Stage 2 & Stage 3 Of Public School Development.  Aims: 1. Links with Stage 2 and the football match, country pursuits & swimming and fight in Tom Brown’s Schooldays. 2. Awareness of characteristics of Stage 3 & emergence of “Cult of Athleticism” 3. Links with Stage 3 and cricket extract from Tom Brown’s Schooldays.

Research Task!  Pge 25 in txt book shows the key points of the football match extract.  In your groups for next Monday you need to deliver a presentation on Tom Brown’s school days. You also need to include a summary sheet on your findings for everyone. The Fight. The Fight.  The Presentation must include – 1. Evidence of technical developments. 2. Explanation of different social relationships. 3. Evidence of values being reinforced. 4. Key Quotations portal.co.uk/GroupRenderCustomPage.asp?GroupID=7839&ResourceId= portal.co.uk/GroupRenderCustomPage.asp?GroupID=7839&ResourceId= portal.co.uk/GroupRenderCustomPage.asp?GroupID=7839&ResourceId= portal.co.uk/GroupRenderCustomPage.asp?GroupID=7839&ResourceId=

Stage Three ( ) “ The Cult”  Key words in this stage are:  Athleticism  Cult: What do we mean here regarding how schools viewed games and athletics.?  Games ethic:  What important events took place between 1850 and 1870?  List 2 public schools at this time who were typical of Stage 3, and state why.  So in 60 years games had gone from being barbaric to the schools pride and joy.  They became an organised, compulsory aspect of school life.

Spread Of Team Games Through Europe & British Empire. Ex-public school boys expected to have well-rounded character and having leadership/sportsmanship qualities gained from the playing fields. On leaving university they took they games ethic with them, and became either: Teachers. Army Officers Community.Parents. Industrialists. Vicars

Spread Of Team Games.  Teachers  O.  P.  V.  Industrialists  C. x 2.

Development Of Athleticism In Girls Public & Private Schools  While  While athleticism was reaching cult proportions in boy’s public schools there was a delay in the development of opportunities for upper and middle class girls.  Reasons  However  However there were some pioneering women who pushed female PE in late 19 th 19 th century.  What  What impact did each of the following have:  Francs  Francs Mary Buss?  Dorothea  Dorothea Beale?  Madame  Madame Bergman Osterberg?

Summary of Stage 3  Athleticism as a ‘Cult’  Compulsory games for the development of character  Influence of ex public school boys on the spread of games through Europe and the British Empire.  Public schools also influenced :  Other schools (which copied Clarendon 9)  Universities (melting pot for standardisation of rules)  Organisation (formation of G.B’s)  More regular play (standards of performance go up)  Specialist facilities  Festival days (sports day important event)