The very possibility that there may exist timeless truths is a reproach to the life of laxness and indifference which modern egotism encourages. … Id… - Richard M. Weaver

The most likely way to kill a tradition is to over-formalize it, which is to carry it on in the same way after everyone has ceased to defer to it. The way to revive it is to show that it has grown out of and is still related to our most cherished values. But this requires radical insight and the stripping away of many things which are mere accretions.

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.

Most [people] see education only as the means by which a person is transported from one economic plane to a higher one.