Nineteenth Century Public School Developments of

AthleticismStages One - Three

STAGE ONE

Bullying and

Brutality

18th Century (1700’s)

19th Century (1800’s)

20th Century (1900’s)

Pre-industrial Britain

Post-industrial Britain

(1) Popular Recreation

(2) Public School Development

(3) Rational Recreation

(4) State Elementary Education

Timeline

Foundation Foundation dates of the dates of the Clarendon Clarendon

SchoolsSchools

Charterhouse

(1611)

Eton(1440)

Merchant Taylor’s (1561)

Westminster

(1560)

Winchester

(1382)

Harrow(1571) St Pauls

(1509)

Rugby(1567) Shrewsbur

y(1552)

9 Clarendon Schools

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.

Key characteristic

s of the

Clarendon Schools

Non-Local

Controlled by

trustees

Spartan/ flogging Gentry

Expanding

Endowed

BoardingFee Paying

Boys

Characteristics of 19th Century Public Schools

B – BOYSB – BOARDING BBCC – CONTROLLED BY TRUSTEES

E – EXPANDINGF – FEE PAYING EFGG – GENTRY

S – SPARTANE – ENDOWED SENN – NON-LOCAL

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’.

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 – 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.

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: 1842-1912Athleticism – 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.

Roles of team games in

preparing public schoolboys for

leadership

Teamwork/loyalty

to a team

Captains in sport then captain in

industry

Making decisions

Leading by example

Organisational experience

through committees

Testing/developing temperament

Testing/developing courage/bravery

Roles of team games in

preparing public schoolboys for

leadership

Roles of team games in

preparing public schoolboys for

leadership

Teamwork/loyalty

to a team

Captains in sport then captain in

industry

Making decisions

Leading by example

Organisational experience

through committees

Testing/developing temperament

Testing/developing courage/bravery

Roles of team games in

preparing public schoolboys for

leadership

Team games in

public schools

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

T

H

L

E

T

I

C

I

S

M

ll-round, mind and body

emperament

ealth

eadership

ndeavour

eamwork

ntegrity

ohesion/competition

nstrument of education

portsmanship

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