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 343 A Short History of The World banks and pits, wrenched, wrought, molten and cast, to be flung at last, a slender glittering pinnacle of steel and glass, six hundred feet above the crowded city ! We have given these particulars of the advance in man's know- ledge of the metallurgy of steel and its results by way of illustration. A parallel story could be told of the metallurgy of copper and tin, and of a multitude of metals, nickel and aluminium to name but two, unknown before the nineteenth century dawned. It is in this great and growing mastery over substances, over different sorts of glass, over rocks and plasters and the like, over colours and textures, that the main triumphs of the mechanical revolution have thus far been achieved. Yet we are still in the stage of the first-fruits in the matter. We have the power, but we have still to learn how to use our power. Many of the first employments of these gifts of science have been vulgar, tawdry, stupid or horrible. The artist and the adaptor have still hardly begun to work with the endless variety of substances now at their disposal. Parallel with this extension of mechanical possibilities the new science of electricity grew up. It was only in the eighties of the nineteenth century that this body of enquiry began to yield results to impress the vulgar mind. Then suddenly came electric light and electric traction, and the transmutation of forces, the possibility of sending power, that could be changed into mechanical motion or light or heat as one chose, along a copper wire, as water is sent along a pipe, began to come through to the ideas of ordinary people. . . . The British and French were at first the leading peoples in this great proliferation of knowledge ; but presently the Germans, who had learnt humility under Napoleon, showed such zeal and per- tinacity in scientific inquiry as to overhaul these leaders. British science was largely the creation of Englishmen and Scotchmen work- ing outside the ordinary centres of erudition. The universities of Britain were at this time in a state of educa- tional retrogression, largely given over to a pedantic conning of the Latin and Greek classics. French education too was dominated by the classical tradition of the Jesuit schools, and consequently it was not difficult for the Germans to organize a body of investigators, small indeed in relation to the possibilities of the case, but large in proportion to the little band of British and French inventors and experimentalists. And though this work of research and experiment was making Britain and France the most rich and powerful countries