2. 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.
3. 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.
4. 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.
5. 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.
7. 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
8. 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’
9. 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.
10. 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.
11. 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.
12. 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)
13. 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.
14. 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.
15. 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.
The Clarendon Commission
17. 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!
18. 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
19. 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.
I. Tradition saw girls as inferior, and participation in sport was frowned upon.
II. The education of girls was viewed as a threat to the behavioural norms of society.
III. There were not enough prominent female heads to provide leadership and
encouragement.
I. 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.
Athleticism in girls’ public and private schools
20. Delay of
athleticism in
girls’ public
schools
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.
Girls/women
traditionally
viewed as
subservient
Participation
seen as medically
harmful to
women and girls
Lack of female
heads who
encouraged
athleticism
Sports were
viewed as
unfeminine by
society
21. Term Meaning School
ABROAD Out of the sick room. Winchester
BAD EGG A nasty and unpleasant person. -
BIBBLING Six strokes of the cane Winchester
BRUSHING Flogging. Christ's Hospital
CHINNER Wide grin Winchester
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. Eton
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. -
