The Late 18th Century and the British Army

In the late 18th century, military commissions were often purchased by wealthy fathers as a means of securing a future for their sons. However, this practice did not guarantee that the newly appointed officers had the necessary knowledge and skills to lead an army effectively. Often, these officers were ill-prepared, and their experiences in battle could be hit and miss.

Amateur Officers and Professional Standards

At the time, many of the officers in the British infantry and cavalry were considered amateurs. The concept of a professional military officer was still in its infancy. Some senior officers, who had gained experience through various campaigns and were conscientious in their duties, could be considered professional. However, this was not the norm.

The officers in the engineering and artillery branches, on the other hand, received formal training at a school set up at Woolwich. Entry and promotion in these branches were based on merit, attracting men from a wider range of social backgrounds, including those from poorer families.

The Elite Elite: The Well-to-Do Officers

When it came to the cavalry and infantry, the officers were among the more wealthy segments of society—often the spare sons of aristocrats, the landed gentry, and well-to-do families. These officers spent their time hunting, shooting, and fishing, activities that allegedly bred courage and provided a suitable training ground for war.

These officers were expected to be natural leaders, and their leadership abilities were often taken for granted. Foreign enemies were often seen as inferior, and this echoed the belief that such officers were every bit superior. Reflective officers like the Duke of Wellington and Lord Moore recognized the limitations of this assumption, but the social hierarchy ensured that officers from higher echelons often had a preferential position.

Day-to-Day Operations and Experience

Unfortunately, many of these officers did little actual soldiering; they attended drills and parades but relied on senior NCOs to run their units on a day-to-day basis. Wellington, during the Peninsular War, frequently complained about his officers requesting lengthy leaves to attend the London social season, among other reasons.

The learning process for these officers was largely through observation of their peers, experience in campaigns, and hands-on practice on the battlefield. Thus, the education of these officers was more about practical experience and trial and error rather than formal classroom instruction.

In conclusion, the late 18th century British Army was a complex place, where social status often dictated one's place in the military hierarchy, and the reality of military life sometimes fell far short of the romanticized image portrayed by many officers. Understanding the challenges they faced provides valuable insight into the nature of military service and leadership in an era when readiness and effectiveness often remained elusive.