Old Letters and Quill by Simon Howden/Courtesy of freedigitalphotos.net

Shannon Bennett, Student

These last two Methodology, Part 1 modules nicely wrapped up this course. They covered resources for research as well as explanations of record sets. While I was familiar with most of these I did like the variety presented and I picked up a few new ways to look at information.

Then I found the section on transcriptions, which made my day. This process is one that needs to be ingrained in every student of family history. Creating a correct transcription of a document  not only will help your research but the research of those who come after you as well. A lesson that is often learned the hard way by those starting out in the field.

Many people feel that this is the easiest thing in the world to do. I am serious; all you are doing is copying words down right?  Well, not exactly. Plus, depending on the document, transcriptions can be very difficult.

Within the section on transcription there was a list of basic rules, shown below.

Transcription rules from Methodology, Part 1. (c) The National Institute for Genealogical Studies

These guidelines clearly define what is important to have in your transcription. It isn’t just copying down words, it is making an accurate and faithful copy of an original work. The transcriptionist must be true to the original plus know how to insert their comments correctly. That in and of itself is a bit of meticulousness and an art form, both of which come only with practice.

When I first started out I was confident that I knew what I was doing. Sure, I had the right idea about what I was supposed to do and how things were to be written down, but I had no idea about the when you were to use square brackets or when/how to make comments. Over the years I have gone back to those early transcriptions and cringed resulting in me redoing most of them from scratch.

Needless to say this is one of those skills that we all need to practice. The more transcriptions you make, the more comfortable you will be and the better you will get. Your research and your conclusions are only as good as your sources and information. That right there should be an excellent reason for you to make transcriptions to the best of your ability.

See you online!

Shannon Bennett, Student

I am really excited that these Methodology, Part 1 modules have started to dig into the meat and potatoes of genealogy.  In them we are introduced to sources, evidence, and types of information. Subjects that serious genealogists or family historians need to understand to succeed in their research. However, the parts I found the most interesting where the explanations of terminology found in Module 4.

Relaxing family by Vlado/courtesy of freedigitalphotos.net

Words associated with kinship, social status, and legal jargon not to mention surnames have changed over time. Confusion can result when modern viewpoints and definitions are put onto older documents, resulting in the misinterpretation of records and the assumption of associations that were in fact not correct. For instance, the word cousin. It could mean not only what we think of as a cousin, but could also mean niece, nephew, grandchild, or any degree of cousin you can think of.

Cousin relatedness can get tricky and complicated. Many people just refuse to even try to understand what all the removes are and just refer to everyone as their cousin. Which, I can really understand. However, as researchers we need to know how people fit into our charts. Thankfully there was a nice chart showing an example tree with relationships included in this course.

From Methodology, Part 1. (c) National Institute for Genealogical Studies.

I am always on the lookout for ways to explain to my family all the cousin connections I make while researching. This chart is one that makes a lot of sense and I can apply to future discussions.

The other thing I particularly liked was the discussion on changing boundaries.  Lines on the map change frequently, sometimes around our ancestors, and it is always important to know not only when your family lived but where. To me this goes hand in hand with good research skills.

While I understand this from the point of view of Colonial America it was great to learn about changing borders in Canada. I have no Canadian ancestry that I know of, which means I have never really looked deeply into the history or geography of that country. Also, I don’t speak French.  I took German in high school and college which means I have avoided the French speaking parts of Canada entirely. However, the short lesson on French surnames actually was intriguing since it was completely new information. Someday, it may come in handy. You never know.

Two more modules left in my Methodology course, so back to my reading.  See you online!

Image courtesy of Keattikorn/Freedigitalphotos.net

Shannon Bennett, Student

Anyone who discovers a passion for family history also discovers an addiction that they can’t describe except to others who share it. Being able to describe what I want to do and why, is something that I have struggled with from time to time. I am sure you can relate. Which is why I was excited to see a description of exactly who I want to be written in black and white in the first pages of this course.

A quote from Ethel W. Williams book Know Your Ancestors: A Guide to Genealogical Research sums up nicely what a genealogist should be:

Since I started researching my family I have at one time or another felt exactly like this passage.  Through this course, and the rest of my ongoing genealogical education, I hope that I can hone my skills and become a better detective, historian, sociologist, and anything else the field requires of me. These attributes, and the quote, are now hanging on a printout above my desk. A reminder, if you will, of what I want to become on this journey.

Working through the basic lessons was at times a bit tedious. However, since I had never, ever, done any genealogy on paper I had a great time making pedigree charts, filling out family group sheets, and creating a 3-ring notebook of information. Realizing the whole time that maybe, just maybe, I do rely on my computer software a little too much.

This should have been something I figured out ages ago. I really do learn and remember things better when I physically write them down. Charts, graphs, drawings in the margins that I’ve created are what I remember the best.  It just makes sense that I would make connections easier, remember the lines better, and overall understand all the little nuances of my family tree after I physically took the time to write it all down.

The only disappointing part from doing these first modules was the lack of family documents in my own home. I know the number one thing we do as genealogists is start with ourselves. We work from the known to the unknown. However, what happens when you have no proof of even the facts that you know in your mind? I don’t live near my family, so it’s not like I can pop down the street and raid their house for files. It is a full day trip via plane for that to happen, so needless to say I can’t be a bit spontaneous in this endeavor. That was my biggest struggle as a new genealogist, and thankfully there was the Internet, fax machines, and the postal service to help me gather a few of the documents I needed.

Well, I have to say my detective cap has come out, the magnifier is in hand, and I am ready to do some sleuthing. I can’t wait to see what other skills I should have looked into earlier.

See you online!