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The Military Education of Junior Officers in the Edwardian Army

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The Military Education of Junior Officers in the Edwardian Army The Military Education of Junior Officers in the Edwardian Army Andrew George Duncan A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY History Department College of Arts and Law University of Birmingham September 2016 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This thesis charts the military education of junior Edwardian army officers, moving chronologically through key aspects of the process. It examines the detail of curricula at Sandhurst and Woolwich, the prevalence of entry via auxiliary forces and the military knowledge of men who gained commissions by that route, the training and study officers undertook after commissioning, and the education available at Camberley and Quetta. It thus offers a holistic examination of officer education. It concludes that there was a strong and growing professionalism among the junior commissioned officers, founded on their acquisition of skilled expertise and their expectations of advancing in their careers on the basis of professional merit. This thesis contributes to broader debates in three ways. Firstly, by going beyond existing studies which focus heavily on the upper echelons of the officer corps, it allows a more complete examination of the competence and military capacity of the Edwardian army. Secondly, it contributes to discussions on professionalism and processes of professionalization at the beginning of the twentieth century. Thirdly, it considers the nature of the training and education that the Edwardian Army undertook and seeks to locate this within discussions on the proper form and objectives of officer education. ACKNOWLEDGEMENTS In the course of this thesis, I have accumulated debts of gratitude, large and small, at nearly the same rate as I have accumulated footnotes. I would like to thank my supervisors. Dr Jonathan Boff and Professor Gary Sheffield have both given generously of their time and their wisdom, and this project would be much poorer were it not for their support and advice. Gary welcomed me to Birmingham and his guidance ensured that I began from a solid foundation. Jonathan has been a fount of sage advice, and his insightful questions have pushed me to dig deeper and think harder. Their supervision has been of enormous benefit to me. A project like this would not be possible without the assistance of many librarians and archivists. My thanks go to the staff at the University of Birmingham Library, the Cadbury Archive, the National Library of Scotland, the Imperial War Museum, the Instituut voor Militaire Historie in Den Haag, the National Archive at Kew, the Prince Consort’s Library in Aldershot, the National Army Museum, the Liddell Hart Centre for Military Archives at King’s College, London, the Royal United Services Institute, and the library and archives of the Joint Services Command and Staff College, as well as the libraries of the University of Edinburgh, Durham University, the University of Oxford, and the University of Cambridge. My thanks also go to Dr Anthony Morton and Mr Sebastian Puncher, whose friendly assistance and intimate knowledge of the Sandhurst archive made research at RMAS a particular pleasure. I am grateful for the permission of the Trustees of the Liddell Hart Centre for Military Archives to include extracts from material held by the LHCMA. Similarly, I am grateful to the National Library of Scotland for permission to quote from the Haig papers, to the National Army Museum for permission to quote from material in their archive, and to the Hereford Times for permission to reproduce an extract from one of their articles. I thank the Trustees of the Imperial War Museum for permission to quote from the papers of Field Marshal Sir Henry Wilson. In the case of other papers held by the IWM, every effort has been made to trace the copyright holders and both I and the Imperial War Museum would be grateful for any and all information which might help to trace those whose identities or addresses are not currently known. I would like to thank the academics and fellow researchers in the department for the collegiate atmosphere they have created. In particular, Nick Beeching, Dr Aimée Fox-Godden, Dr Victoria Henshaw, Dr Andrew Limm, Dr Michael Locicero, Dr Stuart Mitchell, Dr Ross Mahoney, Dr James Pugh, and Dr Dan Whittingham have all been kind enough to discuss aspects of my research with me and to offer reassurances that despite bumps in the road the thesis would indeed be finished in the end. I also thank the College’s Research Support Fund, awards from which helped to defray some of the costs of research. My greatest thanks are reserved for my family. My parents have been tireless and stalwart in their support during this project, as indeed they have been throughout my life. My mother, with her usual keen eye for detail and linguistic precision, kindly proof-read my thesis and saved me from a variety of grammatical sins. My brothers have helped me to keep a sense of perspective, by reminding me that while research should be taken seriously (but not too seriously), I personally should not be taken seriously at all. They all have my heartfelt gratitude. Table of Contents Abstract Acknowledgements Abbreviations Notes on Style List of Figures INTRODUCTION ............................................................................................................................................. 1 CHAPTER ONE The Royal Military College, Sandhurst, and the Royal Military Academy, Woolwich: the Initial Training of Regular Officers………………………………………………………………………………………………………….18 Criticisms of the Royal Military Academy, Woolwich ............................................................................. 21 Criticisms of the Royal Military College, Sandhurst ................................................................................ 22 Military Education: The Balance of Opinion after the Boer War ............................................................ 24 The Royal Military College, Sandhurst .................................................................................................... 26 The Staff of Sandhurst ............................................................................................................................. 27 The Sandhurst Syllabus ........................................................................................................................... 34 The Sandhurst Cadets.............................................................................................................................. 46 The Royal Military Academy, Woolwich ................................................................................................. 52 The Woolwich Syllabus ............................................................................................................................ 54 The Woolwich Cadets .............................................................................................................................. 63 Conclusion ............................................................................................................................................... 66 CHAPTER TWO Entry via the Auxiliaries: the Militia, the Special Reserve, and the Territorial Force.………..…………………………………………………………………………….……………………………..…………………………….68 Prevalence of Entry via the ‘Back Door’ .................................................................................................. 68 The Auxiliary Forces ................................................................................................................................ 72 The Value of the Auxiliary Forces ............................................................................................................ 77 The Value of the Men Entering from the Auxiliary Forces ...................................................................... 84 The Process of Entry to the Regular Army .............................................................................................. 87 The Special Reserve and the Auxiliaries after Haldane ........................................................................... 91 Conclusion ............................................................................................................................................... 99 CHAPTER THREE Education And Training after Commissioning....…………….…………………..…………………101 The Annual Training Schedule and Schools of Instruction .................................................................... 101 Active Service ........................................................................................................................................ 125 Edwardian Military Literature ............................................................................................................... 130 Promotion ............................................................................................................................................. 144 Conclusion ............................................................................................................................................
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