Nineteenth Century Public School Developments of Athleticism Stages One - Three

Timeline Pre-industrial Britain Post-industrial Britain 18th Century (1700’s) 19th Century (1800’s) 20th Century (1900’s) STAGE ONE Bullying and Brutality (1) Popular Recreation (2) Public School Development (3) Rational Recreation (4) State Elementary Education

Foundation dates of the Clarendon Schools Charterhouse (1611) Eton (1440) Merchant Taylor’s (1561) Westminster (1560) Winchester (1382) Harrow (1571) St Pauls (1509) Rugby (1567) Shrewsbury (1552)

Key characteristics of the Clarendon Schools Controlled by trustees Non-Local Controlled by trustees Spartan/ flogging Gentry Expanding Endowed Boarding Fee Paying Boys 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 B – BOARDING BBC C – CONTROLLED BY TRUSTEES E – EXPANDING F – FEE PAYING EFG G – GENTRY S – SPARTAN E – ENDOWED SEN N – NON-LOCAL

Stage One 1790 – 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 – 1842 Dr 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: 1842-1912 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.

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