This was as true of such ancient industries as agriculture and mining as it was of the newest metallurgical processes. For ploughing, sowing and harvesting, swift machines came forward to do the work of scores of men. The Roman civilization was built upon cheap and degraded human beings; modern civilization is being rebuilt upon cheap mechanical power. For a hundred years power has been getting cheaper and labour dearer. If for a generation or so machinery has had to wait its turn in the mine, it is simply because for a time men were cheaper than machinery. EARLY FACTORY, IN COLEBROOKDALE EARLY FACTORY, IN COLEBROOKDALE _From a print the British Museum_ Now here was a change-over of quite primary importance in human affairs. The chief solicitude of the rich and of the ruler in the old civilization had been to keep up a supply of drudges. As the nineteenth century went on, it became more and more plain to the intelligent directive people that the common man had now to be something better than a drudge. He had to be educated—if only to secure “industrial efficiency.” He had to understand what he was about. From the days of the first Christian propaganda, popular education had been smouldering in Europe, just as it had smouldered in Asia wherever Islam has set its foot, because of the necessity of making the believer understand a little of the belief by which he is saved, and of enabling him to read a little in the sacred books by which his belief is conveyed. Christian controversies, with their competition for adherents, ploughed the ground for the harvest of popular education. In England, for instance, by the thirties and forties of the nineteenth century, the disputes of the sects and the necessity of catching adherents young had produced a series of competing educational organizations for children, the church “National” schools, the dissenting “British” schools, and even Roman Catholic elementary schools. The second half of the nineteenth century was a period of rapid advance in popular education throughout all the Westernized world. There was no parallel advance in the education of the upper classes—some advance, no doubt, but nothing to correspond—and so the great gulf that had divided that world hitherto into the readers and the non-reading mass became little more than a slightly perceptible difference in educational level. At the back of this process was the mechanical revolution, apparently regardless of social conditions, but really insisting inexorably upon the complete abolition of a totally illiterate class throughout the world.