There was a problem with the way that history was taught in Britain during the late 19th century. Historians, and by default their students, had tended to ignore analysis of the recent past in favor of more distant periods. It was a trend which to some had begun to have more practical consequences. As the historian Llewellyn Woodward recalled of these years, “The English governing class … went into politics or the civil service or the professions knowing less about the state of the contemporary world than they knew about Ancient Greece and Rome.”
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