About drsang

Laura Sangha is a lecturer in history at the University of Exeter. She also tweets @_drsang

A Page in the Life of Ralph Thoresby

[In our mini-series ‘A Page in the Life’, each post briefly introduces a new writer and a single page from their manuscript.]

Laura Sangha

Ralph ThoresbyThe Leeds antiquarian and pious diarist Ralph Thoresby (1658-1725) wrote a lot. An awful lot. Between the ages of nineteen and sixty-seven he kept a diary, often recording entries on most days of the week. Seven volumes of Thoresby’s life-writing survive, and at approximately 500 pages per volume that’s 3,500 pages of text. The page transcribed below is fairly typical at 550 words, so that makes close to two million words of Thoresby’s self-reflection out there. You don’t have to read them all though, because this page below provides a relatively good sense of the content and scope of Thoresby’s written self:


DSCN3685

Brotherton Library, Yorkshire Archaeological Society MS 24.

[22 May 1709][1]

afternoon Mr Pollard from 19 Math:28 proceeded to the Evidences & signs that we are followers of Christ in the Regeneration, 1 hatred of sin is a good signe of a renewed Soul, so 2 a fear to Sin, 3 carefulness to avoid all occasions and temptations to Sin 4 vigorous sinsere & resolute opposition of the whole man against Sin, & particularly 1 against sins of a spiritual nature, 2 Sins of the heart and tho’ts, & 3 Sins of Constitution & Custome, 5 inward love to God & Religion, & 6 due performance of secret Spiritual dutys, Application: 1 to the Regenerate, as they have rec’d the Grace of God to be truly renewed, so to labour to exceed others in holiness, 2 to the unregenerate, not to delude themselves with false hopes of heaven with out regeneration – afterwards catechised above 30 poor children, heard them the appointed psalms & distributed several Bibles – Read as at noon in Dr. Mantons Sermons in family & observed usual duties

23 morn: read Annotations in family & Mr Henry in secret, writ til 10 at Church, & after transcribing Topography of the Town til 4 at Church, after surprized with a visit from my Lord Irwin & some Relations, to see the Collections, Even: read as usually Continue reading

Advertisements

Remember, remember: ‘Gunpowder’ and our nation’s bloody past

Laura Sangha

This is a reproduction of a piece that I wrote for the local press after watching the first episode of Gunpowder.

When Gunpowder first aired a few weeks ago it reportedly shocked audiences with its graphic scenes of capital punishment. People particularly objected to an execution scene in the first episode, where a women was stripped naked and crushed to death, and a man was hung, eviscerated and his body chopped into quarters. Viewers were split between those who found the brutality gratuitous and unnecessary, and those who welcomed a historical drama that didn’t shy away from our gory, violent past.

Gallows scene

A still from the execution scene that some viewers thought crossed a line.

I’m no expert on how violent television programmes should be, but I can say that this was a historically accurate representation – judicial execution was a part of Tudor and Stuart life, and killings were bloody affairs. Those who refused to plead either guilty or not guilty in court did face the hideous ordeal of ‘pressing to death’ – that is being laden with weights and stones until the victim either spoke to enter a plea, or died of suffocation. Although the character who suffered this fate in Gunpowder is fictional, her death appears to have been closely based on the execution of the catholic Margaret Clitheroe, who was accused of harbouring priests in 1586. Similarly, men convicted of high treason were hung, drawn and quartered, a punishment that reflected their deplorable crime of attacking the monarch’s authority. And the manner of execution was suitably deplorable – one historian estimated that the process of hanging, disembowelling and quartering a person would take at least half an hour, and there are contemporary reports that the smell and sight provoked horror and disgust in audiences at the time as well. Yet execution days could also be rowdy affairs, with crowds gathering to vent their anger at the victim, whilst pie men and ballad sellers circulated, taking advantage of the chance to earn a few extra pence. In some cases, public executions seem to have taken on an atmosphere of carnival. Continue reading

the many-headed monsters’ resources for teaching

Laura Sangha

**shiver** The nights are drawing in. There is a cold wind blowing from the east. Berries weigh down the hedgerows. Fungus sprouts on your lawn overnight. The traffic in your inbox has increased tenfold in the last week. That’s right. Term is coming!

September finds many of us switching off research mode and turning our attention to teaching once again. As I write, another module handbook will be finished off, another final item will be added to a module bibliography. So to help ease us all through this difficult time, I have put together a list of some of the many-headed monster posts that go particularly well with teaching. I hope they bring you comfort in the wars weeks to come.

Continue reading

What should prospective history students read over the summer?

Laura Sangha and #twitterstorians

tweetLast week I asked historians on twitter what three books they would recommend for prospective students to read over the summer – those students starting a history degree in September. I got a lot of responses (thanks very much, brilliant #twitterstorians), and you can read the full list at the end of this post. Before you do, here are a few thoughts that struck me about summer reading for history students.

Question: exactly what is the best way to prepare for studying history at university? People evidently had widely differing opinions on this. Or rather, the books that they recommended seemed to suggest differing opinions. It all did seem to add up to some key themes though, which I have summarised as:

Bloch1) Students need to get to know the discipline, since what they did at school is not representative of it. So they should read ‘what is history’ books which explain why and how academics study the past. These might mainly cover historiography, or might be focused on issues that are fundamental to the discipline, i.e. what footnotes are, or why there is fiction in the archives. (See list section ‘The Historian’s Craft’).

2) Students need to think about the skills and techniques needed by historians. Therefore they should read ‘what is history’ books, but preferably ones with practical, hands on advice about how to read, analyse, write essays and research etc. Continue reading

Employability: the role of the academic tutor

Employability may be an ugly word, but it is increasingly an important part of teaching and learning at my higher education institution. In a world of tuition fees, student satisfaction scores and information gathering about leavers’ destinations, I imagine that its importance will also continue to grow. Whilst I am not a fan of any of the aforementioned trends, employability is something that I have been thinking about. If students are spending their time and resources on degree study because they think it will make them more employable, then they should be reflecting on what precisely it is they have learned that makes them distinct from people who didn’t attend university or who took a different course. They need self-awareness about their own development and the ability to articulate this to a potential employer in a meaningful way.

HEAIf you want to know more about employability then the HEA has a framework for ‘embedding’ it in your institution, but if you haven’t got time to wade your way through this, I can tell you that the sorts of provision that universities offer include: help with CVs; mock interviews; confidence building activities; work experience/placements; shadowing; help researching the job market etc.

Which leads me to wonder…what is the role of the academic tutor here? Is it our responsibility to talk about skills and ‘employability’ in our history seminars and lectures? Or is that something that is better left to the professionals in Careers Services? If tutors do have a role, what is it? Continue reading

Asking questions of speakers: top tips

Laura Sangha

Presentation ‘season’ has just begun at my University, where group and individual talks are part of the assessment for modules at every undergraduate level. Public speaking is apparently once of the most feared aspects of modern life, yet it is also a skill that students may well need in their future workplace, so it makes sense that all are called upon to regularly research, write and deliver presentations, building experience and confidence.

fear-of-public-speaking-40035

Many people aren’t fans of public speaking

At Exeter, the marking criteria is focused around preparation, content, structure, creativity and delivery, but students are also assessed on their handling of questions in a Q&A segment after they have presented. And it is this that has inspired this post. Of course, a presenter needs some good questions in order to be able to demonstrate the depth and scope of their knowledge in a Q&A session, but I have found that people can struggle to formulate queries and that they can as a result be a bit hesitant to raise their hand. So I have come up with some suggestions about the sorts of things that it might make sense to ask about, as a teaching resource I can point my students to. Please do add your own below the line. Continue reading

All ancient history now: England’s damaging Reformation

Laura Sangha

On Tuesday 16 January, in the year of the 500th anniversary of the Reformation, the Archbishops and Canterbury and York issued a joint statement on ‘the damage done five centuries ago to the unity of the Church’. It reads:

The Reformation was a process of both renewal and division amongst Christians in Europe. In this Reformation Anniversary year, many Christians will want to give thanks for the great blessings they have received to which the Reformation directly contributed…

…Many will also remember the lasting damage done five centuries ago to the unity of the Church, in defiance of the clear command of Jesus Christ to unity in love. Those turbulent years saw Christian people pitted against each other, such that many suffered persecution and even death at the hands of others claiming to know the same Lord. A legacy of mistrust and competition would then accompany the astonishing global spread of Christianity in the centuries that followed.

MANDATORY CAPTION: (C) Keith Blundy / Aegies Associates

For a Reformation historian this was a fascinating moment. It was also humorous (in a sort of bitter, 2017 way), since the Daily Mail immediately took offence at this show of remorse, declaring that since Henry VIII’s ‘war with the Pope’ began 500 years ago, and that it wasn’t even a required subject for the National Curriculum, it was hardly a ‘burning issue’. Ann Widdecombe, a former Tory minister and Strictly Come Dancing Star provided a quote, saying:

These gestures are pointless. The Archbishop has not put anyone to death, as far as I know… Modern Christians are not responsible for what happened in the Reformation… You might as well expect the Italians to apologise for Pontius Pilate.

I’m looking forward to discussing all this with my students this term. There’s certainly a lot to be said of the way that the media are reporting this statement as an ‘apology’, as well as to ponder in the emphasis on unity and the healing of past divisions. Of course, Widdecombe is right that modern Christians are not individually responsible for what happened in the Reformation, but I disagree with the implicit argument underpinning the Mail article, that the Reformation is ancient history, and nothing to do with ‘us’. Since our understanding of the past and of where we came from is intimately tied to the way we conceptualise our contemporary identities, the way that we think of and interpret that past has a direct and immediate importance for the present. Members of the Church of England today are informed by, and understand their institution with reference to the past, so it seems appropriate to reflect on the evolution of the Church and to reconsider contemporary responses to it in this anniversary year. Continue reading