Articles written by members of the WFHG
INDEX (Scroll down for the full articles)
Who Me Obsessed with Photographs? by Helen Johnston-Lord
How to get a photo of a grave without leaving your chair by Martin Fisher
Five Days with Dementia by Beryl Whatson
Memories ..... Oral History or Just Small Talk by Lynda Smith
Old Names for Trades by Kerrie Metcalfe
How to get a photo of a grave without leaving your chair by Martin Fisher
Five Days with Dementia by Beryl Whatson
Memories ..... Oral History or Just Small Talk by Lynda Smith
Old Names for Trades by Kerrie Metcalfe
Who Me Obsessed with Photographs?
by Helen Johnston-Lord – Member 505 – December 2016
Our home has become the repository for unwanted photos.
We have a collection of many thousands of 35ml slides taken by ourselves and my parents, over the last 55 or so years. Most are stored in wooden slide boxes, are labeled and with the exception of a few are still bright and clear. I have scanned the majority of these using my Canon Pixma 980 flatbed printer/scanner. I have made a few PowerPoint presentations using these scans. Unfortunately life sometimes interrupts and I don’t always get back to where I was. We are now adding many digital photos to our collection.
Many very old photographs have come our way and I am gradually scanning them. The originals are stored in acid free boxes and I hope they will survive. Many are labeled. I am not sure how I will present these eventually.
I think there is more to Family History than dates and relationships. Photographs are helping us build a broader image of our families.
I hope my efforts to preserve these precious images pay off. H
by Helen Johnston-Lord – Member 505 – December 2016
Our home has become the repository for unwanted photos.
We have a collection of many thousands of 35ml slides taken by ourselves and my parents, over the last 55 or so years. Most are stored in wooden slide boxes, are labeled and with the exception of a few are still bright and clear. I have scanned the majority of these using my Canon Pixma 980 flatbed printer/scanner. I have made a few PowerPoint presentations using these scans. Unfortunately life sometimes interrupts and I don’t always get back to where I was. We are now adding many digital photos to our collection.
Many very old photographs have come our way and I am gradually scanning them. The originals are stored in acid free boxes and I hope they will survive. Many are labeled. I am not sure how I will present these eventually.
I think there is more to Family History than dates and relationships. Photographs are helping us build a broader image of our families.
I hope my efforts to preserve these precious images pay off. H
How to get a photo of a grave without leaving your chairwritten by Martin Fisher, Member WFHG
My wife and I have been researching sites to visit in the UK for our upcoming trip. We will be looking at places where my ancestors born, lived, worked, etc. and in particular where they are buried. During this research we came across a marvellous website called “Gravestones Photographic Resource” http://www.gravestonephotos.com/ Currently they list 3683 cemeteries in 36 countries, they have over half a million graves listed and nearly one and a quarter million names. We have found a plethora of information on the photos we have received and it has been an immense help in our research. Show here are a couple of the many photos we have received from this source, so far. Also do a search (CONTROL+F) on the ‘Comments page’ you may find other people looking for the same family names Good Hunting Martin Fisher #653 |
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Five Days with Dementia
Written by : Beryl Whatson, Member WFHG
Recently I underwent major surgery in a Sydney hospital. We would all be aware that Dementia and Alzheimer's Disease is a very big problem at the present time. When I became fully conscious after my operation, I found myself in a four-bed ward with two Dementia patients; a third was to arrive at midnight. For their privacy I will call them Millie, Molly and Mandy.
Millie was from a European country and she alternated between the English and German languages. That first night and the next day, Millie seemed to accept where she was and at the same time she was unrestrained in her bed and spent her time dozing and watching the activities when nurses came to take temperatures, blood pressure and to administer tablets and injections.
Came the next day and Millie decided that this wasn't for her. From my observation, Millie had a mobility problem with her hip, so she had to stay in bed but this fact seemed to escape her. She spent the day and night getting out of bed whenever the nursing staff were not around and successfully made it to the chair by her bed one day, before the nurse discovered her. Millie had to be restrained for her own safety, so she was put into a jacket which was tied under the bed but allowed her freedom of movement in bed. It was easy to see her watching the door to make sure that there were no nurses about.
Millie spent the next few hours working away at getting one arm free from the jacket and once perfected, it wasn't long before both arms were free and freedom seemed certain for her. She even managed to get the jacket untied from under the bed. A friend or relative came to visit or was sent for and, he spent some time explaining to her in English and German, where she was and why she had to remain there for her safety.
This seemed to satisfy her for a couple of hours but that night, Millie started again to get out of bed. When the nurses tried to explain to her, she started to call out for her son and it was explained to her that it was 4.00am and her son was home in bed and not available. I found myself in the position of having to buzz for the nurse whenever Millie started to get out of bed and I heard her say "oh no" one day when she saw me reach for the buzzer.
Next to Millie was Molly, a dear old lady who hardly spoke even when asked a question. Her first visitor who I took, from appearances to be a daughter, turned out to be an older sister. This impressed on me how Dementia must have changed her appearance. Molly was due to go back to a nursing home just after I left that ward. Her sister told me that it was no use getting the TV working for her as she wouldn't be aware that it was there. So sad.
At midnight, I awoke to find that Mandy was being installed in the bed next to me. Mandy had broken her hip and was just out of the recovery ward. She was 84 and not impressed with all these strangers moving her around, so let out a bloodcurdling scream whenever anyone approached her bed. She cried and moaned before eventually going to sleep but next day and those that followed, were interspersed with screams and cries to "leave me alone please, I'm sorry". Mandy took two hours to eat each meal and complained loudly whenever the catering staff tried to take the now cold food from her. They needed the tray and plates for the next meal.
There are many men now employed in the hospitals; they are used for lifting patients, moving the backrests when meals are ready to be served and other non-nursing jobs, like moving patients to different areas for X-rays, etc. They were a friendly lot, always good for a joke and a treat to have around; their strength certainly relieves the nurses of moving heavier patients. A nice young man gave me a ride in my bed; in the lift, downstairs and along some corridors for my X-ray. Mandy shreiked whenever these men approached her. One said to her "I haven't even touched you, what's the problem?" Her reply was "But you might hurt me". Her apprehension was great.
On the evening of my third day in this ward at 10.30pm, I was asked if I would mind being moved further down the hall to a two-bed ward. They were very busy and wanted to put another into that ward, so off I went and was by myself until midnight again and then a very nice English lady joined me for the next few days. During those days, we could hear Mandy, three wards away, still shreiking and she was still there when I left to come home. I asked about the person who was put into my bed position in that ward and was told that she was different; she threw punches at the nurses. They had a very active ward that night and in the days ahead.
Why am I writing this? What is its relevance to family history?
If you have had reason to search the 1851, 61, 71, 81, 91 & 1901 censuses, no doubt you will have seen entries for people described as "idiot, imbecile, blind, dumb, etc". Perhaps there was one in your family so described. Could that poor soul have been in one of the stages of Dementia? or perhaps suffering from Postnatal Depression? The nurses and doctors of those times, would not have had the knowledge that we have today. The patient would have been put into a straight jacket and left to his or her own devices, probably force fed and, if they were not already insane, it wouldn't have taken long for them to become so. This really opened my mind to the problem of Dementia and Alzheimer's Disease and what a tragedy it must be to many families.
Written by : Beryl Whatson, Member WFHG, TOL September 2004
Recently I underwent major surgery in a Sydney hospital. We would all be aware that Dementia and Alzheimer's Disease is a very big problem at the present time. When I became fully conscious after my operation, I found myself in a four-bed ward with two Dementia patients; a third was to arrive at midnight. For their privacy I will call them Millie, Molly and Mandy.
Millie was from a European country and she alternated between the English and German languages. That first night and the next day, Millie seemed to accept where she was and at the same time she was unrestrained in her bed and spent her time dozing and watching the activities when nurses came to take temperatures, blood pressure and to administer tablets and injections.
Came the next day and Millie decided that this wasn't for her. From my observation, Millie had a mobility problem with her hip, so she had to stay in bed but this fact seemed to escape her. She spent the day and night getting out of bed whenever the nursing staff were not around and successfully made it to the chair by her bed one day, before the nurse discovered her. Millie had to be restrained for her own safety, so she was put into a jacket which was tied under the bed but allowed her freedom of movement in bed. It was easy to see her watching the door to make sure that there were no nurses about.
Millie spent the next few hours working away at getting one arm free from the jacket and once perfected, it wasn't long before both arms were free and freedom seemed certain for her. She even managed to get the jacket untied from under the bed. A friend or relative came to visit or was sent for and, he spent some time explaining to her in English and German, where she was and why she had to remain there for her safety.
This seemed to satisfy her for a couple of hours but that night, Millie started again to get out of bed. When the nurses tried to explain to her, she started to call out for her son and it was explained to her that it was 4.00am and her son was home in bed and not available. I found myself in the position of having to buzz for the nurse whenever Millie started to get out of bed and I heard her say "oh no" one day when she saw me reach for the buzzer.
Next to Millie was Molly, a dear old lady who hardly spoke even when asked a question. Her first visitor who I took, from appearances to be a daughter, turned out to be an older sister. This impressed on me how Dementia must have changed her appearance. Molly was due to go back to a nursing home just after I left that ward. Her sister told me that it was no use getting the TV working for her as she wouldn't be aware that it was there. So sad.
At midnight, I awoke to find that Mandy was being installed in the bed next to me. Mandy had broken her hip and was just out of the recovery ward. She was 84 and not impressed with all these strangers moving her around, so let out a bloodcurdling scream whenever anyone approached her bed. She cried and moaned before eventually going to sleep but next day and those that followed, were interspersed with screams and cries to "leave me alone please, I'm sorry". Mandy took two hours to eat each meal and complained loudly whenever the catering staff tried to take the now cold food from her. They needed the tray and plates for the next meal.
There are many men now employed in the hospitals; they are used for lifting patients, moving the backrests when meals are ready to be served and other non-nursing jobs, like moving patients to different areas for X-rays, etc. They were a friendly lot, always good for a joke and a treat to have around; their strength certainly relieves the nurses of moving heavier patients. A nice young man gave me a ride in my bed; in the lift, downstairs and along some corridors for my X-ray. Mandy shreiked whenever these men approached her. One said to her "I haven't even touched you, what's the problem?" Her reply was "But you might hurt me". Her apprehension was great.
On the evening of my third day in this ward at 10.30pm, I was asked if I would mind being moved further down the hall to a two-bed ward. They were very busy and wanted to put another into that ward, so off I went and was by myself until midnight again and then a very nice English lady joined me for the next few days. During those days, we could hear Mandy, three wards away, still shreiking and she was still there when I left to come home. I asked about the person who was put into my bed position in that ward and was told that she was different; she threw punches at the nurses. They had a very active ward that night and in the days ahead.
Why am I writing this? What is its relevance to family history?
If you have had reason to search the 1851, 61, 71, 81, 91 & 1901 censuses, no doubt you will have seen entries for people described as "idiot, imbecile, blind, dumb, etc". Perhaps there was one in your family so described. Could that poor soul have been in one of the stages of Dementia? or perhaps suffering from Postnatal Depression? The nurses and doctors of those times, would not have had the knowledge that we have today. The patient would have been put into a straight jacket and left to his or her own devices, probably force fed and, if they were not already insane, it wouldn't have taken long for them to become so. This really opened my mind to the problem of Dementia and Alzheimer's Disease and what a tragedy it must be to many families.
Written by : Beryl Whatson, Member WFHG, TOL September 2004
Memories ..... Oral History or Just Small Talk
Written by : Lynda Smith, Life Member WFHG
Oral History is the first way notable events were recorded by mankind. One can only imagine early man huddled around the cave campfire regaling the day's hunt to his family. As the children grew, they would ask questions about other family members and past events and so the stories would grow and be repeated to others over time.
Many civilisations have long traditions of valuing oral history. The mighty Vikings, for example, prided themselves on their ability to memorise lengthy sagas that included details of their ancestor's names and life stories. Once writing came on the scene however, the tradition of verbally telling tales declined. Much valuable and irreplaceable information has been lost to us as a result. In an article written by a student teacher, Tony Britten titled "Collecting Oral History : Women on the Homefront .....", he says "When people lose their stories, they lose their souls". This is so true
How many of us have said, "I wish I had noted the details ....." when Granny or whoever told us a story about the family or an event from the past when we were younger and not obsessed with genealogy as we are today! Now that we have the benefit of recording technology like tape recorders and digital or video cameras there has been a small revival of interest in this area of history. We need to take advantage of this technology to add depth to our research, to put some flesh back on the bones, so to speak.
1. Why bother?
Doing a tape or video recording of someone's recollections provides you with primary evidence. This is material from someone who actually lived through the period of history you are interested in. It also gives you an exact record of the sound of their voice, any accents used and any unique expressions they may be partial to saying. This is not to say that everything your interviewee remembers is fact. Memory plays tricks on all of us and we should not accept statements as fact without using other sources to substantiate their recollections. People also often choose to "edit" painful or embarrassing moments from a story or embellish boring ones. Such memories also tend to contain bias. What they are saying is often "their opinion" or a recollection of an event based on their participation. They cannot give you the whole story, only their story. A prime example of this point is to seperately interview siblings or a couple about the same event or person. Compare their remarks and you will usually find discrepancies. This doesn't make this information worthless, in fact it makes your record more interesting. All of this material adds human qualities to your research.
So, what is the next step? Obviously, you need to find a subject to interview and you need to obtain the right equipment. Then you need to get prepared.
2. Who to interview?
Finding the right subject may be as easy as looking to your own family. Start there, as relatives are usually more approachable than strangers. Relatives will also tell you if you are making errors in your questioning techniques. The downside to choosing a relative is that they may not take you seriously at first but persevere. Follow the same rules set out below and practice, practice, practice!
If you have no relarives, then you may need to approach organisations like Family History Groups, Historical Societies, Senior Citizen groups or other local institutions to see if they know anyone with the experiences you are interested in. You could also try newspaper or magazine ads or ask your neighbours! For example, if you had a Korean War veteran in your family but that person had passed away, contacting the nearest RSL may give you access to some men or women with similiar war experiences.
Once someone agrees to an interview in principle, it is a good idea to meet them and discuss what you would like to do and how this is to be done. At this preliminary meeting, you need to properly explain how the information is to be used and you should get written permission to use the material accordingly. There are some examples to be found in the Oral History Handbook written by the Oral History Association.
You should also ask potential interviewees if you could show them your transcripts after the interviews to allow for corrections, ommissions and exclusions. For the elderly, it may also be useful to show the equipment to them and ask about a suitable location. Keep this session brief as you don't want to overwhelm them.
It is good practice to inform the interviewee your particular area of interest beforehand. Just telling them that you want to record "their life" is a bit daunting and frankly impossible to do especially if the person is elderly. Many people will baulk at your request if you approach them in this way. Choose a timeframe or an event or place that is relevant to them.
If you plan to interview a number of people, it may be a good idea to devise a cardfile or a database. You will need to keep track of contact information, interviews completed, questions not yet covered, etc. so that you can keep track of your research.
3. Before the interview
First, you need to decide what it is you need to know. Devise a potential list of questions or a series of points to act as memory joggers. Organise any other materials that may prove useful, like a brief family tree, newspaper cuttings, some photos or relevant maps.
It is a good idea to give subjects a written copy of your possible questions well before the scheduled interview.
For example, if you know that great aunt Nellie lived in a small country town until she married and moved away, you could ask her about her childhood, schooling and life in a rural environment during this time in history. In this way, they know what you plan to ask, they can think about this time more specifically and, most importantly, they can veto any questions that are uncomfortable to them. They can let you know of any concerns when you phone them to confirm the first interview time. They may also dig up some of their own memorabilia to show you.
Second, do your research into the timeperiod or topic you wish to cover. For example, it would be pointless to interview a veteran from a war if you yourself knew nothing of the actual event in history. You don't have to be an expert but some basic facts will help you understand the person's own experiences.
4. The equipment
For the purposes of this talk I will confine myself to cassette tape recorders as I have no expertise in video or digital cameras. The principles , however would be similiar.
First, buy or borrow a portable cassette player that can record. Test your machine at home. Work out what all the buttons do. Get used to using the pause button rather than the stop button, as this is usually the quieter option if you need to stop recording for a little while. Find out the range of the microphone and how sensitive it is. Getting the voice level right is vital. Is it a built-in mike or is there a plug-in option or both? Which one gives the clearer recording? You have to be able to hear the voices clearly when you play it back later. How much background noise is the mike picking up? This will help you position yourself, the interviewee and the recorder in the right way. Sitting on a table corner is ideal, facing each other at an angle, with the recorder between you, buttons facing you. In this way, both your question and their answers should be heard. Have your paperwork handy.
Do you need to use electricity? If so take an extension cord and double adaptor just in case you need them. Ask permission to plug in, otherwise use batteries. Test the machine beforehand and take plenty of spares. There is nothing worse than a recorder running slow because of weakened batteries!
Second, take spare blank tapes. Test each tape before use by quickly fast forwarding and rewinding. Use 60 minute, good quality audio cassettes. They are more durable than longer ones as the tape is thicker. Choose tapes that are "Type 1, Normal bias" as they contain ferric oxide. This is necessary for good voice recording.. Other tapes with "High Bias" labelling are better used for music recording. Store your tapes in their boxes. Clearly label both the tape and the box with identifying information. Keep tapes away from heat, magnetic fields, dust and moisture. Use a screwdriver to break out the little plastic lugs on the tapes if you want to ensure that material is not erased. Check them regularly and make copies if you plan to play the material often. Lock the master copies away.
5. The Interviw itself
- Choose a suitable location
Most people feel most comfortable at home but sometimes a neutral location can be better if you are a stranger to them. Sort this out prior to your tape session. If you are in the person's own home, try to choose a quiet room, away from anyone else.
Make the interviewee comfortable and set up your equipment on a suitable table.
ONLY INTERVIEW ONE PERSON AT A TIME!!!
If you are interviewing a stranger, they may like a friend or relative to be withem initially. That is fine as long as you explain the need for them to keep quiet during taping.
If you try to talk to a couple or siblings, you will end up recording a domestic argument!
Ask others not to interrupt the interview unless it is essential to do so.
Set a timelimit on your interview so everyone knows what to expect. Keep to this timeframe. Hopefully, you can always ask to come back if you didn't finish this time around.
Ask if it is okay to turn off TVs and radios and anything else that may give background noise. Check windows for traffic noise. Turn off your own mobile phone!
Do not drink, eat or chew during an interviw. Such noises record well. Keep this for before or after the session.
- Set the scene
At the beginning of all interviews, set the scene by dictating some identifying information at the start of the tape. State the date, time, location and names of those involved. If appropriate, include some biographical information about the subject to help you identify them later. Spell anything of this information that could be confusing or misheard when transcribing. Many names have more than one form such as Alan, Allan, Allen, Allain and many locations are duplicated in other states or countries. Be specific.
- Question time
Speak slowly and clearly when asking your questions. If your recorder has a counter you could record the number to mark the start of each new question in a log. Drawing up a sheet beforehand with appropriate columns may prove useful. This helps with transcribing later or the finding of a particular comment on a 60-minute tape.
Start with easy, specific questions such as, "I believe you come from a large family. Can you tell me where you fit in?". This builds confidence and encourages the interviewee to recall things.
Try to avoid closed questions. These are ones which can be answered with yes/no responses. An open question calls for a more detailed response. For example, "Did you go to school?" is a closed question. You will generally get a "Yes, of course" type response. "What is your strongest memory about going to school?" is an open question. This question allows the person to say more and perhaps lead into lots of detail about their educational experiences. It is inevitable that you will get single word responses to some questions but learn to listen to the responses and you will pick up on areas to investigate further. In this way you will get clues to other questions you could ask should you get another chance. If a question is not answered, try to think of another way to cover the same information rather than simply repeat yourself.
Keep an ear out for generalities. You need specifics. For example, If someone says, "Father worked very hard", don't leave it at that, ask "In what way?" or "Why was this?". Detail is the stuff of a great interview.
Watch your time. C60 tapes have to be turned over. Try not to have a question partially answered on one side and completed on the other. It is better to have some blank minutes on the end than risk missing material by having to turn the tape over mid-sentence.
- Your Response
Do not be judgemental. Avoid loaded questions in sensitive areas. Remember that society's views on some subjects have changed over time. Homosexuality, adoption, pre-marital sex and alcoholism, for example, are all freely talked about now by many people but were not 50 or even 20 years ago. Some skeletons will remain in closets.
Be aware of emotional responses and be sensitive to people's feelings. No matter how long ago something happened, the pain is still real to them. Allow for quiet pauses. These give people time to recall and organise their thoughts. Don't jump in unless you sense that the question is causing concern. All this takes practice. Don't be too hard on yourself if you make mistakes but try to make sure you haven't offended. Apologise if you have upset them and ask if you can continue on another topic.
Do not talk too much about yourself on the tape. Keep this for before or after the interview. Have sympathy and empathy for other people's pain in the past but don't give your opinions or describe your experiences. Make supportive noises, nod, smile, etc. Use body language rather than verbal language.
You must be able to be trusted with this person's memories. If you volunteer too much personal information you may come across as a gossip who may repeat their story to others for effect.
- If things go wrong
It is also easy to get sidetracked in an interview, as the mention of something previously unknown to you may send you off on a different track than what you originally planned. This could give you great information but at the end of your time with the person you may find that your initial vital questions have not been answered. If time is an issue, poliely interrupt, briefly note details of the new material and ask the person if you can go back to this area later in the interview or at another time. If time is not a problem, let the person finish the tale and then go back to your original line of questioning afterwards if you can.
Try not to interrupt a story but sometimes this has to be done as tactfully as possible if someone is raving on about an area of no interest to your research. Make note of any questions not covered this time around so that you can deal with them on another occasion. You need to be flexible and realise that more than one session may be needed to tell the person's whole story.
If you have equipment failure, explain the problem and re-schedule rather than waste the person's time. If there are too many interruptions, politely terminate the interview and ask if you can return at a more appropriate time. Your time is valuable too.
- When the time is up
Keep to your schedule as much as possible as this shows you are organised and trustworthy. Don't just pack up and rush out the door. Tidy up your gear and return the room to its normal state. Allow time for a cuppa and a chat about other things if the person wants you to do so. If appropriate, use this time to ask if there is anything else the subject has thought of, any questions not answered or any suggestions they may have. If this is the case, then try to arrange another time. Thank them sincerely for their contribution to your research and keep in touch as you have promised.
- At home after the Interview
Make sure that you complete your records. Label everything and store appropriately. Maintain a chronology if there are to be more than one tape per person. Listen to the current tape as soon as possible in case there were quality problems.
Transcribe or use the information in a way that suits you. As you listen, jot down any ideas that come to you for future questions, changes to make, spelling to check, ways to improve, etc.
This is an ongoing process of self-education and improvement for you to follow as an interviewer. No-one is born with these qualities, they have to be nurtured.
When you have concluded interviewing a particular person, a thankyou call or note would be greatly appreciated by them. Some people may also request a tape copy of their interviews or a copy of your transcripts for their own use. They may even be interested in a copy of your finished publication at a later date. Do your best to keep them happy and the word will spread. Soon you will have more subjects to interview than you know what to do with. Now, get started!
I wish you many hours of successful recording! Do your part to preserve history!
Talking Points
Historical references
Own past missed opportunities
Why do it - opinion, bias v fact
Possible subjects
First approaches/disclaimers/ownership of material
Research, question formulation, use of props/prompts
Purchase appropriate equipment/tapes
Finer point of positioning - location, location, location
One at a time
Document your interview
Questions - open/closed; answers - general/specific
Look for openings into other areas
Own responses
Deal with problems
Keep on time
Be polite
Transcribe your material, make another appointment, choose another person
References
1. Own teaching notes and personal experiences;
2. Britten, Tony : "Collecting Oral History : Women on the Homefront ....." an article in the publication "Teaching History" June ?, Pgs 33 - 34;
3. Kent, Jacqueline : "We didn't have Television then, you know" an article in the publication "Murrumbidgee Ancestor" July 1996, Pgs 13 - 15
4. Oral History Handbook, Revised and Extended Second Edition, 1991, written by the Oral History Association of Australia, South Australian Branch.
Written by : Lynda Smith, Life Member WFHG, TOL March 2005
[ A former High School History teacher for 20 years and now a Library Supervisor ]
Lynda was guest speaker at the Group's February 2006 meeting and spoke
on Oral History. The preceding article is a written copy of Lynda's excellent talk.
Oral History is the first way notable events were recorded by mankind. One can only imagine early man huddled around the cave campfire regaling the day's hunt to his family. As the children grew, they would ask questions about other family members and past events and so the stories would grow and be repeated to others over time.
Many civilisations have long traditions of valuing oral history. The mighty Vikings, for example, prided themselves on their ability to memorise lengthy sagas that included details of their ancestor's names and life stories. Once writing came on the scene however, the tradition of verbally telling tales declined. Much valuable and irreplaceable information has been lost to us as a result. In an article written by a student teacher, Tony Britten titled "Collecting Oral History : Women on the Homefront .....", he says "When people lose their stories, they lose their souls". This is so true
How many of us have said, "I wish I had noted the details ....." when Granny or whoever told us a story about the family or an event from the past when we were younger and not obsessed with genealogy as we are today! Now that we have the benefit of recording technology like tape recorders and digital or video cameras there has been a small revival of interest in this area of history. We need to take advantage of this technology to add depth to our research, to put some flesh back on the bones, so to speak.
1. Why bother?
Doing a tape or video recording of someone's recollections provides you with primary evidence. This is material from someone who actually lived through the period of history you are interested in. It also gives you an exact record of the sound of their voice, any accents used and any unique expressions they may be partial to saying. This is not to say that everything your interviewee remembers is fact. Memory plays tricks on all of us and we should not accept statements as fact without using other sources to substantiate their recollections. People also often choose to "edit" painful or embarrassing moments from a story or embellish boring ones. Such memories also tend to contain bias. What they are saying is often "their opinion" or a recollection of an event based on their participation. They cannot give you the whole story, only their story. A prime example of this point is to seperately interview siblings or a couple about the same event or person. Compare their remarks and you will usually find discrepancies. This doesn't make this information worthless, in fact it makes your record more interesting. All of this material adds human qualities to your research.
So, what is the next step? Obviously, you need to find a subject to interview and you need to obtain the right equipment. Then you need to get prepared.
2. Who to interview?
Finding the right subject may be as easy as looking to your own family. Start there, as relatives are usually more approachable than strangers. Relatives will also tell you if you are making errors in your questioning techniques. The downside to choosing a relative is that they may not take you seriously at first but persevere. Follow the same rules set out below and practice, practice, practice!
If you have no relarives, then you may need to approach organisations like Family History Groups, Historical Societies, Senior Citizen groups or other local institutions to see if they know anyone with the experiences you are interested in. You could also try newspaper or magazine ads or ask your neighbours! For example, if you had a Korean War veteran in your family but that person had passed away, contacting the nearest RSL may give you access to some men or women with similiar war experiences.
Once someone agrees to an interview in principle, it is a good idea to meet them and discuss what you would like to do and how this is to be done. At this preliminary meeting, you need to properly explain how the information is to be used and you should get written permission to use the material accordingly. There are some examples to be found in the Oral History Handbook written by the Oral History Association.
You should also ask potential interviewees if you could show them your transcripts after the interviews to allow for corrections, ommissions and exclusions. For the elderly, it may also be useful to show the equipment to them and ask about a suitable location. Keep this session brief as you don't want to overwhelm them.
It is good practice to inform the interviewee your particular area of interest beforehand. Just telling them that you want to record "their life" is a bit daunting and frankly impossible to do especially if the person is elderly. Many people will baulk at your request if you approach them in this way. Choose a timeframe or an event or place that is relevant to them.
If you plan to interview a number of people, it may be a good idea to devise a cardfile or a database. You will need to keep track of contact information, interviews completed, questions not yet covered, etc. so that you can keep track of your research.
3. Before the interview
First, you need to decide what it is you need to know. Devise a potential list of questions or a series of points to act as memory joggers. Organise any other materials that may prove useful, like a brief family tree, newspaper cuttings, some photos or relevant maps.
It is a good idea to give subjects a written copy of your possible questions well before the scheduled interview.
For example, if you know that great aunt Nellie lived in a small country town until she married and moved away, you could ask her about her childhood, schooling and life in a rural environment during this time in history. In this way, they know what you plan to ask, they can think about this time more specifically and, most importantly, they can veto any questions that are uncomfortable to them. They can let you know of any concerns when you phone them to confirm the first interview time. They may also dig up some of their own memorabilia to show you.
Second, do your research into the timeperiod or topic you wish to cover. For example, it would be pointless to interview a veteran from a war if you yourself knew nothing of the actual event in history. You don't have to be an expert but some basic facts will help you understand the person's own experiences.
4. The equipment
For the purposes of this talk I will confine myself to cassette tape recorders as I have no expertise in video or digital cameras. The principles , however would be similiar.
First, buy or borrow a portable cassette player that can record. Test your machine at home. Work out what all the buttons do. Get used to using the pause button rather than the stop button, as this is usually the quieter option if you need to stop recording for a little while. Find out the range of the microphone and how sensitive it is. Getting the voice level right is vital. Is it a built-in mike or is there a plug-in option or both? Which one gives the clearer recording? You have to be able to hear the voices clearly when you play it back later. How much background noise is the mike picking up? This will help you position yourself, the interviewee and the recorder in the right way. Sitting on a table corner is ideal, facing each other at an angle, with the recorder between you, buttons facing you. In this way, both your question and their answers should be heard. Have your paperwork handy.
Do you need to use electricity? If so take an extension cord and double adaptor just in case you need them. Ask permission to plug in, otherwise use batteries. Test the machine beforehand and take plenty of spares. There is nothing worse than a recorder running slow because of weakened batteries!
Second, take spare blank tapes. Test each tape before use by quickly fast forwarding and rewinding. Use 60 minute, good quality audio cassettes. They are more durable than longer ones as the tape is thicker. Choose tapes that are "Type 1, Normal bias" as they contain ferric oxide. This is necessary for good voice recording.. Other tapes with "High Bias" labelling are better used for music recording. Store your tapes in their boxes. Clearly label both the tape and the box with identifying information. Keep tapes away from heat, magnetic fields, dust and moisture. Use a screwdriver to break out the little plastic lugs on the tapes if you want to ensure that material is not erased. Check them regularly and make copies if you plan to play the material often. Lock the master copies away.
5. The Interviw itself
- Choose a suitable location
Most people feel most comfortable at home but sometimes a neutral location can be better if you are a stranger to them. Sort this out prior to your tape session. If you are in the person's own home, try to choose a quiet room, away from anyone else.
Make the interviewee comfortable and set up your equipment on a suitable table.
ONLY INTERVIEW ONE PERSON AT A TIME!!!
If you are interviewing a stranger, they may like a friend or relative to be withem initially. That is fine as long as you explain the need for them to keep quiet during taping.
If you try to talk to a couple or siblings, you will end up recording a domestic argument!
Ask others not to interrupt the interview unless it is essential to do so.
Set a timelimit on your interview so everyone knows what to expect. Keep to this timeframe. Hopefully, you can always ask to come back if you didn't finish this time around.
Ask if it is okay to turn off TVs and radios and anything else that may give background noise. Check windows for traffic noise. Turn off your own mobile phone!
Do not drink, eat or chew during an interviw. Such noises record well. Keep this for before or after the session.
- Set the scene
At the beginning of all interviews, set the scene by dictating some identifying information at the start of the tape. State the date, time, location and names of those involved. If appropriate, include some biographical information about the subject to help you identify them later. Spell anything of this information that could be confusing or misheard when transcribing. Many names have more than one form such as Alan, Allan, Allen, Allain and many locations are duplicated in other states or countries. Be specific.
- Question time
Speak slowly and clearly when asking your questions. If your recorder has a counter you could record the number to mark the start of each new question in a log. Drawing up a sheet beforehand with appropriate columns may prove useful. This helps with transcribing later or the finding of a particular comment on a 60-minute tape.
Start with easy, specific questions such as, "I believe you come from a large family. Can you tell me where you fit in?". This builds confidence and encourages the interviewee to recall things.
Try to avoid closed questions. These are ones which can be answered with yes/no responses. An open question calls for a more detailed response. For example, "Did you go to school?" is a closed question. You will generally get a "Yes, of course" type response. "What is your strongest memory about going to school?" is an open question. This question allows the person to say more and perhaps lead into lots of detail about their educational experiences. It is inevitable that you will get single word responses to some questions but learn to listen to the responses and you will pick up on areas to investigate further. In this way you will get clues to other questions you could ask should you get another chance. If a question is not answered, try to think of another way to cover the same information rather than simply repeat yourself.
Keep an ear out for generalities. You need specifics. For example, If someone says, "Father worked very hard", don't leave it at that, ask "In what way?" or "Why was this?". Detail is the stuff of a great interview.
Watch your time. C60 tapes have to be turned over. Try not to have a question partially answered on one side and completed on the other. It is better to have some blank minutes on the end than risk missing material by having to turn the tape over mid-sentence.
- Your Response
Do not be judgemental. Avoid loaded questions in sensitive areas. Remember that society's views on some subjects have changed over time. Homosexuality, adoption, pre-marital sex and alcoholism, for example, are all freely talked about now by many people but were not 50 or even 20 years ago. Some skeletons will remain in closets.
Be aware of emotional responses and be sensitive to people's feelings. No matter how long ago something happened, the pain is still real to them. Allow for quiet pauses. These give people time to recall and organise their thoughts. Don't jump in unless you sense that the question is causing concern. All this takes practice. Don't be too hard on yourself if you make mistakes but try to make sure you haven't offended. Apologise if you have upset them and ask if you can continue on another topic.
Do not talk too much about yourself on the tape. Keep this for before or after the interview. Have sympathy and empathy for other people's pain in the past but don't give your opinions or describe your experiences. Make supportive noises, nod, smile, etc. Use body language rather than verbal language.
You must be able to be trusted with this person's memories. If you volunteer too much personal information you may come across as a gossip who may repeat their story to others for effect.
- If things go wrong
It is also easy to get sidetracked in an interview, as the mention of something previously unknown to you may send you off on a different track than what you originally planned. This could give you great information but at the end of your time with the person you may find that your initial vital questions have not been answered. If time is an issue, poliely interrupt, briefly note details of the new material and ask the person if you can go back to this area later in the interview or at another time. If time is not a problem, let the person finish the tale and then go back to your original line of questioning afterwards if you can.
Try not to interrupt a story but sometimes this has to be done as tactfully as possible if someone is raving on about an area of no interest to your research. Make note of any questions not covered this time around so that you can deal with them on another occasion. You need to be flexible and realise that more than one session may be needed to tell the person's whole story.
If you have equipment failure, explain the problem and re-schedule rather than waste the person's time. If there are too many interruptions, politely terminate the interview and ask if you can return at a more appropriate time. Your time is valuable too.
- When the time is up
Keep to your schedule as much as possible as this shows you are organised and trustworthy. Don't just pack up and rush out the door. Tidy up your gear and return the room to its normal state. Allow time for a cuppa and a chat about other things if the person wants you to do so. If appropriate, use this time to ask if there is anything else the subject has thought of, any questions not answered or any suggestions they may have. If this is the case, then try to arrange another time. Thank them sincerely for their contribution to your research and keep in touch as you have promised.
- At home after the Interview
Make sure that you complete your records. Label everything and store appropriately. Maintain a chronology if there are to be more than one tape per person. Listen to the current tape as soon as possible in case there were quality problems.
Transcribe or use the information in a way that suits you. As you listen, jot down any ideas that come to you for future questions, changes to make, spelling to check, ways to improve, etc.
This is an ongoing process of self-education and improvement for you to follow as an interviewer. No-one is born with these qualities, they have to be nurtured.
When you have concluded interviewing a particular person, a thankyou call or note would be greatly appreciated by them. Some people may also request a tape copy of their interviews or a copy of your transcripts for their own use. They may even be interested in a copy of your finished publication at a later date. Do your best to keep them happy and the word will spread. Soon you will have more subjects to interview than you know what to do with. Now, get started!
I wish you many hours of successful recording! Do your part to preserve history!
Talking Points
Historical references
Own past missed opportunities
Why do it - opinion, bias v fact
Possible subjects
First approaches/disclaimers/ownership of material
Research, question formulation, use of props/prompts
Purchase appropriate equipment/tapes
Finer point of positioning - location, location, location
One at a time
Document your interview
Questions - open/closed; answers - general/specific
Look for openings into other areas
Own responses
Deal with problems
Keep on time
Be polite
Transcribe your material, make another appointment, choose another person
References
1. Own teaching notes and personal experiences;
2. Britten, Tony : "Collecting Oral History : Women on the Homefront ....." an article in the publication "Teaching History" June ?, Pgs 33 - 34;
3. Kent, Jacqueline : "We didn't have Television then, you know" an article in the publication "Murrumbidgee Ancestor" July 1996, Pgs 13 - 15
4. Oral History Handbook, Revised and Extended Second Edition, 1991, written by the Oral History Association of Australia, South Australian Branch.
Written by : Lynda Smith, Life Member WFHG, TOL March 2005
[ A former High School History teacher for 20 years and now a Library Supervisor ]
Lynda was guest speaker at the Group's February 2006 meeting and spoke
on Oral History. The preceding article is a written copy of Lynda's excellent talk.
Old Names for Trades
Written by : Kerrie Metcalfe, Member WFHG, TOL June 2003
|
Ackerman
Ale Draper Backster/Baxter Badger Barker Blaxter Bowyer Bunter Cadger Carfender Caffler Carman Carter Cashmarie Chambermaster Chapman Collier Copeman Cordwainer Costermonger Couper Currier Cursitor Dexter Eggler Elliman Farandman Fellmonger Flesher Fletcher Fogger Frobisher Furner Gaffman Garthman Grieve/Greave Hacker Haymonger Higgler Hillier Hind Hooker Jagger Kempster Lavender Leightonward Lifster Lorimer/Loriner Lotseller Malender Navigator Neatherd Pigman Pikeman Ripper Scrivener Swaller/Swealler Tasker Tucker Webster Wetglover Whitesmith Whitster Whittawer Wood Collier Wright |
Oxherd
Innkeeper or Publican Baker, occasionally a female Peddler of food; corn dealer; miller Tanner Bleacher Maker of and dealer in bows Rag and bone dealer Carrier; peddler of small wares Carpenter Rag and bone dealer Driver of small carts Wagoner; stable headman Fish peddler Boot and Shoemaker Peddler; dealer in small wares Charcoal seller Dealer; in the 18th century it came to mean receiver of stolen goods Shoemaker Originally an apple seller Dealer in Cattle and horses A leather dresser or colourer A clerk in the Court Chancery who drew up writs Dyer An egg dealer An oil dealer An itinerant* merchant A dealer in hides Butcher Maker of and dealer in bows and arrows Peddler; headman on a farm; groom; manservant Armour polisher Baker Bailiff Yardman; herdsman Bailiff; foreman Maker of hoes, mattocks, etc. Hay dealer An itinerant* dealer, generally with a horse and cart Slater; tiler of roves Farm labourer Reaper Itinerant* fish peddler A comber of wool (usually a woman) Washerwoman Gardener Dyer Maker of bits and spurs for horses Street-seller Farmer A labourer who dug canals and then railways. Nowadays called a Navvy Cowherd Crockery dealer Assistant to a miller Fishmonger A clerk specialising in drawing up bonds Miller; dealer in corn Reaper; thresher Fuller Weaver Scottish horse drover A worker in "white iron"; tinsmith or one who polishes & finishes metal goods as distinguished from one who forges them. Sometimes called a Whitster Bleacher of clothes. Alternative name for Whitesmith Saddler Charcoal burner Constructor * Itinerant = Travelling; moving from place to place. If your ancestor was one of the above, you now know what he/she did |
