Public Schools
- Created by: LaurenMayCanner
- Created on: 26-11-16 13:07
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- Public Schools
- Characteristics
- Boys
- Great energy and enthusiasm channelled into games
- Expanding
- As numbers increased, houses were formed. These became the hub of the games
- Non-local
- Regional games adopted and adapted by individual schools. These were put into the 'melting pot' and each school established its own rules.
- Spartan
- Harsh treatment and living conditions prepared the boys for rigorous competition
- Boarding
- Time available increasngly spent on games
- Endowed
- Well endowed schools in receipt of money or property for improved facilities, equipment and coaching professionals
- Gentry
- Influential families bringing money and influencing the types of activities brought to schools
- Controlled by trustees
- Influential people investing in and promoting the school towards sporting success. Different policies were in place in different schools
- Fee-paying
- Influential pupils contributing towards facilities and hiring of coaches
- Boys
- Clarendon Report
- Findings
- Public school education built character in pupils and recognised the value of organised games in character building.
- The amount of time spent on games in public school varied
- Publicised the improtance of athleticism and its beneficial effects in the development of a sound individual. Boys learnt to take knocks and show courage.
- The commissioners saw cricket and football fields as places where valuable social and manly qualities were developed, but saw little value in gymnastics and military drills.
- Findings
- Stage 1
- Lack of control
- Masters took no responsibility outside of the classroom
- Corporal punishment used to discipline the boys
- Boys trespassed, played truant, poached and fought
- Bullying and fagging were common, chaos ruled
- Activites were childlike to barbaric
- Stage 2
- 6th form
- Gave them responsibility
- Punishments
- Changed the severity of punishments by masters. They adopted roles of mentor and guide.
- Punished bullying, fagging, trespassing and poaching
- Bounds
- Aimed to keep the boys on site
- Christianity
- Made the chapel the centre of school life and strived to develop christian gentlemen
- House system
- Set an environment of healthy competition and cohesive attitudes
- Used games as a vehicle for achieving social control
- 6th form
- Stage 3
- Rules
- Introduction of standardised rules
- Organisation
- Sport became compulsory
- Employed oxbridge blues and lower class professionals as coaches
- When
- Sport became regular
- Sports days held
- Facilities
- Purpose built facilities
- Athleticism
- Moral integrity and physical endeavour
- Rules
- Ex-Public School Boys
- Teachers
- In their own schools, helping organise sports competitions
- Church
- Formed parish teams
- Industrialists
- Spread the value of athleticism in schools. Provided facilities and industrial patronage
- Parents
- Influencing their children, often sending them to their old schools
- Army
- Increasing the morale and fitness of soldiers and taking british games abroad
- Community leader
- In government or donating to the town for facilities
- Community member
- Establishing, running or playing for local clubs
- Teachers
- Characteristics
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