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Posts Tagged ‘hawick’

A recent piece of great news for Scottish family historians and also academic historians was the launch online of Scottish kirk session records. Kirk sessions oversee a local parish and its congregation, including in the past in particular disciplinary matters, and also poor relief payments. As a result the kirk session minutes and accounts are a goldmine for historians.

I’ve used these records on and off for 40 years. Some are included in the parish registers of baptisms, marriages and burials, where the kirk session minutes were mixed up with these. But most kirk session records are held separately. For a long time they were in Edinburgh, in the National Records of Scotland (or Scottish Record Office as I long knew it). But increasingly now the manuscript original records are being transferred, where possible, to local archives.

Some years ago the kirk session records were largely digitised, and made available on computer to visitors to the National Records of Scotland, or visitors to a number of satellite archives around Scotland. But this still did not open the records in a widespread way to researchers who could not visit in person. Instead the model was still essentially based around going to Edinburgh.

Now, thankfully, that has changed, with earlier (pre-1870 ish) kirk session records now largely viewable online at ScotlandsPeople.gov.uk. The digitised images can be viewed for free, but are not indexed by name. There is a charge (2 ScotlandsPeople credits = 50p) to download and save a page image to keep. Though often this would not be necessary, especially when browsing.

The user interface is a somewhat mixed bag. Even getting to the kirk session material can be a slight challenge, finding it in the ScotlandsPeople website alongside all the other records – most of which are indexed and searchable by name. Once in the right section there are various search options for the kirk session material, to find the right record set. Though again these are somewhat problematic, e.g. searching for place “Hawick” doesn’t find Wilton parish (the northerly part of Hawick town) which is named in the system as “Wilton (Hawick).

At the moment the biggest downside with the system is that not all available kirk session records from the target period are online yet. More are being uploaded over time, but at the moment you often search, and find no records, or very incomplete ones. Note however that there is also the issue of patchy survival of kirk session material full stop, so often the manuscript originals are lost.

On plus when you do find a parish with records the documents can be extremely rewarding, though this does vary by place. For example for Melrose parish, which I have researched extensively in the 17th and 18th centuries, there is kirk session material online going back to 1642.

Opening a page to view it will vary in what it shows. Often you are presented with two manuscript pages side by side. Luckily there is a zoom function, though it took me a while to find it! It is a little clunky to use, zooming you in greatly initially, then often you will need to zoom out a bit and pan around sideways to find the part you need. Only then can you start properly reading the bit you want.

Of course the real joy is in the content in the records. Genealogists can uncover ancestors’ irregular marriages and get clues re illegitimate births, with mothers typically called in for questioning, and often the father’s name revealed. You may also strike gold re an ancestor getting entangled in another kind of disciplinary dispute with the censorious session members.

For academics the records have immense potential. For anyone undertaking an academic study of a given area any kirk session records from the same place and time are well worth a look. More generally the records give a powerful insight into social conditions, and are a rich source of information on topics such as migration, welfare and poverty, weather, family structures, social values and morals, and the impact locally of wider events.

I can’t write this without commenting on the issue of accessibility. For nearly two decades I have been too ill from my progressive neurological disease to travel to the archives in Edinburgh, or to spend time in local archives. The early digitised version of the kirk session records were effectively cut off from me and anyone else who couldn’t travel to access them. This new online access is transformative, and for me personally will open up multiple avenues of academic research, as well as family history research. So thank you, NRS/SP, not least for making these free to view! I just hope the range and depth of records will continue to grow.

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Alice in Wonderland in Border Scots book cover

I’ve long been a fan of Lewis Carroll’s whimsical Alice books, loving them since a very young age. I recently discovered that there are many modern translated versions, published by Dundee-based publisher Evertype. These include a large number of Scots translations of Alice’s Adventures in Wonderland, covering different parts of Scotland. And for Borderer me there is even a Border Scots version. I bought a copy, and have been reading it.

The book thankfully retains the original Tenniel illustrations alongside the text in translation. Border Scots has quite a lot of variety within it, from dialect spoken in the Tweeddale area, through Berwickshire, and the somewhat stronger twang of the Hawick and Jedburgh areas. Fortunately for me from Hawick the translator of this edition is a fellow ex Hawick High School pupil, and the language used includes many words and expressions familiar to the area.

Having said that I’m not the strongest Border Scots speaker myself, yet the book has much vocabulary that I recognise. It reads well, though may be a trickier read for those less familiar with the dialect. As for how best to read it, I found reading fast in my head worked well, especially if I made an effort not to dwell too long on individual words, which could break the flow.

Some vocabulary did take me by surprise. Like ‘hink’. But checking in Douglas Scott’s comprehensive and encyclopaedic Hawick Word Book it is a bona fide local word. Other vocabulary was clearly bang on, such as ‘how’ for ‘why’, and ‘teesh’. I was also highly amused by the translator changing the treacle reference at the Mad Hatter’s Tea Party to the much more quintessentially Scottish foodstuff tablet.

I greatly enjoyed reading this, and admired the work by the translator Cameron Halfpenny. It’s a lot of Border Scots for a reader to read, but an even bigger task for a translator to produce! I think the book would be enjoyed most by Borderers or those with Border connections. For Scots elsewhere I would perhaps suggest that you might like to try the translated version of Alice for your area.

Best of all I now want to read more Border Scots. Evertype can we please have some more translations?

I am also now about to dive into Martin Gardner’s Annotated Alice, that I’ve long wanted to read, and the Border Scots Alice reminded me of. There may be a review forthcoming of that other Alice book in due course.

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I’ve been thinking quite a lot about my experiences of school history of late. Prompted in part by the musings of other academics, but also as I think about how I view history and what it means to me.

I was at secondary school, at Hawick High School in the Scottish Borders, between 1984 and 1990. I studied history for the first four of those years. I’d like particularly to reflect on the Scottish history content, or more often the lack of it.

For the first two years all pupils studied history, alongside many other subjects. In many ways this was the highlight period for me in terms of a strong representation of Scottish content. In one of those years we studied Scotland in the period before and during the Scottish Wars of Independence, using a published textbook written by several of the Hawick teachers. I particularly relished its case studies, for example a detailed examination of nearby Melrose Abbey and how it related to the surrounding countryside. Even better for genealogist me was an extremely detailed examination of the complex genealogical puzzle over who should inherit the Scottish crown after the death in 1290 of Margaret, Maid of Norway. We also covered in detail the stories and battles of William Wallace and Robert the Bruce, alongside wider discussions of Scottish society and its people at this time.

Also in my first two years my history teacher Ian Landles was determined to teach us history of his beloved home town Hawick. So we learned all about where we lived, its history, including the famous textile industry, key events and people, and along the way guided walks taking us out and about to learn more on the ground. All very much appreciated.

In S3 and S4 (third and fourth years of Scottish secondary school) in my day Scottish pupils studied O-Grade courses, cutting down the range of subjects, to those we would sit formal school qualification exams in. My school year was the last before Standard Grade qualifications were introduced.

I chose history as one of my O-Grade subjects. Sadly S3 was an awful experience, with a teacher who could not control disruptive elements in his class. We battled to learn early nineteenth century British history despite this, but were eventually transferred to another history teacher’s class, thankfully Ian Landles again.

I remember we learned a little history of the Scottish Highland Clearances. But that was a rare Scottish element. I did enjoy the World War One content, and if I remember correctly Mr Landles tried to include Scottish elements. But it was still British history, with an emphasis on learning facts, names, dates, places, rather than the process of doing history per se.

I did well in the history O-Grade exam, but was disillusioned by the approach of school history, learning facts about things I often had little interest in. So I didn’t take Higher History. It’s such a shame, because for me history is such a fun subject, but the school courses, at least the syllabus I encountered in O-Grade, didn’t capture that at all. The magic for me lies in the process of discovery, working with primary sources and other evidence. These were all things I had learned to love myself through my own genealogical and family history research since primary school. This also led me to visit historical archives from age 12 or so, and quickly become hooked on the process of historical research. But again none of that appeared in S3 and S4 history, even if there were elements of it in S1 and S2.

When I went to St Andrews University there were two subjects I would have loved to study for an honours degree. Firstly computer science, which I applied to study, but also Scottish history, which I had to pass on. In the end I got to the Scottish history after all, after I fell ill with a progressive neurological disease aged just 22, and started studying history very part-time, to take my mind off the gruelling medical treatment I was undergoing. Over the following years, increasingly part-time, I picked up three history degrees, BA(Hons), taught MPhil, and PhD. But this was all done despite school history failing to grab me.

Now some might view the presence or otherwise of Scottish history in school history syllabuses as a political one, e.g. nationalism versus unionism, Scottish versus British. It’s certainly true that I’ve been a pro-SNP independence supporter, ever since my teenage years. However for me the issue seems deeper than that, more about learning about where you live, that has worth in learning about, and crucially is something that you can relate to. Luckily I became fascinated by history from age 5 onwards, but what I picked up re Scottish history was almost all due to my own private study from that, not from what I learned in school.

I also feel strongly that teaching facts to be learned by rote is not what history teaching should be about. It’s certainly not the aspect of history that hooked me. It’s also counter intuitive if the facts you are mechanically learning have no emotional resonance for you. Far better I think if you can teach the process of doing history i.e. how can we investigate a given topic? What sorts of evidence can we use? How can we handle inconsistencies between sources? And indeed what does the concept of a “fact” even mean in history anyway?

I have read that Scottish school history syllabuses are better in these respects now. I really hope that is the case, and that they continue to improve. Because if school history doesn’t teach youngsters a country’s history, it is letting them down and the country too. It’s also vital that it teaches the fun of history, and the buzz of enquiry, which should never be purely about learning so-called facts, but more how we can discover things for ourselves.

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I recently embarked on another reread of JRR Tolkien’s epic fantasy classic The Lord of the Rings. I considered blogging my way through it, but for various reasons, mainly my health situation, I decided against doing that. However I think it still merits a blog post.

It’s been my favourite book for a very, very long time. I first read it back in the early 1980s. At the time I was still using the children’s library in my home town Hawick, and this title was shelved in the “grown ups” section. So a parent borrowed the volumes for me, in turn. I was gripped. A few years later I got my own single volume paperback copy, on a summer holiday day trip to Dundee. It was bought in a tiny gaming shop (RPGs, miniatures and board games) in Exchange Street in the city centre (long since closed). Little did I know that two decades on I’d be living in Dundee myself …

That paperback copy was read lovingly repeatedly over the following decades. I still have it, and it’s one of my most cherished books, albeit in a “well-loved” state by now! But nowadays I generally read fiction on my Kindle, for disability reasons, and have trundled through Lord of the Rings that way several times over recent years.

The book is an epic tale of little people, of various kinds, fighting against adversity. But it’s also a tale of a vanishing rural idyll. And a world of myths and legends, and magic, all vividly imagined by Tolkien in the fantasy world that he created.

As I reread the opening portion, Fellowship of the Ring again, I’m struck by how many things I don’t recall noticing so much before. For example the opening prologue has a surprising amount of spoilers, albeit easy to miss, for what happens later! Likewise I was enchanted by Elvish names for constellations such as Orion and the Pleiades. It very much makes you feel that the book’s Middle Earth is an earlier version of our own world, and that looking up to the sky today you see, by and large, the same view that the hobbits and the elves did that night in The Shire.

Rereading this book is proving to be a delight, as always, and something that I will continue doing for the rest of my life. It never loses its magic for me, and is always a familiar friend to return to.

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Wow the Open University is 50 years old today!

This snuck up on me! Fifty years ago, today, the Open University received its Royal Charter. I’m a huge fan, and thought I’d reflect a little on the extra chances the OU gave me. The OU is a much venerated UK university, that set out from the start to support part-time distance learning at home, giving people a chance who might otherwise be unable to study at university level.

The OU gave me a second chance after I dropped out of my science PhD, after falling seriously ill with a MS-like illness at just 22. Once I was finally diagnosed properly and started life saving chemotherapy treatment it made me nauseous and vomit for up to 8 hours every day, every single day, for years. I had to try something to take my mind off it, so started studying part-time with the Open University. The OU support staff thought I was too disabled to study with them by this time, but I tried. When I went to St Andrews University in 1990 I had wanted to study two subjects: Scottish history and computer science. But I could only do one, and was qualified for the latter, so stuck with that. But history – and especially Scottish history – was unfinished business for me. Now was my chance!

My first course in 1998 saw me jump straight in to second year history, and a course on Culture and Belief in Europe 1450-1600. Renaissance history basically. I loved it! It was phenomenally hard. I’d skipped the foundation year that teaches you to write academic essays, and analyse historical sources, and do art history and literature. So I didn’t make things easy for myself. Didn’t get the best course result, because of these circumstances. But oh it was brilliant. It also made me fall in love with Venice, and I went there later that year for the first time.

The next year I studied a course on family and community history. Yes that was good for me, a lifelong genealogist! I was able to use my family history stories in the essays for it. So, for example, I wrote an essay looking at my 3xg-granddad John Usher Somner running a rather posh boarding house in West End Edinburgh in 1871. At the other extreme I analysed the poor relief records for a 4xg-granddad John Hall, in 1860s Hawick, From my husband’s family I did a mini project looking at the extent of interbreeding (yes there was a lot!) in two Suffolk parishes where his ancestors lived. And for my final big end of year project I analysed Coldingham baptismal witnesses.

By this point I was well on my way to a history degree, and with credit transfer from my Computer Science BSc(Hons) I had extra points to shorten the amount I needed to study. But I took a big swerve in my final year, veering towards classical studies, with two courses. The first looked at the Roman Empire, particularly regarding power and identity. That was fascinating. Archaeology, mixed with written sources, visual images of gravestones and stuff, from all over the Roman Empire. I loved that. At the same time I studied a course on Homer’s Iliad and Odyssey, which combined the literary works with the archaeology of Troy. Which I had a family connection with. That 3xg-granddad John Usher Somner was a nephew by marriage of Charles Maclaren, first editor of The Scotsman newspaper, who first pinpointed Hisarlik as the likely location of Troy.

Throughout my OU studies I studied from home, using course materials – published books, course books written by the course team, handouts, etc. – sent to me in regular chunky postal packages. This was supplemented by face to face tutorials, but for much of the 3 years I was too ill to attend those, even the ones nearby in Dundee (I lived in Cupar at this time). I was also too deaf at this time from my neurological disease, so couldn’t chat to a tutor by phone. So I was extremely isolated. But the course materials were almost all superb. The course books, written by the course teams, particularly wowed me. These were written collaboratively, to a very high standard. And were much better quality, in overall terms, than many science lectures I’d attended as an undergraduate student at St Andrews. In addition I had contact with other students through the FirstClass online computer networking system, which made me feel less isolated, and helped build up a community. 20-odd years on, long after the demise of FirstClass, I’m still in touch with OU friends I made then. The OU supported disabled students brilliantly, long before the Disabled Students Allowance started, and long before many other universities made any kind of provision.

I studied with the OU between 1998 and 2000, and by the end of my classical studies courses I had enough credits to earn a BA(Hons), joint history and classical studies. This then provided the foundation on which I studied further at Dundee, doing a taught MPhil and a PhD, both part-time, both in history (mainly Scottish). My OU degree was very well regarded by the lecturers at Dundee, and they particularly valued how it showed independent learning.

In more recent years funding changes by the UK government have slashed revenue to the Open University, and reduced the financial support for part-timers to extremely low levels. This is especially the case in England, where it is very unaffordable now to study with the OU, especially if, like I was, you already have a first degree. But I was retraining, in a totally different subject area, so needed a second chance. And many people are keen to study lifelong. The OU is at great risk now, but I will always be grateful to it for the support it gave me. And it’s an institution that should be very proud.

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