Jostled by these hopes and doubts, one turned to the exhibits for help, and found it. The industrial schools tried to teach so much and so quickly that the instruction ran to waste. Some millions of other people felt the same helplessness, but few of them were seeking education, and to them helplessness seemed natural and normal, for they had grown up in the habit of thinking a steam-engine or a dynamo as natural as the sun, and expected to understand one as little as the other. For the historian alone the Exposition made a serious effort. Historical exhibits were common, but they never went far enough; none were thoroughly worked out. One of the best was that of the Cunard steamers, but still a student hungry for results found himself obliged to waste a pencil and several sheets of paper trying to calculate exactly when, according to the given increase of power, tonnage, and speed, the growth of the ocean steamer would reach its limits. His figures brought him, he thought, to the year 1927; another generation to spare before force, space, and time should meet. The ocean steamer ran the surest line of triangulation into the future, because it was the nearest of man's products to a unity; railroads taught less because they seemed already finished except for mere increase in number; explosives taught most, but needed a tribe of chemists, physicists, and mathematicians to explain; the dynamo taught least because it had barely reached infancy, and, if its progress was to be constant at the rate of the last ten years, it would result in infinite costless energy within a generation. One lingered long among the dynamos, for they were new, and they gave to history a new phase. Men of science could never understand the ignorance and naïveté of the historian, who, when he came suddenly on a new power, asked naturally what it was; did it pull or did it push? Was it a screw or thrust? Did it flow or vibrate?
Was it a wire or a mathematical line? And a score of such questions to which he expected answers and was astonished to get none.
Education ran riot at Chicago, at least for retarded minds which had never faced in concrete form so many matters of which they were ignorant.
Men who knew nothing whatever -- who had never run a steam-engine, the ******st of forces -- who had never put their hands on a lever -- had never touched an electric battery -- never talked through a telephone, and had not the shadow of a notion what amount of force was meant by a watt or an ampère or an erg, or any other term of measurement introduced within a hundred years -- had no choice but to sit down on the steps and brood as they had never brooded on the benches of Harvard College, either as student or professor, aghast at what they had said and done in all these years, and still more ashamed of the childlike ignorance and babbling futility of the society that let them say and do it. The historical mind can think only in historical processes, and probably this was the first time since historians existed, that any of them had sat down helpless before a mechanical sequence. Before a metaphysical or a theological or a political sequence, most historians had felt helpless, but the single clue to which they had hitherto trusted was the unity of natural force.
