In the eighteenth century the English ruling classes – squirearchy, merchants, aristocracy – were men hard of mind and hard of will. Aggressive and a… - Correlli Barnett

In the 1960s and 1970s British folk-wisdom cherished (perhaps still cherishes) a comfortable explanation for Britain's relative economic decline since the Second World War, and especially her then all too evident industrial backwardness compared with West Germany. West Germany, so the story goes, had all her industries and transport system bombed flat during the war, and then, thanks to Marshall Aid, was able to completely rebuild them with the most up-to-date equipment. Meanwhile poor old Britain had to struggle on with worn-out or obsolete kit.
This favourite British "wooden leg" excuse is pure myth. In the first place, West German industrial capacity in 1948 stood at 90 per cent of 1936 despite wartime bombing and postwar reparations. Secondly, Britain in fact received a third more Marshall Aid than West Germany – $2.7 billion net as against Germany's $1.7 billion. She indeed pocketed the largest share of any European nation.

[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.

[T]he essential and constant factor common to all three national academies [in Britain, France and America] is the indoctrination with tradition: potent emotional conditioning in military myth, habits, and attitudes. There are the physical symbols and reminders: engraved tablets of the glorious dead; the museums; the assembled iconography of illustrious graduates; statues; guns... At all three academies there are songs, slang, customs and ceremonies that link each annual class together for the rest of their army life... This indoctrination has grown out of history rather than been artificially created, but it may be doubted whether psychologists or sociologists could improve on it. Upon this mental sub-structure, purely neo-feudalist with its emphasis on glory, gallantry, honour, duty, and patriotism, is built functional and technical training, both concurrently at the academies, and later in schools of application. But it is this indoctrination, together with drill and discipline, that turns civilians into soldiers. Without it there would be no difference between a general in a defence ministry and a high executive in a business cartel. In terms therefore of creating the common character of the military elite, this constant factor of conditioning inside cadet colleges has been of greater importance than the changing detail and emphasis of academic curriculum and military training.