19th century public schools

Question 1

public school definition

Answer 1

place of old standing to which the sons of gentlemen, resort in considerable numbers and where they reside for eight on 9 years

Question 2

public schools are mostly

Answer 2

boys
gentry
boarding
spartan
non-local
trustees
endowed
fee-paying

Question 3

what are 19th century schools

Answer 3

elitist, due to fees charged to attend, only upper classes could afford to attend, fees were used to develop facilities such as gymnasia
students had lots of free time
meals were frugal and un-inspiring

Question 4

characteristics of public schools

Answer 4

basic living conditions
harsh treatment used to prepare for adult life
divided into houses these become the hub of games
losts of bullying
very strict

Question 5

what is the claredon commission and report

Answer 5

to investigate the state of 9 public schools in the wake of finance buildings and management of eton college
the clarendon report, published in 1864 reported on standars in these barbarian schools who maintained the the gentry tradition- made general recommendations on the cirriculum, governance, fagging and bullying

Question 6

how did public schools change sport

Answer 6

headmasters actively encouraged sport as they felt is developed valuable characteristics as fair play and teamwork
rules and structures

Question 7

what does stage one include

Answer 7

boy culture, bullying, brutality

Question 8

what happens in boy culture

Answer 8

reflected the pre-existing mixture of games and pastimes brought into the schools by boys from different regions of the country

Question 9

what activities did stage one have

Answer 9

cock fighting
hare coursing
hunting
mob games

Question 10

what did the activities have

Answer 10

formal rules
undertaken in boys free time
lent themsleves to bullying with thrashings and beatings

Question 11

what did stage 2 include

Answer 11

dr arnold- social control

Question 12

what does stage 2 cover

Answer 12

the period in which headmasters realised that the social anarcy among boys induced by brutal and uncontrolled games in their schools was not producing the sorts of qualities required by the gentry for their sons

Question 13

who was thomas arnold

Answer 13

docotr of divinity and ordained clergyman, headmaster of rugby school
believed in character development
disliked unruly behaviour and immoral acts
did not believe in harsh punishments
established set of reforms

Question 14

what reforms did arnold enforce

Answer 14

students in charge
6th from were given greater powers within the school
Christian role models, rewarded with powers of discipline
more house sport

Question 15

arnolds main aims

Answer 15

develop moral codes and values through christian ideals
introduced fair play
respect
sportsmanship
leadership
discipline
commitment

Question 16

what was stage3

Answer 16

emergence of rationalisation

Question 17

what happened in stage 3

Answer 17

written rules were established
devised its own versions

Question 18

what are the old boys and the melting point

Answer 18

they would take the knowledge of the sport and rules to uni
many games became more developed at uni
this was a melting point of the mixing of ideas and experiences

Question 19

old boys spreading the rules of the sport

Answer 19

went on to become students
some moved to posts in their wider empire
hence games spread overseas countries
as they worked they spread their knowledge of sports to their students.

Question 20

characteristics of mob game

Answer 20

occasional
holydays
violent and cruel
local
uncoded
rituals

Question 21

types of mob games

Answer 21

mob football
local wates
fair + mops