The South African War

Lesson at a glance

Suitable for: Key stage 3, Key stage 4, Key stage 5

Time period: Early 20th Century 1901-1918, Victorians 1850-1901

Curriculum topics: The British Empire

Suggested inquiry questions: How did Britain conduct war in South Africa in 1899-1902? What was the impact of the war on the British public? How did the government use propaganda to justify the conflict?

Potential activities: Find out how the war was reported in Britain using contemporary newspapers; further research the significance of Emily Hobhouse in the history of the conflict

How did the British conduct war in 1899-1902?

For more than a century, some form of conflict had existed between Britain and the Boers in southern Africa, mainly over the amount of influence and expansionist ideas the former had in the area. In 1877, Britain had moved to annex the Transvaal Republic, bringing it under its control, and this eventually led to what is known as the First Boer War in 1880-1. After a number of defeats handed to the British, independence was restored but relations never recovered.

Tensions remained for a number of reasons. The immigration of large numbers of uitlanders (foreigners), largely because of a diamond rush, meant that these, mainly English-speaking, individuals soon came close to outnumbering the Boer population. Britain supported the rights of these uilanders and confrontations were common. Britain also continued to be expansionist in its outlook as it looked to control gold mining in the region and continued to attempt to bring the Transvaal and the Orange Free State under British control. This eventually culminated in the failed Jameson Raid in 1895.

Eventually, in 1899, Joseph Chamberlain, the British Colonial Secretary, demanded full voting rights for uilanders living in the Transvaal, and mobilised its military forces near the borders of the Transvaal and Orange Free State. The President of the South African Republic, Paul Kruger, issued an ultimatum which was rejected by the British government, leading to the declaration of war from Kruger and the Orange Free State.

Use this lesson to find out how the British civil and military authorities carried out the South African war in 1899-1902 and how the public responded to the conflict.


Tasks

Look at Source 1.

A report written by General Redvers Buller, Commander of British forces in South Africa, describing their defeat at Colenso during an attempt to cross the Tugela River, 15th December 1899, Catalogue ref: WO 32/7887.

  • Who is General Buller reporting to?
  • Why is he making this report?
  • How soon after the attack was this written?
  • According to Buller, what was the British plan of attack?
  • How did Boer forces halt the British artillery’s advance?
  • Did Buller consider the weather a factor in the British defeat?
  • During so called ‘Black Week’, the British were also defeated at the Battles of Magersfonein and Stormberg. Can you find out why the Boers were so successful?

Look at Source 2a.

A letter from Colonel Alexander Thorneycroft, who led the first British attack at the Battle of Spion Kop on 23-24 January 1900. The British were also defeated here with many casualties, Catalogue ref: WO 105/5

  • What does Thorneycroft’s letter reveal about the conditions soldiers experienced during battle?
  • What does the letter infer about British chance of success?
  • Can you use 4 words to describe the tone of the letter?
  • What does the letter tell us about the outcome of the battle?

Look at Source 2b.

Photograph of dead soldiers in trenches at Spion Kop, 26 January 1900, Catalogue re: COPY 1/452

  • What do the photograph and the letter tell us about British casualties during the battle?
  • Why do you think this photograph was taken?
  • How do you think it would have been received?
  • Which source is more useful to the historian researching the Battle at Spoin Kop? Explain your reasons.

Look at Source 3.

Art work called ‘Souvenir of Two Heroic Defences’, 1900, Catalogue ref: COPY 1/166.

This document comes from The National Archives copyright collection. It refers to the sieges of Ladysmith and Mafeking which both ended earlier that year. Ladysmith was besieged by Boer forces for 118 days, and suffered from food shortages and disease, before forces under commander of Redvers Buller broke through on 28 February. Mafeking was under siege for 217 days, and liberated on 17 May 1900, and turned British commander, Colonel Robert Baden-Powell, into a national hero.

  • Why do you think this souvenir image was produced?
  • What is the significance of the town hall and hospital in the image?
  • Why do you think that two frames were left blank at the top left and bottom right of the artwork?
  • How would you describe the scenery in the image?
  • In what ways could this source be viewed as propaganda for Britain’s role in Boer war and the British Empire?
  • Why do you think the artist wanted to ensure copyright for this artwork?

Look at Source 4a.

Original caption: ‘Photograph of crowds outside Mansion House on 19th May, 1900. Lombard Street in the background and portrait of Baden-Powell’. Catalogue ref: COPY 1/446/304

This photograph was taken in London after the siege of Mafeking was lifted in May 1900. You can spot left of centre, someone holding the portrait of Robert Baden-Powell.

  • How would you describe the scene shown in the photograph?
  • Why do you think people in Britain celebrated in this way when Mafeking was relieved?
  • How does the photograph suggest that Robert Baden-Powell was seen as a national hero?

Look at Source 4b.

Original caption: ‘Photograph: News vender with placard on which is “Express, Saturday May 19. Hurrah!! Mafeking Relieved. Papers under right arm, one in left hand. Contents bill on Pavement’. Catalogue ref: COPY 1/446/306

The 18th May came to be known as Mafeking Night, such was the expression of delight witnessed across the British Empire once British forces had arrived at Mafeking. These scenes even resulted in the addition of a new word to the English language, ‘to maffick’, meaning to celebrate with boisterous rejoicing and hilarious behaviour.

  • Can you describe the location of the photograph?
  • What makes it possible to date the photograph?
  • How is the fall of Mafeking recorded in this newspaper?
  • What do both photographs tell us about how people in Britain viewed the war at this time?

Look at Source 5a.

Original caption: ‘Photograph: Two boys selling papers: Relief of Mafeking’. Catalogue ref: COPY 1/446/320

This photograph was registered by a photographer on the 18th May 1900 who lived in Chelmsford, Essex.

  • How can we tell that photograph has be staged?
  • Why do you think this photograph was taken?
  • Does it reveal anything about the public reaction to the relief of Mafeking?
  • How useful is this to historians of the South African War?

Look at Source 5b.

Described as ‘Pearson’s Great Coloured War Sheet’ this image was created in 1900 and shows different scenes that relate to the war in South Africa. Catalogue ref: COPY 1/170

  • Describe 4 scenes shown in the source
  • Can you explain why some scenes have more prominence in the image?
  • What elements do you think are missing from the image? Can you explain why?
  • In what ways could this source be viewed as propaganda for Britain’s role in Boer war and the British Empire?

Look at Source 6.

Extracts from a memo to recruit more men into Imperial Yeomanry with details of requirements. Catalogue ref: WO 108/375

After the initial military disasters at the start of war in South Africa, it was necessary to raise a Mounted Infantry force. A mobile army, with soldiers who could fight on horseback was vital. British authorities recruited men from its colonies (mainly from southern Africa), and also from the United Kingdom. Those from Britain who joined the Imperial Yeomanry would probably not have otherwise joined the armed forces. Recruitment took place for three contingents throughout 1900 and 1901 and raised over 13,000 men.

  • How does the source infer the popularity of the Imperial Yeomanry?
  • What requirements were necessary for acceptance into the Imperial Yeomanry?
  • Why do you think mounted forces like the Imperial Yeomanry were used in South Africa?
  • What do you think made the Imperial Yeomanry popular among those who would not have ordinarily served in the armed forces?

Look at Source 7.

A monthly report on the political feelings amongst Boer prisoners of war held captive on the island of Bermuda in 1901. Catalogue ref: CO 37/237

Approximately 5,000 Boer prisoners were transferred to Bermuda during the course of the South African War, and were held on 5 small islands. Prisoners were split up according to their attitudes towards the war, and those who believed that the war should be continued against the British were held on Darrell’s Island, is a small island within the Great Sound (ocean inlet) of Bermuda.

  • Why do you think prisoners of war were sent as far away as Bermuda?
  • Why do you think prisoners were split up according to their attitudes towards the war?
  • What does Morrice say his opinion is of those who express a willingness to submit to British rule?
  • What motivations does he point to for active disloyalty amongst the Boers?
  • What does Morrice say about the subjects covered in correspondence sent by the prisoners?
  • Why do you think their letters home were checked?
  • What does this source infer about the treatment of prisoners by the British?

Look at Source 8.

Extracts 8a-d from a report ‘To the Committee of the Distress for South African Women and Children’, compiled and written by Emily Hobhouse to investigate the mistreatment of those held in British camps, which includes reports and letters after visiting many of them, 1901, Catalogue ref: WO 32/8061

The latter stages of the war had descended into guerrilla warfare, and refugee camps had initially been set up to shelter civilian families. The British policy, under Lord Kitchener, of burning farms and homesteads to prevent the Boers from accessing supplies soon resulted in an influx of civilians into these ‘concentration camps’ or refugee camps.In total, forty-five camps were built for Boer internees, and an additional sixty-four were built for black Africans. It is estimated that 26,000 Boer women and children died, as well as over 14,000 black inmates, mainly as a result of disease and malnutrition.

  • What do these extracts reveal about living conditions in these camps?

Read again those extracts which relate to individuals/families in camps. Explain the following:

  • Why were they brought to the camp?
  • What had they done?
  • Were other members of their family directly involved in the war in some way?
  • What was the state of their health whilst in the camp?
  • How does this system of ‘concentration camps’ represent a war against civilians?
  • What can be inferred about the impact of the war against the civilians of South Africa in terms of (a) its economy (b) its population (c) Boer fighters?

Look at Source 9a.

Photograph entitled ‘General view, Springfontein Camp’, 1901, Catalogue ref: CO 1069/215

  • Why do think that this photograph was taken?
  • What does this photograph suggest about the living conditions in and size of the camp?
  • What other sources would help to gain insight about camp conditions?

Look at Source 9b.

Photograph entitled ‘Hospital, Springfontein Camp’, 1901, Catalogue ref: CO 1069/215

  • Why do think that this photograph was taken?
  • What does this photograph suggest about the living conditions in and size of the camp?
  • What other sources would help to gain insight about camp conditions?

Look at Source 10.

Telegram from Lord Kitchener to the Secretary of State for War, 12 July 1901, Catalogue ref: WO 32/8061

After some public pressure, the British Government felt the need to improve living conditions in the ‘concentration camps’ and take better care of the inmates. This included submitting monthly figures of the number of men, women, and children held, and the number of those who had died that month. The record was broken down per region and numbers of men, women, and children.

[Note: This source uses language which is of its time however is entirely unacceptable and inappropriate today].

  • What can this source tell us about the conditions faced by people held in the camps?
  • What can the figures for each camp tell us about those who were mainly held in these camps?
  • Look at the number of deaths. What does this infer about those who suffered most? Can you explain your reasons?

Background

The conflict in South Africa can broadly be split into three phases, the first of which involving initial attacks by Boer forces on British held territory. This resulted in the sieges of the towns of Kimberley, Ladysmith, and Mafeking, and also the battles during, so-called, ‘Black Week’. Here, Boer forces beat British forces in a series of engagements at Stormberg, Magersfontein, Colenso, and Spion Kop. Before this, the British government were confident that a victory could be secured easily, but the defeats caused a drastic change in policy. The government called on able-bodied men to volunteer to serve their country, many answering this call, either joining the regular British Army, or amateur forces such as the Militia, Yeomanry, and Rifle Volunteers in order to demonstrate their patriotism. The change in thinking also resulted in the sacking of Sir Redvers Buller, who had been in charge of British forces during the conflict’s early stages, who was replaced by Lord Roberts.

Naturally, the number of British troops (as well as other troops from across the British Empire) increased and this is when the war entered its second phase. By the middle of 1900, after a series of offensives, the three sieges at Kimberley, Ladysmith, and Mafeking were successfully relieved, the latter resulting in an outpouring of jingoism and celebration in Great Britain. Thereafter, the British Army were also able to capture Natal, Cape Colony, and the Transvaal by the beginning of the summer 1900.

That year marked the high point for popular support for the war in Britain. This was expressed in a variety of ways, including the production of paintings, photographs, music, poetry, plays, and all kinds of ephemera. Soldiers were regularly celebrated as they boarded boats and trains bound for South Africa, and warmly welcomed with parties and banquets when they returned. Figures such as Robert Baden Powell, whose force had been besieged at Mafeking, and Lord Roberts, became national heroes.

The third stage lasted for two more years, and militarily became a guerrilla style war, rather than one fought as pitched battles. Boer Commandos would attack troop columns, ammunition depots, and railways before retreating, in order to frustrate British forces. A ‘scorched earth policy’, one designed to stop supplies from reaching the Boer guerrillas, was adopted by Lord Kitchener, which essentially destroyed much in the path of the British Army.

This policy also included the establishment of concentration camps, where many thousands of women and children would eventually die of malnutrition and disease. Public support for the war soon started to wane in Britain, especially after investigations and reports about the conditions in the camps were published by people like Emily Hobhouse, and when it became apparent that the war could not be won quickly.

Eventually though, Boer forces surrendered in May 1902, and the subsequent Treaty of Vereeniging absorbed the Transvaal and the Orange Free State into the British Empire, with the promise of future self-government. The conflict was Britain’s economically most costly since the Napoleonic Wars and resulted in 150,000 military casualties (killed and wounded) on both sides, as well as the deaths of tens of thousands of civilians, largely as a result of British actions.


Teachers' notes

This lesson is designed to introduce students to different historical sources relating to the conduct of British military operations during the South African War, as well as to the popular responses to the war in the United Kingdom.

Students are introduced to material produced for and by the civil and military authorities, ephemera created to celebrate British participation on the conflict, and to the work of individuals such as Emily Hobhouse.

Students can examine extracts from Hobhouse’s report to the Committee of the Distress for South African Women and Children, which investigated the conditions faced in British run concentration camps, and drew on interviews and witness testimony.

They also examine official military reports, and correspondence sent to and from prominent military figures, such as Sir Redvers Buller and Lord Kitchener, about the conduct of the war, and conditions experienced by British and colonial soldiers during the conflict.

Various photographs and artwork are also used as evidence of reactions to the conflict in the United Kingdom, including to events such as the relief of Ladysmith and Mafeking.

Students can work in pairs or small groups to study each source and report back to the whole class to discuss the answers to the questions. Alternatively, they can work through the tasks independently. Teachers may wish to break this lesson into two or more parts given the large number of sources to examine. All sources are transcribed and difficult language defined in square brackets.

In order to consider the theme of military conflict over time, students could also discuss the following extension questions relating to wider developments:

  • How did the nature of the conflict in South Africa differ from that experienced during the First World War?
  • What can the response to the South African War tell us about wider attitudes to the British Empire in the later 19th and early 20th centuries?

Sources

Illustration image: Photograph showing Boer War soldiers in Johannesburg, 1900, Catalogue ref: COPY 1/447

Source 1: A report written by General Redvers Buller, Commander of British forces in South Africa, describing their defeat at Colenso during an attempt to cross the Tugela River, 15th December 1899, Catalogue ref: WO 32/7887.

Source 2a: A letter from Colonel Alexander Thorneycroft, who led the first British attack at the Battle of Spion Kop on 23-24 January 1900. The British were also defeated here with many casualties, Catalogue ref: WO 105/5

Source 2b: Photograph of dead soldiers in trenches at Spion Kop, 26 January 1900, Catalogue re: COPY 1/452

Source 3: Art work called ‘Souvenir of Two Heroic Defences’, 1900, Catalogue ref: COPY 1/166.

Source 4a: A photograph with crowds outside Mansion House in London after the siege of Mafeking was lifted in May 1900. In the photograph, left of centre, someone is holding a portrait of Robert Baden-Powell. Catalogue ref: COPY 1/446/304

Source 4b: A photograph of a newspaper seller Catalogue ref: COPY 1/446/306

Source 5a: Photograph of two boys selling papers: Relief of Mafeking’, Catalogue ref: COPY 1/446/320

Source 5b: Described as ‘Pearson’s Great Coloured War Sheet’ this image was created in 1900 and shows different scenes that relate to the war in South Africa. Catalogue ref: COPY 1/170

Source 6: Extracts from a memo to recruit more men into Imperial Yeomanry with details of requirements. Catalogue ref: WO 108/375

Source 7: A monthly report on the political feelings amongst Boer prisoners of war held captive on the island of Bermuda in 1901. Catalogue ref: CO 37/237

Source 8: Extracts 8a-d from a report ‘To the Committee of the Distress for South African Women and Children’ by Emily Hobhouse to investigate the mistreatment of those held in British camps, 1901, Catalogue ref: WO 32/8061

Source 9a: Photograph entitled ‘General view, Springfontein Camp’, 1901, Catalogue ref: CO 1069/215

Source 9b: Photograph entitled ‘Hospital, Springfontein Camp’, 1901, Catalogue ref: CO 1069/215

Source 10: Telegram from Lord Kitchener to the Secretary of State for War, 12 July 1901, WO 32/8061


External links

History of Black week South Africa – 10th – 17th December 1899
https://historywm.com/films/a-black-week-for-the-british-army

Timeline and Photographs of the Boer War – The National Army Museum
https://www.nam.ac.uk/explore/boer-war

Sources and Key Events from South African History Online, including the role of black South Africans in the conflict
https://www.sahistory.org.za/article/second-anglo-boer-war-1899-1902

Connections to curriculum

Key stage 5

AQA A level History
The British Empire, c1857–1967: Imperial consolidation and Liberal rule, c1890–1914: Relations with indigenous peoples; challenges to British rule; the causes and consequences of the Boer War

Edexcel A level GCE History
The British experience of warfare, c1790–1918: The Second Boer War, 1899–1902

Key stage 4

OCR GCSE History SHP
Britain in Peace and War, 1900–1918
Differing attitudes towards the British Empire at the beginning of the twentieth century including responses to the Boer War

Key stage 3
Challenges for Britain, Europe and the wider world 1901 to the present day

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Lesson at a glance

Suitable for: Key stage 3, Key stage 4, Key stage 5

Time period: Early 20th Century 1901-1918, Victorians 1850-1901

Curriculum topics: The British Empire

Suggested inquiry questions: How did Britain conduct war in South Africa in 1899-1902? What was the impact of the war on the British public? How did the government use propaganda to justify the conflict?

Potential activities: Find out how the war was reported in Britain using contemporary newspapers; further research the significance of Emily Hobhouse in the history of the conflict