CliffsNotes on

The Education of Henry Adams

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About the Author

Personal Background
Selected Writings and Reputation

About the Novel

Introduction
A Brief Synopsis
List of Characters
Character Map

Summaries and Commentaries

Chapter I (Quincy)
Chapter II (Boston)
Chapter III (Washington)
Chapter IV (Harvard College)
Chapter V (Berlin)
Chapter VI (Rome)
Chapter VII (Treason)
Chapter VIII (Diplomacy)
Chapter IX (Foes or Friends)
Chapter X (Political Morality)
Chapter XI (The Battle of the Rams)
Chapter XII (Eccentricity) and Chapter XIII (The Perfection of Human Society)
Chapter XIV (Dilettantism)
Chapter XV (Darwinism)
Chapter XVI (The Press)
Chapter XVII (President Grant)
Chapter XVIII (Free Fight)
Chapter XIX (Chaos)
Chapter XX (Failure)
Chapter XXI (Twenty Years After)
Chapter XXII (Chicago)
Chapter XXIII (Silence) and Chapter XXIV (Indian Summer)
Chapter XXV (The Dynamo and the Virgin)
Chapter XXVI (Twilight) and Chapter XXVII (Teufelsdröckh)
Chapter XXVIII (The Height of Knowledge)
Chapter XXIX (The Abyss of Ignorance)
Chapter XXX (Vis Inertiae)
Chapter XXXI (The Grammar of Science)
Chapter XXXII (Vis Nova)
Chapter XXXIII (A Dynamic Theory of History) and Chapter XXXIV (A Law of Acceleration)
Chapter XXXV (Nunc Age)

Character Analyses

Henry Adams
John Hay
Charles Francis Adams
Clarence King

Critical Essay

The Education Of Henry Adams as Experimental Literature

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Summaries and Commentaries

Chapter XXXIII (A Dynamic Theory of History) and Chapter XXXIV (A Law of Acceleration)

Adams approaches the entire span of mankind’s history on earth from the point of view of “progress” and “forces,” for which he has specific definitions. His theory “defines Progress as the development and economy of forces.” “Force” can be anything that produces work; but he also speaks, perhaps more importantly, of the “attractive force” of opposing bodies, the gravitational pull of an entity. He applies his theory to what he considers to be the major divisions of history. The first runs from the dawn of time to 3000 B.C. (the date of the pyramids). Second is the period from 3000 B.C. to 1000 A.D., concerned primarily with economies of energy rather than their development, according to Adams. The era from 1000 to 1800 features declining energy of the Church and increasing interest in science. In the nineteenth century, scientific discovery begins to grow. Finally, Adams is concerned about the future, which will require a new kind of intelligence.


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