H102AS

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US ARMY COMMAND AND GENERAL STAFF COLLEGE US Army Command and General Staff School Command and General Staff Officer Course (CGSOC) Common Core H100: History, Theory, Doctrine, Practice Advance Sheet for Lesson H102 State Armies and Limited War in Early-Modern Europe Lesson Author: Dr. Jonathan Abel 1. SCOPE This two-hour case study covers pre-modern Europe and its time of Renaissance, Reformation, Scientific Revolution, and Enlightenment. These movements engendered cultural, social, and economic change on a massive scale; concurrently, shifting political norms led to the evolution of western kingdoms into centralized states. Predominant were “Absolutist” monarchs, who sought to centralize states in order to better leverage their resources, human and otherwise. Absolutists such as Louis XIV of France (1643-1715) created fiscal-military states with large bureaucracies staffed by loyal specialists. These gave monarchs the ability to tax subjects much more efficiently than prior rulers; control trade markets, including in new colonial spaces; and direct those resources into the prosecution of war. The art of war evolved within these movements and altered structures in a multi-layered process. The first standing army, under Charles VII of France (d. 1461), followed on the heels of the later medieval trend of paying subjects to fight, often in tandem with contracted mercenary companies. As the popularity of the latter dwindled, in part due to the withering critiques of Niccolò Machiavelli, professional foreign soldiers were gradually incorporated into regular units. Central to this shift was Maurice of Nassau, who, following medieval fashions, idealized Roman models and reorganized Dutch companies and battalions by the Classical example. Offered regular wages, his soldiers accepted rigorous drill and discipline, and his army featured a proper officer corps as well as a higher ratio of gunpowder weaponry than had its predecessors. This began the rise of modern, professional armies. However, the transition was not complete. While Maurice had created a new paradigm, he still fell back on hiring mercenaries, as did those who took his example like Gustav Adolf of Sweden and Frederick II (the Great) of Prussia. Absolutist bureaucracies were far more efficient than their predecessor institutions, but they were still inefficient and prone to corruption and failure. The burgeoning Enlightenment also increasingly looked askance at war, especially the kind of absolute, religious war waged during the Thirty Years War that killed up to eighty percent of the population of Germany in places. Thus, the early modern period provides the foundation of modern military institutions, but they did not appear during the period. These changes can be neatly situated within the History, Theory, Doctrine, Practice construct. As European theorists reflected on the history of preceding centuries, an Enlightenment theory emerged that science could make war rational, efficient, and humane: so-called “Good War.” Though war remained nearly constant, European leaders sought to limit its effects and scope, particularly on civilian populations. In the Age of Enlightenment, war must have rules. Doctrines that imposed order and control on the armies reinforced this inclination. The army was comprised of an officer corps drawn from nobility and a rank-and-file drawn from the common classes. Technological limitations forced linear tactics, all but eliminating the possibility of operational-level warfare. The result was the H102 Advance Sheet H102AS-63 March 2023

eighteenth-century age of limited warfare, whose practice constituted the foundation of modern western ways of war. Prussia brought the system to perhaps its highest level of development. During the first half of the eighteenth century, under the Hohenzollern dynasty, Prussia ruthlessly refined the tools of warfare. Frederick the Great then applied these with brilliance and audacity to adjust the balance of power in Europe dramatically and to transform Prussia into a significant power. In the process, he made the Prussian model—featuring principal elements akin to those of Maurice of Nassau—the paradigm against which other Western powers measured the quality of their military forces. 2. LEARNING OBJECTIVES Aligned Program Learning Outcomes (PLO): PLO 1 Strategic Thinking and Communications PLO 2 The Profession of Arms PLO 3 The Continuum of Competition, Conflict, and War PLO 4 The Security Environment PLO 5 Strategy and Joint Planning Aligned Special Areas of Emphasis (SAE): SAE 1 Irregular Warfare This lesson supports CGSOC TLO-CC-2, Examine thinking; TLO-CC-3, Analyze historical context to inform professional military judgment; TLO-CC-4, Analyze the nature of war, and the causes, consequences, and contexts of change in modern warfare; and TLO-CC-10, Communicate effectively, as listed in the H100 Block Advance Sheet. The lesson goals are: ELO-CC-2.1 Action: Examine critical thinking. Condition: Given individual reading and writing assignments, small group discussions, and practical exercises. Standards: Define critical thinking 1. Examine critical thinking skills 2. Examine the dimensions of critical thinking 3. Analyze the obstacles to critical thinking 4. Demonstrate critical thinking Learning Domain : Cognitive Level of Learning : Analysis ELO-CC-2.2 Action: Examine creative thinking. Condition: Given individual reading and writing assignments, small group discussions, and practical exercises. Standards: 1. Examine creative thinking enhancers 2. Examine creative thinking barriers 3. Understand the relationship between creative thinking and innovation 4. Demonstrate creative thinking Learning Domain : Cognitive Level of Learning : Analysis ELO-CC-3.1 Action: Analyze the development of modern warfare using major concepts of key theorists. H102 Advance Sheet H102AS-64 March 2023

Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. Key concepts introduced by Clausewitz, Jomini, and others 2. The revolutionary changes in military affairs 3. The relationship between theory and changes in organization, equipment, and doctrine Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.2 Action: Analyze current doctrine using historical context. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The logic and adequacy of current doctrine using the historical record 2. The relationship between western warfare and current doctrine Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.3 Action: Analyze trends in modern warfare using the historical record. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes - 1. The claims of emerging concepts of theory and doctrine using the historical record 2. Changes in warfare from 1500 to present Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.4 Action: Explain contemporary events within their historical context. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Explanation includes - 1. The cultural context of historical events 2. The social context of contemporary events 3. The political context of contemporary events 4. The economic context of contemporary events Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.5 Action: Construct an argument using historical evidence. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Construction includes – 1. Selecting appropriate historical evidence 2. A logical argument 3. Presenting the argument in written and oral form Learning Domain: Cognitive Level of Learning: Synthesis H102 Advance Sheet H102AS-65 March 2023

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ELO-CC-3.6 Action: Analyze the process by which military institutions have historically embarked on hostilities. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes - 1. The causes of conflict 2. The military instrument of power Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.1 Action: Analyze the relationship between history, theory, doctrine, and practice in the context of western warfare. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes - 1. The social, political, and cultural characteristics in Europe, the United States, and China between 1500 and 1945 2. The ramifications of the French Revolution and Industrial Revolution, World War I, and the Bolshevik Revolution in Europe, the United States, and China 3. The effects of social, political, and cultural change on the conduct of warfare by both national armies and non-state actors Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.2 Action: Analyze the causes, nature, and consequences of societal, economic, and political change on military institutions and battlefield performance. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The history of societal and military change over time 2. The sources and elements of societal change 3. The effects of societal change on military art Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.3 Action: Analyze the historical role of new technology in triggering or accelerating changes in warfare. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The history of societal and military change over time 2. The technological sources of historical change 3. The effects of new technology on changes in warfare Learning Domain: Cognitive Level of Learning: Analysis H102 Advance Sheet H102AS-66 March 2023

ELO-CC-4.4 Action: Analyze the evolving relationship between civil authority and military power. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The concepts of civil authority and military power 2. The sources of civil authority and military power 3. The relationship between civil authority and military power Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-10.1 Action: Write effectively to clearly and succinctly deliver a message. Condition: In an academic environment, given references, readings, faculty-facilitated discussion, formats, guidelines a specific topic, timeline, and access to relevant informational resources, participating in a group or individually. Standards: 1. Develop substance to achieve the purpose of the writing 2. Construct an organization that is logical 3. Apply style that is active, concise, and professional 4. Apply correct standard written English, proper format, and cite sources. Learning Domain: Cognitive Level of Learning: Synthesis ELO-CC-10.2 Action: Speak effectively to clearly and succinctly deliver a message Condition: In an academic environment, given references, readings, faculty-facilitated discussion, formats, guidelines a specific topic, timeline, and access to relevant informational resources, participating in a group or individually. Standards: 1. Organize ideas with logical progression and effective transitions. 2. Develop relevant, accurate, complete, and clear information. 3. Use effective, well-chosen and presented visual aids to enhance verbal content as applicable. 4. Use appropriate vocal, verbal, and non-verbal characteristics of delivery to maintain audience understanding and interest. 5. Manage time effectively, including preparation, use of time throughout, and completing in allotted time. Learning Domain: Cognitive Level of Learning: Synthesis ELO-CC-10.3 Action : Listen actively to comprehend the speaker's thoughts and internalize them. Condition : In an academic environment given references, readings, faculty-facilitated discussion, group work, class presentations, exercises, or practicums; drawing on critical thinking skills, emotional intelligence, and personal experience. Standards : 1. Use verbal and nonverbal prompts to convey interest and attention. 2. Ask questions to clarify meaning when not understanding the speaker’s point. 3. Summarize the speaker’s points before responding. 4. Write brief notes on speaker’s common themes and important points for clarification. 5. Reflect on information before expressing views. Learning Domain : Cognitive Level of Learning : Application H102 Advance Sheet H102AS-67 March 2023

3. ISSUE MATERIAL a. Advance Issue : See H100 Book of Readings 2023-2024. b. During Class : None. Wi-Fi is available. 4. ASSESSMENT PLAN See H100 Block Advance Sheet, Appendix A. 5. HOMEWORK ASSIGNMENT a. Study Requirements: (1) First Requirement: Read the following before class. (See H100 Block Advance Sheet’s Issue Material. Bold numbered readings included in full text in the H100 Book of Readings.): Required: H102RA Rothenberg, Gunther E. “Maurice of Nassau, Gustavus Adolphus, Raimondo Montecuccoli, and the ‘Military Revolution’ of the Seventeenth Century.” In Makers of Modern Strategy: from Machiavelli to the Nuclear Age , edited by Peter Paret, 32-63. [31 pages] H102RB Palmer, R. R. “Frederick the Great, Guibert, Bülow: From Dynastic to National War.” In Makers of Modern Strategy: from Machiavelli to the Nuclear Age , edited by Peter Paret, 91–105. Princeton, NJ: Princeton University Press, 1986. [15 pages] Optional: H102ORA Luvaas, Jay. “Frederick the Great: The Education of a Great Captain.” In The John Biggs Cincinnati Lectures in Military Leadership and Command, 1986 , edited by Henry S. Bausum, 23–37. Lexington, VA: VMI Foundation, 1986. [9 pages] H102ORB Stephenson, Scott. “Breitenfeld: A Battle Piece.” July 2000. [7 pages] H102ORC Lynn, John A. “Forging the Western army in seventeenth-century France.” In The Dynamics of Military Revolution, 1300–2050 , edited by MacGregor Knox and Williamson Murray, 35–56. [22 pages] H102ORD Guerlac, Henry. “Vauban: The Impact of Science on War.” In Makers of Modern Strategy: From Machiavelli to the Nuclear Age , edited by Peter Paret, 64–90. Princeton, NJ: Princeton University Press, 1986. [27 pages] H102ORE Parker, Geoffrey, ed. The Cambridge History of Warfare , 167–72, 176–88. Cambridge, UK: Cambridge University Press, 2005. [19 pages] [CARL] OR Parker, Geoffrey, ed. The Cambridge Illustrated History of Warfare , 164–69, 174–85. Cambridge, UK: Cambridge University Press, 1995. [18 pages] [CARL] H102ORF Dobie, Madeleine. “The Enlightenment at War.” PMLA 124 (2009). Accessed 3 February 2023: https://www.jstor.org/stable/25614414 [4 pages] Further Professional Development: Abel, Jonathan. Guibert’s General Essay on Tactics . Leiden: Brill, 2021. Black, Jeremy, ed. European Warfare, 1453–1815 . New York: St. Martin’s Press, 1999. Blanning, Tim. Frederick the Great: King of Prussia. London: Penguin/Random House, 2016. Duffy, Christopher. Frederick the Great: a Military Life . New York: Routledge, 2017. H102 Advance Sheet H102AS-68 March 2023

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Duffy, Christopher. The Military Experience in the Age of Reason. London: Routledge, 1987. Frederick II. “The Instruction of Frederick the Great for His Generals, 1747.” In Roots of Strategy: The Five Greatest Military Classics of Our Times , edited and translated by Thomas R. Phillips, 341–43. Harrisburg, PA: Stackpole Books, 1995. Hart, Marjolein ’t. The Dutch Wars of Independence: Warfare and Commerce in the Netherlands, 1570-1680. London and New York: Routledge, 2014. Hoeven, Marco van der, ed. Exercise of Arms: Warfare in the Netherlands, 1568-1648 . Leiden: Brill, 1997. Luvaas, Jay. Frederick the Great on the Art of War . New York: The Free Press, 1966. Lynn, John A. The Wars of Louis XIV, 1667–1714 . Harlow, UK: Addison Wesley Longman, 1999. Miakinkov, Eugene. War and Enlightenment in Russia: Military Culture in the Age of Catherine II . Toronto: University of Toronto Press, 2020. Möbius, Katrin and Sascha Möbius. Prussian Army Soldiers and the Seven Years War: The Psychology of Honour . New York: Bloomsbury, 2020. Nimwegen, Olaf van. The Dutch Army and the Military Revolutions, 1588-1688. Andrew May, trans. Woodbridge: The Boydell Press, 2010. Ostwald, Jamel. Vauban Under Siege: Engineering Efficiency and Martial Vigor in the War of the Spanish Succession. Leiden, The Netherlands: Brill, 2007. Pichichero, Christy. The Military Enlightenment: War and Culture in the French Empire from Louis XIV to Napoleon . Ithaca: Cornell University Press, 2017. Quimby, Robert S. The Background of Napoleonic Warfare: the Theory of Military Tactics in Eighteenth-Century France . New York: Columbia University Press, 1957. Resident Course Elective Alignment: A668, The French Way of War; A685, German Military History (1700–1945) (2) Second Requirement: Be prepared to discuss the following questions in class: 1. What were Maurice of Nassau’s military reforms, and how did they help reshape the form and functions of European armies in the early-modern period? Emphasis on drill for discipline, officer corps, 2. What are the differences between citizen-soldiers, mercenaries, and professional soldiers? Mercenaries fight for money only and no loyalty, Professional Soldiers are stewards of the profession and loyal pride for country, citizen-soldiers are citizens first 3. What factors limited warfare in eighteenth-century Europe? How did these limiting factors complicate the era’s planning and operational design? Magazine Logistics, Fiscal Cost, Size of Armies, Risk aversion 4. Assess and explain the effectiveness of those who waged limited warfare in finding a proper relationship between the ends, ways, and means of war during the eighteenth century. 5. How important was discipline to the development of the purported Western Way of War and the modern army? 6. Using Knox and Murray’s definitions, did warfare in the eighteenth century represent a military revolution or a revolution in military affairs? How did Frederick the Great’s H102 Advance Sheet H102AS-69 March 2023

achievements transcend the limits of his time or was he simply better than his rivals were at waging limited warfare? 7. What is the relationship between jus in bello and limited war? Use the minimum force necessary – Jus in Bello refers to Just conduct in war, Limited War = restrict the fight to well-defined objectives that can be accommodated in a negotiated settlement. b. Bring to Class (or have electronic access to): H100 Syllabus and Book of Readings Makers of Modern Strategy H102 Advance Sheet H102AS-70 March 2023