Public schools

1. Public schools

3. http://www.youtube.com/watch?v=i5k60FeJdFo starter http://www.youtube.com/watch?v=XyXcIBWpDlM&feature=related -traditions What are they?

4. Public Schools - Eton, Harrow, Rugby, Charterhouse, St Pauls, Winchester, Westminster & Shrewsbury What are they?

5. Educate the future leaders of society • Politicians • Lawyers • Doctors • Leadership skills • Character building • Self discipline - Behaviour befitting a gentleman • Respect for social order • Preparation for roles in society • Team building • Develop athleticism Aims

6. Fee paying • Upper classes/gentry • Discipline • Boarding • Boys • Hierarchical structure – fagging • Sport (wide variety) • Religion Characteristics

7. June 04 – Q1 (a) Exam question

8. Qu 1 • (a) (i) • Upper Class/gentry; • Fee-paying; • Rural/not local; • Boarding; • Boys; • Spartan/fagging; • Strict discipline; • Endowed/trustees; max 3

10. Middle classes emerged with their new found wealth & desire to emulate the lifestyles of the upper classes • Were not welcome in established gentry schools so had to build their own copies. • These were called proprietary colleges, such as Marlbourgh & Clifton Nineteenth century

11. Originally, the boys had unsupervised afternoons and caused problems in local areas as they: • Trespassed on local landowners property • Engaged in poaching & gambling They were generally out of control of the masters/teachers The authorities disapproved of many of the boys’ activities as they had no moral qualities & bought the school reputation into disrepute Physical activities

12. Physical activities

13. Development of games

14. A government report in 1864, the Clarendon Commission, recognised the educational value of team games • Boys arrived from their villages with their own versions of mob games & country pursuits, such as fishing & they regularly played these in their spare time Mob Games – often violent & disorderly, had few rules as they were played by the working classes Development of games http://www.youtube.com/watch?v=pqtd7LOoRVM

15. How do these mob activities reflect pre-industrial society? What has changed when we think of football today?

16. Masters realised the potential of these games in channelling the boys energies & in keeping them in school grounds So rules were given & mob football changed: • Given rules • Played regularly • Boundaries reduced • Number of players restricted • Equipment & facilities more sophisticated • Positional roles • Tactical & strategic play • Leadership roles – captaincy • Competition structure (initially through house system) Individual school rules gave way to nationally recognised rules - CODIFICATION

17. http://www.youtube.com/watch?v=anoIGVz0Fs0&feature=related http://www.youtube.com/watch?v=RSdlWtk1grI Many schools developed unique games, mostly as a result of architectural features of their own schools and for many, the traditions are retained ETON WALL GAME http://www.youtube.com/watch?v=1saMx2NxcF4 Eton Fives

18. Early organisation was by the boys themselves – self government. Games committees were set up by the boys. Hierarchal structure allowed the prefects to organise the younger boys – social control Masters later became involved recruiting ‘Blues’ & having the ‘Old Boys’ come back to helping to achieve victory Success on the sports field would be used to impress future parents Organisation of games

19. June 04 – Q1 (b) Jan 04 – Q3 Jan 09 - Q3 a & b Exam questions

20. (ii) • Run by older boys/sixth formers/organising own events; • Teamwork/loyalty; • Captain/leadership; • Physical/hard work/fitness; • Tactics/decision-making; • Competitive in competitive society; • Self-discipline/work under pressure; • Testing courage and bravery; • Lead by example; • Sportsmanship; max 4

21. Qu 3 • (a) (i) • Football/rowing • 1. original versions from villages; • 2. played regularly/in leisure time; • 3. older boys in charge/self governing; • 4. developed rules/rationalisation; • 5. equal numbers on teams/devised limited space/introduced boundaries; • 6. inter-house/inter-school; • 7. improved equipment/kit/technological developments/coaching; (4 marks) • (a) (ii) • 1. social control/occupy boys free time/safety; • 2. preparing boys for roles in society; • 3. develop athleticism among boys/physical endeavour and moral integrity; • 4. adherence to letter and spirit of sport/sportsmanship/fair play; • 5. promote team building/loyalty; • 6. develop leadership; • 7. develop muscular Christianity; • 8. promote self-discipline/self control; • 9. character building; (5 marks)

22. 3 (a) 5 marks for 5 of. • (sub max 3, don't need to make a direct link) CharacteristicsReflection of society Played occasionally 10. Little free time Few rules 11. Uneducated so no written rules Violent/injuries 12. Harsh lifestyles Male 13. Little money Low structure/unlimited time and 14. Little transport/mobility numbers of participants/few across country boundaries Limited facilities/equipment needed Working classes Force rather than skill Local (b) 4 marks for 4 of: • Developed rules • Skills • Strategic/tactics • Kit to distinguish teams • Division of labour/e.g. attack defence/leadership/captain • Boundaries e.g. pitches • Facility/equipment developed • Competition - house/inter school

24. Home learning Athleticism What is athleticism? What were the physical & temperament benefits of athleticism?

25. Gloucestershire Cheese Rolling 2008 http://www.youtube.com/watch?v=OpzEF0D2xfE&feature=related