George Will reviews The Rise of Gridiron University: Higher Education’s Uneasy Alliance with Big-Time Football by Brian M. Ingrassia, in which we learn that big-time intercollegiate football grew out of progressivism and its vision for higher education:
Higher education embraced athletics in the first half of the 19th century, when most colleges were denominational and most instruction was considered mental and moral preparation for a small minority — clergy and other professionals. Physical education had nothing to do with spectator sports entertaining people from outside the campus community. Rather, it was individual fitness — especially gymnastics — for the moral and pedagogic purposes of muscular Christianity — mens sana in corpore sano, a sound mind in a sound body.
The collective activity of team sports came after a great collective exertion, the Civil War, and two great social changes, urbanization and industrialization. . . . .
Intercollegiate football began when Rutgers played Princeton in 1869, four years after Appomattox. In 1878, one of Princeton’s two undergraduate student managers was Thomas — he was called Tommy — Woodrow Wilson. For the rest of the 19th century, football appealed as a venue for valor for collegians whose fathers’ venues had been battlefields. Stephen Crane, author of the Civil War novel “The Red Badge of Courage” (1895) — the badge was a wound — said: “Of course, I have never been in a battle, but I believe that I got my sense of the rage of conflict on the football field.”
Harvard philosopher William James then spoke of society finding new sources of discipline and inspiration in “the moral equivalent of war.” Society found football, which like war required the subordination of the individual, and which would relieve the supposed monotony of workers enmeshed in mass production.
College football became a national phenomenon because it supposedly served the values of progressivism, in two ways. It exemplified specialization, expertise and scientific management. And it would reconcile the public to the transformation of universities, especially public universities, into something progressivism desired but the public found alien. Replicating industrialism’s division of labor, universities introduced the fragmentation of the old curriculum of moral instruction into increasingly specialized and arcane disciplines. These included the recently founded social sciences — economics, sociology, political science — that were supposed to supply progressive governments with the expertise to manage the complexities of the modern economy and the simplicities of the uninstructed masses. [Read more...]