Paper 3, Option 35.2: The British experience of warfare, c1790–1918 - 1 Changes in organising the military — Edexcel A-Level History
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Paper 3, Option 35.2: The British experience of warfare, c1790–1918 - 1 Changes in organising the military explained
Paper 3, Option 35.2: The British experience of warfare, c1790–1918 - 1 Changes in organising the military covers 2 specification points, including Improvements to army organisation, ordnance… and Impressment, volunteers and conscripts (key….
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The military and reasons for changes 1790-1918: improvements to army organisation, ordnance and supplies (key developments: McNeill-Tulloch Report 1855, Cardwell's army reforms 1868-74, Haldane's army reforms 1905-12). The navy and changes in organisation: decommissioning ships and reduction in the size of the navy after 1815; the significance of the shift from sail to steam; government reforms (key developments: Graham’s reforms 1832, Fisher's reforms at the Admiralty 1904-10).
Between 1790 and 1918, warfare forced Britain to reorganise its army and navy. Army reform began with the McNeill-Tulloch Report (1855), which exposed supply failures in the Crimean War and led to improvements in ordnance and logistics. Cardwell's reforms (1868–74) abolished flogging and purchase of commissions, created linked battalions and a reserve, and shortened service. Haldane's reforms (1905–12) established the Territorial Force, the Expeditionary Force, and a General Staff. For the navy, after 1815 many ships were decommissioned and the fleet reduced. The shift from sail to steam changed ship design, coaling, and global reach. Graham's reforms (1832) improved naval administration, while Fisher's reforms (1904–10) introduced the Dreadnought, scrapped obsolete ships, and reorganised the fleet.
The recruitment of the fighting forces 1790-1918: impressment, volunteers and conscripts (key development: conscription 1916).
Between 1790 and 1918, Britain recruited fighting forces through impressment, volunteering and conscription. Impressment, used mainly by the Royal Navy, involved seizing men for service; it was unpopular and declined after the Napoleonic Wars. Volunteering relied on patriotism, bounties and local recruitment, but could not meet the huge demands of total war. The key development was conscription in 1916: the Military Service Act introduced compulsory enlistment for single men, later extended to married men. This shift from voluntary to compulsory service transformed the scale and organisation of the armed forces, with profound social and political effects. Students should compare these methods and assess their effectiveness and impact.
Your focus
- Describe the key army reforms from 1855 to 1912 and their purposes.
- Explain the reasons for naval reduction after 1815 and the significance of the shift from sail to steam.
- Assess the impact of Graham's and Fisher's reforms on naval organisation and effectiveness.
Show all 6 objectives
- Describe the methods of impressment, volunteering and conscription used between 1790 and 1918.
- Analyse the reasons for the shift from voluntary to compulsory recruitment, with reference to the 1916 Military Service Act.
- Evaluate the significance of conscription for the British war effort and society.
Paper 3, Option 35.2: The British experience of warfare, c1790–1918 - 1 Changes in organising the military flashcards
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Impressment
Paper 3, Option 35.2: The British experience of warfare, c1790–1918 - 1 Changes in organising the military exam tips
Marking Points
- Explains the McNeill-Tulloch Report as a response to Crimean War supply failures and its impact on army organisation and ordnance.
- Analyses Cardwell's reforms: abolition of purchase, linked battalions, reserve forces, and shorter service, and their effect on army efficiency.
- Evaluates Haldane's reforms: creation of the Territorial Force, British Expeditionary Force, and General Staff, and their role in preparing for modern war.
- Explains the post-1815 reduction of the navy: decommissioning of ships and reduction in personnel, and the reasons for this.
- Assesses the significance of the shift from sail to steam: changes in propulsion, coaling stations, speed, and global strategy.
- Examines Graham's reforms (1832) as an early attempt to improve naval administration and efficiency.
- Evaluates Fisher's reforms (1904–10): the Dreadnought, scrapping of obsolete ships, and redistribution of the fleet to meet German naval threat.
- Explain impressment: its use by the Royal Navy, methods such as press gangs, and its limitations and decline.
- Analyse volunteering: motivations such as patriotism, duty, adventure, and the role of propaganda and the 'Pals' battalions.
- Describe conscription: the 1916 Military Service Act, initial terms (single men 18–41), later extensions, and exemptions.
- Compare the three methods: scale, effectiveness, and impact on society and the war effort.
- Assess the significance of conscription as a turning point in the relationship between state and citizen.
Examiner Tips
- 💡Create a timeline of key reforms to avoid chronological confusion.
- 💡For each reform, note the problem it addressed and its impact, as this supports analysis.
- 💡Compare army and navy reforms to show understanding of common pressures such as technology and war.
- 💡Use specific terms like 'purchase of commissions', 'linked battalions', 'Dreadnought', and 'Territorial Force' accurately.
- 💡Practise essay planning on the reasons for change, grouping political, military, and technological factors.
- 💡Use specific dates and terms, such as the 1916 Military Service Act, to demonstrate precise knowledge.
- 💡Compare the methods explicitly, discussing strengths and weaknesses of each in meeting manpower needs.
- 💡Link recruitment changes to broader themes like government power, public opinion, and total war.
Common Mistakes
- Confusing the McNeill-Tulloch Report with a later reform; correction: place it in 1855 and link it to the Crimean War.
- Assuming Cardwell's reforms were solely about abolishing purchase; correction: include linked battalions, reserve, and short service.
- Overlooking the naval reductions after 1815; correction: explain decommissioning and reduction in size as a peace dividend.
- Treating the shift from sail to steam as immediate and total; correction: note the gradual transition and continued use of sail into the 1860s.
- Attributing all naval reform to Fisher; correction: include Graham's earlier administrative reforms.
- Confusing impressment with conscription: impressment was a form of forced naval recruitment, while conscription was a government policy of compulsory military service for all eligible men.
- Assuming volunteering alone was sufficient throughout the war: volunteering initially boosted numbers but could not sustain the required manpower, leading to conscription.
- Misunderstanding the scope of the 1916 Military Service Act: it initially applied to single men, not all men, and was later extended to married men.