The lights dimmed; mothers had already found their seats after coming from the classrooms where they had put makeup on little children’s faces and checked their costumes to make sure angel wings and halos were secure and costumes were on right side round.  I was at the piano, music and script lined out. The gym was full to the brim, every seat taken, with folks lining the sides and back walls, for the whole town had turned out.  Early birds got the seats!  Christmas wasn’t Christmas in the Fraser Valley unless it included the program at Fraser School (now the Town Hall).   I began the overture and chatter stopped.   I had played for this event for ages, starting in 1958.  High school students were gone by then, moved to the new Union High School in Granby, but 7th and 8th graders were still there.  And in 1958, the first kindergartens in the district were established.   It was a time of excitement and anticipation, of fun, and of panic? Well, no, not panic, for the teachers were beautifully organized. 

The program was chosen during October. Each teacher had a specific job. For instance, Martha Vernon, the art teacher, did sets.  Helen Hurtgen was responsible for dialog.  Edith Hill did costumes.  Nancy Bowlby was in charge of the music.  Others coordinated the whole.  And I played the piano, with Nancy sometimes accompanying me on her violin.  

Mothers were asked to contribute sheets and any fabric they could spare.  Patterns and material for costumes went home to be sewn into various sizes and shapes -- angels, gingerbread men, knights or royalty.  In the gym, we stitched on finishing touches, bright patches to decorate jester outfits, townspeople, and such, while watching various groups practice. Bits of tinsel became crowns, tinfoil turned into wands, cheesecloth into wings.  Lace scraps and sequins added color and “class.”   The budget was extremely minimal at first, but over the years, more money was directed to Christmas programs.  Instead of old sheets, we could buy cotton fabrics, velveteens, sometimes satin.  One year I even stopped by a furrier’s in Denver and begged some fur scraps.  Were we uptown then!  We had fur trim around the necks, cuffs, and hems of the costumes for the prince, queen, and king.  

The day before the play, PTA mothers gathered in the gym to fill brown paper sacks with an apple, orange, nuts, and candies, provided by R. L. Cogdell from his grocery store.  

Every single child in school took part in the play, as a class, except for those with speaking parts, of course.  Fraser grew and grew, then as now. Soon the 7th and 8th grades moved to Granby.  Then the 6th graders went, but the 4th and 5th graders handled the leads neatly.  Our stories were usually simple Christmas tales, but sometimes we tackled ambitious efforts such as the Nutcracker Suite or a version of Gilbert and Sullivan.   The only children not included were the Jehovah Witness youngsters.  They couldn’t be in the play and they couldn’t come watch it either.  We all felt very sorry for them, because everyone had such a wonderful time.  Their teachers tried to give them special projects to entertain and interest them while they sat off in a corner or in their classrooms.   The plays always went well.  Tiny kindergartners came out onto the stage, to stand behind the colored lights.  They knew their song perfectly in practices, but I have to admit that a number of them usually stood silent, stunned by that mass of faces looking up at them.  No matter.  They were darling. “Hi, Mom,” some were sure to call. “Mom” beamed.  

There might be a glitch or two every year. For instance, little Diane was chosen to do the Arabian dance in Nutcracker Suite.  Her parents were dark, as she was, and she was slender as a dancer. Trouble was, she didn’t have an ounce of grace in her body at that stage of her life.  I thought Nancy Bowlby was going to have grey hair before she got that child moving properly.  But the night of the program, Diane looked like Anitra herself, doing her exotic dance.   One year the king jumped his cue and entered on stage.  His first words were, “Did I miss anything?”  The prince muttered, in an aside, “Yes, three pages!”  But the cast went on as if nothing had happened, while down at the piano I sat, flipping pages rapidly, trying to figure out where the dialog was now.  

Another year, our son James was to take part in a minuet.  “Uck!  I have to touch a girl?”  By the greatest good fortune, he broke his leg and got to be a guard at the palace door, standing at attention on crutches, while another boy took his place.  (I think he did that on purpose.)   Songs and parts were adapted to the talents of the students.  We had five boys once, who couldn’t talk, dance, sing -- anything.  So they wore monks’ costumes and filed on stage, supposedly singing a Christmas carol, but supported strongly by the cast present.   Another time, Twyla’s parents couldn’t come, so Miss Vernon took her home to get ready. Now, Twyla usually looked like a dirty ragamuffin, but after a bath and hair wash, she truly looked like the angel she portrayed.   For the finale, the entire school came on stage to sing a last carol, with the audience joining in.  Then Santa showed up to distribute the goodie sacks, and the great night was over.  Coming out into the quiet night was a wonderful feeling.  Sometimes we moved through drifts of new falling snow; sometimes the sky was filled with icy stars.  Gay lights showed in windows throughout town. 

We never talked much on the way home, as we thought of the play, the success of everyone¹s efforts, and how happy the children had made their parents and families.   My last program was the first year after the new school was built.  It was fun still, but the school population had grown enough that it was impossible for whole classes to participate as one. Things weren’t the same as they were in the little old school.

By Amy Ackman Project Archaeologist - 2018

I work in Cultural Resource Management (CRM), which means I document any man-made occurrence that is 50 years or older. I’ve recorded anything from prehistoric stone tools to 1940’s cans and glass. As a CRM archaeologist, I’m a data collector. Our job is to protect the archaeological record by gathering data and determining the significance of it.  In 2011, I worked on a project near Jensen, Utah, just across the border from Colorado. During this project, I came across an unmarked grave. There was a headstone, but no name. I eventually found from historical documentation that the grave was that of a man named William Redman.

Redman was the undersheriff who took part in the Grand County Shooting of 1883 that involved three county commissioners, a county clerk, and the sheriff. Three men died during the shootout, two men died of their injuries after the fact, and the sheriff committed suicide out of guilt. Two weeks after the incident, Redman was the only living participant. He was on the run from the law and actively hunted by the Rocky Mountain Detective Association. A full month after the shootout, Redman was found dead in Utah at the side of a road with a bullet in his head.   

I knew Redman was part of the Grand County Shooting and poured over any sources I could get my hands on; books, websites, newspaper articles; any tidbits of information that might answer questions. Like a detective, I wanted to understand how Bill Redman was involved in the gunfight and how he ended up in Utah.  I found the story and a picture of William Redman and I was ecstatic that a site I had recorded was associated with such a tale.

William Redman was ruggedly handsome with high cheek bones and pronounced jaw; the clothes and countenance of a miner. The more I learned about him, the more questions I had. How old was he when the photo was taken? At a time when it was such a privilege to have a photo taken, why is there a photo of him and not other prominent men in the county? I wondered about his motivations. Was he the ruffian newspaper articles touted him to be?  Archaeology is about understanding the past. Most of the time we are forced to interpret the past with only a few pieces of material that are left behind. The more material and data we have, the more we can understand.

In the case of William Redman, there are questions surrounding his death that give rise to the possibility that the man in the grave is not Redman at all. If the opportunity arises to excavate the grave, his photograph will assist in his identification.  Archaeology not only studies the past but works to preserve the past for the future. Now, I hope that a family member of yours is never being researched by an archaeologist for being a ruffian and a murderer. But, like an archaeologist, I would encourage you to preserve as much as possible for those in the future who would care to learn about the past.

Before the invention of seeding machines, a farmer or rancher would walk across his field in a straight line carrying a bucket or sack of seed with one hand. With his other hand he would fling fistfuls of fertile grain in a wide arc in front of his path. On reaching the end of the field, he would refill his bag, move over a few yards and repeat the process on the way back. After hours of walking and the casting of numerous sacks of seed, one handful at a time, the field would be planted.

I guess I was about 13 or maybe 14 when my father decided to plant timothy and clover on the east half of the meadow on the mesa. The area to be planted was probably forty acres or more that the ranch had leased to a Hindu man to grow lettuce and other truck crops. For several years we had gotten free lettuce for our table and our milk cows had loved the turnips from his harvest that were either too big or too small to be sold. I guess the profits from his work weren’t very good and the risk of growing lettuce in the rainy valley was too high. The Hindu had abandoned his lease and we would now put the water and the land to our own good use. Since we had no seeding equipment, we would broadcast the seed by hand. It would take hundreds of pounds of it to do the forty acres.

I was eager to help. Dad looked skeptical but finally agreed to let me try. After a bit of instruction he sent me off across the field. “Remember,” he had said. “You have to spread it even and don’t miss any spots.” I soon developed some regrets about volunteering. Not only did we have to plant the field once, but we had to plant it a second time as well. It seems that a planting of timothy and clover grows only a few inches high the first year and doesn’t produce a harvest. In order to avoid losing an entire season, it was customary to plant a second crop on top of it. In our case, Dad had chosen oats for the second planting. This choice would produce lots of feed right away even though the growing season in the Fraser Valley was too short to yield any grain. We planted the hay crop on one day and the oats the next.

I was exhausted by the time we had finished. In fact, if memory serves me right, Dad did the last five or ten acres by himself. When fall came, we had oats four feet high. They were cut, stacked like hay and fed out the following winter. The year after, there was beautiful timothy and clover that has continued to produce a fine crop for more than 60 years. When I visit friends on Ranch Creek every August, I drive by our field both coming and going.

Each time I see it, I remember my work and experience a sense of joy and accomplishment. All the things I produced over a professional career of nearly 40 years are now obsolete but the timothy and clover seeds planted so long ago are still growing. They will continue to do so until the Hurd Creek Ranch sells its water right and the field dries up. In our modern world, a 40-acre field of timothy and clover isn’t much. But how often, today, does a teen-ager have the opportunity to do work that will serve for a lifetime?

The above material is copyrighted by the author, Robert K. Peterson. Reproduction is any form is limited to the personal use of the view and/or to educational purposes. Neither the sale of nor any other commercial use of the text or illustrations is authorized.

There is a great deal of evidence of primitive cultures in what is now Grand County, but all seems to have been transient until the modern tribes arrived, probably around 1450. The Arapaho Tribe claimed the northern part of this region and were in frequent territorial dispute with the Ute Tribe, who were dominate in the Colorado Rockies. The Utes did not have “chiefs” in the sense of the organized Plains Indians.

There were five different tribal groupings in Colorado, and those in the Grand County area were known as the “White River Utes”. The Uncompahgre Utes lived in the southern area of the state, near the San Juan Mountains. Their spokesman to the white man was Ouray, and because of his knowledge of Spanish and some English, the federal negotiators designated him “Chief of All Utes”. Thus it was he, who in 1868 agreed that most of the land west of the 107th degree longitude (about one third of Colorado) would be a Ute Reservation “for all time”.

Ouray probably never knew the Utes of the northern region and they were never notified officially of this treaty. Suddenly, their favored hunting grounds of Middle Park, the healing waters of Hot Sulphur Springs, and much of the Front Range and Gore Range were opened to white settlement. Naturally there were tensions between the Utes and the white settlers and there are several well documented accounts of disputes in the area, including the killing of Tabernash, retaliatory strikes by the Utes, and the supposedly intentional burning of Middle Park by Colorow. Finally, there was an uprising in 1879, known as the Thornburg and White River Massacres, and the result was that the Utes were evacuated from almost all of their former reservation and driven to the Utah area in 1882.

Though much of the culture, knowledge and influence of the original Indian people has been lost to time, Ute and Arapaho names still grace many landmarks in Grand County.