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HOW SECONDARY SCHOOLS CAN USE THE ARCHIVE

Reading history as it unfolds, day by day

Secondary school classes can bring history alive through contemporary accounts of stirring events, writes educationalist and historian Pat Callan. He suggests ways in which the digital archive can be used.

The digitalisation of The Irish Times presents a tremendous opportunity for history teachers and students to use the raw data of research to broaden their understanding of significant and important issues and themes in Irish, as well as international, history.

The Leaving Certificate history syllabus has recently been revised to accommodate the most recent thinking about the role and nature of history education. Central is an emphasis on the primacy of sources of evidence in shaping historical judgments. Students study one special section that is designed to be taught and examined with a particular focus on documents.

All students also complete a research study report, related to a subject of historical significance chosen in consultation with the teacher. This subject will reflect the particular interests of the student, the availability of appropriate sources should be a crucial factor in determining the viability of the proposal.

INTERPRETING THE PAST
The accidental discovery of an aging and yellowing newspaper during a house clear-out can bring people back to a different pace in time and space. History is about the real lives of people based on documentary evidence, about discovering, analysing and interpreting evidence. Appropriate immersion in a document should assist a student in terms of subject knowledge and understanding. The student evaluates the evidence, and to a small degree practices the skills of an historian. Part of the student's responsibility is to assess the reliability of the source in relation to the enquiry questions selected.

The importance of reading and interpreting sources in history has recently been emphasised by the Primate of All Ireland, Archbishop Sean Brady. Referring to the importance of sensitivity in the teaching of history, he continued: "if we leave stories untold or if we tell them in a superficial, triumphalist, selective or partisan sort of way, the hurtful experience of the past may live on". [ The Irish Times, September 17th, 2007]

Newspapers give insights into what were important issues for people living at the time, and are useful for reminding students of the variety of opinions held by different people and communities. Newspapers such as The Irish Times contain high quality writing about Ireland and the world. A student who researches a subject on Irish history in the archive should also try to consult other source material relevant to the research goals. The student should use historical sources critically in their historical context.

How can the IT archive be used for the benefit of students? The following are some strategies that can be applied using the IT archive.

1) The Eucharistic Congress in 1932 can be compared with the treatment of the visit of Pope John Paul II's visit to Ireland in 1979. The Irish Times archive gives the students the capacity to do a comparative study across the decades, looking at politics, community news, advertisements, sports, fashion, leisure and business on specific dates.

2) Newspaper advertisements - ask a student to spend a notional budget of £1,500 during a specific year, using advertisements, to decide how the money will be spent on housing, clothing, food, books, entertainment, etc.

3) In relation to a specific event, theme, topic, or person, ask students to build up a file of relevant articles from The Irish Times on topics such as the Gaelic Athletic Association, Ireland in World War Two, or the role of women in modern Ireland.

4) Never miss an anniversary!

5) Read an issue with your birthday date!

6) Teachers can also assign specific articles to serve as extension work for pupils.

In relation to a person, event or theme, what is the earliest reference in the archive? What is the "newest" reference?

Distinguish between fact and opinion about a person, event, or theme in a selected article.

The archival material has a treasure trove of photographs linked. Rewrite the captions on some photographs to suit your interpretation of the picture

Pick a series of advertisements from any year that relate to fashion. In what way are they different to today's newspaper advertisements? Are there any similarities to today's newspaper advertisements? What can you learn about people's lives from looking at these advertisements?

In relation to any article, draw up a list of three or four questions that would help another reader who reads the article to understand the main points or significance of the piece.

RESEARCHING THE EUCHARISTIC CONGRESS, 1932
The topic - Later Modern Ireland Topic 6: "The pursuit of sovereignty and the impact of partition, 1912-1949" - is a popular choice among teachers and students at Leaving Certificate level. One of the three case studies for this topic, which students are expected to study in some depth, is "The Eucharistic Congress of 1932". This case study is rooted in the broader context provided in such elements as "language, religion and education", and the "promotion of cultural identity".

As well as being an invaluable and accessible source of information on this period, the archives provide some excellent examples of the opinions of historians on the Eucharistic Congress.

In addition to the views of commentators, the detailed news reports from The Irish Times of the Eucharistic celebrations in June 1932 are full of useful insights and anecdotes, highlighting the crucial importance of the Eucharistic Congress as a mirror to the Irish Free State during this formative period of our history.

Students should have an awareness of the historical context for the Eucharistic Congress prior to reading articles in The Irish Times archive.

For 1932, the search term "Eucharistic Congress" returns 465 items from the archive. The newspaper appears to have carried a regular segment devoted to the Congress in most issues, starting in March. The challenge for students is to select appropriate and relevant material from the vast archival data available.

A recommended pedagogical tool in teaching history is the use of the enquiry-focused question. This involves the teacher posing a question that is designed to govern and organise the student's work, and to provide a clear purpose for the students. The following "How does the Eucharistic Conference, 1932, increase our understanding of state and culture in the Irish Free State" or "How significant was the 1932 Eucharistic Congress in asserting the identity of the Irish Free State as a leading Catholic nation?"

For ordinary level, an appropriate enquiry might be "What preparations were made to ensure that the Eucharistic Congress would be a success?" As the following comments indicate, there is much in the archives that could be utilised to respond to these questions.

BUILDING THE EXCITEMENT . . .
The sense of anticipation was clear, as stated in The Irish Times editorial on January 1st, 1932: the Eucharistic Congress would be "attended by so huge a gathering . . . as Roman Catholic Ireland has not witnessed . . . At a time when atheism is rampant in the world, . . . our country once more will be presented to the world as holy Ireland" [ January 1st, 1932]

The anticipated numbers were so high that the Irish Tourist Board took a census of the "lodging houses" in Cork, "although the standard of these is not a high one" [ 11th January]. The pressure for accommodation prompted Mr F. O'Reilly, Director of Organisation of the Eucharistic Congress, to announce as early as February that accommodation was not fully booked out, and that this rumour was being spread "by quarters unfriendly to the Congress" [ 3rd February].

POLITICS, ON THE SIDE
The preparations for the Congress coincided with the general election campaign of January and February 1932, when Fianna Fáil (with 72 seats) replaced Cumman na nGaedheal (with 57 seats). The archives provide excellent samples of election literature from this period, such as an appeal "To the People of the Irish Free State", signed by Liam T. MacCosgair [ W. T. Cosgrave] on February 6th, 1932.

Politics, as usual, intruded, to take advantage of this high-profile event. In Newry, the flag of the Eucharistic Congress was flown alongside the Union Jack. A contentious debate in the Urban Council drew attention to the fact that the Union Jack was flown at half-mast for the funeral of a constable, but it remained "flying mast high" when the funeral of Cardinal O'Donnell passed through the town [ June 14th].

PHOTOGRAPHING THE MASSES
On March 1st, it emerged that photographers would not be allowed to take aerial photographs, so that the "noise of the aeroplane engines will not mar the sacred atmosphere of the occasion". However, this did not stop "English press representatives" using planes to photograph the huge crowds in the Phoenix Park [ June 27th]. Eoin O'Duffy, Garda Commissioner, is pictured with a large Carlow committee in May [ May 17th].

WHO OWNS THE LIFFEY?
One of the more diverting reports appeared under the headline, "Who Owns the Liffey?" A proposal to clean the Liffey above the low water mark was obstructed by a disagreement over would be responsible for it - Dublin Corporation or Dublin Port and Docks Board [ April 14th]. Another potential controversy between the two bodies over the naming of bridge was resolved more diplomatically. It was proposed by Dublin Corporation to apply the name "Congress Bridge" to the "new and handsome bridge . . . near the Custom House", opened in 1932. By way of compromise, the Dublin Port and Docks Board placed a plaque on the bridge: "Butt Bridge . . . re-built 1932 . . . the year of the 31st International Eucharistic Congress" [ April 16th].

COMMEMORATING THE CONGRESS
Special efforts to commemorate the Congress were not always welcomed. The lamp standards on O'Connell Bridge, "after consultation with the Eucharistic Congress architect", were painted a "sickly green", according to a critic in the Dublin Port and Docks Board [ May 27th]. As the congress week neared, Gloucester Street Lower was "generously decorated by the poor inhabitants" [ June 11th]. A special correspondent, writing under the heading of "Beautifying Dublin", stated that "despite poverty and unemployment, the people of Dublin have risen admirably to the occasion" [ June 15th].

Advertisers tried to build on the appeal of the congress. The world-famous German Leica camera was featured as the "ideal camera for the Eucharistic Congress. Takes 36 exposures (without reloading) at an approximate cost of one penny each" [ May 17th].

The newspaper published the full plans for the congress, outlining for the public where they should congregate for the various masses in the Phoenix Park, and reminded readers that men and boys were to gather to the left of the High Altar, and women and girls to the right [ May 19th]. Students will be delighted to see that national schools were allowed to close for a week! [ June 3rd]

EDITED DOCUMENTARY EXTRACT
Eamon de Valera welcomed the Papal Legate, Cardinal Lorenzo Lauri, during a reception at Dublin Castle. He welcomed the cardinal in Irish, reminded him of Ireland's strong Irish faith, and recalled the role of the Eucharistic Congress in celebrating the 1500th anniversary of the arrival of Saint Patrick in Ireland.

""Míle míle fáilte romhat, a Ard-Fhlaith na hEaglaise, go talamh iath-ghlas na hÉireann! This audience of all Ireland and of our race throughout the world will assuredly approve . . . [ that] Your Eminence has been first saluted in our national language.

"Repeatedly over more than three hundred years, our people, ever firm in their allegiance to our ancestral faith, endured in full measure unmerited trials by war, by devastation and by confiscation.

"There is also for us a further cause of public rejoicing. At this time, when we welcome to Ireland this latest legation from the Eternal City, we are commemorating the apostolic mission to Ireland, given fifteen centuries ago to St Patrick, apostle of our nation." [ Irish Times, June 22nd, 1932]

Student task: Draw up a list of three questions that will draw attention to the main issues within this extract from de Valera's speech.

JUNIOR CERTIFICATE STUDENTS
The new archive will be welcomed by Junior Certificate students, especially in relation to reports, cartoons, and pictures relating to modern Irish history.

The theme of social change in the 20th century includes the area of communications. The start of a television service, and the controversies that arose from time to time, are very well covered in the newspaper.

THE MOTHER AND CHILD SCHEME, 1951
The Mother and Child Scheme was put forward by the Minister for Health, Dr Noel Browne, to provide free healthcare for mothers, and children under 16. This scheme was opposed by the Catholic Bishops [ also known as the hierarchy] and the Irish Medical Association [ representing doctors].

Go to The Irish Times of April 12th, 1951, page 1; Read the first three paragraphs of the article headed "Dr Browne replaced by Mr Costello. Minister's scheme killed by Hierarchy ruling."

1) What decision was taken by Dr Browne?

2) Who replaced him as Minister for Health?

3) What evidence is there to indicate that Browne's proposals had been opposed by the Catholic Church?

4) Browne said that he had destroyed letters written to him by doctors who supported the scheme. Can you give one reason why he destroyed them?

5) If these letters had survived, how important might they be to a historian writing about this period today?

6) On the same page of The Irish Times, find the article headed "Browne releases correspondence". Can you find any new point about this controversy in the first two paragraphs?

THE LATE LATE SHOW, "THE BISHOP AND THE NIGHTIE", 1966
The row started when the Catholic Bishop of Clonfert, Thomas Ryan, condemned The Late Late Show as immoral. The Irish Times report of February 14th, 1966, catches the atmosphere very well.

The bishop criticised the host, Gay Byrne, over a quiz with a few married couples to see how well they knew each other. Byrne asked a young woman if she could remember what colour her nightdress was on the first night of her married life. The woman innocently replied that she might not have worn one, but then said it had been white. This response was received with laughter by Byrne and the studio audience.

However, the bishop immediately sent a protest into the programme while it was on air: "Disgusted with disgraceful performance".

In his sermon at Mass on the next Sunday, Dr Ryan condemned the programme: "Many of you, I am sure, will have seen the programme; the fewer the young people that saw it the better."

The public row that followed became known as "The Bishop and the Nightie".

The editorial (or comment by the editor) in the same issue of The Irish Times describes the Late Late Show quiz as "an apparently harmless piece of light entertainment". Looking back some forty years later, it seems that the editor correctly summarised the incident.

The next day, as recorded in The Irish Times on February 15th, 1966, Gay Byrne stated that "a part of last Saturday's programme was embarrassing to a section of viewers, and we would like to say that we are sorry for this".

Read The Irish Times editorial of February 14th [ Saint Valentine's Day], headed "The Bishop and the Nightie". Gay Byrne is described as "Irish of the Irish". What other comments are made about Gay Byrne in the editorial?

Dr Pat Callan is national co-ordinator for Leaving certificate History on secondment from his role as deputy prinicipal of Malahide Community School, Dublin. He is co-author of Division and Realignment in Europe 1945-1992, EdCo.