France. Armée; Joffre, Joseph Jacques Césaire, 1852-1931; World War, 1914-1918
A large number of exemptions arose through the laudable desire to
lighten the burden for widows and families dependent upon an only son.
But, as a result of it, two different categories of reservists were
created, those whom the _baccalauréat_ had excused after a year’s
service, and that much larger class of comparatively unlettered lads who
escaped with the minimum term because of being only sons. In their case
the year’s service was not as efficacious as in the other, where
education had made possible a more intensive process of training. And
two theories, affecting the use of reserves, see-sawed through the
Parliamentary debates for many years. One school held that it was
sufficient to season the mass of reservists with long-service soldiers,
whose influence and training would be strong enough to lead them to
victory on the day of battle; the other side maintained that salvation
lay in giving training to as large a proportion as possible, so that
units could act independently, and this theory eventually prevailed.
The Three-Years Law was the outcome of it.
The law of July 27, 1872, had reaffirmed the old Revolutionary principle
that every Frenchman was liable to serve. The military period was fixed
at twenty years—from twenty to forty. Thus considerable advance had
been made over the earlier legislation. There was no longer any question
of a limited contingent or of substitution by money payment, yet, as is
clear from my earlier paragraphs, the law did not establish equality.
The yearly contingent was divided into two parts; the one served for
five years, the other for one year or six months only. The drawing of
lots decided to which category a man belonged. Only sons, who supported
widowed mothers, the clergy, and members of the teaching profession were
excused; also, there existed a one-year service for young men who
volunteered before the yearly drawings, who had passed their
matriculation and had paid sixty pounds. I have touched already upon
the defects of this system and its doubtful advantage to education.
Public-domain text, read in full here on John Shaqi.
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