Since the Great War was an artillery war, shells for field and medium guns stood at the top of the list. But that list also included motor transport,… - Correlli Barnett

For the British...Jutland has a much deeper significance, for it was in fact a defeat for British technology. More than that, as with the French at Crécy and Sedan, a social system had been exposed by battle as decadent and uncreative. Jutland proves that already in 1914, when Britain and her empire had never seemed richer, more powerful, more technologically able, dry rot was crumbling the inner structure of the vast mansion. Jutland proves that the spectacular collapse of British power and British industrial vigour after 1945 was not a sudden disaster due, as comforting legend has it, to the sale of overseas investments in 1914–18 and 1939–45, but the final acute phase of seventy years of decline. For the principal armed service of a country—in its professional attitudes, its equipment, its officer corps—is an extension, a reflection, of that country's whole society, and especially of its dominating groups.

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.

[G]iven that we are today a country that would be as bankrupt as British Steel if it were not for the lucky strike of North Sea oil, and that our gross national product is only half West Germany's, the attempt to maintain "balanced" forces plus a nuclear deterrent constitutes an exercise in nostalgic unrealism. We are like an impoverished aristocratic family who, by petty economies, struggles to go on living in the gradually decaying ancestral mansion rather than live comfortable within their means in a bungalow. Thirty-five years after the Second World War it really is time that we faced the reality of our true status as a nation and adopted a defence policy appropriate to it.