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ArticlesIn doing this Practical MilitaryHistory would improve ‘old’ militaryhistory and be in a position to make acontribution to the relatively new fieldof battlefield archaeology andinterpretation. For example,something as simple as understandinghow the New Model Army was paidhas already lead to an accuratestatement of that army’s strength andthus its deployment at Naseby(Blackmore 2003: 3; Evans 2007: 30,58–61). It could also help theinterpretation of warfare and itsassociated material culture inmuseums.In addition to a combat orientatedknowledge this sort of study woulddeliver knowledge of what might betermed the non-combat practices ofthe army. This would result in aclearer understanding of the way oflife of soldiers, how and whycampaigns were conducted as theywere. This is where Practical MilitaryHistory could have a beneficial effecton ‘new’ military history. Mostobviously it would reveal practices thatwould impact on the local people,economy and landscape. A deeperunderstanding of a soldier’s way of lifewould lead to a greater level ofempathy. The social history aspect ofthe army would be more easilyunderstood.It would not be possible to do morethan introduce students to the conceptof Practical Military History, having, asit does, an application to any army inany period. However, an effectiveintroduction could be achieved throughthe study of one army in one or twoperiods where contemporary materialis readily available along with thenecessary expertise to explain it. Mostobviously, in the United Kingdom, theEnglish Civil Wars and the mid-18thcentury suggest themselves aspossibilities. Contemporary material isreadily available through Early EnglishBooks on Line and Eighteenth CenturyCollections Online. There are anumber of English Civil War sitesready for study, particularly Nasebyand although a little remote thebattlefields Culloden has been subjectWhether undertaken asa part of formaluniversity teaching or asadult education inmuseums PracticalMilitary History couldonly help to deepenunderstanding of pasteventsto considerable archaeological study inrecent years. Both sites are associatedwith contrasting museum projects. Inthe United Sates of America theAmerican War of Independence or theAmerican Civil War would provideopportunities for study. The 18thcentury would also provide richopportunities in Europe.Whether undertaken as a part offormal university teaching or as adulteducation in museums PracticalMilitary History could only help todeepen understanding of past events.It can bring together bring togetheracademics, curators and re-enactorsin an alliance that could only benefitall involved and the subject of militaryhistory. As an approach to history thatcould be applied in other fields itoffers military history the opportunityto be at the forefront of history ratherthen the poor relation that no onetalks about.ReferencesBlackmore D 2003 ‘Counting the NewModel Army’. Civil War Times: 58.Leigh on Sea.Bland H 1727 Treatise of MilitaryDiscipline. London.Chambers J W 1991 ConferenceReview Essay: The New MilitaryHistory: Myth and Reality. TheJournal of Military History: 55, 3(July).Chandler D 1990 The Art of Warfare inthe age of Marlborough.Staplehurst.Childs J 1991 The Nine Years’ War andthe British Army, 1688–1697.Manchester.Evans M M 2007 Naseby 1645, TheTriumph of the New Model Army.Oxford.Nosworthy B 1992 The Anatomy ofVictory, Battle Tactics 1689–1763.New York.Nosworthy B 1997 Battle Tactics ofNapoleon and his Enemies.London, paper back edition.Paret P 1991 ‘The New MilitaryHistory’. In Parameters, The USArmy’s Senior ProfessionalJournal.Pargellis S 1936 ‘Braddock’s Defeat’.The American Historical Review:41, 2 (January).Reid S 2000 Wolfe, The Career ofGeneral James Wolfe fromCulloden to Quebec. Staplehurst.Tatum W P 2007 ‘Challenging the NewMilitary History: The Case ofEighteenth-Century British ArmyStudies’. History Compass: 5, 1.ISSUE 09 MAGAZINE 31