Introduction: Cricket and Colonialism

Cricket is a sport that has been associated with the British Empire since its inception. It was first introduced to the colonies of India, Australia, and New Zealand by settlers in the late 18th century. From then onward, the popularity of Cricket spread rapidly across the world as colonies expanded and the British Empire increased in reach.

The British used Cricket as a way to establish political control over their colonies as well as to spread their own culture to the lands they were governing. This included not only the rules and methods of playing, but also the set of values attached to the game. For example, the concepts of gentlemanly conduct and fair play, which are now synonymous with the sport, were heavily promoted during the colonial period.

In some cases, the introduction of Cricket was met with resistance by the local populations. This was especially true in India, where Cricket did not gain mainstream acceptance until much later. However, as the British presence in the colonies increased, so too did Cricket’s popularity, eventually becoming an important part of the culture of many former colonies.

This guide will explore the history of Cricket and its connection to British colonialism. It will look at how the sport spread and evolved with the growth of the empire, and how it has left a lasting legacy on modern-day Cricket. We will also look at the role international players have had in the growth of the sport and the legacy of colonialism that has shaped its modern form.

British Imperial Ambitions and the Global Spread of Cricket

The history of the British Empire and its influence on the global spread of cricket go hand in hand. During the 19th century and early 20th century, the British Empire had ambitions to establish colonies around the world to extend their power and influence. London saw the potential of ‘civilising’ these colonies through the promotion of its language, democracy, culture and system of government. One of the most influential aspects of British culture introduced to the colonies was the game of cricket.

By introducing the game to new territories, the British hoped to share the values associated with cricket. Sport was seen as a civilising force that could bring people of different backgrounds together in a controlled environment with specific rules and regulations. This method fit perfectly with the imperial vision of a peaceful and civilised order to maintain control over the colonies. Cricket was also popular amongst British military personnel abroad, which helped to spread the game to even more distant colonies.

The British Empire provided the ideal conditions for the rapid globalisation of cricket. The empire provided an extensive network of transportation, communication and organization. As the Empire expanded, so did the sport, leading to the establishment of cricket associations and teams in many countries around the world. By the end of the 19th century, cricket had been exported to almost every region within the British Empire, and had become an integral part of life for many colonized nations.

It cannot be denied that cricket was one of the most enduring legacies of British colonialism, and its continued popularity and prevalence today are a testament to its importance in the history of the game. The sport has become an essential part of the culture in many ex-colonial states and is a powerful symbol of shared history and identity. It stands as a reminder of the global reach of the British Empire, and its lasting effects on world culture.

Section 1: Flow of Knowledge From Mother Country to Colonies

The concept of British colonialism was born out of the idea that the British Empire and its citizens would spread their culture and knowledge to foreign lands, and sports such as Cricket were part of that goal. As part of their mission, the British brought the sport with them to their colonies and actively encouraged locals to learn and participate in Cricket.

In most places, Cricket was introduced gradually and often involved local rulers being given royal charters allowing them to play the game. This allowed the British to gain a foothold in the culture of the colony and gave them entry into the local social networks. The British also had a vast network of officers throughout the Empire who could teach and promote the game.

Cricket soon caught on in many parts of the world and the game was quickly adapted to the local customs and culture. The game was a tool of the British Empire, used to express the imperial values and attitudes of the mother country, while still giving locals a sense of ownership of the game.In some places, the integration of Cricket even sparked local grassroots leagues, which eventually led to international competitions.

The flow of knowledge related to the sport was not only from the British to the colonies. In many cases, the locals taught their own versions of the game to the British officers and taught them about the local customs and ways of playing the game. This exchange of knowledge between the mother country and the colonies was instrumental in the growth of Cricket around the world.

How Cricket Has Changed Over Time

Cricket has been around since the 16th century, and over the centuries it has evolved and changed as it spread around the world. As cricket was adopted by new countries, local social, political, and economic conditions affected how cricket was played and viewed. Here are just a few of the ways cricket has changed over time.

Regional Variations

Cricket rules and regulations have varied across regions. In England, for example, laws regulate the size, weight, and shape of the cricket ball, while in India, these laws do not apply. As cricket spread to different countries, local rules and regulations adapted to suit the culture and the environment.

Influence on Lifestyle

For many people, cricket is more than just a sport—it’s an important part of their identity and lifestyle. This can be seen in the way cricket is embedded in art, literature, and music in many places. It has also been used in some countries to promote nationalist agendas.

Social Impact

Cricket has had a great impact on society in countries like India and Pakistan. It has provided a platform for unity between people of different religions, cultures, and backgrounds. Cricket has been used to promote gender equality and create a better understanding of the issues facing women in the region.

Economic Impact

The increasing popularity of cricket, particularly in the subcontinent, has had a strong influence on the economy. The growth of cricket in India has led to more investment in sports infrastructure and the creation of new jobs. It has also helped to improve tourism and increase revenues from broadcasting rights.

Cricket has come a long way since its inception, and it continues to evolve and adapt as it spreads around the world. Local social, political, and economic conditions have had a major influence on how the game is played and viewed. Despite the changes, it continues to be a beloved sport that brings people together.

Section 3: Analyzing the Role of International Players in the Global Spread of Cricket

Cricket is a beloved sport around the world and its influence has spread beyond Great Britain. Other countries have taken it up and turned it into their own version. How did cricket become so widespread and who are the international players responsible?

The internationalization of cricket began in the mid 19th century when British colonies in the Caribbean, South Asia, and Australia adopted the sport. Although the British Empire spanned the entire globe, it was the members of the Commonwealth that were the first to be exposed to cricket. Thus, the Commonwealth nations such as India, Pakistan, Sri Lanka, the West Indies, Canada, New Zealand, and Australia became the earliest adopters of the game and helped to spread it to other parts of the world. These countries formed teams and competed in international tournaments. For example, the West Indies cricket team was established in 1928 and toured England three years later.

In addition to the Commonwealth nations, countries outside the British Empire were also quick to embrace cricket. For instance, in the 1930s and 1940s, teams from Finland, Sweden, the Netherlands, and East Africa began to appear. Over the years, cricket spread further and today it is played in over 100 countries including the United States, Japan, China, and the South American countries.

The global growth of cricket can be attributed to a variety of factors, but the primary driving force behind its proliferation has been international players. International teams have provided a platform for countries to compete, learn, and grow together. Consequently, this has allowed cricket to transcend boundaries and cultures, reinforcing the idea that cricket is truly a global sport.

Ultimately, the international players have been instrumental in the global spread of cricket, ensuring that the sport continues to thrive and evolve. They have been the bridge linking the past, present, and future of cricket, making it possible for generations of cricketers to enjoy the game and help create new traditions and innovations.

The Legacy of Colonialism and the Growth of Modern Cricket

Cricket is a sport with a long history, and has been played in some form since the 16th century. As it spread across the globe, it was influenced by colonialism, as well as by local populations. This has led to a unique and varied global version of the game.

When the British Empire was at its peak, it spread everywhere from Canada to India and Australia. As the British introduced Cricket to new countries, they also brought their influence over the game’s culture and rules. These rules were heavily entrenched in the colonial history surrounding the game.

For example, the game of “gentlemen” cricket—which was used by the British in the 19th century—rapidly changed in India as its players adapted it to suit their own abilities and preferences. What resulted was a whole new style of cricket—one that was much more flamboyant and entertaining than its old-fashioned British predecessor.

In addition, the birth of international cricket owes much to the legacy of colonialism. Nations such as Australia and South Africa were among the first non-British teams to compete in an international setting, due to their close ties to the former British Empire. The popularity of the sport only increased from there, as more nations competed in tournaments.

Today, cricket’s global reach is largely thanks to the legacy of colonialism and its impact on how the sport is played. As each nation adopted the sport, they made it their own, adapting it to their own culture. This influx of different styles, approaches, and playing conditions has lead to the unique and diverse version of cricket we see today.

The legacy of colonialism has left an indelible mark on cricket, and it continues to affect the way the game is played, watched, and enjoyed to this day.

Conclusion

Cricket emerged in England during the 16th century and quickly spread throughout the British Empire. It was a means of establishing British culture, values, and ideology in the colonies, but the game also evolved in response to the social and political conditions of each region.

Tournaments, exhibitions, and other events held by the British also served as platforms to showcase their ambition and demonstrate the power and influence of the empire. Through these initiatives, the sport and its rules were adopted by many countries, with some developing their own specific versions of the game over time.

The legacy of colonialism and its role in the development of modern Cricket are undeniable. Though the sport continues to be a popular pastime in many countries, it is important to remain mindful of its historical context and recognize the unique ways in which it has developed around the world due to various cultural influences.

In conclusion, this guide has examined the spread of Cricket and British culture during the colonial period. It has explored how imperial ambitions drove the adoption of the sport in the colonies, as well as how the local social, political and economic conditions have shaped the game over time. Finally, the impact of colonialism on the growth of the modern game has been discussed.

References and Bibliography

When writing a guide of the history of cricket and British colonialism, sourcing the correct information is key to ensure accuracy. In this section we will cover the importance of references and bibliographies in research and academic writing.

A ‘reference’ is any source you need to acknowledge in your writing. This means describing where the information was found and crediting the author, publisher or other source. For example, if you quote a newspaper article, you would need to give their title, the name of the author and the date. If you use books or journal articles, you will need to provide the title and author’s name, the volume or issue number and the publisher and the date.

A ‘bibliography’ is a list of all the sources you used for your research. You may find that you use many different types of sources for your research – from primary sources such as official documents and letters to secondary sources such as books and journal articles. It is important to keep a comprehensive list of all the sources you used, so that at the end of your guide, you can provide a full list.

It is essential to recognize the original source of the information you use. All sources used should be both listed in a bibliography and acknowledged in the body of your guide. Failure to acknowledge the source of your information can lead to charges of plagiarism, so it is important to make sure you are correctly referencing any source material.

References and bibliographies are vital elements of scholarly research. They help build credibility and allow you to trace the origin of the information you have used, which is crucial in scholarly writing. This guide has included the most up-to-date and reliable sources available to provide an accurate overview of the history of cricket and British colonialism.

Additional Resources

Exploring British colonialism and its influence on the spread of Cricket can be both enriching and complex. The following list of resources are offered to further enhance knowledge and understanding of the subject.

• The International Council of Cricket (ICC), a governing body for the sport, offers information about its history, regulations, and other news topics related to Cricket around the world.
• The British Broadcasting Company (BBC) has a long-running cricket show with interviews and analysis from experts in the field.
• The Museum of Colonialism is a virtual exhibition space dedicated to understanding the history and impact of British colonialism on the world.
• The History Channel has a series of documentaries on the British Empire and its global influence.
• Wikipedia also provides an excellent overview of the history of British colonialism and its impact on sports.

These resources provide additional information and perspectives on the topic of British colonialism and its influence on the sport of Cricket. They can be used as starting points for deeper research and learning.

Glossary of Cricket Terms

Cricket is a sport with a long and rich history, stretching back centuries. As you learn more about the sport it’s important to become familiar with some of the key terms used when discussing cricket. Here are some definitions of commonly used cricket terms.

Wicket:

The wicket is a set of three stumps and two bails which are placed in the centre of the pitch. The batsman’s job is to protect the wicket from being hit by the ball, whilst the bowler’s goal is to hit the wicket with the ball. This is known as taking a wicket.

Runs:

Runs are scored by the batsman by running back and forth between the wickets. If a batsman manages to get both feet back and over the crease they have completed a run. A single run is scored each time this happens. Points are also awarded if the ball reaches the boundary without touching the ground (a boundary four or six).

Bowling:

Bowling is the action of rolling the ball towards the batsman. There are two types of bowling: fast bowling where the bowler throws the ball quickly, and spin bowling where the bowler spins the ball before throwing it.

Over:

An over consists of six balls bowled consecutively by one bowler. At the end of the over the other bowler will then start their over.

Out:

A batsman can be given out if they hit the ball and fail to run any runs. They can also be given out if the ball hits the stumps or if they hit the ball and it is caught by a fielder. If all 10 batsmen are out the innings is finished.

Declaration:

A declaration is when the batting team decides to finish their innings early. This may be done if the team feels they have enough runs or if they want more time to bowl out the opposing team. It is generally seen as an act of tactical skill.

Test Match:

A Test Match is the longest form of cricket. It is usually played over five days, with a break on the third day. Test matches are usually between two countries, such as England and Australia.

Interactive Infographics: Showing Statistics and Historical Data Related to the Growth of Cricket

Cricket has been around since the 16th century, but the sport’s popularity truly exploded with the growth of the British Empire in the 18th and 19th centuries. The game was spread around the world by British colonial powers and today, it is one of the most popular sports on the planet. Through interactive infographics, we can explore the rich history of cricket, tracking its geographic development and assessing its impact on different societies.

Interactive infographics combine data visualizations with interactive elements to create engaging and informative visual displays. For instance, they can be used to display statistics related to cricket such as the number of cricket players in a specific country over time, or a comparison of cricket viewership across different nations. Interactive infographics can also be used to showcase the various teams that have played the game throughout its long history and track how the rules and regulations have evolved over time.

Not only do interactive infographics make it easier for readers to digest complex information related to cricket, but they also provide an entertaining way to explore the history of the sport. Readers can choose from different visualizations to delve deeper into the topic and come away with a better understanding of how cricket has developed, and how it has been shaped by colonialism and other geopolitical forces.

Interactive infographics can be embedded in the guide to enhance the reader’s experience and provide them with engaging visuals to accompany the text. This would create a comprehensive resource that readers can explore to better understand the role of colonialism in the spread of cricket.

Wrap Up:

We’ve come to the end of our guide on “Cricket and Colonialism: How the British Spread their Sports Culture Around the World.” In this guide we have discussed the history of cricket, how it spread from the mother country to her colonies, and how it changed over time as a result of local social, political and economic conditions. We also examined the role of international players in the global spread of Cricket, and the legacy of colonialism which has shaped its growth.

To summarize, we learned that the history of cricket is connected to the imperial ambitions of the British Empire. The British spread the game to their colonies and modified the sport based on the local conditions of different countries. The modern spread of cricket is a result of this period of colonialism, but it is also an example of how sports can bring together people of different backgrounds and cultures.

We hope this guide has helped you gain a better understanding of the subject. Remember, the main keywords are “Cricket and Colonialism: How the British Spread Their Sports Culture Around the World”. We have provided additional resources, a glossary and interactive infographics, to help you dive further into the topic.

We thank you for joining us on this journey!

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In the early period of Roman history, the royal period (6th-11th-VIth centuries B.C.), the patrimonial community, in which numerous tribes (Latins, Sabines, Etruscans) lived, gradually decayed and patriarchal-slavery relations emerged. The chiefs were still at the head of the clan, but the patrician nobility was already gaining strength and the number of poor plebeians was increasing. The upbringing of children and young men at this time was in the family. Girls remained under the supervision of their mothers, while boys and young men, under the guidance of their fathers, practiced physical exercises and games and learned to wield weapons. Roman education had a practical military orientation. The generic aristocracy took part in horseback riding, chariot races, dart throwing, etc. Particularly popular were the Trojan horsemen’s games, galloping through the intricate passages of the labyrinth. These games were usually attended by patrician warriors, who formed the cavalry detachments.

In republican Rome (VI-Ibb. B.C.) the division of society, the accumulation of wealth by some and the impoverishment of others continued. Because of the growth of slavery and frequent wars, the system of education of the ruling The system of upbringing for the ruling classes was designed in accordance with the tasks of strengthening the Roman army. However, the peculiarities of economic and political development and peculiarities of the military organization of slave-holding Rome determined the formation of methods and forms of physical education that differed from Greek. In Roman schools (elementary, grammar and rhetorical) there was no physical education. The rich and noble Romans traditionally preferred to give their children physical training at home.

A typical representative of Roman enlightenment in III-II B.C. is Cato the Elder, who created a system of home education. Cato himself taught his son to read and write, explained to him the laws of life, and taught him gymnastics. He taught the boy to wield weapons, to throw a spear and a dart, to ride, to fight with his fists, taught him to endure cold and hunger, taught him to swim and cross rivers in the place where there were whirlpools and fast currents. By the age of 17, his son was prepared for the rigors of military service.

During the republican period, the system of military and physical training of the Romans was closely related to the social organization of society. The population of Rome was divided into five classes according to their property status.

The first two classes formed the elite military formations: cavalry and heavy-armed troops on chariots. Representatives of the third and fourth classes were armed with spears, swords and shields. Warriors who belonged to the lowest, fifth, class had only a sling.

Military physical training was also carried out in the troops. Roman education was not like that of the Greeks. The education before the age of 16 was still carried out in the family, where the father was the chief instructor. The main means of physical education were: exercises in running, throwing weights, wrestling, fencing, horseback riding exercises, ball games.

At the age of 17, Roman youths joined the army and completed their military training there.

In the Roman army the young men went through a harsh school of military physical education. F. Engels in his work “The Army” noted that the Romans created “…an even more focused than the Spartan system of training each soldier … The training of the warrior was very severe and calculated to develop in him in every possible way physical strength. In addition to regular training with weapons and various movements, running, long jumping and pole vaulting, rock climbing, wrestling, swimming – first without clothes, then with all the equipment… And not only new recruits, but also veteran legionnaires had to perform these exercises in order to maintain physical vigor and agility and to be accustomed to tedious activities and hardships.” Such a compulsory and state-controlled system existed until a professional Roman army was established. From the end of the second century B.C., when mercenaries began to serve in the army, this system began to lose importance. However, the wealthy Roman youth continued to engage in physical exercise and games. The Field of Mars in Rome was reserved for military exercises and gymnastics. Here they played ball, raced, and threw darts and discs. But in their content and character these exercises had nothing in common with the traditions of ancient Greece.

The Romans made attempts to transfer to Roman soil the gymnastic agonies of the Greeks. So, the Roman Consul Sulla ordered to move the 175th Olympic Games (80 BC) from Greece to Rome. This scheme was not a success. The Greek agonies were alien to the Roman people in spirit, form and tradition.

In republican Rome, games and spectacles of a military-applied nature became popular.

These included: The Tarquinia Games, founded by Tarquinius the Proud in 510 BC, were held every five years, their program included competitions of copies.

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The numerous types of physical exercise are evidenced by the monuments of material culture and ancient manuscripts of India, China, Egypt, Persia, Babylon, Assyria.

Mesopotamia. At the end of the IV millennium BC in the interfluve of the Tiber and Euphrates emerged a large number of small Sumerian city-states, each of which was quite an independent socio-historical formation. The largest of them: Ur, Kish, Lagash, Umma and Uruk. At the end of the 3rd millennium BC all the bifurcated area was united into one country, the Akkadian State. This region is considered the cradle of human civilization, as the peoples who inhabited it first began to grow cereals, raise livestock, and work metals. It was here that not only writing and art, but also physical culture were first put at the service of state organization.

The content and character of physical culture was determined by the incessant wars. The art of archery, belt wrestling, fist fights, chariot driving and hunting were highly valued.

The culture of the Sumerians continued to develop further in the states of Babylon and Assyria. All of them fought long wars, so physical education had a military-applied character. Much attention was paid to archery, wrestling, swimming, ritual dances and elements of acrobatics. An important role in the training of warriors in Mesopotamia, the Middle East and the whole of the ancient world was played by the invention of the chariot on horse traction in the early 2nd millennium B.C. The use of horses in military practice changed the content of physical education among the peoples of the Middle East. From an early age, children were taught the basics of horse riding, archery, wrestling, swimming and hunting and prepared for military service.

It is also known that in the life of the Mesopotamian states there were various competitions accompanying the process of training of a warrior. The most famous of them is the ritual games held in honor of the god Marduk, which predate the ancient Olympic Games of the Greeks by more than a thousand years.

In Mesopotamia emerged special schools – “training homes” where boys were trained for the warrior’s profession, going through the hardening, getting accustomed to moderation in eating, self-control, training in throwing spears, wielding edged weapons. Tactical training was perfected in the process of playing “Chess Tents”. The most ancient monument in Assyria, the bronze statues of belted fighters at the moment of fight, created about 2800 B.C., was found.

The training of the future warrior took place in the states of the Middle East until the age of 15-16. Upon joining the army, young men continued to improve their military skills.

Numerous images of hunting, archery, fistfighting and chariot races have testified to the development of physical culture in the Ancient East. The observations of ancient Greek historians Herodotus and Xenophon are interesting, The Persians taught their children at the age of 7-16 years by traditional means of physical training: running, wrestling, archery, riding, javelin-throwing. Moral criteria were of great importance in the upbringing process: education of truthfulness, courage. In educational institutions created at the palaces of rulers there were “educational houses” where various hunting tests, equestrian polo contests, which emerged from a popular Mesopotamian “ball game with a bat”, were cultivated.

Egypt. In the Nile valley at the end of the IV millennium BC emerged Early, and then the Ancient, or Old, Kingdom of Egypt. In the XXIII century B.C. it fell apart, and the transition period lasted until the XVI century B.C., when the Middle Kingdom was formed, which lasted until a new collapse – in the XI century B.C.

In all these historical periods in the Nile valley there was an original system of physical education.

The first evidence of it – images of running competitions – was found in the tomb of the ancient Egyptian king-god (kings in Egypt were considered the embodiment of God on earth) Djoser (2778-2723 B.C.).

Archaeologists found similar drawings in the tomb of Fiochhoten in Sak-kara (mid-3rd millennium BC), where the king-god was depicted in scenes of wrestling, acrobatics, hunting. The artist tried to show agility, courage and strength of the king, who had unlimited power. The existing system of physical education was at the service of the upper class.

During the Middle Kingdom, physical education of Egyptian society greatly expanded as the pharaohs tried to create a new social layer of merchants, soldiers, artisans and petty officials on whom they could rely in their power. Physical education became not only the privilege of the clan nobility, but also entered the everyday life of people of lower social origin. Schools appeared where physical exercises and games were used in the training of officials, priests, temple dancers, and participants in ceremonies dedicated to the Egyptian gods.

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Ancient Greek physical culture and sports began to form in the conditions of the collapse of the tribal system and the formation of the slave-owning society during the Cretan-Mycenaean (III-II thousand B.C.) and Homeric (XII-IX centuries B.C.) periods. However, physical culture reached its peak in the eighth- fourth centuries B.C. during the heyday of slave-owning relations. The division of labor between industry and agriculture, the growth of trade led to changes in social relations and cultural life in Greece. Depending on economic, political and cultural development, military organization and the system of education in Greek polis-states, specific tasks, means, forms and methods of physical education were determined. The most typical in this respect were Laconica with its main city Sparta and Attica – Athens, where two different approaches to the tasks of physical education emerged.

Physical Education in Sparta. Laconica was formed in the ninth century B.C. Sparta had a subsistence economy and conducted almost no foreign trade. There were about 9 thousand families of slave-owners (Spartiats), 30 thousand artisans, traders and landowners, 200 thousand slaves (Ilots). The Spartites, as the ruling class, fearing slave rebellions and waging numerous wars, created a harsh system of upbringing. Until the age of 7, children were brought up in a family. Even at that age, children were toughened up, taught not to be afraid of the dark, not to cry, not to be picky about food. From the age of 7 to 18, young Spartites were kept in state institutions, where they were mostly engaged in physical exercises. They were subjected to harsh trials, taught to endure cold, hunger, thirst and pain. An important place in the education of young men was occupied by exercises in javelin and discus throwing, running and wrestling, jumping, as well as war games, hunting wild animals. Not much attention was paid to mental education. Classes were held in singing choral songs, music, and dancing. The leaders (pedonomes) of young Spartites, appointed by the state, paid special attention to the education of courage and ingenuity, martial warlike character, contempt for slaves, the ability to conduct hand-to-hand combat and mercilessly kill opponents. To this end, night raids on slaves, called cryptias, were organized.

Young men of 18-20 years old were enrolled in groups of ephebians, where they continued their physical and military training. They were then classified as warriors, and were obliged to perform military service until their old age.

In Sparta great attention was paid to the physical education of girls. According to the descriptions of the ancient writers Xenophon, Pausanias and Plutarch, girls had to run, wrestle, throw discus and spear to strengthen their bodies, so that their future children were born and grew up healthy. They were forbidden to lead a pampered life. It was not uncommon for armed Spartan women to carry guards on an equal footing with men. The Spartan state educational system and military organization created one of the strongest armies in Greece, which for a long time was invincible. Spartan athletes participated in many Olympic, Pythian, and other games and were often victorious.

Athens. Physical education was carried out differently in Attica. In the V-IV centuries BC Athens was a typical slave-owning republic with a distinct class stratification of the society. The rapid development of trade and commerce, culture and science made Athens the center of all Greek social life. Every free citizen had the right to be active in public life. The educational and upbringing systems in this society extended to full wealthy Athenian citizens. They were not confined to the military and physical training of youth, as in Sparta, but gave a varied education. The Athenians believed that the harmonious development of man should consist of mental, moral, and social well-being.

Much attention was paid to games at this age. Then boys were sent to school, while girls continued to be educated at home. From the age of 7 to 16 boys attended public and private school. They were educated in mucic (from the word “muse” – the goddess patroness of science and art; mucic school gave mental education in close connection with the moral and aesthetic) and gymnastic schools (from the word “gymnos” – naked, the Greeks did physical exercises without clothes).

The gymnastic school, called palestra (from the word “pale” – wrestling), was attended by adolescents from the age of 12-14. From the age of 14 the musical school took second place, and the gymnastic school came first.

At the age of 16, young men of wealthy parents entered the gymnasium after completing their studies at the mousy and gymnasium schools. In Athens there were three gymnasiums maintained at public expense: The Academy, the Lycée, and the Kyiosargus. In the Gymnasium the young Athenians studied politics, philosophy and literature in addition to physical exercise.

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