In 2015 I posted an item called ‘Camden’s mysterious heritage list’. In it I complained about the travails of trying to navigate Camden Council’s website to find the Camden heritage inventory. I wrote:
Recently I needed to consult Camden’s heritage inventory list for a research project. I also consulted similar lists for Campbelltown and Wollondilly LGAs. They were easy to find. Camden’s list was mysteriously hiding somewhere. It had to exist. The council is obliged to put one together by the state government. But where was it? Do you know where Camden Council’s heritage inventory is to be found? I did not know. So off I went on a treasure hunt. The treasure was the heritage list.
I am very happy to report that many things have changed since 2015.
Committee member LJ Aulsebrook has written about the activities and role of the committee in Camden History, the journal of the Camden Historical Society.
The Camden Historical Society has an ex-officio position on the Heritage Advisory Committee and the president is the nominee of the society.
One of the outstanding activities of the committee was the 2019 Unlock Camden held during History Week run by the History Council of New South Wales. The Camden event was co-ordinated by LJ Aulesbrook.
The aim of the Heritage Advisory Committee are outlined in the Terms of Reference. The ToR states that the HAC aims :
To promote heritage and community education by: a) Generating a wider appreciation of heritage through public displays, seminars, participation in the annual National Trust Heritage festival & history week; b) Promoting and coordination of heritage open days; c) Generating a greater understanding and appreciation of Aboriginal heritage in Camden Local Government Area; d) Actively encouraging conservation and maintenance of heritage items and heritage conservation areas to owners and the general public; e) Investigating grant opportunities; f) Investigating opportunities for Council run awards/recognition in response to good heritage work; g) Developing a register of local heritage professionals and tradespeople; and h) Assisting in developing education packages for information, school education, and best heritage practices.
Heritage is something that we have inherited from the past. It informs us of our history as well as giving us a sense of cultural value and identity. Heritage places are those that we wish to treasure and pass on to future generations so that they too can understand the value and significance of past generations.
Heritage makes up an important part of the character of the Camden Local Government Area (LGA). Camden’s heritage comprises of a diverse range of items, places, and precincts of heritage significance. Items, places or precincts may include public buildings, private houses, housing estates, archaeological sites, industrial complexes, bridges, roads, churches, schools, parks and gardens, trees, memorials, lookouts, and natural areas. Heritage significance includes all the values that make that item, place or precinct special to past, present and future generation.
In addition Camden Council has set out for general environmental heritage conditions on its website here.
Camden Council has recently offered advice on for owners who want to restore their residential properties along heritage lines. The advice covers materials, colours, and finishes for Victorian, Edwardian and Mid-century residential architectural styles in the Camden Town Conservation area.
The Camden Town Centre conservation area was proclaimed by the state government in 2008 and is subject to a range of development conditions.
Take a stroll down any street in Australia and raise your eyes and the past will reveal itself before your very eyes.
You are wandering through living history. The past is all around you. Street names, street layout, the width of the street, the location of buildings and more.
The landscape of our cities and towns, and the countryside all owe their origins to the past.
The landscape will speak to you, but you must be prepared to listen.
Take time to let the landscape reveal itself. Just stand and soak up the past around you.
Cannot see it? Cannot feel it?
You need to look beyond the surface.
Like a painting will tell a story if you peel back the layers, so the landscape will do the same.
The landscape will speak to you. It will reveal itself.
Ask a question. Seek the answer.
The position of the tree. The type of street trees. Their size and species.
The bend in the road. The width of the street. The location of the street.
The position of the house. The colour of the house. The building materials.
Why is the street where it is? Why does it have that name?
Who walked along the street before you. Who grew up in the street? What were their childhood memories?
Ghosts of the past.
Some would say spirits of the past.
The past will speak to you if you let it in.
What was it like before there was a street?
The street is constantly changing. There are different people all the time. What clothes did people wear in the 1890s, 1920s, 1930s?
You walk along the street and into a shop. When was it built? Who owned it? What did it sell? How was it set up?
Stand at the entrance door – unchanged in 50 years – image what it was like in the past.
Just like a movie flashback.
Who moved through the landscape 1000 years ago? What was there?
Let you imagination run wild.
Let the past wash over you. The past is all around you. Let it speak to you.
The brick wall that has been there for 100 years. Who built it? Where did they live? What did they eat? What else did they build? What was the weather? Was it a sunny day like today?
Walk around the corner and you come to a monumental wall at the entry to a town. Who put it there? What does it mean?
The past is hiding in plain sight. It is in front of us all the time.
Sometimes the past is lodged in our memories and sometimes it is locked up in a photograph.
Sometimes the memories flood back as a special event or family gathering or a casual conversation.
The past is layered. It was not static. It was constantly changing.
The past is not dead. It is alive and well all around us. You just need to take it in and ‘smell the roses’.
The stories of the past are like a gate into another world. Let your imagination run wild. Like a movie flash back – like a photograph from 100 years ago – or a greying newspaper under the lino or stuffed in a wall cavity.
Like revealing layers of paint on a wall. They are layers of the past. Layers of history. Each layer has a story to tell. A past to reveal. Someone put the paint on the wall. Who were they? What did they do? Where did they go?
The Layers of history are like a mask. You want to take off the mask to reveal the face. You want the real person to reveal themselves. Sometimes the mask stays on.
The mask hides a mystery. What is it? What does it tell us? The mast of the past will reveal all eventually, maybe, sometime?
Sometimes other words are used to express the layers of history – progress – hope – nostalgia – loss – change – continuity.
The past has brought us to the present. The past is embedded in the present.
Take a moment. Think about what is around you. Take in the past in front of you. Hiding in plain sight.
The past is all around us and has created the present. The present would not exist without the past. We need to understand the past to understand the present.
The past is all around us and has created the present. The present would not exist without the past. We need to understand the past to understand the present.
I recently attended a seminar day at Picton showcasing the latest Thirlmere Lakes Research presented at The Thirlmere Lakes Third Annual Science Day held at the Picton Bowling Club.
There was a positive tone to the day where stakeholders were supportive of the goals of the research project. The Thirlmere Lakes Research Program aims to shed light on changes in water levels in the lakes by better understanding the land and groundwater of the system.
This was the third day in a series of seminars and was attended by a range of stakeholders including the community, researchers, and state and local government.
A team of scientists from a variety of research institutions presented a variety of papers ranging across lake geology, geophysics, sedimentation, groundwater, surface flow, chemistry, water balance, and vegetation.
The day was an opportunity for academic researchers to collaborate with each other and stimulate further research. Researchers were drawn from University of New South Wales (UNSW), GeoQuEST Research Centre, the University of Wollongong (UOW), the Australian Government and the Australian Nuclear Science and Technology Organisation (ANSTO), Deakin University and the NSW Department Primary Industry and Environment and NSW National Parks and Wildlife Services.
The research project was initiated by community activism started with the Rivers SOS group in 2010 and local concern about mining in the lakes area. Rivers SOS is an alliance of over 40 environmental and community groups concerned with the wrecking of rivers in New South Wales by mining operations.
The science day was very instructive from several perspectives including networking opportunities. Researchers tend to work in silos and conduct their work in isolation from other disciplines. The science day was an opportunity for researchers to interact with each other and generate new ideas from their work.
There was a positive tone around the day where stakeholders were supportive of the goals of the research project. In the past, there are often tensions between stakeholders based on cynicism and lack of trust. There has been a mixed history of community consultations and engagement over policy decisions. In the past city-based decision-makers have shown little regard for the views of small communities. Their concerns have often been ignored.
The science days appear to have generated a significant level of trust between the community and the research team. There has been an open and transparent approach to the research project. Generally, science researchers do not like to present preliminary findings as they may differ significantly from the final results. This can prove problematic. The general community may not be fully aware of this process and can become suspicious and trust falls away.
The science day encouraged community engagement with positive comments from delegates, researchers and seminar day organisers. Before the commencement of the project, there was a high level of community cynicism about government responses to community concerns about the disappearance of the water in the lakes. The research project seems to have ameliorated many community concerns and lessened community cynicism towards decision-makers and the research process.
The second science day was held in June 2018 with five presentations showcasing preliminary findings from research partners. Feedback indicated that there was a strong interest in the early findings and the need for further community engagement – hence the 2020 day.
Announcement of Thirlmere Lakes Research project by the state government
In 2017 the Macarthur press announced the launch of the current Thirlmere Lakes Research project. The South West Voice reported
The research partners, University of New South Wales (UNSW), University of Wollongong (UOW) and Australian Nuclear Science and Technology Organisation (ANSTO), will investigate the sensitivity of these wetland systems to external influences, such as the effects of mining activity and groundwater extraction, over the next four years. (South West Voice 20 October 2017)
The press reports detailed that the 2017 project was built on a 2014 monitoring program that has been continuously recording water levels in the 5 lakes.
The Voice stated that the areas of investigation for the 2017 project included
Geological mapping and geophysical surveys of the Thirlmere Lakes area (UNSW – Dr Wendy Timms);
Environmental isotopes investigations into periodic and recent water losses from Thirlmere Lakes (ANSTO – Dr Dioni Cendón);
Thirlmere Lakes: the geomorphology, sub-surface characteristics and long term perspectives on lake-filling and drying (UOW – Dr Tim Cohen);
Surface Water – Groundwater Interaction (UNSW – Dr Martin Andersen);
Developing an integrated water balance budget for Thirlmere Lakes to provide a detailed understanding of hydrological dynamics (UNSW – Associate Professor Will Glamore). (South West Voice 20 October 2017)
The Thirlmere Lakes National Park is 629 acres located in the Macarthur region and was proclaimed a national park in 1972. In 2000 the national park was inscribed as part of the UNESCOWorld Heritage-listedGreater Blue Mountains Area. The lakes have been a popular recreation spot with local families for many decades.
What if? What might have been? What could have been?
These are interesting questions when considering the big questions about the past.
This area of history writing involves speculation about the past and the way history is interpreted and understood. One young historian who has addressed these questions is Wollongong independent scholar Amy Penning. She has written a critique of counterfactual history. This is a controversial area of history theory and practice. Penning has written a lively discussion that analyses a contested area of historiography. In deciding whether to publish this essay I considered editing the text and decided against it. I feel that the essay is worth reproducing here in full.
The aim of publishing the essay on this site is to give the essay and its author a wider audience. I hope you enjoy reading this very interesting and worthwhile contribution to history theory and practice.
What if? What could have been? Counterfactual history
Counterfactual history is the historiographical method premised on hypothetical alternatives about outcomes of the past events and circumstances which actually occurred. Through questioning and speculating upon what could have happened, the past becomes reinvigorated. As counterfactual history allows for a deeper understanding of the reconstruction of history; as not simply a set of predetermined contingencies but rather an examination of the causation of events and the role of human agency. However, counterfactual claims without historical evidence are simply fantasying and are thus frivolous to historical study. Therefore, historians who employ a counterfactual paradigm have a scholarly responsibility to distinguish the conditions under which these ‘what if’ events are probable with accurate evidence to make these claims plausible and valid for the reconstruction of history.
A contested debate
As with all historiographical philosophies, counterfactual history has been subject to great debate, especially in recent years. Scottish historian Niall Ferguson a foremost proponent of counterfactual history deems virtual history as a necessity for understanding the past. He contends that through using empirical evidence, counterfactual analysis can enable a holistic and rigorous understanding of the past. Conversely, traditionalist historians, including academic Sir Richard J. Evans maintain that because counterfactuals are imaginative reconstructions, questioning the past using ‘what if’ scenarios are futile. He argues that personal speculation and curiosity is not history; that truth is truth and fact is a fact. Evans is right to insist on the primacy of facts in any historical inquiry – to do otherwise would render historical works fictitious. This does not, however, invalidate the potential merits of a counterfactual approach. By examining the conflicting views of Ferguson and Evans (among other historians) the contentions but also potential regarding counterfactual history is clearly illustrated.
Reconstruction of history
Counterfactual history has significant value in the reconstruction of history as it allows for a re-examination of causation, however many historians have interpreted this as a disregard of the past. It has thus been neglected among most academic historians across time and political ideologies ‘as having little epistemic value’. 
A definitive opponent to counterfactual history is E.H Carr (an English historian and opponent of empiricism) who in his famous book What is History? (1961) responded to Isaiah Berlin’s (British- Russian philosopher) criticism of those who do not give ‘priority to the role of the individual and accident’ , thus those who neglect counterfactual history, the role of human agency (humans action) and chance. E.H Carr responded to this by the dismissive phrase that ‘counterfactual’ history is a mere ‘parlour game’, a ‘red herring’. This was because for Carr, an investigation of causes and to suggest that something other than what did happen, might have occurred was a violation of the historical discipline. Strangely, ‘despite (Carr’s) denial of the value of counterfactual history in the book, it remains a landmark for understanding counterfactual history’.  As What is History ‘became the most influential text to examine the role of the historian…in the 1960s and is still widely read today’.  This is supported by the sheer amount of historians who use his definition of counterfactuals. 
The issue is that Carr’s definition of counterfactualism is not conclusive nor does it provide a true understanding of what counterfactual history is: a deeper look into causes, effects, and actors through questioning the past. It can be argued, therefore, that ‘for a long time, Carr’s criticisms made ‘what-if-history’ suspect for serious scholars’.  That is not to say, all historians of recent times disagree with counterfactual history as a result of Carr. However, his basic argument that reevaluating the past as more than predetermined contingencies poses a threat to the historical discipline, unfortunately, sums up the attitude of generations of historians on the subject.
The validity of the counterfactual inquiry
Further, many other influential historians have disregarded the validity of counterfactual inquiry in understanding history by dismissing it’s questioning into known historical events and causes as unhistorical practice. As counterfactual history ‘ambition to be consequential’ (aim to have important value in the historical discipline) is often misunderstood academic historians ‘(as a) distortion (of) scholarship‘. 
Therefore, questioning and reconstructing the past is threatening to some academic historians whose own study and understanding of history which have been cemented in traditional deterministic history (predestined nature of the past). Historian Marxist E. P. Thompson once famously called counterfactuals ‘Geschichtswissenschlopff, unhistorical garbage’. Furthermore, conservative philosopher and historian Michael Oakeshott ‘who rarely agreed with Thompson’ (Sustein, 2014) said that the ‘distinction between essential and incidental events does not belong to historical thought at all’. This reveals the ignorance and unwillingness of many historians to understand what counterfactual history is actually is; the assigning of the importance of events, understanding the significance of human actors and a deeper look at the causation of all which are important principles of historical study.
Further, this demonstrates that prominent and scholarly historians of varying ideologies and beliefs have labelled counterfactual history as a historical tool unworthy of study or use. The impact of this is significant on the study and use of counterfactualism in history, as Niall Ferguson reveals when he states ‘hostile views from such disparate figures’ could explain why counterfactual inquiry ‘has been provided by writers of fiction (rather than).. historians’. Therefore, revealing that academic historians who simply denounce counterfactual history as unhistorical fantasy, have failed to understand the definition of counterfactuals (as counterfactual principles do align with historical practice) and consequently have been unable to see counterfactualism’s value and use in history.
The contentions surrounding the worth of counterfactual inquiry in reconstructing history have been debated by the two leading historians Richard Evans and Niall Ferguson in recent years. Sir Richard Evans a widely renowned historian agrees with Thompson and Oakeshott, as he insists that counterfactual history is ‘speculation, not history.’ Evans laments that this fantasizing ‘threatens to overwhelm our perceptions of what really happened in the past, pushing aside our attempts to explain it.’ However what Evans neglects is Ferguson’s point, that counterfactual hypotheses are ‘only legitimate if one can show if what if your discussing is one that contemporaries seriously contemplated’ by showing evidence.’  Ferguson explains this through the example of ‘what would have happened in 1948 if the entire population of Paris had suddenly sprouted wings’ where he argues that this offers no historical insights, as this is not a realistic conjecture. Therefore, the basis for counterfactual arguments to be valid in reconstructing history must be provable plausibility through historical evidence.
Another counterfactual hypothesis which demonstrates the importance of historical evidence is provided by John Keegan a British military historian who contributed an essay to the military history journal about how Hitler could have won World War II ‘In 1941, Hitler controlled the world’s biggest tank fleet, and one of the biggest air fleets, and if he had decided to use them differently…he could have won’. Therefore, revealing how with factual evidence (the number of tank and fleets Hitler had), the counterfactual hypothesis can provide a greater understanding of the past; as through this inquiry, Keegan highlights the significance of the human actor in historical outcomes, particularly in military history. This is because ‘outcomes of battles were so often determined by the actions and decisions of a single leader’. Therefore, through providing historical evidence counterfactual claims are plausible and are useful as they provide a deeper understanding of the significance of causation and the role of human agency on historical outcomes.
Additionally, the predetermined nature of the past or determinism is a controversial issue for Evans and Ferguson when evaluating counterfactuals use and value in history. Ferguson sees counterfactual history as the ‘necessary antidote’ to the close-mindedness of historical determinism. In Ferguson’s words, ‘the past does not have a predetermined end. There is no author, divine, or otherwise only characters and a great deal too many of them’. Therefore, Ferguson reveals the non-deterministic and true complex contingency of the past as a result of human agency (human action and ability to alter history).
However, Evans contends that the very idea of determinism is too broad, as in terms of history moving towards an end ‘counterfactuals can only cast doubt on theories of history’ but can’t ‘undermine history as a whole because we don’t know where that trajectory will end’. Thus, he argues that since we already know the course of history, historical speculation on what might have occurred is pointless because it didn’t happen. However, Evans ignores that the unpredictable nature of human actors and that chance itself can both be significant factors in historical outcomes. Therefore, although ‘what if’ questioning will always remain hypothetical, chance and human agency do play a significant role in history. Consequently, study into alternative outcomes will always remain important and relevant for deepening the reconstruction of history.
Furthermore, throughout time counterfactuals have been used and will be continued to be used to reconstruct and understand history. This a result of the innate human desire to re-examine the past and to wonder ‘what if?’. In daily life, humans often speculate about what might have happened: ‘either grateful things worked out as they did or regretful that they did not occur differently’. As Niall Ferguson explains ‘(counterfactuals) is a vital part of how we learn’, because ‘decisions about the future are usually based on weighing up consequences of alternative courses of action’. As a consequence, of counterfactual questioning being innately human, historians throughout time have employed counterfactualism in their historical inquiry: sometimes unknowingly.
A further recent example is Robert Cowley, the editor of the military history quarterly who in 1998 used the counterfactual of ‘the fog on the East River on the night of Aug. 29, 1776, which permitted Washington to escape unnoticed by the British and save the Revolution from a Dunkirk. What if no fog?’.  Thus, as a consequence of counterfactual questioning being a part of human nature, it has been used and will be continued to be used throughout time, to better understand the complexity of the causation and events of the past. The innate human quality and use of counterfactuals in history further reinforced by historian and author Aviezer Tucker’s specialist in the philosophy of historiography and history. He reveals how to a certain extent, all historians use counterfactualism ‘when they assign cause, effects and the degree of importance to these causes’ because ‘The assignment of necessary causes assumes that had the cause not occurred, neither would the effects’. As all claims of causation, require the historian to give importance and necessity to events, people, and factors and their subsequent influence on the final outcome. As Jon Elster (Norwegian social and political theorist) explains historians ‘have been talking counterfactually all the time without knowing it’.
An interesting argument regarding the human quality of counterfactualism is put forward by Gavriel D. Rosenfeld a Professor of History, who uses examples of counterfactual history throughout time to reveal how ‘alternate history has consistently functioned as a means of using alternate pasts to expose the virtues and vices of the present.’  That is to say, the counterfactual questions asked throughout time reflect contemporary’s fears, attitudes and beliefs. Rosenfeld uses the example of American authors’ common use of the Nazis winning World War for to demonstrate this ‘For the first three decades of the postwar era most allo- historical (alternative) narratives.. depicted a Nazi wartime victory. This reflects the postwar history of the United States…(glorifying) the American decision to intervene in the war against, and ultimately defeat Nazi Germany’. Thus, (counterfactual history) ‘reflects its authors (current) hopes and fear.’  This reveals that counterfactual history is extremely useful to the historical discipline, as counterfactuals are inherently presentist. Therefore, counterfactual history gives insight into the evolution of historiography which makes it very useful to historians as documents of attitudes, values, perspectives and belief systems of individuals from that particular time.
Utilising the pre-existing conditions
Further, counterfactual claims can be valid through utilising the pre-existing conditions of the event developed over time. An example that demonstrates this, is the Greek’s defeat over the Persians at the Battle of Salamis in 480 B.C. The battle ended with a Greek victory, in which the swifter and far more numerous fleet of the Persian emperor Xerxes was destroyed. ‘However, this victory was dependent on a subtle manoeuvre by admiral Themistocles’.  A Persian win would have prevented the emerging Greek conceptions of freedom and the individual and thus ‘the great strengths of present-day Western culture is due to Themistocles September victory off Salamis’.  In approaching this ‘what if’ historical question one must neglect the ‘anything could follow anything’ mentality. As this kind of counterfactual narrative is based on speculation and is consequently problematic as to ‘extend counterfactual history speculation is to exhaust the connection between facts and realities’. 
A stronger counterfactual inquiry instead uses pre-existing conditions as it’s basis. ‘The Persians could not have been defeated in any other battle, Salamis was the Greeks only opportunity. Had Alexander not lived to build a Macedonian Empire, no one and nothing else could have replaced him. Consequently, the individualist culture that flowered in Greek city-states could not have emerged anywhere else.’ In this version, the counterfactual questioning is a historical inquiry into contingency as it is grounded in the pre-existing conditions of the ‘event developing over diverse conditions across large expanses of geographical and social territory’ . Thus, through the utilising existing circumstances and conditions, the counterfactual hypothesis can be valid in historical practice.
A deeper understanding of the reconstruction of history
In conclusion, a deeper understanding of the reconstruction of history can be achieved through speculation into the ‘what if’ questions of the past. The contentions and potential regarding counterfactual history are illustrated by examining the conflicting views of historians Ferguson (argues is necessary for holistic understanding) and Evans (argues it is imaginary and thus futile). Furthermore, influential historians such as E.H Carr dismissal of counterfactualism as unhistorical fantasy makes evident that counterfactual history’s definition has been skewed; as assigning importance to cause and effect are important historical practices. Through Evans and Ferguson’s arguments, it can be deduced that although counterfactuals claims will always be hypothetical in nature, they can be valid with historical evidence. These plausible counterfactual scenarios can then provide a deeper understanding of history. Historian John Keegan demonstrates through the counterfactual that ‘Hitler could have won World War II by acting differently’ the significance of human agency on historical outcomes. Moreover, counterfactual questioning and has been used by historians throughout time (e.g Thucydides, Livy, and Churchill) as it is inherently human. Consequently, counterfactual claims give insight into the memory and belief systems of individuals throughout time. Finally, through utilising existing circumstances and conditions counterfactual hypothesis can be valid historical practice. Therefore, counterfactual history has important value in the reconstruction of history, as questioning and rethinking the past reinvigorates and opens history; to not simply a set of predetermined contingencies but rather an examination of the causation of events and the role of human agency.
Amy Penning is an independent scholar based in Wollongong, NSW. She is interested in the philosophical nature of history.
Amy Penning can be contacted by email firstname.lastname@example.org
 For example, Martin Bunzl a professor of philosophy article ‘Counterfactual History: A User’s Guide’, Richard Evans in his book Altered Pasts and Professor of history Peter J Beck in Presenting History: Past and Present all refer to and use Carr’s definition.
 Hekster. O., 2016, ‘The Size of History: Coincidence, Counterfactuality and Questions of Scale in History The Challenge of Chance Springer’, pp. 215-232, accessed 28 June 2019, Springer, Cham.
The CHN blogger attended an informative and interesting talk at Belgenny Farm in the Home Farm meeting hall. The presentation was delivered by Peter Watson from the Howell Living History Farm in Lambertville, New Jersey, USA.
Mr Watson, an advocate of the living history movement, was the guest of the chairman of the Belgenny Farm Trust Dr Cameron Archer. Mr Watson was on a speaking tour and had attended a living history conference while in Australia.
Mr Watson said, ‘The 130 acre farm was gifted to the community in 1974 by a state politician with the aim of showing how farming used to be done in New Jersey.
Howell Living History Farm is located within a one hour of around 15 million and the far has 65,000 visitors per year and 10,000 school children.
Mr Watson said,
‘We took about 10 years to get going and deal with the planning process, which was tenuous for the government authorities who own the farm.
Mr Watson said,
‘The main aim at the farm is the visitor experience. The farm represents New Jersey farming between 1890 and 1910 – a moment in time.’
Mr Watson says,
‘We do not want to allow history to get in the way of an education experience for the visitor. The farm visitors are attracted by nostalgia which is an important value for them.
Most historic farms are museums, according to Mr Watson and he said, ‘At Howell Living History Farm visitors become involved in activities.’
The farm uses original equipment using traditional methods and interpretation with living history.
The Living History Movement
Historian Patrick McCarthy considers that living history is concerned with (1) ‘first person’ interpretation or role play (2) adopting authentic appearance (3) re-creating the original historic site of the event.
Living historian Scott Magelssen maintains that living history museums ‘engage strategies in their performance of the past’, claiming to be ‘real history by virtue of their attention to detail’. Living history museums ‘do not merely represent the past; they make historical ‘truth’ for the visitor’. (pp. xii-xv)
According to Magelssen living history museums ‘produce history’ like textbooks, films or a lecture. Under the influence of post-modernism history ‘is on longer to be seen as the reconstruction of the past through scientific analysis’. Living history is a research tool. (pp. xii-xv) There are various interpretations on the way this is constructed, configured and delivered amongst the theorists.
Origins of living history museum movement
One of the early influencers of the living history movement in North America was Henry Ford who established his indoor and outdoor living museum experience in the Detroit suburb of Dearbourn in Michigan USA. It is the largest indoor-outdoor museum complex in the USA and attracts 1.6 million visitors. Ford opened the Greenfield Village to the public in 1933 as the first outdoor living museum in the USA and has over 100 buildings moved to the site dating from the 1700s. Henry Ford said of his museum
I am collecting the history of our people as written into things their hands made and used…. When we are through, we shall have reproduced American life as lived, and that, I think, is the best way of preserving at least a part of our history and tradition…
Living history @ Belgenny
Belgenny Farm is an authentic collection of colonial farm buildings that were once part of the Macarthur family’s Camden Park Estate.
The Belgenny Farm website states that its education program adopts the principles of the living history movement. It states:
Schools enjoy a diverse range of hands-on curriculum based programs including the new Creamery Interpretative Centre. The Creamery showcases the dairy industry over the last 200 years and is supported by a virtual tour and online resources.
And more to the point:
Belgenny Farmwas established by John and Elizabeth Macarthur in 1805 and contains the earliest collection of colonial farm buildings in Australia. The property is a major educational centre with direct links to Australia’s agricultural history.
Sydney Living Museums
Sydney Living Museums is part of the living history museum movement and manages 12 historic properties across NSW. The stated role of SLM is to:
enrich and revitalise people’s lives with Sydney’s living history, and to hand the precious places in our care and their collections on to future generations to enjoy.
to refresh and unify our diverse range of properties and highlight our role and relevance for current and future generations.
Living history is storytelling
Living history is walking the ground of an historical event or place or building. Walking the ground shows the layers of meaning in history in a place or building.
Walking the ground is an authentic real experience.
Participants absorb the past that is located in the present of a place or a site. The past is the present and the past determines the present. It shapes, meaning and interpretation. It is the lived experience of a place.
Living history allows participants to be able to read: the layers of history of an area; the layers of meaning in a landscape; or the layers of history in a building.
It is like peeling off layers of paint from a wall when viewers peel back the layers of history of a site, building or place. Each layer has a special meaning – a special presence.
Lived experience leads to storytelling which is real and authentic.
Storytelling creates the meaning of the past and creates the characters of the past in the present. It allows the past to speak to the present.
Such a pretty tree-lined streetscape, full of old-world charm. I’ve often stood at that green paddock next to the church, with its views across the valley… locals are up in arms as online rumours swirl about moves by the church to sell the land…Right next to Camden’s most famous heritage landmark, an 1840s gem described by one government website as “a major edifice in the history of Australian architecture”.
Cr Banasik said this development opposed the shire’s ethos of rural living. The heritage of the area is amazing – there is Camden Park, Gilbulla, Menangle Store and the rotolactor site,” he said. This development just ain’t rural living.
Journalist Kayla Osborne reported the views of town planning consultant Graham Pascoe on heritage and the Vella family’s new commercial horticulture venture at Elderslie in the Camden Narellan Advertiser in May.
Mr Pascoe said the heritage nature of the site and its proximity to Camden had been well-considered by the Vella family…the land was ideal for farm use…the land has been farmed in the past…We believe we will provide a model…farm at the entrance to the Camden town centre.
The views on heritage expressed in these stories do not actually define heritage.
There is an assumption or a presumption that the reader understands the intended meaning of the word heritage in each of these contexts.
So what was the intended meaning of the word heritage in each of these articles?
To answer that question another must be asked: What is Camden’s heritage?
What is heritage?
The term heritage is not that straight forward. There are a range of definitions and interpretations. The term is not well understood and can raise more issues than it addresses. Jana Vytrhlik, Manager, Education and Visitor Services, Powerhouse Museum (Teaching Heritage, 2010) agrees and says:
To start with it is a useful exercise to say what heritage is not. Heritage is not history. Historian David Lowenthal says that
Heritage should not be confused with history. History seeks to convince by truth… Heritage exaggerates and omits, candidly invents and frankly forgets, and thrives on ignorance and error… Prejudiced pride in the past… is its essential aim. Heritage attests our identity and affirms our worth.
The word ‘history’ comes from the Latin word ‘historia’, which means ‘inquiry’, or ‘knowledge gained by investigation’.
History tells the stories of the past about people, places and events. History is about what has changed and what has stayed the same. History provides the context for those people, places and events.
History is about understanding, analysing and interpreting the past based on evidence. As new evidence is produced there is a re-examination and re-interpreting of the past. History is about understanding the why about the past.
Meaning of heritage
The meaning of heritage is not fixed and historian Graeme Davison maintains that the history of the word heritage has changed over the decades.
Initially heritage referred to what was handed down from one generation to the next and could include property, traditions, celebrations, commemorations, myths and stories, and memories. These were linked to familial and kinship groups, particularly in traditional societies, through folkways and folklore.
In the 19th century the creation of the nation-state, capitalism and modernism led to the creation of national myths, national stories and national heritage.
ln the 1970s, the new usage was officially recognised. A UNESCO Committee for the Protection of World Cultural and Natural Heritage adopted the term ‘heritage’ as a shorthand for both the ‘built and natural remnants of the past’.
(in Davison, G. & McConville C. (eds) ‘A Heritage Handbook’, Allen & Unwin, St Leonards NSW,1991)
Heritage can be categorized in a binary fashion: cultural heritage/natural heritage; tangible heritage/intangible heritage; my heritage/your heritage; my heritage/our heritage.
What is significant about Camden’s heritage?
In 2016 the Camden Resident Action Group attempted to have the Camden town centre listed on the state heritage register. The group obtained statements of support which outlined the significance Camden’s heritage. Statements of support were from Dr Ian Willis (UOW), Associate Professor Grace Karskens (UNSW) and Emeritus Professor Alan Atkinson.
A group of American historians asked this question in 2012. They were concerned about the profile of history in the USA and its branding.
What resulted was the Value of History statement which is a statement of 7 principles on how history is essential to contemporary life. It provides a common language for making the argument that history should be part of contemporary life. They are seeking the support of US historical institutions and provide a tool kit for the implementation of the statement.
The American campaign is centred around this impact statement: “People will value history for its relevance to modern life and use historical thinking skills to actively engage with and address contemporary issues.” They are convinced that history is relevant to contemporary communities.
I would argue that the 7 principles are just as relevant in Australia as they are in the USA. The principles are centred around 3 themes.
To ourselves (a) identity (b) critical skills
To our communities (a) vital places to live and work (b) economic development
To our future (a) engaged citizens (b) leadership (c) legacy.
The supporters of the US campaign want to change the perception that while history is nice is not essential.
There is certainly support for history in Australia as Dr Anna Clark has shown in her book Private Lives Public History that there is general support for history in Australia. But as American historians have found history is ‘nice but not essential’.
The Americans who are leading this campaign are seeking the development of a ‘set of metrics’ for assessing the impact of historical projects and thus prove their worth. It is their view that ‘funders ought to view history, historical thinking, and history organizations as critical to nearly all contemporary conversations’.
Australian historians need to similarly speak with one voice from the many corners of the discipline. From local community history, to scholarly work in academia, to commissioned work, to work in archives, museums and galleries as well the heritage industry.
Australian historian could learn a thing or two from their American colleagues. The statement of 7 principles of the Value of History statement has as much relevance in Australia as the US. Similarly the US desire for a set of assessible metrics would be a useful part of the Australian toolkit for historians of all ilks and backgrounds.
Be a Historical Detective Conducting Historical Research
Steps involved in being a historical detective and conducting an investigation (historical research).
Like any good TV detective, you should proceed through several steps while conducting your investigation (historical research). You will then be able to solve the historical mystery. These steps are:
1. What is a historical detective? 2. What is historical research? 3. What has to be done in historical research? 4. Plan of action 5. What time and resources will be needed to undertake the research (including costs)? 6. Conduct background research. 7. Gather evidence. 8. Evaluate the evidence. 9. Analyse the evidence. 10. Conduct periodic revue of the research process. 11. Present the evidence. 12. Acknowledge the sources of the evidence. 13. Conclusion.
These steps outline a journey ( a voyage of discovery) you can undertake while conducting a historical investigation.
These steps are only a guide and another detective (researchers) may take a different approach.
There are many paths to the ‘truth’ and ‘enlightenment’. Which one are you going to going to take?
Description of each stage of the historical investigation
1. What is a historical detective?
The proposition that I want you to imagine is that you are a detective and that you are going to go on a voyage of discovery.
To be a historical detective assumes that there is a historical mystery of some sort.
History is full of good mysteries.
What is a historical mystery? A historical mystery is a secret, hidden story or an inexplicable matter that happened in the past. For example, there have always been stories and mysteries about Grandad, Aunt Ethyl and cousin Gertrude.
Exercise: Consider a historical mystery you might investigate. What is your historical mystery? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
2. What is historical research?
You will solve your historical mystery by conducting an investigation (historical research) and discovering what is involved in unravelling the mystery’s secrets.
During your investigation, you will collect lots of information (eg, facts, statistics). This is the evidence. You will use the evidence to build a picture that will, hopefully, solve your mystery.
While undertaking your investigation you will be involved in finding out lots of stories.
Which story is the ‘truth’? Your version of the ‘truth’ may be different from someone else’s version of the ‘truth’.
3. What are you trying to find out?
Before you start your investigation you should know (at least have an idea about) the question you are trying to answer.
The starting point for your research will involve asking simple questions about the mystery:
• What is it (event)? • When did it happen (time)? • Where is it (location)? • Who is involved (participants, suspects)? • What are the circumstances (events)?
Then moving to more complex questions:
• Why did it happen (motivation)? • How did it happen (modus operandi)?
Exercise: What is the question you are trying to answer? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
4. Plan of action
Before you start your investigation you should draw up a plan of attack.
You should make a timeline with the steps involved in the investigation.
This is the modus operandi for your research.
This may involve questions like:
• Why am I undertaking this journey in the first place? (motivation) • Where am I going to start? • Where am I doing this research project? • What resources do I need to undertake the research? • How long will my journey of discovery take me (man-hours)? • What am I going to do along the way? • Where am I likely to finish up?
A well-planned investigation will help you from retracing your steps or leaving something out. Do not leave any stone unturned in your investigation.
Exercise: Where are you going to start your research? …………………………………………………………………………………………………………………………………………………………………………………….
How long your investigation going to take? ………………………………………………………………………………………….
Once you have estimated the time needed to complete the research. You might find it useful to set several small goals or mileposts. You can tick off each milepost as you reach that particular point in your research.
Exercise: What are your mileposts? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Once you have estimated how long the research will take and the steps involved, you need to ensure that you stick to your timetable as much as possible.
5. What time and resources will be needed to undertake the research (including costs)?
You will need to make a list of the resources that are required for your investigation.
These resources could include: • Administration and office expenses • Research expenses • Travel expenses • Research fees • Computer hardware and software
6. Conduct background research.
Before you start your investigation you should find out has anyone else been there before you. If there has been previous research you need to know:
• What did they find out? • Are you re-inventing the wheel? • Are you actually doing something new? • Are you simply re-hashing old material? If so you might be wasting your time and energy. Find another historical mystery to solve. There are lots around.
A good historical detective could examine the physical scene of the mystery and obtain the ‘lay of the land’. This could involve a field trip to a site or local study area. You could make observations of the scene (location) and record your observations. It helps you ‘get the feel’ of the investigation.
7. Gather evidence
You should gather the evidence in several forms:
• Written evidence from a variety of sources,(eg, libraries, museums, archives, organisational records, newspapers); or making a field trip and recording your observations (eg, memorials, cemeteries, artefacts, objects)
(a) Firstly, the type of evidence that you have gathered to solve the mystery.
This will be either primary or secondary evidence (sources)
(i) Primary evidence (sources)
This is evidence drawn from the time of the mystery.
This can include:
Diaries Letters Posters Official records – government records (eg: birth certificates, death certificates) Newspapers Memoirs Personal records Maps Sketches Paintings Photographs Artefacts Objects Site Anecdotes Ephemera Songs Poems Cartoons Advertisements Human remains – skeletons Oral testimony – interviews
(ii) Secondary evidence (sources)
This is evidence that is reconstructed by others about the mystery.
This can include:
• Books, • TV programs, • Reports.
(b) Secondly, evaluation involves the validation and verification of evidence.
(i) Validation is confirming the details of the evidence. Is it correct?
(ii) Verification will involve cross-checking evidence.
9. Analyse the evidence.
Now you have all the evidence, what are you going to do with it? You will have to:
Organise and arrange all of the evidence. To do this you will need to summarise the evidence. This could be achieved by:
• Completing a timeline (date order of events), a table, maps, lists, tables, mind maps, charts, storyboards.
• Completing a profile of suspects (participants) involved in the mystery.
• Reconstruct scenarios of the mystery and answer questions like:
Why were the participants involved, that is, what was their motivation?
Why did these events occur?
How did these things happen?
• Taking an empathetic approach to help gain an appreciation of what the situation was like in the past to assist in solving the mystery.
10. Conduct periodic revue of the research process.
Every now and then you need to pause and re-assess your progress. You need to ask yourself several questions. These could include:
• Are you sticking to your timetable? • Are you staying to your budget? • Are you getting side-tracked? • Are you running up to many dead-ends?
You may be forced to take a step back and make some critical judgements about the progress of your research. If you are not achieving your goals, why not?
Be flexible. Take advantage of the unexpected. Adjust to dead ends. Follow unanticipated leads.
11. Presentation of the research.
Once you completed your investigation (gathered all your evidence and you have organised it, verified its authenticity and validated it) you will have to present it.
The results of your investigation could be presented in several ways:
• Reports • Essays • Poems • Newspaper articles
• Charts • Graphics • TV documentary • Film • Drawings • Photographs • Poster
(c ) Oral
• Speech • Play
Within each of these types of presentation, there are different alternatives. For example, you could consider presenting the written component of your research by using any number of different text types:
• Description – to describe a person, place, object or event. • Recount – to retell past events, usually in date order. • Explanation – tells how (process) and why (reason) something occurred. • Exposition – present one side of an issue. • Information Report – to present information in a general rather than a specific subject. • Discussion – to give both sides of the issue (for/against).
12. Acknowledge the sources of the evidence.
When you have used material and ideas that are not your own you must acknowledge them. If you do not this it is theft and is called plagiarism. Plagiarism is the theft of another person’s ideas or intellectual property.
Acknowledgement of sources may involve using:
• Footnotes • Endnotes • Bibliography • Reference List • Further reading
An acknowledgement will involve using a referencing system of some type, for example:
• Oxford • Cambridge • Chicago • Harvard • MLA (Modern Language Association of America)
The referencing system you chose will depend on your audience and other considerations. Most publications will put their requirements in a style guide.
Finally, at the end of your investigation (historical research): did you find out the ‘truth’?
References and further reading.
Anderson, Mark & Paul Ashton, Australian History and Citizenship, South Yarra: MacMillan Education, 2000.
Black, Jeremy and Donald M MacRaild Studying History, 2nd Edition, Houndmills, Basingstoke: Palgrave, 2000.
Carr, EH, What is History? The George Macaulay Trevelyan Lectures Delivered in the University of Cambridge, January-March 1961, Harmondsworth, Middlesex: Pelican, 1964.
Clanchy, John and Brigid Ballard, Essay Writing For Students, A Guide for Arts and Social Science Students, Melbourne: Longman and Cheshire, 1981.
Coupe Sheena, Robert Coupe and Mary Andrew, Their Ghosts May Be Heard, Australia to 1900 2nd Edition, Melbourne: Longman Cheshire, 1994.
Eschuys, Joe Guest and Phelan, Discovering Australian History/Eschuys, Guest, Phelan, South Melbourne: MacMillan, 1996.
Mabbett, IW, Writing History Essays, A Student’s Guide, Houndsmills, Basingstoke: Palgrave Macmillan, 2007.
McCullagh, C Behan, The Truth of History, London: Routledge, 1998.
Warren, John, History and Historians, in series Access to History, London: Hodder and Stoughton, 1999.
Curthoys, Ann & John Docker, Is History Fiction? University of New South Wales: University of New South Wales Press, 2006.