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December 17, 2025
To mark the 250th anniversary of the birth of James Hogg (1770-1835), we are featuring a peculiarly timely manuscript from Edinburgh University Library’s collections. Hogg’s poem ‘1831’ will strike a familiar chord with readers in 2020. It bids a hearty good riddance to a year plagued by a rampant epidemic, public unrest, conspiracy theories, and disruption to work and trade.
The poem’s refrain damns 1831 as the accursed year of ‘Burking, Bill, and Cholera’. The first major 19th-century outbreak of cholera reached Northern England in late summer 1831, probably via ships bringing imports from India. By the end of the year, it had entered Scotland, where it spread rapidly through the growing industrial towns, killing over 9,500 people. The disease also caused massive unemployment, particularly among weavers, as the demand for their wares plummeted. Quarantine regulations further prevented hawkers and travelling salesmen from travelling between towns. Economic deprivation led to ‘cholera riots’ in Glasgow, Edinburgh, and Paisley. The target of the rioters’ fury was the medical profession which was suspected of Burking cholera patients. This term alluded to the body-snatching spree of Burke and Hare, crimes fresh in the public memory. It implied that doctors were systematically murdering cholera-sufferers to meet the demand for anatomic specimens.
Some protesters also claimed that the British government was deliberately spreading cholera in order to thin the numbers of the politically troublesome working classes. By ‘Bill’, Hogg means the Reform Bill of 1831, which envisaged a huge expansion of the (male) electorate. The rejection of the Bill by the House of Lords led to a nationwide outbreak of popular violence. Rioters set fire to Nottingham Castle (hence Hogg’s references to ‘flames’ and ‘fumes’) and seized control of Bristol for three days. Suspicion that cholera was being used to suppress the working classes blurred the boundaries between ‘Reform riots’ and ‘Cholera riots’.
Read More
Edinburgh Research Downloads: November 2020 • www.research.ed.ac.uk • www.era.lib.ed.ac.uk
• Looking at how Edinburgh Research Explorer and ERA have performed over the last year relative to other institutions across the UK. Overall they’ve done OK but probably could/should have done better: they’ve just about hung on to the coat-tails of the big guns, but they’ve been outperformed by a few smaller establishments.
• Looking at theses specifically, things look better: UCL have had a good year but ERA’s managed to stay ahead of them, allowing both to make the minutest of inroads into Manchester’s lead; White Rose though, are bigger and growing faster than everyone else.
• The usual snapshot of last month’s performances.
• A snapshot of the year-so-far. Read More
It’s that time of year where everyone is focused on exams and assignment deadlines. In 2020 of course there’s the added pressure of taking a different kind of test and worrying about getting home safely. It is an extremely stressful time.
If you’re struggling to find your studying groove you may find the links in our Exam and Revision subject guide helpful. You will find information about library services and how to access resources online, but there’s also a wellbeing section with ideas on how to take care of yourself.
The Law subject guide has loads of information including links and instructions on how to use many of the subject specific resources we have available.
And of course we’ve been putting videos up on the Law Librarian Media Hopper channel all semester, so if you’ve forgotten how to use Westlaw or need a refresher on referencing take a look.
Here are our top five tips for revision and successful study:
We hope some of this information has been useful to you, and wish you the best of luck with your upcoming exams, assignments and submissions. If you have any questions about library resources please do let us know on law.librarian@ed.ac.uk.
We are excited to offer a new opportunity to experience this collection, a Zoom presentation by the Lyell Project staff on 10 December 2020 at 1pm GMT. This event reveals the ongoing work at the University of Edinburgh with the geological collection of Sir Charles Lyell, a rich corpus of material including his notebooks, family papers, and geological specimens.
Elise Ramsay, Project Archivist, will introduce Lyell and show several key pieces of the collection using the Centre for Research Collection’s new innovative visualizer technology. This collection includes specimens collected by Charles Darwin, letters between Lyell and Darwin, and notebooks in Lyell’s own hand during his fateful tours to France and Italy. Dr. Gillian McCay, from the Cockburn Geological Museum at the Grant Institute, will connect Lyell’s legacy to modern scientific perspectives. Each will discuss adapting working practices over the past year to continue opening up this rich collection of earth science material.
You can find out more about the Sir Charles Lyell Collection here in this blog, and at https://www.ed.ac.uk/information-services/library-museum-gallery/crc/the-sir-charles-lyell-collection
This talk is part of the Carlyle Circle 30th Anniversary online exhibition. The Carlyle Circle was formed in 1990 and in 2020 it celebrates three decades of impact, highlighting the many ways legacy giving has supported opportunities for world-leading teaching and research.
Instructions to join this free talk will go out to all attendees in advance of the online event. We welcome any who are interested, and look forward to seeing you.

You may remember that as part of your introduction to library services the Law Library team presented information on how to find legal resources using our databases. We’ve created a short online quiz for you to test your knowledge and identify areas you may need more practice on.
The questions have been chosen with particular reference to the material used on the Scottish Legal Studies undergraduate course, however we think it’d be a useful resource to practice your skills at all levels.
The quiz can be accessed using the link below and will be live until the 11th December.
Please note the quiz is not compulsory. If you have any questions or comments please let us know by emailing law.librarian@ed.ac.uk.
We’d like to introduce you to Sam Ingleton, one of your fellow students who is a specialist in working with LexisNexis and all their resources – such as the invaluable LexisLibrary database. We asked Sam some questions and hope you’ll enjoy getting to know him just as we did!
Tell us a little bit about yourself! Who are you and what do you study at Edinburgh?
My name is Sam, and I’m taking a Graduate-Entry LLB, following a Philosophy and English Literature (MA) from the University of Edinburgh. I’ve been fortunate to receive a training contract offer from DLA Piper in Edinburgh, which starts in 2022 – a wonderful certainty in a time of global upheaval! Studying for my LLB and working for LexisNexis leaves relatively little time for extra-curricular activities, but I enjoy winemaking, writing, music production, and exploring the city with my dog in my spare hours. I’ll be living in Edinburgh for the foreseeable future, resisting the lure of London for as long as possible; this is a city with a lot to offer young professionals and students (as long as you don’t mind the short days and pervasive drizzle!).
Why did you apply to be the student associate for LexisNexis?
LexisNexis is an extremely useful platform. It has helped me in my own studies, and prepared me for a future of legal research in a professional context. I always had ambitions to teach, but I could never manage full-time academia or classroom teaching. My sister teaches primary school children – a difficult, but extremely admirable profession! Working as a LexisNexis student associate is a fantastic compromise: I find great fulfilment in the practise of academic tuition. As well as the obvious benefits which come with competence in legal research, LexisNexis gave me the opportunity to be of benefit to others, in a community that thrives on a collective, supportive, inclusive ambition.
What do you think is the best feature that LexisLibrary offers for students?
With LexisLibrary, it’s the simple, intuitive functions which bring the most value. My favourite tools are those which barely merit an explanation! The ability to ‘drill-down’ through search results, narrowing by key words, topics, and specific search strings makes finding both familiar and unknown cases incredibly straightforward. This functionality accelerates the process of constructing new legal arguments, as well as enabling those searching for case law to support a specific point in an essay or tutorial question.
If you could name one top tip that everyone should know about your platform, what would it be?
One thing I wish I had known before I began the infamously arduous application process: the ‘alerts’ function. Using this tool, I receive weekly updates on developments at my target firms, which I never would have found using Google, or combing through legal news publications. This way, as soon as cases and judgements reach the press, I can see how my firm has been involved, and read their submissions and the judge’s opinion in full. This would be a much more interesting talking point during an interview than anything I presented during my own assessment period. For aspiring solicitors, I think LexisNexis is an often-neglected opportunity to monitor your specific firms very closely. You’ll never need to have a generic ‘legal implications of the pandemic’ discussion ever again!
When students book a training session with you, what can they expect to get from the meeting?
I’m proud of my ability to move students through the certification quickly, and highlight the tools which I think will be most useful to them, selectively and efficiently. It’s no secret that law students are time-poor, and ‘talking heads’ on video conferences are a very modern nuisance. I try to keep engagement high, explanations concise, and then give the session to the attendees to complete the certification and ask questions. Ideally, the whole process is complete in the time it takes to drink a cup of coffee. I also like to highlight the extreme usefulness of the certification. I spoke to a partner at an international law firm, who expressed to me that the thing they wanted to see from this generation of applicants was a complete literacy in legal database use. I think this could be the key to transforming a good application into an application which secures a training contract.

Sam has provided an introductory poster in case you want to read a bit more about how he can help you with all your LexisNexis needs. You can contact him via LinkedIn, by email (sam.ingleton@googlemail.com), or you can find out more on the LexisNexis Students UK Facebook page.
“worried, dull and anxious, not quite up to the battle of life.” Widowed female, 45-54 yrs, Dull and backward

Melancholia, 1830 by William Bartholomew, EU1394, Copyright: Edinburgh University Art Collection
As the second world war was coming to an end a psychiatrist and a psychiatric social worker based at the Crichton Royal Hospital in Dumfries embarked upon the largest survey of a population’s mental health ever undertaken in Scotland. They collated information on over 5000 individuals from 40 rural communities, using hospital and out patient records but also by seeking the opinions of those in positions of authority – ministers, local doctors, teachers, nurses, police constables and public assistance officers – with regards local residents living in their communities, the majority of which had never received treatment. The result is a fascinating, poignant and at times disturbing collection of vignettes of rural life: A mother smoking and reading rather than completing her household chores; an adolescent girl singing too loudly on the bus; a grieving husband drinking before midday; a young boy who mixes up his letters truanting from school; a widow huddling with her cats in a roofless house.
“a helpless creature but has a tongue that “wad cut cloots” Married female, 54-64 yrs, Schizophrenia
On the basis of the collected information, each individual was assigned one of 25 diagnoses. The survey makes no distinction between physical disablities such as deafness or paralysis, learning difficulties, issues such as anxiety and addictions, conditions such as schizophrenia, personality disorders such as psychopathy, or cognitive and neurological disorders such as dementia or epilepsy. In the absence of any interaction between the individuals and a medical professional, these diagnoses were assigned mainly on behaviour, personality and/or looks. Someone may well have been included for being opinionated, humourless, quiet, too thin, overweight, giggly or serious.
“husband a decent fellow, a Communist. She is really in love with someone else – met her first love again recently which upset her” Married female, 25-34 yrs, Manic depressive
Mental health issues were attributed to a number of causes – traumatic births or accidents, home environments, genetics. Illegitimacy is always recorded but it is unclear if this was thought to be a cause of mental disturbances or a symptom. It is certainly implied that this was an indication of moral weakness or that family relations were “inharmonious”, both possibly leading mental health issues.
“Increasing depression and an overwhelming hatred of work in the pits. He has the spectacle of his invalid father always before him and feels a similar fate is awaiting him” Single male, 15-24 yrs, Manic depressive
Work related anxiety appears fairly frequently. One farmer in his 60s was admitted to the Crichton Royal and diagnosed with melancholia following a period of depression and restlessness: “Patient used to out at nights to see his neighbours, but gave this up. The depression gradually got worse until patient became very restless, pacing up and down the floor during the day and not sleeping well at nights. Has a delusion that he has mis-managed the farm, that he is ruined and will be put out ot starve or put in jail. Actually there is no cause for worry, the farm work is all right and no debts”.
Miners in particular suffered because of their working environment, some were claustrophobic, others had had family members who had been injured or killed and for some, the sounds and conditions triggered traumatic memories of serving in the war.
“This boy is good with his hands but backward, “a wee bit dour”. Doesn’t like school. Will probably be quite a good farm hand” Single male, 14 yrs and under, Dull and backward

Imbecility, 1830 by William Bartholomew, EU1384, copyright: Edinburgh University Art Collection
Rural areas at this time were facing an exodus and it would appear that an underlying motivation for the survey was to establish if Dumfriesshire had a viable workforce. The survey entries make repeated references to whether or not individuals are capable of steady work and, if so, what type of employment they are or will be suited to. We therefore get a considerable idea of the common occupations in the area at this time which range from mole catchers, music teachers and mason’s labourers, to railway workers, domestic servants and, of course, farmers. There are also the roles that all towns and villages require – postmasters and mistresses, grocers, tailors, and bakers – and evidence of the major industries and employers in the area: Textiles, forestry, estate work and ICI which arrived in the area at the start of the Second World War.

The language used in the survey is frequently shocking and it would most certainly have been offensive even at the time it was written. It is necessary, however, to distinguish between accepted medical terms which have now fallen out of usage such as “defective”, “idiocy”, “imbecile” and colloquial language entirely inappropriate for inclusion in a formal survey. Scots words appear often: “glaikit”, “dour”, “besom”, “trachle”. The language is a clear indication of the attitudes of authority figures, not just to those with mental health difficulties, but also to women, children and those with disabilities. The vocabulary used is often infantilising, “soft”, “dopey”, or has criminal connotations, “pirate”, “wrong-un”. There is also evidence of the evolution of language, for example “queer”, “bent” and “gay” are used in this instanace to imply otherness and/or irresponsibility. It is interesting that these particular words would later be transferred to the LGBT community, another marginalised and discriminated against group.
“Blousy, drinks, loose habits, went about with Poles, a bad besom” Married female, 35-44 yrs, Psychopathic personality, Alcoholism
Women are judged particlarly harshly by the survey and domestic violence is frequently condoned by the authorities. There is a very narrow window in which women are allowed to be sexually active; if girls are sexually active too young they are a problem and if women are sexually active too old they are also a problem. Women over the age of 40 are repeatedly protrayed as hysterical or man mad. Women can be inlcuded in the survey for having a messy or dirty house but equally can be included if they are thought to be too preoccupied by cleanliness. Some women talk too much, some talk too little, some do not discipline their children enough, while some are deemed too strict.
The survey does, however, include some interesting references to women’s health including menstrual disorders and the menopause:
“This woman is menopausal, just sat and wept and wept, would not go out or talk to anybody”
“This woman is going through the climacteric, has heart symptoms; anxiety”
“Diagnosed as melancholia associated with the climacteric. She wished to go out naked, tore her hair, tortured her children. Ideas of guilt and ruin”
“Confuses g and c. His writing book made most peculiar reading. Quite good verbally” Single male, 14 yrs and under, Maladjusted child
Children too are dismissed very early on if they display difficulties at school. Some of the difficulties and behaviours recorded can easily be recognised today as dyslexia or autism. Although clinically recognized since the late 19th century it was not until the 1980s when dyslexia was recognized as a neurological disorder rather than a consequence of education.
While the survey does undoubtedly include people suffering with very real and frightening mental health difficulties some of the reasons given for inclusion range from the sublime to the ridiculous:

It is difficult to ascertain if those included in the survey would share the attitudes expressed in the survey or if it is a reflection of the establishment’s adherence to a very narrow definition of “normal”. For, in general, the survey paints a picture of ordinary people getting on with their lives, despite the obvious hardships, surviving in a world with no safety net, coping with both physical and environmental handicaps, and accepting of the diversity of their families and communities. It should also not be forgotten that these communities were still recovering from the war and in many instances the scars of the first world war are also evident, with older men presenting with issues stemming from shell shock experienced some 20 years previously. In the main, the individuals in the survey seem to be very much up to the battle of life.
We often receive requests from students for help with databases, but did you know that there’s a student specialist who can help you with all things Westlaw? Sofia Renshaw is available to answer questions, provide training and has a load of tips and tricks for getting the best from this popular legal database.

I am Sofia and I am currently in my final year studying Law at the University of Edinburgh. I applied for the role of Westlaw Student Representative as I recognise the importance of Westlaw as a resource for law students, particularly as we move to increased online teaching. Westlaw is an invaluable source for students at all stages of their law career and I recommend knowing how to use effectively as early as possible so you can get the most out of it in the coming years! I think that one of the most useful features of Westlaw is the precedent map. This allows you to see where a case has been cited and trace back through authorities to ensure the case you are using represents good law and strengthens any points you are making!
Westlaw training sessions are interactive and aim to prepare you for Westlaw Basic and Advanced certifications which you can put on your CV – remember that 94 of the top 100 UK law firms use Westlaw so this is a really valuable addition to any CV! I can also offer 1:1 sessions if there are specific concerns you wish to have assistance with and I run weekly Drop In Clinics where you can ask any questions!
You can contact Sofia for more information on training sessions or one-to-one appointments by heading to the Future Legal Legends Facebook page, or by emailing her directly: s1725665@sms.ed.ac.uk.
Last week the Law Librarians held a Referencing training session- focussing on OSCOLA!
If you didn’t get a chance to come along then don’t worry as we will be uploading the recording on to the Law Librarians Media Hopper Channel very soon.
Another date for your diary….
On the 2nd December at 9am there will be a Beyond your Reading List session- looking at where else you may find useful and relevant information.
Details are available on the events booking at https://www.events.ed.ac.uk/index.cfm?event=book&scheduleID=44060

The latest in our series of Research Data Service ‘how-to’ videos provides guidance and handy hints on making data FAIR (Findable, Accessible, Interoperable and Reusable) by depositing in Edinburgh DataShare, the University’s open access data repository. This video is aimed at researchers seeking a Digital Object Identifier (or DOI, required by many publishers), wanting to share their data online and/or to archive their data somewhere safe for the long-term. The video demonstrates the DataShare submission interface, while the narration covers the kind of advice and guidance we would typically provide to users when working with them in person or via screen-sharing. Our hope is that users will find this video easier to access and quicker than having to request and schedule a meeting. That said, we’re still available and delighted to talk to users who have more complex questions or requirements about archiving and sharing their data.
—
Pauline Ward
Research Data Support Assistant
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