The Education of Henry Adams by Henry Adams
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page 13 of 594 (02%)
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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. The chief charm of New England was harshness of contrasts and extremes of sensibility -- a cold that froze the blood, and a heat that boiled it -- so that the pleasure of hating -- one's self if no better victim offered -- was not its rarest amusement; but the charm was a true and natural child of the soil, not a cultivated weed of the ancients. The violence of the contrast was real and made the strongest motive of education. The double exterior nature gave life its relative values. Winter and summer, cold and heat, town and country, force and freedom, marked two modes of life and thought, balanced like lobes of the brain. Town was winter confinement, school, rule, discipline; straight, gloomy streets, piled with six feet of snow in the middle; frosts that made the snow sing under wheels or runners; thaws when the streets became dangerous to cross; society of uncles, aunts, and cousins who expected children to behave themselves, and who were not always gratified; above all else, winter represented the desire to escape and go free. Town was restraint, law, unity. Country, only seven miles away, was liberty, diversity, outlawry, the endless delight of mere sense impressions given by nature for nothing, and breathed by boys without knowing it. Boys are wild animals, rich in the treasures of sense, but the New England boy had a wider range of emotions than boys of more equable climates. He felt his nature crudely, as it was meant. To the boy Henry Adams, summer was drunken. Among senses, smell was the strongest -- smell of hot pine-woods and sweet-fern in the scorching summer noon; of new-mown hay; of ploughed earth; of box |
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