On This Day in History – 11 June – Marriage of Henry VIII and Katherine of Aragon


Katherine of Aragon by Lucas Hornebolte
Katherine of Aragon by Lucas Hornebolte

Event– Marriage of Henry VIII and Katherine of Aragon

Year– 1509

Location– Greenwich Palace, England

The wedding of Henry VIII and Katherine of Aragon isn’t as well-known as their very public divorce. Katherine was the widow of Henry’s older brother, Arthur, who had died in 1502. Henry would later allege that this was an impediment from which the Pope couldn’t dispense.

Katherine and Henry had been betrothed for 6 years by the time that they married, and it wasn’t certain that they would marry even after the betrothal. When Katherine’s mother, Isabella of Castile, died Katherine was seen as less valuable on the marriage market as she was no longer the product of a united Spain. Henry VII began to look elsewhere for a bride for his son.

When Henry VII died in 1509 Katherine’s fortunes changed overnight and the marriage negotiations were successfully brought to an end in May 1509. The marriage licence was issued by the Archbishop of Canterbury, William Warham, on 8 June 1509.

The marriage was a private ceremony in the queen’s closet at Greenwich Palace on 11 June 1509 with just a couple of witnesses in attendance. Katherine was aged 23 and Henry just 18 – she was beautiful still and he was in his prime. The marriage wasn’t only a love match (it was rumoured that Henry wanted Katherine when she was married to Arthur), but a political one as well.

As soon as the wedding itself was over, preparations were made for their joint coronation which happened just a couple of weeks later.

Further Reading

  • Amy Licence, Catherine of Aragon: an Intimate Life of Henry VIII’s True Wife (2016)
  • Garrett Mattingley, Catherine of Aragon (1960)
  • David Starkey, Six Wives: the Queens of Henry VIII (2004)
  • Giles Tremlett, Catherine of Aragon: Henry’s Spanish Queen (2011)
  • Alison Weir, The Six Wives of Henry VIII (1991)

Areas of Study in History


History in Words.
History in Words.

PERIODICAL
This involves examining history within a certain period, i.e. Tudor period 1485-1603 or Victorian period 1837-1901. This could also be by century, for example, looking at the 20th century, or even decade i.e. 1940s. The ways historians divide history down into periods reflect judgments made on the past.
* Sample questions:-
1) How successful were Tudor rebellions between 1485 and 1603?
2) What were the most pivotal events in the Cold War 1945 – 1991 and why?
3) How did England grow into an industrial nation throughout the 19th century?
* Sample literature:-
1) A.N. Wilson, ‘The Victorians’
2) David Loades, ‘The Tudors: History of a Dynasty’
3) Henry Freeman, ‘Roman Britain: a History from Beginning to End’

GEOGRAPHICAL
Geographical history can involve examining history in a particular country, region or city. For example, local history is becoming more popular, like the history of north-east England or the history of Glasgow. Landscapes, weather and the availability of supplies all affect the people who live and work in a particular place. Continue reading “Areas of Study in History”

On This Day in History – 15 January – Coronation of Elizabeth I


Elizabeth I Coronation Portrait c.1610 Copy of a Lost Original

Event- Coronation of Elizabeth I

Year- 1559

Location- Westminster Abbey, London

On this day, 15th January 1559, Elizabeth I was crowned Queen of England in Westminster Abbey.  She acceded to the throne on the death of her half-sister, Mary I, in November 1558. It has often been said that John Dee predicted the date for Elizabeth’s coronation, as being a prophetic day, but this is still debated among historians.

The day before, on her procession from the Tower of London to Westminster, Elizabeth had been faced with several pageants, one of which showed her father, Henry VIII, and mother, Anne Boleyn, together again after the latter’s execution in 1536.

At the coronation itself, it was said that Elizabeth took communion behind a curtain and that few people could tell how Catholic or Protestant the service was. Other historians disagree and claim that Elizabeth left the abbey before communion. She was crowned by Owen Oglethorpe, a junior bishop from Carlisle – the Archbishop of Canterbury was dead and the Archbishop of York claimed to be unwell. On exiting the abbey, she held the orb and sceptre in one hand and the imperial crown in the other.

It was alleged that Elizabeth I spent £16,000 of crown money on her coronation, and the London city fathers also contributed. The people celebrated and Elizabeth kept the hearts of her people throughout most of her reign.

Further Reading

  • Christopher Haigh, Elizabeth I (2001)
  • Anne Somerset, Elizabeth I (2002)
  • David Starkey, Elizabeth (2001)
  • Alison Weir, Elizabeth the Queen (2009)

Tips for writing a good history essay for school, college or university


What are the tips and tricks to get the best grade you can?

The best tip that I can give for writing a good history essay is to analyse. Don’t just tell the story. You need to say why people could have done or believed what they did. What were the consequences?

For example:-

Narrative: Henry VIII had six wives and three children by different wives.

Analytical: Henry VIII had six wives because he was determined that women couldn’t rule a country. He needed a male heir to secure the succession and avoid a repeat of the Wars of the Roses. He got rid of his first two wives, Katherine of Aragon and Anne Boleyn, because they only had a daughter each. It was his third wife, Jane Seymour, who finally presented him with a son, and it was with her that Henry VIII chose to be buried at Windsor because of her success in his eyes. Continue reading “Tips for writing a good history essay for school, college or university”

Book Review – ‘Edward IV and Elizabeth Woodville: a True Romance’ by Amy Licence


Amy Licence 'Edward IV and Elizabeth Woodville'Amy Licence, Edward IV and Elizabeth Woodville: a True Romance (Stroud: Amberley Publishing, 2016) ISBN 978-1-4456-3678-8

First off, apologies, Amy, for being so tardy on my review when you so kindly sent me a review copy! I wanted to get it just right.

I first fell in love with Amy Licence’s writing after reading her book ‘In Bed with the Tudors’. She has a knack of writing in a different way about things that have been written before, but she can make it seem completely new and exciting.

It’s only relatively recently that I’ve developed an interest in the Wars of the Roses. I’ve generally thought it too complicated, but it is books like this one that have helped to change my mind – it’s engaging and gives you the basics without feeling like you’re back in school!

But this book isn’t just about the battles and conflicts of the Wars of the Roses, it’s about something simpler – the love of a man for a woman. Continue reading “Book Review – ‘Edward IV and Elizabeth Woodville: a True Romance’ by Amy Licence”

Book Review – ‘Lancaster and York’ by Alison Weir


Alison Weir, ‘Lancaster and York: the Wars of the Roses’ (London: Vintage Books, 2009) Paperback, ISBN 978-0-099-54017-5

Alison Weir 'Lancaster and York'
Alison Weir ‘Lancaster and York’

Title: The title is very apt, as the book covers mainly the first part of the Wars of the Roses – when Lancaster and York were at war, and not the latter part where the war was between York itself (Richard III and the Princes in the Tower or Edward IV vs. the Duke of Clarence). It focuses on the role of Margaret of Anjou, and the conflicts between her and the Duke of York, which led to York triumphing over Lancaster.

Preface: The preface / introduction is quite short, but gives a quick overview of the main focal points of the Wars of the Roses, and explains where the idea came from to write about the Wars of the Roses when most of her books are written about the Tudors. Weir discusses the meagre amount of surviving sources, but then fails to build on that in the book itself.

Citations: There aren’t really any citations to speak of, which makes it difficult to track where certain information comes from. All there is is a general bibliography at the end, with a couple of family trees, which are useful as the period is a complicated one. What would probably have been more useful even than citations, particularly for a reader relatively new to the period, would have been a list of who was on the side of York and who was on the side of Lancaster. Continue reading “Book Review – ‘Lancaster and York’ by Alison Weir”

Historical Truth: Does It Exist?


It has been debated for many years whether or not there is such a thing as historical truth. Reading Chris Skidmore’s Death and the Virgin about the death of Amy Robsart got me thinking about this, so I conducted some research, and here is my opinion on the matter of historical truth.

Death And The Virgin: Elizabeth, Dudley and the Mysterious Fate of Amy Robsart (2011)
Death And The Virgin: Elizabeth, Dudley and the Mysterious Fate of Amy Robsart (2011)

“For the historian, the truth is neither impossible nor improbable; it can only be, quite simply, whatever remains.” (Chris Skidmore, Death and the Virgin)[i]

The full truth doesn’t exist because evidence is missing and there is often a distinct lack of testimony, particularly in the earlier periods. We can’t be sure of exactly what happened in, for example, the death of Amy Robsart or the fall of Anne Boleyn, without talking directly to the people involved. Historians have to base what we see as truth on whatever sources survive. I think it is impossible to get to the ‘historical truth’ because of the lack of sources. No matter what you believe you can never be 100% sure. The only things sure are dates. For example, the Battle of Hastings took place in 1066 and Elizabeth I died in 1603. Everything that really matters – the thoughts, feelings and motives – are subjective. Skidmore’s perception of historical truth isn’t truth per ce, but is actually a compromise based on what is left. Continue reading “Historical Truth: Does It Exist?”

Why Should Schools Teach History?


History in Words.
History in Words.

History is a very important subject. Although there has been debate over the years about whether or not to remove History as a core subject in high school, this has not yet happened. I hope it will not. History is inspirational. Personally, it has improved not just my knowledge of the past, but my analysis in general, and has honed my opinions about a wide range of subjects, including my knowledge of current affairs. However, according to a poll conducted on debate.org, only 53% of people believe that history should continue to be taught in schools.[i]

History is a subject that focuses on the past, but can also give us an insight into the present, and how to deal with circumstances that bear a significant resemblance to those of decades or centuries ago. For example, the current recession has been compared to the Great Depression beginning in 1929. The reign of Elizabeth II has also been compared to that of Elizabeth I in the late sixteenth-century as a Golden Age. Continue reading “Why Should Schools Teach History?”

History: Fact or Opinion?


History nowadays seems to be more focused on the opinions of historians rather than the cold hard facts of history. I think that it’s disgusting that people can’t name, for example, the year that the First World War started or the year of the Battle of Hastings. History should be about facts – everyone should be able to name the British monarchs in order from the Battle of Hastings onwards. I must admit that I can’t quite, but I think that’s a failing of the school system rather than me. I’m intending to learn them all.

Site of the Battle of Hastings 1066.
Site of the Battle of Hastings 1066.

I feel that reading and memorising historians’ opinions isn’t as important and beneficial as actually learning the facts of history. I think that knowing the key opinions is important, and writing historiography essays can also be very beneficial, but the basis of history is facts and details. In some ways, children’s school textbooks are more useful in this manner than scholarly texts, which do focus on opinions. But textbooks tend to spread out the facts which kids should learn. Continue reading “History: Fact or Opinion?”