TECHNICAL AND SOCIAL DEVELOPMENTS – STAGE TWO

What we need to know…..  INFLUENCE OF LIBERAL HEADMASTERS SUCH AS THOMAS ARNOLD  CHRISTIAN GENTLEMEN AND MANLINESS  RESPONSIBILITY FOR SIXTH FORM  EMERGENCE OF PLAYGROUND AS CENTRAL FEATUREW OF SCHOOL LIFE  GENERAL TECHNICAL AND SOCIAL DEVELOPMENT

READ TEXT BOOKS AND ANSWER  READ TEXT BOOKS AND ANSWER  What changes took place at this time and how did Dr Thomas Arnold use sport to reform the rowdy behaviour within Rugby school?

What happened……  They became more civilised:  Parliament and criminal laws were changing ( refer to important dates list ) laws banning cruelty to animals, transport and communications were improving.  Queen Victoria was crowed in 1837 – with life and society becoming more orderly, unruly behaviour from stage one has now become more out of place.

 Dr Thomas Arnold and other liberal headmasters wanted to reform the public schools, addressing:  Behaviour of boys  Severity of punishments imposed by masters  The role of the sixth form  The academic curriculum

THE AIM WAS ……..  THE AIM WAS TO PRODUCE CHRISTIAN GENTLEMAN AND TO PREACH GOOD MORAL BEHAVIOUR. THIS WAS PART OF MUSCULAR CHRISTIANITY OR THE BELIEF IN HAVING A STRONG SOUL WITHIN A STRONG BODY. (COMBINATION OF GODLINESS AND MANLINESS)  TO PLAY HARD FOR THE GLORY OF GOD – NOT FOR ITS OWN SAKE OR FOR ANY INTRINSIC REWARD.

 THOMAS ARNOLD  ARNOLD’S MAIN CONCERN WAS THE EDUCATION AND CONTROL OF HIS PUPILS THE PROGRAMMES AND RULES HE INTRODUCED HAD A PARALLEL AFFECT ON THE REFORM OF GAMES AND SPORTS IN SCHOOL.

 REFORMED AT A TIME THAT WHEN PUBLIC SCHOOLS WERE OUT OF CONTROL  HIS AIM AT RUGBY SCHOOL WAS TO REFORM WHAT HE SAW AS THE IMMORALITY AND SINFULNESS OF BOYS AND WAS DETERMINED TO REFORM THEM IN THE WAY OF ATTITUDES AND THEIR SCHOOL LIFES.

 ARNOLD USED GAMES AS A VEHICLE FOR ESTABLISHING SOCIAL CONTROL. HE MADE THE CHAPEL THE SCHOOL’S SPIRITUAL AND SYMBOLIC CENTRE, THEREBY ESTABLISHING A NEW MORAL CODE, WHICH WAS BETTER SUITED TO THE INCREASINGLY CIVILISED SOCIETY TO WHICH THE PUBLIC SCHOOLS NOW BELONGED.

 BOYS WERE ALLOWED TO PLAY SPORT EVERY DAY. BECAUSE TRAVEL HAD NOT YET DEVELOPED, SCHOOLS COULD NOT PLAY EACH OTHER. SCHOOLS HAD THERE OWN VERSION AND FEATURES, WHICH DEPENDED ON THE BUILDINGS AND GROUNDS.

 HE DEVELOPED A NEW RELATIONSHIP WITH THE SIXTH FORM. HE INTRODUCED PREFECTS. MASTERS GRADUALLY ADOPTED ROLES OF MENTOR AND GUIDE, RATHER THAN JUDGE AND EXECUTIONER. IN THE SIXTH FORM HE INCREASED THEIR POWERS OF DISCIPLINE, RAISED THEIR STATUS, AND IN RETURN WANTED THEM TO BE ROLE MODELS AND ‘POLICE FORCE’ AROUND THE SCHOOL. THEY BECAME THE LINK BETWEEN THE MASTERS AND BOYS. HE COULD THEN DELIVER THE CHRISTIAN ETHOS. AS A CONSEQUENCE, THE STATUS, REGULARITY AND ORGANISATION OF GAMES ALSO INCREASED.

 THE HOUSE SYSTEM BECAME A MAJOR FOCUS FOR THE BOYS’ PERSONAL, SOCIAL, RECREATIONAL AND SPORTING EXISTENCE. INTER- HOUSE SPORTING COMPETITION KEPT THE BOYS OCCUPIED AND USED UP MUCH ENERGY.

RUGBY SCHOOL

WHAT IS……..  MUSCULAR CHRISTIANITY  ATHLETICISM  THERE WERE TWO MELTING POTS, WHAT WERE THEY?  HOW DID ATHLETICISM SPREAD?