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Sixty years ago machinery as a vital force in life was barely discovered. Just as the old schoolmaster resents the revolution in educational methods so the world still — as a whole — resented and resents machines.
The generation just leaving school is the first generation who has been used from childhood to motor cars, telephones, aeroplanes. The generation used to films from infancy is still at school. And it is impossible after a certain age for all but the few, to learn or to progress. So our parents and our grandparents resent, always sub-consciously and often consciously, machines that have robbed them of a sense of power, that they cannot themselves manage, and that have placed the young in a state equal with themselves.
So with all the will they have, with a veneration for the "good old days'' that amounts to a religion (in spite of child prisoners amd female drudges and sweated labour) they fight against the power of the machine.
And they have power ; it is useless to deny it. They have money, prestige, the devasting weapon against the young, demand of sym.pathy, appeal to the parent-complex few sensitive natures ever entirely lose. They impose their will on the m.ajority of schools. They block solidty, so far as they are able, development and progress.
The innovators have power too. The}^ have beaut\^ enthusiasm, a sense of life behind them. Even a kind of hypnotism that the mob responds to because it is \'ery hard to crush out desire of life in the young. But instead of progression being open to the world at large, it is open only to the persis
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