Transcript Nineteenth Century Public School Developments

Nineteenth Century Public School
Developments of Athleticism
Stages One - Three
Timeline
Post-industrial Britain
Pre-industrial Britain
18th Century (1700’s)
19th Century (1800’s)
20th Century (1900’s)
(1) Popular Recreation
(2) Public School Development
STAGE ONE
Bullying
and
Brutality
(3) Rational Recreation
(4) State Elementary Education
9 Clarendon Schools
Charterhouse
(1611)
Harrow
(1571)
Rugby
(1567)
Winchester
(1382)
Foundation
dates of the
Clarendon
Schools
Eton
(1440)
St Pauls
(1509)
Shrewsbury
(1552)
Merchant
Taylor’s
(1561)
Westminster
(1560)
Expanding
Non-Local
Endowed
Key
characteristics
of the Clarendon
Schools
Fee Paying
Controlled
by
trustees
Boys
Boarding
Spartan/
flogging
Gentry
Key Point: These characteristics were common to public schools in the first part of the 19th
century before the Arnoldian reforms and the Clarendon Commission Report.
Characteristics of 19th Century
Public Schools
B – BOYS
B – BOARDING
C – CONTROLLED BY TRUSTEES
BBC
E – EXPANDING
F – FEE PAYING
G – GENTRY
EFG
S – SPARTAN
E – ENDOWED
N – NON-LOCAL
SEN
Stage One
1790 – 1828: Bullying & Brutality
Two extremes evident in society
 High Culture of Regency period fashion AND low culture of brutal blood
sports.
 All recreational activities were organised by the boys.
 Masters ruled with a rod in the classroom but had no interest in games.
 Increasing upper class boys enrolling bringing with them various forms
of games which were moulded, as in a MELTING POT.
 Imposed discipline by masters and resentful hooligan behaviour was the
norm during this period. The era was one of ‘Institutionalised Popular
Recreation’.
Stage One Summary
•
Bullying and brutality (Flashman)
•
A reflection of society
•
Institutionalised popular recreation,
•
Activities arranged for and by the boys,
•
Ranged from the childlike to the barbaric,
•
No master involvement outside classroom,
•
Simple, naturally occurring facilities used.
(see picture)
The game of 'fives', rather like a
primitive form of squash.
Tom Brown’s Schooldays
• It can be assumed that the start of the
film reflects public schooling of around
1928 as Thomas Arnold had just
started.
• Lots of evidence that supports this idea
of ‘institutionalised popular recreation’
including bullying.
Codified by the beginning of the 19th century and being non violent
in nature made cricket more suitable as a gentry recreation.
Stage Two: 1828 – 1842
Dr Thomas Arnold & Social Control
• Time of GREAT change.
• Dr Thomas Arnold and other liberal headmasters
wanted to reform public schools.
• Wanted to produce Christian Gentlemen and to
preach good moral behaviour. Playing sport for the
good of God.
• Muscular Christianity – The combination of
godliness and manliness: The belief in having a
strong and fit body to match a robust and healthy
soul.
Dr Thomas Arnold
• Influential reforms.
• Arnold used games as a way of establishing social
control.
• More trusting relationship with the sixth form
raising their powers of discipline.
• Masters took on roles as mentors and guide rather
than judge and executioner.
• Games kept the boys out of trouble in the day and
sent them to bed exhausted.
Stage Two Summary
• Time of reform and social change
• Initiated by Dr Thomas Arnold and other liberal
headmasters
• A reflection of societal change
• The growth of the house system
• Regular play on an inter house basis
(Games within schools not between schools)
• Technical developments (increased organisation,
structure, regularity of play)
Stage Three: 1842-1912
Athleticism – The ‘Cult’
• Athleticism – Combination of moral integrity and physical effort
OR playing hard but with sportsmanship.
Symbols of athleticism in the that late 19th century English
public schools included:
• 'mellowed buildings' that were more aesthetically welcoming than
previous 'harsh' school buildings,
• Magnificent fields to play games on,
• The wearing of caps,
• The awarding of colours to worthy recipients,
Rules were readily adhered to, with fair play and sportsmanship
of key importance in developing 'rounded' gentlemen.
• Links to Muscular Christianity were developed - Win gracefully or
lose with honour and bravery.
Team games in
public schools
Teamwork/loyalty
to a team
Organisational
experience through
committees
Testing/developing
courage/bravery
Captains in sport
then captain in
industry
Roles of team
games in
preparing public
schoolboys for
leadership
Testing/developing
temperament
Making decisions
Leading
example
Leading by
by example
Team sports in particular were believed to reflect athleticism, since they required
participants
to show a range of physical qualities, such as endeavour (playing hard),
effort and striving to do one's best, as part of a collective effort.
A
ll-round, mind and body
T
emperament
H
ealth
L
eadership
E
ndeavour
T
eamwork
I
C
I
ntegrity
ohesion/competition
nstrument of education
S
portsmanship
M
uscular christianity
Athleticism combined
physical endeavour with
moral integrity
In the space of 60 years
what had once been an
embarrassment to
headmasters became their
pride – GAMES &
ATHLETIC PURSUITS!
Stage One vs Stage Three
Discuss the differences between the two era’s
highlighting key differences?
Stage One
Stage Three
Institutionalised popular
recreation
Athleticism reached cult
proportions
No master involvement
Increased master involvement
Riotous behaviour
Christian gentlemen
Organised by and for the boys.
Structured inter house/inter
school competitions.
Bullying and brutality
Moral integrity and
sportsmanship