University of Northampton

Comfort food always helps in a crisis, so here’s a very cheap recipe to keep you going.

Hello everyone.

As we struggle with the uncertainty and disruption to normal life that the Coronavirus pandemic has brought I thought it might be nice to share some basic ways to cope with isolation and a reduction in social interactions.

I am staying at home as much as possible but have stocked up (sensibly, not by panic buying) on the basics for everyday life. I love to cook and have been cooking since my teens but I recognise that quite a few of my students either don’t cook or can’t cook. When you are relying on takeaways and ready meals a crisis like this can look even more daunting.

So, starting today I thought I’d post a series of simple meals that anyone can make (so long as they’ve access to a kitchen that is!). If anyone else from the History team at Northampton wants to get involved and post their own recipes, the more the merrier! Who knows by the end of the crisis we might have enough for our own recipe book 🙂

Today’s is one of the simplest soups know to mankind – leek and potato. It is tasty, healthy, and super easy to make. It will take you 30-45 minutes so within an hour you’ve got a great healthy (and very cheap) lunch or light supper.

Drew’s Leek and potato soup

You will need:

One gas or electric hob ring.

A largish saucepan.

a chopping board and sharp knife.

A blender if possible (stick blenders like this one are ideal). NB don’t worry if you can’t blend your soup, it’s lovely as it is.

1 large leek

1 medium sized onion

1 large or 2 medium sized potatoes

About 1 litre of vegetable stock (made by adding boiling water to a veggie stock cube) – you can use chicken stock if you prefer but it won’t be vegan or veggie.

About a tablespoon of olive oil (you can use sunflower or vegetable oil just as well) and/or a large knob of butter. (Butter will make this richer but its not vegan).

Salt and pepper and (if possible) a bay leaf or two (these are easy to get from the shops and last for ages so they won’t go off).

Wash your hands !!!

Ok, to start with peel and roughly chop your onion . It doesn’t have to be too fine. Then slice the leek lengthways and separate the layers. You can now wash it under the tap holding on to the end where the root is. Make sure you get all the dirt out.

Now chop the leek in to slices about 1cm think. Again, don’t be too worried about perfection here!

Finally peel and chop the potato (above) into 1-2cm sized pieces.

You’re now ready to cook.

Hate the oil and/or butter in the saucepan and quickly add your onion. Don’t have the heat too high, you want to gently soften the onion not burn it. When it is beginning to look a little translucent add the leeks. Cook for about 5-10 minutes until the leeks look nice and soft and have reduced down in the pan. Stir them from time to time so they don’t burn.

Now add the chopped potatoes, stir so everything gets nicely mixed together and pour in the stock.

Add some salt (a large pinch should do it), a grind of black pepper, and a bay leaf or two.

Bring to a gentle boil, turn the hurt down and simmer for about 20-25 minutes.

The idea is to make sure everything is cooked, the leeks and onion are soft, and the potato is beginning to break up. Test it with a spoon (right).

The soup is now pretty much ready to eat. You can taste it (be careful it will be very hot – potato really retains its heat – so wait a few minutes) and add some more salt and pepper if you think it needs it.

Take out the bay leaf (you can eat them but they aren’t nice to eat!)

At this point you can ladle it in bowls and eat but I prefer it blended so take it away from the heat, let it cool for five more minutes and attack it with a stick blender.

Be careful that the head of the blender is always under the liquid or you will pebbledash your kitchen (and yourself) with hot soup!

Once you’ve blended it for a few minutes it will be mostly smooth but check for escaped potato cubes. If you want to be really fancy you can pass it through a large sieve for super smoothness.

Now all you need is a bowl (or two or three if you are feeding others), a spoon, and perhaps some bread. This recipe will make enough for 3-4 hungry people so you can either eat seconds or let it cool, cover, and keep it in the fridge and have for lunch tomorrow or the next day.

Enjoy!

Drew

oh, and when you’ve done…wash your hands again.

Educating Generation Z

Recently lecturer in history Dr Rachel Moss was invited to speak at Times Higher Education’s LIVE event, a major conference celebrating UK Higher Education and addressing the problems it faces. This is the text of her talk (with a few modifications for online clarity), given in a session titled Educating Generation Z. Part of this text is based on an article published in THE.

Sessions at THE Live 2019

After many years of haranguing millennials like me for being self-indulgent consumerist snowflakes, it seems that media outlets suddenly realised that many millennials are actually in their mid-to-late thirties, many of us reaching mid-career stage as we start families and acquire mortgages, and that we have the expanding waistlines and thinning hairlines to show for it. It was easy for them to transfer their bilious op eds to Generation Z, and so I have a lot of sympathy for my students – we were criticised for exactly the same reasons that they receive public condemnation. We’re apparently all over-sensitive slackers who buy too many coffees and avocado toast.

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Should we teach ‘difficult’ history in schools?

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One twenty-two-year-old (Instagram ‘influencer’ Freddie Bentley, pictured above) recently caused consternation by suggesting topics such as climate change and Brexit should be taught in schools rather than the history of the Second World War. It followed comments by contestants on the reality show The Apprentice that revealed that they weren’t sure of the dates of the conflict. Not surprisingly Bentley drew down a wave of criticism (much of it from tabloid newspapers and their readers) for suggesting current events were more important than historical ones.

Naturally, as a historian, I would argue that history is important, and should be taught in schools but surely children ought to learn about current affairs as well? Of course, there is a debate to be had about what history (who’s history perhaps) is taught and what lessons are drawn from it, and how it is taught.

Bentley commented that learning about the horrors of the world war and the deaths of millions of people had been traumatising and he worried for children’s mental health.

That shouldn’t mean it isn’t taught.

Future generations need to understand the sacrifices made by previous ones and they need to understand how something like the Holocaust could come about. Teaching should always be age appropriate, but we can’t completely shield our children from the tragedies of the past. Human history is shot through with inhumanity and the next generation is entitled to know about it.

However, I am a little suspicious of the reaction to Bentley’s Good Morning Britain interview. It seems as if those commentators have been quick to say that history is important whilst at the very same time ignoring or misrepresenting history when it suits them.

Surely one of the lessons of the second world war is that we should have a closer relationship between European nations to avoid future wars? Surely the lesson to be learned from the Holocaust is that singling out people on account of their religion, race, sexuality or disability leads to state sponsored murder and is abhorrent?

Surely the lesson we might draw from the war in the Pacific is that nuclear weapons are disproportionally destructive and should be banned? Indeed, we also might learn that warfare is abhorrent and so all arms manufacture should be tightly restricted at least, and perhaps even prohibited?

None of these suits the agendas of the politicians that most tabloid editors give their support to however. These lessons from history are simply ignored or reinterpreted to suit a narrow world view that allows race hate, unbridled arms dealing, nationalism, and economic inequality, to persist.

Moreover, the real challenge to our children’s future – the climate emergency – is side lined and relegated to a discussion of the rights of people to protest. Climate change is the single most important issue for our society and I think Bentley was probably right to say that it should be taught in schools. Not at the expense of learning about WW2,, however, but as well as.

The reality is that Climate Change is terrifying, and we risk traumatizing our children just as much as learning about Belsen and Auschwitz does. But since the general public doesn’t seem to have woken up to the dangers of the climate emergency, and the tabloids and most politicians don’t seem to be doing a very good job of educating us on it, the only hope we have is for our schools to inculcate a concern for the planet at an early age.

History is vital to a rounded education but if we don’t look – and look urgently – to the future no one will be around to learn the lessons that history teaches us anyway.

Drew Gray, Subject Lead Humanities

Taking teaching outside the classroom: crime and punishment in situ

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On Monday this week I removed my second-year class on crime and punishment from the confines of a Waterside campus classroom (lovely as they are) and transported it to a real life courthouse in the centre of Northampton.

Northampton’s Sessions House was built after the fire that destroyed much of the town in 1675. This gave the local authorities the opportunity to create a purpose-built space to hold the biannual county assizes and the quarterly sessions of the peace. There are two courts in the complex – one for criminal and one for civil cases – both have had some significant modernization since the late 1700s but plenty of the original courtrooms have survived.

Below the courts are holding cells, and it is still possible to access the ‘walk of shame’ that would have conveyed commended prisoners to the gallows that was situated towards the rear of the complex. Still possible, that is, so long as you have a friendly and well-informed guide like Dr Alan Clarke, our friendly expert in local English history.

About 30 history undergraduates take my level 5 module (HIS2010) at the University of Northampton and in last week’s class we had looked at the nature of the court trial in the eighteenth century, at the role of the judge and juries, and considered the importance of architecture in the process of the administration of ‘justice’.

This is quite limited in a modern classroom when your key resources are contemporary written accounts and images like this one (of the Old Bailey in the early 1800s).

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My students have just embarked on a project that will see them reenact a real trial using the published records of London’s Central Criminal Court in the past and so I was keen to let them get a sense of what a trial might have been like. I rather enjoy the idea of ‘experiencing’ history where possible, even if (thanks goodness) I can’t begin to experience the fear of being tried for an offence for which I might pay with my life if convicted.

Alan took us on a tour of the court complex – the cells (where evidence of their recently past can be seen in the surviving graffiti from the 1970s and 1980s), the judge’s chambers, and the nineteenth-century gaol block.

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He also described the interior of both courts, pointing out and explaining the symbolism woven into the intricate plaster work (the work of Edward Goodge). Over the judge’s chair in the criminal court are emblems representing truth, justice, material wealth (and its opposite), as well as the image of the devil complete with a tongue which supposedly wags when someone tells a lie in court.

Having settled the class back down after our tour I now gave individuals roles to play as we reconstructed two short cases from the Old Bailey Proceedings in the 1700s. The first was the trial of a domestic servant who had given birth in secret and was accused of ‘destroying’ her illegitimate child. The trial took hardly any time at all to find her guilty and to condemn her death and anatomization. The evidence was limited, the few witnesses that spoke up for her were ineffectual, and this made a deep impression on the class as we unpacked it afterwards.

The second case was no less brutal; another young woman, this time accused of killing man because he called her ‘a whore’. Despite the evidence of intent being almost nonexistent and contentious (the knife she used had a rounded blade, hardly likely to have inflicted the wounds described by the witnesses that spoke against her) she too was convicted and sentenced to hang.

Both cases revealed that respectability and class played a more important role in the eighteenth-century courtroom than evidence did. But more than this the very act of voicing the words spoken in a real court space helped us understand how the various actors were perceived. There is a very different perspective sitting (as the student playing the judge did) at the apex of the court looking down on everyone else, than there is looking up from the dock, knowing that behind you is a staircase (merely ladder when the court was built) to the dark cells below.

In January these students will be back in court so that they can put on their own assessed trials. They have 15-20 minutes to reenact a case of their choosing before myself and a colleague will discuss what they have learnt from the process and how it has shaped their understanding the criminal justice system of the past.

Of course, we can’t possibly experience history in the way that people did in the past: there were plenty of giggles as students placed in the dock or ‘locked’ into a cell but engaging with history in this way does bring it alive. Taking students out of the comfort of a classroom changes perspectives, mine as well as theirs, and I think we ought to do it more often.

Drew Gray (Subject lead, Humanities)

Exhibition Launch: James Parkes and the Age of Intolerance

Starting on Wednesday 13 March 2019, the University of Northampton will be hosting an exhibition about the life of Reverend Dr James Parkes (1896 – 1981). Parkes was one of the most remarkable figures within twentieth-century Christianity. Yet since his death in 1981, he has largely been forgotten by the church, by Jews, and by British society as a whole.

James PArkes blog

The exhibition on display at Southampton city’s Holocaust and Genocide Memorial Day event in January 2019

James Parkes was a tireless fighter against antisemitism in all forms. He was one of the first Christians to accept both the Christian roots of antisemitism and the integrity and validity of Judaism. Throughout his career, Parkes worked tirelessly to promote religious tolerance and mutual respect among those of all faiths and none.

In the 1930s, he helped to rescue Jewish refugees from Europe, including Alexander Teich – the grandfather of the actress Rachel Weisz. Parkes campaigned for the Jews of Europe during the Holocaust. He was a key figure in the creation of the Council of Christians and Jews (CCJ). The CCJ was galvanised in 1942 as evidence of the Nazi extermination programme received widespread exposure in Britain. This was the most murderous year yet faced by European Jewry and the year when Polish Jewry was essentially destroyed.

Parkes authored more than 400 texts during his lifetime and was a prolific letter writer. He donated his library and personal papers to the University of Southampton in 1964. These materials formed the foundation for what later became the Parkes Institute, the world’s oldest and most wide-ranging centre for the study of Jewish/non-Jewish relations across the ages. The exhibition draws on documents and photographs from the University’s Special Collections to examine the life of James Parkes and reflect on his legacy for us today.

Since his death, James Parkes has been increasingly forgotten. He has become a ‘nobody’, whilst others are celebrated for the work that he pioneered. He ought to be remembered. Remembering activists such as Parkes is partly about honouring their humanity. But it also helps to illustrate the failure of their contemporaries to act during an age in which intolerance was all too common.

The exhibition has been curated by Chad McDonald, who is an alumnus of the University of Northampton. He is now a researcher based at the universities of Bristol and Southampton, where he is examining British post-war responses to the Holocaust. He is a member of the editorial team for the highly respected academic journal Patterns of Prejudice. The exhibition has been generously funded by the South, West and Wales Doctoral Training Partnership (Arts and Humanities Research Council).

The exhibition will be opened with a keynote talk by the curator at 4pm on Wednesday 13 March. It will be on show in the Owl’s Nest on the Ground Floor of the Learning Hub on the Waterside Campus until 27 March. The exhibition is free and open to the public.

Click here for more details on the launch event on the 13 March

Remembering a war after ‘The War’

Jim Beach of the University of Northampton reflects on a visit to the Czech Republic.

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Speaking neither Czech nor Polish, it was with some trepidation that I accepted an invitation to speak at a workshop on the Seven Days’ War between the Czechs and Poles in 1919.

The initial invite came from Tomáš Rusek, a Czech historian I had met at the Voices of the Home Fronts event organised by the National Archives and Everyday Lives in War in 2016. Along with Ondřej Kolář, who had presented alongside Tomáš, a coincidence of historical interest emerged during that conference and the three of us have remained in contact since.

The workshop took place in Ostrava in the Czech Republic on Friday 25 January and was organised by Martin Lokaj of the city’s university in collaboration with the Association of Czechoslovak Legionnaires. My paper discussed the British military officers sent in early 1919 to the Duchy of Teschen; now the borderlands of Poland and the Czech Republic.

Like my fellow Britons a hundred years ago, I was unsure what to expect but found the experience fascinating. Particularly as my only personal point of comparison was First World War centenary events in Britain.

The visit was made all the more interesting because I travelled with Ian Dalziel, the great-nephew of one of the British officers sent to Teschen. Like me, Ian had never visited the Czech Republic and we were made to feel most welcome by our hosts.

Another aspect that impressed us was the format and content of the workshop. It took place in Centrum Pant, a coffee and bookshop which is used as a cultural venue in Ostrava. This made the occasion less formal than a standard academic conference and seems to have helped the interchange of perspectives.

The audience was a mix of scholars and the wider public, with representation from both sides of the modern border. It is also worth noting that the programme did not shy away from confronting difficult subject areas. For example, one talk addressed the highly controversial issue of war crimes committed during the fighting.

Although handicapped by our linguistic ignorance, Ian and I witnessed vigorous debates in the Q&A sessions. Catching up on the gist, which was kindly translated retrospectively for us during the breaks, I was struck by a similarity with British First World War-related events between 2014 and 2018.

As in Britain, there was an obvious collision between recent scholarship and ingrained perceptions of the conflict. And although there was no obvious emergence of consensus, it struck me that it was important for old and new views to be expressed, challenged, and argued in a public historical forum like this one.

In this regard, it must be understood that a broader significance hangs over the Seven Days’ War. It tainted the early relationship between a re-established Poland and the new state of Czechoslovakia. As the interwar period played forward this had consequences when the Second World War loomed in Central Europe.

On the Saturday Ian and I joined the Legionnaires association on their visit to the battlefields of the Seven Days’ War in Poland. With temperatures well below zero and an accompanying snow fall, we certainly got a feel for the meteorological challenges facing the two sides a hundred years ago.

The key events of the day’s tour were the laying of wreaths at graves of the fallen. In simple ceremonies very similar to their British equivalents, a guard was formed by personnel from today’s Czech military and younger legion members wearing reproduction uniforms of 1919.

These uniforms were in themselves an intriguing insight into the conflict. Czech forces of the time wore a variety of dress depending on which army they had served with in 1918. Czech legion units formerly with the French and Italian armies wore uniforms of those countries, while locally-recruited troops had Austro-Hungarian outfits. The addition of insignia in the then Czech national colours of red and white did not really help with battlefield recognition because Polish colours were the same!

Ian and I were also impressed by the Czechs concluding their day with a double wreath laying at the graves of Polish soldiers in Skoczów. Reflecting the human complexity of Teschen in 1919, these men had been laid to rest in adjacent Catholic and Protestant cemeteries. And in the early evening darkness the lighting of candles next to their memorial stones added poignancy to the ceremony.

Reflecting upon the two days, I am struck by the willingness of my Czech colleagues to engage with what might termed the ‘difficult history’ of the Seven Days’ War. It would have been all too easy to let the centenary pass by without historical engagement.

It was a privilege to witness events over the two days. I am therefore most grateful to have been able to participate as a representative of the Everyday Lives in War First World War engagement centre.

This blog first appeared on the Everyday Lives in War First World War Engagement Centre website

Putting Undergraduates on Trial (this time with feelings)

For several years now I’ve been putting undergraduates on trial. Before you get excited I only mean as an exercise in understanding the criminal trial in the past, I don’t lock them up or send them to Botany Bay!

Each year I set an assessment which involves groups of 2nd year History and Criminology students at the University of Northampton working together to recreate a trial from among the thousands available via the Old Bailey Online website. Students have to think about how the transcript they are provided with by the site should be adapted to work in a 15-20 minute presentation and are then asked to reflect on what they have learned (about the crime, the process and the wider justice system of the 1700s or 1800s). Finally each of them will submit a short written essay which explores the context of their chosen case in more detail.*

The presentation element has always taken place outside of the classroom. At Northampton this usually involved taking the UGs to the university’s Moot Room on Park campus where the police and law students practised in a room set up rather like a modern family court. Since we moved this summer to the new Waterside campus I’ve lost this resource and was wondering whether I might be able to utilise a more appropriate venue instead.

With the help of Jane Bunce and her team at Northampton we secured the use of the Sessions House, one of England’s most authentic surviving courtrooms. Sessions House has two courts, one for civil cases and the other for criminal ones. The courts are situated within the Northamptonshire County Council offices in town and comprise courts, eighteenth and nineteenth century prison buildings and extant cells below.

On Thursday last I took my current second years into town where we were given a tour of the premises by Alan Clarke, a local historian and expert on Sessions House and his architectural significance. He showed us where the last public hanging took place, explained the layout of the two courts (including the wagging tongue above the criminal court) and the students explored the graffiti in the dingy cells underground.

Then we recreated a trial from the Old Bailey archives.

The case I chose was that of Robert Campbell, Antis Horsford and Henry Stroud for the murder of Daniel Clarke in April 1771. The case was well known in the late eighteenth century and arise out of the ongoing disputes between the silk weavers of Spitalfields (in London’s East End) and their masters. As weavers took direct action to defend their livelihoods (which involved cutting silk out of looms and intimidating those who worked silk under the price the collective had set for it) the state imposed heavy penalties on offenders.

Weavers were arrested, put on trial, condemned and executed, mostly as a result of informers being pressured or bribed to give evidence. The community closed ranks and one commentator described Spitalfields and Bethnal Green as having been ‘rendered almost ungovernable’. Daniel Clarke had been ‘an evidence’ against William Eastman and William Horsford, two weavers that had been executed in early 1770 for their part in the troubles. Now, in April 1771 Clarke was to face the consequences of his actions.

The Gentleman’s Magazine reported what happened on a wintry day in the East End:

‘Yesterday, between four and five o’clock a mob assembled in a field bear Bethnal Green, consisting of upwards of two thousand, when they sat upon one Clark, a Pattern Drawer, who was the principal evidence against the two Cutters that were executed at BG some time since; they continued pelting him with their brickbats, & for three hours, which laid his skull entirely open. Never did any poor mortal suffer more than he did; he begged of them several times to shoot him; but they kept stoning him till he died in the greatest agonies’.

It took the authorities several weeks to take anybody into custody. Once again the magistrates met a wall of silence which was only broken when two men decided to take up the offer of a large reward and give the authorities some names.

As a result Antis Horsford (the widow of the executed William), Robert Campbell (a weaver down on his luck and trying to escape to America), and a gardener named Henry Stroud (who was married to the sister of the man hanged with Horsford, William Eastman) were put on trial in July 1771.

In our version the students took on the roles of prosecution and defence barristers, witnesses, judge and jury. It took us about two hours to read though the case. In reality the trial lasted ‘from nine in the morning till eight at night, after which the court adjourned to dine’ (as the Gentleman’s Magazine tells us). They found Antis Horsford and Bob Campbell not guilty and recommended Stroud to mercy as they felt the community was responsible for Clarke’s death, no one individual.

In reality Antis was acquitted but the men were convicted and ‘turned off’ in public close to the scene of the crime near Brick Lane a couple of days afterwards. The weaver’s dispute ground to a halt after that and the government acted to protect the industry from foreign competition. It was too little, to late, silk weaving in Spitalfields was in terminal decline; although it staggered on into the next century, weavers remained poor and got poorer.

The state had needed scapegoats for the wilful destruction of property and the communal murder of its agent of ‘justice’ (Clarke). I suspect all three were innocent to some degree, and Stroud even helped drag Clarke from the pond where the ‘mob’ were stoning him to death. I gave this story to my mother a few years ago, as fodder for her creative writing course. This year she has published her version of events (entitled ‘Rough Justice’) which pictures a happier future for Henry Stroud.

I find that the process of thinking through a case like this by acting it out helps us understand what is going on. Some of the language is strange but speaking it aloud helps it became intelligible. The courtroom is a strange and symbolic place, not easily recreated in our heads or in a sterile classroom. If you stand in the dock or the witness box, or address a court from the judge’s seat you can feel the difference (as Tim Hitchcock so effectively explained last year in Liverpool at the launch of the Digital Panopticon).

This year (or rather next, in early 2019) my students will – for the very first time – perform their own Old Bailey reconstructions in an eighteenth-century courtroom. Sessions House will come alive again as the voices of the Old Bailey Proceedings are given oxygen by the breath of Northampton undergraduates. I will sit in the judges’ chair and ‘judge’ how effective they are.

Drew Gray, Subject Lead in History, University of Northampton

*my 2016 textbook has an online section which details this exercise and others that might be of use to students and tutors. You can find that here

Inside Wandsworth Gaol: A historian’s perspective on prison visiting

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As a academic historian who works on the history of crime (and most of that in London) when I was offered the chance to take a peek inside a working English prison I could hardly refuse. I run modules on crime and punishment at the University of Northampton and help students explore the changing nature of penal policy over 200 or more years from the late 1600s to the early 20th century.

So when the nice people at London Historians organised a behind-the-scenes visit to Wandsworth Prison Museum I was quick off the block and bagged one of the 10 places on offer. WPmain gates

Last Sunday I trekked across the capital to the imposing gates of Wandsworth Prison to meet up with the other lucky visitors and our guide, Stewart McLaughlin a serving Prison Officer and curator of the small prison museum.

We started in the museum which is about the size of a scout hut, and packed solid with neatly labelled exhibits. Stewart has gathered together an impressive collection of prison relics which he’s arranged chronologically so that it tells the story of Wandsworth from its early days (as the Surrey House of Correction) through the nationalisation of prisons (in 1878),to its use as a military prison during the First World War, and on to the present day.

We ‘met’ famous inmates like Oscar Wilde and the man that killed Dr Martin Luther King (James Earl Ray), and some of those that ended their days inside on the end of a rope. Wandsworth was a hanging gaol and this is where George Chapman (aka Severin Klosowski – a ‘Ripper’ suspect), John Haigh and the wartime traitor William Joyce (‘Lord Haw-Haw’) were all executed. We saw Albert Pierrepoint’s execution rope and other memorabilia that reminded us that until 1961 murderers were still being ‘dropped’ at Wandsworth.

The exhibition is a fascinating glimpse into the prison’s long history and Stewart has pieced it together with considerable skill (and limited resources!) This is an example of one man’s efforts to preserve and display history and one wonders what will happen when he decides to hang up his keys for good.

It is one thing to be allowed to peer into the past via an exhibition of the artefacts of penal history, it is quite another to be invited to walk through the gates of a working prison. This is exactly what we all did next though, carefully moving under Stewart’s guidance from the reception area to the large open star that links the five man wings (A to F) together. This central boss used to allow officers (then warders) to see right down each wing and control the prisoners. Not quite a panopticon as Jeremy Bentham envisaged his ‘inspection house’ but effective all the same. We stood while Stewart explained the prison’s history and working structure and patiently answered a stream of questions.

As he did so the prison carried on all around us, with the sounds of cell doors clanging, keys (and more keys!) and male voices. All of this was permeated by the smells of a closed institution: Sunday (‘school’) dinner, laundry, stale air, but (surprisingly given all the media coverage of prisons) not a trace of drugs. This was a calm space as far I could see. Outside in the exercise yard men were chatting in the sunshine, no one paid this small group of visitors any attention, they just seemed to be getting on with life.

As we wandered through Stewart took us to the staff room in one wing. Quite an ordinary space with kettle, cups and tupperware lunch boxes. Well ‘ordinary’ except that this was one one of two condemned cells in Wandsworth and so suddenly we were left to imagine how some people may have struggled to relax while they waited to see if an appeal was successful or the executioner would lead them off to the gallows.

Outside, as we stared up at the razor wire that is intended to prevent modern prisoners emulating the Great Train robber Ronnie Biggs and scaling the high walls, our attention was brought to the concrete paths that cover the ground between the walls and the prison itself. Under here, we were told, lie the remains of those who were executed within the confines of the gaol. Since the abolition of hanging families have been able to exhume their loved ones and rebury them, but many don’t. As our guide pointed out most murderers kill people close to them and so the hanged are often the second deaths in a tragic set of events. Let sleeping dogs lie is often the most obvious reaction.

One young man whose remains were taken away to be cremated outside was John Amery, the son of Leo Amery the Conservative politician and (like Churchill) a noted opponent of appeasement. Unlike his father John Amery was attracted to the Nazi cause and became a fascist and follower of Hitler. He was hanged at Wandsworth in December 1945 for his treasonable activities during the war.

The final place we visited was the set of smaller wings that used to make up the women’s prison until the late 1800s. During the First World War this was utilised by the military as a detainment camp. Here the prison held squaddies that broke the rules or absconded as well as conscientious objectors and (following the Easter Rising in 1916) upwards of 200 Irish Republicans accused of ‘betraying’ their king and country.

And then – and I have to admit this was quite a relief – we were back to the reception house and, once we’d handed over our passes, the doors were opened and we exited into the afternoon sun. The walk across Wandsworth Common took me past couples of all ages, children playing, dogs running free, ice cream vendors and people sitting outside the nearby pub enjoying a pint with their friends. It was a sobering reminder of what everyone in that prison had given up – albeit not all voluntarily.

Wandsworth Prison museum is not open to the public but is open for academic visitors, researchers and local history groups. All you have to do is make an appointment and be curious (and brave) enough to cross the threshold.

Drew Gray (Subject lead, History, University of Northampton).

Farewell Park and Avenue (and hello Waterside!)

On Wednesday this week I will be moving into my open office space in the Learning Hub at the University of Northampton’s new Waterside Campus. I’m pretty excited about the change because I’ve been down to Waterside and it looks fantastic. In fact it has exceeded my hopes so far and I hope and believe that this is going to really place Northampton on the university map.

But it wouldn’t be right to make this change without looking back at the time I’ve enjoyed at Park (and Avenue) campus over the years. For me its been quite a journey as well; I arrived on Park campus in September 1996 as one of the first new freshers on Nene College’s new BA History degree.

I’d decided (at 33) to finally get around to taking the History degree I should have taken at 18 had ‘life’ not interfered with my A levels. I was certainly older than some of the tutors and many (but not all) of my peer group. We were a good year I think – not too many troublemakers and mostly hard workers. We had no e-books then, no access to journals online either, so everything we read we read in the library or were given by the lecturers (who must have spent half their lives photocopying!).

I haunted the library because it was easier to work there than at home in my shared house. Eventually they must have taken pity on me because they gave me a job. Now I was stacking shelves and soon issuing books at the counter (yes, there were no automatic issue machines then folks). I also got a job at Waterstone’s in town so I had my book supply completely covered!

I got involved in other things at university, did some volunteering at the local school, interviewed the VC (Professor Gaskill) for the SU magazine, but mostly I studied. That paid off because I graduated with a first class degree.

I’d been inspired by the tutors that taught me, one of whom (Cathy Smith) is still here, as Deputy Dean of the Faculty of Education and Humanities. Cathy, Peter King and Elizabeth Hurren encouraged me to stay on and do a PhD. I finished that in 2006 and became one of the first year of new doctorates awarded by the University of Northampton. Previously degrees had been awarded by the University of Leicester but now we had the power to confer our own.

So in my time I’ve seen Northampton go from being a HE college to a University College to a full blown university. And in 2006 Sally Sokoloff (the head of History) employed me on a part time basis to teach history. From student to tutor in 10 years!

I’ve seen the departure of some brilliant historians – Peter King, Matthew Seligmann and Matthew Hughes (now at Brunel), Elizabeth Tingle, Elizabeth Hurren (at Leicester), Tim Meldrum (who gave up history for business), Heather Shore (professor at Leeds Beckett), Matthew Feldman (fighting the good fight against the far right) and many others.

All of them have come and gone but the ethos in the history department remains the same as it was when I started as a student. Everyone is enthusiastic about their area of history, and they bring that into the classroom. Everyone cares about the students they teach. And (and this is unusual in academic departments) we all get on.

Waterside is exciting but it is also challenging. It is a very different environment to the place we know so well. We won’t have offices like we have been used to, we’ll have to work harder to connect with each other and our students. But I’m very confident we’ll manage that and continue to deliver an excellent set of modules at undergraduate and masters levels.

So, farewell Park and Avenue and thank you for helping me find what it is I really like doing. I wasn’t sure what that was at 33 but 22 years (OMG!) later I’m delighted not only to be teaching in the History department but also to be leading it. And if you are starting a History degree with us this September then just think, you could be wearing my shoes someday. Well, you never know eh?

Drew Gray

Hapsburgs & Haribo: University of Northampton History Society returns to Vienna.

Following on from the success of last year’s trip, fifteen third-year students travelled to Vienna in the first week of June. Organised by the History Society, the group were again guided by Jim Beach, one of the History lecturers, who took them around many locations connected to modules they had studied during their degree.

UoN History Society in front of the Schweizertor

As before, the tour ranged across the sixteenth to twentieth centuries, and the schnitzel calories consumed were more than burnt off by the walking. Although the weather was warmer than last year, numerous water and Haribo breaks ensured a respectable rate of advance through the historical content.

Although he had undertaken meticulous planning, their tour guide had failed to check Europe’s diplomatic calendar. The unexpected consequence being a cordon of heavily-armed police between the University of Northampton group and a historical monument. The trouble was caused by Vladimir Putin who had dropped in to see the Austrian chancellor. Although unable to catch a glimpse of him, this unexpected snippet of twenty-first century history was a welcome addition to those from earlier eras.

Once again the efficiency of Viennese public transport was a revelation to the Northampton students. In one instance the excitement of travelling on the upper level of a double-decker train caused some of them to miss their stop for the Military History Museum. Despite a slightly delayed arrival at their destination, coming face-to-face with Franz Ferdinand’s bullet-holed car and blood-stained tunic was still a powerful experience for them.

Finally, we are pleased to report that preparations are already in motion for the 2019 and 2020 iterations of this trip.