Post-1850 industrial Britain Flashcards
Name the three classes of post-industrial Britain
Upper
Middle
Lower (working)
Describe the middle class (post-industrial Britain)
Includes professionals, factory owners and managers, who did not own big estates and were not born into aristocracy.
Many members of the middle class went to public schools
What are amateurs? (post-industrial Britain)
People who compete in sporting events but do not receive monetary rewards for participating
(upper and middle class)
What are professionals?
People who compete in sporting activities and earn an income by participating
Which group of people played:
- cricket
- soccer and rugby
- golf
(post-industrial Britain)
Cricket: amateurs and professionals (lower class professionals bowled and cleaned kits)
Soccer and rugby: professionals
Golf: Amateurs
Explain the role of women in the early nineteenth century? (post-industrial Britain)
In the early nineteenth century women were expected to marry, have children and be financially dependent on their husbands.
Schooling for girls was initially limited.
Women were allowed to become teachers but was a poorly paid job.
How did the status of women change during post-industrial Britain?
During the late nineteenth century the status of women began to change.
Due to the lack of men due to the war, the idea women has to marry was supressed.
Limitations on schooling for women were identifies by the Taunton Royal Commission Report in 1868. This has an encouraging effect on women to be more involved in sports in schools.
What were the effects of a improved law and order system in post-industrial Britain?
Development of laws affected the types of activities untaken.
Laws led to a decline in blood sports.
Upper class held onto their sports (e.g. fox hunting)
Law makers were from the upper/middle class so it was in their interests to support sports they enjoy.
How did education and literacy in post-industrial Britain affect sport?
Vast majority of the working class had very little interest in education due to its little relevance to them.
Child labour was still common. Employment of children continued to increase.
How did the 1870 Foster Act modernise education in England and what did this mean for sport? (post-industrial Britain)
Elementary education became free with the passing of the 1891 education act.
It became more accessible to the working class, allowing them to understand more sophisticated rules in sport
How did time and money affect sport? (post-industrial Britain)
Increase in leisure time after the mid-nineteenth century allowed sport to develop quickly.
Working class still had limited time/money due to poor pay and 72 hour working weeks.
Introduction of Saturday half-days allowed more time.
Sport clubs were developed.
Factory owners organised trips to the seaside.
By 1965 the working week was 40-45 hours which decreased further to 37-40 hours
How did availability of transport affect sport? (post-industrial Britain)
Railways were important in the development of seaside resorts and sports (allowed fixtures to be played and spectators to visit venues around the country)
Cars were massed produced in the 20th century
How did public schools influence the promotion and organisation of sport? (post-industrial Britain)
At the beginning of the 19th century, sport was unorganised, reflecting society. Bullying was common in public school and headmasters weren’t in favour of sport.
In the middle of the 19th century (with the changing ethos of public schools) sport became an important element of the education of upper and middle class boys.
How did public schools influence the promotion of ethics through games and sports? (post-industrial Britain)
Thomas Arnold wanted pupils to grow up as Christian gentlemen. He revised the fagging system and promoted more regulated sports, which provided exercise and encourage healthy competition.
Arnold developed the house system, influencing the formation of competitive teams.
Arnold also established prefects who organised sports.
What is athleticism?
A combination of physical endeavour and moral integrity
