Tag: public history

Germans coming to terms with the crimes of the past: the role of the Wehrmacht in World War II

In his dissertation third-year history student Tim Marsella studied the changing understandings and representations of the role of the Wehrmacht (German armed forces in World War II) within modern Germany. He shows how a landmark exhibition in the 1990s challenged perceptions about the breadth of involvement in war crimes, but also how coming to terms with painful memories allowed German society to move on.

Wehrmacht soldiers training in 1942

Most students are aware when they start their degrees that they will be required to complete a dissertation in the final year of their course, and this prospect can seem quite daunting.What I would like to share is both my inspiration for this work and what I gained from doing it.

For myself, deciding the topic was one of the most difficult tasks. I decided that I wanted to base my research upon one of the most well-known historical events, the Holocaust, but was unsure on what focus point to take. What I was particularly interested in was how a nation, which had been involved in such a widespread, and atrocious crime was able to deal with its past in the present day. I approached, Dr Mathias Seiter (who would later become my first supervisor) to discuss my ideas I had regarding my dissertation. He helped to point me towards the role of the Wehrmacht (the combined German armed forces of the Second World War) in the Holocaust’s perpetration, as this had been a controversial topic. It quickly became evident that the reason for this controversy was that by condemning the Wehrmacht, an entire generation of Germans would be condemned. This is because such a large part of the German population had been a part of the Wehrmacht.

Luckily, I had the opportunity to visit the city of Berlin in the summer leading up to my final year of study. I was amazed at the level of work modern Germany had put into commemorating it’s past, even the criminal parts of it. This is most evident by the large ‘Memorial to the Murdered Jews of Europe’, which sits in the centre of Berlin. I was also impressed by the museums of the ‘Topography of Terror’ and the ‘German Historical Museum’. Both museums demonstrate past crimes of the German state and its populace, and important for my dissertation, both highlight the Wehrmacht’s role in crimes. It was evident to me, that modern Germany views its crimes very seriously.

Memorial to the Murdered Jews of Europe, Berlin

Over the year I planned, researched, wrote and changed my dissertation on different occasions. It was not a straightforward process. Luckily, I had two excellent supervisors, Dr Mathias Seiter and Dr Brigitte Leucht who both helped me to better my work. It was also fascinating to listen to their stories as both had witnessed the exhibition at the centre of my dissertation first-hand. What resulted was a dissertation which took a focus point of the Wehrmacht exhibition entitled War of Annihilation: Crimes of the German Wehrmacht 1941 to 1944 (1995-1999) by the Hamburg Institute for Social Research. This exhibition would be used to examine the changing perception of the Wehrmacht within the German public conscious and would fit into the wider debate of Vergangenheitsbewältigung (Germans coming to terms with the past). The dissertation was divided into three chapters, which looked at the changing ideas of the Holocaust and the Wehrmacht prior to the exhibition, the exhibition itself as well as its reactions, and finally whether the exhibition was able to change the idea of the Wehrmacht in present German society. The analysis was primarily literature based, but used some key primary sources, notable representations of the Wehrmacht within German popular culture.

Visitors to the exhibition War of Annihilation: Crimes of the German Wehrmacht 1941 to 1944 held from 1994-9 by the Hamburg Institute for Social Research

What this dissertation concluded was the Wehrmacht exhibition had a great impact on German society. The levels of guilt in which the Wehrmacht was implicated in varied between different representations, but no representation could deny the Wehrmacht being involved in crimes. Importantly, this idea of Wehrmacht being vital for the Holocaust is presented, the blame not just placed upon the ‘top Nazi’s’ and the SS. This has allowed Germany to be able to move on from its Wehrmacht’s criminal past and deploy as well as commemorate its new armed forces.

From doing this research I gained some valuable insights. What I discovered was the importance of both history and memory on human society. Notably, the exhibition caused a drastic change in perception for some individuals. For example, shockingly to some individuals, pictures of their relatives committing crimes were actually in the exhibition. Visitors were shocked to see their ancestors, who they believed were loving husbands, fathers or grandfathers committing atrocious crimes. People would tour the exhibition using magnifying glasses in fear of spotting a relative. Interestingly, people would react differently. Some wrote into the exhibition, sending in their personal family albums, some needed to visit psychiatrists or sought comfort through religion. Others would write into the exhibition team in defence of their family members, criticising the exhibition team, labelling them with names such as ‘communists’. Criticism reached a peak when there were clashes both inside and outside the exhibition venues, and there was even a bomb attack on the exhibition. A literal attempt at destroying the evidence. Importantly however, the exhibition was causing dialogue between generations and across all levels of society, all the way to the German Federal Government.

Visitors to the exhibition feared what they might find out about apparently loving family members.

Overall, what this dissertation has taught me is that daunting pieces of work can turn out to be very enjoyable. At the beginning, finding a place to start can be hard, and when ideas have to change throughout the topic, it can be tough. But by choosing a topic I enjoyed, and getting good supervision, I was able to complete a piece of work which I got great enjoyment from doing.

June 19, 2020
Young people need to learn more about the history of racism in the US and Britain

In the light of the worldwide anti-racists protests taking place across the world, two current UoP students, Lois Marriott and Becca Francis, argue passionately for the need to educate young people about the history of black people’s experience of racism.

We both chose to take units during our history degree that would help us understand issues on race and white privilege. This included “ Racism and Anti-Racism in Postwar Britain” taught by Dr. Jodi Burkett and “African American History and Culture” taught by Dr. Lee Sartain. We also learned about the history of slavery on the core units of our degree, as well as the impact of Imperialism. A combination of all these units gave us a good understanding of black history and a small insight on the oppression black people and other minorities have felt for centuries. This allowed us to understand our own white privilege and our country’s history of racism. The current protests on George Floyd’s murder are resonating with people across the world, including Britain. Many people do not understand why Britain is ‘getting involved’. There are two issues with this, firstly that a racist murder that has video evidence should cause anger across the world. Secondly, many people are pairing this argument with the claim British police shouldn’t be scrutinised, as it was American police who committed the crime. Racism is not a uniquely American problem. Racism can be seen across the globe and Britain is not exempt from this. Britain’s history with racism, particularly within the Empire, is not taught to students at school and this creates a large gap in many people’s knowledge on British racism. This is why so many people are not understanding why the American protests have resonated so much with the British.

The statue of Bristol slaver Edward Colston thrown into the river Avon yesterday.

Lois on Jodi Burkett’s unit:

Britain’s history with racism is both long and complicated. With that being said, it is not something taught in schools. This was what inspired us both to choose Jodi’s unit as it was a subject we both had limited knowledge on. This highlights a clear flaw in the UK’s curriculum. The new curriculum in England was released in 2014 and includes an option on ‘Migration to Britain.’ This unit also covers some history of the Empire too but only 4% of GCSE pupils take this unit.^[1] Our own GCSE experience was just as limited as the only Black person I learned about on the whole GCSE course was Mary Seacole. Even her memory was placed in the shadow of Florence Nightingale and her significance massively played down which demonstrates the clear racism embedded in our education system.

Jodi’s unit highlighted the prejudices black people face everyday in the UK. We learned about the ‘criminalisation’ of black youths from the 1970s onwards. This is something still present in society today and by studying this at university it opened up our eyes to the injustices the black community faces on a daily basis. It highlighted to us that even fifty years later this was still a major issue. The racism faced by the black community in the UK does not stop here. Stephen Lawrence is seen as the personification of racial violence in the UK and I was completely unaware of it until I studied this unit.^[2] Stephen Lawerence was murdered on 22nd of April 1993 in a racial motivated attack. The police ignored the racial motive, his friend’s eye witness account because of his ethnicity and many leads in connection with the case.^[3] This led to the Macpherson enquiry into how the police handled the case in 1999 and the amendment of the Race Relations Act in 2000. It took campaigning from his family and nineteen years for his murders to be held accountable for their actions. This also demonstrated the institutional racism within the Metropolitan Police at the time. This is just one example of the racially motivated attacks we studied and just a handful of those that have been committed. The whitewashing of British history cannot continue and we must educate young people on black history. Beyond this, we must educate ourselves where school education has failed us. The society we live in today gives us knowledge at our fingertips through technology and google. I am lucky enough to have studied this at degree level however black history should not be limited to those who choose higher education.

Lynchings by states and counties in the United States, 1900-1931, data from Research Department, Tuskegee Institute, source: Library of Congress

Becca on Lee Sartain’s unit:

While I have briefly studied African American history and culture throughout GCSE and A-Level, studying the topic at degree level has allowed me to gain a greater understanding of African Americans’ struggles in the twentieth century. This topic has provided me with vital knowledge that has helped me understand the history behind years of racial discrimination, systemic racism and white privilege. Within this unit we gained an uncensored insight into the lives of African Americans through the twentieth century and the struggles they have always faced, even up until today. In the early 1900s, the NAACP “perceived police torture as an issue intertwined with lynching”.^[4] It is clear that police violence is still an issue we are facing over one hundred years later and some may say that not much progress has been made. Similarly, during the anti-lynching campaign, the NAACP used images of lynchings to change the narrative and display the white mobs as the savage, and in turn humanize the victim.^[5] They suggested it was the white mob who was the true threat to the American modern and democratic image. The NAACP’s message was that all white Americans are potential mob members when they do nothing.^[6] This message resonates with us today with the current events. Whilst embarrassment evoked change regarding lynching, it appears history is repeating itself today. The uncensored history of African American society and culture is something that should be taught in schools and colleges, not just at degree level. It has been reported that the current situation is the biggest ever Civil Rights Movement. Therefore, learning the history behind how we got to this point is vital.

An issue of The Liberator depicting African Americans next to a lynching tree. The Liberator. Volume VII. 1837.

News broke on 3rd June 2020 that the four police officers in connection with George Floyd’s murder had all been charged. This is a positive step. However, it is important to remember how many times this has not been the case. It is unfortunate that this was only the result due to growing international pressure, widespread outrage and media coverage. This is just one small step in a long battle that has been going on for over a century. It is a movement we must continue to support and fight for until racism is obsolete. Language used by leaders such as Donald Trump and Boris Johnson have the power to influence the population. They both use their platform incorrectly – Trump, for example, called COVID-19 the ‘Chinese Virus’. It is clear that the recent events are only the beginning, and learning the history behind why the protests are happening today is very important. We both agree there has been a lot of important information that we did not know until degree level. A less censored version of our history is well overdue in schools.

^[1] Teaching Migration, Belonging and Empire in Secondary Schools (published July 4, 2019)

^[2] Jon Burnett, “After Lawrence: Racial Violence And Policing In The UK”, Race & Class 54, no. 1 (2012): 91.

^[3] Jon Burnett, “After Lawrence: Racial Violence And Policing In The UK”, Race & Class 54, no. 1 (2012): 92.

^[4] Thomas Welskopp, Alan Lessoff, Fractured Modernity: America Confronts Modern Times 1890s to 1940s, (Berlin: Walter de Gruyter GmbH, 2012), 14

^[5] Amy Louise Wood, Lynching and Spectacle: Witnessing Racial Violence in America 1890-1940, (Chapel Hill: University of North Carolina Press, 2009), 84

^[6] Jenny Woodley, Art for Equality: The NAACP’s Cultural Campaign for Civil Rights, (Lexington: University of Kentucky Press, 2014), 114

June 8, 2020
Putting a positive spin on war-time evacuation

In this blog post, second-year history student Alex Symonds looks at a diary from World War II, now in the Imperial War museum. The diary, apparently a joint effort by three girl guides, was probably intended for public consumption, and thus downplays the negative impact of war-time life for evacuees.

The evacuation of British children in World War II is often depicted as a negative experience for everyone involved. Children who had never even left their home towns suddenly had to adapt to life in the countryside and living with strangers, while their host families were confronted with dirty, disease-riddled children who were nothing like they had ever seen before.[1] There is a plethora of primary sources that reflect this, including letters from hosts complaining to officials about the state of their child, and official statistics on how many children were relocated to different households.[2] However, not all sources reflect this evacuation horror story; an alternative, more positive experience is reflected in the diary kept by three girl guides who ran an evacuee hostel in Perthshire, Scotland. The diary is now held by the Imperial War Museum.[3]

The two pages discussed here cover what life was like in the Balendoch hostel in April, May and June of an unspecified year between 1941-1944 during World War Two.[4] Each entry in the diary covers one or two months (May and June are covered together), with brief descriptions of any events that occurred, such as an air raid in April, and is accompanied by photographs.[5] The entries are overwhelmingly positive, which is abnormal for diaries from this period, and the reasons for this are touched upon further on. While it is not stated which of the three girl guides wrote each entry, it is not unreasonable to assume that it was a collective process.

This leads us to the first thing to consider when analysing this source: unlike many other examples of diaries, this was not intended to be private, instead showcasing what life was like at the hostel, and keeping track of how they were affected by the war. Historian Harriet Blodgett is of the view that the greater the explicit purpose of a diary, the less likely it is to be honest and critical, and this can certainly be applied to this source.[6] While the purpose of the diary is not stated in the web-accessible pages, the presentable layout and lack of detail on less positive aspects of life speaks for itself: this is certainly not a diary used for writing down the author’s deepest and darkest thoughts. In addition, the authors would have been well aware that they were contributing to the war effort with their hostel; it was even acknowledged by the Girl Guides’ founder Baden Powell in letters to the girls, so the likelihood of them writing the diary expecting no-one to ever read it is slim. While there are other cases of diaries being kept with the knowledge that it could be read, this is uncommon.[8]

While serving this purpose, the authors (intentionally or not) constructed a positive narrative of what life was like at the hostel, no doubt because they were aware that their experience was being discussed.[9] They perhaps did not foresee their diary becoming a museum exhibit, but the letters from Baden Powell made it clear that their efforts were being noticed. Also, making monthly entries would have given the authors time to consider what should be entered, which John Tosh argues can vastly affect how genuine diary entries are, as it is easier to construct a narrative when writing with hindsight.[10] In addition, there is evidence of them constructing a positive narrative with their wording, with the May and June entry stating “before very long quite a lot of people will be able to swim quite well.”.[11] This only touches upon the progress that a vague number of people have made, ignoring any negative incidents, and every other activity that occurred over the two months, focusing on what they saw as worthy of documentation. The April entry also features the only mention of bombings and warfare in these two entries, which presents an air raid as a positive experience because they drank cocoa afterwards, completely ignoring any fear that most likely the children experienced.[12] There is undeniably a narrative present here, especially when you consider that they likely knew that this would be read by others after the war was over.

These points do not render this source useless though, they just change the viewpoint from which you should study the diary. While the diary may ignore any negativity, having a record of positive experiences of evacuation presents an alternative to the stereotypes mentioned at the start of this blog. Travis L Crosby writes heavily about the negative experiences of evacuees, reporting high levels of arguments between the children and their hosts, along with 750 cases of relocating evacuees to different homes just in three months in Maidenhead.[13] Arthur Marwick has similar findings, stating that nearly a million evacuees had already returned home by 1940 due to failing to adapt to countryside life and their hosts being unwilling to house them due to their filthy conditions.[14] Clearly, the Balendoch hostel was not a standard host, resembling more of a summer camp with fun activities designed to distract children from the war, aiming to take away a lot of the fear experienced elsewhere.[15]

This diary has value because of everything that it is not, it is a positive example of evacuation that can be used as a valid comparison to the negative narratives that are portrayed by historians like Crosby and Marwick. It has value as a personal source due to its intentional narrative, multiple authors, and planned entries. By some definitions, such as Ralf Wuthenow’s, it lacks so many key characteristics of a diary that it perhaps should not be considered as one.[16] Used alone, it portrays a misleadingly positive image of evacuation, but without sources like this one you would be lead to believe that evacuation was entirely negative for everyone involved.

[1] Arthur Marwick, Britain in the Century of Total War (Harmondsworth: Penguin, 1970), 265

[2] Travis L. Crosby, The Impact of Civilian Evacuation in the Second World War. (London: Croom Helm, 1986), 31-32

[3] Unknown, “Evacuation Hostel Diary, Balendoch, 1940-1945.” https://www.iwm.org.uk/collections/item/object/1030013451, last accessed 04 March 2020

[4] It was between 1941-1944 due to the hostel opening in June 1940, and the diary finishing in January 1945.

[5] “Evacuation Hostel Diary, Balendoch, 1940-1945.”

[6] Penny Summerfield, Histories of the Self: Personal Narratives and Historical Practices. (London: Routledge, 2008): 52

[7] “Evacuation Hostel Diary, Balendoch, 1940-1945.”

[8] Christa Hämmerle, “Diaries” in Reading Primary Sources: The Interpretation of Texts from Nineteenth and Twentieth Century History, edited by Miriam Dobson and Benjamin Ziemann. (London: Routledge, 2008), 141-142.

[9] Kaspar von Greyerz, “Ego-Documents: The Last Word?” German History 28, no.3 (2010): 275.

[10] John Tosh, The Pursuit of History 6^th ed. (Florence: Routledge, 2015), 106.

[11] Unknown, “Evacuation Hostel Diary, Balendoch, 1940-1945.”

[12] Ibid.

[13] Crosby, Impact, 32.

[14] Marwick, Britain in the Century of Total War, 265.

[15] Maggie Andrews, Women and Evacuation in the Second World War, (London: Bloomsbury Academic, 2019), 136.

[16] Christa Hämmerle, “Diaries.”, 142.

April 30, 2020
Four years on: graduation to employment

In this blog post, graduate Chloe Anderson considers her time at Portsmouth and its influence on her career. Chloe comes from the Falklands Islands originally, so is probably the student who has travelled the furthest to study history at Portsmouth. As she writes below, she is now putting her history training to good use back home. We’re pleased that she offered to put this together for us, as it’s lovely to keep in touch with our graduates and to be able to share their success stories. Whilst some aspects of our course structure have changed since Chloe studied with us, the essential aspects she discusses (our approach, the support and encouragement on offer, the options for different types of study and work contributing to the degree) remain true.

Looking back almost four years on from my own graduation, I have no hesitation in saying that the BA (Hons) English and History degree was a stepping stone for my career and getting me to where I am today.

This undergraduate degree was the main reason why I decided to study at University of Portsmouth. Doing a joint degree allowed me to combine my passion for both History and English Literature. The best aspect was that when it came to choosing subject units in second and third years I had more flexibility to either choose historical based topics or try something completely different; like American or Enlightenment literature. The subjects not only focused on important historical events or concepts but on research techniques. This encouraged different sources of information to be studied and covered various research methodologies. The joint History degree increased my confidence in my own abilities (having continuous deadlines and seminar preparation will do that for you!) and made the learning experience that more enjoyable.

Though arguably one of the most challenging parts of the course, the final year dissertation and low amount of contact hours really helped to develop my organisational, research and writing skills. Balancing numerous deadlines whilst analysing primary sources and searching the library for secondary sources, made sure that I planned my day in advance and set myself goals/targets to achieve. The essay-based assessments also meant that I learnt to plan what I would write and really analyse the different sources and research methods in order to provide a solid argument to whatever point I was making.

On a personal note the University of Portsmouth provided a great supporting environment to learn, socialize and develop as an individual. For those rare moments where I wasn’t surrounded by piles of books in the library or writing essays, I took the opportunity to volunteer at the local Archives. Volunteering is a great way for students to develop new skills, contribute to their community, and make new friends. It was invaluable in gaining the practical experience I needed to apply for my chosen Masters course at University College London. Equally rewarding was that it also contributed to my degree as I used it as the focus of the LiFE (Learning from Experience) unit which I undertook in my second year – a benefit of doing the course. Moreover, the contacts I made whilst volunteering have continued to support me throughout my professional career and have acted as referees and mentors.

For those who are thinking about doing the course, are currently undertaking it or, are about to graduate, I can assure you that the skills and experience developed throughout this undergraduate degree will set you up for the next stage of your life. Whether you are fortunate to know what career you want to pursue or not, the nature of this humanities degree opens up many opportunities and provides avenues to many job roles.

Following my undergraduate degree I went onto complete a Masters degree at UCL, fully funded by a Commonwealth Scholarship, and qualified as an Archivist and Records Manager in 2017 at age of 21. I have been privileged to work in institutions such as the British Library and Royal College of Surgeons to help preserve and provide access to their historical collections. I am now a Records Manager in the Falkland Islands Government working to formulate and develop records management processes and procedures. My biggest accomplishment has been to write and implement a records management policy and see first-hand how my work has helped improve how a public authority manages its records. I continue to be engaged in history as I also work in the Archives in the Island to digitise, catalogue and transcribe material, ensuring that the past can still be enjoyed and accessed by anyone.

In many ways the skills I developed at Portsmouth are an essential part of the work that I currently perform in the government. The chief among them being the ability: to prioritise various deadlines; to work with people as I conduct staff training and advocate for records management; to research and gather information from government files and databases; to write arguments succinctly when writing business cases, policies, guidance documents and reports; and even to reference when writing research papers. In the long term I hope to return to education once again to undertake a PhD and the research skills I utilized at Portsmouth and later in UCL, will be necessary for this.

If you are interested in this line of work have a look at: https://www.prospects.ac.uk/case-studies/records-manager-and-policy-officer-chloe-anderson-fmara

Much like the lyrics from Billy Joel’s infamous song ‘We Didn’t Start the Fire’, history has been a burning passion and interest which I have carried with me throughout my academic and professional life. For those studying with the Portsmouth History team this will be the case for many. As an alumni I recommend that you experience the whole of what Portsmouth has to offer; the time goes quicker than you like but I can guarantee that what you do and learn will stay with you for life.

April 7, 2020
Life after Graduation

One of our recent graduates tells us how the skills he gained studying at Portsmouth, and the volunteer experience he gained while studying, helped him secure an exciting job in the heritage sector. For security reasons, he has not been named.

Having graduated in the summer of 2019 and with a firm understanding that it was now time to get back into the world of work, the task was on to find a job, one that both stimulated me and used the great many skills learned through the three years at Portsmouth. Upon entering university I knew that my one objective was to better myself in both educational values and the world of work. Having worked in the retail sector for 10 years prior to going to Uni I was fully aware that I did not want a career in this industry. However, with a passion for working with people, the desire to work in Public History was one I knew I would like to take.

During year two at Portsmouth I had undertaken a one-term course in Public History, this lead by Dr Mel Basset and with the assistance from the National Museum of the Royal Navy Library gave me a stronger understanding of both heritage and public history as a whole. Public History as defined by the US based National Council of Public History “is to promote the utility to the masses by use of historical professionalism”.[1] This being said, history should be available to all and the display of it in museums, public buildings and historical houses was a key framework to the course undertaken in Year 2. This, coupled with a continued volunteerism at the NMRN, along with my retail experience, has lead me to want to work further in this field. Discussion with various tutors, both retired and active members of staff, allowed me to explore the idea of a Master’s in Heritage Management, with a goal of allowing the knowledge gained through both my undergraduate course and proposed MA to develop a career within this sector. It however became clear that despite adequate funding for the course, maintenance would not be financially viable.

This leads to graduation and beyond, with the prospect of returning to the retail sector it was time to start looking for a job. Having worked in the industry now for 13 years, returning during the holidays, I had built up vast experience. This experience was supported and made the better by the fact that up until the year prior to deciding to go to Uni I had been a supervisor. With a CV full of various volunteer options, work as a Uni Ambassador and my retail career, a job in the public facing sector of Public History awaited. Applying as soon as I had gained my grades in early July opportunities were both varied and sometimes out of reach.

Many jobs in this industry require further study to the BA or vast amounts of volunteer experience. Or, as in my case, to have a relative understanding of the world of work. About late August I was invited to interview at Windsor Castle, after which I was given and accepted a role in the Visitor Services dept as a Warden. This role is one that both encompasses my BA and my many years of working with the public. Ultimately as a custodian to the varied and vast collection on display at Windsor, a Warden’s role is to advise, impart knowledge and maintain the security of a site that is both a working Royal palace and a 900 year old castle. The skills that I learnt through my time at Uni and my working career have allowed me to excel in this role. The way in which the role allows me to learn from Wardens and historians on a daily basis is of great benefit. The role is not one that I would like to be in until the end of my working life, it is however one that will be a stepping stone into the career in the Public History sector. If I do not get to go down the route of Heritage Management this will be ok, the skills I am able to learn through my role will impart on me just as the skills learnt before and during Uni.

As a stepping stone my degree from Portsmouth, with its wide ranging courses, lecturers and Tutorship gave me a wider understanding of the roles that would be available to me once a graduate. There must always be discussion throughout your time at Uni of what you are going to do next, even if it is just a loose plan to have an understanding is better than nothing at all. The role that I now hold could have been obtained without a degree, however with the knowledge gained at Portsmouth allows for wider understanding of the historical perspective of both Windsor and Public History as a whole.

[1]Barbara J. Howe, “Reflections on an Idea: NCPH’s First Decade”, The Public Historian, Vol. 11, no. 3 (Summer 1989): 69–85

February 12, 2020
(Un)safe heritage?

In this post, the third in our series of blogs looking at sites of historical interest in Portsmouth, Mike Esbester, Senior Lecturer in History at Portsmouth, explores what might be learnt from an apparently unexceptional piece of the city’s built environment. Mike’s research and teaching focus on the everyday, including ideas about mobility and accidents in modern Britain.

Not far from my office, there’s yet another mundane object that for most of the time, most people don’t notice – for 140 years it was part of the background to life around Burnaby Road. For a week or so earlier this year, however, it became very noticeable – particularly its absence, which left a hole in the eyeline. And then, once replaced and the shock of the new subsided, it has once again become a part of the background.

This post is about a bridge. To be precise, the railway bridge over Burnaby Road, on the final trundle from Portsmouth & Southsea station to the Harbour station. Erected by the London & South Western Railway in 1876, the bridge was certainly functional – yet also not without a faded decorative element, at least by the time of its removal. I like these everyday things; if we stop and notice them, they tell us all sorts about the societies that produced them and the society of the present moment.

The bridge was life-expired. It looked a little the worse for wear if one remembered to look up whilst walking underneath (not advised when it was raining!). It was also in need of strengthening, as age and changing technology had taken their toll on the original design – not unreasonable given it was carrying well over 100,000 trains a year. It might have been a relatively straightforward decision to remove the bridge and replace it with a plain girder bridge. But this isn’t quite the way it worked out.

The process of removing the bridge and installing the new one required extensive planning, preparation and a road closure for a week. The new bridge was assembled nearby and moved into place – no mean feat given the physical constraints around the site and the need to move the 88-tonne structure around 200 metres. Over the course of a week in February the old bridge came down and the new one went in.

A decision was taken – and I don’t know where or by whom – that the replacement bridge show mirror the aesthetic of the original. So, whilst never particularly ornate, the look of the bridge – including its new paintwork – at least referred back to its predecessor. This bridge wasn’t a heritage asset in the way that say the nearby Mary Rose or HMS Victory might be. But it was a part of the working heritage of the area. That was reflected in the colour scheme used on the new bridge, which referred to Portsmouth’s city colours. This was a relatively subtle marker of civic belonging, a means of siting the bridge in its locale.

So clearly the bridge might not be ‘just’ a bridge: it can be used in particular ways. This raises questions pertinent to transport museums and the preservation movement more widely: how do you retain the essence of things that are functional? Did the original bridge have some sort of intrinsic worth or value ‘just’ because of its age? Remove it from its context and purpose and does the bridge retain that value? Just like trains that are preserved in museums, as static exhibits: they were designed to move, so when still have they lost their raison d’etre? Or has the value and meaning changed? What values do we, as a society, place upon these mundane artefacts – particularly infrastructure, like the bridge – without which our world would be very different, but for most of the time we don’t notice because they function smoothly?

There’s another element to the story, which ties in with my research: safety. A quick glance at the ‘before’ and ‘after’ images flags up some prominent differences between the old and new bridges. There’s the yellow and black hazard warning bar and the height limit notice, obscuring some of the paintwork replicating the original but designed to deter bridge strikes (a major problem on the rail network). Of greater interest to me, for my work on the history of workplace safety & accidents (particularly in the rail industry), there was additional consideration: safe access across the bridge for railway workers.

The old bridge was narrow, without adequate provision for workers to cross at track level. This meant they had to watch carefully and squeeze past when there were no trains coming: hardly safe in anyone’s imagination. Indeed, some of the cases of railway worker accidents coming out of the ‘Railway Work, Life & Death’ project I co-lead with the National Railway Museum are of exactly this scenario: narrow bridges and workers being struck by passing trains, sometimes with fatal results. This was either the original engineers being blind to the workers, who were not high up in their considerations especially when weighed against extra cost, or a deliberate decision to put worker lives at risk. This might (hopefully!) seem shocking by today’s standards but it was not surprising for the 19^th century.

In a sign of how times have changed, proper access routes were built into the new bridge, seen in the walkway (including safety rail) on either side of the bridge, away from the moving trains. It changes the look of the bridge, certainly, but this again relates to the discussions about how far built heritage can or should be adapted for modern standards. Given this was a new installation the debate was, hopefully, minimal; it would have been a much easier proposition than trying to adapt an original structure. Thankfully we have a higher regard for safety now than 140 years ago – which isn’t to suggest that things are perfect today, but to acknowledge that priorities and who is valued have shifted.

So, via a number of routes, an initially unpromising structure can be interrogated to reveal interesting glimpse of the values of the societies which both produced the original and the replacement bridges. If we look closely at such objects we can see where particular concepts and values are built into the fabric of any mundane item.

August 31, 2018