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New audiences for archives – the Archival Literacy Online Course addressing teachers and students

One of the primary objectives of the European Digital Treasures project is to address new audiences and introduce them to the world of archives. Engaging young people plays a vital role in it and will be achieved with various project activities. The focus lies on offering a low threshold and adventurous entry point into the world of archives, using narrative techniques (“story telling”) that are based on the historical data of the archival documents.

Archival Literacy Online Course

As one of the major parts regarding a young audience, the Archival Literacy Online Course has been developed to assist teachers in introducing students of grade 9 and higher to the world of archives.

This course offers a sustainable and attractive tool linked to young user education on how to use archives, teaching students how to conduct research within the archival holdings, through traditional lectures and presentations at schools and integrate the possibilities offered by archives, mostly in Humanities, specifically in areas like history, arts, and geography.

The Archival Literacy Online Course is available in English and Spanish.

The course has been organised around three key modules:

  • Module 1: Archives – an introduction
  • Module 2: The archive of anyone, an archive for anyone
  • Module 3: Teaching with primary sources
Archival Literacy Online Course

The Archival Literacy Online Course presents the relevant information in an attractive way tailored to the target group of young students. Step by step, the course content is presented, with a knowledge check where the students answer questions based on the section they have just read.

By the end of module 1, the students will understand what an archive is, they will be able to explore the qualities archives need to have, understand the evolution of the archives, and appreciate the importance of archival literacy as well as the value of archives to society.

Module 2 – The archive of anyone, an archive for everyone teaches the students how to identify the key records about different periods and activities in their life, shows them how to differentiate between legal and formal information and also tells them about their rights in relation to those records.

Module 3 – Teaching with primary source offers resources that teachers might find helpful in their teaching practice. The resources are organised in three thematic sections with a high level of relevance today, namely Pandemics and Epidemics, Economic Crises and Migration.

Introductory videos to these modules are available online:

On May 6, 2021, the Digital Treasures project partners will present the Archival Literacy Online Course in a webinar. Click here for details on the agenda and the registration form.

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The impact of COVID-19 on the Digital Treasures exhibitions

The archival treasures, documents and records kept by the archives around the world lie in their peaceful places in their cases, boxes or folders in those never-ending mysterious storage rooms. Our exhibitions mean that the history itself is brought to life. When an exhibition is set up, the archival records are being carefully digitised or taken out and are prepared by professional restorers to be displayed to the public. In presenting these records for cultural, educational purposes – some of them being many hundred years old – the exhibitions play a particularly important role.

Heritage of a Nation – Landmarks of Hungarian History exhibition opening in August 2020, Budapest, Hungary. Credits: Zsuzsanna Lantos, National Archives of Hungary

When we think about the recently erupted epidemic, it is hard to miss its impact on the cultural sector. Last year new exhibitions were planned and opened just to be closed right after opening and it has been a new experience for all of us to cope with the challenges that have been triggered by COVID-19. The pandemic has disrupted traditional working practices in the sector, making the digital transformation of cultural heritage institutions more important than ever. However, these challenges resulted in many positive changes that might have been delayed if the pressure of digitisation had not come in waves. The digital strategies have drastically changed and we had to keep focus on what is important.

The main aim of the exhibitions is to make the archival material available to the citizens of the world, families, students, travellers, art enthusiasts, pensioners and so on, to help them get closer to their roots, their history and cultural heritage. These records are the base of every nation’s history involved and should be made available for everyone who is curious enough to observe and understand them. Though our physical exhibitions remained closed, the digital world has opened new windows in exhibition planning. Some of the main challenges were preparing teams for working with digital technologies, a budget, preparing factors for choosing a direction for further activities and through it all, most importantly keeping good health in the focus. Virtual exhibitions have emerged, the digitisation of archival records has accelerated, archival educational material was prepared for the online classes. Social media became the main event space for openings, virtual book launch events and workshops. Our digital content has grown rapidly and as a result, our institutions became more transparent and accessible to the public.

In the framework of the European Digital Treasures project, three exhibitions are being prepared. The archival digitisation processes in the partner countries have worked effectively, but COVID-19 has caused some serious impacts on the exhibition’s physical openings in some countries. The crisis has directly implied the delay in the opening of the exhibitions; the first exhibition of the project is ‘The Construction of Europe’, it will finally open in late June, 2021 at the Archives of the Crown of Aragon, Spain and will be the first exhibition to start the series of exhibitions of the European Digital Treasures project.

All measures considered, the archives have adapted their facilities to guarantee the protection of both workers and citizens who access them. All institutes are currently working on a plan that will allow the safest way of engaging in exhibitions after reopening.

Author: Anna Palcsó, Public Education Officer, National Archives of Hungary

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The importance of the dissemination of memory in the teaching of History

As one of the major parts of the European Digital Treasures project, the Archival Literacy Online Course has been developed to assist teachers in introducing students of grade 9 and higher to the world of archives.

One of the teachers who has been using this tool in her teaching is Teresa Gomes, History teacher at Mem Martins Secondary School in Portugal. In an online presentation of the Archival Literacy Online Course on May 6, 2021, she will give insights into the course together with other lecturers. To join this event, please register here.

Teresa Gomes is the author of the following text.

Project “Digital Treasures”

This text aims to be not only a reflection on the pedagogical component of the training performed, but also on the social and informational functions associated with the archives, for the role they play in keeping the memory of the different communities and individuals.

National Archive of Torre do Tombo, Portuguese Political Constitution of 1822, one of the archival documents explored with students in a classroom context.

The preservation of memory, throughout history, has been possible through the multiplicity of testimonies that allow the reconstitution of the timeline for the succession of events. The act of preserving the record of these actions constitutes the original basis of the archives which, by subjecting the documents to archival procedures, have allowed access to information through their reuse.

As mentioned in the document Aprendizagens Essenciais for the discipline of History A, must have a teaching that encourages in students a method that values the exhaustive analysis of diverse sources promotes the development of a critical perspective, enabling the deconstruction of information, identifying error and illusion (2018:2), which attributes to pedagogical tools such as those presented during “Digital Treasures” formation a particular highlight in the analysis of primary sources.

National Archive of Torre do Tombo, Portuguese Political Constitution of 1822, one of the archival documents explored with students in a classroom context.

An example of the partnership between the Archive and the School was promoted through two initiatives that counted with the collaboration of the Arquivo Municipal de Sintra (AMS) and the School Library of the Mem Martins Secondary School (BE ESMM): An exhibition of the existing AMS documents, with particular emphasis on written and iconographic documents about the localities Algueirão-Mem Martins and Rio de Mouro, given that the educational community is located in these places.

During the fortnight in which the exhibition was in the BE ESMM, a lecture was held with the head of the AMS on the dematerialisation of and accessibility to documents, using digital media. During the lecture, it was shown how to navigate through different types of documents related to local and regional history was performed.

Later, in the classroom, the students worked on the website of the Assembly of the Republic and National Archive of  Torre do Tombo/Digitarq to read and analyse documentation relating to the Liberal Revolution of 1820 and the Civil War between Liberals and Absolutists, as well as the involvement of the municipality of Sintra in both events.

For the knowledge of the historical context under study, the students are thus led to the reading and analysis of coeval written production as well as to the observation of records of images of the time or that in histography allow the identification of elements that promote the hermeneutic and heuristic analysis of the sources, namely in the subject of History A, in secondary education.

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The Titanic disaster

109 years ago, today, on 15 April 1912 at 2:20 am, after striking an iceberg during her maiden voyage from Southampton to New York City, RMS Titanic broke apart and sank south of Newfoundland, in the North Atlantic Ocean. With its 46,300 gross tons, RMS Titanic was the world’s largest passenger ship afloat at the time she entered service. It was thought that the huge ship with 16 watertight bulkheads simply could not sink. The disaster was met with worldwide shock and outrage at the huge loss of life, as well as the regulatory and operational failures that led to it.

Titanic´s passengers numbered approximately 1,339 people. It had around 885 crew members, of which only 23 were women. Only 710 survived out of a total of around 2,224 people onboard. The ship carried some of the wealthiest people in the world, as well as hundreds of emigrants from Great Britain, Ireland, Scandinavia and elsewhere throughout Europe. The first-class accommodation was designed to be the pinnacle of comfort and luxury, with a gymnasium, swimming pool, libraries, high-class restaurants, and opulent cabins.

Passengers for RMS Titanic 10 April 1912. National Archives of Norway, Private Archive White Star Line, Emigration Register no. 4 (1906-1915), image 169.

This document is held in the National Archives of Norway as part of the collection of the White Star Line shipping company. The White Star Line was British owned but had an office in Oslo for processing Norwegian passengers who wished to make a connection to the UK in order to secure passage on one of the vessels sailing for America. Recorded on the list are three of the 28 Norwegian passengers who sailed with the Titanic when she departed from Southampton on 10 April 1912. Two of those listed, Arne Johan Fahlstrøm and Carl Midtsjø, made the connecting trip from Christiania (later Kristiania, the old name for Oslo) on 3 April (their ship was named the ‘Oslo’). The third, Olaf Pedersen, eventually travelled from Larvik on 5 April. Of these three men, only Midtsjø survived the Titanic disaster.

The list of the three Norwegian passengers is part of the Archival Literacy Online Course, a European Digital Treasures project to assist teachers in introducing students of grade 9 and higher to the world of archives. It is included in Module 3 – Pandemic and Epidemics, Economic Crises and Migration.

RMS Titanic departing from Southampton 10 April 1912. Photo: F. G. O. Stuart / Wikimedia Commons.

The Norwegians on the Titanic also formed part of a wider historical story, that of the mass migration of many millions of Europeans to America. And it was first and foremost this emigration that made the traffic across the Atlantic Ocean profitable in the beginning of the 19th century.  This movement of people had been ongoing since the ‘discovery’ of the New World in the late fifteenth century. However, by the mid-nineteenth century better connections and lower costs had helped facilitate the transportation of an ever-increasing number of individuals. Until World War I, around 100,000 persons from Northern Europe emigrated each year. A majority were attracted by the greater opportunities that expanding countries such as the USA could offer. In that sense they were motivated by what historians have referred to as ‘pull’ factors. But at certain points in time so-called ‘push’ factors came to predominate. During the late 1840s, for example, a large wave emigrated in desperation from Ireland and Germany following the onset of crop failure, famine and political unrest in their home country.

Midtsjø, Fahlstrøm and Pedersen had, each in their own way, all gone in search of opportunities available to them in America. Fahlstrøm had been gifted the price of passage by his parents so that he could study theatre in New York. Pedersen was already a citizen of the USA and was returning there after a sojourn back in Norway, where he had got married. The intention was that his new Norwegian wife would join him in America once he had made enough money to support a family. Midtsjø was the son of a farmer and was the first of several siblings who emigrated to the USA. Given that he travelled third class and was a healthy adult male he must have counted himself very lucky that he found a place on one of the Titanic’s lifeboats on that fateful night.

Biographies of the three Norwegian passengers

Arne Johan Fahlstrøm, who according to the passenger list travelled on first class on the transport ship from Oslo, is on Titanic’s passenger lists among those who travelled on second class. As a reward for a good exam, the parents gifted their 18-year-old son the price of passage to the United States where he should study film and theatre in New York. Both his parents were actors and had in 1897 established the Central Theatre in Oslo. They lost their only child and bequeathed their entire fortune to the Rescue Society to prevent new accidents at sea. A lifeboat came to bear the son’s name.

Carl Midtsjø travelled on Titanic’s third class. He was a farm boy from Ski outside Oslo and was the first of several siblings who emigrated to the USA. Carl was lucky and got a place in one of the lifeboats – no. 15 with passengers from all classes. In some of the lifeboats, there were in fact also blind passengers from the Titanic. In a letter to his brother shortly after the accident, he wrote that while people were desperately trying to save themselves on board the lifeboat, one of them was shot at. For Carl, life went on. On 4 August he turned 22 years old. He married the following month and remained in America for the rest of his life.

Olaf Pedersen came from Sandefjord, a small town an hour outside of Oslo, was 29 years old and travelled on third class. He was already a citizen of the USA and was returning there after a sojourn back to Norway where he had got married on 17 March. Now he wanted to cross the Atlantic again to earn money for his new family. It was intended that his Norwegian wife should follow later. Less than a month after the wedding, she became a widow instead. She made a living by sewing and never remarried.

Further reading:
https://en.wikipedia.org/wiki/Titanic#Survivors_and_victims
https://www.encyclopedia-titanica.org/

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Law by which King John V prohibited the use of costumes and language of the Romani people

“Considering the behaviours of the Gypsies that “commit theft, deceit and many other offences and outrages”, the king orders that “no one in this kingdom… uses the costumes, the language or the contraptions of the Gypsies… that they don’t live together, or occupy more than two houses per street, or walk together on the roads”, but use the way of life of the people of the land.”

“Tipos ciganos”. Document of the fonds Empresa Pública do Jornal O Século, Joshua Benoliel, lote 05, cx. 01, negativo 06

The 8th of April was officially declared as the International Roma Day in 1971, having been accepted by the majority of associations of Romani communities, with a view to promote the Romani culture.

The National Archive Torre do Tombo presents a law of 1708, of King John V, on the Romani people.

This law, like others issued in previous and posterior kingdoms, is a significant document for the knowledge of the history of the condition of the Romani minority in our country that, since its arrival to Portugal in the 15th century coming from Spain, was the object of discriminatory laws.

Besides the rejection of nomadism and other habits and traditions – like language, costumes and fortune-telling – these laws established penalties like working in the galleys and being exiled to Portuguese colonies, like Brazil.

It would take four centuries of living in the Portuguese territory for the Romani people to be granted the Portuguese citizenship, in 1822, by the Constitution of the Liberal Monarchy.

The Romani people, widely known for their negative visibility, are however still unknown for their history, culture and traditions.

The Roma were victims of the Holocaust (25 to 50 percent of the population) but were only tardily recognised as such: it was only in 2012 that the first monument in memory of the Romani victims of the Holocaust was inaugurated in Berlin, Germany.

Throughout Europe the hostility against the Romani people has been increasing, which today represent 12 to 10 million people in the European Union. In Portugal, they represent only 0.3 percent of the population, about 35 thousand people.

Zeljko Jovanovic, the director of the Open Society Roma Initiatives Office, states that “The situation of the Roma reflects the deep European values and liberal democracy crisis” (…) “Many politicians all over Europe have learned that they can manipulate society against the Roma to gain votes.”

The European Romani people are still particularly vulnerable to poverty and exclusion, being considered the poorest ethnic group, with worse living conditions, undereducated and the main target of racism and discrimination in modern societies.

In response to this problem the European Union implemented, from 2011, an EU Framework for National Roma Integration Strategies.

In 2013, for the first time, a strategy specifically directed at the Romani people in Portugal was approved: National Roma Integration Strategy.

The evaluation reported by the European Commission indicates that the goal is far from being achieved: the access to education has improved (the attendance of early childhood education has increased and early school-leaving was reduced), but there is little advance in health, the housing situation is still critical. In the employment area there was no relevant improvement, there is even more youth that neither study nor work and, in some countries, the hostility has increased.

Maria Trindade Serralheiro, Senior Technician / Information, Statistics and Quality Systems, General Directorate of Books, Archives and Libraries, Portugal

Ana Isabel Fernandes (trad.), Senior Technician / Communication Office, Torre do Tombo National Archive, General Directorate of Books, Archives and Libraries, Portugal

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Contrasts in the centuries of the Maltese Enlightenment

The Age of Enlightenment was an intellectual and philosophical movement that dominated the world of ideas in Europe during the 17th and 18th centuries. Philosophers and scientists of the period widely circulated their ideas through meetings at scientific academies, Masonic lodges, literary salons, coffeehouses, and in printed books, journals and pamphlets. The ideas of the Enlightenment undermined the authority of the Monarchy and the Catholic Church and paved the way for the political revolutions of the 18th and 19th centuries.

The “Radical Enlightenment” promoted the concept of separating church and state, an idea that is often credited to English philosopher John Locke (1632–1704). According to his principle of the social contract, the government lacked authority in the realm of individual conscience, as this was something rational people could not cede to the government for it or others to control. For Locke, this created a natural right in the liberty of conscience, which he said must therefore remain protected from any government authority.

AIM Corr 102, ff 16
Location of origin: L-Arkivji tal-Kattidral
(Cathedral Archives, Malta)

This letter was written exactly 229 years ago, on March 31, 1792 and is kept by the Cathedral Archives of Malta (L-Arkivji tal-Kattidral). The letter illustrates the ways in which Enlightenment ideas undermined the authority of the Catholic Church in Malta in the 18th century.

The author was the Inquisitor Giovanni Filippo Gallarati Scotti who wrote to Cardinal Francesco Saverio De Zeleda in Italian language. The object of his letter is Giovanni Nicolò Muscat, the Uditore or General Advocate to Grand Master De Rohan (1727–1795). Muscat was born in very poor circumstances in Valetta on March 8, 1735. However, he was brought up by his aunt, who paid his studies. Muscat was profoundly immersed in the culture of the Enlightenment.

He was a firm believer of Voltaire’s view that Enlightened Despotism was necessary to strengthen the power of sovereigns in all matters, to promote social well-being and political stability. During the Enlightenment in Malta as in Central Europe, such ideas favoured by Monarchs and the Grand Masters clashed with the authority of the Catholic Church; the bishops and inquisitors had their own tribunals, superior censoring rights and held the monopoly on education.

One of the fiercest battles was that over the exequatur or, as it was more commonly known in Malta, the Vidit. The Government claimed the right to sanction or prohibit the execution of any legal instrument issued by foreign courts. The auditor of Mgr. Scotti, the Inquisitor, argued with Muscat that this law was harmful to ecclesiastical liberty and to the privileges and dignity of the Pontifical Tribunals. Muscat maintained that the Church could exert its jurisdiction solely in matters pertaining to the Sacraments, the faith, morals, and ecclesiastical discipline, though He avowed to have been, was, and always will be, a true and faithful son of the Church.

In the letter, Giovanni Nicolò Muscat, is now said, as described by Inquisitor Scotti, to have publicly exclaimed “indecent expressions” including that the age of the power of the Church is over, thus affirming his belief that the power of Enlightened Sovereigns should replace that of the Church.

Gio’ Nicolo’ Muscat can certainly be described as a most outstanding and stupendous philosopher. He dared to challenge the hegemony of the Catholic Church in an age when it was right across-the-board.

This record will be showcased at the first thematic exhibition of the European Digital Treasures project, entitled Construction of Europe – History, Memory and Myth of Europeanness over 1000 years.

Anna Palcso, Public Education Officer at National Archives of Hungary

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Ibero-American Migratory Movements online database

The Ibero-American Migratory Movements Portal is a project coordinated by the Subdirectorate General of State Archives of the Spanish Ministry of Culture and Sport, developed with the aim of promoting and facilitating access to documentary collections relating to Spanish emigration to Ibero-America in the period of Mass European emigration to the Americas. It offers free access to any user interested in accessing the documents and digitised images of these collections.

This database is the result of intense cooperation between various Spanish and Latin American archives, which will gradually increase as the documentation of a migratory nature preserved on both sides of the Atlantic is described and digitised.

Spanish migrants.
General Archive of Administration (Spain)

After the discovery of America, Spanish migration to the Indies was a constant linked to the colonisation of the new territories which produced a steady flow of emigrants to the continent. However, the colonial age is not very relevant to migratory movements if we compare it with the emigration that took place during the 19th and 20th centuries.

In keeping with the dynamics of certain European countries, between the end of the 19th century and the first thirty years of the 20th century, Spain became a country of economic emigration. This is the age of massive emigration of Spaniards to America, which had a social importance and demographic weight way above that of the colonial era. During this chronological period, the American continent opened its doors to immigrants. Many governments believed that the solution to the lack of labour and the exploitation of new products lay in this group of people, and that their work force could materially develop emerging states.

Spanish migrants.
General Archive of Administration (Spain)

It is difficult to calculate the exact number of Spanish emigrants leaving to America during this period due to the dispersion of sources, but it fluctuates between two and four million people according to authors. Of all the Ibero-american countries receiving Spanish workers, Argentina and Cuba recorded the highest percentage of continuous flow, as immigration was encouraged by various governments and strengthened by family networks.

The Great Depression during the thirties put an end to massive emigration to America, although the phenomenon did not simply vanish. At this time, host countries started to restrict the entrance of new immigrants.

However, the Spanish Civil War saw the start of a new migratory wave: exile. Mexico, under the presidency of Lázaro Cárdenas, rescued and received between fifteen and twenty thousand exiled Spanish republicans from refugee camps in France, and became one of the main host countries.

This database currently allows consultation of 77,480 records of emigrants and 244,802 digitised images of documents from archival collections that provide evidence of emigration to Argentina, Cuba, Mexico, Puerto Rico, the Dominican Republic and Uruguay.

Through this project, many descendants of Spaniards have been able to follow the documentary trail of their ancestors, either out of simple family curiosity or, in most cases, to obtain documents that generate rights of option to Spanish nationality, especially in the case of the descendants of political exiles. Therefore, with this project, the Spanish State Archives have contributed to generate digital resources that allow the restitution of rights in a context of democratic memory.

Cristina Díaz Martínez
Head of Institutional Relations. Spanish State Archives

For more information, visit the portal or watch the following video (in Spanish).

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“What we can expect from the Pan-European Movement?”

The following document is the March 18, 1928 issue of the Pan-European Movement’s Hungarian-language periodical, the Pan-European Bulletin, written in English language. It was edited by the Hungarian Ferenc Faluhelyi (October 29, 1886 – December 24, 1944), an international law expert and founder of the Institute of Minorities of the University of Pécs. This record will be on display at the first thematic exhibition of the European Digital Treasures project, entitled Construction of Europe – History, Memory and Myth of Europeanness over 1000 years. You can read more about the exhibitions here.

“What We Can Expect From The Pan European Movement?” (Anniversary of issue, 18.03.1928), Location of original record: National Archives of Hungary Reference code: HU MNL BaML XIV 20 b 38 4

Over the years, the interests of Ferenc Faluhelyi gradually aimed from public and criminal law to international law – which he consistently mentioned as interstate law in his lectures and studies. As a researcher and professor, he had been concerned with minority issues since 1926, proclaiming the principle of the equality of states and, within this, the need for the citizens of individual nations to exercise their fundamental rights. He considered the issue of minority protection as a point of doing.

The Hungarian Pan-European Committee was established in Budapest on June 24th, 1926. Lawyers, economists, and representatives of the economic and financial circles played a prominent role in establishing and promoting the goals of the movement. The pursuit of the Hungarian committee – similarly to the government’s foreign policy – started from the injustice of the peace treaty and fought for its revision.

The Pan-European Movement was an appropriate answer to the issue of the national minorities, since its main feature was the aspiration to reduce the significance of the state borders. A united Europe was important for them, because the continent could only defend itself from the threats of the Soviet Union by the power of unity. The idea was to bring the Pan-European Movement closer to the customs union, with unconditional respect for minority rights, language and cultural development, and free contact between minorities in other parts of the country, especially with their “blood brothers in the motherland”.

Hungarian Pan-Europeanists considered it important to clarify their relationship with the nation and to define the relationship between the European and national elements. Richard Coudenhove-Kalergi believed that the feeling of belonging to a nation – like the religion – could be a private matter, and thus the concept of a European nation could be formed. Hungarian Pan-Europeanists did not accept this position, rejected it, considered it a utopia to strive for uniformity, and saw the uniqueness and strength of a united Europe in the totality, harmonious coexistence and cooperation of individual cultures represented and mediated by different nations.

The Pan-European Movement also attracted significant personalities in Hungary, but was unable to put pressure on government circles that did not recognise – or did not want to recognise – the forum provided by the Pan-European Movement to promote foreign policy goals and seek allies. The Hungarian government, like other European governments, did not want to achieve its foreign policy goals by coordinating them with the interests of other states, in a Pan-European framework, but by balancing them between states, taking advantage of their contradictions. The possible development of the Pan-European orientation of the government – as in the case of the other states – could have been greatly helped by the official establishment of the Franco-German rapprochement and cooperation. By the time the Briand Plan based on this could have been discussed, the economic situation was no longer appropriate and the Pan-European political environment was becoming less and less appropriate.

The achievements of Ferenc Faluhelyi in the field of protection of the minorities were honored in 1933 by the Hague-based Association Internationale Pour les Études du Droit des Minorités, and in that year he was awarded the Badge of the Order of the Crown of Italy for his distinguished knowledge and presentation of Italian international law.

Anna Palcsó
Public Education Officer, National Archives of Hungary

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International Women’s Day

March 8 is the International Women’s Day. The day has been celebrated since 1910, and on March 8, since 1914. The United Nations recognised Women’s Day in 1975, in connection with the International Year of Women. The day was instituted to honour the fight for women’s rights and to support a demand for universal suffrage for women.

Meeting concerning voting rights of Norwegian women, at the opening, 3 June, 1902 in the Old Ballroom at the University of Oslo. Photo: Severin Worm-Petersen; National Archives of Norway, reference code: RA/PA-0379/ U29_3598.

The photograph above is from a meeting held in the Old Ballroom at the University of Oslo in June 1902. The meeting was concerned with the voting rights of Norwegian women, the key demand of the Suffragette Movement since the turn of century.

Mrs. Fredrikke Marie Qvam (1843–1938), 1896, founder of the Norwegian Women’s Public Health Association, liberal politician and wife of Prime Minister Ole Anton Qvam. Photo: Henriksen; National Archives of Norway; reference code: RA/PA-0379/U4_0406.

In the picture, the Norwegian humanitarian and feminist Mrs. Fredrikke Marie Qvam addresses the meeting of 500 people. She was the leader of the Norwegian Women’s Public Health Association, the organisers of the meeting. The Association was founded in 1884 to safeguard women’s rights and strive for an inclusive society through the voluntary activities of its members. The Association pursued causes such as the improvement of women’s education and finances, preventing violence against women and increasing their political influence. After female voting rights in national elections were achieved in 1913, they worked to improve women’s political participation and for greater gender equality in school, education and working life.

The historical event when Norwegian women from the bourgeoisie and the middle class could vote for the first time in a Parliamentary election, 1909. Photo: Anders Beer Wilse; Norwegian Folk Museum, reference code: NF.06828-009.

In 1893, New Zealand was the first country in the world to introduce female voting rights in national elections. Finland was the first country in Europe to introduce women’s suffrage, in 1906, followed by Norway in 1913 and Denmark in 1915, with many other countries following suit in the years around the end of World War I.

The United Nations supported the introduction of women’s voting rights following World War II. The Convention on the Elimination of All Forms of Discrimination Against Women (1979) defined it as a basic right within its 189 member countries.

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Photography in Malta

Sometimes, administrative records are a documentation of normal moments that eventually have a great impact on society. The National Archives of Malta records one such event that happened 121 years ago.

On March 4, 1840, the French ship Dante entered the harbour of Malta. Coming from the Levant, all passengers were placed in quarantine. Two of them, Émile Jean-Horace Vernet (1789-1865) and his nephew Frédéric Auguste Antoine Goupil-Fesquet (1806-1893), brought photography to Malta.

Register of Arrivals in the Great Harbour of La Valletta, Malta, with the arrival of the “Dante” on March 4, 1840

Their voyage had started in Marseille in October 1839, passing through Malta, the island of Syros, Santorini, Crete and Smyrna, Egypt, the Holy Land, Syria and Constantinople. Gaspard-Pierre-Gustave Joly de Lotbinière (1798-1865), who took the first photographs of the Acropolis of Athens and the pyramids of Egypt, joined them on this voyage.

During the trip, Vernet and Goupil-Fesquet produced many daguerreotypes of the places they visited, using the new photographic technique that had just appeared. In fact, Louis Daguerre (1787-1851) perfected the scientific process of photography in France and made it public in March 1839.

Vernet (1789-1865) and Goupil-Fesquet took advantage of the quarantine in Lazzaretto in Malta to invite some guests and show them the new and surprising photographic process. They invited the Governor, Sir Henry Bouverie, other artists and distinguished guests, including the French Consul, to witness a practical demonstration of the new art in the Lazzaretto.

The Maltese papers noted that the experiment that resulted in the first photograph shot in Malta was “perfectly successful” (Il Portafoglio Maltese, 16 March 1840).

These French pioneer photographers left Malta on March 29, heading for Rome. In 1842, they published a number of daguerreotypes they had produced in the East with the title “Les Excursions Daguerriennes”.

Leonard Callus, National Archives of Malta