[I]t was the shortage of resources – economic and financial – which posed by far the gravest question of all for the British Government after the fal… - Correlli Barnett

[T]he Victorian public school is one of the keys to our decline, turning out by means of curriculum and the moulding influence of school life alike a governing class ignorant of, and antipathetic towards, science, technology and industry, and which despised the qualities needed for success in a competitive industrialised world as those of the cad and the bounder. I would suggest that it is a matter for concern rather than self-congratulation that the broad strategy of contemporary British state education, from primary school to higher education, perpetuates under new guises the Arnoldian, Thringian and Newmanian ideals of a "liberal education"; and that it can be argued that even now we are not sufficiently directing our education towards preparing young people to make their way—and their country's way—in the world.

[T]he essential and constant factor common to all three national academies [in Britain, France and America] is the indoctrination with tradition: potent emotional conditioning in military myth, habits, and attitudes. There are the physical symbols and reminders: engraved tablets of the glorious dead; the museums; the assembled iconography of illustrious graduates; statues; guns... At all three academies there are songs, slang, customs and ceremonies that link each annual class together for the rest of their army life... This indoctrination has grown out of history rather than been artificially created, but it may be doubted whether psychologists or sociologists could improve on it. Upon this mental sub-structure, purely neo-feudalist with its emphasis on glory, gallantry, honour, duty, and patriotism, is built functional and technical training, both concurrently at the academies, and later in schools of application. But it is this indoctrination, together with drill and discipline, that turns civilians into soldiers. Without it there would be no difference between a general in a defence ministry and a high executive in a business cartel. In terms therefore of creating the common character of the military elite, this constant factor of conditioning inside cadet colleges has been of greater importance than the changing detail and emphasis of academic curriculum and military training.

There are of course the neo-Puginites or neo-Morrisites who like to think of Britain as leading the world into a post-industrial phase where this form of capability will be obsolete, and who despise so material a matter as GNP as unethical or—the trendy version—unecological. Yet these high-minded escapists are among the first to howl about the need for more resources to be invested in hospitals, schools, good works, prison improvement, subsidies for the arts and what not. A country of static or declining GNP will not be an 'Erewhon' but a pinched and increasingly bitter place. Poverty may be noble as a concept; it is rarely so in in the flesh.