Founded as University College, Bristol, in 1876, the awarding of a royal charter in 1909 allowed the University of Bristol to officially come in to being. In that time, the institution had earned a reputation as a trailblazer in the higher education of women. During the College’s first year, there were 69 women day students registered, compared to 30 men. In 1882, outgoing Professor J. F. Main declared that Bristol ‘had been the first amongst the colleges of England to open its doors to all persons anxious to obtain instruction within its walls, without any distinction of sex’. With this strong legacy of gender equality, it is perhaps not surprising that, in 1913, the women of the university began to think of forming a Women’s Suffrage Society. At a meeting held on the 11th of February of that year, a motion that such a society be formed was passed by 34 votes to two, and the meeting ended in the hope that ‘this Society will be formed during the present term.’
By Clemency Hinton (@clemencyhinton)
Guided tours are part and parcel of today’s tourism industry. In fact, there are over 1,800 registered professional tour guides in the UK alone. Tour guides (also known as rangers, couriers or interpreters) can be traced through history, leading one scholar to describe guiding as likely to be ‘among the world’s oldest professions.’ The World Federation of Tourist Guide Associations defines a ‘Tourist Guide’ as a qualified person who ‘guides visitors in the language of their choice and interprets the cultural and natural heritage of an area.’ However, guides have existed long before they became part of a recognised profession.
By Alex White (@alex_j_white)
It’s a sunny day in rural England. A football team is practising on the field outside, a group of schoolchildren are queuing for lunch, and I am working as a teaching assistant as a class of nine-year-olds learn about the Holocaust for the first time.
The room is quiet, and I can’t help feeling tense. The teaching of painful histories always carries emotional baggage, forcing educators to balance the need for factual accuracy with the risk of causing lasting trauma. This is particularly true for young children: their emotional capacities are still developing and many can struggle to separate themselves from traumatic events while others will fail to engage empathetically at all. At the same time, however, the schoolroom has been depicted as a formative space where educators can introduce complex topics in a mediated and emotionally appropriate manner. When schools refuse to teach ‘difficult’ histories, they run the risk of exposing pupils to misinformation from less secure sources. For a topic as emotive as the Holocaust, this can have particularly dangerous consequences.