"If These Walls Could Talk..": A collection of interview reports of local residents of the Town of Logy Bay-Middle Cove-Outer Cove.

              "[[These Walls Could Talk .. "
A collection of interview reports of local residents
of the Town o( Logy Bay-Middle Cove-Outer Cove.
Table of Contents
1.0 Background lnfonnation
1.1 A People's History
2.0 Interview Reports and Consent Forms:
3.0 Stories
2.1 Annie Devereaux
2.2 Ellen Devereaux
2.3 Helen Feehan
2.4 Mary Kennedy
2.5 Cyril Lynch (with Katherine Lynch)
2.6 Katherine Lynch (with Cyril Lynch)
2.7 Mina and Charlie Power
2.8 Gordon Power
2.9 John Roche (with Sherri Roche)
2.10 Martin Roche
2. I 1 Mary Roche
2.12 Nicholas (Nix) Roche
3.1 Changes in Middle Cove
3.2 German Wine
3.3 Memories of Middle Cove
3.4 My Grandmother's Store
3.5 The Kelly Legacy
3.6 The Liberation of Holland
3.7 The Plane Crash at Stack's House
3.8 The Spy
4.0 Resources/Appendix
4. I List of possible interview questions
4.2 List of possible interviewee's
4.3 "Guidelines for ethical research"
4.4 "The Interview"
A People's History
A Brief History of the Town of Logy Bay-Middle Cove-Outer Cove
Over the course of the last century and beyond, the faces of the
communities of Logy Bay, Middle Cove, Outer Cove have changed. From
early Irish settlers, to rural fishermen and farmers, to the American
presence, to today's vibrant community, the Town of Logy Bay-Middle
Cove-Outer Cove has evolved into a modern, semi-rural community on
the North-East Avalon. But it is through the town's rich history that one
can truly understand and appreciate the exceptional heritage that is
present in the region.
Daily Life
In the first half of the twentieth century, the three communities were
much different than they are today. Fishing and farming were staples of
everyday life. Each family would have a vegetable garden with turnips,
potatoes, carrots, beets, and sometimes cabbage, which they would eat,
sell, or barter for other goods. Girls would help their mothers with
cleaning, mending and gardening. Women, who, if they were married,
rarely worked outside the home, would also receive help from their
daughters with cooking and baking such things as stews, soups, fish
cakes, Jigg's dinner, Sunday dinner and homemade bread, biscuits and
jam. Boys would help in the garden and with the animals, and would fish
with their fathers. Men would fish or work in St. John's or in Torbay, at
shops, in the harbour, or at the airport. They also went away to work on
American bases and as sailors and fishermen in other parts of the world
(Boston, example).
Education
During the very early part of the life of the communities, Logy Bay, Middle
Cove and Outer Cove each had their own small school house, with
anywhere from one to a few rooms, with multiple grades in the same
classroom. In later years, there was one school for the area enclosed by
the St. Francis of Assisi Parish, located where the current St. Francis of
Assisi School's playground is situated. Girls and boys would learn their
letters on slates and needlepoint samplers (for girls), as well as arithmetic
and other subjects . Both boys and girls looked forward to those days on
which they would be permitted to stay home and help their parents , "Dig
the potatoes." The school went to grade eleven, though many students
went to St. John's or Torbay for high school.
Religion
In these very Catholic communities, preparation for the church
sacraments of communion, penance and confirmation was also
completed in school. Newborns were given the sacrament of baptism in
the parish church (St. Francis of Assisi), as they were born at home in the
community, with the aide of a midwife. However, later, in the middle of
the twentieth century, most babies were born at St. Claire's Mercy
Hospital in St. John's, and christenings happened shortly after birth in the
hospital chapel.
Community Stores
In past years, there was a store in each community. These stores were
owned and operated by local families, including the Roche's, the
Hickey' s, and the Dyer's . While at least one family member went to St.
John's once a week to buy and sell goods, these community stores were
very important sources of staples, such as flour and sugar, especially in
winter months, when harsh weather conditions and unplowed roads made
frequent visits to St. John's unfeasible. Stores also sold treats, and the
prices for these treats were much different than today's prices. A child
could purchase a bag of chips, a bar, and a soft drink with a quarter, and
still receive change. The local post office was also sometimes housed in
these stores, which only added to their importance to the community, for
many reasons. One such reason was because the cheques that arrived by
post from family members working elsewhere were of vital importance to
the financial survival of many families. As well as being places of
commerce and post offices , stores were also community gathering
places , for everything between a simple conversation between neighbours
and a community dance (some stores had jukeboxes).
Pastimes
In the middle of the twentieth century, pastimes were very different than
they are today. There were no televisions to watch; rather people listened
to the radio or spent time with family. There were also community dances
on bridges, in the school on Sunday nights, as well as the aforementioned
dances at stores. Other community events included church garden parties
and bingo games. Young people, especially, also amused themselves by
going swimming at one of the many swimming holes scattered
throughout the three communities.
Royal St. john 's Regatta
Another important pastime in these three communities is and was
attending the Royal St. John's Regatta. It was especially important in
Outer Cove, where many record breaking championship crews originated
(i.e. 1901 , 1982), but it was also important in Middle Cove and Logy Bay.
Families would get up early and walk to Quidi Vidi to enjoy the races and
festivities, which included many activities and concessions, such as
swinging boats and cotton candy. The highlight of the day was always the
championship race, in the evening. After this race, families would walk
back home, after an enjoyable August day.
Technology
Technology in Logy Bay-Middle Cove-Outer Cove has also changed
considerably over the course of the past hundred years. Cars and trucks
were not nearly as common sixty years ago as they are today- not every
family had a car, and if they did, there was only one vehicle per family. As
well, roads were not paved in these communities. Also, there would
probably be only one phone in a community, and all incoming and
outgoing calls would be made from that one phone. As mentioned earlier,
radios were listened to in lieu of watching television.
Health Care
As well as technology, medicine and medical care also changed in the
communities of Logy Bay, Middle Cove, and Outer Cove over the years.
One way in which medical care changed was regarding childbirth.
Originally, babies were born at home, with the help of a midwife. Then,
around the middle of the twentieth century, births took place at a
hospital in St. John's, with doctors and nurses, as well as midwives.
Another way that medical care has changed is with regard to access to
medical professionals. There was no doctor in these communities; rather,
if a sickness was serious enough to warrant such attention, a doctor
would be called by a nurse in the community, or the sick person would be
taken to St. John's. Two such sicknesses that had a strong effect on Logy
Bay, Middle Cove and Outer Cove were tuberculosis and diphtheria, which
could be and often were lethal, especially for children and the elderly.
Many households were put under strict quarantine orders when one of
their members contracted one such infectious disease. Gradually, over
the years, medical care and technology improved, allowing for better
health care in the three communities.
War
Over the years, war was something else that had a strong effect on Logy
Bay, Middle Cove and Outer Cove. When World War II erupted in 1939, the
British Commonwealth was embroiled in battle, Newfoundland was no
exception and many men from these communities enlisted in the
Canadian and Newfoundland militaries. Many of these young men fought
overseas. Being communities located near the capital city of a
strategically placed island, Logy Bay, Middle Cove and Outer Cove were
under a blackout order for most of the war. An enemy spy was also
captured in Logy Bay during the latter years of the war. Also during the
war, there was an artillery station at Red Cliff (also known as Flagstaff
Hill), which engaged in combat with Nazi U-Boats. There were also
American garrisons and patrols stationed at Middle Cove Beach and at
Outer Cove Beach.
American Military Presence
As well as being present during the Second World War, the American
military presence also had a strong impact Logy Bay, Middle Cove, and
Outer Cove after the War, during the early years of the Cold War. Many
local citizens were employed by the Americans at their base in
(St. John's), Fort Pepperrell. Others (men in particular) were employed at
American bases in places such as Greenland and Sept-iJes (Seven Islands,
Quebec). Late, in 1951, an American air force base was built at Red Cliff
in Logy Bay, giving further employment to local citizens. All of this had a
strong, positive effect on the local economy. As well as benefiting the
economy, many young women from the three communities married
American servicemen and moved with them to the United States after
their tours of duty were completed. The American presence in the
communities had a strong impact on what is now the Town of Logy Bay­Middle
Cove-Outer Cove.
The rich heritage of the Town of Logy Bay-Middle Cove-Outer Cove
becomes very evident when one looks at the town's history and culture.
Through war and peace, good times and bad, the spirit of this community
makes itself evident in how its cultural legacy is remembered.
u
Interview Report
Interviewee: Annie Devereaux
Interviewers: Christina Price and Stephanie Boland
Date oflnterview: August 7th
, 2007
Time of Interview: 11 :00 pm - 12:00 pm
Place of Interview: 13 Stick Pond rd, Logy Bay
Recording Device: Recorder # I
Transcription: No
Consent Form Signed: Yes
Notes:
Growing up in St. John's on Signal Hill road
Differences between St. John 's and Logy Bay
Old fashioned weddings
Working at the factory
Dances at the red school house
Father read out the official opening of the St. Francis of Assisi Church
First television at the house
Old fashioned Christmas
Knitting blankets/quilts, baking bread
Garden parties
COJ-:' ~§; ~~4: ;C)~Corps
Newf o undlan d & Labrador
Interview Consent Form
I, Atln ie- Oe.ueH?fLUX , agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Ellen (Nellie) Devereaux
Interviewers: Christina Price and Shree Ziradkar
Date of Interview: August 8, 2007
Time of Interview: 9:00-1 0:00am
Place oflnterview: Mrs. Devereaux's home, 633B Logy Bay Rd.
Recording Device: Digital Recorder # I
Transcription:
Consent Form Signed: at time of interview
Notes:
• Worked in post office in parents' house
• Store
• Spy
• Community events/dances at post office
• family's hospitality
• school house
• church- weddings, christenings, mass
• regatta
• little bit of technology
• Red Cliff- letters with sister of servicemen
Interview Consent Form
I, _---"E'.""!"I"I"&'y.<L.:.:......:O;;;..e=,vi!".-J'~..:='_)"('__ ________, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
August 0 , 2C07
Date
Interview Report
Interviewee: Mrs. Helen Feehan
Interviewers: Christina Price and Shree Ziradkar
Date ofTnterview: July 25, 2007
Time oflnterview: 9:05am-9:40am
Place ofTnterview: Council Chambers, Town Hall of Logy Bay-Middle Cove-Outer Cove
Recording Device: Digital Recorder # I
Transcription:
Consent Form Signed:
Notes:
• Church (Bingo at the priest's house, cleaning, nuns)
• Garden Party
• Regatta
• Family (Dinner, rosary)
• Bread
• Visiting others
CO"'·~~rr;'4.-t-' o~ £Corps
Newfoundland & L a brador
Interview Consent Form
I, _____I_ -I_e_le_n_ h_E_E'-'1_1C_l'') ______, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Mary Kennedy
Interviewers: Christina Price and Shree Ziradkar
Date of Interview: July 31 st, 2007
Time of Interview: 10:30·1 1:30am
Place of Interview: Mrs. Kennedy's house, Outer Cove Rd.
Recording Device: Digital Recorder # I
Transcription:
Consent Form Signed:
Notes:
• Very good with dates
• Making Justina Centre/Kelly Park - Kelly's farm
• School
• Father O'Callahan
• Christening at St. Clare's hospital
• Church before Vatican IT
• Celebration of holidays (Christmas, Hallowe'en, St. Patrick's Day, Regatta)
• Going into St. John 's
• Note· dishwasher was running in background for part of interview. Conversation
was steered away from delicate topics. Mr. Kennedy wandered into interview
room twice but di'!farticipate in interview.
N'~
Co..,~erv~-rt f""'Corps
T · FF
Newfoundland & Labra dor
Interview Consent Form
, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Cyril Lynch with Katherine Lynch
Interviewers: Christina Price and Shree Ziradkar
Date of Interview: Wednesday, August 15th
, 2007
Time of Interview: 2:30pm to 3:30pm
Place of Interview: the Lynch Home, 46 Outer Cove Road
Recording Device: digital recorder
Transcription:
Consent Form Signed: signed by both
Notes:
• Canadian army vs. Newfoundland army
• army headquarters in Bannerman Park
• volunteering for service in Pacific
• Signal Corps: Morse code, telephony
• battlefield tactics and setup
• England, France, Belgium, Holland, Germany: route of regiment
• host families in Holland: prayer book, children
• six medals: Canadian overseas volunteer, liberation of Holland, two volunteer
crosses, etc.
• newspaper from September 4, 1939
• German bayonet
• Cyril Jr., son, served in military: First Gulf War
• Dutch woman in Ottawa: "not a hero"
• main vs. rear: wooden mine
... discovering hidden wine cache
• coffee and Christmas
, Interview Report
Interviewee: Kal (Katherine) Lynch with Cyril Lynch
interviewers: Christina Price and Shree Ziradkar
Date ofInterview: Tuesday, July l7'h, 2007
Time of Interview: 2:30pm to 3:45pm
Place of Interview: The Lynch Home (Outer Cove Road)
Recording Device: Tape Recorder (Tape marked K. Lynch)
Transcription: Partially completed (as of July 24111)
Consent Form Signed: ""t ti ... , <'if scu,.~ , ~tu\J , e....o
Notes:
• Sliding to c1iffby Middle Cove
• Store in back of parents house (maiden name Hickey)
• Hindenburg
• Plane crash
• Schooling
• Friend married American serviceman trom Redcliff
• Community events
• Rowing
• Cyril Lynch- spiel about the importance of hard work, today verses days gone by,
etc.
• Note- interview husband Cyril Lynch at a later date, particularly about WWlI
£::o ..,~. ~~~4"t"'O'" ,(';Co rps
Newfoundland & Labrador
Interview Consent Form
I, ___C_ Y,,-(-'_il_ L..y<.._,I _C_i'/ ________, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Newf o undland & Labrador
Interview Consent Form
I, ___ '_<_d_1II_e_I _I,Ie_ L-'./ ..I.. , CI'I_ _____, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
, (
Signature
Date
Interview Report
lnterviewee: Charlie and Mina Power
Interviewers: Stephanie Boland and Ian Murphy
Date of Interview: July 30th
, 2007
Time of Interview: 2:00pm
Place of Interview: Power residence, 30 Power's Farm Road
Recording Device: Digital Recorder #2
Transcription:
Consent Form Signed: Signed at time of interview by Charlie Power
Notes:
• Two old school houses - one in Logy Bay, one in Outer Cove (before red school
house)
• Brother taught Charlie in Outer Cove school
• Charlie's father had the first car in Outer Cove, a 27 Chevrolet
• Father had a Dairy farm
• Used to go to St. Claire's hospital every day by horse and wagon to supply them
with milk
• Kelly 's farm, Pine's farm, Roche's farm and Power's Farm
• Son (Charlie) took over the farm
• Changes in farming over the years
• Mina's - .y,,"-grandrnother's store on Logy Bay road, Mary Josephine Kavanagh
Interview Consent Form
, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
~o.., :: ~r:~4:' ?'" <:aCO rp:s
Newfoundland & Labrador
Interview Consent Form
I, ____i'_ \t r_in....a.;~T-1o_v"...e..;;;.(..I._ _______, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Gordon Power
Interviewers: Stephanie Boland and Jan Murphy
Date oflnterview: July 25th
, 2007
Time oflnterview: 10:00am
Place oflnterview: Gordon Power's House
Recording Device: Digital Recorder #2
Transcription:
Consent Form Signed:
Notes:
• Red School House
• Teacher's - sister almost had to teach him
• How Religion was taught- how it has changed
• Outings to Bowring Park
• Time off for digging potatoes in the garden
• Went to Gonzaga to finish grade I I and became a firefighter
• Di fferences in the red school house and Gonzaga
• high school dances
• problems in communication - no telephones, no tv
• First tv was black and white with one channel -CJON
• Jacqueline and Green Grocery
Interview Consent Form
I, ____(: 101"_clo_n_ P_owep_ ______, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: John and Sherri Roche
Interviewers: Christina Price and Shree Ziradkar
Date oflnterview: AU!,'lJst 9, 2007
Time oflnterview: 2:00 pm
Place of Interview: 11 Middle Cove Road
Recording Device: Digital Voice Recorder #2
Transcription:
Consent Form Si!,'Tled: John Roche, yes
Notes:
• Kennedy 's Falls: 30 foot-waterfall, old swimming hole, currently inaccessible
• car crash and two-month coma
• schoolhouse, convent, high school, church: briefly
• Knights of Columbus council
• working in Toronto as a nurse
• partying around the bay
• mummenng
• taxes and inflation: how far does a quarter go?
• good one-line quotes
CQ..,:s.; . ...-;-4t~o"'-£Corps
Newfoundland & Labrador
Interview Consent Form
, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Martin Roche
Interviewers: Ian Murphy and Christina Price
Date of Interview: July 25th
, 2007
Time oflnterview: 2:00pm
Place ofInterview: 90 Middle Cove Rd.
Recording Device: Digital Recorder # I
Transcription:
Consent Form Signed:
Notes:
• Pre-American presence verses post-American presence (Middle Cove)
• American garrison at Middle Cove
• School boy tales (potatoes)
• Fishing
• Farming (types of vegetables)
• Hotel at Middle Cove
• Trucking Middle Cove sand for Torbay Airport and old Newfoundland Hotel
• Note- interviewee was hard of hearing, therefore some questions were
misinterpreted
CO.,~er"4-rt~'" <';CO rps
. 7f 77
Newfoundland & Labrador
Interview Consent Form
I, ___/\/ /d_t_"'_IVJ k_O_C_h_2.-' _______, agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
Interview Report
Interviewee: Mary Roche
lnterviewers: Stephanie Boland and Ian Murphy
Date of interview: Thursday, August 9th, 2007
Time of interview: II :00 am - 12:20 pm
Place of interview: Chad's Lane, Outer Cove
Recording Device: Digital Recorder
Transcription: "The Plane Crash at Stack's House"
Consent form signed: no
Notes:
- Living in Outer Cove for 77 years
Big families - 10 children
Getting married after 6 years to Richard Roche at age 20
Plane Crash at Stack's house
Horse and slide, horse and express
Waking deaths and funerals in the family homes
Working in the Janeway doing laundry
Her father's drowning
Her two sister's young death of Diptheria
First radio's and televisions
Getting the bus to go to dances in Torbay and Flatrock
Co 1M 3 er-v; -t" i 0.., <;'Corps
F 5 3
Newfoundland & Labrador
Interview Consent Form
I, ~I{'--tr \2. 0 <. \-.e........ , agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer Cove to
record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file of the
interview as part of an exhibit on the history of the town.
Signature
(~Oo 7
Date
Interview Report
Interviewee: .:=-- - N.... k'u.:.~-(.
Interviewers: Ian Murphy and Stephanie Boland
Date of Interview: August gu., 2007
Time of Interview: 9:00 - 10:00 AM
Place of Interview: Town Hall
Recording Device: Recorder #2
Transcription: No
Consent Form Signed: Verbal Consent Given - He said he didn 't want to sign, but we
were welcome to use anything he told us.
Notes:
School
Working with AAf in Greenland, age 15
Father's way of life - fishing/farming
The first phones - party lines
Dances and Fights
Store in Middle Cove run by him and his wife
Post Office history
Growing up in Middle Covel Family History
Fishing
Middle Cove beach - changes since WWll
Outer Cove plane crash
Christmas, Funerals, etc.
Red Cliff
Ghost Story
Middle Cove Rum Runnersl Piratesl Digging for treasure as a boy
WWll American Barracks at Middle Cove Beach
c..O.,:serV4-t"~ 1 on £ Co rps
T rf
Newfound land & L abra do r
Interview Consent Form
I, __.. .JCj.jJI.Ji.. .: X~---I.R_0_C....:"...'.{:;'--_________' agree to allow the
Conservation Corps Green Team for Logy Bay-Middle Cove-Outer
Cove to record my interview for the town museum.
I understand that the museum will keep this interview on file, and I give
permission for the museum to present a transcription or a digital audio-file
of the interview as part of an exhibit on the history of the town.
Signature
Date
(
Co ... 3 ; ~ V4-t-; 0 '"' <;c 0 rps
Newfoundland & L.br.dor
Logy Bay - Middle Cove - Outer Cove
A People's History
Compiled By:
Stephanie Boland
Ian Murphy
Christina Price
Shree Ziradkar
- Summer 2007 -
Changes in Middle Cove
As told by Martin Roche to Ian Murphy and Christina Price
Years ago everybody was self employed with fishing and farming. They were down at
the beach for one thing or another, they grew their own stuff ...
I figure around 1935 the total population was probably 128 people. And there were
about 20 houses, I believe.
Around 1935 right up into the '50s there wasn't much move on building - the same
houses were here, you know? And in the '50s, things started to move - and once The
War came.
Down in Middle Cove they all fished stages down there - I knew where all the stages
were. There was three trap men - that's cod traps, with bigger boats anchored off -
and the rest of them were trawl men, with smaller boats.
And , once the war started and the bases started, the people gradually started to go to
work. My father, he quit fishing in 1940 - that's the trap fishery, now - because
everybody was going to work. Middle Cove was a huge beach one time. When they
started to build the Torbay Airport, they came in and they set up 24-hour shifts, and
all one summer they had trucks and machines, and they trucked all the beach away to
build the airport - it was used as stone to build the airport on.
They said at the time they were lucky to strike the beach there, because they struck
the beach, and t'was free. So they took it all ...
Things started to change in the 40s once the Americans came here, and the War
stated. Up to then, there was little or no money. Everything was a bartered trade. The
people around here, they were all farmers and fishermen. They grew stuff, and they
went to town with their potatoes, or whatever they had. And they were dairy farmers -
some big, some small, and they would barter. They'd go out to the one store and
they'd put in their potatoes and they'd take out their flour and whatever else.
Everybody grew potatoes, carrots, and turnip. Potatoes was the big one.
German Wine
As told by Cyril Lynch to Christina Price and Shree Ziradkar
I discovered a huge cache of wine, liquor, bottles of schnapps, German
whisky. It was in a huge building on a beautiful estate in Germany.
They [the Germans] ran out quickly because the infantry were advancing
and the tanks were advancing. We followed them through, and when we
went to set up our signals, an old man approached me, and he was old,
like I am now, and he said, "Nie Nazi, Nie Nazi." He wasn't a Nazi.
So anyway, he said, "Schnapps, schnapps", and this meant whisky. There
were two more guys with me, and three of us followed him and in this
estate, behind the huge palace, we'll say, there was a little trap door. And
he pulled up this trap door, and we looked down, we were kind of
nervous, and saw stuff shining in the water. He pointed and said,
"Schnapps, schnapps!"
I took off my shirt, stripped to the waist, and the other two guys held my
legs. I went down into it, took a deep breath, put my hands down within
two feet or so of the bottom, it was covered in bottles of wine, of all
sorts, you name it, all German. And I love German wine.
I filled my kit bag and then my two buddies filled the irs. I was doing all
the diving and the passing out. By the time we got our fill, there were
about three or four hundred soldiers, all lined up, including the military
police. Now, military police are supposed to be strict, but they wanted
their share, too. They all got what they wanted, and everybody was
happy. It was just one of these things .
And you only needed to drink a small amount, which we did, and most of
us fell asleep. And while we were asleep, some of the guys stole it. There
was every thing- wine, champagne. And the old man was honest enough.
We gave him a bottle.
Anyway, that's just a nice story.
•
My Grandmother's Store
As told by Mina Power to Ian Murphy and Stephanie Boland
My grandmother had a store - my mother's mother. I'll tell you a story on why she
had the store now.
Her oldest son was about 16, and he was in the woods getting a load of wood with his
father. It all tipped over, and fell on him and hurt his back. So she brought him to the
doctor and, anyway, his back was hurt - there was nothing they could do for him.
So they said if she sent him to the Grenfell Mission, up in St. Anthony, they might be
able to do something for him. She sent him up there, and he was there for about 3
months. But they sent him home and said there was nothing they could do.
She went and started a post office, where they'd bring the mail down and his friends
could come and visit him. And a store - a confectio nary store with odds and ends. He
worked the store, and people could come and visit him. Grandfather made a kind of
wheelchair for him, and he'd wheel into the store - it was off the kitchen. All his
friends would come and get the mail and chat in the store. There were a lot of stools
that Grandfather built.
And that's how the store started. She kept her store, because she was a widow. She
kept her store 'til she went to St. Patrick's Home - she was over 80 before she gave up
her store. But first she just had it for his sake, to entertain him.
She was a real pioneer. She would layout everyone. When people died they called it
"laying them out" - at that time you weren't taken to a funeral home. Everyone would
wake at home. So she would go and wash them, and whatever they did. If anyone was
having a child - all the children were born at home then - she would go and be the
midwife.
That was my grandmother - my mother's mother. You're talking over 70 years ago.
Her name was Josephine Kavanagh. Mary Josephine. She was a real pioneer.
The Kelly Legacy
As told by Mary Kennedy to Christina Price and Shree Ziradkar
The Kellys, they, like I told you, had no children but they had my aunt's daughter.
When she was born, Sister Justina - that's why it was called The Justina Centre.
Sister Justina, she was five days old when her mom died. So my grandmother, or
rather hergrandmother and Mrs. Kelly were somehow related ... So they took her. Her
mother asked them to because my grandmother was too old to take care of her. So
she went to live with them, the Kellys.
And after she finished high school, she went teaching. In Bally Hally for two years, I
think. And then she joined the convent. So, really, that place - but they never really
adopted her. But their intentions! Some people say they had a will - I'm not sure - but
I can't see him not because Mr. Kelly, he was a very, very wise man, and very -
thought the world of her, right?
So, anyway, after he died, she was going to donate that land to the church, for it to be
a high school. So when she went to do - to find out about it - there was no will they
could find . And she wasn't blood-related. Legally it shouldn't have been hers but she
was there for the best part of her life, all her life, till she joined the convent, right?
So, anyway, she didn't get to succeed. But she wanted it for children.
So, anyway, then the council was in progress there then and somebody told them
about it. So then they went and they got it and had it expropriated. And everybody
that was any way related to Mr. Kelly got a share of the money that she didn't get
anyway. But I think what they should have done was, really, went around and got
enough of the older people to sign and to say that it was really, you know. We all
know that it was supposed to be hers, right?
But at the time she didn't - she said "Forget it," that she didn't want any part of it. Just
let it go.
But it turned out better for her after because it turned out to be for children anyway.
And you know, in 1990 I think, I don't remember ... With Alzheimer's in her later
years, I don't know if she really remembers - she used to drive by but I don't think
she remembers that she used to come here with me every summer for three or four
days and stay and she used to love to walk down around there, right?
But she a/ways wanted it for children. Always.
But it turned out to be - so that's why the council went for her name. Said it should be
called the Justina Centre. So that's why her picture and everything is down there,
right?
The Liberation of Holland
As told by Cyril and Katherine Lynch to Christina Price and Shree Ziradkar
Some years later, Cyril and I [Katherine] were on vacation and we were
visiting Ottawa. We were having a cruise on the Rideau Canal and I sat
next to a lady, an old lady. And then I started a conversation with her, but
she said, "Me no English".
And then a man came over and said , "That's my mother, she's from
Holland, and she doesn't speak English."
"Oh," I said, "My husband was in Holland during the war."
And he translated that for her, and , oh, I never saw anyone in such awe.
She was practically down on her knees.
Only then did I realize just what those Canadians did when they liberated
Holland.
She was nearly in tears , she was almost genuflecting. She was so in awe.
[Editor's Note: The Canadian Army, with support from Newfoundland's
59th Field Artillery liberated Holland at the end of World War II, in 1945.]
The Plane Crash at Stack's House
As told by Mary Roche to Stephanie Boland and Ian Murphy
Oh I will never forget that day. It was the twentieth of January, no snow down but a
little bit foggy.
Steve and Martin were playing outdoors, and Richards father had a horse- a big horse
and he'd always tell them that when the horse gets out don't throw rocks at the horse.
Anyway, there was a chair here, in the middle of the floor, I don't know what I was
doing, washing the floor or doing something, and all of a sudden I heard Rich over
talking to his father- we heard this big bang. I said oh my god, the horse is after
hitting the house. Then I run out through the door and I seen no sign of him so I
came back in- there were no telephones then. Coming in, I tripped over the chair I
had .. . and that was only twelve days before Jonathan was born, but thank god nothing
happened. So I went out again , and everyone was looking down towards the beach
and Rich said that a plane crashed on Richie Stack's house. He said, "that's the bang
that you heard," cause there was no sign of the horse.
Well my god all you could see was the smoke. Mr. Stack was in a two-storey house
then , he had just walked home from Buckmasters circle, he was a security guard up
there . So he had just come home a half hour before and went to bed, but his
grandson was downstairs and he wanted something and he said , "its just as good for
me to go down now while he's like that," - he was probably six, Tommy Doran. So he
just came down over the stairs and came out through the hall door to lie on the
couch- bang. I mean if he has to stay upstairs he could have been killed, how lucky.
My brother, Mike Stack and jack Hickey went down to the beach and got a dory and
rowed out to him. The water was a smooth or smoother than it is today. They rowed
out and he was just floating. The pilot was by himself, PAYNE was his name, and they
tied him on to the back with a rope and brought him into the beach.
That was a big day, I'm telling you. The weather was so good for the twentieth of
january, you know usually we have lots of snow and everything but no, a little bit of
fog but a real nice day. Yeah, so that will be 52 years ago coming up this january
when that happened. The house wasn't knocked down, there was just damage done
to the roof. Where he hit the chimney while he was going along, and sort of knocked
the top off of that. They ended up getting a new house after. Luckily no one else was
hurt, the pilot was the sad part because he lost his life.
The Spy
As told by Ellen (Nell) Devereaux to Christina Price and Shree Ziradkar
I remember years ago, I was really, really young then, because I always thinks, then,
we weren't allowed to put the blinds or anything up, because of the blackout, and I
put up the blind , and I got into trouble, because the security must've come along and
caught me.
But after that, I remembers, there was some kind of a spy. Now they says in town, it
was in the papers , about it, but I didn't see it. But my Father caught on to it.
Now, the spy came to our house, he was out on a ship and he came in over Red Cliff,
and he came in. I don't know how come, I suppose because we had the store. He
came into our house, and when he came in, we knew there was something different
about him. My father must've known, because I guess he was trained for this -
security or whatever it is.
Anyways, he came in and he sat at the table and we got him something to eat, and
anyway, my father phoned the security or whatever comes to take him. And here he
was, a spy, after coming in on a ship ...
He came in on a ship, came over Red Cliff and came down, I don't know how. And
then the cops came, not the cops, but there were all kinds of guns and everything.
And, now, my grandfather was living with us then, he was a really, really, old man.
And he was going up over the stairs, and, God, they nearly shot him, thought that's
who it was, but it wasn't. It was the other guy who was sitting there at the table.
I can remember that right well. I mean, we were all upset, because we didn't know, I
mean, if they had to shoot him, my God.
But they took him in handcuffs, and went on with him. And after that, everything
was ...
I mean, you weren't allowed the put the blinds up. I'd put the blinds up, and he was
up in the yard . My father got into trouble over it.
That's the only story I know. They say it's in the newspapers, but I don't know.
{
l
My "an,,' i. _________ and I am here today to interview MrIMrs. _____ _
Could you please state your full name for our Tf~cords?
How long have you lived in this town?
Were your parents or other ancestors from here?
Would you mind giving us their names?
Where was your home located when you were young?
Is it still there today?
Could you describe the house?
Where did you attend school?
Do you remember your teachers?
How many grades or classes were there?
AIe there people whom you went to school that you remember well?
Do you have any stories about school you'd like to tell us?
Did you attend church here?
How often did you go to services?
Who was the priest you most remember?
How many other priests do you remember in this area?
Is religion much different today than it was when you were young?
H ow I.S .It diffie ren!?.. ' . . .' '. . _ . ", .... .. .. ... .
Do you ruive any special stories abOut church you'd' like" to' shiire1 " .... - ..
Was anyone in your family involved in the fishery1.Did they own their own boat?.Where did
they sell their fish? . Was it salt fish? .. Did they have a stage?. Where?
Was anyone in your family a farmer?. What kind offarm?. Where was it located? How big was
it?.Is there still farming going on there? The same kind?
Did you have a phone when you were growing up? Was it a party line or private?
Do you remember the first time you saw TV? .. Do you remember the first time you saw color
TV?
What did you do for indoor entertainment when you were young?
What did you do for outdoor activities?
Did you go to dances?
Where were dances held?
Did you have to have chaperones when you went out?
Did you go to the regattas?
AIe there any special memories about the regattas ... or one regatta in particular?
Did you have family that rowed in any regattas?
Have any of your family served in the military?When? .. What branch?
Do you have memories of how things were during wartimes?
Was there a store in Logy Bay, Middle Cove or Outer Cove that you used to go to?. Where was it
and who owned it?
What were prices like when you were young?
Did you have a post office near your home?Where? .. Who ran it? ..
Do you remember what your postal address would have been?
Do you miss getting letters now that people are using the phone and internet to get in touch?
Would you mind telling us about wedding traditions? .. Was there a party for the bride and groom
•
I
before a wedding? .. Were honeymoons common?. Where would someone go for a
honeymoon?.Did the couple usually have a home of their own right away or live with a relative
for a while? . Were most weddings big or small affairs? ,.....
What was your usual mode of transportation? /! ~,; ~
Do you remember the Logy Bay Spa was? Do you know where it was?
When the Red Cliff Station was there did you ever go there? Do you know people who worked
there?
Do you remember when Garden Parties were common here? Would you like to see them again?
Have you (or any family or friends) ever encountered fuiries. mickaleens. or ghosts?
Is there anything else you' d like to share with us? Old traditions, stories about special events in
your own life or any things you feel we may be interested in ...
Have you been to our museum?
Do you think it is important to the community?
Thank you for sharing your stories and time.
-. ', - .. .. ,,;",: '" -- ' -:'": - ~ - .... , , .. :- .' '---", -::--" ,- .,. - . ~. ":" '-' - : - -. ., . ..". -.. •... . . '-.. -"- '- -. - --
Mof ~ fluxf r unilr 0,-Ieu~ - OcM.v CaJo<-l.d~ .
.1.. i>7ax.r~ (&~71R4:W~Patl'--~=rd <f3itP -~~)
If. 'fi1lt.!)! •• &>Mllb C~1JYI.) (id CcdtF mo/her)
5 . mx. H.JKv OIReut.i'..v -0' Rel.~ x"nv Ct~"'.J' 'F'-?1U~ )
m;/W 'fH~ -dF?~ f.anuv - Jfor.2.l <LW bo.cJz i IH~ i)d.UAII~,
0. 'fYI1/.!Mdt- Ih~ - kJ~p- kJ. (~~)- rry / ~~)
7 . 'In" . CtJ<iL ~nch _ Ouf.. . r C= l ~ c>c.ICC:xV jl: . ch.w.cIv } IVa.:o •? . d 2i tv 0 bI ook.J
'Kat -tyncl>.o - 0fo~ 07l b:J..cJ? of H,ck.f -},=(shm'p';~ .~) -
9. ~.)~ -.d~ tho:t dw .. /m,:/,t .t.OYYlL/,nUr kr 'f»oflw-. ~(1(~-~cAa..ttJv
9· 1IaruJd ~ - ~ -1hJ(.rtlR~ ReI. - t<Wvn..L"1 ~ a:f"
10. go/v,v HJLr --px.'>Yl.R.r -~ Hill (»d ~)
fl. C1.DItit.V Po~ - r7YWn<t ,<.CCm/>7U<ftIil:t .t>krifW,
fr/incv Powvr - (g-a7idrmollw- 'had OJ "*= -a.c;c.=v ~ ..!J<u,.; Poe"",.#.)
1.2· raJ.&- Mnl1mAm. - CbwuCcvn. Trli/;faR.y (~CUI')- hu-v Cl<Ij /~..:J...
-IJCdatuh Ie :/.or,.,u,u.J!d!v tI~.J IAd;~( &icLi/(c Rd)
,r;,. '/?7.Jt-..;;.-rrzax.<t{&tPJO).1ki#' - ,-"far:;, Wb.r(~'J o<J~ciJJ . lJ.,tut.r,.d~.a)?
kar/:v F ,",o/~ ~=t uG..IcJ /
J~;
7i::oI? FOrm; ~ 'f"cJwuv.y I$)'Cd'-ftd & ""l-ori..=J . (i;rd)
~~ CauL1.d/~'
;2...
..... .Jamv <-L." hu:.i.i..<.<.Uo aJ<.V ~ Icr (in ;fb ca.t.i.ad:--~.)
'lex:/? tim f/w trl.?.) -"" to cDW --uJIuy <WQ'uv a.f.~ in~~.
liMe 9 h-<!d
17- jd1/n/1"f (j)~ C -,wl- -k ~) - ~ ~..L; 1u;;, ~.
- f'tL. /:ox- -c~ aliw ~ ~ .. <t'at .• ) "'r-
~~~~.,
~nl~~.
JJrr:u~.lr'<.d ..cJWJd: -..l..'f d.a J2 ).
o/cl.vu ';"o<.UW/.V ',.(1 CO'Yr1.rn1.J,L'YU'r-~ •
'-0;//10.-"7 ~- (~?)
j &f. -li::~ ~~ ~ -fvn:,fur7,.
~.J1ic.R P071d Rd, - rj,/J: - .bft-tu ~ 0() '=''"'-'1
xirXUJ.!.; A co..U cJ.<.O.v I ~ L lf71L<..DI(_U.'.-xj ,to'l ~rtt.·/£Q.'Y'l'\...'> ~ -<J ..6ma»-, OfI'DV (down ~ ut...t=/'r,nrrfLc:J.J
c~ fo bv udecv'1.ll.Oi ~ b..rJ....Q,. - @'-I~( leu l:xu,cI t1u.;. I..()~d ~- c/,<ru. j
tudfL )-1+ fc vx:.h....:.-cri2 ... f.:..!..,'t.t~ 'c..u:."'7C ... ":Y ... lU. mm....ut.· f1l~;""L'y? J,.:r)
;.> ;() (00 -ilu'j- U<-Ub'<" 'J~T _(' d ......d ,-<if ' /,-z"w u
L I i · :1 . ?
'.aCi k-C.,-k.J '.( l.-..c..i.fX.l.. lflIu' .-
U) hai. "-'-t~ < 'Yh:t cU.~<'I II>< ct., (-&,kU.'-fCff_)
0a.nV::A..:JJ ~C7'U fflfL, hrid9-v ('fn<'7Jo dc-l..!,,.u,) ~-.(.'f' u.. '" fhu .C H.R.o /a-,,,, o "",r ffuJ
....Jt.Ll".'-'U · . (, Pai. CC .... :,~~ d ."Tl t iL"LU .. <v:";; ... ·r r/...u..il..k.U. lrt,i .)
'l-{ ;cL:. t ,~-rru Fa.H-t~X UI<.1 ' (1"" +fuu -<.,ux L,.}
Y.ru.u:Ju .. r : ';}" H.tv J~ .J<hcd.JwUDV .. Din N.,,,-, -' l lJ'Y1J Pow"r ( 1'1.;):'1)
/'!v.dI.?'n k>;: a?v"n!V I'ow....r J cu.,cv ( HicRtz..t-) C ",·ktu·
5
" Bu:lYI t;5h I, - 1/5)U ~;'Jy-w l:J dfv "'''tJwcJ ~ '-flo-!- i;lPJ..w LWIf/.s +rC<f>4'
kru.. n);, CLoc.,c0 I." cJ~ ~ ;-n~_
C('C;~ - ..uJ~d 90 59w", ifwi<".
!i.akr..et'o-'W - Cc'c..td ~e.; 9vUfl/f'l) lJ Cr" ~;.sh)~ v>OL/,ny ,(;=J- mlu
ttiry u,drdj #
Pe'.v.~ - ?::Q.ttJ.."-J hue. l'l) ( 1.2-c,)"(., ~"joJ.
Old BQ..'UYI Rd ,
CCYl/)'LV"-"": Rei , (Co. ck<j'o-yz,O Rd -Gu..rJ"' fc t-hv 'if ,JLc..-A.., )
lCJ r.:n....·'·Ll ov..L.;' "17 0u).')
~ r..lL0r (3 r ;d~ . dC"Lc ',1 LL ,'~ n I II - f; 0<r-lYu.:> ." I c..c- .>­t1Y)
Q~ J-h 1/) '-'-1'o.x.t uP 'LoJu...-w DR , 11 01.0
7
(?h')'1~ 0J.;c>-uLd Cl.-'C.cG.. vrcLl.-fld· .-he..?< " 7/>(" (",,-,k.u.,:.I:.~ jf~
(0,,"~( I..Jl ....... j·l·d: .:d:T<.l...cJG. iheA r C,o,.L.;, &-~_ ..
fJ~:no ' rT),JJ' Ic-~ 1/'<:5YYV ~o 6cyn_rfULnity: '-4.l:;}/er ~",-R I Ric.l>a.u'/ ~ /
jofv-,..> 8 0 / QXU;-/ .
(fYJA· Pap.po-= - P'/O·t - (l .. u.<.e,cJ o-Tl..' );I.OLltJLr (-rd· )
(lI,thad)
p h,fUiJ <.u~Q.Q.) lLd..o jY110 JJRl.C.i?.J 'h.o~ .~ -mr. PO-jYp<:u>J • .,'¥ /1......, "fllot LUeL-'> ,J..} Lj
·/Y)aJ1.> (.tIOO //u,,). H.fLJ u:o.....cL, 'ff1R..J..f 'A=l fu J~' il;rn do ... ·" IIV ffu.., t,o!ch o( 'ffu,.. 1'1<v,""..­.
c.o..w....' "L .;.......<.'" '-''':; -I..~ 'j' 1·k.. u:.;tn ,./ucl: L-Iu.o 1I£.D.cJ <.U.-~ ...;:..J "-t/;' ) - 7~ "6 ffu- f j o.A~
ca-,..,-..... ).,9-- .;.,.-:J,o-r...u Vx..o;,-~ <ikfl.. TluJ -p1C;,nb wln .... ck J,t~ 'f,Q.I.L;)..L; '-'JTvd ~,..t c:lou...~ 'J"';
tfu:; ","c',).eR. .
Ct0.·~ c.rc>1~ ~b::i.'n.d ....-...uc-rK.v;,l ~ d "-..i.ci!.~ 4..Jiilu If<v ():rfI.J..U<:LLYU>. CLnlti!cu Cr<.j~
ch1.OHt.;fi -
QrYTlJi.xicCl Yw> - r~ ~-ff~ CQ.' )""(l.(J dG"7..lJYlJ ano/ -h ad..> Q :y~nJ ro-"-Hj
T.e;"/")..-'.,kJ ~ f (\ tllk~..J..L '0r --u -=1' --L1.f -' --puJ: v'YV h I Cj .<:> h o-W ..
(1YL~ 1<.j;Y!.D!JlQcu ~'<I1l'rrlfJ"..rJJJ)~ - -/Y'u.u:.tu/....,..v Inf~tuU)
7(.qatt 0._ '-"
Gh.CIIJ crow U<7cF! -1TI.J.~u·m..) hJl-..aJtI.-LtULJ) -~Y.)25'fY!.~~ r"':''1 ;nk '-"W"'Jlnj b('A~
cd tf-ui., -~ -<--LukIN <.::J/w ,a<:t..Ol ,~L~'n'J' ~ «-W'l:;.c.: -en la='.
hUrdlUf - toe « u.. '1 ~Qa...... "cL 'Ufo , 'Hud- h.d,~ to Ju.-e.pbm ..),t J~,
-t-U::>-oN fuJ...., ..wcA.,-,_k bco.J<.c/ .
- -f...a..u/~ u...uuJ-u' 4' "6 rt""n'U ,u.'<:..il - bLl~
- --h..v. '1'3 uu.ke>locrs - f'ou 'YJ..<Jb /Qt..l.(.d Jcff..eClJ Awn:; (YU CL'<..LY} It':) ~' ..
o -fc-ry-. - l..YYJa YU D rGn""2 ..t>J-. Jcfv~ ) ~ 0tiJ--~""fl..J i u....: - {c.L1 ...cJ r I &r:J c-!Ji -
-'>evrn..vl Cc d.cl.-<. <tcu·,v, ('Q.!+t-r '1nc.J t:-:7U-' , "fYI, J<,u Cc."d, iCV'fu - 0 H1.P-t"~ - ']0 t d CIY '1
Cl.!hol ~-f1.'-"1 oi=f -f1u.., '""f'C'-'lU c f ic..U. (,qSQS)
iorr /3,'-'-j- ApCL -~ /7)-I. r~ <4bhr
.YO t 'frJ-~ rn.: '-<..;; HLJ I..DO<-ncb '~!lJVn-/ fi4r ~cl-t~U-1
if,:J.1.-'. (Ju.~ +-0 ~<.-a..J Ie r/1fLi ....'Jp4J .. tk_..-,.n0 ~0-r.;; ; 1v H.J-<>
r::.ctn-rntZ n I '/..,j-- '~.w) 111<.~ '_"no L&cJ ..).,v J.. ac-/~ i n 10 •
a"1 fhc~ Pond - \-UJ~.QJ In'1Jt4~ K1..,~Q.C1. ('0.:dor£D
J '-fl'Lo'4J <-uG-V ~o
u>ka.:.iv .
.J)~ rYl~ - LC)/--a-t"j--' OJ ,-OU\'Yl'(> ~Ct.-l..0..Z.:> daHl-e)_!t) 'l C7V ~ <J...Dc10
tJu= L ''r!-'<.CJ.I<J.'~) -
Rd 7i.CC;'i' Bo.y.C -v....Jvu..IU~~ forJl.l LL~ fwtUJ -vaQ.L_ --u.QCJA;:, -'no '/wu.=...y) U'>w '£'Jf.i:c,; D'~
<-fWA> -ct- ~'U..j~ 'jl/a..av ~ -rnolitu- u..uo-W?d r~ ...cJulcI.x-LY\..J -'"1')",1 te 9'"
' I _ L:.1(.x~Vd~ thv...v ~ <" ~/~ L<.VO~ u..""1YlJI.) ~U.:.;ILI C1C.1l:..&"~ -tiuu roo.cR C<.><...cJ , I ~
..R..d ,-,/o<..J...o 1"~ _ 'J (old,., LDf-c;nr 'f,~ncLu::,l dc-"",y>, J
~4 "'-{C>LL '-'~ ";;;ocd 'h.Q.1J.>...: Tt"I.U<.CJ..j. en 4jOLL'<.J ,~)C~ cvYLDI-u ...... 1.;Lrvl6 tN.a -
-if (fu)f· --d.t.~o..'r..i2.Jd IJ (1f' L{Y)Cuv..r J<J.!)1.C~VCtA.J ;n k~A...) -·1"Yu.J.~.Y1-')
, .
Topics for Discussion:
(!11lf'C 'rn> ihv ~'hoUA1-)
'~l{jacp~daJ
~(lJYl.C£l)J.QTV otJier 'd /' C<UV E(I ~.
Cars: How they 've changed.? (tires, I style I shape I)
Radios: Past and Present.
Record Players I I pods.
Sewing Machines: Hand crank I Electric
Stoves: oil I wood I electric
Tools: wood I power tools
House Designs: Older homes in community I New designs.
Food changes (diet): Past and Present.
Music: Listening I Songs: Past and Present.
Music: Instruments. Past and Present.
Clothing: Women's? Men's I or Children's styles.
Work: Changes in jobs. Past and Present
Making Bread I Buying.
Washing Clothes: Scrub board, Wringer washer I Electric washer.
Irons: Flat I Electric.
Lighting: Candles I Lanterns I Electric.
Milking cows; Hand I Electric milkers. Vo'day in I ife of {arme.-.
Pets: Differences: Past and Present.(Food, Dress, Care, or Type)
Farm Machinery: Example: Bailing hay, Past / Present.
School subjects: Arithmetic I Math. (Changes)
School Subjects: Reading I Language Arts.
School Desks: Past and Present.
Travel to school: Walking I Bus.
Books read long ago I to-day.
Cameras: Flash I Box I Digital.
Dishes: plain, flowers I square, patterns.
Sports Past and Present (Changes)
Rowing Equipment I Style / or Training
Games: Past and Present.
Toys: Past and Present. (Compare a toy)
Birthday Celebrations: Traditions, Past and Present.
Christmas Celebrations: Gifts. Past and Present.
Community Activities I Clubs: Past and Present.
Telephones: Round dials I Mobile I Cell.
Computer I Typewriter.
Entertainment: Past I Present. (Radio I TV I Videos.)
Interview a Military person. (War I Travels? Now?)
Communication: Letter writing I emails.
Outdoor I Indoor toilets.
Church Design: Past I Present. (Altar Rails, Statues).
Community Services: Past and Present.
OTHERS: (Add your own idea).
R?d~ 'iTl1'J1~.JiJ:v
fI <.Wi f'1'IeJW.cIcur -
~ ),OUL:llU - but. If? 0Ao.b<.UH? doie' / !k'(;~' fwmv/
(LJJU:tc:J.W,<j- .,JI-MutY?
..J'1~ '/-,aa""",- f1.",fIhuu f!e..,d~- O'A-~'s~{MuJw;'~)
(no f o<.c.upci-d. )
( Guidelines for Ethical Research
Ethical Guidelines for Research Involving Human Subjects
Informed Consent
Informed consent by all subjects is required before research can be undertaken. There are
four elements necessary for consent to be free and informed: disclosure of information;
comprehension of information; competency to consent; and voluntarism of consent.
Written consent is normally required. Any setting aside of this requirement must be
justified.
Elements of Consent Form
The following information should be included in the consent form, not necessarily in the
same order. It should be written in a simple direct style using terms and language which
can be understood by the prospective subject. This information should be discussed with
the subject as well whenever possible. A copy of this information should be left with the
subject.
I. Identities of the researcher(s) and, when applicable, identities of thesis supervisor
and the university.
2. A statement of the general purpose of the study.
3. A description of the procedure(s) involving the subject including purpose, nature,
frequency, and duration.
4. A comprehensive description of any physical risks which may result such as side
effects, discomforts and inconveniences, and psychological risks or discomforts
which might result from participation.
5. A description of any recording devices to be used and a statement concerning the
disposition of tapes upon completion of the study (storage, erasure, etc.)
6. A statement of confidentiality.
7. A statement on the availability of the research results to the subjects or, when
applicable, to parents.
8. Details of any scheme of remuneration.
9. An explicit statement that participation is completely voluntary and that the
subject has the right to withdraw from the study without prejudice at any time
and/or refrain from answering whatever questions he or she prefers to omit.
10. A statement informing subjects that the study meets the ethical guidelines of the
Faculty and University.
II . Participants should be apprised of their rights to inquire about the research and
have recourse to a resource person outside the research group. This person may be
Dr. Roberta Hammett, Associate Dean, Graduate Programmes, or a University
Faculty member not directly involved in the study.
12. A concluding statement in the first person summarizing the information the
subject has received, the consent given and incorporating the subject's signature
and date. This statement should appear at the bottom of the consent form .
13. If subjects are minors, parental consent is required. If a guardian is consenting for
a minor, then the minor must be named and the guardian's capacity given.
14. If a substitute decision-maker is giving consent for a subject incapable of consent,
the consent must be drafted to indicate the relationship to the subject and the
rationale for giving consent.
15. Ifan institution (e.g. , school, business, community, residence) is involved, formal
signed consent must be obtained from the institution and indicated in the subject
consent form . This does not negate the researchers' responsibility to obtain
parental/guardian consent when applicable.
Please Note: Approval from the Interdisciplinary Committee on Ethics in Human
Research (TCHiR) is required before seeking ethics consent from the institution.
This does not prevent researchers from making initial contact with the institution
for purposes of determining the feasibility of the project.
16. Instruments and interview protocols must be directly related to the study and
attached to the research proposal. Exceptions are formally published instruments.
Deception of Subjects
Where it is necessary to withhold or to misrepresent significant facts in informing
subjects, such deception must be expressly justified by the researcher in the protocol. In
particular, the protocol must demonstrate the following:
I. that the deception is indispensable to the effectiveness of the project and that
reasonable alternative investigative methods are unsatisfactory;
2. that subjects will be fully informed in person by a member of the research project
of all elements of the program which were withheld or misrepresented to them as
soon as possible after subject participation in the project has been completed;
3. that subjects, upon being informed of the true purpose of the research study, have
the right to withdraw their representation in the research data.
Privacy of Su bjects
I. The subjects must be assured that their anonymity will be protected and that all
records of their participation in a research project will be kept confidential unless
written permission from the subject(s) for release is obtained.
2. Since concepts of privacy vary, the question of invasion of privacy should be
looked at from the point of view of those being studied.
3. Obtaining access to institutional records should respect the individual's rights to
confidentiality and anonymity.
4. The privacy of third parties must be maintained.
5. In those cases where deception is not deemed essential, concealed recording
devices such as one-way mirrors, concealed cameras, and concealed microphones
may not be used unless the subjects (or their legal guardians) have been informed
in advance that such devices may be used and that they may be among the
subjects so observed. The subjects (or their legal guardians) must have agreed to
participate in the research with this understanding.
6. Methods of recording behavior which produce a permanent record of any kind
which inherently reveals individuals' identity (e,g., TV/video camera, tape
recording) may not be used unless the subjects (or legal guardians) are informed
in advance that such methods may be used and that they may be among the
subjects so recorded. Where subjects have been so recorded they must be given
the opportunity to call for erasure of such recordings when their participation is
complete. Such recordings may not be disclosed to persons other than the
immediate researcher(s) without the written consent of the subjects (or legal
guardians) nor may such recordings or derivatives (e.g., photographs) be included
in a manuscript submitted for publication without the written consent of the
subjects (or their legal guardians).
7. The unobtrusive observation of behavior in clearly public places should not
ordinarily be regarded as a violation of privacy. However, when such
observations produce a permanent record of a kind which inherently reveals an
individual's identity, then such recordings may not be disclosed to persons other
than the immediate researchers without the written consent of the subjects (or
legal guardians) nor may such recordings or derivatives be included in a
manuscript submitted for publication without the written consent of the subjects
(or their legal guardians).
Anonymity of Subjects and Confidentiality of Data
1. Except where the subjects or legal guardians have consented otherwise in writing,
the subjects' anonymity will be strictly protected and all data collected will remain
absolutely confidential. Where the subjects have given written consent,
information may be disclosed only within the strict limits of the terms of the
consent.
2. The responsibility is on the researcher to describe positive measures to be taken to
preserve the anonymity of the research subjects, both in the published results of
the project, and in the records retained by the researcher.
3. Where confidential data will be stored for possible re-use, the method of
recording and storing the data must be strictly designed to confer anonymity of
the subjects.
4. All research assistants and persons having access to confidential data must be
briefed by the researcher on the duty to observe the rules of anonymity and
confidentiality.
It is the responsibility of the researcher to recognize that such concepts as privacy,
confidentiality and consent vary from culture to culture. Researchers should be aware of
their own culture biases which may affect the cultural sensibilities of their subjects.
References
Beauchamp, T., & Children, J. (1983). Principles of biomedical ethics (2nd Ed.). New
York: Oxford University Press.
McMaster University (Aug. 25, 1986). Ethical Guidelines for Research with Human
Subjects and New Form for Ethics Committee Review. Research Bulletin, 86- 87.
Medical Research Council of Canada (1987). Guidelines on research involving human
subjects. Ottawa: Ministry of Supply and Services.
Social Sciences and Humanities Research Council of Canada (1990). Ethics guidelines -
research with human subjects, Annex G in Research Grants Guide for Applicants.
Ottawa: Author.
3.
THE INTERVIEW
Before the Interview
Before arriving for the interview, the historian should double-check to make sure that he
or she has all the necessary equipment and that it is functioning. Familiarity with
equipment will avoid any embarrassing moments at the start of the interview.
An interviewer should bring the following items to each interview: a recorder (either
digital or cassette) and any necessary microphones and cables; power and extension
cords; batteries; an ample supply of cassettes or memory media; pen and paper; question
list; access agreement; and any supporting documentation such as maps or photographs.
Ideally, run two recorders during the interview, which will eliminate the problems that
result if the historian 's sole recorder malfunctions during the interview. If traveling to
conduct interviews, the historian certainly should have backups for everything or at least
the means to obtain them on short notice. When traveling on temporary duty to conduct
an interview, make sure that the travel orders authorize the emergency procurement of
supplies, including a recorder. All your preparation will be wasted if your equipment
does not work.
TIP: When using cassettes to record an interv.iew, advance the tape past the leader- the
white or clear segment of tape at the beginning and end of mostcassettes--to ensure that
the initial portion of the interview is recorded. Use a ninety-minute standard~size cassette.
(Sixty-minute tapes often prove too short, and concern about the relatIve strength of ninety­minute
cassettes is unfounded.)
Once settled in the interview location, position the recorder so the microphone can
register the voice of each participant. The
17
historian should make sure that he or she is positioned both to take notes and to monitor
the recorder so that, for example, recording does not stop during the middle of an answer.
Assess the surroundings. If there is, for example, annoying background noise such as an
air conditioner or radio, see if it can be turned off. !fnecessary, use a separate
microphone to ensure sound clarity. Place the recorder (or microphone) on a thin piece of
foam rubber, such as a mouse pad, or a pad of paper or magazine to insulate it from
vibrations. When everything is set-up and working the interview can begin.
771e Interview
Before starting the interview, briefly recount the purpose of the interview and general
plan for the interview. Explain how the session will be conducted. Tell the interviewee
that you may ask follow-up questions to those on the basic list. Remind the interviewee
that he or she need not hurry into a response simply because the recorder is running. Do
not worry about the interviewee feeling uncomfortable in the presence of a recorder; an
interviewee usually forgets about it once he or she begins talking. Answer any questions
the interviewee may have, discuss potential classification issues (the time to find out that
the interviewee may give classified information is before the interview starts), and have
the interviewee sign the access agreement. The access agreement in Appendix C is DA
Form 7273-R, Access Agreement for Oral His/ory Materials. Use this form. AR 870-5,
Military History: Responsibilities. Policies. and Procedures (29 January 1999), requires
that access agreements be completed for all interviews, and this access agreement meets
regulatory requirements and has been approved by the Department of the Army's Office
of the Judge Advocate General. Interviewers should explain the implications of the
Freedom of Information Act (FOIA) to interviewees before the interview session- that
also means that the historian needs to understand FOIA and its impact before the
interview.
18
I TIP: Be conscious of classification procedures and ~delines. Don't let the conversation
reach a classification level that is too high. Tell the interviewee at the beginning of the
session the highest level of classified infol1llation that you want to cover. Before
concluding, discuss the interview's proper classification level with the interviewee. If an
interview contains classified information. he sure to mark Jhe recording media·
appropriately!
Turn on the recorder. Begin the interview by identifying the interviewer, the interviewee,
the purpose of the interview, the date, and the location of the session. For example:
This is Dr. John Lonnquest of the Office of History, Headquarters, U.S. Army Corps of
Engineers. Today my colleague, Eric Reinert, and [ are going to interview Major Kim
CoHoton, commander of the FEST of the Baghdad FEST-A. The interview is being
conducted at the CPA headquarters in Baghdad, Iraq. Today is August 2, 2003.
Ask the interviewee whether he or she is sitting for the interview voluntarily, and then
ask whether the interviewee has any objections to the interview being used by historians
or researchers (it is helpful to add "with the understanding that the interviewee will be
quoted or cited accurately"). Getting this information recorded is important in case the
accompanying paperwork is lost. Then, start with the first question or topic on the topic­question
list.
{ TIP: Like with sports, interviews work best when everyone is "warmed up." For the first
question, ask something· easy to answer, such as an inquiry about an individual's previous
assignments. Anything is fine so long as it makes the interviewee comfortable and gets him
or her talking.
19
Guidelines for Successful Interviewing
There is no way to predict the course of an interview. The personalities of the
participants, the material to be covered, even the location of the interview all can affect
the nature of the interview. The following guidelines, however, should provide enough
general and practical guidance to conduct a successful interview regardless of the
circumstances or the type of interview.
a. Do be confident and relaxed. Your background study should have familiarized you
with the material to be covered during the interview. Even if you do not feel fully
prepared, remember that an oral history interview is just an extended discussion with a
subject-matter expert. The interviewee should have infonnation and knowledge that the
historian lacks, so do not worry about asking questions or requesting that the interviewee
explain something if it is not clear to you. (If it is not clear to you during the interview,
then it likely will not be clear to someone reading the transcript at a later date.)
b. Do maintain control of the interview. Responsibility for initiating and directing the
course of an oral history interview falls to the interviewer. The historian, while observing
military and social courtesies, must maintain control of the interview session despite the
rank or status of the interviewee. If the conversation veers offin an unexpected direction,
do not worry. Wait for a convenient stopping point (that is, if you do not wish to pursue
that course of discussion) and use the topic-question list to get back on track.
c. Do follow the topic-question list but be flexible. Do not blindly follow your topic­question
list! Remain alert to the conversation. Listen to the answers. Do you need to ask
a question that is not on your prepared list? Historians who will not deviate from a
prepared list miss opportunities to collect
20
infonnation. Keep in mind that the interviewee may have important infonnation that the
prepared list does not address.
d. Do not ask questions that can be answered with a "yes" or a "no" without following
!!J2, Yes/no questions can be useful for nailing down a specific point, but they generally
are best followed with broader questions that permit more expansive answers.
e. Do focus on the interviewee's experiences and firsthand knowledge. If the discussion
moves to subjects that did not directly involve the individual, try to develop the
difference between fact and conjecture. If, for example, the interviewee says that General
X felt a certain way about something, ask why the interviewee believes that. Is it just the
interviewee's belief or is there some factual foundation for the statement? With a soldier
involved in an operation, focus the questions on what he or she saw, did, and felt. Ask
about specific equipment that the soldier carried and used. Avoid secondhand stories and
accounts; they are hearsay and only pull the course of the interview away from the
individual's firsthand knowledge.
f Do not ask leading questions, suggest answers to questions, or anticipate answers.
Instead ask general questions and then follow up with more specific questions if
necessary. For example, initial questions like "Was the most feared German weapon that
you encountered the 88-mm.?" or "Was the lack of mobilization time the greatest
obstacle for your unit to overcome?" suggest particular answers and will usually bring a
simple affirmative response from the interviewee. Ask instead a more general question­"
What was the most feared German weapon?" or "What was the great challenge your unit
faced?"-and then ask follow-up questions. After the interviewee has answered the initial
question, you can ask the more specific question (e.g., "What about the German 88?" or
"Tell me about your mobilization process.") without intluencing the interviewee's
reaction to your initial question.
21
g. Do ask direct questions to focus answers. Use a specific frame of reference, such as
"during the drive toward Baghdad," that gives the interviewee a starting point around
which to organize his response. Try to maintain a chronology for events; for example, ask
when one action occurred in relation to another.
TIP: When interviewing someone about an operation, one of the most useful questions to
ask is "What happened next?" .
h. Do ask follow-up questions. [n addition to making the interview feel more like a real
conversation, such queries may help an interviewee to recall specifics otherwise
overlooked and also to clarii)< any possible contradictions with earlier statements or
written sources. Asking the interviewee to explain some subject is often a useful means
for obtaining useful clarification on a subject. A frequently successful approach is to
acknowledge some confusion or incomplete knowledge on your part before asking
additional questions. Follow-up questions that request examples are particularly useful
after asking general questions. If an interviewee, for example, says, "We always had
problems with getting our command to do X," ask for an example so that the
interviewee's experiences and thinking are fully understood.
i. Do take notes during the interview. (This is perhaps the part of the job that is most
neglected by historians conducting interviews in the field.) Interview notes are often vital
sources of information; ifan interview is not transcribed immediately, the interview notes
will be the only source of information about the contents of the interview. Interview notes
are useful during the interview for indicating when follow-up questions are needed, for
organizing one's thoughts, and for preparing a preliminary word list of items requiring
verification. Writing down key words and topics as they are mentioned during the
interview is also helpful for preparing a subject index of the tape.
22
j. Do not interrupt the interviewee in the middle of an answer. Do not ask the interviewee
to explain or spell out a word or acronym while he or she is speaking. This will only
disrupt the interviewee's train of thought. Make a note of it and then ask for clarification
at the end of the interview.
k. Do be respectful, courteous, and attentive during the interview. Do not argue with the
interviewee. Do not confront the interviewee in a manner that challenges his or her
integrity. Ifhe or she says something that you believe is incorrect or with which you do
not agree, ask the interviewee to explain why he or she holds that opinion. Do remember
that the interview is about the interviewee, not you, so keep personal opinions,
comments, and judgments to yourself.
TIP: Pay attention to your responses and interview style. Vary your verbal responses and
combine them With gestures. Avoid a steady diet of "Uh hUh."
I. Do not be afraid of silence. A pause may signify that the interviewee is thinking and
perhaps formulating a further response. That information could be lost if the interviewer
is too quick with the next question.
m. Do not pretend to be an expert on a subject if you are not. Do not worry if you do not
know a lot about a particular interview topic. Your task is to elicit what the interviewee
knows about the subject.
n. Do not worry if you find that you cannot cover everything you wanted to cover during
the interview. This is a common experience. Focus on getting solid answers to the
questions you can ask.
23
r
TIP: Be aware that the interview may be stressful for the interviewee. The interviewee may
be tired and harried from an exhausting day or preoccupied with current work issues.
Moreover, a soldier being interviewed after a combat action may be filled with emotions
with which he or she has yet to deal. Pay attention to the interviewee's body language.
o. Do not conduct a marathon interview session. Both the interviewee and the interviewer
will become fatigued, so limiting sessions to no more than two or three hours is
advisable. Take short breaks (perhaps when changing tapes) as necessary.
p. Do give the interviewee an opportunitv to express thoughts that may have occurred to
him or her but that did not fit with any of your questions. One of the closing interview
questions should provide the interviewee with the opportunity to discuss relevant matters
that may not have occurred to the oral historian. This question can be as simple as "Is
there some topic that r should have asked you about?" or "Is there anything that you
would like to add on this subject?"
q. Do ask the interviewee upon the conclusion of the interview to explain the meaning of
acronyms and jargon. This is also the time to request additional information on any
unfamiliar subjects or individuals mentioned during the interview. Ask for proper
spellings, if necessary. (Again, during the interview, the historian should write down any
words or terms that she or he needs explained.) The end of an interview is also a good
time to ask "Whom else should I interview?"
r. Do thank the interviewee for his or her time and ask whether there are any questions.