Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should exceed twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount. These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today.

This book, first published in 1987, attempts to take fresh stock of a man who made a great impact on nineteenth-century English Secondary Education. A quasi psycho-biographical approach is adopted from the beginning so that Thring, the man, is examined from the perspective of his paradoxes, personality and the pervasive influences on him. Specia

Edward Thring features prominently in all the educational histories of his period, and is seen as the foremost figure in independent schools in the generation after the famous Dr. Thomas Arnold of Rugby. This book draws on new material and letters discovered in an archive. And archive it was assumed had perished in a fire; it shows just how ground-breaking his reforms really were; how sound or otherwise his methods of financing Uppingham were, and why he polarized people between passionate supporters and strong opponents. This biography also includes the bitter battle over who should be his literary executor.

Explores public health strategy and central-local government relations during the mid-nineteenth-century, using the experience of Uppingham, England, as a micro-historical case study. This study compares the sanitary state of the community with others nearby, and Uppingham School with comparable schools of that era.

Patrick Joyce offers a bold and highly original contribution to the history and theory of the state.

This book delves into the complex, yet fascinating evolution of football. From a relatively unruly mob game played on festival days, the game was adopted, codified and 'civilised' by the major English Public Schools and then diffused into the wider society to become a codified, modern sports-form. The birth of the Football Association in 1863 in London provided compromise rules, enabling teams geographically divided by distance and football's differing interpretations to oppose each other, which marked a pivotal moment for the sport. Thereon, history records the establishment of the FA Cup, football's internationalisation, the advent of professionalism and, perhaps finally, the establishment of a national league structure, all of these developments originally taking place in the British Isles. Within this multifaceted framework, eminent sociologists and historians have attempted to wrestle with these processes. As a result, over the past two decades, researchers and academics have reached the conclusion that, although a solid grounding in the macro-history of football is required, testing the existing hypotheses and questions in the early development of the game is best explored by drilling down deeply into local studies using a micro-historical approach. Consequently, many of the chapters included in this book, on Staffordshire, Norfolk, London, Sheffield, East Lancashire, Rugby School, follow this methodology. This book is an essential read for students, scholars and academics of sports studies, history, sociology, development and management, as well as an engrossing read for anyone interested in the early history of football. The chapters in this book were originally published as a special issue of Soccer & Society.

A late Victorian wag once claimed that all men were ‘cads, aesthetes or trade’. In his time Bunny Lucas (1857-1923) was said to be all three, but David Pracy here uses a wide range of primary and secondary sources to make the case for us to think of Lucas as an aesthete. Yet his was a life full of intriguing paradoxes. A devout churchman, he was the unlikely co-respondent in an Edwardian divorce case. Conservative in character, he entered the risky profession of stock jobber and probably lost thousands of pounds in an ill-advised investment. Famous as one of the most stylish defensive batsmen of his age, he bowled a ball that inspired a short story by Sir Arthur Conan Doyle. In a remarkable first-class career spanning 34 seasons, he was for some seven years an automatic choice for England and the Gentlemen but dropped out of top-level cricket to play for his school Old Boys’ side and for the then minor county of Essex, only to help them achieve first-class status and enjoy his own cricketing Indian summer. Born into a wealthy upper-middle-class family in a fashionable part of London’s West End, he became a great favourite with the often raucous East London crowds that supported Essex at Leyton. As Robin Hobbs suggests in his foreword, if Bunny Lucas had received the media attention given nowadays to players, he would have been a sporting super star.

The traditional picture of a Victorian public school assumes that it was founded on Thomas Arnold, Tom Brown’s Schooldays and Rugby football. A Rifle Corps, Oxbridge Blues on the teaching staff, and an ethos of esprit de corps were all part of the system. The cult of athleticism reigned supreme. This was not the case at Uppingham School during Edward Thring’s headmastership from 1853 to 1887. Here a balanced physical education of gymnastics, athletics, games, swimming and country pursuits flourished within a sane but revolutionary educational framework. Thring’s Uppingham, however, was an Athens surrounded by Spartan strongholds. The Spartans were kept at bay during Thring’s lifetime, but, after his death, they closed in and even claimed Thring as one of their own. His ideals were hijacked by the sportsmen and then perverted by the militarists. Thring’s theory and practice of physical education lived on outside the traditional public schools, was adopted by the progressive school movement, and eventually found acceptance in all good schools. Its legacy can be found in the first National Curriculum for Physical Education and in all schools that value physical education as a vital ingredient of holistic education. This book will inform trainee teachers, practising teachers and teacher trainers of the men and women who have strived since 1800 to secure a place for physical education in the curriculum for all pupils. Historians of education, gender, society and sport will find new material to illuminate their fields of study.