WW1

In my last post I enthused about Peter Parker’s 1986 book – “The Old Lie” – the subject of which is the generation of young men who left England’s public schools to fight – and in many cases to die – in what became known in its immediate aftermath as ‘The Great War‘.

Parker’s thesis is that in great part the nation’s apparent excess of enthusiasm to go to war in Europe in the early part of the twentieth century arose from illusions whose roots lay the attitudes emanating from England’s great public schools. To understand why this should be the case he chooses (as might we also) to look back into the nineteenth century to determine how it was that these schools came to embody the ethos and ideals whence such notions arose.

Of the drivers for the widespread reform of the public schools that was effected during the nineteenth century two in particular are pertinent:

The first such was the influence on these schools of Thomas Arnold – head master of Rugby School from 1824 to 1841. Arnold’s avowed aim – of producing a “school of Christian gentlemen” – was to be achieved by the inculcation of his values of piety, discipline and high-mindedness into an elite coterie of upper school boys (Arnold has frequently been credited with the invention of the prefectorial system) who would then act as his instrument in shaping the younger boys, for whom Arnold personally had little time. So successful was this approach that as the ex-members of his Rugby elites spread out into the world (along with acolytes amongst the Rugby masters who subsequently applied for posts elsewhere) other schools rapidly adopted Arnold’s aims and methods.

The second driver was the Victorian policy of expansionism. As the Empire grew so did the need for the ‘right sort of chap‘ to enter the nation’s service in the administration of its far-flung territories. This (along with a slowly increasing militarism in the public schools which eventually found an echo in the extension of the Officers’ Training Corp (OTC) thereto) led to the espousal of values that promoted both a local and national patriotism – for house, school and country (in that order!).

It is perhaps in the nature of such establishments that these new values (new at least to the public schools!) were quickly subsumed in the mystique and self-mythologising which has long been their stock in trade – much of it based on Classical virtues and ideals (remembering of course that for the longest time such schools taught little other than the classics!). For the young adults in the sixth forms of these schools the notions of ‘good form’,’ playing the game’, ‘keeping a stiff upper lip’ and so forth became the mark of the man. By the time the continent slid inexorably into the cataclysm that was the First World War a generation of such young Christian gentlemen were eager to put their new-found values – and themselves – to the test… in the service of their (house, school and) country (still in that order!).

To understand how it was that influence of these developments within elite institutions spilled over into the outside world – touching those for whom an education at such an establishment was never an option – it must be remembered that the social structure of nineteenth century Britain was utterly hierarchical. Those in positions of influence and power still came largely from the upper classes that the public schools had been created to serve. Young boys of middle and working classes were encouraged to follow the example of their ‘betters; with the public school ideal being promoted as the quintessence. ‘The ‘school novel’ became a successful and popular genre and glowing articles in periodicals aimed at young men espoused the values and virtues of public school heroes much as did later ‘comics’ with sportsmen, explorers and astronauts.

The social hierarchy naturally extended into the armed forces. Officers came from privileged backgrounds – enlisted men did not. Though there might be a germ of truth in the widely held critique of the British infantry as being “Lions led by donkeys” (sent to their deaths by incompetent and indifferent leaders) and it is certainly true that some of those in positions of command did remain safely many miles behind the front lines, this was certainly not the case for the junior officers who led men on the ground.

Parker makes the chilling point that whereas the mortality rate for all Britons involved in the conflict was a little under 12%, for public school educated officers it was more than 17%. The eager young subalterns (armed only with a service revolver and wearing a distinctive uniform) leading their troops over the top presented all to easy a target for the German snipers, who were well aware that without the leadership of their officers the British infantry was literally headless.

At this remove we can but study the histories; or perhaps more appropriately to read the poetry, written by the young men themselves once disillusionment set in as the conflict progressed and the extent of the lie became apparent.

Many of these young men, however, went to their tragic deaths with no opportunity to gain such enlightenment.

I have recently finished reading Peter Parker’s 1987 book, ‘The Old Lie‘ – which is helpfully subtitled ‘The Great War and the Public School Ethos‘. I came to it – as happens with many of the tomes to which I am drawn – through a reference in another book, though I can no longer recall the details of that volume nor the context in which it referred to Peter Parker’s book.

For those perhaps unfamiliar – should such there yet be – the title refers to Wilfred Owen’s first world war poem, ‘Dulce et Decorum Est‘ – which ends:

My friend, you would not tell with such high zest
To children ardent for some desperate glory,
The old Lie: Dulce et decorum est
Pro patria mori.”

The Latin quote which Owen brands ‘The old lie‘ is by the Roman poet, Horace, and translates thus:

It is sweet and fitting to die for one’s country

It is necessary also to understand that the public schools of the subtitle are those of England and Wales, which are pretty much the antithesis of public schools anywhere else in the world. As Wikipedia informs us:

A public school in England and Wales is an older, student selective, fee-paying independent secondary school which caters primarily for children aged between 11 or 13 and 18. The term “public” should not be misunderstood to mean that these are public sector schools: they are in fact private sector. Traditionally, public schools were all-male boarding schools, although most now allow day pupils, and many have become either partially or fully co-educational.

Public schools emerged from charity schools established to educate poor scholars, the term “public” being used to indicate that access to them was not restricted on the basis of religion, occupation, or home location, and that they were subject to public management or control,in contrast to private schools which were run for the personal profit of the proprietors.

The Clarendon Commission of 1861 – a Royal Commission set up to investigate the state of the nine leading public schools in England – concerned itself with seven boarding schools (Eton, Charterhouse, Harrow, Rugby, Shrewsbury, Westminster and Winchester) and two day schools (St Paul’s and Merchant Taylors’). The ‘Public Schools Yearbook’ was published for the first time in 1889 – listing 30 schools – and by 1902 the publication further included all schools that were members of the Head Masters’ Conference (HMC).

Given that to obtain a commission in the armed forces at the turn of the twentieth century it was necessary to be wealthy, to be well educated and to come from the ‘right’ background it is little surprise that the great majority of the junior officers in the service at the start of the war had been educated in these schools. As the war progressed many more of them joined up directly from school and, even when the numbers required for the ever swelling force argued a widening of the constituency, this was achieved by offering ‘temporary’ commissions (for the duration of the war only) to those from the middle classes with grammar and independent school backgrounds.

The eagerness with which many Britons rushed to war in 1914 is widely recognised, and perhaps none were keener than those who had recently left – or were about to leave – England’s public schools. Even as the war progressed and the full horror of modern mechanical warfare became apparent there was no shortage of young men who believed that this moment in history was just that for which they had been born, raised and educated.

Just why these young men should have been so intoxicated by this zeal to serve and even, perchance, to die for their country is the subject of Peter Parker’s book. I will delve further there-into in a subsequent post.

My particular interest in this subject? I spent greater part of the last two decades working for two of the schools listed above and have many colleagues and friends who gave their service to the others.