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Intro -- TABLE OF CONTENTS -- LIST OF ILLUSTRATIONS -- I-INTRODUCTORY -- Origins. -- 8th June 1931. -- II-THE PRE-GAME -- How to Start: The Flurry -- Clothesmanship. -- Counter-Gamesmanship. -- III-THE GAME ITSELF -- Some Basic Plays -- Sportsmanship Play. -- Playing-for-Fun Play. -- Nice Chapmanship. -- Audience Play. -- Ruggership and Ruggership Counter-play. -- Counterpoint. -- "My To-morrow's Match". -- Game Leg (also known as "Crocked Ankle Play", or "Gamesman's Leg" ). -- Jack Rivers Opening. -- IV-WINMANSHIP -- A Note on Concentration. -- When to Give Advice. -- When to be Lucky. -- V-LUNCHEONSHIP -- Believe, Trust, Want. -- Drinkmanship. -- Guestmanship. -- VI-LOSEMANSHIP -- The Primary Hamper. -- Potter's Improvement on the Primitive Hamper. -- The Secondary Hamper. -- Hampettes. -- The Natural Hampette. -- VII-GAME BY GAME -- GOLF -- 1. Splitting. -- 2. Caddie Play. -- An Isolated Instance. -- Simpson's Statue. -- BILLIARDS AND SNOOKER -- Snooker-player's Drivel. -- SQUASH-RACKETS -- BRIDGE AND POKER -- 1. Intimidation. -- 2. Two Simple Bridge Exercises for Beginners. -- 3. Split Bridge. -- LAWN TENNIS -- HOME GAMES -- Terminologies. -- "My Man Over the Hill." -- CHESS -- "Regardez la Dame" Play. -- Potter's Opening. -- Chess and Parentship, or Gamesplay against Children. -- Basic Chess Play. -- Johnsonian Capture. -- DARTS AND SHOVE-HALFPENNY -- CRICKET -- VIII-LOST GAME PLAY -- Bookmanism. -- Use of Bookmanism in Opponent's Putt-Play. -- IX-GAMESMANIA -- RANDOM JOTTINGS OF AN OLD GAMESMAN -- A QUEER MATCH -- GAMESMANSHIP AND LIFE -- APPENDIX I-THE KÖNINCK PORTRAIT OF DR. W. G. GRACE -- APPENDIX II-NOTE ON ETIQUETTE -- APPENDIX III-CHAPTER HEADINGS FROM "ORIGINS AND EARLY HISTORY OF GAMESMANSHIP" -- APPENDIX IV-DIET -- APPENDIX V-SOME EXTRACTS FROM THE "GAMESMAN'S HANDBOOK" FOR 1949

PurposeThis paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and distance/open‐learning methods.Design/methodology/approachThe approach takes the form of an environmental audit, with data from surveys of 20 UK courses – 13 campus‐based, seven print‐based and online distance learning courses – covering travel, paper and print consumption, computing, accommodation, and campus site impacts. Results were converted into energy and CO2emissions per student per 100 hours of degree study.FindingsDistance learning HE courses involve 87 per cent less energy and 85 per cent lower CO2emissions than the full‐time campus‐based courses. Part‐time campus HE courses reduce energy and CO2emissions by 65 and 61 per cent, respectively, compared with full‐time campus courses. The lower impacts of part‐time and distance compared with full‐time campus courses is mainly due to a reduction in student travel and elimination of much energy consumption of students' housing, plus economies in campus site utilisation. E‐learning appears to offer only relatively small energy and emissions reductions (20 and 12 per cent, respectively) compared with mainly print‐based distance learning courses, mainly because online learning requires more energy for computing and paper for printing.Research limitations/implicationsAssumptions were made in order to calculate the energy and emissions arising from the different HE systems. For example, it was decided to include all the energy consumed in term‐time accommodation for full‐time campus students while part‐time campus and distance learning students live at home, only requiring additional heating and lighting for study. Future studies could include more distance and blended learning courses offered by institutions other than the UK Open University and impacts other than CO2emissions.Practical implicationsExisting HE sustainability programmes should be broadened beyond considering campus site impacts and "greening the curriculum". Indeed, were HE expansion to take environmental impacts seriously, then part‐time and distance education should be prioritised over increasing full‐time provision. This appears compatible with the Leitch Review of Skills on continuing education and training for the UK workforce.Originality/valueThe paper represents the only existing quantitative study of this issue.