Until now Hugh Butterworth was just one of the millions of lost soldiers of the Great War, and the extraordinary letters he sent home from the Western Front have been forgotten. But after more than ninety years of obscurity, these letters, which describe his experience of war in poignant detail, have been rediscovered, and they are published here in full. They are a moving, intensely personal and beautifully written record by an articulate and observant man who witnessed at first hand one of the darkest episodes in European history. In civilian life Butterworth was a dedicated and much-loved schoolmaster and a gifted cricketer, who served with distinction as an officer in the Rifle Brigade from the spring of 1915. His letters give us a telling insight into the thoughts and reactions of a highly educated, sensitive and perceptive individual confronted by the horrors of modern warfare. He was killed on the Bellewaarde ridge near Ypres on 25 September 1915, and his last letter was written on the eve of the action in which he died.

“A sweeping riveting history that manages to capture the essence of the conflict, as well as the contributions of particular schools and individuals.” —HMC Insight Magazine In this pioneering and original book, Anthony Seldon and David Walsh study the impact that the public schools had on the conduct of the Great War, and vice versa. Drawing on fresh evidence from 200 leading public schools and other archives, they challenge the conventional wisdom that it was the public school ethos that caused needless suffering on the Western Front and elsewhere. The Authors argue that, in general, the young officers’ public school education imbued them with idealism, stoicism and a sense of service. While this helped them care selflessly for the men under their command in conditions of extreme danger, it resulted in their death rate being nearly twice the national average. This poignant and thought-provoking work covers not just those who made the final sacrifice, but also those who returned, and whose lives were shattered as a result of their physical and psychological wounds. It contains a wealth of unpublished detail about public school life before and during the War, and how these establishments and the country at large coped with the devastating loss of so many of the brightest and best. Seldon and Walsh conclude that, 100 years on, public school values and character training, far from being concepts to be mocked, remain relevant and that the present generation would benefit from studying them and the example of their predecessors.