; and he believed the judges were right. His work seemed to him thin, commonplace, feeble. At times he felt his own weakness so fatally that he could not go on; when he had nothing to say, he could not say it, and he found that he had very little to say at best."

"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."

"It was surely no fault of his that the universe seemed to him real; perhaps — as Mr. Emerson justly said — it was so."

"Rather by instinct than by guidance, he turned to writing, and his professors or tutors occasionally gave his English composition a hesitating approval; but in that branch, as in all the rest, even when he made a long struggle for recognition, he never convinced his teachers that his abilities, at their best, warranted placing him on the rank-list, among the first third of his class. Instructors generally reach a fairly accurate gauge of their scholars' powers."

"Harvard College was a negative force, and negative forces have value. Slowly it weakened the violent political bias of childhood, not by putting interests in its place, but by mental habits which had no bias at all."

"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."

"...each individual appeared satisfied to stand alone. It seemed a sign of force; yet to stand alone is quite natural when one has no passions; still easier when one has no pains."

"The Class of 1858, to which Henry Adams belonged, was a typical collection of young New Englanders, quietly penetrating and aggressively commonplace; free from meannesses, jealousies, intrigues, enthusiasms, and passions; not exceptionally quick; not consciously skeptical; singularly indifferent to display, artifice, florid expression, but not hostile to it when it amused them; distrustful of themselves, but little disposed to trust any one else; with not much humor of their own, but full of readiness to enjoy the humor of others; negative to a degree that in the long run became positive and triumphant. Not harsh in manners or judgment, rather liberal and open-minded, they were still as a body the most formidable critics one would care to meet, in a long life exposed to criticism."

"Accident counts for much in companionship as in marriage."

"The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught."

"In effect, the school created a type but not a will. Four years of Harvard College, if successful, resulted in an autobiographical blank, a mind on which only a water-mark had been stamped."

"Henry heard the vote announced which gave Sumner the needed number. Slipping under the arms of the bystanders, he ran home as hard as he could, and burst into the dining-room where Mr. Sumner was seated at table with the family. He enjoyed the glory of telling Sumner that he was elected; it was probably the proudest moment in the life of either."

"As for the White House, all the boy's family had lived there, and, barring the eight years of Andrew Jackson's reign, had been more or less at home there ever since it was built. The boy half thought he owned it, and took for granted that he should some day live in it. He felt no sensation whatever before Presidents. A President was a matter of course in every respectable family; he had two in his own; three, if he counted old Nathaniel Gorham, who, was the oldest and first in distinction. Revolutionary patriots, or perhaps a Colonial Governor, might be worth talking about, but any one could be President, and some very shady characters were likely to be. Presidents, Senators, Congressmen, and such things were swarming in every street."

"...what struck boys most was their type. Senators were a species"

"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."

"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."

"Indeed, had his father kept the boy at home, and given him half an hour's direction every day, he would have done more for him than school ever could do for them. Of course, school-taught men and boys looked down on home-bred boys, and rather prided themselves on their own ignorance, but the man of sixty can generally see what he needed in life, and in Henry Adams's opinion it was not school."

"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."

"The children reached manhood without knowing religion, and with the certainty that dogma, metaphysics, and abstract philosophy were not worth knowing. So one-sided an education could have been possible in no other country or time, but it became, almost of necessity, the more literary and political. As the children grew up, they exaggerated the literary and the political interests. They joined in the dinner-table discussions and from childhood the boys were accustomed to hear, almost every day, table-talk as good as they were ever likely to hear again. The eldest child, Louisa, was one of the most sparkling creatures her brother met in a long and varied experience of bright women."

"Of all the conditions of his youth which afterwards puzzled the grown-up man, this disappearance of religion puzzled him most. The boy went to church twice every Sunday; he was taught to read his Bible, and he learned religious poetry by heart; he believed in a mild deism; he prayed; he went through all the forms; but neither to him nor to his brothers or sisters was religion real. Even the mild discipline of the Unitarian Church was so irksome that they all threw it off at the first possible moment, and never afterwards entered a church. The religious instinct had vanished, and could not be revived, although one made in later life many efforts to recover it.That the most powerful emotion of man, next to the sexual, should disappear, might be a personal defect of his own; but that the most intelligent society, led by the most intelligent clergy, in the most moral conditions he ever knew, should have solved all the problems of the universe so thoroughly as to have quite ceased making itself anxious about past or future, and should have persuaded itself that all the problems which had convulsed human thought from earliest recorded time, were not worth discussing, seemed to him the most curious social phenomenon he had to account for in a long life."

"His superiority was, indeed, real and incontestable; he was the classical ornament of the anti-slavery party; their pride in him was unbounded, and their admiration outspoken.The boy Henry worshipped him, and if he ever regarded any older man as a personal friend, it was Mr. Sumner. The relation of Mr. Sumner in the household was far closer than any relation of blood. None of the uncles approached such intimacy. Sumner was the boy's ideal of greatness; the highest product of nature and art. The only fault of such a model was its superiority which defied imitation. To the twelve-year-old boy, his father, Dr. Palfrey, Mr. Dana, were men, more or less like what he himself might become; but Mr. Sumner was a different order — heroic."

"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."

"Average human nature is very coarse, and its ideals must necessarily be average. The world never loved perfect poise. What the world does love is commonly absence of poise, for it has to be amused."

"No doubt, too, that even his restless-minded, introspective, self-conscious children who knew him best were much too ignorant of the world and of human nature to suspect how rare and complete was the model before their eyes."

"...in his case it went further and became indifference to social distinction. Never once in forty years of intimacy did his son notice in him a trace of snobbishness. He was one of the exceedingly small number of Americans to whom an English duke or duchess seemed to be indifferent, and royalty itself nothing more than a slightly inconvenient presence. This was, it is true, rather the tone of English society in his time, but Americans were largely responsible for changing it, and Mr. Adams had every possible reason for affecting the manner of a courtier even if he did not feel the sentiment. Never did his son see him flatter or vilify, or show a sign of envy or jealousy; never a shade of vanity or self-conceit. Never a tone of arrogance! Never a gesture of pride!"

"Charles Francis Adams's memory was hardly above the average; his mind was not bold like his grandfather's or restless like his father's, or imaginative or oratorical — still less mathematical; but it worked with singular perfection, admirable self-restraint, and instinctive mastery of form. Within its range it was a model."

"To his son Henry, the quality that distinguished his father from all the other figures in the family group, was that, in his opinion, Charles Francis Adams possessed the only perfectly balanced mind that ever existed in the name."

"Thus already, at ten years old, the boy found himself standing face to face with a dilemma that might have puzzled an early Christian. What was he? — where was he going? Even then he felt that something was wrong, but he concluded that it must be Boston."

"...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."

"There as elsewhere a cruel universe combined to crush a child. As though three or four vigorous brothers and sisters, with the best will, were not enough to crush any child, every one else conspired towards an education which he hated. From cradle to grave this problem of running order through chaos, direction through space, discipline through freedom, unity through multiplicity, has always been, and must always be, the task of education, as it is the moral of religion, philosophy, science, art, politics, and economy; but a boy's will is his life, and he dies when it is broken, as the colt dies in harness, taking a new nature in becoming tame. Rarely has the boy felt kindly towards his tamers. Between him and his master has always been war. Henry Adams never knew a boy of his generation to like a master, and the task of remaining on friendly terms with one's own family, in such a relation, was never easy."

"From earliest childhood the boy was accustomed to feel that, for him, life was double. Winter and summer, town and country, law and liberty, were hostile, and the man who pretended they were not, was in his eyes a schoolmaster — that is, a man employed to tell lies to little boys."

"Politics, as a practice, whatever its professions, had always been the systematic organization of hatreds, and Massachusetts politics had been as harsh as the climate."

"Whatever was peculiar about him was education, not character, and came to him, directly and indirectly, as the result of that eighteenth-century inheritance which he took with his name."

"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."

"As a means of variation from a normal type, sickness in childhood ought to have a certain value not to be classed under any fitness or unfitness of natural selection; and especially scarlet fever affected boys seriously, both physically and in character, though they might through life puzzle themselves to decide whether it had fitted or unfitted them for success."

"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."

"As educator, Jean Jacques was, in one respect, easily first; he erected a monument of warning against the Ego. Since his time, and largely thanks to him, the Ego has steadily tended to efface itself, and, for purposes of model, to become a manikin on which the toilet of education is to be draped in order to show the fit or misfit of the clothes. The object of study is the garment, not the figure. The tailor adapts the manikin as well as the clothes to his patron's wants. The tailor's object, in this volume, is to fit young men, in universities or elsewhere, to be men of the world, equipped for any emergency; and the garment offered to them is meant to show the faults of the patchwork fitted on their fathers."