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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 German… - Correlli Barnett
" "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.
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About Correlli Barnett
Correlli Douglas Barnett (28 June 1927 – 10 July 2022) was an English military historian, who also wrote works of economic history, particularly on the United Kingdom's post-war "industrial decline".
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Correlli Douglas Barnett
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The 1902 Act led to a major expansion in secondary education, so that by 1914 there were 1,123 such schools, of which 500 were directly run by the local authorities while the remainder was denominational. Unfortunately, the prestige of a "grammar school" education, itself derived from the Arnoldian public school, with its emphasis on the academic approach to both the arts and science, impressed itself on parents, local authorities, and the Board of Education alike, so excluding a system of alternative secondary education of equal standing, like the German Realschule, more related to Britain's existence as a commercial and technical power.
[A]fter all the arguments and lobbyings of 1934–5, the proposal to make friends with Japan in order to free English resources to meet the German menace petered out.
It had indeed really been foredoomed from the start, for while its proponents had been shrewd enough in their object, they had been unrealistic to the point of naïveté in thinking that it might be possible to win Japan's friendship without coming to a deal over China. In any case, even if the Government itself had been willing to conclude such a deal, it would have been vetoed by public opinion. For in 1934–5 the National Government was not in the position of an eighteenth-century administration, looking to a body of opinion composed of solid country squires, with the hardness and realism born of life on the land, and a relish for a shrewd and profitable deal. Instead there was a volatile mass electorate; an urban, rootless and emotional middle class, always ready to get in the fidgets of moral indignation.
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[T]here is in Britain a very strong idealistic lobby which reproduces itself down the generations. Their ideals, their hopes and their morals are of course absolutely impeccable. But the question is the practicality and the consequences. Certain aspects of morality may be sound in themselves but hopelessly inappropriate when made the basis for decision-making in international relations. One has to see the world as it really is, to see the realities of power, the realities of leverage and of course the realities of your own interests.
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