Third-year undergraduate Tim Galsworthy reflects on a year of participating in ‘History at the Hawthorns’: a series of informal discussions with academics outside the seminar room.
Whilst undertaking a History degree at the University of Bristol we spend an awful lot of time doing history, but we spend less time thinking about history. What are we doing history for? Who are we doing history for? Is there even any point in doing history at all? These are some of the major questions we have been wrangling with during the History at the Hawthorns series. The History at the Hawthorns series has given us an informal setting to discuss all things historical. From topic specific sessions, such as one on the historical memory of the Easter Rising, to general sessions of big issues, such as the pursuit of truth in history, we have covered a great deal of material.
We reached general consensus on the importance of public history, a major topic of our discussions. In a world of diffuse moments, historical films, and even historical video games the past is omnipresent in our society. We debated the issues of ‘truth’ and ‘accuracy’ in public history, agreeing that academia needs to engage with the general populace. The issue of historical memory, especially physical reminders of the past, also drew our attention. The concurrent ‘Rhodes Must Fall’ campaign informed these debates. We argued that erasure of the past is just as dangerous as the celebration of imperialism. We argued for the historicising of artefacts, rather than their destruction. Once more we saw the importance of engaging in such public historical issues.
The make-up of our History at the Hawthorns group has been just as rewarding as the discussions themselves. Our group contained first, second, and third years, along with Masters students. A number of mature students also made up our group. It was extremely satisfying to discuss historical issues with a diverse assembly of people. Different ages, even different generations, from different backgrounds bring a great variety of views to the table. It is always worthwhile to hear competing opinions, sometimes opinions you never even considered, on such important topics. It is only through such interactions that we can grow as historians specifically, and as individuals generally. The interaction between students in different years is expedient in creating a greater sense of community in our school.
Praise must also be paid to the academics who took the time to lead these sessions. History at the Hawthorns allowed me to feel like a historian in training. The informal nature of the discussions allowed staff and students to discuss history as equal, coming from different perspectives and different predispositions. Just as talking with students from other years contributes to a more wholesome University experience, talking with academics enables students to consider themselves as junior academics in a shared scholarly community. As someone who wants to become an academic, but is currently still a student, the opportunity to look a major historical problems from both sides of the fence was an incredibly useful experience.
We spend so much of our University experience with our heads stuck in books, writing essays, and accumulating marks. History at the Hawthorns afforded us a casual vehicle to spend time just talking about history, without having to worry about exams or essays. It enabled us to really sit down and think about what history means, to historians as a collective and to us as individuals. There is nothing better than discussing history, over or a pint or a cuppa, with other people passionate about the past. Sometimes our degree gets so hectic – especially for third years like me – that we forget just how lucky we are to spend our time doing history. The History at the Hawthorns series has reminded me just how much I love history purely for the sake for it, rather than just as a degree subject. I would recommend students in future years take up the opportunity to partake in this series.