This is one of my favorite paragraphs of this entire reading. Adams seems to resent the devaluing of art, but he see's the practical logic behind why it might be devalued. The first word that points to this is the word "inert". With this word, he introduces the idea that the education that he had learned was unable to cause action-- he points towards art, and then marxism, and how all the knowledge in the world about these things could not create the same kind of "forces" as motors. The fact that he mentions marxism got me thinking of the word commodification, and how perhaps knowledge in this world of technological advancements is commodified. According to Purdue University, commodification means "The subordination of both private and public realms to the logic of capitalism. In this logic, such things as friendship, knowledge, women, etc. are understood only in terms of their monetary value. In this way, they are no longer treated as things with intrinsic worth but as commodities. (They are valued, that is, only extrinsically in terms of money.) By this logic, a factory worker can be reconceptualized not as a human being with specific needs that, as humans, we are obliged to provide but as a mere wage debit in a businessman's ledger." This paragraph, with it's reference to Marx, seems to hint at how knowledge of the arts, and political theories are not of enough economic value, or they do not contain enough "force", and so they should be discarded, exactly in the way that Langley throws out the entire art exhibit. What is the usefulness of an art exhibit? From a perspective that values knowledge on it's ability to produce, there is not very much usefulness in it. This all cycles back to my initial claim of how Adams seems to both understand this concept, but resent it, as he says "... and threatening to become as terrible as the locomotive steam-engine itself..." There is conflict in his words as he describes these more pragmatically useful things as both "astonishing" and "terrible".