Public Schools

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Characteristics

BEN GETS FB

B- Boarding- Time avaliable which was increasingly spent playing games. As the boys stayed in the school throughout the term.

E- Expanding- As numbers increased within the public schools the boys were then split into houses and this became the hub of games for inter-house competitions.

N- Non-Local- A great variety of games were adopted and then adapted by indivdual schools.

G- Gentry- Influential families brought status and money and influenced the types of activities brought into the schools.

E- Endowed- Well-endowed schoold that recieve large gifts of money or property could build facilities and employ more assistant masters and coaching professionals.

T-Trustees- Controlled by trusteee as they were influencial people keen to promote the school, so keen to invest in sporting sucess.

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Characteristics

S- Spartan- Harsh treatment and living conditions prepared boys for the rigours of competitive sport and adult life

F- Fee-Paying- The public schools required a fee to be paid this is so that facillities could be developed such as the swimming pool and racquet courts. The influential students were the fee payers and less restricted than the scholars and choristers of which there places were assisted.

B- Boys- The boys had the energy which could of been channeled into games.

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Clarendon Report

The clarendon Report happened in 1861 and was commisioned by queen victoria, however the results were not published till 1864.

The aim of the Clarendon report looked into the management of a number of schools the schools of which were Harrow, Eton, Shrewsbury, Winchester, Charcterhouse, Westminster, St pauls, Merchant Taylor.

The report stated that 1. The Public schools education built charcater 2. It recognisesd the value of organised games- based on charcater building than skillfullness.3. Saw value in cricket and football rather then gymnastics and military drills.

Also revealed that the residential care for students needed to improve. 2. strengthened the posisition of headmasters- stressing the importance of team games as agent og self control 3. stressed moral qualities such as loyality 4. Highlighted sports which were less usefulfor example hare and hounds 5. Sports were central to the school lives of boys 6. Influenced building of specialist facilities/purchase/ maintainence of high quality playing fields.  

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Development of Athleticism

Stage 1- BULLYING AND BRUTALITY(1790-1824)-

During this stage there were lots of bullying and harsh behvaiour between the boys as example of this would be bare knucle fighting. This was reflected by the society at the time as it was harsh and rural. The boys would bring sports from home and then through the 'melting pot' they would develop one games with there own rules so different public schools may have different games, they often combined element of each. When the boys wanted to play games they were organised themselves so there was master involvement. The boys would use the natural environment to create there simple games for example the eton wall game, mob football at charterhouse.

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Development of Athleticism

Stage 2- DR THOMAS ARNOLD(1828-1842)

Enlightened headmasters wanted to -

1. Change the behaviour of boys

2. Reduce the serverity of punishments

3. Look at the role of the 6th form- these became the role models

4.  Look at the academic curriculum.

There main aim was to produce Christain Gentlemen who preached good moral behaviour. This was all part of muscular chritainity idea(godliness and manliness) - this would be wininng and taking part, leading teams a house or possibly a school.

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Development of Athleticism

Dr Thomas Arnold aimed to curb the poor behvaior of the boys as so did the other head masters,  Arnold saw that the games were a way to establish social control, he did this by enlisting the views of the church and gave the 6th form boys some responsibility so that they became good role models. He then made sure that the headmasters had better relationship with the boys.  In this stage the house system developed which lead to the boys competing in inter-house games fuxtures. Through all these changes control was gained as it kept the boys out of trouble throughout the day and the night.

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Development of Athleticism

Stage 3- The 'cult' of Athleticism-

Games have become complusory and the headmasters see the value in team sports as it was seen these games to be creating wholesome engliash men and physical and moral qualities. (Endevour and Prowass- to do ones best) It was seen that leadership on the field could transfer to leadership on the battlefield. Preperation for sport after schooling. Pupils leave school and take these games with them all ove the world.

Athleticism Spread By- (TOPPVIC)

Ex public school boys became-  T-Teachers O-Officer P-Politicains P-Parents V-Vicars I-Industrialists C- Community Leaders.

This shapped character and sports through leadership, this is the responsibility that is given to the 6th form boys to improve their social relationships and for them to become role models to the other boys.  It also teaches the boys to keep going through playing sport and for them to not give up.

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Girls and the Development of Athleticism

There was a much slower development for athleticism in girls as some of the problem they encountered were?

1. Traditional Role of women

2. Status of women in society

3. Schooloing focused on music, dance and posture

4. Unladylike to be competitive

5. Medical concerns against child bearing

6. No role model figure to drive it forward( e.g. no Dr Thomas Arnold)

One role model was Madame Bergman Osterberg as she became a lady superintendent of physical education in London 8n 1881 and soon founded the first full time specialist PE college for women in Dartford.

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