Nineteenth Century Public Schools

Question 1

Define nineteenth-century public schools

Answer 1

Old, established, fee-paying schools dominated by upper , and upper-middle-class boys (and later girls).

Question 2

What is meant by the spartan

Answer 2

Poor or basic living standards. With regard to public schools, an environment where younger children were treated severely by masters and older boys.

Question 3

Identify the characteristics of nineteenth-century public schools and their impact

Answer 3

Boarding - time to play games
Expanding - numbers increased and house were formed
Non-Local - variety of regional games adopted/adapted
Spartan - prepared boys for rigours of sport and adult life
Trustees - influential people who promoted sport for school
Endowed - gifts of money to employ professional coaches
Fee-paying - allowed facilities to be developed
Gentry - influential families brought status
Boys - great energy to be channelled into games

Question 4

Define the term trustee

Answer 4

These are influential people responsible for managing and promoting an organisation, such as a school.

Question 5

Describe what is meant by a ‘House System’

Answer 5

A system whereby boys lived in individual houses while away at boarding school. The house became the centre of social and sporting life.

Question 6

Discuss the impact of the Clarendon Report

Answer 6

This was an account of public school life written by the Earl of Clarendon in 1864.It followed complaints about the finances, buildings and management of Eton College. The report gave a detailed picture of life in the ‘big’ nine public schools. It generally attempted to enrich day to day academic and residential life for the pupils. It could be seen as an early OFSTED inspection!

Question 7

List the ‘Big Nine’ public school

Answer 7

Winchester, Eton, St Paul’s, Shrewsbury, Westminster, Merchant Taylor’s, Rugby, Harrow, Charterhouse

Question 8

Define the term ‘technical development’

Answer 8

Developments relating to rule structures, equipment, facilities, level of skilfulness, etc.

Question 9

Define the term ‘social relationships’

Answer 9

Influences of societal change, for example improved transport and communications, and social relationships within the school such as bullying, boys, masters, local residents.

Question 10

Define the term ‘values’

Answer 10

Benefits, ethics and morals that build character and become guidelines for living such as teamwork, manliness, loyalty and honour.

Question 11

Identify some key features of public school developments during Stage 1 (c1790-1824)

Answer 11

This was period of bullying, brutality and boy culture. Blood sports and bare fist fighting were common. All recreational activities were organised by the boys to relieve boredom. Masters ruled with an ‘iron rod’ and had no interest or influence outside the classroom. It was a period of institutionalised popular recreation.

Question 12

State the types of activities that took place during Stage 1 of public school developments

Answer 12

Activities were wide ranging - from childlike to the barbaric. for example; spinning tops, marbles, mob football and fighting. Cricket was already codified and adopted by the schools.

Question 13

Describe the game of ‘fives’

Answer 13

A hand or bat and ball game played against a wall (or later a purpose-built court). It is similar to squash and was called fives due to the digits on one hand.

Question 14

What is meant by the term melting pot?

Answer 14

A ‘melting pot’ occurred during Stage 1 which mixed the games and traditions from a variety of areas to create a standardised game within the school.

Question 15

Explain the term ‘cloisters’

Answer 15

These are covered walkways with a central courtyard, such as at Charterhouse, which lead to unique games being played.

Question 16

Define ‘hare and hounds’

Answer 16

An adaptation of fox hunting where by one boy runs ahead of the pack dropping a trail as a ‘scent’ which is followed by the chasing group.

Question 17

Identify some key features of public school developments during Stage 2 (1828-42)

Answer 17

This was a time of change with liberal headmasters, such as Dr Thomas Arnold, trying to achieve social control. Life and society was becoming more orderly and the public schools followed suit. Dr Arnold used games as a vehicle to achieve this control and made the chapel central to school life. Arnold established a more trusting and sympathetic relationship between the pupils and the masters.

Question 18

List some of the changes that Dr Arnold instigated during Stage 2

Answer 18

Dr Arnold reformed the following aspects of school life;
The behaviour of the boys
The severity of the punishments
The role of the sixth form
The academic curriculum 
The development of the house system

Question 19

Define ‘Muscular Christianity’

Answer 19

This was Dr Arnold’s main aim. He wanted to produce Christian gentlemen and to preach good moral behaviour. Muscular Christianity is the combination of godliness and manliness, strong soul and strong body. Play sport and play hard but for the glory of god!

Question 20

What is meant by the term ‘cult’

Answer 20

A cult is a craze or obsession

Question 21

Identify some key features of public school developments during Stage 3 (1842 - 1914)

Answer 21

Between 1850 and 1870 Britain and it’s Empire were ruling the waves. Sport and games became a cult in public schools with the craze for team games and a disinterest in academic work developing. Games became compulsory in many schools, such as Clifton and Uppingham. The effects of the Clarendon report were being felt. Newsome claims ‘ games became compulsory, organised and eulogised at all the leading public schools’.

Question 22

Define the term ‘athleticism’

Answer 22

A combination of physical endeavour (trying hard) with moral integrity (a mix of honour, truthfulness and sportsmanship).

Question 23

How did ex-public school boys spread team games throughout Europe and the British Empire?

Answer 23

Ex-public schoolboys became;
Teachers, Industrialists, Parents, Community Leaders, Politicians, Army Officers, Vicars/Priests
In each of these roles they were able to take the love of team games with them to benefit their specific situations.

Question 24

Why was there a delay in athleticism in girls’ public and private schools?

Answer 24

Traditional role of women
Anxiety over revealing clothing
Status of women in society; music and dancing was priority
Unladylike to be competitive
Medical concerns; prevent child bearing
Perceived physical inferiority; girls couldn’t cope

Question 25

Describe how public schools still impact on schools today

Answer 25

House System still central to many schools
Annual sports days still held
Old Boys’ and Old Girls’ societies still exist
Participation still considered beneficial for healthy balanced lifestyles
Coaches employed in some schools to develop talent
PE as part of National Curriculum focus on child as a whole
Intra and Inter School fixtures
Swimming Galas