Exploring Paris through Its Archives

One of the first documents that I reviewed at the Bibliothèque nationale de France – François Mitterand. Originally published by le Journal des réformes sociales in 1879, this edition detailed the publication’s utopian socialist program. Photo Credit: Alan Chen.

Archival research is already demanding enough as is, so the challenge can only mount when researching in a foreign language in a foreign archive. If you find yourself in this situation, however, fret not! In the blog post that follows, I want to reflect on my time in one of France’s most imposing archives this past summer: la Bibliothèque nationale de France – François Mitterrand (BnF). In doing so, I hope to distill my first two weeks in the archives down into a brief guide on how to navigate a foreign archive in a foreign language. 

Accessing the Archival Materials
As you begin your adventure into the archives, let’s assume that you have a working list of materials that you’d like to consult. Before you can cross the bridge into all that lovely literature, you must first come face-to-face with the ugly troll of the introductory archival appointment. Luckily, the archival representative is not there to give you a hard time—but there may be cultural barriers that render these appointments difficult. For one, make sure to come to your consultation prepared with some knowledge of the local higher education system. The BnF requires that prospective researchers be at least undergraduate-level students. Simple as this may sound, France’s higher education system functions differently than that of the U.S.: whereas a traditional undergraduate degree in the U.S. will conventionally last you four years, a traditional undergraduate degree in France will only occupy three years (often leaving time for students to pursue Masters degrees). Equally confusing is that the thèse—or thesis—of the French higher education system belongs to doctoral candidates, and not to undergraduates. Therefore, in order to smoothly complete the archival registration process at the archival appointment, it is extremely helpful to know the foreign counterparts of your educational level and your research project.

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Visual Arts and Academics: Bringing Both Together

Photo credit: Maddie Cesaretti

Deep in the tall grasses and dry underbrush of the prairies of eastern Kansas, I crouch, my grandfather’s old film camera slung over my shoulder. Trees sway with the wind blowing over the lake ahead of me, and my sister waves from the water’s edge. It is spring break of 2024, and I am working on photographs for my Introduction to Darkroom Photography course—the first Visual Arts class I have taken in college. Up to this point, I understood my artistic practice as separate from my work in other classes. I had not yet learned to see how the subjects I was drawn to with my camera connected to the narrative threads I was pulled towards in the historical archives or to the visual and political dynamics I identified in the built environment of New York and other cities. By taking a class that centered on creative ways of thinking and being, I came to realize that my interests in the relationship between person, place, and the past flow throughout my life, beyond my previously self-imposed separation between my academic work and my artistic practice.

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My HRSP (Humanities Research Scholars Program) Journey: The Fruits of a Failed Project

One of my favorite primary sources, found in my exploration: an advertisement letter by the New York Edison Company for lights (presumably electronic lightbulbs), addressed to Congregation Ansche Chesed president Meyer Goodfriend, April 5th, 1915. Source: Jewish Theological Seminary Library, Congregation Ansche Chesed Records, Box 1, Folder 5. Photo Credit: Janus Yuen.

Okay, I might be exaggerating a little when I say that I “failed” in my research, but bear with me, and I’ll explain why I think the failure of my project was more fruitful than if it had “succeeded.”

In the summer after my sophomore year, I was unbelievably fortunate to receive the opportunity to participate in the Humanities Research Scholars Program with five of my classmates from across the humanities. I say unbelievably because, for me, the trade was unbelievable. In exchange for an ambitious and locally actionable research project and a promise to dive headfirst into the archives, I was given housing, a stipend, and the most invaluable commodity for Columbia undergraduates: a couple weeks of (mostly) unstructured time. Rather than expecting us to produce some final research paper, we were expected to go to the primary sources in the spirit of exploration and play—the way any research project would ideally begin, rather than procrastinated until around three weeks before a final paper deadline.

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To Color the Void: Remembering Why We Read

The Death of Socrates (cropped), Jacques Louis-David.
Photo Credit: Metropolitan Museum of Art

For a recent philosophy class, I read a Socratic dialogue called the Phaedo, which relates the hours leading up to Socrates’s death. It’s a powerful text: after being sentenced by his fellow Athenians, Socrates tries to distract his students from his demise by offering them proofs of the afterlife, as well as arguments for why dying is not as bad of a thing as people assume it to be. In the end, he reaches for his cup of poisonous hemlock and lays down to die.

I found Socrates’s courage inspiring. But as I was about to wedge the Phaedo away between other old books, I was struck by the memory of another text. I opened my big, red edition of the Bible—the one we all read for Lit Hum and CC—and flipped to the New Testament. Before long, I was at Matthew 14.

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Thank you to Chile, and Thank you to Columbia: Logistics for Successful Research Abroad

Photo Credit: Harrison Gerson

My summer research abroad as a rising junior (2023) provided me with the confidence to pursue international research within the social sciences. As a Laidlaw Scholar, I worked with the Tourism Federation of Chile to develop their sustainability guidelines. Here’s the process that made my research successful:


Feeling ‘Comfortably Uncomfortable’ Abroad
Comfort is vital to the success and learning of you and your partners. On the other hand, many see entering a new, different space as an incredible learning opportunity. With this in mind, my experience was ‘comfortably uncomfortable;’ I was physically safe and intellectually able to contribute while being outside of my comfort zone in a way that places the least additional burdens on the community. 

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Lost in “Translation”: Reflections on Language and Research

An example of a gloss for a Quechua-language catechism. Credit: Symbolo catholico indiano, Fray Luis Jerónimo de Oré y Rojas, fol. 66r, 1598.

As my six weeks with the Humanities Research Scholars Program (HRSP) began, I felt enthusiastic optimism. I knew my project was ambitious, and that it would challenge me in unexpected ways (my biceps, sore after carrying a pile of dictionaries back to my dorm, were early evidence of this). Still, I trusted my planning, and was excited to learn more about colonial-era translation in Mexico and Peru. Moreover, I was confident in my ability to carry out the translations which would be the crux of my research; with linguistics coursework, previous translation experience, and ample resources by my side, how difficult could it really be to work with these texts? 

The answer to this question came quickly: very. Almost as soon as I opened the primary sources I had painstakingly lugged from Butler, I became concerned about the irony inherent in my project. While I tried to study translative choices between Spanish, Quechua, and Maya, I was adding an additional layer of mediation with my English-language analysis. In just the first week of research, I found myself facing a significant methodological problem. I needed to capture subtle grammatical differences between texts, but with minimal Anglophonic interference. 

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Diary of a Wimpy Biochemistry Intern Who Asks Too Many Questions

Photo Credit: Maurice Chakour

My first day interning at a biochemistry lab, I messed up a protein assay. 

The array of instruments on the bench were new to me. Most menacing of them was the micropipette, and I didn’t know how to tell my boss I was quite clueless (he was the PI, who was already gracious enough to have accepted me—a freshman without research experience). So, I sucked it up and tried my best. 

What was supposed to be a beautiful gradient of purple (as shown) ended up looking like a tray of water. I didn’t pipette most of the ingredients needed, wasting an hour of my time and half the protein sample. I braced myself as I confessed to my PI that the plate was a colorless failure. Fortunately, I wasn’t yelled at as expected. In fact, my boss was more than understanding and gave me step-by-step instructions for the procedure. 

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A Walk in the Park: Urban Lyme Disease Mitigation

Photo Credit: Noah Edelman

Do ticks tick you off? Does the thought of Lyme leave a sour taste in your mouth? I don’t mean to frighten you, but, if you live in New York City, tick bites might be closer than you think. In the urban parks of New York, ticks lurk in unexpected places— something I learned early on in my summer job as a Research Assistant in the Columbia Eco-Epidemiology Lab. 

My job is simple: I hunt ticks. Perhaps that doesn’t quite capture the image, though. It’s an average Tuesday morning. I’m walking through Clark Botanical Gardens, one of the more manicured sites we check for ticks. I’m in a white painter’s suit and blue Columbia hat, lugging a roll of thick corduroy fabric, which is attached to a dowel rod and rope setup that allows it to be dragged over the ground in maximal contact with foliage and leaf litter.

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One Year In: Reflections on Research

Photo Credit: Rachel Smith

My LinkedIn recently reminded me that I have hit the one-year mark since starting my laboratory research here at Columbia. So I asked myself: over the past year, what have I learned? Not only about translation in prokaryotes (which I knew very little about one year ago), but also about research itself. What advice would I offer to prospective or new researchers? Two things come to mind: (1) ask questions, and (2) reflect. 

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One Email and Few Fruit Flies

Photo credit: Wisestamp

You never know where one email might take you. One email landed me a spot in a lab, a scholarship, a work study job, then another few scholarships, a research class, a few publications, and so much more. To say the least, one email changed the course of my undergraduate education. I started college 4 years ago thinking that I would be on a path towards medical school. I thought I would take the sciences, do clinical hours, and then dabble in a lab. Well, after sending one email to Dr. Erin Barnhart my freshman year, the reminder of that year, and every semester following became a pursuit of basic science knowledge. No longer am I planning to go to medical school. Now, as I face graduation in the coming weeks, I look forward to my job in Dr. Barnhart’s lab next year and, PhD programs in the biological sciences after that.

To take a few steps back, as a first-year student on zoom, I took a course that introduced me to the research happening on Columbia’s campus. After one of our sessions where Dr. Barnhart presented, I reached out to say thank you for presenting and that I miss cell biology (as I was taking general chemistry). After trading a few emails, we set up a meeting. After what became the most intense interview of my life, I was introduced to a graduate student in the lab who taught me image analysis. From my bedroom 2,000 miles from campus, I learned the ropes of what became the pillar of research. 

My image analysis work became the basis of my Laidlaw Scholarship application. My work that summer then became the basis for a work-study job, which led to a publication, which led to a Columbia Career education grant and continued to open up doors. Through all of this, I gained experience in image analysis, microscopy, a suite of wet lab techniques (Drosophila husbandry, dissections, genetics, etc.), computational analyses and coding. When I look back at my years at Columbia, I cannot imagine the semesters or summers without these skills, without the lab, and, indeed, without the fruit flies. The later became central not just to my research but all too often to my persona.

This is not to say that one email can cause an avalanche. Rather, it can set in motion a rolling stone that must be continuously pushed and monitored. One email can open a door, that may lead to another that then again may reveal a different path. Between each door is, as always, hard work and determination. Yet when I look back at my trajectory, I realize how fortuitous this entire path was. How much of it was happenstance and how much one email really did make a difference. This all to say, I await with poise and anticipation to see where one email might take me next.

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