Games obsessed the Victorian and Edwardian public schoools. The obsession has become known as athleticism. This is a study of the games ethos which dominate the lives of many Victorian and Edwardian public schoolboys.

What is the state? The State of Freedom offers an important new take on this classic question by exploring what exactly the state did and how it worked. Patrick Joyce asks us to re-examine the ordinary things of the British state from dusty government files and post offices to well-thumbed primers in ancient Greek and Latin and the classrooms and dormitories of public schools and Oxbridge colleges. This is also a history of the 'who' and the 'where' of the state, of the people who ran the state, the government offices they sat in and the college halls they dined in. Patrick Joyce argues that only by considering these things, people and places can we really understand the nature of the modern state. This is both a pioneering new approach to political history in which social and material factors are centre stage, and a highly original history of modern Britain.

A milestone in the understanding of British history and imperialism, and truly global in its reach, this magisterial account received numerous accolades from reviewers in its first edition. The first to coin the phrase "gentlemanly capitalism", Cain and Hopkins make the strong and provocative argument that it is impossible to understand the nature and evolution of British imperialism without taking account of the peculiarities of her economic development. In particular, the growth of the financial sector - and above all, the City of London - played a crucial role in shaping the course of British history and Britain's relations overseas. Now with a substantive new introduction and a conclusion, the scope of the original account has been widened to include an innovative discussion of globalization.

To many in the United Kingdom, the British public school remains the disliked and mistrusted embodiment of privilege and elitism. They have educated many of the country’s top bankers and politicians over the centuries right up to the present, including the present Prime Minister. David Turner’s vibrant history of Great Britain’s public schools, from the foundation of Winchester College in 1382 to the modern day, offers a fresh reappraisal of the controversial educational system. Turner argues that public schools are, in fact, good for the nation and are presently enjoying their true “Golden Age,” countering the long-held belief that these institutions achieved their greatest glory during Great Britain’s Victorian Era. Turner’s engrossing and enlightening work is rife with colorful stories of schoolboy revolts, eccentric heads, shocking corruption, and financial collapse. His thoughtful appreciation of these learning establishments follows the progression of public schools from their sometimes brutal and inglorious pasts through their present incarnations as vital contributors to the economic, scientific, and political future of the country.

Britain’s public (that is, its major independent) schools have a conspicuous role in the country’s social system, and as a result are the subject of a long-standing political debate. The discussion is generally founded on a stereotyped image of what these school may have been like in the 1950s – this books shows how they were in the late 1980s. It is based on fieldwork in two major public boarding schools which the author conducted over an extended period, and draws on interviews, observation and documentary sources to establish a picture of what public school life is actually like for pupils and staff. Since the schools were predominantly male preserves, the major part of the book describes the social world and experiences of boys and school-masters. An important section of the book, however, discusses the introduction of girl pupils, the experiences of female teachers and the way schoolmasters’ wives tend to be drawn into their husbands’ work. Geoffrey Walford’s conclusions about life in public schools differ considerably from traditional expectations. At the same time he asks whether there really has been a ‘public school revolution’. His book makes an important contribution to our knowledge of public schools, to debates in the sociology of education and to the issues of abolishing or extending the independent sector.

This comprehensive and versatile reference source will be a most important tool for anyone wishing to seek out information on virtually any aspect of British affairs, life and culture. The resources of a detailed bibliography, directory and journals listing are combined in this single volume, forming a unique guide to a multitude of diverse topics - British politics, government, society, literature, thought, arts, economics, history and geography. Academic subjects as taught in British colleges and universities are covered, with extensive reading lists of books and journals and sources of information for each discipline, making this an invaluable manual.

First published in 2002.The aim of this book is to analyse and dispute a widely-held theory of Britain’s ‘economic decline’ since the mid-nineteenth century, and to offer an alternative view which has important implications for our understanding of British society and culture in the modern period.

In this pioneering and original book, Anthony Seldon and David Walsh study the impact that the public schools had on the conduct of the Great War, and vice versa. Drawing on fresh evidence from 200 leading public schools and other archives, they challenge the conventional wisdom that it was the public school ethos that caused needless suffering on the Western Front and elsewhere. They distinguish between the younger front-line officers with recent school experience and the older 'top brass' whose mental outlook was shaped more by military background than by memories of school.??The Authors argue that, in general, the young officers' public school education imbued them with idealism, stoicism and a sense of service. While this helped them care selflessly for the men under their command in conditions of extreme danger, it resulted in their death rate being nearly twice the national average.??This poignant and thought-provoking work covers not just those who made the final sacrifice, but also those who returned, and?whose lives were shattered as a result of their physical and psychological wounds. It contains a wealth of unpublished detail about public school life before and during the War, and how these establishments and the country at large coped with the devastating loss of so many of the brightest and best. Seldon and Walsh conclude that, 100 years on, public school values and character training, far from being concepts to be mocked, remain relevant and that the present generation would benefit from studying them and the example of their predecessors.??Those who read Public Schools and the Great War will have their prevailing assumptions about the role and image of public schools, as popularised in Blackadder, challenged and perhaps changed.