Schools | Images of Old Hawaiʻi

October 26, 2018 by Peter T Young Leave a Comment

Armstrong Appointment

“The Missionaries have been the fathers, the builders and the supporters of education in these Islands, and (William Lee) thought it proper that their wishes in reference to the appointment of a person to superintend Education should in some degree be consulted”. (William Lee)

“Mr Richards the Minister of Public Instruction is sick and has been given up to die, though he still lives. The Minister of the Interior has been appointed to act for him provisionally”. (Gerrit Judd)

“Mr. Wyllie rose and said a sense of duty to the King induced him to state that the appointment of a Minister of Public Instruction, in the peculiar circumstances of the Islands, was the most important under the Crown.”

“On public instruction was based the Security of His M’s Crown, and the progress of His subjects in civilization and christianity. That, therefore, an appointment so momentous for good or evil, ought not to be precipitately made.” (Two names were discussed, Lorrin Andrews and Richard Armstrong.)

“That the man of greatest talent, most moral worth, most devoted to the King and to His Subjects and best acquainted with the language should be selected and he believed that man to be Mr Armstrong.”

“He gave this opinion as if speaking in presence of his Maker and having to answer for it, at the great day of Judgement. But he
hoped that whoever might be appointed, the appointment should be considered provisional, so as to meet the case of the possible recovery of Mr Richards.” (Richard Wyllie)

Lee “Said it was his mind that this matter is the most important one that can come before the Privy Council. With the Minister of Public Instruction rested the weighty responsibility of moulding the mind and character of this Nation for generations to come.”

“How necessary then, that we select the best man the Kingdom affords. He had looked around him to see who this man was, and his mind and heart were fixed upon Richard Armstrong.”

“He was his first choice, and in his humble opinion the Man of all men best adopted to discharge the high duties of this Post. He gave his preference to Mr Armstrong because he was a good Man, a wise Man and an industrious Man.”

“He would say nothing in disparagement of Mr Andrews of Molokai, for he knew little or nothing about him. But he did know Mr Armstrong, and thought he should certainly have the first offer.”

“He was a tried and devoted to this Nation and one whom we could not mistake – A question of such vast importance required our most sober deliberations, and he trusted that in whatever we did, we might not move with precipitation.”

“He most heartily concurred with Mr Wyllie in his remarks, and would end as he began, in stating it as his firm conviction, that Richard Armstrong was the Man.” (Lee)

“Mr (John Papa) Ii spoke very eloquently in favor of both candidates – said that either of them do well, but that Mr Armstrong was a good fisher of Men and that his loss would be severely felt in the Church.” (Ii)

Richards died – “the oldest, the most devoted, faithful and tried servant of His Majesty. He had given all the best energies of his body, mind & soul to this Nation, and what was more, he had died in poverty”. (William Lee)

“Kekuanaoa states that in his opinion Mr Armstrong be appointed and so notified. In his opinion, Mr Armstrong was the best Man and that he ought to be appointed at once.” (Kekuanaoa)

“Mr Wyllie stated that notwithstanding all that had been said, he could not without violence to his conscience, do otherwise than support the views of Governor Kekuanaoa and John Ii. Their views were r that Mr Armstrong should be appointed subject to the approval of the Missionaries at their next General Meeting.”

“He (Mr Wyllie) supported those views, both because he considered Mr Armstrong the best man, & because the whole Missionary body thought him to be the best Man. …” (Wyllie)

“It was, therefore, due, no less in gratitude than in policy, for the Government, to act so as to cultivate the good opinion & continue the sympathy of the American Board of F. Missions in the U. S. and the good will of the Missionaries here.”

“Nothing would do that more effectually than the appointment of M. Armstrong, whom all the Missionaries considered the fittest Man for the Post, although from the value they attach to him, they did not like to part with him.”

“He believed and Mr Armstrong also believed that by waiting till the next General Meeting, the Missionaries would so far consent to his separation, as to enable him to take office with their approval.” (Wyllie)

“Mr Wyllie moved the following Resolution ‘Resolved that the Reverend Mr Armstrong’s offer to assist the Minister of the Interior until the next General Meeting of his brethren, be accepted; and that if he can then obtain the approval of his brethren, he be appointed to the Office of Minister of Public Instruction.’” (Wyllie)

“The Rev. Mr. Armstrong, having by letter to Judge Lee, dated May 1848, accepted the office of the Minister of Public Instruction, tendered him by Resolution of the 2nd of December 1847 – took the Oath of Allegiance.” (All from Privy Council Minutes)

Armstrong left the mission and became Minister of Public Instruction on June 7, 1848. Armstrong was to serve the government for the remainder of his life. He was a member of the Privy Council and the House of Nobles and acted as the royal chaplain.

He set up the Board of Education under the kingdom in 1855 and was its president until his death. Armstrong is known as the “the father of American education in Hawaiʻi.”

The government-sponsored education system in Hawaiʻi is the longest running public school system west of the Mississippi River. To this day, Hawaiʻi is the only state to have a completely-centralized State public school system.

Armstrong helped bring better textbooks, qualified teachers and better school buildings. Students were taught in Hawaiian how to read, write, math, geography, singing and to be “God-fearing” citizens. (By 1863, three years after Armstrong’s death, the missionaries stopped being a part of Hawaiʻi’s education system.)

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Richard_Armstrong,_c._1858

September 30, 2018 by Peter T Young Leave a Comment

Hana High School

The journey to Hāna was made partly over unpaved wagon roads and horse trails, often rendered impassable by damage from frequent rains. The most common means of travel to Hana was by steamer ship. Writer Robert Wenkam states that:

“When Hana was without a road, and the coastal steamer arrived on a weekly schedule, Hana-bound travelers unwilling to wait for the boat drove their car to the road’s end … rode horseback … walked down the switchback into Honomanu Valley. …”

“By outrigger canoe it was a short ride beyond Wailua to Nahiku landing where they could borrow a car for the rest of the involved trip to Hana. Sometimes the itinerary could be completed in a day. Bad weather could make it last a week.” (Library of Congress)

In 1900, folks saw the need to extend a good wagon road through to Hāna, which would be part of the island’s “belt” (around-the-island) road system. That year, a rudimentary road was built from Ke’anae to Nahiku.

The 1905 Superintendent of Public Works report stated that “very rough country is encountered in these districts. On account of the great expenses of road construction, the road has been made as narrow as possible in order to construct, with the money available, the maximum length of road”. (LOC, Territory of Hawaiʻi 1905)

Overland travel continued by horse and many travelers followed the trails along the irrigation ditches. Steamers remained the preferred mode of transportation for travel along the Hāna Coast.

Beginning in 1908, in anticipation of road improvements, twenty-four solid-paneled, reinforced-concrete bridges were built by 1915; from 1916 to 1929, an additional thirty-one bridges were built with a reinforced-concrete. (NPS)

Hana High and Elementary School was established by the Department of Education in 1912. “The new school at Hana will be a four room one, and it is hoped that it will be finished soon.”

“The new Hana school will stand in grounds that cover four acres. The site is an ideal one for a school and the view from the place is a magnificent one.” (Maui News, October 19, 1912)

“‘The idea of putting up a high school in Hana is preposterous,’ Chairman Marques of the education committee remarked after the session. This looks bad for the Hana high school …”

However, Pashoal noted, “‘The Hana people are all related to everybody in Maui, and if we get a high school established in Hana
the children attending it will all find homes with relatives in that section of the country.’” (Hawaiian Gazette, March 16, 1917)

“The Hana school gardens are improving. The boys have made the gardens at the foot of Kauikl Hill. Mr. Alyward, one of the teachers, has charge of the garden boys.”

“Wednesday and Friday afternoon we have vocational work. The girls do some tatting and crotcheting. In the future the girls will also weave.” (Josephine Jacobs; Maui News, January 16, 1920)

“The vocational work of the Hana school is going on very smoothly. Some of the older boys work in the carpenter shop while others plant their gardens.”

“The carpenter shop boys recently made some flower stands on which ferns have been placed. They are growing nicely. They also made some picture frames for the pictures of the late Theo. Roosevelt, just received.” (Margaret Cabral; Maui News, January 16, 1920)

“An additional room for the Hana School was proposed by Supt. MacCaughey while visiting here. Also something for the children during recreation hours; such as a gymnasium or a cooking department.”

“Most of the children of Hana School have caught the ‘skipping rope fever.’ Ropes may be seen all over the school yard. The girls skip in double style, while some of the boys do It in single, not being so skilled in the art.” (Eleanor McKenzie; Maui News January 23, 1920)

“The cabbages that are growing in the garden are about ready for sale. Some carrots were also planted, but they do not seem to flourish here. The boys are going to plant some Irish potatoes during this week.” (Charles Jacobs; Maui News January 23, 1920)

“Miss Kapol who is teaching the girls how to weave and crochet has quite a large class, but Mrs. Haia who conducts the tatting class has more children. Both classes have already finished many articles.” (Helen Akana; Maui News January 23, 1920)

“The corn which we planted on Kau Iki Hill is growing splendidly. This will help to beautify the (school yard) hill when full grown.” (Hideo Ibara; Maui News January 23, 1920)

“We are raising chickens at home and they are all fine, large ones As for the little ones, we must always be on the watch; otherwise they will go into the cane and get lost.” (Hitoshi; Maui News January 23, 1920)

The former Hana School campus is now the Hana Community Center and District Complex and Ball Park. The present Hana High and Elementary School, built in 1977, is a Grade K to 12 school. Total design enrollment is 500 students. Today, the school serves approximately 350 students from kindergarten through high school.

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Hana Community Center

September 1, 2018 by Peter T Young Leave a Comment

Pa‘upa‘u

Pa‘upa‘u (lit. drudgery (servants were weary of bringing water to bathe the chief’s child)) is a hill above Lahainaluna School on Maui.

As noted in Pukui’s ‘Place Names’ book, “Not many years ago Mary Kawena Pukui found a colleague, Ke=oho=kapu, hard at work.”

“Instead of the banal comment that a haole would make, she asked cryptically, ‘E ku‘o‘i a‘e ana i ke One=o=Luhi?’ (Are [you] limping along the Beach of Weariness?)”

“Ke=oho=kapu, quick as a flash, said resignedly. ‘He pi‘i-na ke-ia i mauna Pa‘u-pa‘u.’ ([I”m) just climbing up Drudgery Hill.)”

“Both were pleased, and as a result of this repartee, the work may have seemed less like drudgery. The core of these sayings is the double meaning – in the place names Luhi ‘weariness’ and Pa‘u-pa‘u ‘drudgery’ a device rarely used in English sayings.” (Pukui, Appendix 8.1)

Sheldon Dibble had a house on the hill … “…Mon. Dec 14. Dined with Mr. Baldwin whose domicile joins that of Mr. Forbes, & is equally pleasantly situated. Mr. B[aldwin] has a wife & 5 children, the eldest a lad of 12 or 13 apparently…”

“Tues Dec 15th 1846. Rose soon after daylight & with Messrs Alexander & Hunt took a delightful ride on horseback along the base of the hills back of the Seminary.”

“We first rode up the hill to the cottage formerly built & occupied by Mr. Dibble situated on the side of the mountain 1500 ft above the sea (900 above Lahainaluna).”

“This residence was doubtless the means of prolonging the life of Mr. D[ibble] while declining of pulmonary consumption. The great objection to the residence is the difficulty of procuring water which has to be brought from a distance up very steep precipices.”

“The hill which rises back of this cottage on the flank of which it stands is called Mt Ball. The top of it is 2100 ft above the ocean…” (Lyman)

Another missionary, Samuel Whitney, also used the house on the hill … he had “taken ill on the island of Kauai, on the 21st of September last (1845). His symptoms, from the first, indicated a disordered liver.”

“After trying a change of air at his summer retreat at Hanapepeluna and employing various remedies, he, with his family, sailed on the 21st of October for Honolulu, where he arrived in three days …”

“From this, however, he partially recovered, and he was induced, by an earnest invitation, to come to Maui, to try the effects of a residence at the cool and elevated retreat of Mount Ball, above Lahainaluna. … When he arrived, he was quite fatigued, and he was ever afterwards confined mostly to his bed.”

“He now rapidly wasted away under the influence of disease, though his friends generally hoped he would soon begin to mend. …” Whitney died December 15, 1845.

Though David Malo did not die at Pa‘upa‘u, he wanted to be (and was) buried there. “He said this land will fall into the possession of foreigners. Land in Lahaina would be valuable.”

“The graveyards, enriched by the remains of the natives, would be coveted, and the contents of the graves scattered abroad. He wished not his bones to be disturbed. Let him be buried on that summit where no white man will ever build his house.” (Honolulu Advertiser, January 7, 1918)

Pu‘u Pa‘upa‘u has a symbol from Malo’s school (he was one of the first students enrolled at Lahainaluna Seminary). A large ‘L’ (standing for Lahainaluna, reportedly put there in 1929) is visible from most parts below.

Today, Lahainaluna students continue to maintain the ‘L’ on Pa‘upa‘u (a 30-foot letter of the natural red of the hill, outlined with white lime) at about the 2,000-foot elevation. (The school’s colors are red and white.)

Twice a year, students in Lahainaluna’s boarding program lug sacks of lime up to the site to outline the red ‘L’ in white. Hash-marks on the long side of the ‘L’ indicate sports championships.

Students also make the trek to pay reverence to David Malo, who died October 21, 1853 and who is buried on its summit. The school has an annual ho‘olaulea, David Malo Day, that pays tribute to Malo.

Pu‘u Pa‘upa‘u is also referred to as Mount Ball. It is not clear why or when it was named such, but references back to the mid-1840s, at least, use that name.

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lahainaluna-L

The L Lahainaluna-MountBall

Lahainaluna High School L

Lahainaluna L in need of lime

Lahainaluna L-lazarohike

David Malo grave

Rainbow_over_Lahainaluna

Lahaina as seen from Lahainaluna (Maui) Miss Thurston, Attributed to possibly be Eliza Thurston (1807-1873)

August 27, 2018 by Peter T Young Leave a Comment

Literacy

“It was like laying a corner stone of an important edifice for the nation.” (Bingham)

“I think literacy was … almost like the new technology of the time. And, that was something that was new. … When the missionaries came, there was already contact with the Western world for many years…. But this was the first time that literacy really began to take hold.”

“The missionaries, when they came, they may have been the first group who came with a [united] purpose. They came together as a group and their purpose was to spread the Gospel the teachings of the Bible.”

“But the missionaries who came, came with a united purpose … and literacy was a big part of that. Literacy was important to them because literacy was what was going to get the Hawaiians to understand the word of the Bible and the written word became very attractive to the people, and there was a great desire to learn the written word. … Hawai‘i became the most literate nation at one time.”

Click HERE for a link to comments by Manu Ka‘iama and Jon Yasuda.

“The Ali‘i Letters project “changed my perspective on the anti-missionary, anti-Anglo-Saxon rhetorical tradition that scholarship has been produced, contemporary scholarship, and it is not to discredit that scholarship, but just to change a paradigm, to shift the paradigm, and it shifted mine.” (Kaliko Martin, Research Assistant, Awaiaulu)

Click HERE for a link to comments by Kaliko Martin.

“The missionary effort is more successful in Hawai‘i than probably anywhere in the world, in the impact that it has on the character and the form of a nation. And so, that history is incredible; but history gets so blurry …”

“The missionary success cover decades and decades becomes sort of this huge force where people feel like the missionaries got off the boat barking orders … where they just kind of came in and took over. They got off the boat and said ‘stop dancing,’ ‘put on clothes,’ don’t sleep around.’ And it’s so not the case ….”

“The missionaries arrived here, and they’re a really remarkable bunch of people. They are scholars, they have got a dignity that goes with religious enterprise that the Hawaiians recognized immediately. …”

“The Hawaiians had been playing with the rest of the world for forty-years by the time the missionaries came here. The missionaries are not the first to the buffet and most people had messed up the food already.”

“(T)hey end up staying and the impact is immediate. They are the first outside group that doesn’t want to take advantage of you, one way or the other, get ahold of their goods, their food, or your daughter. But, they couldn’t get literacy. It was intangible, they wanted to learn to read and write”. (Puakea Nogelmeier)

Click HERE for a link to comments by Puakea Nogelmeier.

Many Are the People – Few Are the Books

“Having just begun to learn to read, Ka‘ahumanu, about this time (1822), embarked with her husband, and visited his islands with a retinue of some eight hundred persons, including several chiefs, and Auna, and William Beals, whom the queen requested us to send as her teacher.”

“On their arrival, the next day, at Waimea, they gave a new impulse to the desire among the people to be instructed, much to the surprise and gratification of Messrs. Whitney and Ruggles, who said their house for several days was thronged with natives pleading for books.”

“They immediately took three hundred under instruction. Their former pupils were now demanded as teachers for the beginners. Ka‘ahumanu, spurring on these efforts, soon sent back to Kamāmalu at Oahu the following characteristic letter.”

“‘This is my communication to you: tell the puu A-i o-e-o-e (posse of Long necks) to send some more books down here. Many are the people – few are the books.”

“I want elua lau (800) Hawaiian books to be sent hither. We are much pleased to learn the palapala. By and by, perhaps, we shall be akamai, skilled or wise. Give my love to Mr. and Mrs. Bingham, and the whole company of Long necks.’” (Ka‘ahumanu; Bingham)

Printing Press

“The first printing press at the Hawaiian Islands was imported by the American missionaries, and landed from the brig Thaddeus, at Honolulu …. It was not unlike the first used by Benjamin Franklin, and was set up in a thatched house standing a few fathoms from the old mission frame house”. (Hunnewell; Ballou)

Without the printing press, the written Hawaiian language, and a learned people of that time, we would know little about the past. (Muench)

“Perhaps never since the invention of printing was a printing press employed so extensively as that has been at the Sandwich islands, with so little expense, and so great a certainty that every page of its productions would be read with attention and profit.” (Barber, 1833)

In the meantime, a Wells-model press arrived at Lahainaluna in 1832 and it carried the major load of the printing there. The mission press also printed newspaper, hymnals, schoolbooks, broadsides, fliers, laws, and proclamations. The mission presses printed over 113,000,000 sheets of paper in 20 years. (Mission Houses)

Literacy was Sought by the People

“A key point in Liholiho’s plan required the missionaries to first teach the aliʻi to read and write. The missionaries agreed to the King’s terms and instruction began soon after.” (KSBE)

The arrival of the first company of American missionaries in Hawai¬ʻi in 1820 marked the beginning of Hawaiʻi’s phenomenal rise to literacy. The chiefs became proponents for education and edicts were enacted by the King and the council of chiefs to stimulate the people to reading and writing.

“That the sudden introduction of the Hawaiian nation in its unconverted state, to general English or French literature, would have been safe and salutary, is extremely problematical.”

“The initiation of the rulers and others into the arts of reading and writing, under our own guidance, brought to their minds forcibly, and sometimes by surprise, moral lessons as to their duty and destiny which were of immeasurable importance.” (Hiram Bingham)

“This literacy initiative was continually supported by the aliʻi. Under Liholiho, ships carrying teachers were not charged harbor fees. During a missionary paper shortage, the government stepped in to cover the difference, buying enough paper to print roughly 13,500 books.”

“During this period, there were approximately 182,000 Hawaiians living throughout 1,103 districts in the archipelago. Extraordinarily, by 1831, the kingdom government financed all infrastructure costs for the 1,103 school houses and furnished them with teachers. Our kūpuna sunk their teeth into reading and writing like a tiger sharks and would not let go.” (KSBE)

“This legendary rise in literacy climbed from a near-zero literacy rate in 1820, to between 91 to 95 percent by 1834. That’s only twelve years from the time the first book was printed!” (KSBE)

It was through the cooperation and collaboration between the Ali‘i, people and missionaries that this was able to be accomplished.

Click HERE to view/download more on Literacy.

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Ramage Press replica at Mission Houses

Hawaiian Alphabet

Baibala

Kaahumanu-(HerbKane)

Missionaries_preaching_under_kukui_groves,_1841

August 2, 2018 by Peter T Young Leave a Comment

Glimpse of Honolulu Life in early-1870s

The following is from a ‘Story’ by Clara Lydia (Moseley) Sutherland, granddaughter of Hiram Bingham and daughter of Hiram’s first child Sophia). She gives glimpses of life as a teacher at Kawaiahaʻo Female Seminary and a look of Honolulu in the early-1870s.

Before she “was fifteen, a wonderful thing happened to me which probably changed the whole course of my life. Two of my mother’s sisters, Aunt Lydia and Aunt Lizzie, returned to Honolulu, the home of their birth and engaged in teaching in a school for Hawaiian girls which was called Kawaiahaʻo Seminary.”

“My Aunt Lydia was Principal of this school and she wrote to my mother asking if she couldn’t spare me and let me come out and teach music to her girls, knowing that I was musically inclined.”

She left her home in Union City, Michigan to join them. “Uncle Hiram (II) met us at the wharf that Sunday morning we arrived, and when we reached the house my three aunts gave me such a warm and cordial welcome that I was no longer homesick, but oh! so glad to be here on terra firma.” (Clara Lydia Sutherland)

“Very soon after my arrival in Honolulu I began taking piano lessons from Mr. Mueller, a German teacher. I also took some French lessons from him.”

“Aunt Lydia wished to give me every advantage in the way of music, so she had me take pipe organ lessons from Mr. Atkinson, the organist at Kawaiaha‘o Church.”

“The organ then in use had to be pumped by hand, so when I went over to the church to practice I always took one of the school girls to do the pumping.”

“After I had gained some confidence in the use of the pedals I substituted occasionally for Mrs. Agnes Judd, who was the regular organist at Fort Street Church.”

“This church was thus named because it stood on the corner of Fort and Beretania streets nearly opposite the Catholic Church. Mr. Frear, father of Judge Frear was its pastor at that time.”

“Some years after, it merged with Bethel Church of which Rev. S. M. Damon was pastor. They built a beautiful church on the corner of Beretania and · Richards St. and named it Central Union, and Dr. Beckwith was its first pastor.”

“About two miles out from town at the entrance of Manoa Valley was a school called Punahou (meaning ‘new spring’) and thus named because of the spring which has existed there from time immemorial.”

“This property, consisting of several acres, was given by Boki, one of the chiefs, to my grandfather for educational purposes, so in 1842, a school was started there for the benefit of the children of the missionaries.”

“When I came to the Islands in 1872 this was as yet a small school, compared to its present status. There were only about fifty pupils and there were only two buildings, both built of adobe.”

“One of these was for the Principal and the three teachers and the few pupils who came from the other Islands. The other was the Schoolhouse. The latter is still in existence and is now used by the Music Faculty and called ‘Old Music Hall’.”

“At that time the upper floor was one big schoolroom, and the rooms downstairs were used for classrooms. Mr. E. P. Church was the Principal, and his wife and Miss Haven and Mr. Chickering were the other three teachers.”

“Here I went to school for two years, and it is one of my happy memories, as I loved my teachers and my studies and made friendships which have lasted all my life.”

“Mr. Chickering, my Latin teacher, was my ideal of all that was fine and noble and manly, and I nearly lost my heart to him even at the age of 16.”

“There were no street cars in Honolulu in those days, so the school kept two omnibuses driven by boys living at the school. One went up Nuʻuanu Valley to pick up all the scholars living in that section, and the other took those of us who lived in town, and in the few scattered houses on the plains between Punahou and town.”

“There was not much to be seen but algeroba (kiawe) trees on that dry and dusty plain. King Street was the only thoroughfare.
There was no one living in Manoa Valley except a few natives in their grass huts.”

“That was only a place where we went for picnics on horseback. The bus called for some of us about 8:30 am as school began at 9 o’clock. We used to have some pretty jolly times riding back and forth, and I can remember how certain girls would have a crush on the driver and want to sit up next to him.”

“Human nature has not changed since time began, and there was plenty of flirtation and romance in those days, but we would have been considered very discreet and modest by the present generation.”

“We would take an orange or banana to school to eat at noon, but no regular lunch, so I used to come home between two and three PM nearly starved.”

“They always kept my dinner warm for me in the oven and how I did enjoy the taro! We had it nearly every day instead of potato or rice. That is probably what made me gain in weight so fast, as I had not then learned to eat poi.”

“I was a very busy girl at this time, for besides my school and my piano and organ practice I was giving piano lessons to ten or twelve of the girls in my aunt’s school.”

“I would give one before going to school in the morning, and one or two more in the afternoon. There was an old piano in the dining room where I taught, and on which the girls practiced.”

“In the back parlor was a new one, belonging to Sally King, a half white, and one of my pupils. She and I did our practicing on this.”

“Our nearest neighbors were the Castles and Cookes. The Castles lived next door and the Cookes just across the street in the old Mission House, where my grandparents and some of the other missionaries had lived.”

“This was the first frame house erected in Honolulu, the material for it having been sent around Cape Horn in 1821. It is still in existence, having been carefully preserved by the friends of the missionaries on account of its associations.”

“‘Mother Cooke’, as she was lovingly called by all who knew her, was living here at this time with her three sons, Charlie, Frank and Clarence.”

“The three daughters and oldest son, Joe, had all left the family roof, and were living in homes of their own. Charlie was married but living in the same house with his mother and occupying a three room apartment or wing which had been built onto the east end of the house.”

“These rooms should have been called ‘Honeymoon Haven’ as it is where each of Mother Cooke’s four sons began their married life.”

“The Castles were a large family of nine children, and I came to know them very well, especially the younger ones, George, James, Carrie, Helen and Henry.”

“Carrie, who was nearest my age, was as fond of music as I, and we enjoyed playing duets together …. Mr. Barnard, Clerk of the Court, an elderly gentleman who played the violin, used to give us each an evening a week when he would come to the house and play with us, thus helping us greatly in reading and in our appreciation of good music.”

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