Once the new system was known in France, even thus superficially, it would be passed across the Channel to England. Higden,[553] writing soon after the opening of the fourteenth century, speaks of the French influence at that time and for some generations preceding:[554] "For two hundred years children in scole, agenst the usage and manir of all other nations beeth compelled for to leave hire own language, and for to construe hir lessons and hire thynges in Frensche.... Gentilmen children beeth taught to speke Frensche from the tyme that they bith rokked in hir cradell; and uplondissche men will likne himself to gentylmen, and fondeth with greet besynesse for to speke Frensche." The question is often asked, why did not these new numerals attract more immediate attention? Why did they have to wait until the sixteenth century to be generally used in business and in the schools? In reply it may be said that in their elementary work the schools always wait upon the demands of trade. That work which pretends to touch the life of the people must come reasonably near doing so. Now the computations of business until about 1500 did not demand the new figures, for two reasons: First, cheap paper was not known. Paper-making of any kind was not introduced into Europe until {137} the twelfth century, and cheap paper is a product of the nineteenth. Pencils, too, of the modern type, date only from the sixteenth century. In the second place, modern methods of operating, particularly of multiplying and dividing (operations of relatively greater importance when all measures were in compound numbers requiring reductions at every step), were not yet invented. The old plan required the erasing of figures after they had served their purpose, an operation very simple with counters, since they could be removed. The new plan did not as easily permit this. Hence we find the new numerals very tardily admitted to the counting-house, and not welcomed with any enthusiasm by teachers.[555]