Since joining the team at Wiltshire and Swindon History Centre as a ‘Transforming Archives Trainee’ with The National Archives, life has certainly been full! Over the last 5 months I’ve been involved in several HLF funded projects, completed a university module on Education and Outreach, have undertaken various in-house training sessions on traditional archive skills, as well as attending training conferences in London, Bristol, Manchester, Warwickshire, Gloucester and Dorset. In a few weeks I’ll be off to Edinburgh for another ‘basecamp’ week, training with The National Archives and Scottish Council on Archives. How time has flown!
Something that has struck me deeply over the course of my traineeship so far, which I’d like to share here, is a realisation about the vast importance of learning from our history - particularly the individual lives and stories of people who have gone before us.
Working on the ‘Wiltshire at War: Community Stories’ project, which focuses on the lives and culture of Wiltshire and its residents during WW1, has brought this home to me most of all. Traditionally, when remembering the World Wars, historians tend to concentrate on military or political strategy, and we subsequently have a multitude of movies, books and magazines concerned with the armed forces and the battles they fought. Whilst this is all fascinating information, the Wiltshire at War project seeks to collect and share the stories and memories of the individual people across Wiltshire, who lived through the troubled times of 1914 -1918. We feel it’s equally important to understand how the Wiltshire community adapted during this time, how life continued, and what individual sacrifices were made. What support did Wiltshire provide to the war effort? How did people across the county ‘pick up’ their lives again, once peace was declared? How did they cope with so much change? The project seeks to bring all this community history back into the community, and to share those stories through our fantastic website and ongoing exhibitions.
Recently I was publishing a story which came to us via our Wiltshire at War Twitter feed. It’s the story of a young farmer’s son called Freddie Butler, who grew up on Rookhaye farm in Bowerchalke, and tragically died in a flying accident whilst serving with the Royal Flying Corps. I was looking at a photo of Freddie as a child feeding hay to one of the horses, happy as can be. I wondered about that child – his hopes, dreams, memories... In that one moment captured through a camera lens, he, like all the people around him, had absolutely no idea what was to come. I wondered too about Freddie’s mother, shown in a separate photo – how did life continue for her, after the loss of her beloved son?
Looking at some of the family photos that have come in with other recent stories - some dating back as far as 1905 - I find myself peering at each individual face, pondering the complex network of unique memories, life experiences, struggles, choices and relationships that each, single person represented. Was it even possible for those individuals to comprehend that, in the not so distant future, these photos and associated stories may be all that’s left to prove that they even existed? Questions then arise in me that are fundamentally about the human condition: What lessons can we learn from these people and their experience - fellow human beings who lived 100 years before us, in circumstances even more challenging than our own? If I consider that in another 100 years, researchers might be sitting at a desk and pondering photos of me and my family, reflecting on the lives we perhaps lived – might I now choose to live mine differently? What legacy would you choose to leave?
Students like a word search, a little bit of light relief from the rigours of normal lessons, and teachers like them as a sneaky way to revise subject specific vocabulary. We decided on a word search with a difference to introduce secondary school students to archives and working with primary sources. It was part of a new schools’ session developed by Salisbury Cathedral in partnership with the Wiltshire & Swindon History Centre. While the History Centre is open to the public, and has extensive experience using its archives in educational settings, the Salisbury Cathedral archive has not been so accessible. This is changing thanks to the hard work of Cathedral archivist Emily Naish and her band of volunteers, and the willingness of the Dean and Chapter to open up this amazing resource. Members of the public have already enjoyed behind-the-scenes tours of the library, located above the cloisters, and now it is the turn of school children to work with documents from the archive and enjoy the benefits of this cultural education.
Archivist Emily joined forces with the Cathedral’s teaching & community officer Sally Stewart-Davis and the History Centre to develop the school session which we ran in the cathedral on 27 February.
The 13th century Papal Bull that gave permission for the building of a new cathedral on the water meadows by the River Avon, so moving the settlement of Old Sarum to New Sarum. Students from Stanchester Academy near Yeovil are shown the original cartulary, or register, which contains the 1219 Papal Bull from Pope Honorious III.
Emily chose a document in abbreviated Medieval Latin to introduce the difficulties that can arise when working with primary sources. Written in 1219, the document is an official copy of the Papal Bull from Pope Honorious III giving permission for the church authorities to build a new Salisbury Cathedral on the water meadows by the River Avon. As a starter activity we asked the students – aged 11-14 – to identify a list of words that they might find familiar, even though they were in Latin. Among the words they were looking for were Sarum, benedictionem, aquam, castellani and hominum (Salisbury, benediction, water, castle and men/people).
It was a challenge, but a challenge that was well met. The students realised that even when faced with a document in a foreign language, with abbreviations and in a difficult script, there was information they could extract.
While a Papal Bull in Medieval Latin does not immediately spring to mind as the most accessible archive for school children or adults, the youngsters from Bishop Wordsworth School in Salisbury and Stanchester Academy, near Yeovil, really engaged with the document and the activity. This was real and relevant – and they were working in the building that ultimately resulted from this Papal document.
The second document the students worked on was a 1599 letter from Elizabeth I to the dean and chapter at Salisbury Cathedral and relates to Sir Walter Raleigh’s request that he be given the estate of Sherborne Castle which had belonged to the Church. Although in English, the students still faced the challenge of deciphering the handwriting and getting to grips with Elizabethan grammar and spellings. This they did with amazing success.
The annual tradition of ‘Beating the Bounds’ or ‘perambulations’ has been carried out for many centuries in our parishes in England, Scotland and Wales. In Scotland, the tradition was known as ‘Riding the Marshes’; a method of reaffirming the parish boundaries from way before the introduction of maps. In some parishes, this annual ritual is still very much part of village or town life. It is believed that this religious practice was first introduced in Vienne, France, around AD 470 by the Holy bishop Mamertus. There were many reasons for the ceremony but the parishioners believed that it would ‘avert great calamaties’. It would affirm their devotion to God; ask him for forgiveness from sins and for protection from evil and to bless the congregation and the fruits of their labour.
Other phrases were used for this ancient custom; ‘Rogation Week’ (from the Latin word ‘rogare’ meaning to ask or to pray), the ‘Common Walk’, ‘Gangdays’ and ‘going a- ganging’. Rogation Week is also known as Rogantide, the week in which Ascension Day falls in May, beginning with Rogation Sunday, the Sunday before Ascension Day. Religious ceremonies would take place over a period of three days of this week; Monday, Tuesday and Wednesday, involving the parish priest, churchwardens and other officiates of the church. Old parishioners mixed with the young to pass on the knowledge of the boundaries. The youngsters of the parish, usually boys, would be armed with long birch or willow twigs to beat the specific landmarks such as an old tree or stones. In some cases, the boys themselves were beaten with the sticks, so they should never forget the crucial information passed on to them by their elders. Usually, the boys would have their heads bumped against the boundary marker whilst prayers were read from the Litany of Saints. The girls and women would wear and carry garlands of flowers and foliage. The Milkwort flower (Polygala vulgaris) is also dubbed the Rogation flower and was often used in the garlands.
This printed account inside a parish register held in our archives at the History Centre, give details of the 12-14 mile route taken during the ceremony along the parish boundary of Leigh Delamere. The start of the route begins with; ‘from the old ditch on the Streta Fosseway. Here there is a cottage and a junction of a road to Littleton drew. The cottagers came out and joined in the short service, the sign of the Cross was made on the ancient roadway and the long walk began along the old Roman road...’
Prime Minister William Pitt the younger was under pressure to raise taxation to help pay for the Napoleonic Wars with France, which proved to be very expensive, costing the country £831 million, £49 billion in today’s money. The government had to come up with ever more ingenious ways to pay for the wars, which included taxes on bricks, clocks, watches, hats, medicine, playing cards, soap, newspapers, gloves, perfume, hired horses and hair powder before resorting to Income Tax from 1799.
The Hair Powder Tax was introduced in 1795 by "Independent Whig" William Pitt. The Whig party (no connection to the wearing of wigs) was a political party from 1680’s to the 1850’s and a rival to the Tory party.
Anyone who wished to use hair powder had to obtain an annual certificate from their local Justice of the Peace and to pay a stamp duty of one guinea (£1.05) per annum, which in today’s money is £127! The use of wigs was in the decline by this stage in favour of more natural hairstyles and this only hastened its demise. In 1812 46,664 people paid the tax, but by 1855 only 997 paid. By the time the tax was repealed in June 1869 it only yielded £1,000 per annum.
There were certain exceptions to paying the tax: - The Royal Family and their servants - Clergymen with an income of under £100 a year - Non-commissioned officers, privates in the army, artillery, militia, mariners, engineers, fencibles (were a type of home guard set up to defend the United Kingdom and the colonies during the second half of the 18th century and first half of the 19th centuries), subalterns (a British military term for a junior officer), officers in the navy below commander, yeomanry and volunteers. - The master of a household could buy a certificate for a servant which would be valid for their successors within that year. - A father with more than one unmarried daughters could buy two certificates which would be valid for all his daughters. - One payment could be made for a group of servants in one household.
A list of who had paid was sent to the Quarter Session court, with a copy fixed to the door of the parish church. These now form part of the Quarter Session records held by us, with the reference number WSA A1/395. Fines were imposed for those who did not pay the tax.
The wearing of periwigs – wig for short, became very fashionable during the 17th and 18th Century. But as with a lot fashion, one has to contend with some hardship: nits, plague, robbers and tax!
As the Second World War drew on numerous other nations entered the conflict, both with and against Britain: Britain formally declared war on Finland, Hungary and Romania on 7 December 1941, the same day as Japan entered the war with the attack on Pearl Harbour; more countries joined the war as time went by. These new entries into the conflict made enemy aliens out of thousands of foreign nationals living in Britain, enemy aliens whom the government believed needed to be controlled. The way these people were dealt with by the government can tell us much about how the final stages of the internment process unfolded in Britain, particularly Wiltshire, and about everyday life for foreigners during the war.
In Wiltshire after the summer of 1940 the aliens who most concerned the police were Romanians. On 8 November 1940 the Home Office issued a letter to all British police forces outlining that in the event of war with Romania, any Romanians in Britain would automatically become enemy aliens, at which point the government planned intern those who were male and between the ages of 16 and 65. We don’t know exactly how many Romanians were living in Wiltshire at this time, but it wasn’t many. According to a census undertaken by the police in March 1942, out of a total of 624 aliens living in Wiltshire there were only six Romanians, two men and four women.
On 12 November the police in Wiltshire drew up a list of names of male Romanians in the county who were to be interned under these orders. They were a 31-year old living in Swindon, and a 16-year old living in West Lavington. In a note at the end of the report the police recorded that “both are physically fit”, meaning that they were not exempt from internment due to poor health. The Home Office had asked the police to keep this list continually updated, and on 13 February 1941 the older man’s name was removed and replaced by another 18-year old living in Hullavington, also described as ‘physically fit’.
These lists present us with something of a puzzle: the Arandora Star was sunk in July 1940, resulting in a public outcry against mass internment and supposedly the government’s abandonment of the policy. Yet here we have evidence that police in Wiltshire, on the orders of the Home Office, were actively maintaining a list of people eligible for mass internment as late as February 1941. The reality is that the government’s change of internment policy was only a very gradual process, one that was set in motion by the sinking of the Arandora Star but not one that was completed quickly.
Are you interested in the rich and diverse landscapes of Wiltshire but wondered what influences and activities have shaped them? Have you ever tried to identify traces of the historic in the present day? These questions and so much more can be answered by the use of the Wiltshire and Swindon Historic Landscape Characterisation Project dataset!
It could be useful for those:
• Producing neighbourhood plans or design statements
• Investigating their local parish, town or village
• Involved with planning or strategic decision making • Undertaking academic research for school, college or university
The project started in 2012 and ran until the end of 2016 and was sponsored by Wiltshire Council, Swindon Borough Council and Historic England. The actual data itself and was created by studying historic and modern maps, aerial photographs and archaeological data to build a complete record for Wiltshire and Swindon. But what exactly will be made available to you?
• The complete dataset of c.14,500 HLC records, covering every part of the county giving details about the present and past character and attributes of the landscape for each land parcel
• Maps of historic landscape character built from the records so patterns and distributions across parishes, districts and the whole county can be seen
• A comprehensive and easy to read report explaining how the project was carried out, the sources used and descriptions of the different landscape types out there
• Case studies showing how you can use HLC data to investigate historic towns, historic farms and places like the Avebury and Stonehenge World Heritage Site