Day 1/3

I’ve only been through the internship for a fraction of the time that the other interns, Amanda, Emma, and Katie, have been (international student issues). As reassuring as they were in pointing out that we’re in the same boat of inquiry into the Digital Humanities field, which is new to us all interns, I can’t help but feel that they are a leg up in our collective quest to untangle the mysteries of DH.

My first day started with getting me up to speed with what I missed in the first two days. My collegues summarized the function and form of DH from the first week’s readings beautifully in three words: accessibility, authenticity, and aesthetics. While this multifaceted field cannot be constrained by these three words, I found it a good foundation to begin my understanding of DH.

To the three words the other three interns came up with, I would add a fourth: connectivity. My initial understanding of DH is in its role to connect; be it pieces of data to make more data, or data to the people who consume it. In “What is Metadata,” an article published in the Scientific American journal, Bonie Swoger explains how metadata can be used to connect otherwise meaningless pieces of data to produce valuable information: “Without metadata, discovery and reuse of digital information would be much harder.” A major part of DH is in amalgamating this information and in distributing it equitably and systematically, resulting in a recursive, iterative process.

As an Architectural Studies major at Amherst, I am drawn to such recursive, iterative processes. This internship not only presents the opportunity for me to explore a new and fascinating field of inquiry, but also the prospect of learning about the architecture of a place I called home for the past four years. The Archives and Special Collections have a bounty of articles, journals, and photographs that I am excited to dig into for the next two months. Our collective inquiry as interns into the history of Amherst between 1810 and 1861 will undoubtedly unearth findings that are relevant to Amherst today. This summer, I hope to study old Amherst architecture to see how trends in aesthetics and cultural building practices may inform current renovation and construction projects on campus such as the Greenway project, or not.

After a long first day of reading and discussions, I still feel that I don’t have a full grasp of what DH is about. This statement is likely to remain true to the end of the summer, and hopefully through the course of my academic career. That is the beauty of learning – the endless pursuit of knowledge. To have a team of curious minds to join in the journey is but a sweet bonus. I look forward to working with Amanda, Emma, Katie, and the Frost Library team this summer.

Early Work for “Early Amherst”

The first two days have been a whirlwind of information. I think it’s fair to say that the three of us (Takudzwa will join us soon!) were blown away by the versatility and expressive power of Digital Humanities, the enthusiasm of everyone involved in this endeavor, and the endlessly fractalling potential for our project.

rackham three girls in wind

The Archives already feel like an upcoming adventure. Unassuming as the Reading Room seems, with its quiet tables and gentle book cradles, it nonetheless feels like the edge of canyon or the bottom of a mountain–  the sheer scope of the collections available (90 linear feet of student publications alone!) electrifies the air. Tantalizing too is the long list online of the special collections, the finding aids all lined up for inspection and susceptible to quick control-F.

Though it’s only the second day, I feel as if ideas for the project have been arising, colliding, and coalescing in my mind for weeks. Already I’ve jumped from Jacob Abbott to Noah Webster to Lucius Boltwood and back, eyes lighting up as the same names pop up in faculty minutes, transcribed journals, and history books. I’ve stared, puzzled, at 19th century handwriting and each author’s chirographical eccentricities, parsing out with difficulty “Athenian” and “Alexandrian,” just to have those two literary societies mentioned easily and offhandedly in Fuess’s book (along with the tidbit that people were assigned to either in alternating alphabetical order).

My questions– bifurcating with every new piece of information– are perhaps too manifold to list. Let me focus, instead, on my goals for this internship.

I am enchanted with DH theory and praxis, and I’m hoping not just to immerse myself equally in the DH world and the world of early Amherst but also to have the two inform each other.

Though I acknowledge I will be limited by the tools available and the team’s proficiency thereof, the idea of melding medium and subject matter is too much of a siren call to shake. To have the interface and experience of our project reflect its very content, to mirror the values of research subjects within their own representation, to allow ease of access and friction in ways that imitate the generation of information– such ideals are tantalizing.

But even if the quixotic remains beyond my lance’s reach, I feel certain that the cohort’s endeavors here will never be wasted. Already our ideas spark off each other’s, our passions lending new lenses to the same sources. Humorous tidbits (expulsion for chicken stealing, grave concern over oversleeping ) are shared with the same frequency as more serious discoveries, and it is rare that one observation is not met with another’s connection. I fervently hope that such academic camaraderie continues.

The final goal I’ll mention is more worldly. That I have found a field that synthesizes my love of learning with my deep commitment to effective and aesthetic communication– which I hopefully achieve in my creative writing– feels strangely both inevitable and like a windfall. The future for me– until now always somewhat murky– now opens another possible path. Though I’ve but two months this summer to immerse myself in the theory, praxis, and intellectual joy of DH, I hope it will be enough to allow me to continue further in the field.

And now, since I’ll undoubtedly have a good laugh about it when my dreams from day two meet the research and reality of the upcoming weeks, I’ll name “Learning at Early Amherst” as the topic that entices me the most and that I hope to follow. Among the possible branches of exploration are the student self-directed literary societies, the evolving pedagogy and curriculum, and the sometimes tense relationship between students and faculty. As for resources, there are a few posters, a handful of student journals, and a number of student periodicals that present a promising starting point.

In any case, no matter what direction our research pulls us in, I know I’ve a good team beside me. In a field which embraces the expansion of expression and the tension between interpretations, there is no better way to explore any subject than with a cohort ready to dive in, develop, and debate with you.

I look forward to sharing our future explorations here, and I hope my reflections may offer you something of value!

(As a side note, I intend to include an Arthur Rackham illustration in every blog post. There’s always room in the world for more beautiful art.)


Rod Serling and Boxes 1-20

In the Amherst Special Collections, there are documents that venture onto the precipice of strange and weird, categorized within an archive beyond man, the middle ground between light and shadow, science and superstition, and it lies between the pit of mans fears (Amherst Literary Monthly) and the summit of his knowledge (everything else). It is known as the Twilight Zone.

Behind the door to this dimension lie Amherst Student clippings with headlines like “Sarat Joins [O.J.] Simpson Defense.” One front page article features a student covered in a white full-body poncho,  “SHE’s debut new mascot, Captain Condom” Publications dedicated to alternative art, advocating students to wave around Mao’s little red book. It depicts an Amherst that both was, is and will never be.

These documents, worthy of headline in any SNL Weekend Update, are legitimate. On their own, they are the quirkier aspects of life in a small college. They are united only by their deviation from the norm and not similarities, a collection of misfits. Together, they paint Amherst as a little unhinged but immensely lovable.

Unfortunately, that makes them ill suited for study. I love to snap photos of each strange feature I see, with Ripley’s Believe it or Not on speed dial. However, I can’t really find any digital use for them- I can’t even explain why we’re so drawn to them anyways! The application of some collections to projects are easy, like charting the growth of buildings or the advancement and recession of Sarat’s hairline in each photo appearance.

Sarat’s “Peak” hair years- named for both the climax in hair density and the premature onset of widow’s peak.

If anything, it’s affected my attitude towards my dedicated project. I’m grateful to be exploring comedy publications, because the lines between fiction and reality and not as blurred. For now, I’d like to focus on the question I asked earlier in the summer- when was comedy looking inward and when was it looking outward? Originally, I would’ve assumed most inspiration came outward. But now…. I’m wondering if it flowed from the pioneer valley between reality and fiction, situated in the Twilight Zone.


Are you a 1910 Slang Word? Because You’re “Jamake”-ing Me Crazy

Despite all the Digital Humanities concepts, ideas and jargon thrown at us within our first 48 hours of internship, one question dominated my mind this morning.

“What the heck is a ‘Jamake’?”

I’d encountered the term while reading the Kidder, a 1912 humor zine that was quite sophomoric for the time (although I’d argue that all publications in a college should be at the very least 25% sophomoric, if only for proper class-year representation.) The student editor, one Frederick Barton, had sent a draft to esteemed writer and troublemaker Elbert Hubbard. Hubbard, impressed with the rebellious display, wrote a kind letter in response. The editors would run Hubbard’s approval in the same issue, a trophy of witty delinquency.


Remember the good ol' days when world renowned authors invited you to sip lemonade on their porch because of your college magazine? I'm still waiting to hear back, Margaret Atwood. 

Reading his kind regards, I was left wondering what quality “jamake” could describe. Google searches turned up nothing. I texted my grandma at lunch and she never responded (crossing finger she didn’t pass away but too right now too call). Not until later did I realize the truth.

Jamake is plural.

The singular is “Jamoke,” a slang term from the late 19th century to describe a fool. The phrase arose from Irish American slang, particularly those working in shipping ports. It’s a combination of java and mocha, new words in America that had yet to be made cliche by Starbucks. To call someone a jamoke, apparently, is to say they no greater mind than that of a cup of coffee. It would rise to prominence in the trenches as slang for an army men, and like Tang, classic rock and the US presidency, would pick-up a less savory definition in the 70s.

Questions like these make me excited to spend real time looking at Amherst’s publications (unfortunately it’s not quite as easy to appreciate that old, mildewy book smell when you’ve gone digital.) I’ve written for a good number of our papers and magazines, but one thing I’ve found lacking is a sense of community and history within them. Students email their drafts, never step a foot in the office and don’t even know each others names. If it weren’t for the icons attached to their gmail address, I wouldn’t even know my editor’s faces.

My guess is that it’s hard to talk about legendary writers for The Student because it boasts such a massive, unwieldy history. Publication controversies, successes and tragedies come and go, but aren’t well recorded because they are ultimately covered up with the slog of boring candid sports photos and fluff news pieces. If an American icon were to contact a publication I wrote for, it probably wouldn’t even trickle down to my level. It seems a little ironic how the gatekeepers of Amherst’s daily history, have almost no knowledge of their own past. That’s all a little bit too selfless for me. Hopefully this jamoke can rectify it.

Optimistically confuzzled

As two separate words, “digital” and “humanities” do hold some meaning for this child of the digital generation, whose liberal-arts education leans liberally toward the humanities. But simply put those two words together, and poof! I am faced with a hazy sense of meaning, which is just a kinder way of saying that my knowledge on the matter is basically non-existent. Thankfully, the description for this Digital Scholarship internship reassures that “no prior technical or digital scholarship experience necessary, just curiosity and commitment.” After reading a number of articles, some of which attempt to clarify the scope of “digital humanities” while others argue for the futility of defining/delineating boundaries for the field, I find some comfort in the collective confusion, at least for these first two days.

In the last 36 hours, one word appears to best characterize my experience with digital scholarship this summer: fluidity. Digital humanities is inclusive in its ability to hover beyond the wall of definition, welcoming vast networks of scholars, projects, and methodologies. But with this fluidity comes more responsibilities. The first half of the internship will be devoted to exploring some of the tools available to digital humanists, but how do I allow the tools to enrich my research project rather than to dictate it? There is a limit to what we interns can learn and apply in the first few weeks, so how does one even begin to maintain a conversation between the digital and traditional aspects of the research process? What kind of questions would take advantage of the potential of digital technology and yield insights that traditional research for a paper could not?

My first foray into the library’s archives yesterday was a mix of glee (combing through just a few boxes of student publications revealed some bizarre ads and an interesting sense of humor in the late 1800s) and apprehension (how can I synthesize all the information in this collection of 36 boxes occupying 90 linear feet?). The obvious challenge of diving into a collection of this size and variety is how to navigate it all effectively: do I studiously go through all of the boxes (a bit ambitious… just a bit), hoping to stumble onto interesting threads one day? Do I identify a theme or question beforehand? Do I take notes of interesting tidbits and try to weave a pattern throughout? Or do I view the brainstorming process through the digital tools that we will learn, thinking about how they can be applied in the formation of my questions? In short, how should I take advantage of the interdisciplinary potential of a digital project? And thinking about the end product, which hopefully will be a concrete presentation-ready thing, what would the experience be like for an audience unfamiliar with digital scholarship?

Just drowning in questions… Be back in a mo’

As much as I anticipate the long periods of ambiguity, confusion, and perhaps existential crisis this summer, I do look forward to experiencing them all (just with my fingers crossed for the light at the end of this purple tunnel of ambiguity). Who knows, maybe I will be able to define what “digital humanities” mean(s)… to me.

Digging in

“… digital humanities, with a culture that values collaboration, openness, nonhierarchial relations, and agility, might be an instrument for real resistance or reform.”              – Matthew Kirschenbaum

The struggle to define digital humanities reflects its wide scope of possibilities and potential for growth, and in its ambiguous boundaries lies its definition. Kirschenbaum tries to explain, “Digital humanities is more akin to a common methodological outlook than an investment in any one specific set of texts or even technologies.” Advancement of technology will and have been changing the contours of digital humanities, but what should remain consistent is the willingness to incorporate digital tools to advance academia. This attitude has allowed digital humanities to expand and be accepted in academic environments, and the proliferation of projects implementing digital humanities in the past decade is a true testament to this dedication.

In the context of this Digital Scholarship Internship, I am struggling to comprehend the meaning of digital humanities and how this term translates when digging into student publications in the Special Archives. I see this internship as an opportunity examine the history and culture of the Amherst student body, especially during contentious times, and use digital methodologies to make this information accessible to the public. At this moment, trying to find what I want in the student publications collection seems like trying to find a needle in a haystack. But in hopes that aiming high will get me somewhere close, I will say that I want to find student publications that reflected or shaped the Amherst administration, such as admitting women, increasing diversity, changing financial aid to need blind, implementing a Black Studies major, and more. I hope that by focusing on the past impact of student voices, it will encourage future classes of Amherst College to speak out for change, using the past as precedents for their struggle and success.

C- Level

So am I kitty, so am I…

At this point in time I think I’m going to speak about what I know  how I feel thus far (since I don’t feel like I know anything just yet). I think I have a better understanding of what digital humanities is/are today than I did last week, but a far cry from being able to articulate it to someone who has no idea what it is.

Continue reading C- Level

Learning to Ask Questions

It’s now the end of our first full week of the Digital Scholars internship (and the beginning of the second, by this point), and it seems that the wish I made last week (that I could return to school) has been granted, in a way. As we began to learn about our first two DH tools and try a hands-on exploration of applying them to the Hitchcock collection, I began to feel that I was going to have to reexamine everything I thought I knew about research, and maybe even relearn how to go about forming research questions.

This might not sound like the most ground-breaking of revelations, but as someone who just spent a year of her life working on a senior thesis, I thought I had the whole “research” thing pretty much down (and so begins the breakdown of post-graduate hubris). I was used to coming to a research project with a solid comprehension of my source materials, a clear grasp of what tools I had on hand, and most importantly, an outline of where my argument was going to go. Even with my thesis, which naturally grew and changed in unexpected ways over the course of the year, I had a good sense that I was in control of the texts and the outcomes throughout the process.

Not so with the Hitchcock Collection so far. First off, it’s certainly the most extensive assortment of source materials I’ve ever tried to examine as a collective. Given the nature of the materials, it’s challenging to find a cohesive focus throughout: this is a collection of artifacts from two peoples’ lives, from intimate diaries to professional correspondences to receipts of their daily finances. There isn’t a distinct “argument” at work here that I can parse out and examine, as I’ve grown used to doing in my research. And while getting to know the extensive collection (26 boxes!) well will be a long-term process that I hope will bring gradual comprehension as the summer goes on, the very nature of the tools we will be using to approach the collection ensures that any potential research questions will be in a near-constant state of flux.

This helpful diagram from a Trevor Owens article we read last week explains how digital tools and methodologies should inform a potential research question, with an emphasis on this continual state of refinement and adaptation that bothers me so much. Basically, we have so many options for tools and content that there is no one obvious way to approach this project; it seems like half the project is going to be figuring out what the project is going to be about… a process that is taking some getting used to on my part.

We’ve learned about two digital tools or approaches so far–Omeka, an online exhibit platform, and GIS mapping–and have looked at and critiqued a variety of examples of scholarship that makes use of each tool. Given the visual nature and focus of these tools, a lot of the examples we’ve examined so far have been visually interesting and outwardly arresting, but banal in terms of content or contribution to their actual field of research. The tool should fit/add to the research, we keep saying in a DH-style echo of the traditional literary adage “form follows content.” And it makes sense, but in examining and being entertained by these projects, I can see how easy it could be for our own project to fall into a similar trap of prioritizing the tool over the research itself. I personally am very easily seduced by interactive maps and visuals, and each time we examine one, I find myself getting excited about the tools not for what they could bring to the collection, but for how we could apply the collection to the tool.

When I try to think in the other direction, pulling out a research question or theme first, and then finding a tool to apply it to, nothing seems to quite stick. This might be because the themes I’m interested in right now don’t easily break down into to the visual or quantitative data that the tools we’ve looked at so far seem to prefer. I don’t even have concrete questions at this point, more just threads or themes that I’ve seen in the collection that I’d like to look into more: Edward’s reconciliation of science and religion; Edward and Orra’s familial relationship; the source and nature of his hypochondria.

I’m hoping that as we move along into this week of exploring more diverse and potentially more textually-based tools (text analysis, topic modeling), I’ll be able to find something that is more applicable to the themes and questions I’m interested in, and that from there I’ll be able to think more creatively about the collection and the rest of the tools.

Week 2 – beginning the trials

Forming, storming, norming, performing. We’ve got it down.

  • HOW IT’S DONE: We’ve  started learning the various methodologies used in DH –  currently up to Omeka exhibits and geographical mapping. Each tool-learning experience starts with a little “evaluate these other projects that have used these tools” session in which we basically critique other projects, making notes about how what we should take from their example or do differently.
  • OMEKA: After learning the  tool with small demos, we proceed to write a bunch of concept maps and research questions. For the Omeka exhibit, this worked fine: 4 concept maps, one brainstorming session, and we had some topics. Although our facilities dealing with concept maps were exhausted, we had some idea of where we were going.
    • Interestingly, the most fruitful discussions about research questions and concept maps come straight from the blue – from Kelcy’s “what if” questions and Daniel’s spontaneous tangents. One of these discussions arose during a concept map session (the last one, god bless). Someone suddenly asked, “What if we observe Ed and Orra’s achievements from a modern lens?” Suddenly, the tedious brainstorming (we had just done it so much in such a short time!) had an outcome – we had another point of view that created interesting questions we had not seen before. The “legacy” aspect of our project intrigued me the most.
    • These are just two examples of concept maps - including the one we used to create the final exhibit prototype!
      These are just two examples of concept maps – including the one we used to create the final exhibit prototype!


  • For the Omeka exhibit prototype, we settled on a topic that arose from the “modern lens perspective discussion”: Ed and Orra’s impact on the interacting fields of Art and Education. The themes chosen were simple yet interesting: Edward, usually thought of as the scientist in the pair, had some projects of creative merit, and Orra, “accomplished artist,” was a trained and published botanist and scientific illustration. This role switch added another dimension to their characters – no longer were they known simply by their reputation.
  • In addition, this topic choice – Art + Education – was perfect for a visual  exhibit. We had the visual element in the title: art! We included as many images as we could for each of the respective pages we were doing.
    • During the session on actually creating an information architecture – where we basically create a site layout, with pages, subpages, themes, etc. The navigation for the site.
    • I’m particularly really proud of how this worked out – the group came in  at 9 am, threw our tired selves into this post-it note creation, and ended up with nothing. After a while of blank staring, I reshuffled the post-its into a cohesive format – Orra and Ed’s individual achievements on one side, Orra and Ed’s collaborative projects on the other, with more concrete pages stemming from those three broad categories. The end result had the unusually sleepy cohort blinking  awake – look! here’s something that makes sense! B-) go me
    • The end result of our informational architecture machinations. AKA "should we draw lines or put markers or just leave it how it is?"
      The end result of our informational architecture machinations. AKA “should we draw lines or put markers or just leave it how it is?”
    • Here’s the end result for the Omeka workshop! (X) Not all the pages have content, but here is the one that I made: (X)
  • MAPPING: Following the Omeka workshop was one on geographical mapping. Cool stuff. From the very beginning, I was particularly interested in mapping and maps and geography because what is more inspiring that the image of a world map? That view slowly eroded. The various mapping examples we looked at had me asking the same question: “Why are maps used in these situations? What does a map do that another tool couldn’t?” It was fairly disenheartening to see that a tool with such interesting potential had no use that I could  concretely see (with the exception of this one is an adventure with all its interactive content)
  • We skipped the mapping process for the mapping protoype and went straight to research questions. The end result is a mess of questions, but the final one remains – what does the mapping tool add to any of these questions?
  • What an engaging mess. Fortunately, we actually had some interesting ideas spaced in here concerning the geographical aspects of the Hitchcocks' legacy
    What an engaging mess. Fortunately, we actually had some interesting ideas spaced in here concerning the geographical aspects of the Hitchcocks’ legacy
  • We then split into  two groups, making two prototypes. I was in the pair with Seanna that had to observe the movements of the Hitchcocks during their travels and plot them on a map using Orra’s diary entries. For this, we used TimeMapper, a simply and accessible tool  (although some Harvard graduate gave it a 1-star review – “this is so simple! there arent enough options with this tool!” yes mister, that is the point – simplicity!)
    • My partner had a health emergency, so I took on the diary entries myself. It was not easy.
    • "Don't we have interns to do this tedious work for us?" say the interns themselves
      “Don’t we have interns to do this tedious work for us?” say the interns themselves
    • Anyway, here’s my less-than-fruitful result. Sarah and Kelcy came over and the three of us together had a hard time getting this done, reading the locations and trying to find out the specifics with Google. “Is there a Gallahan Castle in Cologne? Which country is Cologne even in?” In the end, we knew more about the River Neckar than we ever needed to. Huge thanks to Sarah and Kelcy too – their help actually made my prototype exist. The prototype can be found here: (X)
  • LUNCHTIME: In addition, we met with the DH post-bacs. An interesting pair –  Jeffrey Moro (his twitter is here) and Mariel Nyröp. They brought up some interesting points about the politics of DH, the various limitations that each tool and methodologies use. The idea is that every tool has a certain communication to it and requires thoughts and ideas  to be delivered in that fashion, which may exclude people incapable to communicate in that manner. This was not a topic that we had discussed previously (although it was mentioned). That was my big takeaway from this lunch (other than the thought that people who are not official scholars also work in the DH field), but even then, the post-bacs themselves told us that “It’s like a filter. You have to decide when to turn on the politics and when to turn it off to actually get work done.”
  • This was one of the first images on Google for "politics digital humanities." It's a fairly common topic in DH tbh (according to the post-bacs)
    This was one of the first images on Google for “politics digital humanities.” It’s a fairly common topic in DH tbh (according to the post-bacs)
  • THE END: Otherwise, we’re working on the abstracts and methods for the last two projects, doing readings, living and breathing. Woohoo.  Last Friday, Daniel turned on some music ridiculously loudly in the room. The day ended with some soft partying to songs that shouldn’t be repeated. This morning on the way here, Flavia (who is working in the Archives for the summer) held the door to Frost Library for me and said, “You guys were playing music so loudly that I was finishing shelving to ‘Trap Queen’!” Because that’s what we do in Digital Scholarship, DH, the DigiShip, Diggy Human Dept. We party and write and research. Rock on m/

Making knowledge of data: from the analog to the digital in humanities research

What constitutes digital humanities?

It is a question that eludes even the professionals and scholars of the field—let alone me, a humble student intern. There are many answers to the question, most of which can be categorized into three basic camps of thought: the crusaders, the conservatives, and the cynics. The first camp consists of those who believe that DH has the potential to disrupt and transform the world of information and knowledge. They are optimistic if not utopian. It is the realists who comprise the second camp. They recognize DH as a set of new digital tools that can augment more traditional humanities scholarship. If the crusaders explicate the reaches of DH, then the conservatives delineate its limits. Finally, there are the cynics. This censorious bunch believes DH to be the swan song of humanities itself, a last ditch effort made by increasingly defunded (read: irrelevant in today’s market society) humanities departments across the United States and the world at large.

Whichever camp one agrees and aligns herself with, it is relatively noninflammatory and perhaps agreeable to say that the trend towards the digital in the humanities bespeaks a wider trend toward the digital in our culture. In fact, the insight is..well, unremarkable.

We live in the era of big data, of amassing Brobdingnagian inventories of information so that they may be mined for specific purposes of either a commercial or educational nature, mostly. Statistical analysis and summarization is a useful skill to have nowadays, and the salaries for entry-level jobs in the tech world help support such a claim. What then is digital humanities without data? Documents such as articles, books, certificates, citations, film, illustrations, letters, photographs, receipts, and many more objects crowding archives everywhere all contain data within them. Traditional scholars make use of that data, or information; they examine it, unpack it, and assemble it so as to produce new knowledge—at least, that is the ideal of the métier.

It is that process of scholarship, or rather, data analytics I hope to replicate this summer with my fellow digital scholarship interns as we work with the digital collection of the Edward and Orra Hitchcock Papers. Some of the questions such an approach raises includes: What data lies dormant in the collection? How can it be surfaced and organized? What can we say about the data? What does the data reveal? How does it enrich our understanding of the lives of Edward and Orra Hitchcock? How do we impart our findings to others in an accessible and engaging way?

My aim is to have stimulating, thoughtful  answers to these and other questions that may surface along the way—answers that may help begin to illuminate the future direction of our interaction with the past through new means of technology. This is the start of that endeavor. Where we end up remains to be seen.