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Native-American Heritage Month
Celebrate National Native American Heritage Month in November with us! We’ve put together a collection of fiction and non-fiction for you to explore. Find more information and discover live events on the Native American Heritage Month website.
PhiloBiblon 2023 n. 6 (octubre): PhiloBiblon White Paper
A requirement of the NEH Foundation grant for PhiloBiblon, “PhiloBiblon: From Siloed Databases to Linked Open Data via Wikibase: Proof of Concept” (PW-277550-21) was the preparation of a White Paper to summarize its results and provide advice and suggestions for other projects that have enthusiastic volunteers but little money:
White Paper
NEH Grant PW-277550-21
October 10, 2023
The proposal for this grant, “PhiloBiblon: From Siloed Databases to Linked Open Data via Wikibase: Proof of Concept,” submitted to NEH under the Humanities Collections and Reference Resources Foundations grant program, set forth the following goals:
This project will explore the use of the FactGrid: database for Historians Wikibase platform to prototype a low-cost light-weight development model for PhiloBiblon:
(1) show how to map PhiloBiblon’s complex data model to Linked Open Data (LD) / Resource Description Framework (RDF) as instantiated in Wikibase;
(2) evaluate the Wikibase data entry module and create prototype query modules based on the FactGrid Query Service;
(3) study Wikibase’s LD access points to and from libraries and archives;
(4) test the Wikibase data export module for JSON-LD, RDF, and XML on PhiloBiblon data,
(5) train PhiloBiblon staff in the use of the platform;
(6) place the resulting software and documentation on GitHub as the basis for a final “White Paper” and follow-on implementation project.
A Wikibase platform would position PhiloBiblon to take advantage of current and future semantic web developments and decrease long-term sustainability costs. Moreover, we hope to demonstrate that this project can serve as a model for low-cost light-weight database development for similar academic projects with limited resources.
PhiloBiblon is a free internet-based bio-bibliographical database of texts written in the various Romance vernaculars of the Iberian Peninsula during the Middle Ages and the early Renaissance. It does not contain the texts themselves; rather it attempts to catalog all their primary sources, both manuscript and printed, the texts they contain, the individuals involved with the production and transmission of those sources and texts, and the libraries holding them, along with relevant secondary references and authority files for persons, places, and institutions.
It is one of the oldest digital humanities projects in existence, and the oldest in the Hispanic world, starting out as an in-house database for the Dictionary of the Old Spanish Language project (DOSL) at the University of Wisconsin, Madison, in 1972, funded by NEH. Its initial purpose was to locate manuscripts and printed texts physically produced before 1501 to provide a corpus of authentic lexicographical material for DOSL. It soon became evident that the database would also be of interest to scholars elsewhere; and a photo-offset edition of computer printout was published in 1975 as the Bibliography of Old Spanish Texts (BOOST). It contained 977 records, each one listing a given text in a given manuscript or printed edition. A second edition followed in 1977 and a third in 1984.
PhiloBiblon was published in 1992 on CD-ROM, incorporating not only the materials in Spanish but also those in Portuguese and Catalan. By this time BOOST had been re-baptized as BETA (Bibliografía Española de Textos Antiguos), while the Portuguese corpus became BITAGAP (Bibliografia de Textos Antigos Galegos e Portugueses) and the Catalan corpus BITECA (Bibliografia de Textos Antics Catalans, Valencians i Balears). PhiloBiblon was ported to the web in 1997; and the web version was substantially re-designed in 2015. PhiloBiblon’s three databases currently hold over 240,000 records.
All of this data has been input manually by dozens of volunteer staff in the U.S., Spain, and Portugal, either by keyboarding or by cutting-and-pasting, thousands of hours of unpaid labor. That unpaid labor has been key to expanding the databases, but just as important, and much more difficult to achieve, has been the effort to keep up with the display and database technology. The initial database management system (DBMS) was FAMULUS running on the Univac 1110 at Madison, a flat-file DBMS originally developed at Berkeley in 1964. In 1985 the database was mapped to SPIRES (Stanford Public Information Retrieval System) and then, in 1987, to a proprietary relational DBMS, Revelation G, running on an IBM PC.
Today we continue to use Revelation Technology’s OpenInsight on Windows, the lineal descendent of Revelation G. We periodically export data from the Windows database in XML format and upload it to a server at Berkeley, where the XTF (eXtensible Text Framework) program suite parses it into individual records, indexes it, and serves it up on the fly in HTML format in response to queries from users around the world. The California Digital Library developed XTF as open source software ca. 2010, but it is now in the process of being phased out and is no longer supported by the UC Berkeley Library.
The need to find a substitute for XTF caused us to rethink our entire approach to the technologies that make PhiloBiblon possible. Major upgrades to the display and DBMS technology, either triggered by technological change or by a desire to enhance web access, have required significant grant support, primarily from NEH, eleven NEH grants from 1989 to 2021. We applied for the current grant in the hope that it would show us how to get off the technology merry-go-round. Instead of seeking major grant support every five to seven years for bespoke technology, this pilot project was designed to demonstrate that we could solve our technology problems for the foreseeable future by moving PhiloBiblon to Wikibase, the technology underlying Wikipedia and Wikidata. Maintained by Wikimedia Deutschland, the software development arm of the Wikimedia Foundation, Wikibase is made available for free. With Wikibase,we would no longer have to raise money to support our software infrastructure.
We have achieved all of the goals of the pilot project under this current grant and placed all of our software development work on GitHub (see below). We received a follow-on two-year implementation grant from NEH and on 1 July 2023 began work to map all of the PhiloBiblon data from the Windows DBMS to FactGrid.
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For the purposes of this White Paper, I shall focus on the PhiloBiblon pilot project as a model for institutions with limited resources for technology but dedicated volunteer staff. There are thousands of such institutions in the United States alone, in every part of the country, joined in national and regional associations, e.g., the American Association for State and Local History, Association of African American Museums, Popular Culture Association, Asian / Pacific / American Archives Survey Project, Southeastern Museums Conference. Many of their members are small institutions that depend on volunteer staff and could use the PhiloBiblon model to develop light-weight low-cost databases for their own projects. In the San Francisco Bay Area alone, for example there are dozens of such small cultural heritage institutions (e.g., The Beat Museum, GLBT Historical Society Archives, Holocaust Center Library and Archives, Berkeley Architectural History Association.
To begin at the beginning: What is Linked Open Data and why is it important?
What is Wikibase, why use it, and how does it work?
Linked Open Data (LOD) is the defining principle of the semantic web: “globally accessible and linked data on the internet based on the standards of the World Wide Web Consortium (W3C), an open environment where data can be created, connected and consumed on internet scale.”
Why use it? Simply, data has more value if it can be connected to other data, if it does not exist in a silo.
Wikibase in turn is the “free software for open data projects. It connects the knowledge of people and organizations and enables them to open their linked data to the world.” It is one of the backbone technologies of the LOD world.
Why use it? The primary reason to use Wikibase is precisely to make local or specialized knowledge easily available to the rest of the world by taking advantage of LOD, the semantic web. Conversely, the semantic web makes it easier for local institutions to take advantage of LOD.
How does Wikibase work? The Wikibase data model is deceptively simple. Each record has a “fingerprint” consisting of a Label, a Description, and an optional Alias. This fingerprint uniquely identifies the record. It can be repeated in multiple languages, although in every case the Label and the Description in the other languages must also be unique. Following the fingerprint header comes a series of three-part statements (triples, triplestores) that link a (1) subject Q to an (2) object Q by means of a (3) property P. The new record itself is the subject, to which Wikibase assigns automatically a unique Q#. There is no limit, except that of practicality, to the number of statements that a record can contain. They can be input in any order, and new statements are simply appended at the end of the record. No formal ontology is necessary, although having one is certainly useful, as librarians have discovered over the past sixty years. Must records start with a statement of identity, e.g.: Jack Keraouc (Q160534) [is an] Instance of (P31) Human (Q5).[1] Each statement can be qualified with sub-statements and footnoted with references. Because Wikibase is part of the LOD world, each record can be linked to the existing rich world of LOD identifiers: Jack Keraouc (Q160534) in the Union List of Artist Names ID (P245) is ID 500290917.
Another important reason for using Wikibase is the flexibility that it allows in tailoring Q items and P properties to the needs of the individual institution. There is no need to develop an ontology or schema ahead of time; it can be developed on the fly, so to speak. There is no need to establish a hierarchy of subject headings, for example, like that of the Library of Congress as set forth in the Library of Congress Subject Headings (LCSH). LC subject headings can be extended as necessary or entirely ignored. Other kinds of data can also be added:
New P properties to establish categories: nicknames, associates (e.g., other members of a rock band), musical or artistic styles);
New Q items related to the new P properties (e.g., the other members of the band).
There is no need to learn the Resource Description Access (RDA) rules necessary for highly structured data, such as MARC or its eventual replacement, BIBFRAME. This in turn means that data input does not need persons trained in librarianship.
How would adoption of Wikibase to catalog collections, whether of books, archival materials, or physical objects, work in practice? What decisions must be made? The first decision is simply whether (1) to join Wikidata or (2) set up a separate Wikibase instance (like FactGrid).[2] The former is far simpler. It requires no programming experience at all and very little knowledge of data science. Joining Wikidata simply means mapping the institution’s current database to Wikidata through a careful analysis of the database in comparison with Wikidata. For example, a local music history organization, like the SF Music Hall of Fame, might want to organize an archive of significant San Francisco musicians.
The first statement in the record of rock icon Jerry García might be Instance of (P31) Human (Q5); a second statement might be Sex or Gender (P21) Male (Q6581097); and a third, Occupation (P106) Guitarist (Q855091).
Once the institutional database properties have been matched to the corresponding Wikidata properties, the original database must be exported as a CSV (comma separated values) file. Its data must then be compared systematically to Wikidata through a process known as reconciliation, using the open source OpenRefine tool. This same reconciliation process can be used to compare the institutional database to a large number of other LOD services through Mix n Match, which lists hundreds of external databases in fields ranging alphabetically from Art to Video games. Thus the putative SF Music Hall of Fame database might be reconciled against the large Grammy Awards (5700 records) database of the Recording Academy.
Reconciliation is important because it establishes links between records in the institutional database and existing records in the LOD world. If there are no such records, the reconciliation process creates new records that automatically become part of the LOD world.
One issue to consider is that, like Wikipedia, anyone can edit Wikidata. This has both advantages and disadvantages. The advantage is that outside users can correct or expand records created by the institution. The disadvantage is that a malicious user or simply a well-intentioned but poorly informed one can also damage records by the addition of incorrect information.
In the implementation of the new NEH grant (2023-2025), we hope to have it both ways. Our new user interface will allow, let us say, a graduate student looking at a medieval Spanish manuscript in a library in Poland to add information about that manuscript through a template. However, before that information can be integrated into the master database, it would have to be vetted by a PhiloBiblon editorial committee.
The second option, to set up a separate Wikibase instance, is straightforward but not simple. The Wikibase documentation is a good place to start, but it assumes a fair amount of technical expertise. Matt Miller (currently at the Library of Congress) has provided a useful tutorial, Wikibase for Research Infrastructure , explaining how to set up a Wikibase instance and the steps required to go about it. Our programmer, Josep Formentí, has made this more conveniently available on a public GitHub repository, Wikibase Suite on Docker, which installs a standard collection of Wikibase services via Docker Compose V:
Wikibase
Query Service
QuickStatements
OpenRefine
Reconcile Service
The end result is a local Wikibase instance, like the one created by Formentí on a server at UC Berkeley as part of the new PhiloBiblon implementation grant: PhiloBiblon Wikibase instance. He used as his basis the suite of programs at Wikibase Release Pipeline. Formentí has also made available on GitHub his work on the PhiloBiblon user interface mentioned above. This would serve PhiloBiblon as an alternative to the standard Wikibase interface.
Once the local Wikibase instance has been created, it is essentially a tabula rasa. It has no Properties and no Items. The properties would then have to be created manually, based on the structure of the existing database or on Wikidata. By definition, the first property will be P1. Typically it will be “Instance of,” corresponding to Instance of (P31) in Wikidata.
The Digital Scriptorium project, a union catalog of medieval manuscripts in North American libraries now housed at the University of Pennsylvania, went through precisely this process when it mapped 67 data elements to Wikibase properties created specifically for that project. Thus property P1 states the Digital Scriptorium ID number; P2 states the current holding institution, etc.
Once the properties have been created, the next step is to import the data in a batch process, as described above, by reconciling it with existing databases. Miller explains alternative methods of batch uploads using python scripts.
Getting the initial upload of institutional data into Wikidata or a local Wikibase instance is the hard part, but once that initial upload has been accomplished, all data input from then on can be handled by non-technical staff. To facilitate the input of new records, properties can be listed in a spreadsheet in the canonical input order, with the P#, the Label, and a short Description. Most records will start with the P1 property “Institutional ID number” followed by the value of the identification number in the institutional database. The Cradle or Shape Expressions tools, with the list of properties in the right order, can generate a ready-made template for the creation of new records. Again, this is something that an IT specialist would implement during the initial setup of a local Wikibase instance.
New records can be created easily by inputting statements following the canonical order in the list of properties. New properties can also be created if it is found, over time, that relevant data is not being captured. For example, returning to the Jerry García example, it might be useful to specify “rock guitarist”(Q#) as a subclass of “guitarist.”
The institution would then need to decide whether the local Wikibase instance is to be open or closed. If it were entirely open, it would be like Wikidata, making crowd-sourcing possible. If it were closed, only authorized users could add or correct records. PhiloBiblon is exploring a third option for its user interface, crowdsourcing mediated by an editorial committee that would approve additions or changes before they could be added to the database.
One issue remains, searching:
Wikibase has two search modes, one of which is easy to use, and one of which is not.
- The basic search interface is the ubiquitous Google box. As the user types in a request, the potential records show up below it until the user sees and clicks on the requested record. If no match is found, the user can then opt to “Search for pages containing [the search term],” which brings up all the pages in which the search term occurs, although there is no way to sort them. They show up neither in alphabetical order of the Label nor in numerical order of the Q#.
- More precise and targeted searches must make use of the Wikibase Query Service, which opens a “SPARQL endpoint,” a window in which users can program queries using the SPARQL query language. SPARQL pronounced “sparkle,” is a recursive acronym for “SPARQL Protocol And RDF Query Language,” designed by and for the World Wide Web Consortium (WC3) as the standard language for LOD triplestores, just as SQL (Structured Query Language) is the standard language for relational database tables.
SPARQL is not for the casual user. It requires some knowledge of SPARQL or similar query languages as well as of the specifics of Wikibase items and properties. Many Wikibase installations offer “canned” SPARQL queries. In Wikidata, for example, one can use a canned query to find all of the pictures of the Dutch artist Jan Vermeer and plot their current locations on a map, with images of the pictures themselves. In fact, Wikidata offers over 400 examples of canned queries, each of which can then serve as a model for further queries.
How, then, to make more sophisticated searches available for those who do not wish to learn SPARQL?
For PhiloBiblon we are developing masks or templates to facilitate searching for, e.g., persons, institutions, works. Thus, the institutions mask allows for searches for free text, the institution, its location, its type (e.g., university), and subject headings:
This mimics the search structure of the PhiloBiblon legacy website:
The use of templates does not, however, address the problem of searching across different types of objects or of providing different kinds of outputs. For example, one could not use such a template to plot the locations and dates of Franciscans active in Spain between 1450 and 1500. For this one needs a query language, i.e., SPARQL.
We have just begun to consider this problem under the new NEH implementation grant. It might be possible to use a Large Language Model query service such as ChatGPT or Bard as an interface to SPARQL. A user might send a prompt like this: “Write a SPARQL query for FactGrid to find all Franciscans active in Spain between 1450 and 1500 and plot their locations and dates on a map and a timeline.” This would automatically invoke the SPARQL query service and return the results to the user in the requested format.
Other questions and considerations will undoubtedly arise for any institution or project contemplating the use of Wikibase for its database needs. Nevertheless, we believe that we have demonstrated that this NEH-funded project can serve as a model for low-cost light-weight database development for small institutions or similar academic projects with limited resources.
Questions may be addressed to Charles Faulhaber (cbf@berkeley.edu).
[1] For the sake of convenience, I use the Wikidata Q# and P# numbers.
[2] For a balanced discussion of whether to join Wikidata or set up a local Wikibase instance, see Lozana Rossenova, Paul Duchesne, and Ina Blümel, “Wikidata and Wikibase as complementary research data management services for cultural heritage data.” The 3rd Wikidata Workshop, Workshop for the scientific Wikidata community, @ ISWC 2022, 24 October 2022. CEUR_WS, vol-3262.
Charles Faulhaber
University of California, Berkeley
Halloween Picks 2023
Celebrate this year’s Spooky Season with some of these terrifying and suspenseful titles below. From ghosts to haunted houses and even our own thoughts, check out these books if you’re feeling the Halloween festivities this October.
Indigenous Peoples’ Day
Celebrate Indigenous Peoples’ Day this Monday, October 9th with these wonderful selections by Native authors illustrating stories on Native history and fiction.
Townsend Berkeley Books Chat with Margaretta Lovell
Painting the Inhabited Landscape: Fitz H. Lane and the Global Reach of Antebellum America
The impulse in much nineteenth-century American painting and culture was to describe nature as a wilderness on which the young nation might freely inscribe its future: the United States as a virgin land, unploughed, unfenced, and unpainted. Insofar as it exhibited evidence of a past, its traces pointed to a geologic or cosmic past, not a human one.
The work of the New England artist Fitz H. Lane, however, was decidedly different. In Painting the Inhabited Landscape (Penn State, 2023), Margaretta Lovell (History of Art) singles out the modestly scaled, explicitly inhabited landscapes of Fitz H. Lane and investigates the patrons who supported his career, with an eye to understanding how New Englanders thought about their land, their economy, their history, and their links with widely disparate global communities.
Lane’s works depict nature as productive and allied in partnership with humans to create a sustainable, balanced political economy. What emerges from this close look at Lane’s New England is a picture not of a “virgin wilderness” but of a land deeply resonant with its former uses — and a human history that incorporates, rather than excludes, Native Americans as shapers of land and as agents in that history.
Calling attention to unexplored dimensions of nineteenth-century painting, Painting the Inhabited Landscape is a major intervention in the scholarship on American art of the period, examining how that body of work commented on American culture and informs our understanding of canon formation.
Lovell is joined by David Henkin (History). After a brief discussion, they respond to questions from the audience.
Resources: Oxford Research Encyclopedias
Through an arrangement with the California Digital Library and Oxford University Press, the Library has access to the entire collection of Oxford Research Encyclopedias. Oxford University Press works with international communities of scholars to develop comprehensive collections of in-depth summaries on a growing range of topics for the Oxford Research Encyclopedia (ORE). Articles are peer-reviewed and vetted by editorial boards of leading international scholars and researchers, and content is added and updated monthly and optimized for discoverability. Each ORE contains links to citations and related resources, creating a hub for deeper inquiry.
The topics include:
African History
American History
Anthropology
Asian History
Business and Management
Climate Science
Communication
Criminology and Criminal Justice
Economics and Finance
Education
Encyclopedia of Social Work
Environmental Science
Global Public Health
International Studies
Latin American History
Linguistics
Literature
Natural Hazard Science
Neuroscience
Oxford Classical Dictionary
Planetary Science
Politics
Psychology
Religion
Third annual Hispanic Heritage Month Celebration Webinar at UC Berkeley Library
- Sarah Aponte; Chief Librarian, Dominican Studies Institute, CUNY
- Dr. Irma Guadarrama, former professor/ researcher and writer at Houston University–author of a 2023 book, “To Change the Impossible World: Central American Women in Struggle and Resistance.”
- Kathia Salome Ibacache, Librarian for Romance Languages
- David Woken, Latin American and Caribbean Studies Librarian, University of Chicago
National Hispanic Heritage Month Celebration Webinar 2023 at UC Berkeley Library
Berkeley Bustle, Fall ’23
UC Berkeley’s campanile sounding out the fall semester
Fall brings the bustle back to campus: the doubled traffic, the logistics planners, the events and grounds crews, the battalions of excited and brilliant first-year students. The bustle never left the OHC. We continue to push forward on a number of fronts, publishing oral histories, podcasts, and documentaries, giving presentations at conferences, and leading educational and public history work. But first, our fourth podcast season, Berkeley at 150: Let there Be Light, explores three different aspects of life at Berkeley: home, food, and studying hard. First-years to alums, feel free to enjoy in no particular order.
In August, we hosted our 21st Oral History Advanced Institute. With around fifty remote attendees from across the United States and around the world, we explored the A-Z of oral history, from theory and methodology to interviewing practices and options for archiving and interpreting interviews once they are completed. Most valuable of all, for us and for the attendees, was the workshopping of individual projects. Everyone came away with a richer experience of what it means to do this work! Watch our web space and our social media in early 2024 for next August’s institute.
Recently, we launched the UC Berkeley School of Public Health Oral History Project, which documents the changes and innovations the school has undertaken over the past twenty years. We’ve recently had the great fortune of interviewing some titans in the humanities and social sciences, exploring the relationship between a thinker’s lived experience and their ideas. Roger Eardley-Pryor interviewed famed environmental historian Carolyn Merchant, who is one of the key contributors to the domains of ecofeminism and feminist science studies. But more than that, it is nearly impossible to be an educated general historian without encountering her work in your formation and scholarship. Merchant and James Scott are two intellectuals who seem to transcend the notion of fields, whether traditional or new. It is rare to visit a scholar’s office or home, no matter what their discipline, and not see a copy of Scott’s Seeing Like A State on the shelf. Not only did Todd Holmes interview Scott and other scholars at the Agrarian Studies program that Scott founded at Yale, but he also produced a film about Scott, which is part of our ongoing work to make our interviews accessible and useful to educators, students, and the general public.
We’re putting the finishing touches on our first-ever exhibit in collaboration with The Bancroft Library, entitled “Voices for the Environment: A Century of Bay Area Activism.” Right across from our offices in The Bancroft Library, the museum space will feature audio from our interviews set to video of photos, maps, and more, while original paintings, murals, photos, posters, and pamphlets are displayed throughout the gallery space. There are also podcasts with more interview content for each section of the exhibit, all of which will be placed online as a permanent digital exhibition for the public to explore.
At the Oral History Association annual meeting in Baltimore, Roger Eardley-Pryor will present on a panel on the integration of audio and objects into public history and education work on October 19th. Amanda Tewes will be moderating that panel, as well as “Place-Based Oral Histories” on October 20th. Amanda also served on the OHA’s 2023 Program Committee. Shanna Farrell, who is on the Oral History Association Council, will be moderating the “Interviewing Dilemmas” panel on October 20th.
With the interviews for the Japanese American Intergenerational Narratives Project near completion, the interviewers recently collaborated with graphic artist Emily Ehlen and producer Rose Khor to build graphic-art pieces and a podcast derived from the interviews. We’re looking forward to their release.
Communications Director Jill Schlessinger asked student editors to reflect on the nature and meaning of oral history based on their experiences working with transcripts and conducting research at the center. Editor Adam Hagen also wrote a piece about Ernesto Galarza based on our interviews with the Mexican American educator and activist.
We’re continuing a lot of projects: on Japanese American intergenerational narratives, the East Bay Regional Park District, the Getty Trust, the San Francisco Opera, and the California State Archives. A host of new projects are coming this school year, from the California Supreme Court to cannabis genetics to the California Coastal Commission to more voices from UC Berkeley and the Bay Area science community. Stay tuned.
We wish everyone on campus and beyond a fantastic year!
A spearhead for the barrio: the educational activism of Ernesto Galarza
From the Archives
By Adam Hagen
UC Berkeley’s Oral History Center houses a number of oral histories that center the lives of Mexican American activists. One such history, Burning Light: Action and Organizing in the Mexican Community in California, contains the recorded speeches and interviews of Ernesto Galarza from the late 1950s through the early 1980s, and provides a glimpse into the life of a man whose commitment to the Mexican American agricultural workers of California never wavered, even when he found himself a continent apart from them.
Galarza’s words, which he imbues with a certain dry poetry, recount a life of extraordinary experience and achievement: Galarza worked as an organizer with the United Farm Workers of America, where he was instrumental in bringing the bracero program to an end; as an educator at the elementary and collegiate levels; and for a time as the chairman of the development of bilingual educational material for the National Committee of Classroom Teachers. He also worked as a consultant for several organizations and institutions, including the government of Bolivia. A recurring theme in Galarza’s oral history, and the subject of this profile, is his efforts on behalf of bilingual education and Spanish literacy advancement in the Mexican American community.
Galarza was born in the village of Jalcocotán in the Mexican state of Nayarit in 1905. But fleeing the tumult of Francisco Madero’s revolution, he and his family came to Sacramento in 1911, when the Central Valley’s patchwork of farm property was not yet its present expanse and its limits did not so easily elude the eye. There, enveloped in a community of agricultural laborers in the Sacramento barrio, a young Galarza would see firsthand the struggles of Mexican Americans and braceros as they tried to navigate the foreign land in which they now found themselves. And, as his family was of modest means—exacerbated by his mother’s death in 1917—he too joined in this work from an early age. One of the recorded talks compiled in the oral history contains a poignant allusion to his communities’ challenges in adapting to life in the United States, and, as it deals with the matter of English language acquisition, reveals the seeds of his future work. In the talk, Galarza recalls that he “became a leader in the Mexican community at the age of eight for the simple reason that I knew perhaps two dozen words of English.”
English proficiency, however, was only one of a number of skills that Galarza exhibited in his youth. His academic prowess was so apparent that Sacramento High School teacher Ralph Everett approached him personally and asked that he reconsider his plan to work at the Sacramento Libby, McNeill & Libby cannery after graduation, insisting that he attend college instead. Everett even went to great lengths to help Galarza gain admission to Occidental College in Los Angeles, the institution he would graduate from in 1927. After Occidental, Galarza would go on to earn a master’s degree in history from Stanford University in 1929 and a doctorate in sociology from Columbia University in 1944.
Galarza’s recollection of his time at these institutions reveals how rare it was for a “Mexicano” to have the opportunity to obtain a higher education in the early twentieth century. He had this to say at a talk for Chicano studies students at UC Berkeley in 1977:
The Chicano students that I knew in the thirties at Columbia and elsewhere were very few in number. At Columbia University I didn’t know another graduate student in the department of history or political science or public law, which is where I did my work. Neither were there many of us in the undergraduate institutions in Southern California where I went to college at Occidental. I remember, I think it was in 1925, out of sheer curiosity I inquired among my friends at UCLA, USC, Pomona, Whittier and all of that cluster of colleges in the south, and I could only identify six of us in all of those places. Of course, possibly that wasn’t a good count because even then there were some Chicanos who had already given up their identity. They had become anything but Mexicans. In those days, we didn’t talk about Chicanos. You were either a Mexicano or you were not.
His skills in English and consequent academic achievements were a relative anomaly among the bracero and Mexican American communities due to there being a dearth of bilingual and English language education resources at the time of his youth. According to Galarza, not until the latter half of the twentieth century did the federal government take the concept of bilingual education and English as a second language (ESL) education seriously and fund it in any substantial fashion. And, as he notes in his oral history, once funding did increase there remained a system that overlooked the intricacies of bilingual education; advisory committees in Washington attempted to regulate the bilingual and ESL instruction from afar, and their distance resulted in curriculum that was incongruent with students’ needs.
Concerned about this oversight, Galarza explains that he and other instructors working in bilingual education were actively challenging the Department of Health, Education and Welfare and the Office of Bilingual Education in the 1970s, and had begun to see success. As he says in the oral history, he felt their work “has been so effective, even modest as it is, that it has created waves that have become very ominous to them.”
And beyond his pushing for better, more personalized bilingual education curriculum on an institutional level, Galarza—believing that Spanish literacy had to precede English instruction—took it upon himself to craft and publish what he called “Mini-Libros,” easy-to-read Spanish texts that he designed for use in the classroom and hoped would engage young readers. So as to make students as comfortable as possible, the Mini-Libros even contained vocabulary specific to Mexico and the working-class immigrants coming to the United States at the time.
These actions were especially timely because Mexican immigration into the US was greatly increasing in the 1960s and ’70s, a topic thoroughly discussed in the interview. Galarza recognized the wealth of challenges—from housing to employment to education—that came with incorporating such a massive population into the fabric of American society, and identified the issues of literacy and English proficiency as those he was most eager to help resolve.
Each summer in his undergraduate years Galarzo would return to Sacramento to do what he called “bread and butter work” in the farms and the cannery. Later, when he left California to study at Columbia and the path home was no longer so easily negotiated, his community’s want of literacy became a major concern, in part his due to its personal impact:
I began to be disturbed by the lack of news from home. My family and my friends back in Sacramento were not writers. They didn’t know, many of them, how to write…When I realized after my third or fourth year back in the East that this was happening to me, I became very disturbed. And while we stayed in the East another six years, that feeling never left me that what was happening back in California in all the towns that I knew and where I had worked, I was not keeping abreast of.
Galarza believed that the Mexican immigrant children coming into the school system in the mid-twentieth century had to be brought into the fold of American life, to be “acculturated,” in his words, so as to avoid the fate of his own family and community. And such acculturation could not begin with a hard-and-fast imposition of English instruction, something he believed would only further alienate the newly arrived immigrants, accelerate the creation of insular communities, and complicate their path to prosperity in the US. He viewed bilingual education as the obvious answer to this challenge. It would help a child, as he noted in his oral history, to “recognize—to get into—and become familiar with this strange environment into which he’s been dropped.”
Galarza’s oral history is an invaluable glimpse into the subtle divides of his time: for each acknowledgement of how badly the “American hosts” have treated Mexican Americans, he has another remark on the myopia of Mexican American activists due to their protests against acculturation—something he believed was “largely for the purposes of propaganda.” And beyond these commentaries, he proves to be equally invaluable as a representation of a steadfast activism that lacks glamour and prefers actions to words. Galarza identified the challenges of his time and repeatedly asked the central question: what to do about it?
Find this interview and all our oral histories from the search feature on our home page. You can search by name, keyword, and several other criteria.
Adam Hagen recently graduated UC Berkeley with majors in Spanish linguistics and history. Adam worked as a student editor for the Oral History Center and was also a member of the editing staff of Clio’s Scroll, the Berkeley Undergraduate History Journal.
Related Resources from The Bancroft Library
The Bancroft Library has more than thirty holdings by Ernesto Galarza, including poems, books, reports, pamphlets, conference proceedings, and audio of talks and panel discussions. From the UC Library Search, go to “Advanced Search,” select “UC Berkeley special collections and archives,” and in the search field, enter Ernesto Galarza.
The Chicana/o Studies Oral History Project provides a rare, firsthand look at the development of the field of Chicana/o studies over the last fifty years, as well as unique insight into the lives and careers of the pioneering scholars who shaped it.
The Oral History Center digital collection contains additional oral histories of Mexican American activists, such as Hope Mendoza Schechter and Herman E. Gallegos. More can be found by searching “Mexican American community” or “Mexican American activism” on the Oral History Center home page.
Ernesto Galarza’s oral history is part of the Oral History Center’s Advocacy and Philanthropy—Individual Interviews collection. Read more about the collection in the article by Lauren Sheehan-Clark, “Helping Hands: A Guide to the Oral History Center’s Advocacy and Philanthropy Individual Interviews.”
About the Oral History Center
The Oral History Center of The Bancroft Library preserves voices of people from all walks of life, with varying perspectives, experiences, pursuits, and backgrounds. We are committed to open access and our oral histories and interpretive materials are available online at no cost to scholars and the public. You can find our oral histories from the search feature on our home page. Search by name, keyword, and several other criteria. Sign up for our monthly newsletter featuring think pieces, new releases, podcasts, Q&As, and everything oral history. Access the most recent articles from our home page or go straight to our blog home.
Connection, Insight, Inspiration, Truth: Berkeley undergraduates reflect on oral history
“I was just one of thousands of people over the years who have done the little things necessary to create and to pass on personal narratives of the past.” —Mollie Appel-Turner
Introduction: Thoughts on the Production of Oral History and Its Importance
by Serena Ingalls, class of 2023
Like many of my student co-workers at the Oral History Center (OHC), I have recently graduated from UC Berkeley. Graduation from college is a major milestone, and I find myself looking back at all of my different experiences at Cal: classes, clubs, the pandemic, and my job as a student editor and researcher at the Oral History Center. My job in oral history in particular is a point of contemplation, as I’ve spent many hours in this role and it’s a unique experience that only a handful of other students can relate to. I find myself wondering, how has this job impacted me and my view of the world? How has my work in this role contributed to the field of history?
Before closing the UC Berkeley chapter in our lives and moving on to other post-grad interests, we as the student editors took the time to reflect upon our work at the Oral History Center and what it means to us. We hope that you’ll enjoy stepping into our world as student editors in oral history, just as we have enjoyed the experience of getting to know the many fascinating individuals in our oral history archive.
Editor’s note: Our team’s student editors serve critical functions in our oral history production, analyzing entire transcripts to write discursive tables of contents, entering interviewee comments, editing front matter, writing abstracts, and more. They do the work of professional editors and we would not be able to keep up our pace of interviews without them.
Mollie Appel-Turner: Oral History and Connection
Working for the Oral History Center of The Bancroft Library while pursuing a history degree was both deeply rewarding and extremely unfamiliar. My area of interest when it comes to history has always been western medieval Europe. While there are plenty of sources from the era where people recount their life experiences, I always had an awareness of the massive separation—temporal, cultural, and physical—between myself and the speaker. At the Oral History Center, I was keenly aware that the work that I was doing on oral histories was with the ultimate goal of preserving knowledge for future generations. But for the time being, that gulf I was used to, which to me practically defined the work I did as history, was simply not present. In my time outside of work, I also spent a fair chunk of time reading people’s personal accounts. While these accounts differed in many ways from the oral histories that I worked on, as time passed, I came to see these different kinds of personal accounts as reflections of one another. I would frequently stop in the middle of my shift, cursor blinking next to a spelling error, and think about how I was just one of thousands of people over the years who have done the little things necessary to create and to pass on personal narratives of the past. The immediacy, and modernity of the accounts that I worked on at the Oral History Center, rather than widening the distance I felt between me and the medieval people I studied, made me feel closer to them in a way that I did not expect.
Mollie Appel-Turner joined the UC Berkeley Oral History Center as a student editor in fall 2021. She recently graduated with a degree in history with a concentration in medieval history.
Shannon White: Oral History and Inspiration
In my time at the Oral History Center, I have worked on and witnessed the publication of interviews from an innumerable variety of narrators, including artists, writers, curators, academics, conservationists, and otherwise “ordinary” people with extraordinary stories to tell. I recall the first oral history I worked on upon joining the Center: Thomas Gaehtgens, former director of the Getty Research Institute, whose interview was not only incredibly detailed but also quite interesting to read. More recently, I have helped edit interviews from the Chicana/o Studies Oral History Project, the Japanese American Intergenerational Narratives Oral History Project, and the California State Archives State Government Oral History Program.
As a member of the OHC’s editorial team, most of my work is behind the scenes and prior to publication. I see these interviews at almost every stage in production. By the time an oral history transcript is finalized, I have generally read through it in its entirety several times and am quite familiar with the contents; as such, I interact with oral history at multiple levels. This experience has ultimately helped form and maintain my view of oral history as an inherently dynamic, interactive record—a form of living history.
The final oral history is a labor of many people to produce, with several rounds of edits and review that heavily draw from the narrator’s own input, and as such possesses a strong sense of the narrator’s personal style: how they speak, what they consider important or even essential for understanding their stories, their sense of humor, and what elements of the initial oral interview they would prefer to keep private.
The result is a distinctively humanizing portrayal of the narrator that arises from the nature of oral history as a lightly edited, audio-based interview format. The reliance on the “oral” aspect of oral history means that, bar serious editing, the published transcripts of interviews from the OHC tend to preserve a great deal of the tone of the original audio recording, including quirks of speech unique to each narrator. My personal favorite detail is always the bracketed notes included by the transcriber to indicate when someone is laughing, a phenomenon that often accompanies the conversation between interviewer and narrator and, in my opinion, highlights the deeply personal nature of these interviews.
By sheer virtue of the volume of in-progress oral histories I interact with, I find that in time they become almost a part of you—there are so many narrators whose words and stories I remember, and whose work I have actively sought out after encountering their oral histories. For example, I became interested in Bay Area arts institutions after reading the interview of a San Francisco Opera board member; my own undergraduate research has been informed in no small part by border theory, a concept I was first introduced to by the narrators of the Chicana/o Studies Oral History Project; and my work on the oral histories of California politicians has contributed to my awareness of the history of the state’s politics. Oral history is intimate and alive, and its existence has the unique ability to inform and inspire those who engage with it.
Shannon White is a recent UC Berkeley graduate in the Department of Ancient Greek and Roman Studies. They were an undergraduate research apprentice in the Nemea Center under Dr. Kim Shelton and a member of the editing staff for the Berkeley Undergraduate Journal of Classics. Shannon worked as an editorial assistant for the Oral History Center.
Serena Ingalls: Oral History and Insight
Before working at the Oral History Center as a student editorial and research assistant, my interactions with oral history were limited. As a history major, it was a topic occasionally mentioned in my classes at Cal. I could understand the value in oral history as a way of filling in gaps in the historical record and giving a voice to those who were excluded from the written record. After I began my work with the OHC, however, I gained a new appreciation for oral history. This change in perspective came after seeing firsthand the immense effort that goes into producing oral histories to be shared with the public, and from reading the oral histories in our archive.
At the Oral History Center, I’ve worked in two roles. One of my roles is as a research assistant. In order to promote our archive and share our interviews with the public, we post on social media about relevant historical anniversaries (25th, 50th, 75th, 100th). I research these anniversaries and then search the archive to see if we have content that references these historical events. It’s surprising how many specific events are mentioned by interviewees, so I never discount an event without checking first with the archive. If there is one event that is very historically significant and has several interviews that reference it, sometimes I’ll write an article on the subject for the OHC. My other role is as an editorial assistant. Editorial assistants are part of the process of readying an oral history for publication. Student editorial assistants have a range of responsibilities during the editorial process which include inputting corrections from narrators, writing the table of contents, and more. Editing the oral history is a collaborative process, and it can take months or even years before an oral history is fully ready for publication. Once an oral history is completed and shared with the public, all who have worked on a particular oral history know the narrator inside and out.
The OHC has an enormous archive of interviews with narrators who have incredible insight on the history of California and beyond. Their voices provide knowledge, but more critically, they add life to these historical periods. The interviews are at times surprising, heartbreaking, and even funny, and no two interviewees have the same story. Each interview is a unique combination of the mundane and the extraordinary, just like the life of any person.
“Each interview is a unique combination of the mundane and the extraordinary, just like the life of any person.” —Serena Ingalls
Serena Ingalls recently graduated UC Berkeley with majors in history and French. She is an editorial and research assistant for the Oral History Center. Serena came up with the idea for an article about what it’s like to work on oral histories when she worked on an article about the seventy-fifth anniversary of the tape recorder.
William Cooke: Oral History and Truth
A few short months ago, I graduated from UC Berkeley. I have completed 12 political science courses; written dozens of sports articles for Berkeley’s independent student newspaper, The Daily Californian; struggled my way through one too many required science classes; and penned more than a few essays en route to a minor in history.
As a journalist and student, determining and advancing truth was at the heart of everything I did. For example, in order to make a sound political science argument about the role of agency in a democracy, I could not reinvent what Harriet Jacobs wrote in her autobiography, Incidents in the Life of a Slave Girl. Desiderius Erasmus had something specific to say about tyranny. What was it, exactly? Did Cal’s football team run or pass the ball more often on third down? If the United States federal government really did assume a different position towards organized labor after World War II, what evidence supports that claim?
The answers to my own questions, or the questions my professors asked of me, had to be completely truthful. I certainly couldn’t say that I didn’t have an answer to an essay prompt.
Oral history is a little bit different. When I first began working here last year, I couldn’t help but be skeptical. An interviewee in her eighties cannot with absolute accuracy remember her childhood years during the Great Depression, or her immediate reaction to the assassination of President Kennedy. Memory fails people all the time. A story might be true on the whole, I thought to myself, but the details might not. And what use was the answer “I don’t know?” That might be the truth, but what good is an oral history in which there are gaps?
In short, how could a researcher possibly find use in an incomplete, possibly inaccurate story told by someone fifty years after the fact?
Of course, these questions are not on my mind as I write a table of contents or fix formatting issues on a transcript. My work can be tedious at times. As someone whose mind likes to stay busy, I don’t mind. But every now and then I will stop and think critically about what I’m reading and how it relates to my role as a student, journalist, and assistant at the Oral History Center; namely, promoting truth.
I soon came to terms with the fact that oral histories cannot be totally accurate and that in an important way they are true. While the historian attempts to explain how people in the past saw themselves, their situation or others in very broad terms, the oral history provides insight into how a creator of history currently thinks of her past self, a valuable perspective for social scientists of all stripes. An interviewee might have felt more anxious than nervous at a certain moment in history, but how he remembers the past is also an important part of history. What good is there in knowing the true happenings if we do not know how the living, breathing makers of history think about what happened?
And for that reason, I have come to realize that oral history isn’t impure, or less true. I do still read the oral histories I work on with a wary eye. But I don’t worry about their truthfulness like I first did back in the spring of 2022. Instead, each time I complete my portion of a project, I feel a sense of gratification for having helped keep history alive. Because true history is not a fixed thing. It lives in the minds of everyone who has experienced it.
William Cooke recently graduated UC Berkeley with a major in political science and minor in history. In addition to working as a student editor for the Oral History Center, he is a reporter in the Sports department at UC Berkeley’s independent student newspaper, The Daily Californian.
Related Works
Serena Ingalls, Saving the Spoken Word: Audio Recording Devices in Oral History
Mollie Appel-Turner, Shirley Chisholm, Women Political Leaders, and the Oral History Center collection
William Cooke, Title IX in Practice: How Title IX Affected Women’s Athletics at UC Berkeley and Beyond and Heavy hitters: the modern era of athletics management at UC Berkeley
Shannon White, “I take this obligation freely:” Recalling UC Berkeley’s loyalty oath controversy
Jill Schlessinger, editor, A peaceful silence: Berkeley undergrads reflect on remote employment during the pandemic
About the Oral History Center
The Oral History Center of The Bancroft Library preserves voices of people from all walks of life, with varying perspectives, experiences, pursuits, and backgrounds. We are committed to open access and our oral histories and interpretive materials are available online at no cost to scholars and the public. You can find our oral histories from the search feature on our home page. Search by name, keyword, and several other criteria. Sign up for our monthly newsletter featuring think pieces, new releases, podcasts, Q&As, and everything oral history. Access the most recent articles from our home page or go straight to our blog home.