by Henry Adams. 1918. 517p

Henry Adams, born into an anti-slavery family in Boston, felt a sense of alienation from the elite society of State Street. His experiences in slave states influenced his political view of education, shaping his perspective on societal issues. Despite his upbringing, Adams found himself questioning traditional educational systems and historical narratives, seeking a different path for his intellectual pursuits.

In Rome, Adams encountered a city that defied conventional historical interpretations, challenging notions of progress and evolution. The complexity and contradictions of Rome left Adams questioning established historical narratives and the application of linear time sequences to its history. Rome's rich history and diverse characters, such as Rienzi, Garibaldi, and Tiberius Gracchus, presented a mix of temporal relationships that defied traditional historical frameworks.

At Harvard College, Adams struggled academically, never ranking highly despite his efforts. He felt disconnected from the traditional educational system and sought alternative ways to engage with knowledge and learning. His experiences at Harvard shaped his critical view of education and influenced his later pursuits in historical research and writing.