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DOCTORAL THESIS Memorialisation of the Second Boer War in British Public and Private Schools and Its Implications for WWI Rememb

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DOCTORAL THESIS Memorialisation of the Second Boer War in British Public and Private Schools and Its Implications for WWI Rememb DOCTORAL THESIS Memorialisation of the second Boer War in British public and private schools and its implications for WWI remembrance Huggins, Dennis Award date: 2019 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 09. Oct. 2021 i Memorialisation of the second Boer War in British Public and Private Schools and its implications for WWI remembrance 1 by Dennis H. Huggins BA, MA. A thesis submitted in partial fulfilment of the requirements for the degree of PhD. Department of Humanities, University of Roehampton 2018 1 Permission to reproduce photograph received from Toby Parker, Archivist, Haileybury College. [email protected], 2018. Image permission. 4 May. Email to: Dennis Huggins ([email protected]). ii Thus far in the twenty-first century there has been an increase of interest, and historiography, in the memory of war and its commemoration. Much of this has understandably been directed toward the Great War of 1914-1918: understandably because various centenary anniversaries would occur in contemporary times and huge numbers of families, only distant by two or three generations, were tragically affected. The second Boer War of 1899-1902, however, shocked late-Victorian Britain, and its Empire, as such an intractable enemy, and large loss of life in international conflict, had not been experienced within living memory. The memorialisation which followed recognised the individual as never before and went a long way toward acknowledging equality of sacrifice by affording casualty names uniformity of treatment. My thesis will focus on the sites of remembrance erected in schools but will also branch out into the wider community to make comparisons. It will look back into the nineteenth century to examine the traditions of memorialisation and forward into the twentieth to juxtapose Boer War memorials with those of WWI. In between it will discuss and analyse the men memorialised and how those who commissioned, designed, constructed, and unveiled a wide variety of memorials, went about their task. Records pertaining to a substantial number of schools, located throughout the British Isles, have been uniquely interrogated and the resulting work adds to the knowledge of how that section of the community reacted to, and remembered, the loss of alumni life in circumstances of war. Existing historiography is both enhanced and confronted. iii Contents Page(s) Abstract………………………………………………………………… ii Table of Contents………………………………………………………. iii Acknowledgements……………………………………………………. iv Abbreviations……………………………………………………...…… v-vi List of Figures…………………………………………………………. vii-viii List of Tables…………………………………………………………... ix List of Illustrations……………………………………………………. x-xii Prologue………………………………………………………………. 1-3 Introduction……………………………………………………………. 4-53 Chapter One – The Boer War within the Traditions of Memorialisation 54-102 Chapter Two – Men Memorialised……………………………………. 103-147 Chapter Three – Memorial Commissioning Process…………………... 148-191 Chapter Four – Design and Construction………………………………. 192-238 Chapter Five – Unveiling Ceremonies………………………………… 239-286 Chapter Six – The Future of Commemoration………………………. 287-342 Conclusions and Areas for Future Study………………………………. 343-353 Epilogue………………………………………………………………... 354-356 Appendix A – List of Schools studied…………………………………. 357-361 Appendix B – Database schematic……………………………………. 362 Appendix C – Rank categories…………………………………………. 363 Bibliography…………………………………………………………… 364-377 iv I came late to third-level education having been awarded my first degree in 2009 at the age of sixty-nine. I became a student of the University of Roehampton later that year and, having attained my MA in 2012, I was subsequently accepted as a PhD student. I am extremely grateful to the University for affording me the opportunity to explore my potential and to, as I see it, give something back to the community. My supervisors, Dr. Meg Arnot and Prof. John Tosh, have been most friendly and helpful in guiding me along the process and giving me the benefit of their collective wisdom. I have enjoyed, and will miss, our regular meetings. Thanks are due to the various archives and institutions where I have carried out research. All have treated me with courtesy and kindness and have been at pains to provide whatever help I requested. Schools, in particular, have been most responsive and all of those I approached were readily forthcoming with information. I personally visited a good number and it has been a pleasure and privilege to research at such wonderful places as Eton, Winchester and Charterhouse. I must particularly thank Angharad Meredith (Harrow), Dora Nash (The Oratory), David Kay (St. Edmund’s Ware), Gay Sturt (Dragon), Janeen Barker (Simon Langton) and Margaret Doyle (Clongowes) for their generous reception. A special thank-you is also due to Trinity College, Dublin, who have granted me invaluable access to their libraries throughout my studies. Three good friends must additionally be mentioned – Jackie & Ron Loader and Bill Dascombe. The Loaders have held a, quite unjustified, belief in my abilities all along and have been in no doubt that I would achieve success, even at those times when I thought it most unlikely. I’ve regularly complained to Bill Dascombe that I was facing a redraft, or being requested to deepen my analysis, or wrestling with formatting problems. He told me that both sheep and goats want to reach the top of the mountain, but only the goats will make it. His good advice was to ‘stop bleating and get on with it’. A final thank-you to my wife, Wendy, who has strongly encouraged me throughout. On occasions, she became a thesis widow whilst I went off to various repositories and then unsociably locked myself away to write up my findings. As in all other areas of my life she had been my steadfast partner, support, and friend. v Abbreviation Explanation AAD Archive of Art & Design, Victoria and Albert Museum ADR Ashplant, T.G., Dawson, G., and Roper, M. A&SH Argyll & Sutherland Highlanders BGA Bristol Grammar Archives BLI British Library BMD Births, Marriages, Deaths CCA Cheltenham College Archives CCB Clifton College Archives CHA Charterhouse Archives CHG Chatham House Grammar Archives DSA Dragon School (Oxford Preparatory) Archives DSO Distinguished Service Order ECA Eton College Archives HMC Headmasters’ Conference IHS A christogram forming an abbreviation for the name Jesus Christ KRRC King’s Royal Rifle Corps LMA London Metropolitan Archives MGS Maidstone Grammar Archives MTS Merchant Taylors’ School, London, Archives NAI National Archives of Ireland OBL Oxford University Bodleian Library vi Abbreviation Explanation ODNB Oxford Dictionary of National Biography OED Oxford English Dictionary OEs Old Etonians RCA Radley College Archives RSA Repton School Archives SGS Stamford Grammar Archives SJL St. John’s School Archives SLB Simon Langton Boys’ School Archives SPS St. Paul’s School Archives SSA Sherborne School Archives TNA The National Archives, Kew TPL The Pepys Library, Cambridge UCS University College School VC Victoria Cross WCA Winchester College Archives WSA Westminster School Archives vii Description Page(s) Great War/Boer War commemoration graphic…………………………. 33 Napoleonic memorials by type…………………………………………. 61 Napoleonic memorials by region………………………………………. 63 Napoleonic memorials by denomination………………………………... 63 Crimean memorials by type……………………………………………... 70 Crimean memorials by region…………………………………………... 71 Crimean memorials by denomination…………………………………... 71 Memorial types…………………………………………………………. 71 Parental occupations of men memorialised……………………………. 108 Non-commissioned/Other rank died…………………………………… 121 Commissioned ranks died……………………………………………… 121 All ranks died…………………………………………………………… 122 Distribution of schools…………………………………………………. 128 Casualty origins within the United Kingdom of Great Britain and Ireland 130 School deaths as a percentage of school population……………………. 152 Eton casualties October 1899-November 1900…………………………. 157 Boer War memorial types………………………………………………. 225 Memorial Supplier distance from schools……………………………… 233 Boer War memorials – school unveilers………………………………… 250 Boer War memorials – national unveilers………………………………. 250 viii Description Page(s) School unveilings by year 1900-1909…………………………………. 252 National unveilings by year 1900-1909…………………………………. 253 Religious affiliation of schools with memorials – 111 schools…………. 254 Locations of schools with memorials – 111 schools……………………. 254 Religious affiliation of schools with memorials – 60 schools…………. 255 Locations of schools with memorials – 60 schools……………………... 255 Categories of Boer War memorial………………………………………. 304 Categories of WWI memorial…………………………………………… 306 Monument type comparisons……………………………………………. 307 School unveilers Boer War……………………………………………… 310
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