Post industrial Britain Flashcards
(23 cards)
1
Q
How did social class change in post industrial Britain?
A
- Middle class was introduced
They were the factory owners and managers - Upper and middle class had more time and money to be involved in sports
- Lower class had to work 72 hours in the factory
- Different class still played different sports
- Same sports, different classes had different roles
2
Q
How did social class affect sports in post industrial Britain?
A
- Working class still had a lot less access to sport
72 hours working week until the Saturday Half pay was introduced - 72 hours working week to 56 hours - Factory owners started setting up factory teams
Help increase participation - Urbanisation affected working class participation due to lack of green space
Mob football declined - still don’t have disposable income to pay for sport - use natural facilities - Poor Health
Working and living conditions affecting their health inhibiting them to do sport - Middle class
Emergence of middle class gave them increased wealth to participate in greater range of sport
3
Q
How did Law and order change in post industrial Britain?
A
- Development of the Police force and therefore more defined laws, and a sense of order in society
This was dued to populated towns and cities that didn’t exist before
Laws were created by upper/ middle class - RSCPA formed
This stopped animals cruelty - cock fighting, dog fighting
However fox hunting was not banned
Lower class sports therefore reduced
4
Q
How did law and order affect sports in post industrial Britain?
A
- Decline of ‘violent’ sports/ animal baiting
- New laws put in place a control of gambling
- Limited changes in cruel activities for the upper class as they were the law makers
- New laws in society brought about changes and rules being placed in sports - codification
5
Q
What was the 1861 Newcastle Report?
A
- It inquired into the state of public education in England and to consider and report what measures, if any, are required for the extension of sound and cheap elementary instruction to all classes of people
- This led the 1870 Elementary Education Act (Foster Act)
6
Q
What was the 1864 Clarendon Report?
A
- Following on from complaints about Eton School, Queen Victoria commission a report to be taken out and all nine public schools which was headed by Earl of Clarendon.
- The report highlighted problems and recommendations for improvements in an attempt to improve day to day academic as well as residential life.
- 7 of the 9 were restructured based on findings
- This led to the Taunton Royal Commission report of the further 783 grammar schools in 1968…..
7
Q
What was the 1868 Taunton Royal Commission Report
A
- It divided parents into three “grades”, in effect, gentry, middle and working classes;
- The “first grade” who wished for their children to be educated up to and beyond the age of 18, and who had “no wish to displace the Classics from their present position in the forefront of English education”.
- The “second grade” who wished their children to be educated to the age of 16. These parents would “approve of a curriculum which included not only Latin, but also a thorough knowledge of those subjects which can be turned to practical use in business”. Meaning English, maths, science, and a modern language.
- The “third grade” who wished for their children to be educated to the age of 14. These parents belonged to “a class distinctly lower in the scale”, and who wanted a curriculum with no Classics but only reading, writing, and arithmetic
8
Q
What was the Endowed Schools Act 1869?
A
- TheEndowed Schools Actwas anActof the Parliament.
- The commission reported that the distribution of schools did not match the current population, and that provision varied greatly in quality, withprovision for girlsbeing particularly limited
- It was one of The commission proposed the creation of a national system of secondary education by restructuring the endowments of theseschoolsfor modern purposes.
9
Q
What was the Education Act 1870 (Foster Act)
A
- There was recognition that the education was:
1. Unfair
2. Majority of the community wasn’t getting access to education - This led to Education Act be enforced:
1. That all children have a right to education
2. More elementary schools were built!
3. Free - more lower class families sent their kids off to school – some still didn’t though because they needed children to work to get money.
4. learned to read and were now able to understand the rules of the upper / middle class sports, so participation increased.
5. Increased access to a range of sports for the working class, as education improved understanding
10
Q
What was the influences of public school?
A
Public: Assumes everyone was invited (This was not the case!!!)
- Fee paying family
- Expensive
- Boarding schools
- Educating future leaders
- Brutal – reflected society at that time
-Upper class boys
- Bullying
11
Q
Who is Dr Thomas Arnold?
A
He was the Headteacher at Rugby School
He is regarded as one of the key reformers of the English Public School system
12
Q
What did Dr Thomas Arnold do?
A
- Developed The Cult of Athleticism - encouraged physical endeavour or wanting to be more proficient or trying hard – encouraged fair play within sport
- RELATIONSHIPS – Changed behaviour of boys/responsibility/reduced bullying/more pastoral care/reduced physical punishments – better relationship’s with staff
- VALUES - Developed idea of muscular Christianity– creates link between sports and being strong Christian men. Important in establishing a link between sport, games, moral and ethical character.
- CURRICULUM – Broadened the curriculum – saw benefits of physical pursuits so made it apart of his school.
- RESPONSIBILITY - Wanted students to be gentlemen and so revised the fagging system through sport, creating role models with sixth form student treated them like adults
- GAMES – Supported games afternoons. Developed the house system which is still used today.
- SOCIAL CONTROL - Prefects were used to organise and develop sports for themselves and the Fags. This helped to reduce the bullying.
13
Q
How did Dr Thomas Arnold affect sports on today Schools
A
- GAMES – Supported games afternoons. Developed the house system which is still used today.
- Still a central part of schools curriculum – still the house system and inter-school sports – sports days
- VALUES - Developed idea of muscular Christianity– creates link between sports and being strong Christian men. Important in establishing a link between sport, games, moral and ethical character.
- Central part of some schools. Catholic schools
14
Q
What does Cult of Athleticism mean?
A
- ‘Cult’: referred to the obsession/growing craze of playing sport
- Athleticism: developing physical endeavour (effort) and moral integrity
15
Q
How did Cult of Atheleticism affect sports in Post-industrial Britain?
A
Impact of Athleticism…
* Encouraged effort over winning
* Encouraged the development of codified sport; With rules and NGB’s (National Governing Bodies)
* Encouraged to play with fair play and sportsmanship
Impact of the ‘cult’…
* Large amounts of time devoted to sport in schools in order to develop it
* Developed leagues (e.g. house system created)
* Ex-School boys spread the ‘cult’ (through old boys network)
16
Q
How did Cult Athleticism influence and develop soprt?
A
- Rationalised Sports
Developed rules for sport so that all were playing by the same rules – encouraged fair play - NGB’s
This gave sports structure to the game - Facilities
Valued sport now so invested money in building facilities - Competitions
Encourage competitions to be played in schools through house and inter-house system - Melting pot - Codification
Oxbridge standardised sports through melting pot- Codification which meant everyone played by the same rules – encourage more competition - Time
Schools now gave time to sport - Ex-public school boys
They spread the word of sports and rules/fair play
17
Q
What qualities did public schools try and install in the boys?
A
- Trustworthiness – 6th formers
- Leaders – sixth formers organising school games
- Courage – tackle in rugby
- Sportsmanship – helping people up if you hurt them
- Physical endeavour – trying hard until the last minute of the game
- Team work
- Loyalty – House system
- Respect – Each other
18
Q
What were the thrree stages of Athleticism?
A
- Stage one - Boy Culture
Bullying
Brutality - Stage two - Dr Thomas Arnold
Social Control
Inter-house Games - Stage three - Athleticism
Spread of Team Games
Curriculum Sport
19
Q
What were the characteristics of the first stage of Athleticism - Boy Culture (1740-1824)?
A
- Reflected society - lacked law and order - blood sports – cruel and violent
- teachers ruled with the rod – no interest in what the boys did outside of classroom
- Activities were organised by the boys themselves – bully, fagging, gambling, violence – no social control
- Institutionalised popular recreation
20
Q
What were the characteristics of the second stage of Athleticism - Dr Thomas Arnold - Social Control (1828-1842)?
A
- Time of change – reformed – Sport used to gain social control
- Move from POPULAR recreation to RATIONAL recreation
- Improved relations – students and staff
- House system – sport apart of school life
- Christian Gentlemen
- Improved curriculum
21
Q
What were the characteristics of the second stage of Athleticism - Cult Athleticism (1828-1842)?
A
- Craze/Obsession of sport
- Physical Endeavour/moral integrity
- Sporting facilities
- Sport Compulsory
- Specialist coaches in schools
- Role models from sixth formers
- Belief in character building
- Clarendon report was felt at this stage – forced to make changes
22
Q
Why were the girl behind at stage 3 of Athleticism?
A
- Role in society – seen as a treat to educate a women
- Didn’t like them wearing revealing clothing
- Their status in society
- Unladylike to do sport
- Medical reasons – Thought it too dangerous and may prevent child bearing
- No role model like Thomas Arnold being their advocate
23
Q
A
