Primary School Tour of the Hunterian’s Final Frontier Exhibition
Compiled by Joanna Clements, MMus (Museum University Student Educator) and Grace Hepworth,
MSc Museum Studies (on Placement with Hunterian), March 2012
The tour attempts to make the themes of the exhibition relevant to the children by relating to
contemporary concepts which lie within the children’s sphere of reference.
The exhibition will focus upon three key objects of the collection, which are relatable to the central
themes discussed below. The objects chosen mean that the tour will move in an anti-clockwise
direction. This has been chosen to give the tour a natural flow, finishing by the entrance into the main
gallery. At this point the group move on to activities in the main gallery.
Central Themes:
Conquest and Propaganda
Roman Religion
Domestic Life
Introductory Speech:
Key points to establish:
When was the wall built?
c. 140 A.D.
Who was the Roman Emperor at the time?
Antonius Pius.
How long did the Romans occupy the Antonine Wall?
Twenty years.
Why was the wall built?
Roman campaign of military expansion in Britain. The Antonine Wall marked the boundary
between Roman-controlled territory and the unconquered Caledonia.
What did the wall look like?
Describe the wall, including length and height. Relate the height of the wall to the height of
the children. Note that the wall would have been made of stone with turf on top.
Where were the important forts along the wall?
Locate the wall geographically. Relate the exhibition to Bearsden / Milngavie (or other areas
that the children will know?)
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Conquest and Propaganda:
Key object: Distance Slab
The Distance slabs were used to mark key points along the wall. Each slab marks the territory of one
of the three legions who protected the wall and lived in the forts. Each distance slab has the standard
of the legion who built and attended the section of the wall. This can be related to the concept of logo
in contemporary life: if the children are wearing a uniform with a school crest, this could be
incorporated:
Question: Can you think of any logos?
(Give the children the hint that there is one on their uniform). The school crest upon your
uniform shows that you all go to the same school. The symbols on the distance stones show
that they were built by the same legion.
Question: Who can tell me which figures are Roman and which are their barbarian enemies?
The figures wearing armour are Romans, while the unclothed figures are barbarian enemies.
Discuss the impact of these images. The armour displays the might and power of the Roman military
force, while the nakedness of the enemies shows their uncivilised nature.
Roman Religion:
Key object: Statue of Mars
The Romans bought their religious beliefs and images of their gods to Britain with them. For
example, highlight the statue which shows the Roman god Mars.
Question: What was Mars the god of?
Mars was the Roman god of war. We know that the statue represents Mars because he is
usually depicted wearing armour and holding weaponry.
Mars was the patron god of Roman soldiers. They believed that offering prayers and sacrifices would
make the gods happy and bring them good luck in the battlefield. Highlight the altar stones, which are
situated next to the statue, upon which offering bowls would be placed. Relate to children – they
might like presents such as computer games, but the Romans thought their gods would like gifts such
as animals and wine.
Question: Does anyone notice something unusual about the armour Mars in wearing?
The statue of Mars has gorgon faces carved into the knees.
Gorgons were mythical creatures with hair made of snakes. It was believed that the gorgons could
freeze men in their tracks by looking them straight in the eye. As such, the gorgon faces were
designed to scare the enemies. They were also designed to reinforce the power that the Romans had as
a result of the gods’ favour.
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Roman Domestic Life:
Key object: Drain cover
The Romans recreated many aspects of their life in Italy in the forts. Note that it was not only soldiers
who lived in the forts, but civilians as well. As you probably know, the bath houses were important
places for Romans to meet and socialise with others. Draw attention to the drain cover.
Question: What do you think the object was used for?
The object was used as a drain cover.
Note how different the style is from the drain covers which we see on the roads every day. It is highly
decorated. This shows the wealth of some of the Roman citizens who lived along the wall.
The drain cover may have been used in a bath house. Cleanliness was very important to the Romans.
Question: What sort of things do you normally do at a swimming pool?
Expected answers include: meet friends, swimming lessons etc.
Romans used bath houses as places to meet their friends. However, Roman citizens would also do
business deals, play games, etc., while they were washing. The bath houses would have cold and hot
rooms.
Conclusion:
The Romans withdrew from the Antonine Wall in about 160 A.D. The Roman boundary moved down
to Hadrian’s Wall, which lies around the border between Scotland and England.
Possible summary questions:
Can anyone remember when the wall was built?
How long did the Romans live along the Antonine Wall?
What was your favourite part of the Final Frontier exhibition?
The second group of children can also be asked:
What was your favourite part of the museum overall?
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