Imagine my delight when, a few years later, on a visit to Kansas, Brittany asked me to accompany her to kindergarten as her Show and Tell project. I was to talk about her family. The delight I felt at that time has since been multiplied as I have watched what has so surprisingly developed out of her simple request.

Although I often lecture on genealogy, I was surprised to discover that I was a little nervous talking to five- and six- year-old children about a subject that is sometimes baffling, even for adults. A group of eighteen children, sitting cross-legged on the floor in front of me, faces alight with anticipation, was perhaps the most daunting audience I have ever faced. I mentally prepared myself to keep the discussion brief, as I was certain these children would find what I wanted to share with them of little interest. After all, the little girl who had brought her pet turtle to share with the class just before me was a pretty hard act to follow.

Brittany's school was preparing to celebrate President's Day and the children had been studying both George Washington and Abraham Lincoln. Earlier, I had told Brittany stories of our family's ties to both of these famous families. I sat down on the floor with the children and related the stories. I wanted to share a short lesson in history and demonstrate that history is not just about distant names and dates, but about once living people whose legacies continue down to those living today.

I showed them pictures, which they eagerly passed around. Some giggled delightedly as they looked at the clothing of mid-eighteenth century Virginia, but I couldn't help feel they also realized that these names from the past also had faces very similar to their own. For most of them it must have been the first time they considered George Washington had a mommy just like them.

To my surprise and relief, the children appeared captivated, especially because they knew Brittany was a part of the fascinating stories they were hearing. When asked who else their classmate was related to, I took the opportunity to relate the story of Brittany's 6th great-grandmother, Elizabeth Hicks Turner. They heard the story of how, in the late 1850s, Elizabeth had traveled with eight of her nine children by ox cart to the wild, newly-opened area of Missouri‚ now Springfield. I wanted them to understand that history does not encompass only famous people, but that it is made up of the lives of each of their ancestors no matter what they did or where they lived. Even these children's lives are an important thread in the tapestry of life and the history of the world.

Brittany's teacher, Mrs. Berkland, asked me to stay after class, as she was thrilled with the interest her class had shown in my stories. In our meeting, I shared with her my love of history and my passion for genealogy. As we talked together, an idea began forming in our minds‚ an idea that was to become one of the most exciting projects I have ever been involved in.

That evening, I found myself sitting at the desk in our hotel making copious notes as I began to work out the details of the budding project that was taking form in my mind. I tried to anticipate the many stumbling blocks that might be encountered if we could actually implement this exciting idea.

After school the following day, I returned to the school to talk with Mrs. Berkland and the principal, Mr. Ericson. We explored the possibility of using the children's obvious interest in my talk as a tool for teaching family history research. At first, Mr. Ericson appeared to be skeptical. In the school district, nothing like this had ever been tried before with such young children. He was concerned that we might be taking away from classroom time dedicated to teaching the subjects these children needed to advance to first grade. He was also concerned that this project was above the capabilities of the children, and would become a frustration for them.

During our meeting his concerns were resolved, and he approved the implementation of the project for the rest of the school year. At the end of the year we would evaluate whether it had accomplished the goals we were striving for. Mrs. Berkland and I met for many hours over the next few days, discussing every detail, finally coming to a completed time line, materials list, and date for beginning the project.

Letters explaining our proposed plan were written and sent to each child's parents, informing them of the decision to begin very basic genealogy research in the kindergarten class. A meeting with all concerned parents was scheduled and announced. This allowed us to answer any questions the parents had about the purpose of the change in classroom format. As it turned out, we had no parental objections once they fully understood that this would be used as an additional tool to stimulate their child's interest in learning.

In anticipation of possible objections, it was decided that any child whose parents did not wish their family history to be researched, for whatever reason, would be transferred to another classroom. Care had to be given in the approach to this idea, as many people do not fully understand the desire to find and research their ancestors. In an era where people often feel that personal information is too readily available and where horror stories about abuse of the Internet abound, objections had to be anticipated and respected.

Understanding that one or more of the students in the class may be living in a foster home environment, the decision would be made by the foster parent as to whether or not the child would research the family he or she was living with. If the foster parents did not wish to have the child pursue this line of research, the student would be assigned another family, such as the governor's or a local official, to research. (Permission, in writing, would be obtained from any public figure before we an assignment would be given out to a student.) We wanted family names the child would recognize, but whose family history was not yet published-each child should start on nearly equal footing as to the amount of known and published family information.

Once we had the enthusiastic backing of the parents, the next major hurdle was accessing a school computer that could be dedicated to a single classroom. Although the school did have computers in the library for student use, one could not be spared for the kindergarten class. This hurdle was easily cleared when my husband and I decided to provide the computer. Knowing that it would be used within the school environment, whether or not this project continued, made it an easy decision for us to make. An alternative was to hold a dedicated fund raising drive or to seek sponsorship from a local, civic-minded organization.

Next, we purchased and installed a genealogy software package and began instructing the teacher how to use it. The software was easily mastered by the children and teacher, and was readily and affordably available in stores for those families who wished to purchase it for their own private use. Each child was to have his or her own family set up individually, making the research process less cumbersome and confusing for everyone. In the case of two or more of the children being distantly related, family information could easily be shared.

Once the computer and software were installed, our attention turned to gathering material necessary to begin the genealogy project. We purchased and placed several genealogy reference books in the classroom, and copied and printed in bulk family group sheets so each child would have access to as many sheets as needed. Care was taken to teach the children proper genealogy dating methods (ddmmyyyy) and to show them specifics of entering data on the forms. They learned that the paternal family line is registered on the top potion of the family group sheet while the maternal line is registered on the bottom half. We also talked about the importance of using maiden names for all female ancestors.

We also spent time stressing the importance of documenting every fact entered onto the family group sheets and computer. A basic chart demonstrating what would be considered primary documentation as opposed to secondary or tertiary documentation was also made. A larger copy was hung on the wall of the classroom and smaller copies were attached to the family group sheets for reference. Most genealogists have at least some undocumented data in their files, and we were trying to teach the children the fundamental lesson of documenting research early. Undocumented data holds little more genealogical weight than does educated speculation.

After the children had been taught how to correctly fill out the family group sheets, copies were sent home with them, along with detailed instructions to the parents. The initial goal was to record and enter all the data on the child's family—parents and siblings. Along with this first step in data gathering, a request was made that all birth, death, marriage, and baptismal certificates be obtained and copied. We also explained the importance of locating obituaries, family Bibles, and any other relevant family documents.

As family group sheets came in, the teacher instructed the students on how to use the software, assisted in setting up the individual family files, and helped enter their data. This was a slow and sometimes tedious process at the beginning, but the children readily soaked up more and more information as it was given to them. In a surprisingly short period the children became very proficient at using both the computer and the genealogy program.

The students were only allowed access to the computer when their other schoolwork was completed and fifteen minute intervals had to be placed on each student so that everyone had an opportunity to work on their own family project.

Since this was a kindergarten class, the demands on the teacher's time and attention were considerably higher than would be expected of a classroom of older children who could read and write proficiently. Looking back, additional parental involvement within the classroom setting would have made the project easier on both the teacher and students. It would have also served to more actively involve the parents in the beginning of the learning curve of genealogy research and the use of computers.

Unfortunately, the school year ended just three months after the project began. A meeting was scheduled, which included the teacher, principal, parents, and me, to evaluate the uncharted learning experience. Everyone agreed that the students had learned many valuable lessons and that there was a noticeable excitement and growing motivation among the students to continue the project. There was also a strong desire among the parents to continue this genealogy project. Many had become actively involved in pursing their family genealogy through the work of their children.

After consulting with one of the first grade teachers, Mrs. Stokes, who had shown interest in the project, a decision was made to transfer the class the following school year as a unit to facilitate continuation of genealogy research as a tool in teaching various subjects, including reading, writing, composition, and history. The computer would be placed in the new classroom and the project would continue for at least another school year.

As reading comprehension skills grew, the students' research abilities kept pace. Consultations with the local genealogical society resulted in teaching the children how to use census records and other valuable research tools. On occasion, school field trips to the library and the genealogical society were scheduled, replacing more traditional trips to the zoo or a farm. These trips were at the request of the students.

Three years into the project, the class was invited to present what they had been learning to the PTA. With the use of an overhead projector, five of the students showed the very hushed audience what they had discovered in their journey toward understanding their ancestors. Johnie, a freckle-faced redheaded dynamo showed how his 4th great-grandfather had been a Confederate soldier during the Civil War. He knew the names of the battles and the names of the Generals who lead the troops into battle. The Civil War was not just a long distant date to be memorized. To this young child, this important piece of history lived inside of him.

Over the years my granddaughter and I had had many conversations about our ancestors, but in particular about her 12th great-grandfathers, George Morton and George Eskridge. I watched with pride as she explained how George Morton was part of the Scrooby group of religious dissidents who moved to Leyden Holland and later decided to live in this country. The first of these people came over on the Mayflower and were the Pilgrims of our Thanksgiving tradition. She explained how George Eskridge served longer in the House of Burgesses than any other person. The House of Burgesses! I was forty years old before I knew what the House of Burgesses was and here was an eight-year-old talking with authority about what it was and how our family was involved.

Several of the children had discovered that they were related to each other. In a relatively small and rural setting this was not surprising, but the delight of the children in finding "cousins" within their own classroom or school was wonderful to watch.

The children received a standing ovation at the end of their presentation. As they stood grinning with well-deserved pride in what they had accomplished, I realized the magnitude of what the project had grown into.

Mr. Ericson later informed me that, according to tests, the children involved in the genealogy project are averaging two grade levels above their classmates in reading comprehension, writing skills, and understanding of history. An additional bonus has been the superior computer and research skills that have been acquired‚ skills that will carry them well into future educational opportunities.

These children have now entered the sixth grade. What started as a three-month experimental project grew into a classroom tradition that followed them throughout their elementary education. Unfortunately, the program has been discontinued. The decision was made to discontinue the genealogy project as their teacher feels attention must be spent on preparation the students for entering junior high school next year. The computer now sits in the library and is available to the children during their library period. But it is hoped that the last six years of genealogy research will stay with these children and continue to influence their lives.

As a genealogist, I thrill to watch a new generation of children developing an avid interest in their ancestors. But even more thrilling for me is that now it is Brittany's hand that I hold as I stroll with her through mossy, old cemeteries, telling her stories of our ancestors. There are moments when I almost hear my father's voice as I share these traditions with her. And in my mind I can see the day when Brittany will bring her own child to this same spot—where once again the memories of these lives so long ago lived will be lovingly remembered, and the tradition carried on.

Audrae Turner Mathis, a twenty-year genealogist, is a cofounder of the Turner Research Group, a former GENTECH board member, and a frequent lecturer on genealogy and technology. A retired nurse, she is pursuing a master's degree in history.