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2
Social Issues in Sport
Third Edition
University of Tampa
Human Kinetics
3
Library of Congress Cataloging-in-Publication Data
pages cm
GV706.5.W655 2015
306.4'83--dc23
2015002522
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including xerography, photocopying, and recording, and in any information storage and retrieval system, is forbidden without
the written permission of the publisher.
The web addresses cited in this text were current as of June 2015, unless otherwise noted.
Permission notices for photos reprinted in this book from other sources can be found on pages xii-xiv.
Printer: Walsworth
10 9 8 7 6 5 4 3 2 1
The paper in this book was manufactured using responsible forestry methods.
Human Kinetics
Website: www.HumanKinetics.com
Champaign, IL 61825-5076
800-747-4457
e-mail: [email protected]
4
800-465-7301 (in Canada only)
e-mail: [email protected]
Stanningley
e-mail: [email protected]
08 8372 0999
e-mail: [email protected]
P.O. Box 80
e-mail: [email protected]
E6295
5
Contents
Preface
Intended Audience
Text Organization
Updates in the Third Edition
Learning Tools
Instructor Resources
Closing Comments
Acknowledgments
6
Chapter Summary
7
Chapter 10: Olympic Movement
History of the Olympics
Effect of the Olympic Games
Nationalism and the Olympic Movement
United States Olympic Committee
Athlete Development
Chapter Summary
8
Americans with Disabilities Act
American Association of People with Disabilities
Sport Participation for Athletes With a Physical Disability
Sport Participation for Athletes With a Mental Disability
Sport Participation for Older Athletes
Issues for Special Populations in Sport
Chapter Summary
9
Performance Enhancement Through Drugs
Eating Disorders in Sport
Hazing in Sport
Gambling and Sport
Chapter Summary
Glossary
References
10
Preface
This book examines contemporary sport both factually and critically, particularly in the
United States. As part of this project, the book situates the modern sport world in the context
of the historical development of sport. As you will see, sport participation and spectatorship
in the United States have changed considerably and now lean toward a corporate model.
In the past 50 years, major changes in U.S. society have spilled over into the world of sport.
Racial barriers have given way to dominance by African Americans in basketball and football,
and Latinos now account for a third of Major League Baseball players. Women and girls also
participate more in sport and advocate for equal opportunities as both participants and
spectators. In addition, the Special Olympics and the Paralympic Games have become major
sport events for people with intellectual or physical disability. Finally, consumer sport now
accommodates a surging population of older adults who look to sport to enhance their
personal fitness, quality of life, and social interaction. Each of these changes promotes new
sport outlooks and strategies and offers hope for the continued expansion of sport for every
person.
At the same time, sport sociology has advanced as a science and created more rigorous and
insightful methods of studying sport. The sociology of sport is explored in plentiful university
courses, and relevant issues are studied by hundreds of professors and researchers. For its part,
this book presents the controversies and the status of sport in a sociological context without
dwelling on theoretical constructs. More specifically, the text provides a look at sport by a
longtime sport participant, observer, fan, teacher, coach, administrator, and critic who has
tried to maintain a balanced approach to sport.
Intended Audience
This book is intended for people who are looking at sport objectively for the first time. It can
help you understand sport, its place in society, and possible changes that may be needed if
sport is to maintain a positive future. I hope you will become better acquainted with both the
historical and the current roles of sport in society. Regardless of your major course of study, if
you are a sport participant or fan, you will find the information illuminating—and in some
cases surprising.
11
As you come to understand more about the sport world and its interaction with society at
large, you will be better equipped to decide what role sport plays in your life and in the life of
your family. Whether you are a competitive athlete, an enthusiastic participant, or a spectator,
this book can help you enjoy sport more, appreciate the challenges faced by sport, and better
evaluate decisions made by sport leaders. Sport can either help unify or help divide society,
and it stands a better chance of being beneficial if more people understand both its value and
its limitations.
Although this book is based on research and reflects various social theories, it was not written
for academic colleagues, and it does not break new theoretical ground. Rather, it is intended
to encourage students to delve more deeply into the issues and contradictions that
characterize what for many of us can be a love–hate affair with sport.
Text Organization
Part I of the book presents a framework for studying sport in society. More specifically,
chapter 1 defines terms and establishes the purpose and importance of sport study. It also
addresses the overall field of sport science and how sport research contributes to knowledge
within sport.
Chapter 2 presents sociological methods for studying sport in order to help you understand
how knowledge is gathered and analyzed. It describes social theories and the ways in which
these theories aid the study of sport. To help you apply these theories, this edition of the
book includes sidebars that ask you to analyze a topic from the perspective of one of the social
theories presented. These sidebars enhance your understanding of the social theories and
pique your interest in applying them to current topics in sport.
Part II examines the scope of modern sport and how it affects society. For example, chapter 3
clarifies the parallels and differences between sport participants and sport spectators. It also
compares growth trends in various sports and distinguishes people who participate in
recreational sport from those who are devoted to high-performance sport. One critical aspect
of this work involves reviewing current research reports and analyzing recent trends in the
popularity of various sport and fitness activities.
Chapter 4 addresses the business side of sport at the professional and collegiate levels and
discusses the issues involved in spending public funds for private gain. It also considers how
12
finances affect athletes, coaches, owners, and participants, both individually and collectively.
These discussions help you appreciate the huge economic investments made in sport and the
influence of money on sport policies and programs.
Chapter 5 outlines the powerful symbiotic relationship between media and sport. It
acknowledges the influence of sport media personalities and journalism and the continuing
challenges of including minorities and females more often in sport media. This chapter also
recognizes the dramatic shift from print media to electronic media, thanks to technology
undreamed of just a generation ago, and its effect on how we consume both sport itself and
news about sport.
Part III looks at sport as an institution and how it functions in relation to other institutions,
such as colleges and the Olympics. More specifically, chapter 6 examines youth sport outside
of the school setting, which has largely become an adult-organized activity for kids that
permeates every community. Next, chapter 7 addresses coaching, a topic that appeared
elsewhere in earlier editions of the book but has been moved to this section because coaching
is such a key determinant of success for teams at various levels. Therefore, it makes sense to
integrate the study of coaching with the study of the institutions of youth, high school, and
college sport.
Chapter 9 broadens the scope to consider the globalization of sport, which reflects our
increasingly connected world. On one hand, international competition has increased as
American sports have been exported around the world; meanwhile, soccer has finally begun
to take hold in North America. Chapter 10 focuses on the particular international sport
phenomenon known as the Olympic movement, which has propelled certain sports to
international prominence and taken on an originally unintended economic and political
significance. In particular, the inclusion of professional athletes has changed the nature of the
Olympic Games and increased attention in countries around the world on developing elite
athletes who can compete for gold medals.
13
Part IV focuses on the interaction between culture and sport and lays out the significance of
social issues in the sport world, including good sporting behavior (chapter 11), race and
ethnicity (chapter 12), women (chapter 13), and social class (chapter 14). The changing role
of women and African Americans in society has revolutionized sport, and ethnicity and social
class continue to be powerful factors in who plays and watches sports overall and in particular
sports.
Chapter 15 examines the relationship of sport to other particular populations, including those
who are aging and those who have a physical or cognitive disability. In particular, the chapter
recognizes the effects of major societal changes regarding these populations in the past 25
years. For instance, as baby boomers have aged and life expectancy has increased, population
demographics have changed, and more of the population consists of older adults who view
sport both as a form of recreation and as a tool for living more healthily. At the same time,
since the enactment of the Americans with Disabilities Act of 1990, sport opportunities have
been greatly expanded for people with a physical or cognitive disability.
As has been the case for centuries, sport also interacts with religion (chapter 16) and politics
(chapter 17). Institutions and individuals in both arenas have affected the growth of sport and
used sport to their advantage. Athletes use religion in their sport, and religious organizations
use sport to promote their purposes. Governments use sport to promote identity, unity, social
values, and nationalism. And as citizens, we rely on government to provide reasonable
regulation of sport in order to help us stay safe, in good health, and free from exploitation by
unscrupulous promoters of entertainment sport.
Chapter 18 focuses on the use of sport to combat perplexing challenges faced by societies,
particularly those characterized by strong socioeconomic barriers. For example, the chapter
explores the increasing worldwide emphasis on using sport for the development of peace and
understanding among people of various countries. It also examines the use of youth sport
programs to help at-risk youngsters with academics, discipline issues, moral development,
socialization, and living in a law-abiding manner.
Chapter 19 is the first of two chapters in this edition devoted to deviant behavior. This
chapter looks at rule breaking by athletes at various levels of sport. It also examines violence
both on and off the field. More specifically, it addresses growing concerns about concussions
and debilitating injuries in collision-type sports, as well as off-field violence perpetrated by
14
professional athletes—a timely topic that deserves serious attention.
Chapter 20 explores deviant behaviors such as eating disorders, hazing practices, and sport
wagering with an eye toward current trends, education, and the development of strategies and
regulations to prevent or minimize the negative effects of these practices. Of course, deviant
behavior also includes the use of performance enhancers and doping, which can create
questions about whether a given performance was achieved with the help of an illegal aid.
Finally, chapter 21 anticipates future sport trends in North America, where performance
sport (played by professionals) continues to compete with participation sport (played by
amateurs). In addition, many youth have moved toward extreme sports that suit their needs
better than traditional, adult-organized sports do. Older adults, on the other hand, look to
sport to enhance their chances for a longer life of higher quality. More broadly, U.S. sport
continues to face issues related to finances, opportunities for women, growing minority
populations, and access to sport for families of all income levels. Meanwhile, the delivery of
sport events and programs continues to be influenced by the fact that spectators increasingly
rely on electronic implements in their consumption of sport.
This edition also features updated sidebars that reflect key changes in the world of sport over
the past five years. These sidebars feature current athletes, trends, and experts in order to
bring alive the topics considered in each chapter. In addition, this edition features a new type
of sidebar—Applying Social Theory—to help readers grasp the essentials of each theory and
apply it to a current issue in sport.
As mentioned earlier, the chapter on coaching has been moved to part III to better integrate
it with the chapters on youth, high school, and college sport. Indeed, the success or failure of
an athletic team at any level can invariably be traced in large part to the philosophy, training,
and skill of the coach. Therefore, it is encouraging to see that the past 10 years have brought
15
significant progress in certification processes and continuing education for coaches; even so,
however, standards are still lacking at most levels of sport.
Learning Tools
To aid learning, each chapter begins with a list of key student outcomes and ends with a
summary of the chapter’s main topics. In addition, key terms are highlighted in boldface and
defined in a glossary for easy reference. Throughout the text, various types of sidebar
highlight diverse aspects of sport:
“In the Arena With . . . ” sidebars highlight key players in sociological change in sport.
“Pop Culture” sidebars discuss current trends in film, books, magazines, and other media
that highlight sociological issues in sport.
“Expert’s View” sidebars show how experts in sport sociology interpret sport issues; they
also raise discussion points for students.
“Applying Social Theory” sidebars ask students to analyze a particular topic from the
perspective of one of the six social theories described in chapter 2.
Instructor Resources
Several instructor resources are available to help you use this text in your class. The instructor
guide has a sample syllabus and a list of supplemental resources. The test package provides
210 questions in multiple-choice and essay format. The chapter quizzes provides 10 questions
per chapter to test students’ knowledge of the most important chapter concepts. The
Microsoft PowerPoint presentation package has 455 slides outlining the text in a lecture-
friendly format. All of these resources are available at
www.HumanKinetics.com/SocialIssuesInSport.
Closing Comments
I have spent more than 40 years studying sport and applying that knowledge as a professor,
16
coach, and administrator. I spent nearly 20 of those years on a college campus. Later, I
worked in various administrative roles for the United States Tennis Association and spent 8
years on the coaching committee for the United States Olympic Committee, which took on
the challenge of improving coaching in all U.S. sports.
For the past 10 years, I have taught a course on sport and society at the University of Tampa.
Most of the material in this edition has been vetted by current or former students, who
invariably end the semester with a much different understanding of U.S. sport from the
opinions they had at the beginning of the course.
I have also been fortunate enough to experience extensive international travel (most recently
to China) and in the process have learned a great deal about sport in other countries. These
experiences have given me a unique perspective on sport. It is my hope that you will enjoy
this perspective while also understanding where it is limited.
17
Acknowledgments
I express warm thanks to the hundreds of students who have sparked my interest in
evaluating the information available on the sociology of sport. They have challenged me to
make the information relevant to today’s world of sport. In particular, students at the
University of Tampa have provided consistent feedback and creative ideas and have clearly
articulated their interest in certain topics. My interactions with these students have taught me
a great deal about their perceptions of American sport and physical activity; these interactions
have also given me the opportunity to share with students my own career and life experiences.
Through this sharing process, we have all realized that sport plays a critical role in our lives
and in our society, and we hope that sport will similarly entertain future generations of
participants, performers, and consumers of sport and physical activity.
I’m indebted to Rainer Martens, who challenged me to accept this project and showed
confidence in me to produce a worthwhile product. Likewise, I appreciate the work of Myles
Schrag, acquisitions editor, for his guidance in the conception and shaping of the manuscript.
Later in the process, developmental editor Amanda Ewing offered insightful advice, helped
keep me on target, and made terrific suggestions for revision for this third edition. Both
Myles and Amanda have been loyal partners from the original conception of this work and
throughout each new edition of it.
I also acknowledge the assistance and friendship of Dr. Tian Ye and Dr. Tian Hui of Beijing,
China, who invited me to their country to speak to the China Institute of Sport Science and
other distinguished groups in their country. Their hospitality and keen interest in American
sport eventually led to their translating this text into Chinese to be used in their universities.
Finally, my wife, Kathy, has been a tireless supporter throughout the project and has
encouraged me every step of the way. Without her interest, patience, and personal
commitment to sport, it would have been a difficult undertaking.
18
Part I
Studying Sport in Society
These opening chapters set the stage for studying sport from a sociological perspective by
pointing out the integral relationship between sport and society in North America. The first
chapter defines key words such as play, game, sport, and work in terms of purpose,
organization, and complexity. As sport moves from participation sport (played by amateurs) to
high-performance sport (played by professional athletes), it also moves away from recreation or
leisure-play activities and takes on the characteristics of work.
Chapter 1 examines why people study sport and reviews the sport sciences that enable us to
develop the scientific knowledge on which coaching and training are based. Chapter 2
presents typical methods of studying sport. It defines several social theories and gives
examples of how they might apply to sport research and interpretation. These social theories,
referred to throughout the book, provide a framework for understanding different points of
view relevant to the specific topics of each chapter. Therefore, it is critical that you
understand these theories so that you can respond effectively to their application in later
chapters.
Chapter 2 also describes the emerging field of sport sociology. Whereas sport psychology
tends to focus on one individual, sport sociology explores people in groups and how they
interact with and affect one another in relation to sport. The chapter also provides
information about sociological tools for learning more.
19
Chapter 1
What Is Sport and Why Do We Study It?
Karin Lau/fotolia.com
Student Outcomes
After reading this chapter, you will know the following:
Like many college students, you may feel that sport plays a significant role in your life.
Perhaps you even chose your university partly on the basis of its athletic success. In fact, in
the United States, many of us have heard of certain colleges simply because of their prowess
in athletics. Though sport plays a relatively minor role in an institution’s mission and
purpose, college sport teams typically enhance school spirit and serve as a focus of campus
social life.
However, if college sport merely produces more spectators—more people who watch other
people participating in sport—we might ask whether they really benefit students. More to the
20
point, perhaps the question should be this: How physically active are students in both sport
and other activities that contribute to their overall health and well-being?
On Thursday, April 15, 1954, I realized that baseball was important in the world. On that
day, Baltimore got its own Major League Baseball team, the Orioles, and opened the brand-
spanking-new Memorial Stadium. The formation of the Orioles, spawned from the lowly St.
Louis Browns franchise, marked the entry of my home city into the big leagues. Although I
was just a kid, I knew that day was special because city hall closed for half the day, most
businesses shut down, and, best of all, schools were closed so that everyone could enjoy the
citywide parade.
In fact, Baltimore was about to embark on its golden age of sport, which would coincide with
my childhood. At first, we rooted for moderately talented sport teams, but soon Hall of
Famer Brooks Robinson led the Orioles and the magical arm of Hall of Famer Johnny Unitas
guided our football team, the Colts. Having these two superstars in the same city was like
having a quarterback such as Peyton Manning or Tom Brady along with an infielder such as
Derek Jeter or Evan Longoria as your football and baseball heroes. I knew right then that I
was falling in love with sport.
You may have a similar childhood story of your own introduction to sport. Regardless of the
details, once we’re hooked, many of us never quite let go of our interest in and devotion to
our favorite sports and heroes. In fact, the word fan derives from fanatic—and that’s just what
many of us have been and continue to be. Furthermore, if you’re like me, studying sport is fun
and can also help you expand your understanding of the place that sport holds both in North
America and in the world. To get a quick sense of this significance, imagine that all sports
were banned, as indeed some have been in certain civilizations. Our lives would change,
immediately and dramatically, in terms of how we invest our discretionary time, our money,
and our emotions.
This scenario is jarring because sport affects our lives every day. Strangers on the street stop
to chat about their hometown sport successes—whether they involve a local high school, a
college, or a professional team. Entire cities wake up on the morning after an exhilarating win
by the home team and feel proud to live where they do—or wake up after a tough loss and
sink into mourning. Kids look up to sport heroes, memorize the lifetime statistics of favorite
athletes, and dream of making it someday to their own fame and fortune. They may even
21
copy the stance, mannerisms, and clothing of their heroes.
Sport also affects the cultures, traditions, and values of a society. Stories in the sport world
help us clarify our stances on a wide range of issues, such as race and gender relations, the
rights of senior citizens and persons with a disability, class mobility, youth development
through physical activity, and progress toward a better standard of health and fitness for
everyone. These issues and others are examined in the coming chapters. For now, let’s focus
on what sport is and how it differs from play and games.
Over the centuries, both sport and game playing have fulfilled various roles in societies. Early
Greek civilization used sport and game playing in celebrations, in rituals honoring their gods,
and in funeral ceremonies; in fact, as you may be aware, the great Greek poet Homer
described sport in his literary classics, the Iliad and the Odyssey. Typical contests of physical
prowess among the ancient Greeks included footraces, chariot races, wrestling, boxing,
leaping, and hunting. In the ancient city-state of Sparta, sport and game playing helped
young men refine the skills of war. In contrast, the city-state of Athens educated young men
in grammar, music, and gymnastics to fully develop their physical and mental capacities.
These two approaches established different parties as the beneficiary of sporting skill. In
Sparta, sport benefited the state; in Athens, it aided the perfection of the individual man.
Sport and game playing also played a role in other ancient civilizations, as is evidenced in
paintings, carvings, and various historical documents. Indeed, every culture has included
running, swimming, and jumping competitions and has also had a place for combat-related
activities, such as boxing, wrestling, and other martial arts. Ball-oriented games have also
been popular in diverse civilizations, including those of the Egyptians and of American and
Canadian Indians; various forms of football can be traced to ancient China.
Of course, sport and game playing are still used today, both as forms of celebration and as
22
examples of athletic prowess. But what exactly is sport?
Definition of Sport
The sport pyramid (figure 1.1) provides a helpful way to think of sport. The pyramid
contains four elements of human activity—play, games, sport, and work. These activities are
often confused because of the interchange and overlap of ideas. Let’s look at each one
individually and then examine the interrelationships.
23
Figure 1.1 The sport pyramid.
Play
Play forms the base of the pyramid since it is the physical activity of childhood and continues
throughout life in various forms. Play is free activity involving exploration, self-expression,
dreaming, and pretending. It follows no firm rules and can take place anywhere. Other than
giving pleasure, the outcome of play is unimportant. Over the years, theories of play have
been formulated by many people, including Dutch historian Johan Huizinga (1950), who
described play as being free of form, separate from ordinary life, and free of specific purpose.
He considered games and sport to be specialized forms of play, with more formal rules and
purposes and an emphasis on the outcome.
Games
A game is an aspect of play that possesses greater structure and is competitive. Specifically,
games pursue clear participation goals that can be either mental, physical, or a combination of
both; they are governed by either informal or formal rules; they involve competition; they
produce outcomes determined by luck, strategy, skill, or a combination thereof; and they
result in prestige or status.
Examples of inactive games include board games, such as Monopoly; card games, such as
hearts and Texas Hold’em (a kind of poker); and video games, such as Madden NFL and
24
Grand Theft Auto. In contrast, examples of active games include kickball, ultimate, paintball,
touch football, and street hockey. As these games have become more mainstream, some
people have moved to organize them by means of national rules and competitive events. As a
result, they have evolved beyond informal neighborhood or schoolyard games and activities
and taken on the characteristics of a sport (described in more detail in the next section).
25
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concerning Popish Exorcising. And his publick Confession we shall
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(that I may so say) luto with the Clay of the Romish Priests lewd
Impostures, and sputo with the spittle of his own infamy, to see his
errors and to glorifie the God of truth. And though many such
Impostures as this have in several ages been hudled up in darkness
and recorded for true stories, by those that were Partisans to them
and Confederates with them, yet doubtless were but of the same
stamp with this, and might all as well have been discovered, if the
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5. No less Vid. The Hist. 5.
villanous, bloody arraignment and
and Diabolical, tryal of Witches at
Lancaster, 1612.
was the design of
Thompson alias Southworth, Priest or Jesuit, against Jennet Bierley,
Jane Southworth, and Ellen Bierly of Samesbury in the County of
Lancaster, in the year 1612. the sum of which is this. “The said
Jennet Bierley, Ellen Bierley, and Jane Southworth, were Indicted at
the Assizes holden at Lancaster upon Wednesday the nineteenth of
August, in the year abovesaid, for that they and every of them had
practised, exercised, and used divers devillish and wicked Arts, called
Witchcrafts, Inchantments, Charms and Sorceries, in and upon one
Grace Sowerbutts. And the chief witness to prove this was Grace
Sowerbutts her self, who said that they did draw her by the hair of
the head, and take her sense and memory from her, did throw her
upon the Hen-roost and Hay-mow; did appear to her sometimes in
their own likeness, sometimes like a black Dog with two feet, that
they carried her where they met black things like men that danced
with them, and did abuse their bodies; and that they brought her to
one Thomas Walsham’s House in the night, and there they killed his
Child by putting a nail into the Navil, and after took it forth of the
Grave, and did boil it, and eat some of it, and made Oyl of the bones,
and such like horrid lies.” But there appearing sufficient grounds of
suspicion that it was practised knavery, the said Grace Sowerbutts
was by the wisdom, and care of Sir Edward Bromley Knight, one of
his Majesties Justices of Assize at Lancaster, appointed to be
examined by William Leigh and Edward Chisnal Esquires, two of his
Majesties Justices of peace in the same County, and so thereupon
made this free confession. Being demanded “whether the accusation
she laid upon her Grandmother, Jennet Bierley, Ellen Bierley and
Jane Southworth, of Witchcraft, viz. of the killing of the child of
Thomas Walshman, with a nail in the Navil, the boyling, eating and
oyling, thereby to transform themselves into divers shapes, was true?
She doth utterly deny the same, or that ever she saw any such
practises done by them. She further saith, that one Mr. Thompson,
which she taketh to be Mr. Christopher Southworth, to whom she
was sent to say her prayers, did perswade, counsel and advise her, to
deal as formerly hath been said against her said Grandmother, Aunt
and Southworths Wife.
“And further she confesseth, and saith, that she never did know, or
saw any Devils, nor any other visions, as formerly hath been alledged
and informed.
“Also she confesseth, and saith, that she was not thrown, or cast
upon the Hen-roust, and Hay-mow in the Barn, but that she went up
upon the Mow by the wall side. Being further demanded whether she
ever was at the Church, she saith, she was not, but promised
hereafter to go to Church, and that very willingly; of which the
author of the relation gives this judgment.
“How well (he saith) this project, to take away the lives of three
innocent poor creatures by practice and villany, to induce a young
Scholar to commit perjury, to accuse her own Grandmother, Aunt,
&c. agrees either with the title of a Jesuit, or the duty of a religious
Priest who should rather profess sincerity and innocency, than
practise treachery! But this was lawful, for they are Hereticks
accursed, to leave the company of Priests, to frequent Churches, hear
the word of God preached, and profess religion sincerely.”
6. But we shall shut up the relating of Hist. 6.
these prodigious and hellish stories, of these
kind of couzening and cheating delusions and impostures, with one
instance more that is no less notorious than these that we have
rehearsed. About the year 1634 (for having lost our notes of the
same, we cannot be so exact as we should) there was a great
pretended meeting of many supposed Witches at a new house or
barn, in Pendle Forest in Lancashire, then not inhabited, where (as
the accusation pretended) some of them by pulling by a rope of Straw
or Hay, did bring Milk, Butter, Cheese, and the like, and were carried
away upon Dogs, Cats or Squirrels. The informer was one Edmund
Robinson (yet living at the writing hereof, and commonly known by
the name of Ned of Roughs) whose Father was by trade a Waller, and
but a poor Man, and they finding that they were believed and had
incouragement by the adjoyning Magistrates, and the persons being
committed to prison or bound over to the next Assizes, the boy, his
Father and some others besides did make a practice to go from
Church to Church that the Boy might reveal and discover Witches,
pretending that there was a great number at the pretended meeting,
whose faces he could know; and by that means they got a good living,
that in a short space the Father bought a Cow or two, when he had
none before. And it came to pass that this said Boy was brought into
the Church of Kildwick a large parish Church, where I (being then
Curate there) was preaching in the afternoon, and was set upon a
stall (he being but about ten or eleven years old) to look about him,
which moved some little disturbance in the Congregation for a while.
And after prayers I inquiring what the matter was, the people told
me that it was the Boy that discovered Witches, upon which I went to
the house where he was to stay all night, where I found him, and two
very unlikely persons that did conduct him, and manage the
business; I desired to have some discourse with the Boy in private,
but that they utterly refused; then in the presence of a great many
people, I took the Boy near me, and said: Good Boy tell me truly, and
in earnest, did thou see and hear such strange things of the meeting
of Witches; as is reported by many that thou dost relate, or did not
some person teach thee to say such things of thy self? But the two
men not giving the Boy leave to answer, did pluck him from me, and
said he had been examined by two able Justices of the Peace, and
they did never ask him such a question, to whom I replied, the
persons accused had therefore the more wrong. But the Assizes
following at Lancaster there were seventeen found guilty by the Jury,
yet by the prudent discretion of the Judge, who was not satisfied with
the evidence, they were reprieved, and his Majesty and his Council
being informed by the Judge of the matter, the Bishop of Chester was
appointed to examine them, and to certifie what he thought of them,
which he did; and thereupon four of them; to wit Margaret Johnson,
Francis Dicconson, Mary Spenser, and Hargrieves Wife, were sent
for up to London, and were viewed and examined by his Majesties
Physicians and Chirurgeons, and after by his Majesty and the
Council, and no cause of guilt appearing but great presumptions of
the boys being suborned to accuse them falsely. Therefore it was
resolved to separate the Boy from his Father, they having both
followed the women up to London, they were both taken and put into
several prisons asunder. Whereupon shortly after the Boy confessed
that he was taught and suborned to devise, and feign those things
against them, and had persevered in that wickedness by the counsel
of his Father, and some others, whom envy, revenge and hope of gain
had prompted on to that devillish design and villany; and he also
confessed, that upon that day when he said that they met at the
aforesaid house or barn, he was that very day a mile off, getting
Plums in his Neighbours Orchard. And that this is a most certain
truth, there are many persons yet living, of sufficient reputation and
integrity, that can avouch and testifie the same; and besides, what I
write is the most of it true, upon my own knowledge, and the whole I
have had from his own mouth more than once.
Thus having brought these unquestionable Histories to manifest
the horrid cheats and impostures that are practised for base, wicked
and devillish ends, we must conclude in opposing that objection
proposed in the beginning of this Chapter, which is this: That though
some be discovered to be counterfeitings and impostures, yet all are
not so, to which we further answer.
1. That all those things that are now Reas. 1.
adayes supposed to be done by Demoniacks
or those that pretend possessions, as also all those strange feats
pretended to be brought to pass by Witches or Witchcraft, are all
either performed by meer natural causes (for it is granted upon all
sides that Devils in corporeal matter can perform nothing but by
applying fit actives to agreeable passives.) And miracles being long
since ceased, it must needs follow, that Devils do nothing but only
draw the minds of Men and Women unto sin and wickedness, and
thereby they become deceivers, cheats and notorious impostours: so
that we may rationally conclude that all other strange feats and
delusions, must of necessity be no better, or of any other kind, than
these we have recited, except they can shew that they are brought to
pass by natural means. Must not all persons that are of sound
understanding judge and believe that all those strange tricks related
by Mr. Glanvil of his Drummer at Mr. Mompessons house, whom he
calls the Demon of Tedworth, were abominable cheats and
impostures (as I am informed from persons of good quality they were
discovered to be) for I am sure Mr. Glanvil can shew no agents in
nature, that the Demon applying them to fit patients, could produce
any such effects by, and therefore we must conclude all such to be
impostures.
2. It is no sound way of reasoning, from Reas. 2.
the principles of knowing, either thereby to
prove the existence of things, or the modes of such existence, because
the principle of being is the cause of the principle of knowing, and
not on the contrary, and therefore our not discovering of all
Impostures that are or have been acted, doth not at all conclude the
rest that pass undiscovered, are diabolical or wrought by a
supernatural power; for it ought first to be demonstrated that there
are now in these days some things wrought by the power of Devils,
that are supernatural, in elementary and corporeal matter, which
never was nor can be, as from the testimonies of all the learned we
have shewed before. And therefore a man might as well argue that
there are no more thieves in a Nation, but those that are known, and
brought to condign punishment, when there may be, and doubtless
are many more; so likewise there are many hundreds of impostures,
that pass and are never discovered, but that will not at all rationally
conclude that those must be diabolical that are not made known.
CHAP. XV.