TECHNICAL AND
SOCIAL
DEVELOPMENTS –
STAGE THREE.
WE WILL BE LOOKING AT..
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EMERGENCE OF ATHLETICISM
OXBRIDGE RETURNEES AS ‘BLUES’
MELTING POT – INFLUENCE ON EMERGENCE
OF RATIONAL SPORT
INFLUENCE OF EX PUBLIC SCHOOLBOYS ON
THE SPREAD OF GAMES THROUGHOUT
WORLD.
EXPLANATION OF DELAY IN DEVELOPMENT
OF ATHLETICISM IN GIRLS’ PUBLIC AND
PRIVATE SCHOOL.
GENERAL TECHNICAL AND SOCIAL
DEVELOPMENT.
REVISION……
 WHAT
DID THOMAS ARNOLD DO TO
REFORM RUGBY SCHOOL?
 WHAT DO YOU UNDERSTAND BY THE
TERM ‘MUSCULAR CHRISTIANITY?
TASK…
 STAGE
3 –(1842-1914): THE CULT
OF ATHLETICISM
 IN PAIRS DISCUSS AND WRITE IN
DETAIL HOW SPORTS BECAME MORE
FORMALISED AND EXPLAIN HOW
THEY SPREAD THROUGHOUT
EUROPE AND BRITISH EMPIRE.
NOTES TO INCLUDE:
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FROM 1850s SPORTS WERE TO
BECOME MORE FORMALISED AND TO
BECOME A FORMAL PART OF THE
CURRICULUM – UP UNTIL NOW THEY
HAD BEEN LARGELY EXTRACURRICULAR. THEY WERE SEEN TO
DEVELOP PERSONAL QUALITIES THAT
IN TURN LED TO A WELL-ROUNDED
CHARACTER. IT WAS ALSO ASSUMED
THAT IT DEVELOPED SKILLS TO
ENABLE THEM TO LEAD A REGIMENT
ON THE BATTLEFIELD.
 THE
HEADMASTER OF
WINCHESTER SCHOOL SAID IN
1870: GIVE ME A BOY WHO
PLAYS CRICKET AND I CAN MAKE
SOMETHING OF HIM.
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THE INDUSTRIAL REVOLUTION WAS NOW IN FULL
SWING AND CREATING A NEW AFFLUENT SOCIAL
CLASS (THE MIDDLE CLASS) THEY WANTED THEIR
CHILDREN TO BE EDUCATED IN THESE SCHOOLS –
EDUCATED AS GENTLEMAN. TO SERVICE THIS NEED
THERE WAS A HUGE GROWTH OF PROPRIETARY
SCHOOLS. ARNOLD CALLED THESE THE ‘PHILISTINE’
SCHOOLS. TO CLASSES WERE NOW BEGINNING TO
EMERGE THE UPPER-CLASS AND THE NEW MIDDLE
CLASS WHOME HE CALLED ‘PHILISTINE’ STAFF FROM
RUGBY SCHOOL TOOK UP NEW POSITIONS IN OTHER
SCHOOLS AND THERFORE INTRODUCED THE RUGBY
PROGRAMME AND ETHOS.
ATHLETICISM
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THE COMBINATION OF PHYSICAL EFFORT
AND MORAL INTEGRITY, OR PLAYING HARD
BUT WITH SPORTSMANSHIP. BY THE LATE
NINETEENTH CENTURY, ATHLETICISM HAD
REACHED ‘CULT’ ( A CRAZE OR OBSESSION)
PROPORTIONS AND SOME WOULD ARGUE
THAT IT GOT OUT OF HAND.
TOWARDS THE END OF THE NINTEENTH
CENTURY SPORT BECAME COMPULSORY IN
ALL THE MAJOR PUBLIC SCHOOLS. THE
GAMES ETHIC BECAME A PERSONAL
CHARACTERISTIC OF THE PUBLIC SCHOOL
BOY.
REMEMBER…..
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THE DEVELOPMENT OF SPORT
THROUGH THE PUBLIC SCHOOL
SYSTEM OF THE NINTEENTH CENTURY
WAS TO HAVE A PROFOUND EFFECT
ON THE SPREAD OF SPORT
THROUGHOUT SOCIETY. IT SOWED
THE SEEDS OF THE
RATIONALISATION OF SPORT, IN
WHICH SPORTS WERE CODIFIED AND
REGULATED BY GOVERNING BODIES,
AND THE BOYS WHO LEFT THE
SCHOOLS SPREAD THE CULT OF
MANLY GAMES ACROSS THE WORLD.
TASK – COPY MODEL OF THE
SPREAD OF TEAM GAMES
THROUGHOUT EUROPE AND
THE BRITISH EMPIRE.
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The spread of team games throughout Europe and the British
Empire.
Public schoolboys became:
TEACHERS
INDUSTRIALISTS
PARENTS
COMMUNITY LEADERS
COMMUNITY MEMBERS
ARMY OFFICERS
VICARS AND PRIESTS.
COLONIAL – COLONIAL SERVICE, HELPING TO ADMINISTER AND
GOVERN THE EMPIRE’S MANY COLONIES.
PATRONAGE – SUPPORTING SPORTING EVENTS WITH FUNDING
UNIVERSITY SPORT – FIRST STEP TO RATIONALISATION OF
SPORT.
CLUBS – THE OLD ETONIANS
ADMINISTRATION – HELP DEVELOP GOVERNING BODIES FOR
THEIR SPORTS AND HELP FORMULATE NATIONAL RULES.
 WHY
WAS THERE A DELAY OF
THE DEVELOPMENT OF
ATHLETICISM IN GIRL’S PUBLIC
AND PRIVATE SCHOOLS?
 WHO WERE THE INFLUENTIAL
WOMEN TO CHANGE THIS AND
HOW WAS THIS ACHIEVED?
NOTES SHOULD INCLUDE:
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THE EDUCATION OF GIRLS LAGGED BEHIND THE BOYS.
TRADITIONAL ROLE OF THE WOMEN IN SOCIETY AND THE
THREAT TO THE BEHAVIOURAL NORMS OF SOCIETY. THE
GENERAL SOCIAL VIEW WAS THAT THERE WAS NO NEED
FOR WOMEN TO BE EDUCATED. GIRLS OF THE UPPER
CLASSES WAS TO GET A HUSBAND, WHICH DID NOT
REQUIRE A SERIOUS EDUCATION. They were thought to be
inferior to men!
SCHOOLS DID NOT CONCENTRATE OF GAMES – THERE WAS
NO NEED- MUSIC, DANCING AND POSTURE WERE THE
MAIN ACTIVITIES.
UNLADYLIKE – INAPPROPRIATE
MEDICAL CONCERNS AND PROBLEMS ASSOCIATED WITH
CHILD BIRTH
PERCEIVED PHYSICAL INFERIORITY
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ONCE AGAIN IT WAS THE ROYAL
COMMISSION THAT INCREASED THE PACE
OF DEVELOPMENT. IN 1868 THE TAUNTON
COMMISSION WAS SET UP TO EXAMINE THE
BOYS AND GIRLS SCHOOLS THAT WERE NOT
COVERED IN THE CLARENDON’S REPORT. IT
FOUND THE POOR STATE OF EDUCATION
FOR GIRLS OF THE MIDDLE AND UPPERCLASSES. FOLLOWING T5HE REPORT
PARLIAMENT PASSED THE ENDOWED
SCHOOLS ACT IN 1869, WHICH ALLOWED
THE DEVELOPMENT OF MANY NEW GIRLS
SCHOOLS.
 NOTE
– YOU NEED TO BE AWARE
OF THE THREE STAGES AND THE
DEVELOPMENT OF DIFFERENT
ASPECTS OVER THE STAGES EG.
TECHNICAL, SOCIAL AND
VALUES.
KNOW THE FOLLOWING
TERMS:
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MELTING POT – THE MIXING OF GAMES AND
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FIVES – A HAND AND BALL OR BAT AND BALL GAME,
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OXBRIDGE ‘BLUES’
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TRADITIONS FROM VARIOUS SOURCES RESULTING IN ONE
STANDARDISED FORM – MARBLE GAME.
PLAYED AGAINST A SUITABLE WALL OR LATER IN A
PURPOSE BUILT COURT. CALLED FIVES BECAUSE OF THE
FIVE DIGITS ON THE HAND. SIMILAR TO SQUASH.
AN OXFORD OR CAMBRIDGE STUDENT/GRADUATE WHO
HAS REPRESENTED THEIR UNIVERSITY IN A VARSITY
MATCH AGAINST THE OTHER UNIVERSITY. – THEY BECAME
SOUGHT-AFTER ASSISTANT MASTERS IN PUBLIC SCHOOLS.
ASSISTANT MASTERS – TO ASSIST THE HOUSE
MASTER, ESPECIALLY WITH THE ORGANISATION OF
INTER-HOUSE MATCHES.
HOMEWORK…..
 WHAT
IMPACT, IN EACH OF THE
THREE STAGES, DID PUBLIC
SCHOOLS HAVE ON THE
DEVELOPMENT OF SPORT – P41 – IN
(TERMS OF TECHNICAL, SOCIAL AND
VALUES).