Post-1850 Industrial Britain- social and cultural factors Flashcards
1
Q
- How did the social and cultural factors shaped sports and pastimes in post-1850 industrial Britain?
A
- The industrialisation of Britain changed the way people lived and worked, as there was much more distinction between work and leisure.
2
Q
- Social class:
A
- The upper and lower (working) classes were now accompanied by a middle class
- The middle class included professionals, factory owners and managers, who didn’t own big estates and were not born into aristocracy
- Many members of the middle class went to public schools, which were influential in th development of sports such as rugby and football
3
Q
- Amateurism and professionalism:
- Include: pay between them, Cricket, Soccer and rugby and Golf
A
- Amateurs weren’t paid- this status suited upper and middles classes
- Cricket: amateurs and professionals played in the same team but social distinction was preserved through different changing rooms; lower class professionals bowled and cleaned the kit
- Soccer and rugby: professionalism was the most controversial. The growth of social mixed northern teams led to broken-time payments, where lower classes were paid in order to miss a day’s work to play. These payments were against the amateur principles of the upper classes. Tensions led to splitting of rugby into 2 codes, league and union in 1895
- Golf: before 1861 there were separate Open Chamipionship for amateurs and professionals. The professionals didn’t fit in with the image of th gentlemanly game.
4
Q
- What was the gender and the changing status of women like in the early 19th century?
A
- Early 19th century, women were expected to marry, have children and be financially dependent on their husbands. Many people regarded education for women as pointless
5
Q
- What was schooling like for females?
- Include: schooling for girls and jobs
A
- Schooling for girls was initially limited, compared to boys
- Women were allowed to become teachers, but this was a low status, poorly paid job
6
Q
- What was the gender and the changing status of women like during the late 19th century?
A
- Status of women began to change; shortage of men, due to high morality rates and a large number serving in the armed forces, suppressed the assumption that women had to marry
7
Q
- What was identified by the Taunton Royal Commission Report in 1868 and was related to women:
A
- Limitations on schooling for women were identified by the Taunton Royal Commission Report in 1868
- Efforts formed part of a wider movement of campaigners who fought for equal rights to study, work, own property and, eventually, vote
- This had an encouraging effect on women to be more involved in sport and physical education in schools
8
Q
- Laws and order: Post-1850 industrial Britain:
A
- Development of laws affected types of activities undertaken, especially for the lower (working) class.
- Laws led to decline in blood sports, e.g. animal baiting and cock fighting
- Upper classes held onto their sports, such as fox hunting
- Law makers were from the upper and middle classes, so it was in their interest to support the sports they enjoyed
9
Q
- What was education and literacy like during Post-1850 industrial Britain?
- Include: child labour, employment of children, The 1870 Forster Act, accessible education
A
- Vast majority of the working classes had very little interest in education because it was perceived to be of little relevance
- Child labour was still common practice; working-class families were reluctant to give up earnings of their children for the benefits of education
- The employment of children continued to increase even after 1850
- The 1870 Forster Act modernised education in England. Elementary education became free with the passing of the 1891 Education Act
- Education became more accessible to the working classes, allowing them to understand more sophisticated rules in sport. Sport became widespread
10
Q
- Availability of time and money: Post-1850 Industrial Britain:
- Include: what an increase in leisure time led to
A
- An increase in leisure time after the mid-19th century allowed sport to develop quickly
- However, the working class still found participation difficult due to lack of disposable income
11
Q
- Availability of time and money:
- Include: growth of factories, 72-hour working weeks, into of Saturday half-days
A
- The growth of factories meant that for many working hours were and pay was poor
- 72-hour working weeks were common, leaving little energy and time for sport
- Introduction of the Saturday half-day, for skilled workers initially then for labourers, allowed more time for sport and leisure
12
Q
- Availability of time and money:
- Include: living conditions and factory owners- happy
A
- Living conditions remained poor, deprivation and poverty were high, but some sports clubs developed
- Factory owners recognised a happy, healthy work force as being more productive, so some organised annual excursions to the seaside
13
Q
- By 1965 and eventually the 20th century what was the working week hours reduced to?
- Include: what the law today states workers must have
A
- By 1965, the working week was 40-45 hours, reducing by the end of the 20th century to 37-40 hours, increasing the time available for sport
- Law today states workers must have 4 weeks’ holidays a year, allowing time for playing and watching sport
14
Q
- What was the type and availability of transport like?
A
- Railways were important in development of seaside resorts and, in sport, allowed fixtures to be played and spectators to visit venues around the country
- Cars were mass produced in the 20th century, and the majority of household have a car nowadays; compared to 50 years ago, it is much easier both to follow and participate in sport
15
Q
- What was influential in the development of modern sports?
A
- Public schools were influential in the development of modern sports, both at home and abroad
