Transcript 19th Century Public Schools

th
19
Century Public Schools
Their Impact on the Developments of
Physical Activities and Young People
Learning Objectives
• Identify the characteristics of public schools.
• Explain the significance of these characteristics with relation to
games and sports
• Gain an understanding of the Clarendon Report
• Understand the three stages of development
• Identify and explain the significance of Thomas Arnold and other
liberal headmasters.
• Explain how and why sports and games evolved during the three
stages.
• Analyse Technical developments, social relationships and character
building values evident in Tom Brown’s Schooldays.
Introduction
• Certain schools were called Public Schools because they were not
privately owned but were controlled by a group of trustees in
charge of running the school
• Schools were Exclusive, Elitist, Fee Paying institutions for the gentry.
• The fees helped to pay for the development of facilities such as
gymnasia and swimming baths.
• Public schools were in rural locations and most students boarded.
A lot of time was therefore available, which needed to be occupied
in a positive, purposeful manner – often by playing games.
• We need to trace and explain the development of these schools
from ‘boy culture’ (which reflected Popular Recreation
characteristics) to the rationalisation of games
• We MUST make links to today, for example the House System which
started in Public school boarding houses and were a focus of
competition. COME ON LINCOLN!
Characteristics of Public Schools
The Clarendon Report
• Following complaints about finances, buildings and management of Eton
College, in 1861 Queen Victoria commissioned a group of officials to
investigate the 9 leading public schools of England
Winchester College est.1382
Eton College est.1440
Rugby School est.1567
Charterhouse School est.1611
The Clarendon Report
• The big nine were originally set up for the
children of the upper classes. Many have
now been established for a long time. As a
result of the commission, they are known as
the Clarendon Schools.
• Clarendon included in his report criticisms of
many aspects of public school life and gave
advice on how to improve the schools to
enrich the day-to-day academic and
residential life of pupils
• Sport became a key reforming influence in
public schools such as Rugby and Eton.
• This was the OfSTED of the 1800’s!
The Three Developmental Stages of Athleticism
•
Public schools reflected what was happening in society. It could be argued that
they caused social change – certainly in sport and recreation
•
By mid 19th Century, the RSPCA was reducing cruelty to animals, the police and
changing manners were reducing bare fist fights
•
Many headmasters wanted their schools to be more refined and cultured and less
primitive and wild…
•
Sociologists call this the ‘Civilising Process’ – improvements relating to behaviour,
social organisation and relationships
•
We need to explain the evolving nature, status and organisation of games
throughout the stages as well as:
–
–
–
Technical Developments
Social Relationships
Values linked to sports and games at each stage
Development of Physical Activities
Development
of young
people
Stage One (c.1790 – 1824):
Boy Culture and Brutality
•
At the end of the 18th Century, English society has 2 extremes: High culture and
fashion known as the Regency Period, and low culture and brutality of the lower
classes.
•
Both ends of this social spectrum mirrored the public schools
•
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
• A reflection of society
• Institutionalised popular recreation
• Activities arranged for and by the boys
• Ranged from the childlike (Hoops, marbles, spinning tops) to the barbaric
(bare-knuckle fights and mob football)
• No master involvement outside classroom
• Simple, naturally occurring facilities used
Stage 2 (1828 – 1842):
Dr Thomas Arnold and Social Control
• Time of change.
• Dr Thomas Arnold and other liberal
headmasters wanted to reform public
schools.
• Wanted to produce Christian Gentlemen
and to preach good moral behaviour.
• 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,
he did NOT value games as an end in themselves.
• 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
• Technical developments (increased organisation, structure, regularity of
play)
Stage Three (1842 – 1914):
The ‘Cult’ of Athleticism
•
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.
Stage Three
• There were ‘melting pot’ influences of universities as well as
schools
• This lead to further standardisation of rules (e.g. the FA)
• Oxbridge graduates returning to their schools as teachers or even
coaches
We need to explore these 2 points further:
• The influence of ex-public school boys on the spread of team
games/rational recreations
• Reasons for the slower development of athleticism and regular
participation in sports and games in girls’ public schools (as
compared with boys’ public schools)
The influence of ex-public school boys
• Many public school boys went on to Oxford or Cambridge
(Oxbridge)
• Sporting prowess reflected in an Oxbridge ‘Blue’ – obtained
by playing in varsity matches against the opposing
University
• Old boy’s with ‘Blue’s’ became sought-after assistant
masters in public schools
• Young men would leave university taking the games ethic
with them
Athleticism in Girls’ and Private
Schools
• There was a delay in the development of opportunities for
upper and middle class girls – Discuss possible reasons for this
• Reasons for this were:
– The traditional role of women – education of females was regarded as
a threat to the behavioural norms of society
– Anxiety of wearing revealing clothing
– The status of women in society – schools concentrated on music,
dancing and posture mainly
– It was thought to be unladylike for women to be competitive or
exuberant
– Medical concerns – considered dangerous for women to exercise
– Perceived physical inferiority – girls would not be able to cope with
exercise
Athleticism in Girls’ and Private
Schools
• Also, there were fewer prominent personalities to
match the boys’ school heads (Arnold or Rugby as
well as Edward Thring of Uppingham school)
• Frances Mary Buss, Dorothea Beale and
Madame Bergman Osterberg were notable
pioneers of mid to late 19th century PE
• Buss: Founded the North London Collegiate
School and Camden School for girls
• Beale: Transformed Cheltenham Ladies College
into an esteemed school for middle to upper class
girls
• Osterberg: Became superintendant of PE in
London in 1881, also founded the first full time
specialist PE college for women - Dartford
Remember:
THEN
and
NOW
Learning Objectives
• Identify the characteristics of public schools.
• Explain the significance of these characteristics with relation to
games and sports
• Gain an understanding of the Clarendon Report
• Understand the three stages of development
• Identify and explain the significance of Thomas Arnold and other
liberal headmasters.
• Explain how and why sports and games evolved during the three
stages.
• Analyse Technical developments, social relationships and character
building values evident in Tom Brown’s Schooldays.