Researching English Ancestors: Beyond the Parish Register. Learn more with Apryl Cox!

Why would you recommend a student attend SLIG in general?

SLIG is an intense immersion program where you are instructed by experienced professionals during the day and have the opportunity to practice what you learned in the evening. The close proximity of the Family History Library is definitely a plus!

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

Researching Your English Ancestors: Beyond the Parish Register course is a fantastic opportunity to learn about valuable lesser-used records of England from British research experts who actually use these records and lecture about them worldwide. 

Eventually, all British researchers who want to extend their ancestral lines beyond the 19^th and 20^th centuries will need to understand and employ a variety of England’s lesser-used records. What better time and place to learn about these records than in a SLIG immersion course.

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

I began researching my family history when I was 16 or 17 years old and dabbled with it over the next 20 years while pursuing college degrees and working full-time. Serious pursuit of my family history began in 1989. I soon became “hooked” as I learned about my ancestors’ lives and came to appreciate their history—my history. The more I learned about my ancestors, the more I understood myself. I started to feel connected to the universe in a way I hadn’t experienced previously. Family history wasn’t just an interest or a hobby anymore; it became a mission to fulfill. I felt compelled to discover not only my ancestry, but also my husband’s. Serious pursuit of family history as a business happened about 2004.

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

How could I pick just one? I intensely respect and admire my Simpson and Wake lines from Northumberland and Durham counties in England. Some were entrepreneurs with keen business acumen. Others were coal miners and railway workers whose challenging lives I have come to admire due to my study of the social, economic, cultural, and political history of the   coal-mining areas of Durham County.

Of course, I have my favorite villains too—an illegal alien ancestor who associated with the mafia in New York City, a Civil War deserter who ended up in Sing Sing (a federal prison in New York) after being convicted for highway robbery, and so on.

I have learned from my ancestors that we all have strengths and weaknesses, and moments of brilliance and despair. Sometimes we make serious mistakes, but I believe our choices are usually based on what we believe is best for us at the time. This attitude helps me to accept what I learn about my ancestors, to better understand them, to appreciate them, and in turn, to better understand and accept myself.

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

Probate records! So many English research problems are resolved with probate! I’ve identified the parents of children who were never christened (or whose christenings weren’t recorded), linked generations by using properties described in wills, discovered previously unknown family members, and extended ancestral lines by several generations using probate.

My advice for students interested in using England’s pre-1858 probate records effectively is to learn how to deal with the hierarchical ecclesiastical court structure, take a paleography course, and look for little clues in the probate records that can bring large results.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

I would definitely recommend Mark Herber’s Ancestral Trails (Stroud, Gloucestershire: Sutton Publishing Limited, 2004) for a general overview of England’s records.  Depending upon the topic, there are many more specific books I would recommend (you’ll have to attend this English course to construct a list!)  For example, if you want to learn more about British Army records, I would suggest two excellent well-written books—Simon Fowler’s Army Records for Family Historians (London: PRO Publications, 1992) and Michael J. Watts and Christopher T. Watts’  My Ancestor was in the British Army (London: Society of Genealogists, 1995). 

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

The most rewarding aspect of being a genealogical educator is “seeing the light go on” in students’ faces. It’s the “ah-hah!” moments when bits of scattered information come together in a meaningful way.

My advice for those who want to become genealogical educators is to begin right now. Develop lessons on topics that you are comfortable with and find a location where you can present them. Perhaps a local Family History Center will allow you to conduct classes if you make arrangements in advance. Experience is critical—so is student feedback.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

I am a hiking fanatic! Saturdays and vacations are built around hiking adventures. This addiction is not only good exercise and a stress reducer, but it satisfies a need for solace and beauty.

Any parting thoughts or advice?

Come with an open, inquisitive mind and apply what you learn as soon as you can. Nothing substitutes for experience!

Josh Taylor on Research, SLIG, and Raquetball!

Josh Taylor will be coordinating "Bridging the 1780-1830 Gap: From New England to the Midwest (and points in between)" at the Salt Lake Institute of Genealogy in January of 2013. I had a chance to catch up with him and learn a little about what makes him tick:

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

My first taste of family history came when I was just eight years old, with my mother using a very early computer database. It wasn't until I was 10 that I was "hooked," when my grandmother showed me the 1850 Census for John W. Allison and his family in Gallia County, Ohio. Living above him was Thomas Allison, whom my grandmother was trying to prove was the father. I was instantly hooked on the mystery and the need to solve a puzzle. 

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

A pet ancestor? Most certainly! Reason Shoup has sent me trolling through more records, courthouses, libraries, cemeteries, and other locations than I can count. Reason was born in 1816, most likely in Adams County, Ohio and died before 1850 somewhere between Ohio and Lee County, Iowa. He was my first true "brickwall," as his appearance in records (including the census) is almost non-existence. While I have since discovered his parents (or am at least 99% sure), Reason taught me how to research, how to make conclusions, and balance "negative evidence" against the few "document scarps" he and his family left behind.

What record set to you believe is the most under-utilized? What advice would you give students in using this record set?

By far, I think we all under-utilize land records (in all shapes and forms). So many questions and outstanding research problems have been solved by simply reading and analyzing land records. My best advice for using land records? Use them as a collective resource, take time to "read the deed," and trace each piece of property through the records.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

From my graduate school days, I became quite fond of After the Fact: The Art of Historical Detection by James West Davidson and a little little known gem, Dust: The Archive and Cultural History by Carolyn Kay Steedman.

As far as resources strictly for genealogists, I still use the Genealogical Research: Methods and Sources books published so many years ago by the American Society of Genealogists. Written before the Internet, they provide some key grounding in records and localities that you really cannot find anywhere else. 

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

One of the most rewarding aspects of being a genealogical educator is being able to watch students actually apply the sources and methods you share. With every application comes another lesson for how to use a particular record set, so you are yourself always in a state of learning. Watching someone discover a record set for the first time, and then find another link for their research makes it all worth it. As far as for someone who wants to become a genealogical educator, I think that we commonly underestimate our knowledge and our ability to share with others. Develop a teachable mindset as you are teaching, and you and your students will benefit. 

Why would you recommend a student attend SLIG in general?

 SLIG is a unique opportunity to expand your skills while in a classroom setting. The close proximity to the Family History Library enables you to immediate put your new skills to the test, which gives you the chance to learn and ask additional questions as needed throughout the week. In addition, selecting a course devoted to a particular topic is an excellent way to focus your research early in a new year. 

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings?

Bridging the Gap will cover one of the most difficult time periods to research in the United States. The establishment of the United States of America, the War of 1812, and the rapid expansion of the United States can cause quite a few problems for researchers. One unique factor of this course is its setting within the background of migration from New England and New York into the Midwest. Each day focuses on using particular record types to solve genealogical problems between 1780 and 1830, and each of the major states will enjoy its own case study treatment, where an instructor will share a research project that is tied to a particular locality and time period. In addition, the course offers a group-project or individual research time at the Family History Library, to allow students with an opportunity to dive into the sources we discussing in class. 

Do you have a website where students can learn more about you?

You can visit www.djoshuataylor.com to find out a bit more about me, if you wish. 

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

Something that many might not know about me is my intense love of racquetball. I have found that Racquetball courts are an excellent place to think through complex genealogical problems or being composing outlines for lectures and articles. I certainly do not profess to be any "good" at racquetball, but I at least enjoy playing whenever I can.

Any parting thoughts or advice?

Just one, register early - SLIG fills up so fast!

Paula Stuart-Warren, SLIG Coordinator Extraordinaire

Why would you recommend a student attend SLIG in general?

That’s an easy question but it has multiple answers. Let me list some of those: camaraderie, knowledge, networking, sharing, the other students, the experience, fun, and advancing our own family research. It’s almost like learning in the midst of an enlarged family who truly understands you. Best of all, this is the one Institute that gives us such close proximity to the fabulous Family History Library so we can put our knowledge to research use immediately. 

Will you tell us a little bit about what makes your SLIG course unique among genealogical education offerings.

This is an intermediate course that takes the students beyond the basic census and vital records and focuses on 19^th and 20^th century United States resources. It offers a look at resources that are often not included in beginning genealogy guides. It brings together wonderful instructors who are unselfish in their sharing and who have brains that continually amaze me with their depth of knowledge and understanding. The class has a research project for the week that helps with analysis, research planning, the research and the networking that can solve research issues. Then there are the one-on-one consultations onsite in the Family History Library so that you can bring your own family research for a look by someone who hasn’t seen it before and who may give you some new research insights that you can research right there! It’s actually a two-part course that has different classes in the two year rotation that make up the full course. It offers more than the usual twenty hours for a SLIG course.

 

When did you first start researching your family history? Was there a moment when you knew you were “hooked?”

It all began with my oldest son’s school project. I was actually hooked two times. First was when my late father-in-law kept insisting his mother’s maiden name was Warren. I would say that’s her married name. He would insist it was her maiden name too. He was correct. His parents were first cousins, once removed. Then I took a history course about St. Paul, Minnesota. I learned about tracing business histories. Checking for the regular and business listings of my maiden great grandaunts in the city directory I saw that two men lived at the same address. Who were they? I wanted to know. I asked my maternal grandmother and she acted like I should have known who they were – her uncle and grandfather. I wanted to learn more about all these people and haven’t stopped yet.

Do you have a pet ancestor? Can you tell us a little bit about what makes this person so special to you as a researcher?

I really sat and thought about who would be my pet ancestor. There are many due to their stories or the stories I am trying to figure out. I have two who continually confound me. One is Georgiana Margaretta Reinhardt. She apparently died sometime between 1878 and 1885 in either the province of Quebec, or Wisconsin, or some point in-between. I cannot find her and the family in the 1880 Wisconsin census or the 1881 Canadian census. She is not buried with her husband or son in Superior, Wisconsin nor is there a burial record in the church where her last children were baptized in Montreal or the family church in Rawdon, Quebec, Canada. The other pet person is her mother Clarinda Copping Reinhardt Jones. She is said to have had a beautiful singing voice (not inherited by me) and I want to know why her father wrote in his journal in 1836 where they lived in Rawdon: “This is a fine day and I and some of the children were at Church and behold I saw my Daughter which surprised me that she should have a face to be in Church where she is known and knows the state she lives in.” I really want to know the story behind that statement. I need to research onsite in Canada to continue the quest on these ladies.

What record set do you believe is the most under-utilized? What advice would you give students in using this record set?

Many people ignore manuscript collections that are in libraries, historical societies, and archives all around the United States. The personal, business, and organizational papers hold family history details that are often not found since most are not online. Some personal papers include extensive genealogical research done by others, vital records, family relationships, and so much more. Learn how to access any indexes and finding aids and if you can, visit the place where some family details are held in the millions of manuscript collection that are waiting for us eager researchers.

What books and periodicals would you recommend for intermediate to advanced researchers? Are there any lesser-known texts you advise?

I suggest reading as many back issues of genealogy periodicals as you can for all your ancestral locations. The information found in these may not be described anywhere else. The cemetery or newspaper index may not be online or anywhere else. The first-hand account of researching in a specific library might only appear there. As for texts that are helpful I make great use of my guides to various repositories, the online guide to the National Archives (www.archves.gov), and guides that were published even ten or twenty years ago. The helpful information in these makes for good reading during breaks from research. I read several of the scholarly genealogical journals to be reminded of the research process in tough cases, of methodology to solve burning issues, and to gain insight into the minds of the authors. The footnotes often lead me to some exciting resource discoveries.

What is the most rewarding thing about being a genealogical educator? What advice would you give for those who would follow in your footsteps?

I love the looks on someone’s face as they hurriedly jot down a note based on what I just said. Or the moment when that lightbulb goes off in their head. That tells me I have just shared a great piece of information that makes sense to them. Having research knowledge in my head and not sharing it is selfish. Other people taught me and now I can share that and more that I have learned on my own. It is important to remember we are educating, not entertaining. That we are sharing but can also learn from our students. That our students don’t want to be lectured to, but talking to or with is better. That our adult students need visuals to help them learn. And lastly that our students still need to learn about records and repositories along with databases, websites, and social networking. It’s all part of the package.

Do you have a website where students can learn more about you?

I have blog, Paula’s Genealogical Eclectica, at www.paulastuartwarren.blogspot.com. My email address is PaulaStuartWarren@gmail.com and I am happy to respond to questions from folks trying to decide if this course is for them.

Will you share something with us that students may not know about you? Perhaps a non-genealogical hobby?

In addition to spending time with my four grandchildren, I love to drive in my car and not on the interstates. Seeing the many parts of this beautiful country is special for me. Though I don’t drive to Salt Lake City from Minnesota in the wintertime, I have done so at other times of the year. This summer I am taking my three youngest grandchildren on another driving trip in part of Minnesota that I call our history tours. This is being done by popular demand after last summer’s tour. Of course, there are hotel pools involved on some of the nights. All this will be done after I get to shed a few tears at my oldest granddaughter’s high school graduation.

Any parting thoughts or advice?

Don’t delay genealogy education. Keep up with continuing education. No one can know about all the resources, places, websites, databases, indexes, and more. Don’t neglect the books that are on library shelves. Much sage advice in those still is good in today’s world. Learn about the websites, digitized images, and finding aids that others put online. But read them, don’t just skim the information.