PUBLIC SCHOOL PUBLIC SCHOOL ATHLETICISM 1800-1870ATHLETICISM 1800-1870

Development of Sport during Development of Sport during C19th C19th

Homework from last week??Homework from last week??Starter = recap (one person on last week)Starter = recap (one person on last week)

Did your research bring this up??Did your research bring this up??

YouTube - Shrovetide FootballYouTube - Shrovetide Football

Now we will look how sport has developed.Now we will look how sport has developed.

WHERE?WHERE?R…ugbyR…ugbyE…tonE…tonH…arrowH…arrowC…harterhouseC…harterhouseW…estministerW…estministerS…hrewsburyS…hrewsbury

There were 9 Clarendon There were 9 Clarendon schools – inspected by schools – inspected by the Clarendon the Clarendon Commissions in 1884Commissions in 1884

HISTORY OF PUBLIC HISTORY OF PUBLIC SCHOOLS SCHOOLS – STAGE 1– STAGE 1

Public schools were based on upper classPublic schools were based on upper classBoys sent to boarding schools had a lack of Boys sent to boarding schools had a lack of authority - entertained themselves – authority - entertained themselves – Mob/Field sports = violence. (RIGHT TO Mob/Field sports = violence. (RIGHT TO PLAY?)PLAY?)Rules developed, overlooked by older boys = Rules developed, overlooked by older boys = SOCIAL CONTROLSOCIAL CONTROLFixtures against other schools with codes of Fixtures against other schools with codes of conduct/Rules= FAIR PLAY.conduct/Rules= FAIR PLAY.Games now seen to install leadership, Games now seen to install leadership, discipline, integrity, loyalty, bravery, decision discipline, integrity, loyalty, bravery, decision making and correct behaviour = making and correct behaviour = ATHLETISICM ATHLETISICM CODIFICATION??? Look it up.CODIFICATION??? Look it up.

““RIGHT TO PLAY”RIGHT TO PLAY”Their “right to play” included their wish to carry on their Their “right to play” included their wish to carry on their recreational activities (popular rec) but it could also mean recreational activities (popular rec) but it could also mean “to do just as they liked” including frequenting the local ale “to do just as they liked” including frequenting the local ale houses where their presence nor their behaviour were houses where their presence nor their behaviour were always welcome.always welcome.

The insistence of boys on their “right to play” had caused The insistence of boys on their “right to play” had caused serious breakdowns of control, to such an extent that in serious breakdowns of control, to such an extent that in some instances the military or militia had to be called into some instances the military or militia had to be called into put down such disturbances.put down such disturbances.

The masters had little interest-and much distaste- for the The masters had little interest-and much distaste- for the rowdy and raucous recreational preferences of their charges.rowdy and raucous recreational preferences of their charges.

They also had little to do with the boys outside lesson times.They also had little to do with the boys outside lesson times.

WHO?WHO?

Sons of the upper classes and Sons of the upper classes and aristocracy aristocracy

Families of the newly rich upper Families of the newly rich upper middle classes (FACTORY OWNERS) middle classes (FACTORY OWNERS) as a result of the IRas a result of the IR

PREPARED FUTURE LEADERS.PREPARED FUTURE LEADERS.

Boys! – girls development into Boys! – girls development into education came later oneducation came later on

WHAT WAS PUBLIC SCHOOL WHAT WAS PUBLIC SCHOOL LIKE?LIKE?

““An An endowed endowed place of place of educationeducation of of old old standingstanding to which the to which the sons of sons of gentlemangentleman resort in considerable resort in considerable numbers and where numbers and where they they residereside from from 8 or 8 or 9 to 18 9 to 18 years of age.”years of age.”

(Sydney Smith – 1810)(Sydney Smith – 1810)

WHAT WAS PUBLIC SCHOOL WHAT WAS PUBLIC SCHOOL LIKE?LIKE?

Such places were Spartan, harsh Such places were Spartan, harsh environments. They were remote in environments. They were remote in the sense that most boys were the sense that most boys were boarders and the schools were often boarders and the schools were often criticised for their teaching of criticised for their teaching of classical curriculum in an classical curriculum in an increasingly technical world.increasingly technical world.Beatings were common by both Beatings were common by both masters and prefects. masters and prefects. YouTube - Tom Brown's caningYouTube - Tom Brown's caning

RATIONAL RECREATION = The provision of RATIONAL RECREATION = The provision of activities for the lower classes whose work and activities for the lower classes whose work and

leisure time had become strictly limited.leisure time had become strictly limited.

Read page 167 – take notes.Read page 167 – take notes.

ALL THE ALL THE RR’s ’s

Public Schools were Public Schools were RRefined, efined, RRespectable, espectable, RRule Based, ule Based, RRegularly, egularly, RReferee and eferee and RRegional because of egional because of RRailwaysailways

URBANISATION?? NotesURBANISATION?? Notes

= PUBLIC SCHOOLS WERE = PUBLIC SCHOOLS WERE INSTITUTIONALISEDINSTITUTIONALISED

WHAT WAS PUBLIC SCHOOL WHAT WAS PUBLIC SCHOOL LIKE?LIKE?

BIRCHING – corporal punishment of BIRCHING – corporal punishment of lashings with a cord, belt, cane across lashings with a cord, belt, cane across backsidebackside

FAGGING - juniorFAGGING - junior boys were at the “beck and call” of prefects and were expected to perform all kinds of chores, was accepted by most boys on the basis that as they moved up the school “it would be their turn”.

THE CONTINUUM.THE CONTINUUM.

3 STAGES AND TIMELINE3 STAGES AND TIMELINE

In pairs using what you have learnt in last two In pairs using what you have learnt in last two weeks – 5mins to quiz each other!!weeks – 5mins to quiz each other!!

CHANNELLING EXCESS ENERGIESCHANNELLING EXCESS ENERGIES

Physical Education was not the key factor behind Physical Education was not the key factor behind the development of sport in Britain’s public the development of sport in Britain’s public schools. It was used by headmasters to gain and schools. It was used by headmasters to gain and maintain social order within their communities.maintain social order within their communities.

Key player is this process was HM of Rugby Key player is this process was HM of Rugby School from 1828-1842, Priest Dr Thomas Arnold! School from 1828-1842, Priest Dr Thomas Arnold! STAGE 2!STAGE 2!

Reformed physical activity in Public Schools – he Reformed physical activity in Public Schools – he saw value in using team games for social control saw value in using team games for social control and promoting other admirable qualities – and promoting other admirable qualities – although he didn’t like them!although he didn’t like them!

Each School developed its own version of football-Each School developed its own version of football-YouTube - Eton Wall Game (1921)YouTube - Eton Wall Game (1921)

Other PS SportsOther PS Sports

DEVELOPMENT OF PS SPORTDEVELOPMENT OF PS SPORT

1.1. MELTING POTS/BRUTALITY – MELTING POTS/BRUTALITY – Due to Due to pupil diversity, various versions of sports where pupil diversity, various versions of sports where brought to schools. Space also played a part? brought to schools. Space also played a part? This continued when boys went onto University!This continued when boys went onto University!

2.2. SOCIAL CONTROL – SOCIAL CONTROL – Rules, boundaries, Rules, boundaries, fair play, moving from mob sport to a more fair play, moving from mob sport to a more civilised approach. DR ARNOLD!civilised approach. DR ARNOLD!

CLARENDON REPORT – CLARENDON REPORT – 1864, Old 1864, Old offsted. Investigate PS system and all the sport offsted. Investigate PS system and all the sport that was taking place – design plate for other that was taking place – design plate for other schoolsschools

DEVELOPMENT OF PS SPORTDEVELOPMENT OF PS SPORT

33. . MUSCULAR CHRISTIANITY – ATHLETICISM – MUSCULAR CHRISTIANITY – ATHLETICISM –

Linked, growing popularity of sports helped promote Linked, growing popularity of sports helped promote positive values (Arnold) and Christian virtues positive values (Arnold) and Christian virtues through being “physical”.through being “physical”.

This new form of manly and acceptable exercise, This new form of manly and acceptable exercise, taught loyalty, integrity, obedience, magnanimity taught loyalty, integrity, obedience, magnanimity in victory, dignity in defeat and above all in victory, dignity in defeat and above all fair fair play.play.

These values were all part of the code by which These values were all part of the code by which boys were controlled and by which, they in turn, boys were controlled and by which, they in turn, would eventually control others.would eventually control others.

A.T.H.L.E.T.I.C.I.S.MA.T.H.L.E.T.I.C.I.S.MA – all round body and mindA – all round body and mindT – team game, temperamentT – team game, temperamentH – honour, honesty, healthH – honour, honesty, healthL – leadership, loyaltyL – leadership, loyaltyE – endeavour E – endeavour T – trustT – trustI – integrityI – integrityC – cohesion, courage, competitionC – cohesion, courage, competitionI – instrument of EducationI – instrument of EducationS – sportsmanshipS – sportsmanshipM – manliness, muscular ChristianityM – manliness, muscular Christianity

FAIR PLAYFAIR PLAYThe Christian ethic of “FAIR PLAY” ensured that it was seen as Honourable to play within those rules and unacceptable to do otherwise.Thus, the energies of the boys were diverted into what were seen as worthwhile pursuits.The captains of cricket and football were held in high esteem by both masters and boys. Prefects!The games ethic was also important as a training medium for the officers and leaders of the next generation as it helped develop tactical and strategic skills. (linked to EMPIRE)The harsh existence, the fagging system and the subjugation of oneself to a greater cause were all seen as entirely appropriate in the training of Christian young men.

MUSCULAR MUSCULAR STRONG BODY - STRONG STRONG BODY - STRONG SOULSOUL

CHRISTIANITYCHRISTIANITY

ATHLETISCISM ATHLETISCISM PHYSICAL ENDEAVOUR – MORAL PHYSICAL ENDEAVOUR – MORAL INTEGRITYINTEGRITY

Is this still about in today’s society??Is this still about in today’s society??

Amaturism – sports day – what was it??Amaturism – sports day – what was it??

SPORT WAS SPREADINGSPORT WAS SPREADINGGrowing popularity in PS system – increased numbers (IR-middle Growing popularity in PS system – increased numbers (IR-middle classes had same as royals)classes had same as royals)

Other ancient Grammar schools and foundations were adapted to Other ancient Grammar schools and foundations were adapted to copy this model and a whole host of endowed establishments took copy this model and a whole host of endowed establishments took on the image of the new educational ideal.on the image of the new educational ideal.

These included those endowed by various monarchs, and named These included those endowed by various monarchs, and named after a king or queen e.g. Queen Elizabeth school. They became after a king or queen e.g. Queen Elizabeth school. They became largely “day boy” images of the more renowned boarding largely “day boy” images of the more renowned boarding counterparts.counterparts.

Although Team games remained the central plank of Although Team games remained the central plank of AthleticismAthleticism,, the range of activities at these schools also included the purely the range of activities at these schools also included the purely Athletic and Combative, Athletic and Combative, as well as as well as Swimming and Boating, Swimming and Boating, Cricket, Country Pursuits and Gymnastic Activities.Cricket, Country Pursuits and Gymnastic Activities.

PS CharactieristicsPS CharactieristicsF ee P ayingF ee P ayingE ndowedE ndowedB oardingB oardingB oys B oys G entryG entryE xpandingE xpandingN ot L ocalN ot L ocalT rusteeT rusteeS partanS partan

Sport moved onto University through Sport moved onto University through the PS elitethe PS elite

Sport was to change even more and Sport was to change even more and started to look more like what we started to look more like what we know todayknow today

British Empire – spread throughout British Empire – spread throughout world, imperialism, trade, world, imperialism, trade, colonialism.colonialism.

EXTRASEXTRAS

www.publicschools.co.uk/guide.htmwww.publicschools.co.uk/guide.htm

Overview of public school history and Overview of public school history and more specific of particular more specific of particular institutionsinstitutions

Phases of development of sport in public schoolsPhases of development of sport in public schools

Boys as Boys as undisciplined/animalsundisciplined/animals

Mob GamesMob Games

Field SportsField Sports

Folk GamesFolk Games

Cricket - acceptable team Cricket - acceptable team gamegame

Improvised County PursuitsImprovised County Pursuits

Boys in ControlBoys in Control

Phase 1 - The Barbarians Turn of the 19th century

Reforms of Dr. Arnold 1828-Reforms of Dr. Arnold 1828-4242

Games as a medium of Social Games as a medium of Social ControlControl

Technical DevelopmentTechnical Development

Regular Inter-House Regular Inter-House CompetitionsCompetitions

Link-Christian Gentleman & Link-Christian Gentleman & ManlinessManliness

Tom Brown’s SchooldaysTom Brown’s Schooldays

Phases of development of sport in public schools

Phase 2 - Arnoldian 1830 -1860

Athleticism - the “Cult”Athleticism - the “Cult”

Regular Inter-school FixturesRegular Inter-school Fixtures

““Oxbridge” as the melting potOxbridge” as the melting pot

Spread of Middle Class Spread of Middle Class SchoolsSchools

Excellent FacilitiesExcellent Facilities

Values of AthleticismValues of Athleticism

Impact on SocietyImpact on Society

Phases of development of sport in public schools

Phase 3 - The Cult & Philistine Copies - 1860+

Public school influence on

developments

“Regular play changed Mob Games for ever”

•Public schools took football out of the hands of the lower classes and gave it status

•Why was cricket immediately acceptable

at public schools

Public school influence on Public school influence on developmentsdevelopments

Why did several schools adopt Why did several schools adopt hockeyhockey

Why was the tougher game of Why was the tougher game of rugby possible at that school and rugby possible at that school and not at others like Charterhouse and not at others like Charterhouse and HarrowHarrow

Why were the universities known Why were the universities known as the “melting pot”as the “melting pot”

How did the concept of “team” re-How did the concept of “team” re-inforce public school athleticisminforce public school athleticism

Influence of public schools - essentialsInfluence of public schools - essentials

CC olonial olonial

AA rmy rmy

TT eachers eachers

PP atrons atrons

UU niversity niversity

II ndustry ndustry

CC hurch hurch

CC lubs lubs

AA dministration dministration