Britain therefore entered the twentieth century an ill-educated, one might say ignorant, nation compared with its rivals; and particularly weak in th… - Correlli Barnett

[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 fall of France in 1940. For whether or not England escaped defeat at the hands of the enemy, the mere continuance of the war would itself inevitably, inexorably, bring independent British power to an end through national bankruptcy and economic ruin. It was a situation which no British Government had had to face since England first emerged as a great power in the wars against Louis XIV.

Yet there had been an educational revolution in Britain since the 1820s—the reform and expansion of the public schools which produced the British governing élite. And it is in the nature of the Victorian public school that we find the other key factor explaining why Britain was so slow and so inadequate in educating for industrial capability. The Victorian public school was inspired by the religious and moral idealism of the Romantic Movement. It turned away from the realities of the industrialized world of the era and from such topics as science and technology.

I am dismayed by the RSA's change of institutional Schwerpunkt from hardnosed concern with education and training for personal and national capability to generalised small ‘l’ liberal do-goodery, or, in the words of your chief executive, the driving of "social progress". While we waste time and effort on this right-on idealism, poor old Britain is confronting ever tougher competition from old rivals like Europe and North America, and new ones like India and China. You would hardly guess from the contents of your Journal that it is a ruthlessly hard world out there, and getting harder every decade.