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Mahaffey, Corinne Lydia (2004) the Fighting Profession: the Professionalization of the British Line Infantry Officer Corps, 1870-1902

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Mahaffey, Corinne Lydia (2004) the Fighting Profession: the Professionalization of the British Line Infantry Officer Corps, 1870-1902 Mahaffey, Corinne Lydia (2004) The fighting profession: the professionalization of the British Line Infantry Officer Corps, 1870-1902. PhD thesis. http://theses.gla.ac.uk/2558/ Copyright and moral rights for this thesis are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Glasgow Theses Service http://theses.gla.ac.uk/ [email protected] The Fighting Profession: The Professionalization of the British Line Infantry Officer Corps, 1870 - 1902 Corinne Lydia Mahaffey PhD Thesis Department of Modern History University of Glasgow June 2004 ©Corinne Lydia Mahaffey 14 June 2004 Abstract The following thesis is an examination of the professionalization of the British line infantry officer corps from 1870 to 1902. Beginning with a discussion of the extant theories of professionalization, it then looks at civil military relations and its relationship to the international situation in generaL The deployment of the line infantry at home and abroad is then analysed. Finally, the organisational changes made to produce professional structures for education, remuneration and promotion are discussed. This work contains 92,045 words, including footnotes, introduction and bibliography. Table of Contents ABSTRACT ...................................................................................................................................................... 2 TABLE OF CONTENTS ................................................................................................................................. 1 LIST OF TABLES AND CHARTS ................................................................................................................ 4 INTRODUCTION ............................................................................................................................................ 5 CHAPTER ONE PROFESSIONALISM, PROFESSIONALS AND PROFESSIONAL mEORIES .... 6 CHAPTER TWO COLONIAL DEFENCE OR HOME DEFENCE? ..................................................... 29 CHAPTER mREE REAL EXPERIENCE: mE DEPLOYMENT OF THE LINE INFANTRY ..... 53 CHAPTER FOUR EDUCATION AND PROMOTION ......................................................................... 102 CHAPTER FIVE PAY AND PENSIONS ................................................................................................. 164 CONCLUSION ............................................................................................................................................ 227 BIBLIOGRAPHY ........................................................................................................................................ 229 UNPUBLISHED SOURCES ............................................................................................................................ 229 PUBLISHED SOURCES ................................................................................................................................. 234 List of Tables and Charts Table 1 - Index of the Line Regiments Table 2 - Regions for Deployment Charts Chart 1 - Estimates and Expenditures 1870-1887 Chart 2 - Estimates and Expenditures 1889-1902 Chart 3 - Votes as a Percentage of Estimates: 1870-1887 Chart 4 - Votes as a Percentage of Estimates: 1889-1901 Chart 5 - Home and Colonies Establishment 1871-1902 Chart 6 - Home and Colonies Establishment: Officers Chart 7 - Indian Establishment Chart 8 - Indian Establishment: Officers Chart 9 - Deployment of all Regiments by Region Chart 10 - Deployment of Regiments 1 to 25 by Region Chart 11 - Deployment of Regiments 26 to 109 and the Rifle Brigade by Region Chart 12 - Deployment of all Regiments: India Chart 13 - Deployment of all Regiments: India (stacked chart) Chart 14 - Deployment of Regiments 1 to 25: India Chart 15 - Deployment of Regiments 26 to 109 and the Rifle Brigade: India Chart 16 - Number of Deployment Locations Each Year Chart 17 - All Regiments: Number of Years in Location (3D chart) Chart 18 - All Regiments: Number of Years in Location Chart 19 - Regiments 1 to 25: Number of Years in Location Chart 20 - Regiments 26 to 109 and the Rifle Brigade: Number of Years in Location Chart 21 - Moves Per Year Chart 22 - Regimental Moves as a Percentage of the Number of Battalions Tables and charts may be found at the end of the document. Introduction Compared to the ranks, the Victorian officer corps has been an enigmatic group. Little work has been done on the officer class; of what exists, most looks at their social antecedents or mentions them in passing, or with respect to other issues. Though histories do exist, no organisational study has been done, nor has the process of professionalization been looked into. This thesis attempts to rectify this, at least for the case of the line army officer corps. It will be argued that professionalization was a process of dialogue, and sometimes dictation, between the officer corps and the state. Officers disagreed among themselves over what professional reform was and what it was supposed to accomplish. This dialogue tended to result in efforts to solve the immediate problem, and to solve further problems as they appeared, rather than in any thinking further ahead for a more broad or integrated solution. This process produced and refined professional structures such as an educational system and a standard curriculum, and systems of remuneration and education-linked promotion. This thesis will also look at the deployment of the regiments so as to more clearly define the professional world within which they lived. I would like to take the opportunity to thank the following individuals and institutions for their assistance in making this work possible. Dr Jeremy Crang, Dr. Omissi, and the members of the Scottish Centre for War Studies, for their helpful comments; Bill Leeson and friends, for introducing me to the Kriegsspiel; the staffs of the Public Record Office, the Mitchell Library in Glasgow, the Library at the University of Glasgow, and the Library at the University of Calgary, Canada; the staff, both academic and clerical, at the Department of Modem History, University of Glasgow; the very patient staff of Graduate Studies; William Buckingham, who assisted me with last-minute research; my family, and especially my husband, for their unconditional support, and last, but certainly not least, my academic supervisor, Professor Hew Strachan, whose guidance, patience and advice were incalculable. Ce,rinne L Mahaffey, 2003 Chapter 1 6 CHAPTER ONE Professionalism, Professionals, and Professional Theory The contemporary standard of military professionalism was the German, and particularly the Prussian, army. There was general agreement among the European armies, including the British army, that the Prussian army was highly professional. That given, there was no agreement on either what aspects of the Prussian army to emulate, or how to incorporate those aspects into the British army. Was a general staff useful to Britain? Could it be grafted onto Britain's very different administrative structure without bringing other, unwanted, elements of the Prussian system with it? How relevant was German officer education, geared to the expectation that the German army would be a principal in a future major European war, to an army that was currently fighting in small formations against non-European opponents? It was by no means clear to the British how, or even what, elements of German professionalism were applicable to the British context. In the British context, the strategic question was whether the army should direct its efforts to the possibility of a continental war, in which Britain might send an expeditionary force and risked invasion, or the myriad small colonial wars the army faced every year. This is a professional issue in that the former implied that the army required a general staff and to emphasize mobilization plans and the administration and control of large formations in the field. The latter implied an emphasis on small unit tactics, and strategic logistics. Thus strategic questions became in tum issues of training. There was general agreement among British officers that they should be trained in their profession, and there was no question that they alone held the legal and constitutional right to act as military officers serving the crown. However, exactly what they should learn was a matter of debate. Should their education should include elements of a broader, liberal education, or be more narrowly focused on topics of direct relevance? How they should be trained was also an issue of debate. Was formal classroom training Corinne L Mahalfey, 2003 Chapter 1 (itself under debate) sufficient, or was direct experience of battle the only true teacher? They generally agreed that leadership was to some degree intrinsic, and therefore not entirely teachable. To the degree that it was teachable, it was taught in the public schools, which were increasingly the source of officers, and whose students were the sons of the upper middle class - the professionals, the businessmen, and the civil servants. This innate leadership ability was initially
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