To begin with it has nothing to do with archaism, with the salvaging of obsolete words and turns of speech, or with the setting up of a ‘standard English’ which must never be departed from. On the contrary, it is especially concerned with the scrapping of every word or idiom which has outworn its usefulness. It has nothing to do with correct grammar and syntax, which are of no importance so long as one makes one's meaning clear, or with the avoidance of Americanisms, or with having what is called a ‘good prose style’. On the other hand, it is not concerned with fake simplicity and the attempt to make written English colloquial. Nor does it even imply in every case preferring the Saxon word to the Latin one, though it does imply using the fewest and shortest words that will cover one's meaning. What is above all needed is to let the meaning choose the word, and not the other way around. In prose, the worst thing one can do with words is surrender to them. When you think of a concrete object, you think wordlessly, and then, if you want to describe the thing you have been visualising you probably hunt about until you find the exact words that seem to fit it. When you think of something abstract you are more inclined to use words from the start, and unless you make a conscious effort to prevent it, the existing dialect will come rushing in and do the job for you, at the expense of blurring or even changing your meaning. Probably it is better to put off using words as long as possible and get one's meaning as clear as one can through pictures and sensations. Afterward one can choose — not simply accept — the phrases that will best cover the meaning, and then switch round and decide what impressions one's words are likely to make on another person. This last effort of the mind cuts out all stale or mixed images, all prefabricated phrases, needless repetitions, and humbug and vagueness generally. But one can often be in doubt about the effect of a word or a phrase, and one needs rules that one can rely on when instinct fails. I think the following rules will cover most cases:
Somewhere in The Idea of a University — Discourse VII, I discover — Newman unfolds a battle flag I have long saluted. He is struggling against utilitarian principles in education; he finds that far from being recent innovations they go back directly to Locke; and he is aware that as champion of classical learning he is, by the middle of the nineteenth century, on the defensive. “The good” and “the useful” are sufficiently distinct that the one may be set in opposition to the other, tempting the hotheads to take sides. Calmly, he rather finds good on both sides.
A third serious setback was Egypt. The collapse of Hosni Mubarak’s regime in 2011, amid giant protests, raised hopes that democracy would spread in the Middle East. But the euphoria soon turned to despair. Egypt’s ensuing elections were won not by liberal activists (who were hopelessly divided into a myriad of Pythonesque parties) but by Muhammad Morsi’s Muslim Brotherhood. Mr Morsi treated democracy as a winner-takes-all system, packing the state with Brothers, granting himself almost unlimited powers and creating an upper house with a permanent Islamic majority. In July 2013 the army stepped in, arresting Egypt’s first democratically elected president, imprisoning leading members of the Brotherhood and killing hundreds of demonstrators. Along with war in Syria and anarchy in Libya, this has dashed the hope that the Arab spring would lead to a flowering of democracy across the Middle East.