First Settlers and Early Identities

First Settlers & Early Identities

Students will conduct a supported search for first settlers in their local historical cemetery and develop an inquiry into the lives of these families and their contribution to the development of a community over time. Students use a variety of both primary and secondary sources.

Curriculum links

Principles In English, students study, use, and enjoy language and literature communicated orally, Contents visually, or in writing. • High expectations 1 • Cultural diversity In the arts, students explore, refine, and • Learning to learn communicate ideas as they connect thinking, Foreword imagination, senses, and feelings4 to create • Community engagement Purpose and Scopew orks and respond to the w6 orks of others. Overview 7 Vision 8 • Coherence Principles 9 VInalues health and physic al educ ation , students 10 learn Key Competencies 12 Key Officialabout Languages their own well-being, and that of14 others and Learningsociety Ar, easin health-r elated and movement16 contexts. English 18 Competencies The Arts 20 In learningHealth andlanguages Physical Educ, studentsation learn to 22 • Thinking Learning Languages 24 communicMathematics2at e in andan Stadditionalatistics language, 26 • Using language symbolsde vandelopScienc their e capacity to learn further languages,28 and explSocialore Scienc differesent world views in relation30 to text Technology 32 theirEff oectivwn.e Pedagogy 34 The School Curriculum: Design and Review 37 • Managing self Key considerations 37 In mathematicsThe relationship andbetw eenstatis the Neticsw Zealand, students explore Curriculum and the school curriculum 37 • Relating to others relationshipsPrinciples in quantities, space, and dat37a and learnV alues,to expr key escompets theseencies, relationships and learning areas in ways37 that • Participating and contributinghelp Vtaluesh em to makLearninge sense of the world arAreaso38und them. Key competencies 38 Learning areas 38 Achievement objectives 39 Values AsInses sciencsment e, s tudents L3 expl orande how both39 4 the natural Learningphysic pathwaysal world and science itself w41ork so that The Education Act and the Curriculum 43 Requirtheementsy can for participatBoards of Truset eesas critical, informed,44 and • Explore with empathy the Years randesponsibl Curriculume Lecitizensvels in a society in 45which science Fold-out 3charts of achievement objectives by level values of others Glossaryplays and whakata significauki ant r ol e. Inside back cover

• Learn to accept different kinds In the social sciences, students explore how of values – social & cultural societies work and how they themselves can participate and take action as critical, informed, • learn about the values on and responsible citizens. which NZs cultural & institutional traditions are In EnglishIn technol, studentsogy, students study, use, learn and to enjobe innoy vative based. languagedeveloper and slit ofer praturoductse communic and sysattemsed or andally , visualldiscy, erningor in writing. consumers who will make a difference in the world.

In the arts, students explore, reﬁne, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others.

In health and physical education, students learn about their own well-being, and that of others and society, in health-related and movement contexts.

In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own. THE NEW ZEALAND CURRICULUM PAGE 17

In mathematics and statistics, students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them.

In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a signiﬁcant role.

In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.

In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.

THE NEW ZEALAND CURRICULUM PAGE 17 Learning Areas:

Level Three and Four – Social Sciences

Strand: Continuity and change

Students learn about past events, experiences and actions and the changing ways in which these have been interpreted over time. Learning experiences help students to understand the past and the present and to imagine possible futures.

Level 3 students gain knowledge skills and experience relating to the following concepts

• Understand how people remember and record the past in different ways.

Students can by tracing individual people, families, events, and significant local places, through primary sources such as cemetery and other memorial inscriptions, original letters, and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases, understand ways in which people express a sense of belonging to particular places and environments.

• Understand how early migrations to New Zealand have continuing significance for communities

Students can • identify through primary sources available on headstone inscriptions, original letters, and photographs in museum holdings, and online newspapers what life was like for the first settlers and the various ways these first settlers through their occupations, and community services contributed to the development of their local community over time. • describe ways that their small community has changed over time.

Level 4 students gain knowledge skills and experience relating to the following concepts

• Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people

Students can Trace individuals, local families, significant events, and the development of local places such as churches schools and cemeteries, through primary sources such as cemetery and other memorial inscriptions such as community plaques, school “roll of honour” boards, original letters, documents and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases and investigate and understand why people pass on and sustain culture.

Settings

Context: Local communities set within a New Zealand context. Activities start with the local cemetery and allow students to explore memorials as primary resources within the early period of New Zealandʼs European settlement; that is from about the 1840s. Learning Areas:

Level Three and Four - English

Strand: Listening, Reading and Viewing

Learning activities encourage students to integrate sources of information, processes, and strategies and to develop conﬁdence to identify, form, and express ideas.

• Processes and strategies: Students can o recognise and understand the connections between oral written, and visual language; o Integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts. o Select and use a range of processing and comprehension strategies with growing understanding and confidence o Monitor, self evaluate, and describe progress with growing confidence,

• Purposes and audiences: Students develop a broader understanding of how texts are shaped for different purposes and audiences.

• Ideas: Students show a developing understanding of ideas within and across and beyond texts. o Students make meaning of increasingly more complex texts o Students make connections by starting to think about underlying ideas in and between texts.

• Language features: o Shows an increasing knowledge of how text conventions can be used appropriately.

• Structure: Students are introduced to and can demonstrate a developing understanding of text structures. o Identifies a range of text forms and recognises some of their characteristics and conventions. Strand: Speaking Writing and Presenting

Learning activities encourage students to integrate sources of information, processes, and strategies and to develop conﬁdence to identify, form, and express ideas.

• Processes and strategies: Students can o Uses a developing understanding of the connections between oral written, and visual language when creating texts. o Creates a range of texts by integrating sources of information with growing confidence. o Seeks feedback and makes changes to texts to improve clarity meaning and effect. o Is reflective about production of own texts and self evaluates own progress

• Purposes and audiences: Students show a developing understanding of how to shape texts for different purposes and audiences by careful choice of language content and form and by conveying personnel voice where appropriate.

• Ideas: Students select, form, and communicate ideas with increased clarity and drawing on a range of resources.

• Language features: o Uses oral, written and visual language features to create meaning and effect and to engage interest.

• Structure: Organises texts using a range of appropriate structures and sequences ideas and information with increasing confidence.

Teachers Notes:

Background to this unit

This unit is designed for teachers and their classes who are located close to a small historic cemetery and where close connections exist between the local community and the local cemetery.

The example provided here is Andersonʼs Bay suburb and its community in Dunedin. However any small community cemetery could be treated in a similar way with variations to suit the way the community was established.

The cemetery at Andersonʼs Bay is an important feature of the suburb today. Although the cemetery was to become Dunedinʼs main cemetery when the suburb of Andersonʼs Bay became part of the Dunedin City Corporation in 1916, it was for much of the first 60 years of its existence a small local cemetery where the local residents were buried. The cemetery was managed by a committee of local residents, and included some of those same first settlers that students will investigate in this unit.

In this unit the first settlers of Andersonʼs Bay have been defined as those whose who were members of the first immigrant ships to come to Otago between 1848 and 1851, who lived in and/or contributed to the development of the suburban area of Andersonʼs Bay, and who are buried in the Andersonʼs Bay Cemetery.

This unit is designed so that it can be used with an information literacy approach to teaching and student learning. No one particular approach is advocated over another. Rather you are encouraged to use the approach or model your school has developed. If your school is not using an information literacy approach to student inquiry then the following website provides some good background information

Information literacy models http://ictnz.com/infolitmodels.htm

Students will need access to as wide a variety of resources as you can muster. A list of specific resources for the children of Andersonʼs Bay School are included at the end of the unit. Students will also need Internet access, as well as access to local historical societies or community cemetery committees for additional detail about the first settlers to their districts. Learning activities

For use at any small community cemetery

1. Prior to students starting the unit.

Find as many first settlers for the locality as you need for groups of two or three students to work together. Work with your local historical society or cemetery committee for help to select these people. Remember many of the first people to the district moved on and may not be buried in the local cemetery. Make sure you check that your settlers have a gravestone and photograph each stone you intend to use for the student work cards. Record position of the headstone for the work cards and obtain a map showing the layout of the cemetery you are visiting.

Block 1 Plot 16

2. Cemetery visit.

Organise groups prior to your cemetery visit. Print out and cut out the student work cards and put in a box. (You can make a special coffin shaped box if you like.) Students need to take notepaper, and pens for recording inscription details and a digital camera.

Learning activities

For use at any small community cemetery

Students use the map to try and find the headstone they are looking for. Unless students get very confused leave them to work out how the maps works for themselves. When they have found their headstone each group records the details from the inscription. 3. After the class cemetery visit.

Activity 1:

Students in their groups begin to investigate the names of the people who feature on “their headstone.” Students need to find information in books and pamphlets about their local district, cemetery records, and to contact a local history group, genealogy group or information centre if they exist. If there is a local museum make contact with the archivist there. Place a time limit on students for this that suits your school or class timetables.

Activity 2:

Students develop 6 statements (facts) about their first settler family. Encourage students to keep their statements to quite simple ones but at the same time not to give too much away. Statements do not need to be complicated to be difficult for others to try and resolve who the settler family is.

Activity 3:

Materials needed: Chart paper and a posting box.

In the first week students post three statements that tell something about their settler families. They can post all three at once or one each day Monday, Wednesday Friday of the first week.

They repeat this for the second week.

For older students 9 questions and a three-week timeframe for answering questions might be worth considering.

Activity 4:

Students now work out who the settlers may be for the various groups. Each group can to ask one question of each group each week. The question must be able to be answered with a yes or no answer. Groups asking questions post their questions into post-boxes. They provide names so that the answering group know which box to return the answered questions. Learning activities

For use at any small community cemetery

Activity 5:

Students investigate the background and try and name each groupʼs ʻinvestigated settlerʼ. Groups need to keep their ideas secret if they think they have an early answer.

Make a time for a posting session. Each group has to say or submit in written format who they think each groups ʻfirst settlerʼ or ʻearly identityʼ may be.

Notes:

These activities tend to generate considerable interest from the wider community. Make use of this interest. There may be grandparents, great grandparents, and others who have some considerable local knowledge about the past. Invite them to come and talk to the children or encourage students to interview people about first settlers and other identities and build stories of peoplesʼ memories of the locality. Build students knowledge of oral histories and their value. For further information see “A guide to recording oral history” at http://www.nzhistory.net.nz/hands/a-guide-to-recording-oral-history. Record oral histories on video. 4. Production phase of the unit

There are a number of activities that could emerge from this study.

1. Create a booklet or brochure: Students may consider developing a trail about first settlers and ʻearly local identitiesʼ for visitors to the local cemetery. Students are encouraged develop a booklet or brochure that clearly shows the location of cemetery headstones (if there is a clear aerial view of your cemetery that shows plots and headstones, encourage students to locate a Google maps image for this) and provides brief details about the individual identities they have investigated. For ideas about how to establish a heritage trail visit New Zealand Heritage trails Foundation http://www.heritagetrails.org.nz/index.asp?pageID=2145822091

2. Put together information and photographs about your early identities and their headstones at your local cemetery and send it to us. We would like to share some of your findings with other classes.

3. A wider walking trail including cemetery headstones linked to various places such as street names, houses or buildings in the community that are related to the people investigated.

4. Develop a class or school exhibition (museum style) of stories, identities and stones and invite the local community to come and view. Students can act as exhibit interpreters.

5. Where students find some interesting local interest stories as in the case of the stories recorded by Henry Duckworth about Andersonʼs Bay in the early days, students could develop a stage production. These could be presented as a set of scenarios about early List of resources for this unit:

Resources for Andersonʼs Bay and the cemetery

1. Fact sheets:

A history of the Andersonʼs Bay Cemetery

Additional information about some early identities of Andersonʼs Bay who are not buried in the Andersonʼs Bay Cemetery but are buried elsewhere in Dunedin. This is not a complete list but does include information about James Anderson and his family who were the first settlers in the Bay Archibald MacDonald the first privately employed schoolteacher in the district. Henry Duckworth Wrote down his memories of growing up in Andersonʼs Bay in 1923 William Cutten a large landowner in the district, businessman and politician Henry Farley established the famous Vauxhall Gardens.

2. Student cards. These cards comprise a photograph of the tombstone along with the block and plot number that students are to find for their cemetery visit.

3. Teacher background notes for the student cards

4. Maps of the Andersonʼs Bay Cemetery

5. Additional puzzles and games relating to cemeteries that teachers can use as starter or extra activities for students working on this unit.

6. An additional Trail through the Andersonʼs Bay Cemetery that includes some interesting and well-known Dunedin and Otago characters. See the Andersonʼs Bay Cemetery Game (pdf 4Mb) This game involves matching memorials to memorabilia, events, Dunedin buildings, and more. The resource comes with student booklets and headstone cards or stickers. Students match the stickers to the information booklet as they find out more about some of the early characters buried in the local cemetery. Resources: Andersonʼs Bay

Books

Duckworth H. (1923). Andersonʼs Bay in the Early Days. Dunedin. Otago Heritage Books 1982. Also previously published by Coulls Somerville Wilkie 1923 from the type used in the Otago Daily Times and titled Early Otago: History of Andersonʼs Bay from 1844 to December 1921 and Tomahawk from 1857 to March 1923. Available for loan Dunedin Public Library

Hayward P. (2001) Further intriguing Dunedin Street Walks, Book 4. Dunedin. Express Office Services 300 Princess Street. pp 19 – 29. (Red Cover).

Tyrrell, A.R. (2000) Andersons bay including Musselburgh, Sunshine, Tainui, Bayfield, Waverley and Ocean Grove: A History with an emphasis on streets and buildings. Dunedin. Andersonʼs Bay Press. Available for loan - Dunedin Public Library.

Websites

City of Dunedin Cemeteries Database http://www.dunedin.govt.nz/lgovtdb/cemetery/registers_cemetery.dcc Dunedin City Council Cemetery records are available online. It is worth checking this site for additional information that may not be listed on the headstone. Use the search function and type in the surname and “Given” or “Christian name” of your first settler. Occupation and place of death are often given.

The National Library Papers Past website is an excellent primary source. Available at http://paperspast.natlib.govt.nz/cgi-bin/paperspast?a=q&e=------en--1----0-all Papers Past contains more than one million pages of digitised New Zealand newspapers and periodicals. The collection covers the years 1840 to 1915 and includes publications from all regions of New Zealand. Search by settler name within the Otago Witness for obituaries. These provide excellent biographical details.

Passenger arrivals at Port Chalmers, New Zealand, 1848-1851 http://www.ngaiopress.com/drhocken.htm In an appendix to his 1898 book, 'Contributions to the Early History of New Zealand (Otago)', Dr Thomas Morland Hocken published lists of passenger arrivals from vessels dispatched from Great Britain to the Settlement of Otago, between 1847 and 1850. These ships arrived at Port Chalmers between March 1848 and January 1851. These ships included John Wickliffe, Philip Laing, Victory, Blundell, Bernicia, Ajax*, Mary, Mariner (first voyage), Larkins, Cornwall, Kelso, Pekin, Mooltan, Berkshire, Lady Nugent, Poictiers, Mariner (second voyage), Eden, Phoebe Dunbar, and Titan. These lists have been recently updated and contain information about family members, and their ages on embarkation as well as what they were doing in later years.

Resources: Libraries and Museums

The Otago Settlers Museum Phone: 03 477 4000 31 Queens Gardens or P O Box 566 Fax: 03 474 2727 Dunedin. Email: [email protected]

The Settlers Museum has a range of photographic resources appropriate for this unit providing for a worthwhile class visit to the museum

1. The Smith portrait Gallery has a permanent photographic display of many of the first settlers who are included in the Andersonʼs Bay cemetery visit. These include:

Location in Gallery Family or individual Wall 1 Row B Number 20 John and Isabella Anderson Wall 1 Row E Number 07 Adam Begg Wall 1 Row E Number 03 Adam and Isabella (nee Somerville) Begg Wall 1 Row E Number 12 Robert and Mary Duckworth Wall 1 Row D Number 16 James Patrick Wall 1 Row E Number 15 James and Isabella Patrick Wall 1 Row D Number 17 Thomas and Elizabeth Robertson Wall 1 Row E Number 06 John and Janet Somerville Wall 1 Row D Number 08 Archibald MacDonald (This man is not included in the student inquiries as he is not buried in the Andersonʼs Bay Cemetery but was the districtʼs first school teacher - privately employed)

2. A number of additional photos are archived. There is a cost to obtaining these if students or the school want copies. Digital copies are available on CD for $25 for the first image and $15 for each additional image.

Viewing images is possible but for bringing in a class this would have to be arranged with the Archivist (Phone (03) 474 2741). There are a large number of photographs in the collection.

3. A downloadable guide (PDF) to other collections held by the Otago Settlers Museum is available from http://www.otago.settlers.museum/archives.asp and is worth having available.

Resources: Andersonʼs Bay

Libraries and Museums

Tel 64 3 479 8868 The Hocken Library Fax 64 3 479 5078 Cnr Anzac Avenue & Parry Street

Dunedin

The Hocken Library http://www.library.otago.ac.nz/hocken/index.html Email [email protected]

Dunedin Public Library

230 Moray Place

Dunedin, Otago 9016

(03) 474 3690

Online catalogue and book holds http://www.cityofdunedin.com/ipac20/ipac.jsp?profile=remote

The McNab Room holds microfilm copies of the daily newspapers including the Otago Witness, The Otago Daily Times and the Evening Star. Copies can be made from the newspapers on microfilm.

Also useful for this unit would be the collections of obituaries from local newspapers of local identities that are printed and bound in the McNab room.

Note: Isabella Anderson wrote a letter to her brother, James Allan, that is archived at the Hocken Library. A copy of this letter is also available for purchase from the First Church Heritage Centre in Moray Place.

Teaching Resources for First settlers Unit Anderson’s Bay Cemetery and community

The resources in this pack are for use in the Andersonʼs Bay Cemetery and relate to first settlers in the local community. Andersons Bay is a suburb of Dunedin.

Contents Fact sheet: A History of the Andersonʼs Bay Cemetery ………………………………………………..2 Fact Sheet: James Anderson First European Settler……………………………………………………3 Fact Sheet: Henry Duckworth has recorded much of the early history of the district ……………….4 Fact Sheet: Archibald MacDonald - The Bayʼs first schoolteacher…………………………………….5 Fact sheet: William Cutten – Big Landowner, businessman and politician…..……………………… 6 Fact Sheet: Henry Farley and The Vauxhall Gardens ………………………………………………… 7 Student cards ………………………………………………………………………………………………. 8 Teacher notes about Student cards …………………………………………………………………….. 17 Maps of the Andersonʼs Bay Cemetery ………………………………………………………………… 25

The Andersonʼs Bay Cemetery

Fact Sheet – A brief history of the Andersonʼs Bay Cemetery

The cemetery was first surveyed by Charles Kettle. The first recorded burial was on the 1st May 1867 though it is likely there were earlier unrecorded burials as Henry Duckworth (1923 p 31) mentions the burial of James Kelly aged 10 months on 21st November 1857. He was buried amongst the flax bushes with a post and rail grave being put around the grave to keep off stray cattle.

In 1862 three acres was fenced and the ground cleared and burial sections laid out ready for sale. In 1890 12 additional acres were secured alongside and then in 1894 the remainder of the block was applied for making 60 acres altogether.

The first Sexton was Mr Campbell. He was succeeded by Mr Daniel Weir. A management committee oversaw the cemetery. A plain hearse and set of harness were obtained for subscriptions of £1.00 each. Non-subscribers paid a small sum for the use of them and needed to supply their own horse and driver. (Duckworth 1923 p 31) In 1903 the managers called a public meeting with a proposal to hand over the cemetery to the Dunedin Corporation which had agreed to bring the electric train up to Samuels Store near the junction of Tomahawk and Highcliff Roads. The trams were never to come to the cemetery gates. Cemetery became almost the only operating cemetery from about the time of the First World War. A crematorium was built, with the first cremation occurring in 1927. All the plots in the burial section were sold by April 1978, although some sections were being sold for returned servicemen beyond that date. Ashes beams are still being created.

At the Andersonʼs Bay Cemetery – First Settlers

Fact Sheet – James Anderson first European Settler

Andersonʼs Bay was named after the first European settlers to arrive there. They were James

Anderson, his son John and Johnʼs wife Isabella. They arrived from Nelson on the 30th December 1844 having heard that a Scottish settlement was to be established in the area. The settlement plans for Otago were postponed however the trio built a ʻwhareʼ near the inlet close to Rossʼ corner – the junction of Somerville and Silverton Streets. They lived there for two years and were able to ʻlive well enoughʼ supplementing their flour supply with fish, pigs, and birds as well as trading with Otakou and Waikouaiti Maori. John Anderson joined Charles Kettleʼs party in 1846 to assist with the first survey of Dunedin. The Andersonʼs then left the inlet and settled in Pelichet Bay on the other side of the harbour. John and Isabella were to have their first son born there. He was the first European child born in Dunedin.

John Anderson died in 1848, and was buried in the York Pace Cemetery which had been reserved by Charles Kettle in his survey. In 1880 the graves at the cemetery were removed and the obelisk you see today was erected. James Andersonʼs name is one of those listed on the plaques.

At the Andersonʼs Bay Cemetery – First Settlers

Fact Sheet – Henry Duckworth recorded his early life in the bay

Henry Duckworth was born in Dunedin in 1853. With his family he was taken to live at Andersonʼs Bay in 1855. He married Grace Brown in 1880 and had a family of six sons and a daughter.

He earned a living as a commission agent. He was very interested in the history of Otago and Dunedin in particular writing his memories of Andersonʼs Bay in the early days. He was involved in school committee work, the Presbyterian Church, the Early Settlerʼs Association and in music.

He died at his home “Koromiko” 42 Oakland Street, on May 15th 1932. He was 79. He is buried in the Andersonʼs Bay Cemetery and was commemorated on this stone along with his parents.

At the Andersonʼs Bay Cemetery – First Settlers

Fact Sheet – Archibald MacDonald – “The Bayʼs” first school-teacher

The settlers in Andersonʼs Bay initially paid for the education required for their children when no immediate assistance was forthcoming from the education committee. Mr Archibald MacDonald had been a schoolmaster in Scotland. He came to Dunedin as a passenger on the Philip Laing. He started the primary school in Mr Duffʼs house located at Rossʼ Corner in 1851. He was the first private teacher in Andersonʼs Bay

In time a second school was kept in Mr Lawʼs House by Mr William Somerville.

The tombstone pictured here commemorates Mr Archibald MacDonald and his family and is located in Dunedinʼs Southern Cemetery in Block 2P Plot 44.

The photograph to the left is of Archibald MacDonald. Duckworth H (p.15). Original photo by McGregor & Co.

A photo of Archibald MacDonald can be found in the Early Settlers Museum, Smith Portrait Gallery, Wall 1 (the wall containing the entry door). It is located in Row D and is Number 8 from the left hand side. At the Andersonʼs Bay Cemetery – First Settlers

Fact Sheet – William Cutten: Landowner, businessman and politician

William Cutten was 26 when he arrived in Dunedin on the John Wickliffe. He had accompanied Captain William Cargill as a cabin passenger, becoming Cargillʼs son in law when he married Cargillʼs eldest daughter, Christina in 1850.

He was an early Dunedin businessman and entrepreneur. He first set up in Dunedin as an auctioneer. He was a talented writer. He was presented with the property and running of the Otago Witness newspaper in October 1851. He set up the printing press in his auction rooms on the foreshore. Then he and Julius Vogel launched the first daily paper in New Zealand, the Otago Daily Times, on 15 November 1861.

Also in 1861 he bought a property from James Adam that included a farm that extended almost to Lawyers Head and built a large house called Belmont on the area that was called Goat Hill (now called Sunshine).

He became involved in local and national politics and held several important offices in his political career. He was also a member of the University Council. Although a settler in the Andersonʼs Bay area he is buried in Dunedinʼs Northern Cemetery. His memorial can be found in Block 3 Plot 7. At the Andersonʼs Bay Cemetery – First Settlers

Fact Sheet – Henry Farley and the Vauxhall Gardens

Henry Farley was an early Dunedin developer and entrepreneur, who was responsible for several ventures that were famous in their time. In 1862 he leased 23 acres near Grants Braes from William Cutten and developed the Vauxhall Gardens. Lanes were cut through the bush and a jetty, baths and hotel were built. Summer houses were built where people could sit and have refreshments, sports grounds for Caledonian type games, a racing track, a band rotunda, merry go rounds, a monkey house, and other childrenʼs pet areas were provided. At night there were displays of fireworks. The first hot air balloon in Otago was sent up from there.

On opening day, thousands of people crossed the harbour to the gardens by the steamer Nugget. The gardens were lit by Chinese lanterns and lamps for night time dancing and other entertainments. Henry Duckworth (1923) records that ʻthe gardens seemed a sort of fairy land for us boys” (p.35)

Many tournaments, fundraising fetes and fancy dress balls were held there. The tilting tournaments were very popular. The Vauxhall Gardens soon ran into financial and other difficulties and were closed in 1870. Henry Farley left Dunedin and went to Sydney where he died in 1880.

Student cards

The following pages are the templates for the student cards. Print onto light card, cut out, and fold along each card along the dotted line. Put in a box and take to the cemetery. Student groups “dig” for a grave, which will be their ’first settler’ family to investigate. There are 18 families available for investigation. There are 12 families from the first ships and 6 families of later identities. Choose the number of cards you think your class can manage.

At the Andersonʼs Bay Cemetery – First settlers from first ships