Nineteenth Century Public School Developments of Athleticism Stages One - Three

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Nineteenth Century Public School Developments of
AthleticismStages One - Three
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Timeline
Post-industrial Britain
Pre-industrial Britain
18th Century (1700s)
19th Century (1800s)
20th Century (1900s)
STAGE ONE Bullying and Brutality
(1) Popular Recreation
(2) Public School Development
(3) Rational Recreation
(4) State Elementary Education
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9 Clarendon Schools
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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.
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Characteristics of 19th Century Public Schools

• B BOYS
• B BOARDING BBC
• C CONTROLLED BY TRUSTEES
• E EXPANDING
• F FEE PAYING EFG
• G GENTRY
• S SPARTAN
• E ENDOWED SEN
• N NON-LOCAL

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Stage One1790 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.

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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.
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Tom Browns 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.

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Codified by the beginning of the 19th century and
being non violent in nature made cricket more
suitable as a gentry recreation.
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Stage Two 1828 1842Dr 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.

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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.

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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)

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Stage Three 1842-1912Athleticism 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.

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Team games in public schools
Teamwork/loyalty to a team
Teamwork/loyalty to a team
Organisational experience through committees
Organisational experience through committees
Captains in sport then captain in industry
Captains in sport then captain in industry
Roles of team games in preparing public
schoolboys for leadership
Roles of team games in preparing public
schoolboys for leadership
Roles of team games in preparing public
schoolboys for leadership
Roles of team games in preparing public
schoolboys for leadership
Making decisions
Making decisions
Testing/developing courage/bravery
Testing/developing courage/bravery
Testing/developing temperament
Testing/developing temperament
Leading by example
Leading 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.
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A
ll-round, mind and body
T
emperament
Athleticism combined physical endeavour with
moral integrity
H
ealth
L
eadership
E
ndeavour
T
eamwork
In the space of 60 years what had once been an
embarrassment to headmasters became their pride
GAMES ATHLETIC PURSUITS!
I
ntegrity
C
ohesion/competition
I
nstrument of education
S
portsmanship
M
uscular christianity
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Stage One vs Stage Three

• Discuss the differences between the two eras
• 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