In Emmons's camp, far up in the Uintahs, these talks were continued till the frosts became sharp in the mountains. History and science spread out in personal horizons towards goals no longer far away. No more education was possible for either man. Such as they were, they had got to stand the chances of the world they lived in; and when Adams started back to Cambridge, to take up again the humble tasks of schoolmaster and editor he was harnessed to his cart. Education, systematic or accidental, had done its worst. Henceforth, he went on, submissive. CHAPTER XXI TWENTY YEARS AFTER (1892) ONCE more! this is a story of education, not of adventure! It is meant to help young men--or such as have intelligence enough to seek help--but it is not meant to amuse them. What one did--or did not do--with one's education, after getting it, need trouble the inquirer in no way; it is a personal matter only which would confuse him. Perhaps Henry Adams was not worth educating; most keen judges incline to think that barely one man in a hundred owns a mind capable of reacting to any purpose on the forces that surround him, and fully half of these react wrongly. The object of education for that mind should be the teaching itself how to react with vigor and economy. No doubt the world at large will always lag so far behind the active mind as to make a soft cushion of inertia to drop upon, as it did for Henry Adams; but education should try to lessen the obstacles, diminish the friction, invigorate the energy, and should train minds to react, not at haphazard, but by choice, on the lines of force that attract their world. What one knows is, in youth, of little moment; they know enough who know how to learn. Throughout human history the waste of mind has been appalling, and, as this story is meant to show, society has conspired to promote it. No doubt the teacher is the worst criminal, but the world stands behind him and drags the student from his course. The moral is stentorian. Only the most energetic, the most highly fitted, and the most favored have overcome the friction or the viscosity of inertia, and these were compelled to waste three-fourths of their energy in doing it. Fit or unfit, Henry Adams stopped his own education in 1871, and began to apply it for practical uses, like his neighbors. At the end of twenty years, he found that he had finished, and could sum up the result. He had no complaint to make against man or woman. They had all treated him kindly; he had never met with ill-will, ill-temper, or even ill-manners, or known a quarrel. He had never seen serious dishonesty or ingratitude. He had found a readiness in the young to respond to suggestion that seemed to him far beyond all he had reason to expect. Considering the stock complaints against the world, he could not understand why he had nothing to complain of.