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Education in Manliness explores the central educational ideal of
the Victorian and Edwardian public school. The book traces the
formulation of what Edward Thring, the most celebrated headmaster
of the era, termed 'true manliness', noting the debt to the
Platonic concept of the whole man and to Christian example, before
examining the ideal's best holistic practice at Uppingham and other
mid-Victorian schools. The central chapters follow the tilting of
manliness to the physical by the muscular Christians in the 1860s,
its distortion to Spartanism by the games masters and sporting dons
from the 1870s, and its hijacking by the advocates of esprit de
corps during the remainder of the century. The book lays bare the
total perversion of the ideal by the military imperialists in the
years up to the Great War, and traces the lifeline of holistic
education through the progressive school movement from the 1880s to
the 1970s. It then brings this up to date by comparing true
manliness with the 'wholeness' ideal of schools of the new
millennium. This book will be of great interest to scholars and
students in the fields of history of education and the theory and
practice of teaching, as well as school and university teachers,
teacher trainers and trainee teachers.
A collection of chapters investigating the important role played by
PE and sport in independent schools, from contributors including
former Olympic medallists Roger Black and Jonathan Edwards, Rugby
World Cup winning coach Sir Clive Woodward and Baroness Campbell,
Chair of UK Sport. Edited by Dr Malcolm Tozer, former director of
PE and housemaster at Uppingham School.
Education in Manliness explores the central educational ideal of
the Victorian and Edwardian public school. The book traces the
formulation of what Edward Thring, the most celebrated headmaster
of the era, termed 'true manliness', noting the debt to the
Platonic concept of the whole man and to Christian example, before
examining the ideal's best holistic practice at Uppingham and other
mid-Victorian schools. The central chapters follow the tilting of
manliness to the physical by the muscular Christians in the 1860s,
its distortion to Spartanism by the games masters and sporting dons
from the 1870s, and its hijacking by the advocates of esprit de
corps during the remainder of the century. The book lays bare the
total perversion of the ideal by the military imperialists in the
years up to the Great War, and traces the lifeline of holistic
education through the progressive school movement from the 1880s to
the 1970s. It then brings this up to date by comparing true
manliness with the 'wholeness' ideal of schools of the new
millennium. This book will be of great interest to scholars and
students in the fields of history of education and the theory and
practice of teaching, as well as school and university teachers,
teacher trainers and trainee teachers.
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