Raising the Profile of School Archives Christine Leighton, BA, DAA, Head of Archives, Cheltenham College This article is derived from a handout prepared for the School Archivists Group (SAG) Annual Meeting in June 2009, which was itself based on a series of talks and discussions at a SAG Regional Training Day held at Cheltenham College in January 2009, run by the author and Catherine Smith, then Archivist at Portsmouth Grammar School, and now Archivist at Charterhouse. The handout did not presume to give definitive answers but rather to raise questions to be considered in each school archive. School Archives - Who are they for? School Archivists often feel isolated and their Archives perceived as boring and irrelevant, valued only by a small minority. But the Archives need to be a relevant and strong force within the School. They need to be for somebody, not about something. It is easy to state what School Archives are about - but who are they for, and why? for Marketing & Development - an economic benefit. School Archives need to be seen by the rest of the School as something of economic value. Marketing and Development Departments often ask for copies of records in the course of their work. Building on that will prove to them that Archives are indispensable! for the whole School - helping it to understand its heritage. Archives reveal the School s rich and varied past and show how it has come to where it is today. It is a story of people - those who made the School what it is, and those who were moulded by it. To explore and understand that is to understand the School. for staff - to encourage debate. Many School Archives could be used to engender debate amongst pupils. for everyone - lifelong learning. Archives communicate at many levels, like steps, leading people from where they are to somewhere else. They unlock treasures of the past, they inspire, and they re-awaken memories. Many people, after visiting School Archives, have been amazed by the records contained there. Experiencing such a rich and tangible environment provides an enjoyable, effective and stimulating pathway of learning, not just for pupils but for members of the public who come to research. Archive leaflets One way to raise the profile is for a school to produce a leaflet about its own Archives. But what are the pros & cons? 1
On the positive side, a leaflet can set the scene for the School - giving a brief history of its foundation, and any major changes. It can detail the rôle of the Archive Department - to locate, collect and preserve records, and can give an indication of the types of records held (official administration; Alumni records; personal papers of old boys, etc.). It can detail the services offered (e.g. photocopying, searches (by Archive staff), group visits and talks); set out the opening times, and whether appointments are needed; detail how to find the Archives; set out the rules & regulations for visitors to the Archives (no food or drink, no pens, etc.); and give contact details. It can also be an opportunity to appeal for gifts and deposits of records. A leaflet is available to those without internet access, and can be left in places like county record offices or local libraries to advertise the services offered. On the other hand, is a leaflet still necessary with the growth of the internet? What happens if the Archive moves, or if the services offered, or opening times, change? Are the contact details still the same? Should the website now take the role of the Archive leaflet - or is there a place for both? The Archivist controls a leaflet; if there is a website, does the Archivist have any control over the content? Website There may be a place for both an Archive leaflet and a presence on the School website. The content of the leaflet is still relevant for posting onto a website. What makes a good website? Two key factors are being able to find the required information and ease of navigation. If the name of a School is typed into a search engine, the School s web address should be one of the first hits - if not the first hit. The School website having been found, the need then is to find the specific information required. If the School Archive is listed on a Contacts page it saves enquirers bothering the wrong people. Photographs that are relevant to the Archive can also be added. As with leaflets, there are also pros and cons to having a presence on the School s website. A website may provide the opportunity to upload the catalogue of records (if there is one), or even to digitise and upload certain records - for example lists of pupils. People could then answer their own enquiries as to whether or not certain individuals attended the school, or ascertain the dates they attended. On the other hand would such a move just open the floodgates with more people asking more in-depth questions about pupils they know attended? Archivists need to consider whether a web presence would generate more enquiries than they could deal with. Annual Reports One way to show that the School Archive is not a boring, irrelevant, isolated department is to bring it regularly to the attention of the powers that be. An 2
Annual Report, highlighting achievements and raising the problems faced, can be written. Any increases in workload (additional responsibilities or increases in accessions, enquiries, etc.) and any lack of resources (hours or equipment, etc.) can be highlighted. The following is a check-list of headings that could be used in an Annual Report: Introduction - stating the main points to get across that year Accessions - stating how many, and detailing one or two of the more interesting ones Library - referring to books by, or about, former pupils or members of staff Cataloguing - stating the progress made (or not - and if not, why not!) Correspondence - the number of enquiries, and the type of topics covered Staff - including volunteers; mentioning any relevant training received and meetings attended Searchers - how many came, what were they researching, and whether it led to publications, etc. Conservation - work done by the Archive staff to protect documents (e.g. putting them into acid-free boxes, or inert polyester pockets as appropriate), or needing to be done by a qualified conservator Exhibitions and Marketing - detailing the exhibitions mounted, both within the School and elsewhere; mentioning any articles written School Archivists Group (SAG) - giving details of the meetings attended and the topics covered - all good Continuing Professional Development Records Management - explaining what that means for the whole School and converting them to the need for it! Budget - how it was spent (or the need to have one!) Fabric - shelving, temperature & humidity control, floor loadings, security, roof leaks, etc. Summary - reiterating the main points to get across To facilitate writing such a Report, it is useful to keep a file and jot things down throughout the year. As much as possible should be put in the file, however trivial; it may fit in with other points and make a worthy statement in the final Report. Those notes, together with a template for the Report, make it a lot easier to compile and can help to show continuity and progression. To maximise the Report s impact, it should be put into a decent binder and sent to the recipient with a covering letter, inviting them to comment on it and offering to meet to discuss the issues raised at their convenience. It should be sent to the Headmaster; Bursar; President of Council (Chair of Governors, etc.); line manager, and anyone else who may support the work of Archives. Staff meetings It is important to have as much contact as possible with staff in an informal, sociable way, so that they are aware that the Archive exists, the sort of things 3
held, and how the Archives may even be relevant to them. Their help can be enlisted by, for example, leaving in the Common Room a ring-binder full of pockets of un-named photographs, with post-its on the pockets for them to name and date the event and people shown. But is there also a place for a more formal meeting with staff? If the School has a termly staff meeting, there could be a two-minute slot to report on events in the past term and to flag up what is happening in the coming term. It can also be an opportunity to highlight any new Archive exhibitions mounted and any SAG meetings attended (proving that there are other School Archivists in the wider world!) Displays The School community needs to see and understand what is in the Archives. It is worth trying to beg an old lockable display cabinet from a local Museum or Record Office and mounting a small exhibition in Reception, or other appropriate venue (out of direct sunlight) where it can be seen by pupils, staff and visitors. The display should be changed regularly. If money is available, it is possible to produce fantastic banners for special events using scanned items from the School Archive. See Eduprint - www.eduprint.com. Walls can be covered, not only with photographs of current pupils engaged in enjoyable educational pursuits, but also with pictures and information about the School s history. Scanned copies enlarged to the required size can be used, with the originals kept safe in the Archive store. Alumni gatherings School Archivists should attend as many Alumni gatherings as possible to meet and get to know former pupils, who can offer a wealth of memories and memorabilia to enhance the School s history. Having met the Archivist, they are far more likely to donate items to the Archives. Talks can be given at Alumni meetings, and articles written, incorporating pictures, for the Alumni magazine. An Archive exhibition could be prepared for every reunion, reflecting any reunion theme, or tailored to the people attending. Displays don t have to be ultra-professional. Scanned copies of photographs that would be of interest can be put out, named if possible. A PowerPoint presentation of Archive photographs can be shown on a display screen. Alumni enjoy looking at exhibitions and it gives a focus for discussion. They are also happy to add names to photos that are not labelled. 4
Working with pupils or Pupils working with us - or even better: Pupils working for us The opportunity to work in the Archives can be offered as an option for the service element of the Duke of Edinburgh Award. If someone is interested and keen they could be very useful. They could do a variety of tasks: name recent photographs; compile simple lists; sort documents into order (e.g. play programmes - by date, etc.); replace rusting paper clip with brass ones; deframe photographs, etc. Whilst more would get done and it would tap into knowledge the Archive staff don t necessarily have (names of pupils, etc.), there may be pitfalls. Are they reliable and thorough? Would it take more time to organise and oversee than is gained? The possible use of GAP students should not be overlooked. Archives and the curriculum There are many areas where Archives can add value to the curriculum: Key stages 1-2 History - teaching packs, displays and assemblies on Victorian Schools, World War II, etc. Secondary History - World Wars I and II - aural history day for current pupils to interview former pupils who survived World War II; current pupils researching a former pupil who died. Both projects could produce written work - biographical or historical reports, poetry, etc. English - Archive material as a springboard for creative writing Art - School Archives can be an inspiration Induction programmes - the history of the School should be included as part of pupils induction programme. Assemblies - about the history of the School; origins of Houses or of the School uniform; founder s day, etc. The content should be adapted for the different age groups - PowerPoint for older ones, show and tell objects for little ones. It is a good way to raise the profile of Archives and the Archivist. Special events - open to both children and parents. Significant anniversaries about the School and its pupils are a good excuse for exhibitions, talks, publicity, etc. Clubs: School History Clubs - primary age pupils could investigate the history of the School buildings; older pupils could make trips to local landmarks, be introduced to genealogy and palaeography, and, if nearby, perhaps even incorporate a visit to the local record office. A treasure hunt could be arranged, with clues relating to the history of the School - easy if the School is based in the centre of a historic town and within walking distance of dozens of historic buildings, but not so easy if located miles from anywhere. 5
Publications Not everybody has the finances available for a full-blown published School History, but the Archivist should consider writing pamphlets about different aspects of the School s history. They could be printed professionally, but these days good results can also be attained with modern photocopiers or printers. If there is a school concert coming up, are there any historic precedents - has the school performed that music before, or are there any famous musical Alumni? If so, an article could be included in the programme, which could also be illustrated with scanned copies of beautiful old programmes or tickets. Can prize-giving programmes be livened up with notes and anecdotes about those who donated the prizes, photos of famous previous winners, or a scanned copy of the programme 100 years ago? If pupils complete a successful English or History project using the Archives it should be printed and distributed, even if only to interested parents and governors. Articles should be written not just for the Alumni magazine, but also for the School magazine, local history society magazines, local papers and any other relevant outlets. Other members of staff writing articles for School magazines often ask Archives for photographs to accompany their articles. Such photographs should be credited as being supplied by the Archives. Conclusion Based on the author s experience at Cheltenham College, and that of Catherine Smith at Portsmouth Grammar School, by implementing some or all of the above suggestions, the profile of any school archive will be raised. Those with responsibilities for such archives should be encouraged that they too can have similar success. Christine Leighton, BA, DAA, Head of Archives, Cheltenham College Contact Details: leighton.christine@cheltcoll.gloucs.sch.uk 6
Biography: Christine Leighton I have a history degree from London and a distinction in the post-graduate Diploma in Archive Administration from Aberystwyth. With over 37 years experience in the varied activities of the profession, I am particularly skilled in palaeography, editorial and publications work, and assessing small archive collections. My career began with 14 years at the Public Record Office (now The National Archives), notably in the Publications and Medieval Records Department, before I became a part-time external editor, working from home. I have also worked on record publications for Cambridge University, the Irish Manuscript Commission and Sussex Record Society, and for the last 15 years as an editor for the Calendar of Patent Rolls, Elizabeth I. I have run classes in Palaeography and Local History for London University, undertaken research for American and Canadian professors, and transcribed documents for various authors (e.g. Mary S. Lovell s biography, Bess of Hardwick (London, 2005). As a Consultant Archivist since 1995 I have worked for schools, universities and museums. Consultancy work at Cheltenham College developed into a permanent post and has grown since 1995 from one day a week in term time, to a team making almost one full-time post throughout the year. A registered member of the Archives and Records Association for nearly 30 years, I am also on the committee of the School Archivists Group. 7