Public schools Flashcards
What were Dr Thomas Arnold’s aim?
Christian gentlemen Reform the curriculum Improve relationships Social control Promote desirable values
What were Dr Thomas Arnold’s methods?
Better relationships between staff & pupils and schools and neighbours
Regulated sport
Inter house competition
Sixth form - prefects
Chapel & christianity - central to school life
What is the main thing Dr Thomas Arnold did?
Established a link between sports and ethical character (sportsmanship)
What 4 things influenced the civilisation of sport in schools?
Transport - inter school competitions
Technology - Better facilities
New middle class - Influence respectability of sport
Ex public school boys - become leaders in communities and develop their sport
Definition of cult of athleticism
An obsession/craze about sport and games and being less interested in academics
Definition of athleticism
Combination of physical endeavor (effort/trying hard) and moral integrity (spirit of the game)
How did the cult of athleticism develop in the public schools?
Boy culture - by the boys, for the boys in free time
Dr Arnold reforms - moral ethics
University melting pot - Different rules join together, 1 sport, 1 set of rules.
Ex public school boys - teaching at schools
What did public schools do to promote sports?
Boarding schools so lots of time, became compulsory on timetable. High standards.
Money - from fees brought facilities
Coaches - employ professionals
Teachers - encouraged to support/coach house teams and join in
Fixtures - played prestigious matches
What did public schools do to organise sports?
Boys played regular inter-house matches
Structured and rules were made
Interschool leagues were made
What 11 personal qualities did sport improve?
All round mind and body Team work Honesty Leadership/loyalty Endeavour Trust Integrity Courage Initiative Sportsmanship Manliness/muscular christianity
How do you remember the 11 personal qualities that sport improved?
ATHLETICISM
How was all round mind and body improved?
Physical activity, fitness, mental/physical skillfulness
How was trust improved?
Trusting teammates to support you Eg in a rugby scrum
How was honesty improved?
Knowing right from wrong, playing in the spirit of the game.
How was leadership improved?
As team captain/responsibility - following orders, loyalty to house/school
How was endeavour improved?
Training every day, trying hard and never giving up regardless of score
How was teamwork improved?
Putting the team before yourself, passing so a teammate scores instead of shooting
How was integrity improved?
Following the amateur code both on and off the pitch
How was courage improved?
Facing the physical challenge of sports
How was initiative improved?
Ability to assess a situation and take charge
How was sportsmanship improved?
Abiding by the rules and respect for other players
How was manliness/muscular christianity improved?
Having a strong, fit body and robust soul.
Giving the glory for supporting victory to God
What 6 ways did ex public school boys help spread sports?
Teachers Officers Parents Vicars/priests Industrialists Community leaders
How did teachers spread sports?
Ex public school boys would teach in their old school and teach children about sport
How did officers spread sport?
Army officers increased morale and fitness by playing sport and would take them abroad
How did parents spread sport?
Influence children into going to their old school where they would also do sport
How did vicars/priests spread sport?
Ex public school boys would encourage them to start youth clubs/parish teams
How did industrialists spread sport?
Ex public school boys would be keen to spread values of athleticism to work force by making factory teams
How did community leaders spread sport?
Playing for, running their own, supporting and donating money to local sports clubs
Who made the NGB’s?
Ex public school boys who went to university
Explain the 9 steps to how the cult of athleticism impacted on the development of sport
Athleticism was encouraged Developed structure NGBs formalised sport Developed leagues/competitions Ethos of fair play Melting pot for standardised rules Ex public school boys spread sport Compulsory at schools Technical development
Early public school years - the prefect “fagging system”?
- Sports were made up from what the boys played at home minus the equipment
- Eg hare and hounds, hares being the lower school boys and the hounds being the older boys
- Younger boys used as servants and bullied
Thomas Arnold and the cult of athleticism of sport in the schools
- Thomas Arnold revised the fagging system and promoted more regulated sports
- Developed the house system - influential in the formation of competitive sports
- Developed the idea of muscular Christianity - link between sport, morals and ethical character
Describe the ‘melting pot’ and how it lead to the FA
- Different schools - different rules
- Because of this rules were formed at Cambridge university in 1863
- These were called “Cambridge rules”
- This lead to the creation of the FA
Public schools were noted on their influence on the:
Promotion and organisation of sports and games
- Lots of funding
- Specialist coaches employed
- Teacher looked after house team
- Plenty of time to play as they were boarding
- interhouse & interschool matches were made important
Public schools were noted on their influence on the:
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
Public schools were noted on their influence on the:
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 - Leadership - Endeavour - Courage - Teamwork - Loyalty
- Etiquette - Sportsmanship - Motivation
Public schools were noted on their influence on the:
Spread and export of team games
spread via ex-pupils
- promoted games at university
- took games abroad, spread games through empire
- founded NGB’s
Via ex-pupils who became
- Industrialists/ politicians/ army officers
- Teachers/ parents/ vicars/ NGB officials
- Prominent and powerful community members
