Tag: education

  • Bridging the gap between the academic and non-academic worlds III: Sharing local histories

    Bridging the gap between the academic and non-academic worlds III: Sharing local histories

    In this blog Josh Wintle, who graduated with a History degree from Portsmouth last year (well done, Josh!), discusses a project he worked on in his second year with some of his fellow History students for the module ‘Working with the Past’, coordinated by Dr Mike Esbester. As part of their project, the students looked into how academic historians take their work ‘out of the academy’ and into the public realm. Josh and his fellow students interviewed our Dr Rob James, who researches leisure history, to find out how he has tried to engage the wider public in the history he researches.

    The aim of the interviews we conducted with some of our tutors was to assess the impact historians’ research has on the public . Our interviews focused on the social impact of the outreach programmes they had undertaken, and the impact technology had on their research. Our aim was to make our findings widely available through this blog, so we regarded the interviews as informal conversations. Our focus was on the importance of research that involved those outside of academia, so we wanted to produce a project that reflected and included this audience.  Dr Robert James gave an array of detail regarding how and why historians interact with the public.

    Our first point of focus was asking the historians we interviewed what led them to choose their area of research. It was a simple question that garnished a variety of answers. The responses varied from personal interest to choosing areas of study that they thought would have present day importance. Rob, for example, told us that he became interested in his research area because he wanted to challenge the scholarship regarding working-class cinema goers. Coming from a similar background himself, he disagreed with some historians who said that people viewing a film were passive and easily persuaded by what was presented to them.

    A recurring theme throughout our interviews was exploring the rise of social history. Linked to this was the growth in people researching their own personal history and the history of those around them. Throughout Rob’s interview we discussed projects he’d worked on and I was intrigued to find out that he’d worked with a community group who wanted to uncover the impact of the Battle of Jutland on the people of Portsmouth, and also with Pompey History Society on the history of Portsmouth Football Club.

    The highlight from this project for me was discovering the desire of many people not only to learn about the history of the area around them, but also feeling the need to inform their communities of what they found. With the Jutland project, Rob spoke about the passion of the U3A group he worked with to remember those from the city who had died during the battle. He says they felt a duty to honour the people who once made up the community of the city, and also wanted to inform others of their findings.

    In fact, many of the projects undertaken by the historians we interviewed had aims focussed on informing the public of historical events that took place within the local area. The Jutland Project, along with Dr Mike Esbester’s work on railway health and safety, produced nationwide databases with the aim of making this research accessible to a much wider population. The aims of social outreach are also present in the work of Dr Melanie Basset, who is undertaking projects that aim to teach school children in Portsmouth about the historic ‘sailortown’ and what the area they lived in looked like historically. The interviews ultimately highlighted the interest of many groups to research and share the history of their local communities.

    Another key topic during our discussions was the element of technology, and how the advances in this field has affected the study of history. The main topic of discussion this question brought up was the development of archives and the process of digitisation. This topic brought up a lot of positive opinions, with Rob agreeing that digital archives can provide access to a much wider audience, including those outside of the academic community. Digital archives have both advantages and disadvantages, though. Rob mentioned that the long process of digitisation is ultimately selective, does not include all documents, and cannot truly cover an entire time period as some documents are left out of the process. Another point that was mentioned by Rob that I previously had not thought about was the element of “Wifi poverty” and how digitisation excludes those without access to technology, or those who cannot use it, including when these archives are hidden behind a paywall.

    During our interview with Rob, we also spoke about the Covid-19 pandemic and the benefits of online events. This has allowed Rob to take part in projects that he was unable to travel to due to the pandemic restrictions. His talk on cinema-going was able to go ahead thanks to the development of technology, and meant he was able to connect with a group of cinema enthusiasts who asked him if he’d talk with them.

    The interviews we conducted with our tutors showed the importance of interacting with the public. The projects they worked on were led by public interest and ultimately, through the work that both parties undertook, the community as a whole gained a better understanding of their local history.

  • A History degree can open many doors II: A student interviews UoP History graduates

    A History degree can open many doors II: A student interviews UoP History graduates

    In this blog Archie Godden, recent History with American Studies graduate from Portsmouth, discusses a project he undertook as part of the second year module, ‘Working with the Past’. Archie and some of his fellow students interviewed recent UoP History graduates and asked them about their careers since graduating, Archie found out that having a degree in the Arts and Humanities has been really beneficial to them, something also highlighted in recent studies by organisations such as the British Academy, which Archie also discusses here. The module ‘Working with the Past’ is coordinated by Dr Mike Esbester.

    A History degree offers the potential for a vast range of jobs, so whether or not you know what you want to do in the future, a degree in History is a great choice to make yourself highly employable. Not only does a Humanities degree grant you access to an extensive list of jobs and the flexibility to move between them, but also gives you the skills needed to be a highly employable individual. This employability is only expected to increase in the future, as current world issues will change the job market to demand new skills. Out of ten of the highest valued skills for the future, the University of Portsmouth’s History degree already offers nine, with the possibility of more in the future. Therefore, the course is extremely advantageous both now and in the future for making you more employable and granting access to a wide range of opportunities. We interviewed four previous students of the UoP History degree about their current careers to demonstrate just a few examples of what can be achieved.

    Firstly, we interviewed Cathryn, who works as an assistant to a Member of Parliament, working in his constituency office.  On a day to day basis, Cathryn processes things like casework; replying to queries, organising constituency events and meeting local organisations and schools to bridge the gap between the MP and the constituency. She explains that she didn’t know what she wanted to do whilst on the History course, and being an assistant to an MP was something she had never even considered before it came up. However, the skills she gained from studying a History degree allowed her to apply for and be granted the job. She also outlines the other pathways that were available to her, such as opportunities in law through taking a conversion course. She would recommend the History course for, “preparing you for the world of work with a broad spectrum of skills”, both supplying students with a range of choices of occupation and the appropriate skills to secure such jobs.

    Next, we interviewed Chloe, who works as the Records Manager and Policy Officer for the Falklands Islands government. Chloe supports the management of all government records; adding records to the database and writing new guidance policies completely from scratch. Additionally, she designs storage facilities for holding records and develops the government’s electronic records and much more on a daily basis. The History course, “enhanced a variety of skills”, that allow her to complete such a broad range of tasks. The opportunities provided by the university, as well as local experience in Portsmouth, provided Chloe with the skill set and experience to excel in her field. She remarks that a History degree makes graduates well-rounded and that just among her cohort, students went into vastly different jobs, such as an administrator in the Houses of Parliament, a History teacher and herself, an archivist.

    Melissa works on the NHS Graduate Scheme and, at the height of the Covid-19 pandemic, worked as Project Manager at a vaccination centre. On a daily basis, she ensured that health and safety checks were undertaken, contracts were completed as well as making sure the vaccine was ordered properly. She explains that during her course she had no idea what career to go into. However, a University Careers Fair revealed an opportunity in the NHS, demonstrating that History could lead her to a more analytical role which better suited her. “History opens so many doors” and provided her a lifeline to get into the position she is in today, despite not initially applying for the course. Originally, she wanted to do a Sports Science degree. However, she describes how a History degree got her into a better position as she began to lose interest in the sport side. Chloe’s advice to students would be to, “look for any and all opportunities and when they come, just take them”, as History can lead to any kind of job route, even those you don’t expect or may be unaware of, as in her case.

    Finally, we interviewed Rebecca, a curator at the National Museum of the Royal Navy in Portsmouth. Every day, Rebecca is involved in both the care and management of the collection, ensuring it is catalogued correctly, checking for pests, and interpreting it for visitors through means such as galleries and research visits. After graduating, Rebecca also completed a Master’s degree in Museum Studies, which is needed (or an equivalent qualification) to get into the role and is an example of another option for students who want to remain in education after their initial course. Rebecca explains how she had a very clear idea that this was the profession to which she aspired. Nonetheless, the History course provided a wide variety of careers opportunities. She recommends gaining as much experience as possible, which can help in both finding a career path you may enjoy, as well as aiding with standing out in future applications to jobs. Additionally, she reveals that with the changes the global pandemic has made to careers worldwide, the adaptability and skills that came with the course have aided in transferring to a new way of working.

    Overall, the interviewees prove that there are an extremely wide range of careers available to anyone who studies a History degree; from museum curator to working in the NHS Graduate Scheme. A report by The British Academy suggests that in the future a growing, “range of sectors across the economy”, will need people with Humanities degrees. History provides much needed skills for employment, as well as greater flexibility and choice of work. In the future, this will only grow more as the impact of the pandemic sees, “local economies growing their creative industries employment twice as fast as other sectors”. History is an excellent subject to take regardless whether you have a clear career choice in mind or not, due to the wealth of opportunities it throws open, and Portsmouth is a great place to do it!

    Bibliography:

    “Qualified for the Future”, The British Academy, https://www.thebritishacademy.ac.uk/documents/1888/Qualified-for-the-Future-Quantifying-demand-for-arts-humanities-social-science-skills.pdf

    Reidy, Tess. “Arts graduates are flexible’: why humanities degrees are making a comeback”. The Guardian.https://www.theguardian.com/education/2021/feb/16/why-humanities-degrees-are-making-a-comeback. Last accessed 30/03/2021.

     

  • Suggestions for summer reading, listening and thinking

    Suggestions for summer reading, listening and thinking

    One of the questions we’re most frequently asked by students who will be joining us as first years in the autumn term is ‘”What reading do we need to do to prepare for the course?” All of the modules that you will be taking in the first year have reading lists, of course, but the vast majority of material on them is part of a publishers’ package purchased by the university library that you will only have access to after you start university. So, to get you going, our Admissions Tutor Dr Katy Gibbons has written the following blog offering guidance on things you can read or listen to to over the summer months. Whatever area or period of history you’re interested in, there’s lots here to peak your interests!

    If you’re looking for some history-related reading/listening for the summer, you’ve come to the right place! You’ll find here some suggestions from the UoP History team of things that we have enjoyed, and that can spark some thinking and reflecting on history, and on the connections between the past and the present.  If you read/listen carefully, you might also spot some of the historians who will be teaching you in September! 

    Happy reading – and enjoy your summer!

    General Reading

    https://aeon.co/society/history

    https://theconversation.com/uk (you might spot articles by some of your History lecturers here!)

     

    More Specialised Blogs:

    https://thesocialhistorian.wordpress.com

    https://manyheadedmonster.com/

     

    Podcasts

    Not just the Tudors: https://podcasts.apple.com/gb/podcast/not-just-the-tudors/id1564113869

    History Extra: https://www.historyextra.com/period/20th-century/rebuilding-europe-after-ww2-paul-betts-podcast/

    Histories of the Unexpected: https://historiesoftheunexpected.com/podcasts/

    In Our Time: https://www.bbc.co.uk/programmes/b006qykl

    History Unplugged: https://podcasts.apple.com/al/podcast/history-unplugged-podcast/id1237796990

    Historical Association: https://www.history.org.uk/podcasts/list

     

    Novels

    These novels engage with the past in a number of different ways. They also cover topics and themes that you will come across in the course of your degree. 

    Please note – you are not obliged or expected to buy any of these, but if you are interested, perhaps you could look out for a second hand copy, or visit your local public library!

     

    This Lovely City by Louise Hare  https://uk.bookshop.org/books/this-lovely-city/9780008332600

     

    The Little Wartime Library by Kate Thompson (our very own Rob James advised on the research for this!)

    https://uk.bookshop.org/books/the-little-wartime-library/9781529348712

     

    Homegoing by Yaa Gyasi

    https://uk.bookshop.org/books/homegoing-9781101971062/9780241975237

     

    The Vanishing Half by Brit Bennett

    https://uk.bookshop.org/books/the-vanishing-half-shortlisted-for-the-women-s-prize-2021/9780349701479

     

    Rizzio by Denise Mina 

    https://uk.bookshop.org/books/rizzio-darkland-tales/9781846976094

     

    The Essex Serpent by Sarah Perry

    https://uk.bookshop.org/books/the-essex-serpent-now-a-major-apple-tv-series-starring-claire-danes-and-tom-hiddleston/9781788169622

     

    A Book of Secrets by Kate Morrison

    https://uk.bookshop.org/books/a-book-of-secrets/9781913090678

     

     

     

  • A History degree can open many doors: A student interviews UoP History graduates

    A History degree can open many doors: A student interviews UoP History graduates

    In this blog Amber Braddick, recent History with American Studies graduate from Portsmouth, discusses a project she undertook as part of the second year module, ‘Working with the Past’. Amber and some of her fellow students interviewed recent UoP History graduates and asked them about their careers since graduating, Amber found out that having a degree in the Arts and Humanities has been really beneficial to them, something also highlighted in recent studies by organisations such as the British Academy, which Amber also discusses here. The module ‘Working with the Past’ is coordinated by Dr Mike Esbester.

    There has been a strong government emphasis on Science, Technology, Engineering and Maths (STEM) subjects in recent years. What does this mean to the Arts, Humanities and Social Science (AHSS) graduates? Are they less valuable to employers in the ever-changing world of work? The short answer is no, this is definitely not the case, and there is an abundance of statistical evidence proving this. An AHSS degree equips students with many skills that have been identified by the World Economic Forum as key skills employers look for when hiring staff, for example effective communication skills, critical thinking skills and problem solving skills. As the diagram below demonstrates, all of these highly valued skills are developed in AHSS degrees, including history. Whether it is by critically analysing a source, collaborating in group projects or writing a dissertation; students gain these skills, often without even realising it, while also building up experience and confidence in them throughout their degree.

    Source: Qualified for the future, The British Academy

    Recently, as part of the ‘Working With the Past’ module, several history students, including myself, interviewed a small pool of graduates from University of Portsmouth (UoP).  We talked about the careers they explored after university and how they developed skills on the History degree programme that made them more employable. Chloe, currently the records manager and policy maker for the Falkland Islands government, highlighted skills in communication, time and project management as well as teamwork and confidence as attributes gained from her History degree which are essential to her current career and used daily. In the interview, Chloe said that she feels that all these skills would still be necessary even if she pursued another career not in the heritage sector, due to their versatility. Overall, the skills learnt in the History degree are fundamental in her job as well as being the foundation in which she has built upon in her Master’s course and continues to use whilst studying for a PhD. (Ed. read Chloe’s blog about her experiences here)

    Another interviewee, Melissa, is undertaking the NHS Graduate Scheme and worked as the project manager for the Epsom Downs Racecourse Covid Vaccination Centre. Although this career does not specifically relate to a degree in History, Melissa explained how the research and analytical skills gained are crucial for her job.  Also whilst in university, Melissa acquired excellent communication skills and had the beneficial experience of working with a range of different people. This was extremely helpful as Melissa has to communicate with many types of people daily, even up to an executive level. Out of 1600 people who applied for the graduate scheme, only 210 were offered a place, demonstrating how vital the skills learned on an AHSS course are. It was also interesting during the interview to hear Melissa explain that she applied to university to do a sports science degree but unfortunately did not obtain the grades required and was offered a place on the History course instead. ‘This was quite a lifeline,’ she told us, as ‘history opens so many doors,’ and does not restrict you to one specific career, while also teaching you many key skills you can ‘take forward into any kind of career’.

    Source: Qualified for the future, The British Academy

    A second graduate whose History degree prepared her for an unrelated career was CW, the assistant to a Member of Parliament (MP). CW found that doing presentations for the degree course gave her the necessary presentational skills essential for the MP assistant role.  They also developed her confidence in talking to lots of different individuals and groups, as she meets with small businesses, charities and visits local schools to ‘bridge the gap between the MP and the constituency when he [the MP] is in Westminster’. Other key skills CW highlights are the analytical and writing skills which are a large focus of a History degree. When applying for her current job, CW was asked to submit examples of written pieces of work and she discusses how her dissertation was perfect to show that she could ‘research, analyse and write to a good standard.’

    The last person we interviewed was RD, who is a curator at the National Museum of the Royal Navy here in Portsmouth. Again, RD emphasizes how the research and analytical skills gained in her History degree helps daily when ‘interrogat[ing] sources’ and ‘bring[ing] together an exhibition.’

    As is demonstrated in the previous few paragraphs, many key skills arose in every interview, for example writing and analytical skills and working with a variety of people. These skills also appear in the top 10 skills for 2025 list, shown below. In fact, most of the skills on the list are taught on a History degree, with the exception of ‘technology design and programming.’ Not only is History a ‘fantastic degree in its own right’ but it also teaches students the key skills needed for employability and a fruitful career. This is explored further on the UoP twitter page!

    Source: The Future of Jobs Report 2020

    In many newspapers and in some government policies, it is indicated that STEM subjects ‘are the only path to career success,’ however Tom Lyscom, a senior Policy Adviser at the British Academy voices once again that the skills of an AHSS degree ‘help drive economic growth and play [an] essential part of wider society.’ In the ten fastest growing sectors of the UK’s economy, eight sectors employ more graduates from AHSS subjects than any other disciplines. This demonstrates that graduates from AHSS subjects are just as vital to the economy as STEM subjects and that the skills taught are as diverse as our economy.

    To conclude, the variety of skills developed on an AHSS degree are advantageous in increasing employability and most of the skills that the University of Portsmouth’s History degree course develops appear on the top 10 skills of tomorrow. These skills are not only transferable to many different career paths and incredibly beneficial on a CV but they also ‘really develops you as a whole person’ and enhance your understanding of other people’s world views. The misconception that STEM subjects are more important that AHSS subjects is not reflected in the British Academy’s ‘Qualified for the future’ report that shares statistics suggesting the gap between employability is ‘negligible’ and Manuel Souto-Otero, a professor in Social Sciences at Cardiff University reveals that degrees in AHSS subjects are still ‘really popular … actually booming’. Whether you have a clear idea of what you want to do in the future and it requires a History degree, or if you’re still trying to decide, AHSS degrees leave doors open to many different opportunities and the flexibility for career changes, as well as developing many important skills that will get you far in whatever profession you choose.

     

    Bibliography:

    Primary Sources: 

    Interview with Chloe, 17th March 2021.

    Interview with RD, 18th March 2021.

    Interview with CW, 16th March 2021.

    Interview with Melissa, 15th March 2021.

    Secondary Sources:

    Lyscom, Tom. “Being objective about subjects – Showing the value of Politics and other AHSS disciplines.” Political Studies Association. Being Objective About Subjects – Showing the Value of Politics and Other AHSS Disciplines | The Political Studies Association (PSA). Last accessed 31/03/2021.

    “Qualified for the future.” The British Academy. Qualified-for-the-Future-Quantifying-demand-for-arts-humanities-social-science-skills.pdf. Last accessed 31/03/2021.

    Reidy, Tess. “Arts graduates are flexible’: why humanities degrees are making a comeback.” The Guardian. ‘Arts graduates are flexible’: why humanities degrees are making a comeback | Postgraduates | The Guardian. Last accessed 31/03/2021.

    “Success through STEM.” The Department of Education. STEM Strategy-Success through STEM (economy-ni.gov.uk). Last accessed 31/03/2021.

    “The Future of Jobs Report.” World Economic Forum. Infographics – The Future of Jobs Report 2020 | World Economic Forum (weforum.org). Last accessed 31/03/2021.

    University of Portsmouth Twitter page. Univ. Ports History on Twitter: “What’s that you say? History … no use in the job market? Errmmm, well, no. 9 of the top 10 on this @wef ‘skills of tomorrow’ list are EXACTLY WHAT WE DO WITH OUR STUDENTS! History at Portsmouth: in the present, looking back, ready for the future! https://t.co/dTobbijWwJ” / Twitter. Last accessed 31/03/2021.

  • ‘My placement has improved my knowledge and confidence’: The benefits of taking a placement year at university

    ‘My placement has improved my knowledge and confidence’: The benefits of taking a placement year at university

    Carla Watts has just finished her History with Politics degree at the University of Portsmouth, graduating with first class honours. She is now going on to further study and work – as a result of her placement year, between the second and third year of her degree. Congratulations Carla! This is the first of two blogs that we will post extolling the virtues of undertaking a placement year while at Portsmouth university.

    It was only in my second year of university that I became interested in law and the idea of becoming a solicitor. However, as my degree is in History and Politics I was unsure I would be able to find an employer who would take me on as a placement student. Nevertheless, after sending my CV to many different law firms I got an interview and was accepted. Therefore, having a degree in a different area could help you stand out as a candidate as you will bring different skills to the role.

    I also want to note that the law firm I worked at was not advertising placement opportunities. Therefore, I would advise anyone looking to do a placement to apply to as many organisations as possible, whether the company has a placement scheme or not. It is important not to limit yourself and to keep your options open as this will increase the likelihood of your securing a placement.

    I completed my placement at Darton Law and was employed as a Paralegal. My day-to-day tasks included making phone calls to clients, the police, prisons and courts; writing letters and assisting solicitors. The office I worked in mainly deals with criminal law so I worked on a variety of criminal cases, from shoplifting to murder, which gave me a wide range of knowledge and understanding of proceedings in the Magistrates and the Crown Court.

    When I started my placement I was quite apprehensive as I had no prior experience with law and did feel quite overwhelmed. However, after a few weeks I had learnt so much and felt a lot more confident. The longer I was there, the more comfortable I was and my number of responsibilities quickly increased. I remember feeling very nervous about phone conversations but now I confidently call 101, the police, prisons etc… multiple times a day.

    Furthermore, I have also had many opportunities from my placement which have significantly improved my knowledge and have helped me feel more confident. For example, I was able to go to Court and sit in on a hearing which taught me a lot about the court process. I went to a prison to have a meeting with one of our clients which was a very different experience. Speaking with a client face-to-face meant I was able to get more involved with, and have a greater understanding of, the case. All of this has made me confident when communicating with other clients as I now have more legal knowledge.

    My placement also taught me about what it takes to be a lawyer and work in an office environment. As I would often stay late at work, I typically worked more than forty hours a week. This demonstrated how crucial it is to organise your time to prevent work from becoming overwhelming and to ensure you have a work-life balance too. This is not something which I have experienced at university and I feel that my ability to now do this will be essential when adapting to working life after I graduate.

    Overall, my placement has been extremely beneficial and has taught me skills that I will use in the future. Furthermore, my manager also offered me to continue working part-time when I returned to university for my third year, and I know of other placement students who were offered the same. Therefore, placements could take the pressure off searching for a job as a graduate.

    I would definitely recommend a placement, particularly because it provides the opportunity to ‘try out’ a career you think you might be interested in. It’s unlikely that you would get this opportunity as a graduate student when you are looking for a more permanent role. Therefore, even if you decide you don’t enjoy that line of work, your placement is not wasted as you will be a step closer to finding a career you are interested in.

    The Placement team and my university tutor Mike were very supportive and helped me throughout my placement when I had any queries and were always checking up on me. Having a tutor also meant I felt connected to the university which helped me transition back to university life in my final year.

    Having completed my placement, I knew that being a lawyer was a career I wanted to pursue, so I started making plans for the next steps before my third year had even started – and I’m really pleased that these have paid off!

  • Urban football as a nineteenth-century blood sport

    Urban football as a nineteenth-century blood sport

    Second-year UoP student Mandy Wrenn discusses a 1846 engraving showing a large group of men playing football in the centre of the town of Kingston in Surrey, and the contemporary concerns over the control of urban spaces and popular leisure activities it reflects. This piece was originally written for the Fear and Fun module, taught by Dr Rob James and Dr Karl Bell.

    The primary source is set in 1846, at a time of continued transition in Victorian Britain from the past to modernity. The depiction of the game, with a large crowd of men playing a game of football in the centre of a town, will have been received in very different ways by different onlookers. This piece examines the context of the picture along with the conflicting views of the time with regards to upper class fears of mass participation activities, the uses of urban spaces and the need for a reliable industrial workforce.

    The middle and upper classes were becoming increasingly detached from the lower classes and, as such, saw the lower classes as more of a threat than ever before. Robert Storch observes that classes had participated in activities together far more in the past, notably at horse racing or boxing events, but this had diminished as the classes split more into that of employer and employee with a consequent change in relationships.[1] Storch argues that this new, deference-based relationship, defined as ‘urban paternalism’, would replace old popular culture – if not there was a problem.[2] David Cannadine contends there are other reasons why the gap between rich and poor was more evident at this time, with the 1840s being the ‘most disturbed of the century’ and that this was understood at the time, with Benjamin Disraeli writing, in 1845, about the ‘deep split’ between the classes.[3] Cannadine explains that a severe depression between 1837 and 1843 had caused huge amounts of poverty and unemployment, and there were increasingly adverse effects of urbanisation and industrialisation with life expectancy in some areas in the North West as low as 22 – all of which had contributed to lower class resentment and joining radical political parties such as the Chartists. Brad Beaven and Jeffrey Richards argue that large groups of men, engaged in leisure, was a particular concern and thought to be very threatening to the social order – men would go to pubs with social events then turning into uncontrolled gatherings that might spread radical political ideas.[5]  Peter Swain does offer the counter argument that any fears were irrational as people would only hear about football games if they were reported in newspapers and provides many positive reports of games of ‘old English’ football, with even groups of clergy, employers and employees playing together. [6] Nevertheless, the prevailing view from the upper and middle classes was that mass gatherings of working class men e.g. at football games were a potential threat.

    The source shows a town setting for the football match at a time when the ‘ownership’ and control of urban spaces was being contested. Christopher Hibbert provides a contemporaneous description of football variously described as ‘smashing the panes of glass of buildings and carriages’ and that players would ‘knock you down with no compunction and laugh while they were doing it’, which might explain why there are no onlookers or bystanders (particularly upper class) in the picture.[7] Steve Poole demonstrates that, whilst urban spaces had always been accessible over the centuries, albeit with permission for who could do what, there was far more control exerted by urban elites by the mid-nineteenth century, with the removal of common land and creation of safe, municipal parks.[8] Poole argues that this was in reaction to several decades of radical political meetings and a wish to remove older, less orderly customs – all of which were a challenge to the elite.[9] However, contends Storch, more and more public gatherings were orderly and sober; events such as Chartists, trade unions and some workers were actually anti-popular culture.

    The fact that we see a game of football in a town setting as late as 1846, could be explained by Edward Royle’s argument that in fact towns and cities at the time were not as separate as urban and rural as they are today; streets would be filled with animals (and their waste) coming to live markets and that rural immigrants had brought their own customs with them.[11] Given that a rural sport like football was a very violent game, indeed Royle goes so far as to designate it as a blood sport in a ‘bloodthirsty age’, there would have been high levels of anxiety for the match shown in the primary source.[12]

    Engaging in uncontrolled, popular culture was also a problem at a time when Britain wanted its workforce to be at its most productive, in order to drive the industrial age. E.P. Thompson argues how this led to elite concerns about the amount of unproductive, uncontrolled leisure time of the working class, especially as British workers seemed able to be drawn back to ‘old, uninhibited ways’.[13] Institutes, set up by industrialists or other middle-class benefactors, focused on self-improvement and education for the working man and attempted to provide alternatives to the propensity for the ‘old ways’ – Beaven and Richards contend that these were of limited success as there was little or no entertainment involved.[14] This is supported by Peter Bailey who argues that the working class adopted respectability to their advantage as and when required but were tied to their own popular culture.[15] However, the timing of this match is at the start of significant changes for the working class – shorter working hours, improved working conditions and increases in real wages culminating in a more considered approach on how to spend leisure time, with violent activities such as football, as argued by Rosalind Crone, gradually controlled with a respectable working class.[16] Nevertheless, given that the source records a game of football on a Shrove Tuesday, which was not a public holiday at the time, there might be some legitimacy to concerns about wasted leisure time.

    In conclusion, the source gives insights of some of the concerns of the elite in the practices of mass working class activities such as football, especially in an urban setting. With the increasing divisions between the working, middle and upper classes leading to concern about radical politics, large groups of working class men engaged in uncontrolled leisure was a real concern. In an urban setting this would have been particularly worrying as it brought unwanted (by the elites) old, rural ways into spaces which were being increasingly controlled to control the working class. Added to the desire to modernise and maximise the productivity of the working class, unregulated games were another threat to the order the elites desired.

    Primary Source Document:

    ‘A nineteenth-century game of football – Kingston-Upon-Thames, Shrove Tuesday, February 24th, 1846’.

    [1] Robert D. Storch, Popular Culture and Custom in Nineteenth- Century England (Abingdon: Taylor & Francis Group, 1982), 3.

    [2] Robert D. Storch, Popular Culture and Custom in Nineteenth- Century England, 3 – 4.

    [3] David Cannadine, Victorious Century: The United Kingdom, 1800-1906 (Bungay: Penguin, 2017), 202.

    [4] David Cannadine, Victorious Century: The United Kingdom, 1800-1906 , 202 – 204.

    [5] Brad Beaven and Jeffrey Richards, Leisure, Citizenship and Working Class Men in Britain, 1850-1940 (Manchester:    Manchester University Press, 2005), 17.

    [6] Peter Swain, The Origins of Football Debate: The Continuing Demise of the Dominant Paradigm, 1852-1856, in The International Journal of the History of Sport, 31, No. 17, (2014): 2214.

    [7] Christopher Hibbert, The English A Social History, 1066-1945 (London: Harper Collins, 1994), 170.

    [8] Steve Poole, ‘Till our liberties be secure’: popular sovereignty and public space in Bristol, 1780-1850, Urban History, 26, No. 1, (1999): 41.

    [9] Steve Poole, ‘Till our liberties be secure’: 42.

    [10] Steve Poole, ‘Till our liberties be secure’: 42.

    [11] Edward Royle,  Modern Britain, A Social History, 1750-2011, 3rd ed. (London: Bloomsbury, 2012), 273.

    [12] Edward Royle,  Modern Britain, 273.

    [13] E.P. Thompson, ‘Work-Discipline, and Industrial Capitalism’, Past and Present, 38, No. 1 (1967): 90.

    [14] Brad Beaven and Jeffrey Richards, Leisure, Citizenship and Working Class Men in Britain, 1850-1940, 19.

    [15] Peter Bailey, Leisure and Class in Victorian England: Rational Recreation and the Contest for Control 1830-1885 (London: Routledge, 1978), cited in Crone, Rosalind, Violent Victorians : Popular Entertainment in Nineteenth-Century London (Manchester: Manchester University Press, 2012), 261 – 262.

    [16] Rosalind Crone, Violent Victorians : Popular Entertainment in Nineteenth-Century London (Manchester: Manchester University Press, 2012), 260, 264.