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The Army Schoolmaster and the Development of Elementary Education in the Army, 1812-1920

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The Army Schoolmaster and the Development of Elementary Education in the Army, 1812-1920 THE ARMY SCHOOLMASTER AND THE DEVELOPMENT OF ELEMENTARY EDUCATION IN THE ARMY, 1812-1920 by ELAINE ANN SMITH Submitted in accordance with the requirements for the Doctor of Philosophy, Institute of Education, University of London 1 ABSTRACT THE ARMY SCHOOLMASTER AND THE DEVELOPMENT OF ELEMENTARY EDUCATION IN THE ARMY, 1812-1920 It may appear to be somewhat incongruous that the Army, whose primary funct i on has been to prepare for war, shou 1d have been one of the earliest advocates of organized elementary education. Yet its i mpo rtance is someth i ng the Army has long recogn i zed. Soon after the Restoration in 1660, and perhaps even before, some regiments engaged masters to instruct their soldiers and also their offspring. Over the next 150 years an increasing number of command i ng offi cers appoi nted a su i tab 1e NCO to act as schoolmaster to the regiment, before the reforms of 1812 compelled them to do so. In 1846 civilians also became eligible to enlist as Army schoolmasters. Together they became members of the Corps of Army Schoolmasters which survived for nearly three-quarters of a century. This the sis con sid e r s the r ole 0 f the Army s c h0 0 1rna s t e r , his training and conditions of service, with particular reference to the period 1812 to 1920. Although not a comparative study it notes, where relevant, developments in the field of civilian elementary education. It does not consider the Army schoolmi stress, who taught the infants, except when her work impinges upon that of the schoolmaster; this subject has been the focus of another study. The thesis is divided into three sections. The opening section is essentially a chronological account of, first, the origins and development of Army education up to and including the formation of the Co rps of Army Schoo 1mas te rs in 1846 and, second, the system of training for that Corps provided throughout the period. The second section considers the variety of pupils that the Army schoolmaster was required to instruct and his responsibilities for the formal education of adults and older children. It also con sid e r s his w0 r kin the fie 1d 0 fin forma 1 ed ucat ion a 1 activities; the organizational framework in which he operated and the system of inspection; and, finally, his status and conditions of service. The third section considers the role of the Army 2 -------""'i1£-,_'__ _ schoolmaster during the First World War and how, as a result of that conflict, an enlarged Army Educational Corps, with a wider remit, superseded the Corps of Army Schoolmasters in 1920. 3 TABLE OF CONTENTS PART 1 PAGE CHAPTER 1: THE ARMY TRADITION OF ELEMENTARY EDUCATION 11 1. The Origins of Army Education. 12 2. The Early Regimental Schools. 13 3. The Reason Why Regimental Schools were Established. 18 4. Developments in Civilian Elementary Education. 25 5. Official Recognition of the Regimental Schools, 1812. 30 CHAPTER 2: THE ARMY SCHOOLMASTER'S TRAINING, 1812-46 46 1. Dr Bell IS Monitorial System at the Royal Military Asylum, Chelsea. 47 2. Training the Army Schoolmaster, 1812-46. 54 CHAPTER 3: THE 'GOLDEN ERA' OF ARMY EDUCATION 67 1. The Revd G R Gleig (1796-1888). 68 2. 1846: 'A Momentous Year'. 82 3. Reform and Reaction. 86 CHAPTER 4: THE ARMY SCHOOLMASTER'S TRAINING, 1847-1914 98 1. Recruitment into the Corps of Army Schoolmasters. 98 2. Training at the Normal School, Chelsea, 1847-87. 106 3. Closure of the Normal School. 113 PART 2 CHAPTER 5: THE RAW MATERIAL: THE SOLDIER-PUPIL 133 1. An Unpopular Profession. 134 2. Reasons for Enlistment. 142 3. The Quality of the Recruit. 144 CHAPTER 6: FORMAL EDUCATION 160 1. The Adult School: 160 4 a. Education for Promotion. 160 b. Education of the Recruit. 169 c. Education of the Boy Soldier. 171 2. The Grown Children's School. 172 3. Conclusion. 184 CHAPTER 7: INFORMAL EDUCATION 197 1. The Need for Informal Education. 197 2. Reforms: Social and Sporting. 200 3. Lectures and Illustrated Talks. 203 4. Readings and Concerts. 205 5. Recreation Rooms and Libraries. 206 CHAPTER 8: THE DIRECTION AND INSPECTION OF ARMY SCHOOLS AND SCHOOLMASTERS 222 1. Control of Army Schools and Army Schoolmasters. 222 2. Inspection of Army Schools. 232 3. Inspection of the Elder Children's Schools. 238 4. Inspection of the Adult Schools. 245 5. Conclusion. 248 CHAPTER 9: THE ARMY SCHOOLMASTER'S STATUS AND CONDITIONS OF SERVICE 263 1. Schoolmaster Blackman's First Day. 264 2. Long Hours and Growing Responsibilities. 265 3. The Schoolmaster's Environment and Resources. 269 4. Pay, Rank and Promotion Prospects. 273 PART 3 CHAPTER 10: THE FIRST WORLD WAR AND THE ESTABLISHMENT OF THE ARMY EDUCATIONAL CORPS 296 1. An Education Scheme for a Citizen Army. 297 2. The Wartime Role of Members of the Corps of Army Schoolmasters. 305 3. The Founding of the Army Educational Corps in 1920. 309 5 4. The Army Educational Corps: its Vision in 1920. 315 5. The Army Educational Corps: its Role and Composition, 1920. 318 6. The Future of the Army Educational Corps and Ex-members of the Corps of Army Schoolmasters. 323 CHAPTER 11: CONCLUSION 336 1. The Growth of a System. 337 2. An Assessment. 347 6 APPENDICES 357 A. Secretaries-at-War during the nineteenth century. 358 B. General Orders, Horse Guards, 1 January 1812. 359 C. Extracts from the examination papers for candidates for admission to the Normal School, Chelsea, January 1861. 361 D. The system of study and instruction to be followed in the Normal School of the Royal Military Asylum, 1849. 363 E. Normal School, Royal Military Asylum, Chelsea, timetable, 1849. 365 F. Establishments, increases and decreases in forces, 1859-98. 367 G. The occupational background of recruits. 368 H. Provisional classification of books and subjects for adult schools, 1857. 369 I. Army certificates of education, 1860. 371 J. Levels of literacy, 1858-68: a comparative table. 372 K. Army certificates of education: subjects and scope, Classes 1 to 4, 1882. 373 L. Second class certificate of Army education and Standard V: a comparative table, 1893. 374 M. Army certificates of education: subjects and scope, Classes 1 to 3, 1888. 375 N. Army certificates of education: subjects and scope, Classes 1 to 3, 1906. 376 O. Classification of books and subjects for children's schools. 377 P. War Office departments, 1870. 378 Q. The place of Army schools in the War Office, following the Esher Reforms of 1904. 379 R. War Office organization, 1893. 380 S. Direction of Army schools, 1914. 381 T. Inspection of Army schools at home, 1865. 382 U. Examination for Army certificates of education: allocation of marks, 1888. 383 V. Special Army certificate of education. 384 W. Army certificates of education, 1921. 385 7 BIBLIOGRAPHY 387 PRIMARY SOURCES 388 A. MANUSCRIPT COLLECTIONS 388 1. Public Record Office, Kew, London. 388 2. Scottish Record Office, Edinburgh. 393 3. National Library of Scotland, Edinburgh. 393 4. Bodleian Library, Oxford. 393 5. Royal Army Chaplains' Department Centre, Bagshot Park, Surrey. 394 6. MOD Library, London. 394 7. The Royal Army Educational Corps Archives, Wilton Park, Beaconsfield, Bucks. 395 8. The National Society Record Office, Bermondsey, London. 396 9. Private Correspondence. 396 B. OFFICIAL ARMY PUBLICATIONS 396 1. Orders and Circulars. 396 2. Regulations and Instructions. 397 3. Royal Warrants. 398 4. Manuals. 398 5. The War Office List and Directory. 399 C. REPORTS AND INSTRUCTIONS 399 D. PARLIAMENTARY DEBATES 401 E. PARLIAMENTARY PAPERS 402 F. JOURNALS AND PERIODICALS 404 G. CONTEMPORARY BOOKS 405 H. NEWSPAPERS 407 I • UNPUBLISHED MEMOIRS 407 SECONDARY SOURCES 408 A. BOOKS 408 B. JOURNALS AND PERIODICALS 412 C. UNPUBLISHED THESES AND DISSERTATIONS 415 8 ACKNOWLEDGEMENTS I would like to thank everyone who has helped me in the preparation of this thesis. In particular, I would like to express my gratitude to Professor P Gordon, Department of History, Humanities and Philosophy, Institute of Education, University of London, who supervised my research work and guided me towards its completion, and to my father, Professor Colin Smith, for his continual advice and encouragement. I wi sh to thank the Corrrnandant, Roya 1 Army Educa tiona 1 Corps Centre, Wilton Park, Beaconsfield (re-titled College of Military Education and Training Services, in 1992); the Chaplain-General and his s ta ff at the Roya 1 Army Chap 1a ins I Department Centre, Bagshot Park, Surrey, and The Revd Ian Pearson, archivist for the Na tiona 1 Soc i ety IS reco rds at South Be rmondsey, London, fo r so wi 11 i ng 1Y P1 a c i ng the ira r chi val rna t e ria 1 a t my dis P0 sal • I am also indebted to Mrs J Blacklaw, MOD Library, London and to the staff of Prince Consort's Library, Aldershot. Finally, I would like to thank Colonel Colin Davies for painstakingly reading the final draft, and the staff of the Headquarters, Director Educational and Training Services(Army), for their endless patience in the typing of this thesis. 9 ABBREVIATIONS AAG Assistant Adjutant-General AEC Army Educational Corps AG Adjutant-General AGC(ETS) Adjutant-General 's Corps (Educational & Training Services) CIGS Chief of the Imperial General Staff CME Council of Military Education DGME Director-General of Military Education GHQ General Headquarters GOC General Officer Commanding NCO Non-Commissioned Officer PP Parliamentary Papers PRO Public Record Office RA Ch D Royal Army Chaplains' Department RAEC Royal Army Educational Corps RHMS Royal Hibernian Military School RMA Royal Military Asylum SRO Scottish Record Office WO War Office YMCA Young Men's Christian Association 10 CHAPTER 1: THE ARMY TRADITION OF ELEMENTARY EDUCATION There was a time when Mars and Minerva were complete strangers but that was long ago.
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