PUBLIC SCHOOL ATHLETICISM 1800-1870

1. PUBLIC SCHOOL ATHLETICISM 1800-1870 Development of Sport during C19th

2. Homework from last week?? • Starter = recap (one person on last week) • Did your research bring this up?? • YouTube - Shrovetide Football • Now we will look how sport has developed.

3. WHERE? • R…ugby • E…ton • H…arrow • C…harterhouse • W…estminister • S…hrewsbury There were 9 Clarendon schools – inspected by the Clarendon Commissions in 1884

4. HISTORY OF PUBLIC SCHOOLS – STAGE 1 • Public schools were based on upper class • Boys sent to boarding schools had a lack of authority - entertained themselves – Mob/Field sports = violence. (RIGHT TO PLAY?) • Rules developed, overlooked by older boys = SOCIAL CONTROL • Fixtures against other schools with codes of conduct/Rules= FAIR PLAY. • Games now seen to install leadership, discipline, integrity, loyalty, bravery, decision making and correct behaviour = ATHLETISICM • CODIFICATION??? Look it up.

5. “RIGHT TO PLAY” • Their “right to play” included their wish to carry on their recreational activities (popular rec) but it could also mean “to do just as they liked” including frequenting the local ale houses where their presence nor their behaviour were always welcome. • The insistence of boys on their “right to play” had caused serious breakdowns of control, to such an extent that in some instances the military or militia had to be called into put down such disturbances. • The masters had little interest-and much distaste- for the rowdy and raucous recreational preferences of their charges. • They also had little to do with the boys outside lesson times.

6. WHO? • Sons of the upper classes and aristocracy • Families of the newly rich upper middle classes (FACTORY OWNERS) as a result of the IR • PREPARED FUTURE LEADERS. • Boys! – girls development into education came later on

7. WHAT WAS PUBLIC SCHOOL LIKE?

8. “An endowed place of education of old standing to which the sons of gentleman resort in considerable numbers and where they reside from 8 or 9 to 18 years of age.” (Sydney Smith – 1810)

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

10. RATIONAL RECREATION = The provision of activities for the lower classes whose work and leisure time had become strictly limited. • Read page 167 – take notes. • ALL THE R’s • Public Schools were Refined, Respectable, Rule Based, Regularly, Referee and Regional because of Railways • URBANISATION?? Notes = PUBLIC SCHOOLS WERE INSTITUTIONALISED

12. WHAT WAS PUBLIC SCHOOL LIKE? • BIRCHING – corporal punishment of lashings with a cord, belt, cane across backside • FAGGING - 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”.

13. THE CONTINUUM. • 3 STAGES AND TIMELINE

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

15. CHANNELLING EXCESS ENERGIES • Physical Education was not the key factor behind the development of sport in Britain’s public schools. It was used by headmasters to gain and maintain social order within their communities. • Key player is this process was HM of Rugby School from 1828-1842, Priest Dr Thomas Arnold! STAGE 2! • Reformed physical activity in Public Schools – he saw value in using team games for social control and promoting other admirable qualities – although he didn’t like them!

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

18. Other PS Sports

22. DEVELOPMENT OF PS SPORT • MELTING POTS/BRUTALITY – Due to pupil diversity, various versions of sports where brought to schools. Space also played a part? This continued when boys went onto University! • SOCIAL CONTROL – Rules, boundaries, fair play, moving from mob sport to a more civilised approach. DR ARNOLD! CLARENDON REPORT – 1864, Old offsted. Investigate PS system and all the sport that was taking place – design plate for other schools

23. DEVELOPMENT OF PS SPORT 3. MUSCULAR CHRISTIANITY – ATHLETICISM – Linked, growing popularity of sports helped promote positive values (Arnold) and Christian virtues through being “physical”. This new form of manly and acceptable exercise, taught loyalty, integrity, obedience, magnanimity in victory, dignity in defeat and above all fair play. These values were all part of the code by which boys were controlled and by which, they in turn, would eventually control others.

24. A.T.H.L.E.T.I.C.I.S.M • A – all round body and mind • T – team game, temperament • H – honour, honesty, health • L – leadership, loyalty • E – endeavour • T – trust • I – integrity • C – cohesion, courage, competition • I – instrument of Education • S – sportsmanship • M – manliness, muscular Christianity

25. FAIR PLAY • The 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 oneselfto a greater cause were all seen as entirely appropriate in the training of Christian young men.

26. MUSCULAR STRONG BODY - STRONG SOUL CHRISTIANITY ATHLETISCISM PHYSICAL ENDEAVOUR – MORAL INTEGRITY Is this still about in today’s society?? Amaturism – sports day – what was it??

28. SPORT WAS SPREADING • Growing popularity in PS system – increased numbers (IR-middle classes had same as royals) • Other ancient Grammar schools and foundations were adapted to copy this model and a whole host of endowed establishments took on the image of the new educational ideal. • These included those endowed by various monarchs, and named after a king or queen e.g. Queen Elizabeth school. They became largely “day boy” images of the more renowned boarding counterparts. • Although Team games remained the central plank of Athleticism,the range of activities at these schools also included the purely Athletic and Combative, as well as Swimming and Boating, Cricket, Country Pursuits and Gymnastic Activities.

30. PS Charactieristics • F ee P aying • E ndowed • B oarding • B oys • G entry • E xpanding • N ot L ocal • T rustee • S partan

31. Sport moved onto University through the PS elite • Sport was to change even more and started to look more like what we know today • British Empire – spread throughout world, imperialism, trade, colonialism.

32. EXTRAS • www.publicschools.co.uk/guide.htm • Overview of public school history and more specific of particular institutions

39. Phases of development of sport in public schools Phase 1 - The Barbarians Turn of the 19th century • Boys as undisciplined/animals • Mob Games • Field Sports • Folk Games • Cricket - acceptable team game • Improvised County Pursuits • Boys in Control

41. Phases of development of sport in public schools Phase 2 - Arnoldian 1830 -1860 • Reforms of Dr. Arnold 1828-42 • Games as a medium of Social Control • Technical Development • Regular Inter-House Competitions • Link-Christian Gentleman & Manliness • Tom Brown’s Schooldays

43. Phases of development of sport in public schools Phase 3 - The Cult & Philistine Copies - 1860+ • Athleticism - the “Cult” • Regular Inter-school Fixtures • “Oxbridge” as the melting pot • Spread of Middle Class Schools • Excellent Facilities • Values of Athleticism • Impact on Society

44. 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 acceptableat public schools

45. Public school influence on developments • Why did several schools adopt hockey • Why was the tougher game of rugby possible at that school and not at others like Charterhouse and Harrow • Why were the universities known as the “melting pot” • How did the concept of “team” re-inforce public school athleticism

46. Influence of public schools - essentials • C olonial • A rmy • T eachers • P atrons • U niversity • I ndustry • C hurch • C lubs • A dministration