Post-Industrial Flashcards
Agrarian Revolution
The movement of workers away from the countryside to work in the city
Industrial Revolution
- More industry work
- Factories develop etc
- Better wages for LC (but still work 6-6-6)
- Development of railway systems
Urban Revolution
Huge rise in pop –> especially in cities
Amateur
Do not need to be paid to play
UC & eventually MC
Professional
Need to be paid to play
LC people who excelled at their sport
Effect of Amateurism and Professionalism
- A & P often played on same teams
- Forced into different changing rooms
- As made to clean kit & do dirty jobs
- Working men paid extra for missing work to play
- UC against this as went away from true values of sport
- This the reason rugby split into 2 codes (U & L) –> N / S rivalries
Social Class
- MC introduced
- MC = more time to be involved in sport
- Many went to public schools & involved in development of rules for different sports
Middle Class
Those who were professionals, factory owners and managers, but did not own large estates.
Previous LC people who had worked their way up
Gender
- A womans role –> marry & have children & financially depend on husband
- Education deemed pointless
- Lack of work for women (only teaching –> poor pay)
Gender (Late 19th Century)
- Status of women began to change
- Assumption that women should marry became compromised –> shortage of men
- High morality rates of boys
- Males serving in armed forces
- Men more likely to emigrate
- Campaigners fought for equal rights for work & education & eventually voting
This encouraged women to be more involved in sport and PE in schools
Law & Order
- Development of more laws affected which activities allowed
- U&MC developed the laws
- Cock fighting & mob games eliminated
- Most UC sports left untouched (e.g. hunting)
- In the interest of the U&MC to keep the sports they held dear
Education & Literacy
- LC didn’t want education as would mean less time working / earning money
- Child labour common
- LC families reluctant to give up earnings of children for benefit of education
- U&MC continued to gain education
Education & Literacy
The Education Act 1870
(a.k.a. The Forster Act)
- The beginning of the modern system of education in England
- National system of state education
- Increased number of elementary schools nationwide
- Supplemented schools already run by the churches/private individuals/guilds
Education and Literacy
1891 Education Act
- Elementary education effectively free after passing of 1891 Education Act
- Education becoming more accessible to LC
- Understanding of more sophisticated rules now much more wide spread
- More participation in sport (not just U&MC)
Availability of Time and Money
Factories
- Factory owners used to try and stop their players from getting paid to miss work and play sport
- However, soon realised that sport could keep them healthy and loyal
- Led to companies forming own teams
Availability of Time and Money
- LC still worked long hours for little money (72 hour weeks)
- Meant little money & time for sport
- ‘Saturday half day’ introduced
- By 1965 –> work hours typically 40-45 hr weeks
- This was to boost morale & allow for ^ participation, alongside taking workers to sea side once a year
Type and Availability of Transport
- Historically little transport –> mainly walking & horses, but also river communications & canals
- Development of following enabled good communication & travel –> roads, bicycles, railways, cars (20th C)
- Allowed teams to travel to away matches & spectators
(leagues/tournaments could be formed)
Type and Availability of Transport
Effect of Railways
- Changed day-to-day life dramatically from 1830s onwards
- Bigger crowds / following of sport
- Better players moved to live/play with better teams
- Teams could now tour country to play fixtures against other teams
- Race meetings planned around train times
- Owners could get their horses up to Scottish Races
Type and Availability of Transport
Cars
- Massed produced in 20th C
- Majority of households own one
- Sport easily followed around country
- Participation easier as transport so readily available compared to 50 years ago
Characteristics of Public Schools
- Expensive
- Boarding
- Boys only (girls allowed in a lot later)
- U&MC only
- Harsh / strict environment
- Exclusive due to travel & tuition fees
- Influential in development of rules and sporting governing bodies
Original 9 Public Schools
- Eton
- Harrow
- Rugby
- Charterhouse
- St Pauls’
- Winchester
- Merchant Taylors
- Westminster
- Shrewsbury
Influence of Public Schools
Early 19th C:
- Sport NOT big in public schools
- Headteachers not in favour of sport
‘Fagging’ –> younger boys servants to older boys
- Parents threatened to take children elsewhere because of this
Middle 19th C:
- Sport important element in education of UC boys
Influence of Public Schools
Thomas Arnold
- Wanted to develop ‘moral Christian gentleman’
- Removed fagging system
- Promoted regular sports –> provided exercise & encouraged healthy competition
- Developed house system –> house sports teams
- Introduced sports prefects –> sports organisers
- Developed Athleticism –> trying hard, being honourable, truthful and showing good sportsmanship
- Pupils took games to uni –> games from different schools merged
The Cult of Athleticism
The concept of developing character through sport
(moral Christian gentleman / muscular Christianity)
Athleticism
A combination of physical endeavour, or trying hard, and moral integrity, or being honourable, truthful and showing good sportsmanship
How did public schools help shape the 19th Century?
- Facilities / space available & specialist equipment
- Time available for fixtures
- Specialist coaches
- Inter-house system (teams)
- Developed / codified rules
- Role models from older boys to younger ones
Development of football
- 1845: Rugby wrote down their rules (handling ball allowed)
- 1849: Eton created rival game (no hands)
- When these students went off to uni there was a conflict between which rules
- 1863: Cambridge uni proposed a set of rules to follow (no hands)
- 1863: The FA was formed and adopted Cambridge rules
The structure of sport
- Wednesday afternoons free time for students
- During this time they would wonder & cause mischief
- This time then allocated for sports as a measure of social control
