History of PE (Sport and Society) Nineteenth Century Public School Developments of Athleticism

Learning Objectives Identify the characteristics of public schools. Explain the significance of these characteristics with relation to games and sports. 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.

Early nineteenth-century English public schools were characterised by a number of features. They 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.

Public schools were single sex and education took place in an atmosphere of strict discipline. The schools were spartan and flogging occurred frequently. Harsh treatment and basic living conditions helped to prepare the boys for adult life. Public schools were divided internally into houses which became the hub of games. These games reflected the home lives of the boys who went there. The riotous games and activities that were popular at these schools at the beginning of the 19th Century were very different from those played a century or so later.

Many sports and games were brought in from home and adapted to suit the facilities the school had to offer, such as long corridors, quadrangles, courtyards or open grassy areas.

Boys Expanding Controlled by trustees Non-Local Endowed Key Characteristics of nineteenth century public schools Fee Paying 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 G – GENTRY B – BOARDING F – FEE PAYING E – EXPANDING N – NON-LOCAL C – CONTROLLED BY TRUSTEES E – ENDOWED S – SPARTAN

Stage One: 1790 – 1828: Bullying & Brutality Technical and Social Developments 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.

Stage Two: 1828 – 1842 Dr Thomas Arnold & 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. 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: 1842-1912 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 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 Testing/developing courage/bravery Testing/developing courage/bravery Making decisions Making decisions 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.

The Clarendon Commission Clarendon Report (1864) – Taking effect. The ‘big nine’ public schools were investigated by the Earl of Clarendon and his team of commissioners in 1864, appointed by Queen Victoria to examine all aspects of public school life. (OFSTED of the 1800’s!!) 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. Sport became a key reforming influence in public schools such as Rugby and Eton.

Foundation dates of the Clarendon Schools Winchester (1382) Charterhouse (1611) Eton (1440) Harrow (1571) Foundation dates of the Clarendon Schools St Pauls (1509) Rugby (1567) Shrewsbury (1552) Merchant Taylor’s (1561) Westminster (1560) Key point: games and sports provided a medium for social control and replaced the imposed discipline by masters and rebellious/hooligan behaviour by boys during the early stages of public school development.

Athleticism combined physical endeavour with moral integrity 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

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

Athleticism in girls’ public and private schools Elite girls’ schools and ladies’ academies were developed in the late eighteenth century and by the mid C19th, there was an emergence of girls’ public schools (eg. Roedean in Sussex) However, while athleticism was reaching cult proportions in boys’ public schools there was a delay in such a development of sporting opportunities for upper and middle class girls. A number of reasons account for this: Medical Reasons, which were linked to myths prevalent at the time about harm exercise could do to girls. Tradition saw girls as inferior, and participation in sport was frowned upon. The education of girls was viewed as a threat to the behavioural norms of society. There were not enough prominent female heads to provide leadership and encouragement. Girls were perceived as being physically inferior, so concerns were raised that they would not be able to cope with the demands of strenuous physical activity.

Girls/women traditionally viewed as subservient Participation seen as medically harmful to women and girls Delay of athleticism in girls’ public schools Sports were viewed as unfeminine by society Lack of female heads who encouraged athleticism Key point: There are a variety of reasons for the delay in introducing athleticism in girls’ public schools, linked mainly to the traditions and stereotypes of the time.

Term Meaning School ABROAD Out of the sick room. Winchester BAD EGG A nasty and unpleasant person. - BIBBLING Six strokes of the cane BRUSHING Flogging. Christ's Hospital CHINNER Wide grin EXECUTION Flogging by the Head Master with a birchrod. Eton FAG A junior boy who acts as servant for a sixth-former. GOD A prefect or sixth former. GOOD EGG A trustworthy or reliable person (later inversion of BAD EGG). MONITOR Prefect. Bedford, Bolton, Harrow, Westminster OICK Junior boy or non-public school person. OPTION Minor prefect. Bedford. RAG A misdemeanour, hence: RAG WEEK where sponsored 'misdemeanours' are common. Also used at some universities REMOVE The year before the 4th form (age 14 (usually 15)) and 5th form (age 16). Bedford Final years before one is 'removed' from the school (ages 13 and 18). Westminster (and Westminster Under School) SAPPY Severe flogging.