I continued the theme with the local Cub Scouts Group based at another Paddington primary school, St Mary Magdalene (5th Paddington). My tack was slightly different here. The incentive to listen and learn was to earn the Local Knowledge badge. Team competition is also important to the Cubs and while initially they were suspicious of any sit-down activity, when they realised points meant prizes (and these were really good–all my old arcade toy wins). So over two sessions we swotted some Paddington history. I drew up a ‘Top 10 Paddington history facts’ and based a Q&A session around that. Another leader brought in the film The Blue Lamp (1950), largely filmed in Paddington before the A40 Westway–a massive flyover that has forever divided Paddington into an area stark social contrast–was built to demonstrate the idea of change in the built environment. The next week they had to complete the ‘Local Knowledge Quiz’, a series of pub quiz style questions.
Rather than sitting on my computer hard drive I wanted to share these. I found it hard to find a decent source of information on Paddington history, save for the trusty Paddington Wikipedia entry which is of decent quality.
So here you are, reproduced and downloadable, free to use non-commercially, please do give us a mention if you use this material.
1. Paddington Green Police Station is the most important high-security police station in the UK. The most dangerous suspects are brought here to be questioned.
2. The Tyburn Gallows were near Marble Arch. Until the late 1700s criminals were brought here to be hanged. London slang, ‘Paddington Fair Day’ meant a public hanging day and ‘To dance the Paddington frisk’ meant ‘to be hanged’.
4. Edward Wilson was a scientist and a doctor who worked in Paddington. He was part of the famous expedition of Captain Scott who tried but failed to reach the South Pole in 1912. Everyone died. Edward Wilson school was named in his honour.
5. Paddington Stationis one of London’s most famous railway stations and was designed by a famous engineer called Isambard Kingdom Brunel in 1854. It was one of the destinations of the world’s first underground railway, called the Metropolitan Railway, established in 1863. There is a statue of Brunel at one of the station’s entrances.
6. Paddington Bear is the most famous fictional character from the area. The story begins that the bear was from ‘deepest, darkest Peru’ and arrives at Paddington Station with a note saying ‘Please look after this bear, thank you’.
7. St Mary’s Hospital dates from 1845 and is one of the important places for learning medicine in the world. Part of the hospital used to be multi-story stables for horses that worked for the Great Western Railway. You can still see the ramps for the horses today. Many members of the Royal Family were born at St Mary’s Hospital, including Prince William, and Prince Harry.
8. Before the building of the Grand Junction Canal in 1801 Paddington was just fields. The canal brought goods and people from the countryside to the growing city of London. The canal flowed into Paddington Basin. This area is currently being developed into one of London’s most important business districts.
9. William Whiteley created Whiteley’s [department store, now shopping centre], situated between Queensway and Westbourne Grove in 1867. He was the Lord Alan Sugar of his day and called himself ‘the Universal Provider’ selling everything from ‘a pin to an elephant’. In 1897 a huge fire burnt the store down and flames could be seen from Highgate Hill in north London. The store was completely rebuilt and the building we see today was reopened in 1911.
In this post I outline some of my ideas for better education in industrial history, archaeology and heritage. There are currently no dedicated Masters-level programmes in industrial heritage/history/archaeology and I wanted to find out why (with no agenda either way as to whether or not they ought to exist as specialist programmes). In the first half I discuss English Heritage’s major study on Industrial Heritage at Risk as it has important implications for education. In the second I share my findings after a brief and informal survey of industrial heritage courses taught at postgraduate level, and discuss how the two could come together to improve levels of the knowledge and understanding of heritage practitioners, scholars and public.
My conclusions are given at the end and are at present ideas and thoughts based on my observations and experience. I hope to develop some of these based on more rigorous research. If you would like to contribute ideas of your own please leave a comment.
Industrial Heritage at Risk
Industrial Heritage at Risk was a major project undertaken by English Heritage in 2011 to quantify and assess the condition of England’s industrial heritage, particularly in the light of the considerable development seen at brownfield sites over the last two decades.
Overwhelmingly the public think that it is as important to preserve our industrial heritage as other types of heritage such as castles and country houses (80%). (From survey of 2000 respondents conducted by English Heritage as part of the Industrial Heritage at Risk project)
Some of the findings that stood out for me are:
4% of listed buildings and 4% of scheduled monuments are industrial.
The average estimated conservation deficit (cost of repair in excess of the end value) of industrial buildings at risk is twice that of non-industrial buildings at risk.
Approximately 40% of industrial buildings at risk are capable of beneficial use, compared to 44% of non-industrial buildings at risk.
Only 40% of listed industrial buildings at risk could be put to sustainable and economic new uses. The remainder are reliant on voluntary effort, public funding and philanthropy to survive.
Lead, tin, copper and coal mines are the industrial sites most at risk on Register.
52% would like more opportunity to give their opinion about which industrial sites they think should be protected, while 44% are interested in getting involved with helping to protect the industrial heritage in their local area.
Younger people are less interested in industrial heritage than those aged 55 and over.
English Heritage has pledged to undertake a number of measures to help ensure the future viability of industrial heritage sites and areas. These mainly concern offering advice, encouraging local groups to take on industrial sites and providing handbooks and guides. English Heritage obviously does not have the resources to be more hands-on with its assistance and it is right that organisations and groups in the localities in which industrial sites are based should take some responsibility for them if they are the same people who are worried about their future survival.
English or British industrial heritage?
English Heritage is only mandated to oversee historic sites within the political unit of England and as such the Industrial Heritage at Risk report does not make connections with sites elsewhere. This is a point of frustration because so much of English industrial heritage is intimately linked with that of Wales and Scotland, notably in coal and metals, and textiles. Comparable research data does not exist (at least publicly) for EH’s sister bodies in Wales (Cadw and RCAHMW–but see Cadw Buildings at Risk document), Scotland (Historic Scotland–but see Buildings at Risk Register for Scotland) and Northern Ireland (Northern Ireland Environment Agency).
Industrial heritage without borders
The history of industrialisation in Britain is a story without borders. Businesses, entrepreneurs and scientists paid scant notice to national or regional identity within the UK when making profits and pioneering new technologies. The rapid success of British businesses engaged in mass industry relied on fast networks that first globalised these isles and then rapidly globalised much of the planet by its domination of maritime trade and nascent empire building. This is much more evident in the thousands of business archives held in public, private and corporate collections than perhaps in the vestiges of industrial heritage sites.
My current project to reconstruct historic supply chain information of the copper industry from business archive collections and museum collections aims to better integrate the information we have from documentation with that of archaeological and built remains. It is a material-driven approach that intends to provide a context for the quantifiable inputs and outputs that is the traditional fayre of economic and industrial historians. Teaching industrial history using this approach may well attract a wider range of students and learners who are increasingly interested in the cultural impact of economic change both locally and globally.
Industry and regional identity
However industries were undeniably regionally specific because of their locations near raw materials, as hubs in national and international transport infrastructures, and the development of specialist factory workforces that percolated down the generations, often defining entire places, whether hard rock mining in Cornwall or cotton manufacture in Lancashire. Copperopolis (Swansea), Tinopolis (Llanelli), Jutopolis (Dundee), Cottonopolis (Manchester)… are epithets that are testament to the huge impact of regionally-specific industry on perceptions of place. The capacity for industry to bestow regional distinctiveness on a locality has strongly influenced the way in which many sites and areas have been interpreted, much more so than the global story and connectedness of which it was once part.
What about education?
The Industrial Heritage at Risk project has identified the need for better educational resources and to this end has provided a set of teacher’s kits to help teach school children about industrial sites in their area. The topic range is broad and I am particularly glad that the creators of these packs urge teachers to address issues of why we preserve industrial heritage sites and their value to society. We don’t know how much having debate like this will affect the views of children when they become adults but I am pleased that attempts are being made to de-adultify industrial heritage. Of all the fields of history and heritage, the interest in industry has been the preserve of (mainly male) enthusiasts, economic historians and historians of science and technology. And the average age profile of these groups is currently much higher than other sectors such as art and social history. But I digress.
Having set some of the scene of industrial heritage in the UK today I want to continue by exploring how industrial history and heritage is taught. While the English Heritage Teacher’s Kits go a long way to providing high quality resources for schools I am naturally led to question the level of knowledge and understanding of teachers, trainers and lecturers themselves, and where you might go as a prospective learner to ‘up-skill’ in the area of industrial heritage. There are four main areas I would like to investigate:
Key Stage 5 (A-level / Baccalaureate etc)
Tertiary / Higher Education (Diplomas, First Degrees, Vocational)
Postgraduate Taught courses
Adult Learning / Continuing Professional Development / Lifelong Learning courses
Postgraduate education in industrial heritage/history/archaeology
It is at postgraduate level (Masters level) that many students have the opportunity to pursue the advanced study of a subject and it is at this level that my exploration of the current state of industrial heritage education begins. This follows an email enquiry to a number of mailing lists, followed up by correspondence, about where people have taken industrial heritage courses and what forms they have taken.
I was keen to find out why there are currently no dedicated taught Masters courses in industrial heritage/history/archaeology in UK universities. My underlying motive is to find out how collaborative resources created through research, particularly those from heritage-led knowledge exchange initiatives (e.g. Welsh Copper Project) could be developed into modules, courses and entire programmes whether taught through distance learning, traditional lecture and class sessions, work-based training and blended learning (combining any of these).
My enquiry received over 35 responses via email and a few via Twitter. Responses came from those teaching industrial heritage/history/archaeology, or who had taught it in the past, and from those who had taken courses. A small number of responses came from the USA and I have included these for comparative purposes, although my main interest is in what is happening here in the UK.
Where courses are/have been taught and taken
I am including responses from those who have taken courses in the past that are now defunct (marked ceased). This list is response-driven and is not an exhaustive search for industrial heritage modules within other programmes.
MA Historical Archaeology, Sheffield, 1997, taught by David Crossley. Included industrial heritage, ceased
MA Heritage Management, Ironbridge Institute (University of Birmingham), 1989-current (distance learning option since 2004)
MA Historic Environment Conservation, Ironbridge Institute, 2005-current
MS and PhD, Industrial Heritage and Archaeology, Michigan Tech University, Prof. Patrick Martin
MA Archaeology, University of Nevada, Reno, led by Dr Don Hardesty, American mining archaeology
Department of the History of Science and Technology, John Hopkins University
MA Industrial Archaeology, Ironbridge Institute, 1985-6, taught by Barrie Trinder and late Michael Stratton, ceased 2007/8 (est. 1981), relaunched by Roger White 2001, last modules taught 2005/7, ceased
MA Industrial Heritage, Ironbridge Institute, 1994-1999, ceased
MA Archaeology of Buildings, University of York, one module Industrial Buildings
MA Historical Archaeology, University of York taught by John Schofield, John Finch, Kate Giles
MA Historical Archaeology, University of Leicester (distance learning option)
MLitt Lead Mining industry in North Pennines, Newcastle University
Undergraduate course in Industrial Archaeology, Newcastle University, 1990s/early 2000s taught by Stafford Linsey, ceased after retirement
MSc Mining and Industrial Heritage Management, Camborne School of Mines (University of Exeter), taught by Tony Brooks, head of Mining, ceased after retirement
MSc Heritage Science and Professional Archaeology, Queen’s University Belfast
Ordinary Degree Industrial Archaeology module for English, History, Geography, Geology and other subjects, College of Higher Education, Liverpool, validated by Lancaster University, 1980s
Industrial Archaeology topics taught at Bristol University
Why did people choose to take a course or programme in industrial heritage/history/archaeology?
Course near to where student lived
Had already done first degree at same institution
Ability to do degree part time while working in cognate profession (commercial archaeology)
To aid career prospects or prior to undertaking PhD
Inherent / personal interest in subject
To formalise existing research undertaken privately
What people like about learning and teaching industrial heritage.
Inclusion of work placement
Practical surveying techniques
Learnt applied skills for use in architecture
Course based on an industrial site
Using industrial site visits and projects to teach broader issues of sustainability, conservation practice
Skills-based learning including desk-based and field work, photography, surveying, documentary study
Wealth of material on British industry 1650-1939 materials and practices
Interpretation of sites and monuments including conservation of buildings and artefacts
What people did not like about learning and teaching industrial heritage.
No introduction of new ideas
Disinterested lecturers. End of course malaise
Dwindling student numbers making it financially unviable
Too much emphasis on museums
Can be conservative
Courses are expensive to run
Career opportunities limited in UK
Cost cuts and need to take on more students lowering standards
Recruitment low because career prospects poor/cannot see benefits
Industrial sites need to engage with community’s history as much as technology
Other issues arising
Vocational courses like Heritage Management recruit better, into 20s and 30s FTE. Teach industrial heritage as part of that
Disciplinary differences in the US: industrial history thought in History of Science and Tech programmes or Science, Technology and Society (STS) programmes
Heritage is considered ‘public history’ in US
History of science has emphasis on written record rather than material culture—industrial archaeology offers this pathway (but not a major field in US)
Many courses heavily relient on subject specialism of tutor/lecturer, when they retire or leave course does not continue
There remains a disparity between what is required by archaeological profession and what is taught in universities
Growth of historical and contemporary archaeology as a field of study on a par with prehistory
Conclusions: Is industrial heritage education at risk?
The main conclusions reached by this survey of opinion are:
After the heyday of dedicated industrial heritage/archaeology programmes in the 1980s and 1990s, particularly those offered by the Ironbridge Institute and the University of Leicester, the subject is now taught mainly through historical archaeology and heritage management modules and programmes
The offering of industrial heritage/history/archaeology courses is more heavily dependent on research expertise present in a department or institution whereby replacement is not necessary sought once a person leaves or retires, than other subject areas
Changes in professional needs and aspirations of prospective students have changed the nature of postgraduate taught programmes towards teaching broader-based skills in archaeology, heritage and historic environment
There is a divide between those who learn industrial heritage through history of science and technology programmes (documentary based study) and archaeology programmes (site and landscape based study)
Industrial heritage/history/archaeology is still a minority subject in spite of a clear public interest in the subject indicated by English Heritage’s Industrial Heritage at Risk research and a general increase in participation in humanities programmes
There is a lack of research interest in industrial heritage/history/archaeology within universities as a direct result of its absence in many postgraduate curricula
The growth in knowledge exchange/knowledge transfer/community participation projects is generating unprecedented amounts of high-quality publicly-circulating research that can be repurposed to provide teaching and learning materials beyond the life of the project
The increasing number of high-profile industrial heritage sites provide ready opportunity for academic collaboration not just for public engagement but for course development
There is a lack of intellectual engagement with the subject area contributing to a near absence of theory and ideology applied
The decline in interest in industrial heritage as a subject of study or research seems to parallel the decline in economic history
Course development for a new industrial heritage needs to embrace documentary and archaeological aspects, particularly business archives and site-specific or desk-based field study
The subject has the potential to fulfil several employability needs for students including research, analytical and scientific techniques
There is huge potential for studying industrial heritage/history/archaeology as part of global history as several industrial case-studies are international by their very nature (e.g. global copper industry)
There is huge potential for studying industrial heritage/history/archaeology with STEM (Science, Technology, Engineering and Mathematics) subjects.