[T]he Cabinet...continued to put their faith in bringing about the "appeasement" of Europe by negotiation; in other words, in reaching a general sett… - Correlli Barnett

In Britain the pattern was early established, and forever continued, whereby at best management and workforce confronted each other in a state of suspended hostilities, like armies of observation: hardly a pattern that encouraged spontaneous zeal at the bench. In 1879 William Morris, himself a romantic and a socialist, could write: "It is true, and very sad to say, that if anyone nowadays wants a piece of ordinary work done by a gardener, carpenter, mason, dyer, weaver, smith, what you will, he will be a lucky rarity if he gets it well done. He will, on the contrary, meet on every side with evasion of plain duties, and disregard of other men's rights..." It was Hoggart's judgement in the early 1950s that fundamentally nothing had changed since Morris's day. And certainly the cumulative evidence about lacklustre output, absenteeism, stoppages and go-slows during the Second World War in industries ranging from coal and shipbuilding to aircraft manufacture bears this out, as does the appalling record for low productivity, strikes and shoddy workmanship which in the 1970s helped to destroy the British motor-vehicle industry. So the degree of motivation explains the performance; the performance demonstrates the degree of motivation; and the nature of the historical experience of the working class accounts for both.

[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.

Britain's proportionate losses in killed of men aged 15–49 was just under half that of France. Britain suffered a 6.7 per cent loss as against Germany's 10 per cent. Therefore the "Lost Generation" as applied to the whole nation is confirmed as a myth. No one has disputed that losses fell disproportionately on the products of the public schools and Oxbridge. But this raises two questions. In the first place Bomber Command's losses in aircrew in the Second World War (an equivalent élite of educated and intelligent young men) were considerably higher, at 55,888 dead, than that of subalterns on all fronts on the Great War of 37,452, but no one has sought to romanticise Bomber Command's losses or seek to use such loss to explain our national decline, in the fashion of the "Lost Generation" myth. In the second place, Dr. Strachan and others of his standpoint may over-estimate the value to Britain of these highly publicised public-school and Oxbridge heroes. Does one really see Pre-Raphaelite knights like Julian Grenfell or Rupert Brooke saving Britain from industrial decline and leading us to the conquest of markets in high technology? Consider how useless the most famous survivors proved, such as Sassoon and Graves, or, for that matter, Eden.