Development
Several of Games Workshop's staff had begun experimenting with using Warhammer rules to play historical games before Warhammer Ancient Battles was written, and Wargames Illustrated magazine included some articles that had been written on the subject. This led to the development of Warhammer Ancient Battles as a spare-time project. It was published under the name "Warhammer Historical Wargames." Based as it was on Warhammer Fantasy, Warhammer Ancient Battles served as a bridge for fantasy wargamers to discover historical wargaming but also attracted wargamers who had never played the fantasy version. Games Workshop eventually brought the project back in-house, with Rob Broom running the Warhammer Historical Wargames department that promoted an increasing number of books.
To accusations that the rules were only a throwback to an earlier era of wargaming, Jervis Johnson pleaded guilty. The rules, he said, were intended to be fun and informal, rather than dominated by requirements of super-detailed historical accuracy. And, the designers had rejected the approach of contemporary rule sets as being too abstract.
The game rules were heavily based on the fifth edition of Warhammer, with magic dropped and more detail added for ancient weapons and formations. The two games have developed in different directions since. Modifications to the core rules have been included in some of the more recent supplements. The WAB 2nd edition consciously took the rules even further from its fantasy origins.
Following the success of Warhammer Ancient Battles Warhammer Historical branched out into other areas:
- Warhammer English Civil War
- Legends of the Old West
- Warmaster Ancients - the application of the epic scale rules for Warhammer Fantasy to non-fantasy armies
Read more about this topic: Warhammer Ancient Battles
Famous quotes containing the word development:
“Understanding child development takes the emphasis away from the childs characterlooking at the child as good or bad. The emphasis is put on behavior as communication. Discipline is thus seen as problem-solving. The child is helped to learn a more acceptable manner of communication.”
—Ellen Galinsky (20th century)
“This was the Eastham famous of late years for its camp- meetings, held in a grove near by, to which thousands flock from all parts of the Bay. We conjectured that the reason for the perhaps unusual, if not unhealthful development of the religious sentiment here, was the fact that a large portion of the population are women whose husbands and sons are either abroad on the sea, or else drowned, and there is nobody but they and the ministers left behind.”
—Henry David Thoreau (18171862)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)