The Sound of Debate in Georgian England: Auralising the House of Commons

St Stephen's Chapel, Westminster became the first permanent home of the house of commons in 1548. The building had to be adapted to conform to its new use. Visual and architectural adaptations to the space have been discussed in detail, but the building's new role also required improvements to the working use of the space as a forum for public debate. In this essay, acoustic techniques are used to explore how speeches and debate would have sounded during the Georgian period and consider how St Stephen's was adapted for this new use. The results demonstrate that, despite these alterations, the 18th‐century house of commons was not ideally suited to speaking or listening to debate. The listening experience was not uniform across the chamber, and its former use as a medieval chapel may have influenced how well certain positions in the chamber would have experienced speech.     

“Un-Irish and un-Catholic”: sports,physical education and girls’ schooling

ABSTRACT

This article charts the development of physical education and sports in girls’ schools in Ireland during the late nineteenth and early twentieth centuries. It notes how early developments were undoubtedly influenced by traditions and practices in English public schools, with games such as hockey and cricket becoming popular in Irish girls’ schools. The “Swedish” gymnastics movement, which became popular the 1870s, led to the introduction of callisthenics and drill in many Irish schools. By the turn of the twentieth century, drill and dance displays had become a highlight in the convent school calendar of events. Official policy following the introduction of the Revised Programme for National Schools (1900) placed unprecedented emphasis on the importance of physical education. While many embraced these developments, others were critical of girls’ involvement in competitive games and sports, particularly those considered “foreign” and “un-Irish”. Drawing on convent school archives, official sources, and newspaper articles, this article provides new insights into the evolution of physical education and sports in Irish girls’ schools.     

Introduction: Marginalised Histories of the Second World War1

This special issue, stemming out of the AHRC-funded Teaching and Learning War Research Network (2017–2020), is published at an important juncture in cultural memory: as the focus of public commemorative events in Britain and the Commonwealth shifts from the First to the Second World War, including the Holocaust. Not only does it showcase exciting and cutting-edge research, but it also aims to stimulate conversation and ‘forward-thinking’ about commemorative cycles over the next two-and-a-half decades (2025–2045). The three research articles and four provocations focus, in different ways, on the question of ‘hidden histories’ in the expectation of a need to ensure that diversity, multi-perspectivity, complexity, and contention remain at the heart of ‘national’ commemorative processes (whether in Britain or elsewhere).     

Evidence of a healed compression fracture in a Plio-Pleistocene hominid talus from Sterkfontein,South Africa

The object of this communication is to draw attention to the appearance of this fossil talus Stw 363, which carries a densely adherent fragment on its posterosuperior aspect. We have endeavoured to verify that this bony fragment could be the posterior half of the fractured calcaneus resulting from a fall on to the animal's left foot. Furthermore, it is suggested that this animal survived long enough for this fracture to unite by bone to the posterior aspect of the talus in this grossly displaced and unreduced deformity.