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Pierre de Coubertin
Charles Pierre de Frédy, Baron de Coubertin (French: [ʃaʁl pjɛʁ də fʁedi baʁɔ̃ də kubɛʁtɛ̃]; born Pierre de Frédy; 1 January 1863 – 2 September 1937), also known as Pierre de Coubertin and Baron de Coubertin, was a French educator and historian, co-founder of the International Olympic Committee (IOC), and its second president. He is known as the father of the modern Olympic Games. He was particularly active in promoting the introduction of sport in French schools.
Born into a French aristocratic family, Coubertin became an academic and studied a broad range of topics, most notably education and history. He graduated with a degree in law and public affairs from the Paris Institute of Political Studies (Sciences Po). It was at the Paris Institute of Political Studies that he came up with the idea of reviving the Olympic Games.
The Pierre de Coubertin World Trophy and the Pierre de Coubertin Medal are named in his honour.
Pierre de Frédy was born in Paris on 1 January 1863, into an aristocratic family. He was the fourth child of Baron Charles Louis de Frédy, Baron de Coubertin and Marie–Marcelle Gigault de Crisenoy. Family tradition held that the Frédy name had first arrived in France in the early 15th century, and the first recorded title of nobility granted to the family was given by Louis XI to an ancestor, also named Pierre de Frédy, in 1477 but other branches of his family tree delved even further into French history, and the annals of both sides of his family included nobles of various stations, military leaders and associates of kings and princes of France.
His father Charles was a staunch royalist and accomplished artist whose paintings were displayed and given prizes at the Parisian salon, at least in those years when he was not absent in protest of the rise to power of Napoleon III. His paintings often centered on themes related to the Catholic Church, classicism, and nobility, which reflected those things he thought most important. In a later semi-fictional autobiographical piece called Le Roman d'un rallié, Coubertin describes his relationship with both his mother and his father as having been somewhat strained during his childhood and adolescence. His memoirs elaborated further, describing as a pivotal moment his disappointment upon meeting Henri, Count of Chambord, whom the elder Coubertin believed to be the rightful king.
Coubertin grew up in a time of profound change in France: defeat in the Franco-Prussian War, the Paris Commune, and the establishment of the Third Republic but while these events were the setting of his childhood, his school experiences were just as formative. In October 1874, his parents enrolled him in a new Jesuit school called Externat de la rue de Vienne, which was still under construction for his first five years there. While many of the school's attendees were day students, Coubertin boarded at the school under the supervision of a Jesuit priest, which his parents hoped would instill him with a strong moral and religious education. There, he was among the top three students in his class, and was an officer of the school's elite academy made up of its best and brightest. This suggests that despite his rebelliousness at home, Coubertin adapted well to the strict rigors of a Jesuit education. As was common in the French educational system at the time, Coubertin studied ancient Greece and Rome, which led to an appreciation of the Olympics at an early age.
As an aristocrat, Coubertin had a number of career paths from which to choose, including potentially prominent roles in the military or politics but he chose instead to pursue a career as an intellectual, studying and later writing on a broad range of topics, including education, history, literature and sociology.
The subject which he seems to have been most deeply interested in was education, and his study focused in particular on physical education and the role of sport in schooling. In 1883, at the age of twenty, he visited England for the first time, and studied the program of physical education instituted under Thomas Arnold at the Rugby School. Coubertin admired Thomas Hughes's novel Tom Brown's School Days (published in 1857), which was set at the Rugby School. He referenced both the Rugby School and the novel as helping him to appreciate the role of athletics in education, saying that students who learn about fair play and morality on the sports field will be able to apply those lessons in various aspects of their adult life. He credited Arnold's methods with leading to the expansion of British power during the 19th century and advocated their use in French institutions. The inclusion of physical education in the curriculum of French schools would become an ongoing pursuit and passion of Coubertin's.
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Pierre de Coubertin
Charles Pierre de Frédy, Baron de Coubertin (French: [ʃaʁl pjɛʁ də fʁedi baʁɔ̃ də kubɛʁtɛ̃]; born Pierre de Frédy; 1 January 1863 – 2 September 1937), also known as Pierre de Coubertin and Baron de Coubertin, was a French educator and historian, co-founder of the International Olympic Committee (IOC), and its second president. He is known as the father of the modern Olympic Games. He was particularly active in promoting the introduction of sport in French schools.
Born into a French aristocratic family, Coubertin became an academic and studied a broad range of topics, most notably education and history. He graduated with a degree in law and public affairs from the Paris Institute of Political Studies (Sciences Po). It was at the Paris Institute of Political Studies that he came up with the idea of reviving the Olympic Games.
The Pierre de Coubertin World Trophy and the Pierre de Coubertin Medal are named in his honour.
Pierre de Frédy was born in Paris on 1 January 1863, into an aristocratic family. He was the fourth child of Baron Charles Louis de Frédy, Baron de Coubertin and Marie–Marcelle Gigault de Crisenoy. Family tradition held that the Frédy name had first arrived in France in the early 15th century, and the first recorded title of nobility granted to the family was given by Louis XI to an ancestor, also named Pierre de Frédy, in 1477 but other branches of his family tree delved even further into French history, and the annals of both sides of his family included nobles of various stations, military leaders and associates of kings and princes of France.
His father Charles was a staunch royalist and accomplished artist whose paintings were displayed and given prizes at the Parisian salon, at least in those years when he was not absent in protest of the rise to power of Napoleon III. His paintings often centered on themes related to the Catholic Church, classicism, and nobility, which reflected those things he thought most important. In a later semi-fictional autobiographical piece called Le Roman d'un rallié, Coubertin describes his relationship with both his mother and his father as having been somewhat strained during his childhood and adolescence. His memoirs elaborated further, describing as a pivotal moment his disappointment upon meeting Henri, Count of Chambord, whom the elder Coubertin believed to be the rightful king.
Coubertin grew up in a time of profound change in France: defeat in the Franco-Prussian War, the Paris Commune, and the establishment of the Third Republic but while these events were the setting of his childhood, his school experiences were just as formative. In October 1874, his parents enrolled him in a new Jesuit school called Externat de la rue de Vienne, which was still under construction for his first five years there. While many of the school's attendees were day students, Coubertin boarded at the school under the supervision of a Jesuit priest, which his parents hoped would instill him with a strong moral and religious education. There, he was among the top three students in his class, and was an officer of the school's elite academy made up of its best and brightest. This suggests that despite his rebelliousness at home, Coubertin adapted well to the strict rigors of a Jesuit education. As was common in the French educational system at the time, Coubertin studied ancient Greece and Rome, which led to an appreciation of the Olympics at an early age.
As an aristocrat, Coubertin had a number of career paths from which to choose, including potentially prominent roles in the military or politics but he chose instead to pursue a career as an intellectual, studying and later writing on a broad range of topics, including education, history, literature and sociology.
The subject which he seems to have been most deeply interested in was education, and his study focused in particular on physical education and the role of sport in schooling. In 1883, at the age of twenty, he visited England for the first time, and studied the program of physical education instituted under Thomas Arnold at the Rugby School. Coubertin admired Thomas Hughes's novel Tom Brown's School Days (published in 1857), which was set at the Rugby School. He referenced both the Rugby School and the novel as helping him to appreciate the role of athletics in education, saying that students who learn about fair play and morality on the sports field will be able to apply those lessons in various aspects of their adult life. He credited Arnold's methods with leading to the expansion of British power during the 19th century and advocated their use in French institutions. The inclusion of physical education in the curriculum of French schools would become an ongoing pursuit and passion of Coubertin's.
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