The young come to us creatures of imagination and strong affection; they want to feel, but they don’t know how—that is to say, they do not know the r… - Richard M. Weaver

The prevailing conception is that education must be such as will enable one to acquire enough wealth to live on the plane of the bourgeoisie. That kind of education does not develop the aristocratic virtues. It neither encourages reflection nor inspires reverence for the good.

I am now further convinced that there is something to be said in general for studying the history of a lost cause. Perhaps our education would be more humane in result if everyone were required to gain an intimate acquaintance with some coherent ideal that failed in the effort to maintain itself. It need not be a cause which was settled by war; there are causes in the social, political, and ecclesiastical worlds which would serve very well. But it is good for everyone to ally himself at one time with the defeated and to look at the “progress” of history through the eyes of those who were left behind. I cannot think of a better way to counteract the stultifying “Whig” theory of history, with its bland assumption that every cause which has won has deserved to win, a kind of pragmatic debasement of the older providential theory. The study and appreciation of a lost cause have some effect of turning history into philosophy. In sufficient number of cases to make us humble, we discover good points in the cause which time has erased, just as one often learns more from the slain hero of a tragedy than from some brassy Fortinbras who comes in at the end to announce the victory and proclaim the future disposition of affairs. It would be perverse to say that this is so of every historical defeat, but there is enough analogy to make it a sober consideration. Not only Oxford, therefore, but every university ought to be to some extent“the home of lost causes and impossible loyalties.” It ought to preserve the memory of these with a certain discriminating measure of honor, trying to keep alive what was good in them and opposing the pragmatic verdict of the world.

The average man of the present age … does not want to be a sentimentalist in his endeavors; he wants some measure for purposeful activity; he wants to feel that through the world some increasing purpose runs. … But since his metaphysic calls only for magnitude and number, since it is becoming without a goal, it is not a source of distinctions in value. It is a system of quantitative comparison. Its effect therefore has been to collapse the traditional hierarchy and to produce economic man, whose destiny is mere activity.