The European states, and above all Germany (newly united in 1871), therefore entered the second Industrial Revolution, that of science-based industries like chemicals and electrical goods, very well equipped by education, training, and research systems to take the lead. Britain, on the other hand, could only deploy a sorry militia of the ignorant led by the "practical man". Not merely did Britain lack a modern educational and research structure, it lacked the necessary national understanding and will to create one. Here then is the leitmotiv in British education for the next sixty years: the painful effort against the very grain of national prejudices to remedy what was already by 1870 a half-century of backlog.

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.

[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.

So the new or re-vamped public schools did not set out to equip their pupils to lead great industrial enterprises or a great industrial nation, but to turn them into Christian gentlemen able to govern the Empire and ornament the ancient professions like the Church and the Law. The eighteenth-century dissenting academy tradition of blending the arts and science into a practical preparation for a working life withered away. The prestige of the public schools as an avenue into gentility and the upper class seduced businessmen and engineers alike into sending their children to them. The public schools not only failed to educate a technical élite, they served to starve industry of the nation's highest available intellectual talent and the socially most prestigious groups. Industry and technology became what modern research confirms it still is in Britain—low in status, and hence, in a continual vicious circle, low in reward and low in human calibre compared with our rivals. By the 1850s an immense gulf had opened, from both sides, between industry and such education as there was—between the "practical man" despising education on the one hand, and the public schools on the other concentrating on the classics, religion and games.

Industrialisation in Britain had been a "bottom-upwards" grass-roots transformation brought about by the initiative of the individual "practical man", and without benefit of state guidance or intervention. This was in accordance with British political and commercial attitudes already deeply ingrained by the time that the Industrial Revolution got under way. For the British had come to prize individualism and localism, as against a strong and effective state, which they saw as the essential feature of the European despotisms they feared and hated... This traditional British dislike of the state was sharpened and given fresh doctrinal justification during the Industrial Revolution by the laissez-faire political economists, laissez-faire becoming, by 1850, a universal article of political faith. Even with regard to education, all must be left to private enterprise or private charity. In any case, it was thought, state intervention in education could lead towards tyranny. A national education system devised and directed by the state was therefore unthinkable.

It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant of almost every branch of useful knowledge; and at these latter establishments … classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition.

The overeducated are worse off than the undereducated, having traded common sense for the illusion of knowledge.

The King was very ignorant… he lacked education. ... He was ignorant of geography, the teachings of history and the science of international law

Since World War Two, Britain's elite has suffered from a collective collapse of cultural nerve. Many things contributed: postwar exhaustion, the collapse of the British Empire (and therefore of national purpose), and post-colonial flagellatory guilt of the kind that white western liberals have made their specialty. This left the British establishment vulnerable to the revolutionary ideology of the New Left, at the core of which lay a hatred of western society. As a consequence, the British elite decided not only that the British nation was an embarrassment but also that the very idea of the nation was an anachronism.

Do not let your zeal for the cause of democracy deceive you as to the fact of the opaque ignorance in which the great bulk of the people of England are wrapt. If you write for the masses politically, and write soundly and honestly, they will not be able at present to appreciate you, and consequently will not support you...There is no remedy for all this but improved education. Such as the tail and the body are, such will be the character of the head. Nature does not produce such monsters as an ignorant or vicious community, and virtuous and wise leaders. In Scotland you are better off because you are better educated. The great body of the English peasants are not a jot advanced in intellect since the days of their Saxon ancestors. I hope you will join us in a cry for schoolmasters as a first step to Radicalism.

Europe had fallen back into the barbarity of the first ages. People from this part of world, so enlightened today, lived a few centuries ago in a state worse than ignorance. Some sort of learned jargon much more despicable than ignorance had usurped the name of knowledge and set up an almost invincible obstacle in the way of its return. A revolution was necessary to bring men back to common sense, and it finally came from a quarter where one would least expect it. It was the stupid Muslim, the eternal blight on learning, who brought about its rebirth among us.

[L]ate-Victorian Oxbridge positively harmed the prospects of the British economy by completing the work of the public schools in turning out a governing élite imbued with Newmanian ideals of a liberal education in humanistic culture; an élite which both generally and in particular cases...neglected or even hamstrung developments in technical education.

One of the reasons for the rather low intellectual level of essays which criticize Soviet society and denounce its scourges is precisely poor ideological education. p. 638

Among the causes of the tremendous confusion characterising present-day Europe is the transplantation of British institutions to the Continent where they are in complete contradiction to existing conditions, so that their application becomes either illusory or distorted. The so-called "British school" has been the cause of the French Revolution, and the consequences of this revolution, so anti-British in tendency, devastate Europe today. The concepts of freedom and order are so inseparable in the British mind that the last stable-boy would laugh in the face of the reformers if they appeared by preaching his freedom.