The Somme: 90

Capt Eric Norman Frankland Bell, killed on July 1, 1916, was posthumously awarded the Victoria Cross for heroism:

When our front line was hung up by enfilading machine gun fire Captain Bell crept forward and shot the machine gunner. Later, on no less than three occasions, when our bombing [grenade] parties, which were clearing the
enemy’s trenches, were unable to advance, he went forward alone and threw Trench Mortar bombs among the enemy. When he had no more bombs available he stood on the parapet, under intense fire, and used a rifle with great coolness and effect on the enemy advancing to counter-attack. Finally he was killed rallying and reorganising infantry parties which had lost their officers.

The 12th Royal Irish Rifles (Central Antrims) were decimated when they went into battle for the first time on July 1, 1916:

German infantry was now filtering in from the flanks and soon the Ulstermen in both battalions were under fire from both sides and their front. The situation was even worse for those fighting grim little actions in the German trenches – they were also in danger of being totally cut off from their only avenue of escape. Nevertheless, the remnants of the Rifles twice re-formed under fire and renewed the attack. Led by the remaining officers they advanced but as the bodies began to cover no-man’s land, all chances of a successful attack melted way.

The men planning the July 1, 1916 attack wanted to take the pressure off of their French allies, who were being bled to death at Verdun. This was a rational strategic aim. The planning, however, was on a scale and of a complexity that they were not yet equipped to handle. Britain’s Army commander, Gen. Douglas Haig, was unable to provide unity of command or proper direction. The preparation for the attack proceeded in an ad hoc and extemporized fashion:

In the weeks before the assault on 1 July 1916 Haig visited all his divisions as was his duty and right. ? He did not pursue to an issue some of the vital and disturbing insights that he gained from these visits. These were that the quality of the infantry’s patrolling was uneven, that some divisions were aware that the pre-battle bombardment was not being effective in destroying the resistance of the enemy to fighting patrols, that some divisional commanders were concerned about the problem of crossing No Man’s Land despite the bombardment and, lastly, that the wide variation in the artillery plans for the actual assault directly reflected the degree of enlightenment of the several divisional commanders on these questions. ?

Some divisions planned a rapid advance with little hard fighting; others prepared to fight their way through the first German defence system. XIII Corps on the right flank and XV Corps next to them were two corps that treated the German defences seriously. They were the only two corps to achieve success. The former reached all its objectives on 1 July.

(From Fire Power: The British Army – Weapons and Theories of War, 1904-1945 by Shelford Bidwell and Dominick Graham.) Note that the units that prepared properly succeeded. Those that did not, died in droves, like the Irish troops mentioned above. Unfortunately, at this stage, there was not yet a consensus about what constituted proper preparation, and the administrative machinery was not in place to impose consistency, even if there had been.

People derive various “lessons” from the history of the Somme battle, especially its first ghastly day, on which the British suffered 19,240 dead, 35,493 wounded, 2,152 missing and 585 prisoners for a total loss of 57,470. (From Wikipedia.) One is that the officers in command were “donkeys”, incompetents, who blundered in ways that common sense could have prevented. We have been taught to shake our heads in disdain at these dunderheaded officers.

The more modern scholarship tells a more worrisome tale, a tragic tale in which the commanders did about as well as they could have. They were not donkeys, they were not particularly stupid or deluded. They were doing, in most cases, what they believed to be right, and they could usually point to some coherent reason for their thinking. And yet they produced a disaster. Why?

They simply did not yet have the skills and knowledge to conduct war successfully under then-prevailing conditions. The senior officers were in the unenviable position of living at the time of technological revolution in military affairs. Moreover, they were the unhappy recipients of a new assignment from their government after the entente of 1904: Continue being an underfunded, all volunteer, imperial constabularly, but also prepare to fight on the Continent against the massive, well-trained, well-equipped conscript army of Germany. Not surprisingly, they did not do well faced with radical change and an incoherent mission. And their failures cost many thousands of lives

However, a forgotten fact is that the British officers, at all levels, learned from the disaster. Within days, even hours, they were performing better ? those who survived. But don’t take it from me. The German memoir writers demonstrate nothing but fear and respect toward the British, especially their artillery. (See, e.g. Through German Eyes: The British and the Somme 1916 by Christopher Duffy.) The British and Empire forces waxed mightily during the war after the disaster of July 1, 1916. They were constantly learning and improving in skill and training, and introducing novel and deadly weapons. They had become a formidable force by 1918. It was in the main the British Army which ultimately won the war in a remarkable 100 days of aggressive offensives culminating in the Armistice. This was probably the greatest campaign fought by the British and Empire Armies in their history. No one now remembers that 100 days, or virtually no one. Why?

Because of how the war is remembered. Another purported lesson is that the First World War was in general a stupid idea, a waste, a pointless squandering of lives. This view led to a strongly pacifist stance regarding future military actions. But the men who fought in it did not think they were fools who fought for a worthless cause. They believed in the justice of their cause. The British public shared this view for some years after the war, too, believing that Britain had paid an awful price to defeat a great evil. It took a concentrated and persistent propaganda campaign by the intellectual community in Britain to finally get the idea that the sacrifices were wasted to be generally accepted.

The people who actually fought in it were better judges of its meaning. Opposing the German Empire, which destroyed the long Victorian-Edwardian peace of Europe by unprovoked and aggressive war, justified only by power, was a morally just cause. The cost and the methods employed are other questions. But the British were on the morally right side of the war.

What people believe is determined by who writes the history, and what is taught, and what agenda is being served. The entire history of World War I in the English-speaking world has been presented as one continuous First Day on the Somme. It wasn’t. And the men who died in the battle did not die for nothing, but in the service of a worthy cause.

Photos from the Pacific War

I neglected to post this in time for Memorial Day but I think it will still be interesting.

The photos are here.

I know nothing about them beyond what’s written in the brief explanation that appears at the top of the gallery. However, most of the images are self-explanatory.

So, How Would You Teach a Course on World War I?

A friend teaches at a State University. He is going to be teaching a one credit course on World War I, which he has never taught before. He described his students as moderately smart but not very knowledgeable about history. He plans to use All Quiet On the Western Front as his main text and a bunch of articles and excerpts, plus lectures. I offered my thoughts about how I would teach such a course. Since our readers seem to like posts which recommend books, I thought this might be of interest.

A course on World War I taught to moderately intelligent undergraduates, using All Quiet on the Western Front, and some short articles or excerpts for the rest of the readings, could be done very nicely. Even a very limited intro to WWI will do any kid a lot of good. You cannot understand the modern world without understanding something about WWI.

A number of thoughts spring to mind, especially Lord Acton’s timeless dictum, “study problems, not periods”. So, World War I should be taught as a tangle of problems within a framework of known facts (names, dates, locations and events, which WILL be on the test). Assuming twelve classes, here is my seat of the pants take on what I would do. Further mulling would of course lead to revisions, but this is what occurs to me.

The comment you made about the war, which I agree with absolutely, would be the theme of the class: This is where it all went wrong.

Read more

“Men Against Tanks”

Via Lex, a German WWII training film in two parts:

Part 1

Part 2

A far more important anniversary

April 9 was the 200th anniversary of the birth of Isambard Kingdom Brunel, which required a special trip to Paddington railway station, it being the nearest surviving monument to the man’s genius.

As Richard Savill wrote in the Daily Telegraph a few days before that:

“The vision of Brunel – who by the time of his death in 1859, aged 53, had built 25 railway lines, more than 100 bridges and three ships – helped transform the West Country during the Victorian era.”

It also helped to transform Britain, as Richard Alleyne pointed out on the same day:

“Along with a handful of other industrialists he transformed the country from a traditional, rural, agrarian economy to a modern, urban, industrial one. By the time of his death, it was the industrial superpower of the world.”

A legacy to be proud of and a man, whose loss to Britain cost France dear. His father was an immigrant to Britain and himself a notable engineer. Isambard Kingdom was part educated in France but trained on his father’s projects. He was injured on one of them and spent his convalescence in Bristol, thus starting his very fruitful career in the West Country.

Still I can’t help wondering about a comment made by Andrew Kelly, the director of Brunel 200:

“Although Brunel was born 200 years ago, his influence remains with us in Britain today.

We hope that by showcasing his huge breadth of mind, and how he excelled as an engineer, ship designer, architect, surveyor and artist, we will encourage the Brunels of the future to adopt his ‘can do’ attitude and determination to achieve.”

I appreciate the need to encourage the Brunels of the future but what makes the man think that someone born 200 years ago is of little relevance. I seem to recall that in a recent BBC poll for the greatest Englishman, Brunel came second to Sir Winston Churchill.

Mr Kelly must realize, surely, that apologizing for the past is not the way to build the future. He could start by meditating on Edmund Burke’s sayings.

Cross-posted (mostly) from the Conservative History Journal