Post 1850 Flashcards
The industrial revolution changed the way people lived and worked, there was much more distinction between leisure and work. (2 Lower Class, 2 Upper Class points)
Lower Class:
- Initially people worked very long hours in the factories (12 hours per shift); which meant there was very little time or energy for activities.
- Sunday was a day off for people, however, this was seen as a day of rest linked to the requirements of the church.
Upper Class:
- Upper class able to travel more because of the improvement of the transport systems (notably the railways).
- This resulted in upper class being able to take their sports further afield; for example, to the Scottish Highlands
Social classes (2)
- A two class system became a three class system with the emergence of the middle classes
- Middle class were:
- Professionals, factory owners, managers, who did not own big estates and were not born into democracy
Schools for middle class (2)
- Attended schools to be smart enough to grow into their professional jobs and football would be a sport they participated in
- Pre-Industrial Rev - No school; Post-Industrial Rev - Yes School
Amateurs (3) vs Professionals (4)
Amateur:
- More recreational
- Played for the love of the game
- Upper class
Professional:
- Bigger budget
- Lower middle class
- For a job = to make a living
- Received broken time payments
Gender (2+2)
- The role of 19th Century Britain was a restricted place for women, the roles associated to women were limited i.e. financially dependent on their husbands
- Education was considered frivolous and pointless to women. Schooling for girls was also considered pointless as most professions refused to enter women.
During the late 19th Century, the status of women started to change:
- The assumption that women should marry was compromised due to a shortage of males
- Following the Taunton Royal Commission Report in 1868 a number of female educational pioneers emerged
Law and order (3)
- The development of more defined laws and the establishment of the police force, initially referred to as ‘Peelers’ improved public law.
- A sense of order affected the types of activities that were undertaken
- RSPCA - for animals
Education and literacy (2)
Lower class and education (3)
Upper class and education (1+6eg)
Other points (3)
- The introduction of state education did not happen until the late 19th Century. - This was partly down to the upper classes not wanting the lower classes to be culturally developed, and them wanting the lower classes to be kept under control.
Lower class and education:
- Didn’t believe that it had any relevance to them
- Child labour was prevalent at this time and parents were reluctant to give up the children’s wage in order for them to get an education
- This meant that the lower classes continued to be engaged with activities associated with the public house, gambling and horse racing
Upper class and education:
- They were educated and literate which meant that they would participate in sports that were deemed to be sophisticated and requiring cognitive processing eg:
- Golf - Real Tennis - Cricket - Archery - Rowing - Horse-riding - The Education Act of 1870, also known as the “Foster Act” was the beginning of the modern education system.
- This is what resulted in the national system of state education; with the establishment of elementary schools nationwide.
- It became free in 1891
Lower Class having an education (7)
- More opportunities
- Some rules & order in their sports
- More involved
- All came down to the fact that they could now read & write
- Greater variety
- Mob football became football
- Reduce levels of variations
Public Schools (1,3,3)
Public Schools were attended by the upper and middle classes. At the beginning of the 19th Century organised sport was not a feature, in fact headmasters did not think it was of any value. It was only after the mid 19th Century that it became an important element.
Early public school years - the “prefect fagging system”
- In this time school sport didn’t really exist. Sports were made up from what the boys played at home: minus the equipment.
- Younger boys were used as servants and bullied
- For example: Hare and hounds. Lower school boys would be the hares, and the older boys the hounds.
Thomas Arnold and the cult of athleticism - rise of sport in the schools
- Thomas Arnold revised the fagging system and promoted more regulated sports.
- He developed the house system which was influential in the formation of competitive sports.
- Through this sports became more regulated, and developed the idea of muscular Christianity: a link between sport, morals and ethical character.
Melting pot (3)
- There was still an issue with different schools playing by different rules and his created a ‘melting pot’.
- For this reason, a common set of rules were formed at Cambridge university in 1863; these were known as “Cambridge rules”.
- At the end of the same year players from around the country came together to form the Football Association (FA).
Public schools influence
Promotion and organisation of sports and games: (7)
Promotion of ethics through sports and games: (3)
Cult of athleticism: (1+9eg)
Spread and export of team games (3,3)
Promotion and organisation of sports and games:
- High levels of funding were available – meaning specialist facilities could be built/technical developments
- Specialist coaches employed e.g. cricket
- Teachers would look after house teams
- Plenty of time to play as they were boarding schools – leading to high standards
- Inter-house and inter-school fixtures were important
- League and competition structure developed
- Schools helped to structure games and establish rules
Promotion of ethics through sports and games:
- Sports and games were played to keep boys out of trouble
- Team games in particular were played to develop character
- Role models inspired the younger boys
Cult of athleticism:
- The 19th century craze for/obsession with playing team games; games were played with physical endeavour and moral integrity (effort and sportsmanship) to develop qualities such as:
- Trust - teamwork - leadership - Loyalty - Endeavour - Etiquette - Courage - Sportsmanship - manliness
Spread and export of team games
- Spread via ex-pupils who:
- Promoted games at university - Took games abroad/ spread games throughout ‘Empire’ - Founded NGB’s - Via ex-pupils who became:
- Industrialists/politicians/army officers - Teachers/parents/vicars/NGB officials - Prominent and powerful of community members
Availability of time and money (1 + 3eg)
Factory workers who once did all they could to prevent their poorly paid workers from playing sports, now realised they could keep their workers healthy and loyal
Examples:
- Royal Arsenal went on to become Arsenal FC
- West Ham was formed by Thames Iron works in 1895
- Newton Heath formed from a Lancashire & Yorkshire railway went on to become Manchester United
After the mid-19thCentury sport started to develop quickly.
- The lower classes found that they had more leisure time available, this was partly down to the factory act, that gave workers a Saturday half day.
- Disposable income was still an issue, so in some large factories, the owners would pay for annual excursions to the seaside. This was the beginning of the seaside holiday and participation in swimming
Transport (Pre-industrial (2) vs Post 1850 (4)
Pre:
- Walking
- Horseback
Post:
- Canals
- Roads
- London underground
- Railway
