In the fall of 1914 Nelson Hume began work towards founding a Catholic school for boys. From the beginning, he and the co-founders believed it important that their new school be led by lay Catholics, a radical idea at the time, and that the School’s graduates could enter any college or university, not just Catholic colleges. The Catholic faith was an integral part of the School culture, but the intent of its founders was to prepare Catholic boys for a pluralistic society. Becoming coeducational in the early 70’s changed the culture of the School but did not affect its original mission of being Catholic and independent.
Three Heads--Nelson Hume, Walter Sheehan, and Tom Sheehy--led the School for 25 years or more. Rod Clarke '46 has the distinction of being both a Canterbury graduate and a Canterbury Headmaster.
Canterbury has evolved tremendously with the changing of the times, however, the core and history of tradition on which Canterbury is based has not changed.
All the details of our history can be found in the below article.
The New England Boarding School
Two hundred and sixty-eight years passed from the founding of the first American preparatory school to Canterbury’s opening day, September 30, 1915. The roots of such schools began to mature and spread as a result of the Act of 1647 of the General Court of Massachusetts Bay Colony, which decreed that every town of 50 families must provide a schoolmaster and be responsible for his salary. Simultaneously, the General Court ruled that every town of 100 families should establish a “grammar” school. These rulings ensured a steady supply of ministers for Puritan pulpits, and they produced a pattern for later public school education throughout the United States as new territories and new States were admitted to the Union.
More than 27 of these “grammar” schools–modeled on the English style were called Latin schools, since Latin grammar was the basis of the curriculum–were begun in and around Boston to prepare boys for Harvard. A few were scattered throughout the rest of Massachusetts and into Connecticut after Puritan pastor Thomas Hooker’s migration from England to the Massachusetts Bay Colony and then to the Connecticut settlement of Hartford after the founding of Yale in 1701. Most were day schools and can barely be considered the forerunners or models of the later preparatory boarding schools. Public education, or more accurately, education paid for by the public, did not extend into the secondary field much before the 1870s.
In 1763, Lieutenant Governor Dummer of Massachusetts willed his farm and his fortune for the founding of a boarding academy at South Byfield. Samuel Phillips, a graduate of Governor Dummer’s school, started a similar one at Andover, MA, and three years later one at Exeter, NH. Both bore his name. The Methodists established Wesleyan Academy in Wilbraham, MA, in 1817. Nearly 100 years after Phillips started his schools, St. Pauls’ appeared in 1856, to be followed by St. Mark’s in 1865. The Hotchkiss School, The Taft School, and Lawrenceville Academy all date from the 1890s. Deerfield Academy, originally founded as Dickinson Academy in 1797, began its later expansion into one of the largest boarding schools in the country in 1922 under Frank Boyden. Fr. Sill, as legend has it, cooked the first meal for his dozen or so boys at Kentin 1906.
The Founding of Canterbury School
By 1914, several Catholic immigrants or their sons had acquired considerable wealth . Examples include Henry O. Havemeyer, nephew of the sugar baron; Allan Ryan, the son of Thomas Foutune Ryan, a tobacco, insurance, and transportation magnate; Clarence Mackey, son of John Mackay, who had a net worth of $30 million investing in mining stocks and operating silver mines on the Comstock Lode when he died in 1902; and James A. Farrell, president of U.S. Steel from 1911 to 1932 and founder of the Isthmian Steamship Company. These titans of business and others provided the necessary financial backing to make Havemeyer’s dream to start a school operated by Catholic laymen who, independent of a religious order, would prepare boys for the best colleges and universities in the country while training them in their faith. His dream was bold, unique, and controversial. If planned for properly and brought to successful fruition, it would be the first school of its kind in the country.
This accumulation of wealth centered in New York City. New York’s large Catholic population consisted of the two prominent immigrant peoples of the time: the Germans and the Irish. These Catholic men had the financial foresight and wherewithal to wield their power and influence. Against the background of this potent academic, social, and financial background, the seed to establish Canterbury was planted.
In 1913, Henry O. Havemeyer hired Alexander “Alec” Hume, brother of Nelson Hume, to tutor his son, Henry Jr. Based on written correspondence between Alec and Mr. Havemeyer, the two had a professional and cordial relationship. Havemeyer wanted his son, Henry Jr., to enter Yale University, but what could potentially be the lad’s lack of religious formation prior to entering college concerned his father. The elder Havemeyer could have elected to send Henry to Hotchkiss, Taft, or Exeter, or any of the many established schools that prided themselves in preparing boys for the elite colleges. What specifically concerned Havemeyer was what might happen to his son’s Catholic faith at any of these schools.
Havemeyer, pleased with Alec’s success at tutoring Henry Jr., asked Alec if he would spearhead planning all the details inherent in founding a college preparatory school operated and taught by Catholic laymen. Although Alec felt confident filling in young Henry’s academic gaps, when asked by Mr. Havemeyer to start such a school, Alec reportedly retorted, “I’m not your man, but I have a brother.” That honest, simple declarative sentence was certainly a major moment in what was to come.
Nelson Hume had been on the faculty at two Catholic schools, Loyola School in New York City (1903) and The Newman School in Hackensack, NJ (1906), where he served as Assistant Headmaster from 1912-1913. His tenure at The Newman School was short. Ambitious and confident that he had the requisite experience, he left Newman to start his first school, which opened on September 24, 1906. Initially, Nelson called it School for Boys. However, in September 1908, the title Hume School appeared on the catalog cover and in the announcements. The Hume School prospered to such a degree that administrators at Newman and Hume Schools proposed and carried out a merger. The plan called for Nelson to become headmaster, but a clash of personalities between him and Newman’s Headmaster prevented this, and Hume withdrew from the venture. That experience caused him to reevaluate his place in the world of education. From 1913-1915, Hume had a brief career as an interior decorator with W.P. Nelson Company of Chicago and then as an assistant to the President of the New York Life Insurance Company. Unfulfilled by these jobs, Nelson was in a position to, once again, answer a call to a life in education.
In a handwritten letter dated September 28, 1914, Alec Hume reports to Havemeyer that he, Hume, had floated the idea of the kind of school that Havemeyer had in mind during the summer of 1914 to members of influential Newport families whose boys, he believed, created a “demand for the opening of a Catholic school which would provide for their education in the best possible way.” He adds, “Around the nucleus of these boys, I am certain that a Catholic school, that would eventually take its place with such schools as Groton and St. Mark’s, could gradually be developed, if a group formed of certain Catholic men would agree to take an active role in supporting the efforts of an accomplished headmaster.”
Alec goes on to report to Havemeyer: I have been explaining these impressions of mine to my brother Nelson to urge him to look into this matter to satisfy himself that there is a demand for such a school and that such co-operation could be obtained. Naturally, I want him to talk to you about it and I would be pleased to have you appoint a time for him to see you either here at Mahwah or in your [NYC] office. He is not concerned at present with what amount of money it might be necessary or possible to raise, but he does want to test what sentiment there would be in favor of going into the matter at all, and he thinks that a talk with you and a direct expression of opinion from you upon what interest such a development would arouse among the right people would be very helpful and illuminating. I am myself very much interested in the idea, and I am eager to bring about an exchange of views on the matter between you and my brother, so I trust you will arrange for an interview soon.
Impressed with Nelson’s school experience, Havemeyer agreed to meet Nelson and arrange an introduction for Nelson to meet Clarence H. Mackay, President of the Postal Telegraph Company. According to David Hume ’45, Nelson’s son, “That introduction was the key to the formation of Canterbury School and, because of his role in it, Henry O. Havemeyer later claimed, with some justification, that he founded Canterbury.”
In addition to the letter of introduction he had written for Hume to meet with Mackay, Havemeyer stated in a letter to Mackay, “A proposition has been presented to me for the establishment of a first-class preparatory Catholic school for Catholic boys, on the lines of the well-known Groton, St. Paul [sic] and Andover, etc., where they can be brought up in their religion, at the same time meet men that they will associate with in after years. The establishment of such a school I feel is most imperative.”
David Hume penned in the memoir he wrote on the occasion of his father’s 100th year: “Mackay and Hume met at Mackay’s office at Postal Telegraph. Mackay asked of Hume, “What was it you wanted to see me about?” Hume responded, “Mr. Mackay, I want to start a Catholic school that no one will have to apologize for.” To which Mackay said, “That’s a wonderful idea. How much money do you want?” Mackay’s optimism and generosity “proved to be the perfect complement to Hume’s energy and idealism.”
After Henry Havemeyer and Nelson Hume met, Havemeyer found Hume to be the ideal person for starting “his” school. Mackay concurred and later assured Havemeyer of his interest, writing on March 13, 1915, “I had a most interesting interview with Mr. Hume yesterday at my office, and was very favorably impressed with his general ideas on education. Mr. Hume is an enthusiast on his subject and if energy counts for anything, I should judge that he would make the proposition a go.”
With Mackay’s blessing, Hume began work on locating a suitable property, securing additional financial backing, hiring a faculty and staff, and finding parents who supported Havemeyer’s vision and who were willing to send their sons to the School. He had to work on each of these matters simultaneously because time was of the essence if the School was to open in the fall of 1915. When Hume began to push forward with his plan, he and Havemeyer became engaged in a game of high-stakes “academic” chess throughout the winter of 1915, particularly concerning the financial plan for opening the new school.
Hume cautiously, and at times forcefully, navigated the precarious path that would result in his triumphant return to education, specifically as headmaster. In a February 17, 1915, letter to Havemeyer, Hume put the whole plan and his future prospects on the line, writing, “If these conditions cannot be done under present favorable conditions, I shall be forced to believe that it will be impossible to secure under other circumstances sufficient cooperation to make a good start. In that event it will be necessary for me to put aside for good all idea of ever engaging in this excellent and necessary work. However, if they really wish to see the thing accomplished, a few Catholic men now have it in their power to start a school that will be successful and creditable. It all depends on raising that initial $10,000.”
Although Havemeyer believed in Hume’s plan, he had no interest in funding the school alone and made that clear to Hume in a letter dated February 23, 1915. Although some of the early “money men” verbally supported Havemeyer’s starting a new school, they were skittish about pledging their financial support. This troubled Havemeyer and his concern became the catalyst for his argument against opening the school in 1915. He wrote to Hume, “This is the crux of the whole situation and until we can find five or more men to guarantee ten thousand dollars each, I do not see how we can proceed with the matter at present.”
Hume attempted to persuade Havemeyer that raising $10,000 in capital would be the best way to start a school. However, Hume’s financial plan was at odds with Havemeyer’s plan of postponing the start until ten investors pledged $100,000 in initial capital. Writes Hume, “This would be difficult to carry out and really not necessary to the success of the undertaking,” and he writes later that, “A present guarantee of $100,000 is really not necessary. The school should be able to operate for three years and complete its capacity of 50 boys on $10,000 capital.”
In searching for a campus for Havemeyer’s proposed boarding school, Hume desired a location that was close enough to New York City to attract wealthy Catholic boys to enroll, but sufficiently removed to ensure a rural setting, which he regarded as a major selling point to prospective families. He visited many of the existing prep schools, made congenial acquaintances among his prospective colleagues, and concerned himself with such practical details as railroad service, water supply, and available land. In addition, he drove many miles through the towns of Northwest Connecticut and had almost concluded that the town of Litchfield would be an ideal place, when he learned that the land and buildings of the recently closed Ingleside School for Girls were for sale. He approached New Milford from the north (Rt. 202), reached the crest of the dirt road, past the Elkington Farm, and looked west into the Housatonic Valley. His gaze took in 12 acres and three major buildings, the imposing Weantinaug Hall, the cozy, lodge-like Bungalow, and a small structure that housed servants. He knew immediately that he had found the right place. The site, which was for sale for $25,000, also contained a large playing field, shaded walks, and an elegant fringe of tall elm trees. Hume hadfound his Shangri-la.
The Ingleside School was started by Sarah Sanford (Mrs. William) Black in 1892 with money from the estate of her late husband, one of the founders of Black, Starr & Frost, the oldest jewelry firm in the United States. Founded in 1910 and still in business today, Black, Starr & Frost was the first commercial entity on New York City’s Fifth Avenue. The firm pioneered the use of plate glass windows and introduced the concept of “window shopping” to attract luxury loving passersby. They also introduced the first class ring and the first safe deposit box system.
Mrs. Black located her school on Elm Street, in the building that now houses the offices and CCD classrooms for St. Francis Xavier parish. When it opened in 1892, Ingleside School for Girls prospered. Encouraged by its success and eager to build upon her financial good fortune, Mrs. Black opened a boys’ side to Ingleside in 1901 with the financial assistance of her sister Caroline. For that purpose, she erected Weantinaug Hall on the top of Aspetuck Avenue, naming the Hall after the local tribe of Indians. When Weantinaug Hall came under control of Canterbury, it became known as Main House and contained classrooms, student rooms, the dining room, and offices. The large half-timbered structure occupied the site of what is now the parking lot in front of Sheehan House. She also had built the Bungalow, a residence for her students. To add to her hilltop campus, Mrs. Black purchased a small building from the defunct Adelphic Institute, a boys’ school that had closed in 1880, and ordered the building moved from its original site on Chicken Hill (off Rt. 67 in New Milford) to its present position to the north of Sheehan House. That building, greatly renovated and expanded, is now the Chaplain’s residence and the oldest building on Canterbury’s campus. Mrs. Black first used it as a residence for the servants of Weantinaug Hall. Later, it served as her school’s gymnasium and Canterbury’s first chapel. Mrs. Black abandoned the boys’ school venture in 1904, and the Girls’ School took over the buildings.
In Rod Clarke’s oral history of the founding of Canterbury, he claimed that Mrs. Black “like dumb Dora in David Copperfield, did not have a head for figures.” Her lack of business acumen eventually led to the closing of her school, and when she died in 1910, Ingleside School essentially died with her. Her niece, Jennie Daniels Pell, tried to keep the girls’ school alive, but she was unable to keep the venture successful, and the school closedin 1914.
Having found such a suitable property, Hume must have started to see the fruits of his labors coalescing. He proposed to the Trustees that a corporation be organized with authorized capital of $100,000 to operate Canterbury. He told them that no more than $24,000 would be needed at the outset: $18,000 for the down payment on the purchase price of the land and buildings, and $6,000 for start-up expenses. He was confident that tuition fees would cover the remainder of the expenses for the first years and yield a modest profit. He believed this could be accomplished with an enrollment as small as 30 boys, but he also believed that the initial enrollment would be not less than 40. (Only 18 enrolled in the first year.) Even at the time he was presenting this prospectus for the opening of school, Hume foresaw its expansion to an enrollment of 150 and recommended the acquisition of Ingleside’s entire physical plant.
Not wanting to put their financial resources at risk, the founders balked at Hume’s approach. They supported a lease arrangement. While Hume was perhaps disappointed in the Trustees’ position, he was confident he could secure favorable terms for a lease. He successfully negotiated great terms: $1,500 per year with an option for purchase at the original price later. Hume presented this modified plan to Mackay at a meeting in Mackay’s New York office on St. Patrick’s Day, 1915. The meeting was a success. At a second meeting with Hume on April 18, 1915, Mackay agreed to contribute as much of the initial $10,000 as would be necessary to open the school in the fall. With Mackay’s support assured, Hume moved rapidly to bring Canterbury’s organization to fruition.
By April 1915, the financial foundation for the School was in place, and Canterbury School, Inc. was formed under the laws of Delaware, with an authorized capital stock of $50,000, divided into 500 shares of common stock of the par value of $100 each. The first stockholders consisted of Henry O. Havemeyer (15 shares; Henry Jr. also purchased 15 shares), Allan A. Ryan (35 shares), John D. Ryan (50 shares), James A. Farrell (50 shares), Clarence Mackay (60 shares), James H. Ward (25 shares), Nelson Hume (6 shares), Condé B. Pallen (3 shares), and Cabot Ward (3 shares).
The incorporation documents also state that the first Directors of the Corporation were James A. Farrell, Henry O. Havemeyer, Nelson Hume, John T. King, Clarence H. Mackay, Condé B. Pallen, Allan A. Ryan, and Cabot Ward. The Officers of the Corporation were: Henry O. Havemeyer (President), Clarence H. Mackay and James A. Farrell (Vice Presidents), and Nelson Hume (Treasurer and Secretary). At its start, Canterbury was to be a for-profit school. That would soon change.
On June 19, 1915, Hume returned to New Milford to take formal possession of the grounds and buildings the corporation had leased there. Hume received the keys to the buildings from Mr. William Black Pell.
Hume suggested to Havemeyer that an announcement regarding the opening of the School be made no later than May 1, 1915. Havemeyer countered Hume’s suggestion by stating in a letter dated April 20, 1915, that he wished to postpone the opening for a year, because he was not convinced that Mackay had firmly committed his financial support and that he was unsure that he would send his son, Henry, to the School because he and Mrs. Havemeyer agreed that young Henry was not capable of looking after himself. Hume’s counter-attack to Havemeyer’s proposed delay in opening the school was based on two reasons: “That a great number of people make their arrangements for their boys’ schooling during May and that agreements with teachers are usually made at that time also, and there are two or three men I want to secure for our faculty before they have bound themselves elsewhere.”
Hume must have assuaged Havemeyer’s concerns, because Havemeyer rented Hume a New York office (18 East 41st Street), complete with a clerk, filing cabinet, typewriter (a second-hand Victor Typewriting Machine), a mahogany typewriting desk and chair, and letterhead. From this location Hume conducted school business until the New Milford campus was available.
One of Hume’s early tasks was to propose a name for the school. He named Canterbury after the cathedral school at Canterbury, England. Founded in the 6th century by St. Augustine, it became King’s School, Canterbury in the 16th century, and is among the oldest schools in the world. Dr. Hume adopted St. Augustine and subsequent Archbishops of Canterbury–St. Anselm, St. Dunstan, and St. Edmund–as the School’s saints. In choosing Canterbury as a name for the School, Dr. Hume set intellectual and religious training as its central concerns following the model of the cathedral school in England. Regarding naming the school Canterbury, Hume stated in a letter (April 18, 1915) to Havemeyer, “Mr. Mackay wrote me a few days ago that he considered Canterbury an admirable name for the school, and as you have sent me word that you thought the name would do, I told the lawyer to incorporate under that name.”
With the lease of an excellent property for the start of Canterbury, Hume proceeded immediately to publish a catalog of information to be used to recruit pupils for the School. He also created a formal invitation announcing its opening. The announcement, made from an engraved plate created by Tiffany & Co., reflected Hume’s insistence that everything related to Canterbury be first rate. To reassure Catholic families that the School had the support of a major Catholic figure, Hume included a line in the announcement that stated that Canterbury would exist “under the patronage of His Eminence John Cardinal Farley, Archbishop of New York.” For undisclosed reasons, Cardinal Farley had not given Hume permission to use his name on the announcement. Embarrassed by his oversight, Hume wrote Farley, informing him that his name had been included in a number of newspapers and magazine, and that it was too late to stop their publication. Hume reassured the Cardinal that if he so requested, Hume could stop Tiffany from printing announcements based on their engraved plate. Wrote Hume to Farley, “I very much regret the matter had gone so far before I learned of your Eminence’s wishes [not to have his name included in the announcement].” Hume, Canterbury’s chief marketer, was well aware that the Cardinal’s name on the announcement would be of “immeasurable value to us as a means of establishing before the public the Catholic character of the school, the fact that it enjoys ecclesiastical approbation, and most of all that the work meets with your Eminence’s personal commendation.” That stated, Hume anxiously awaited the Cardinal’s response.
In a letter to Havemeyer dated June 24, 1915, Hume reported that, “I saw his Emminence [sic] Cardinal Farley this morning. He told me that upon thinking the matter over at greater length, and in view of the fact that his name had already been published as Patron of the School, he had decided to let us continue to use his name in that matter. I have therefore given orders to Tiffany to go ahead with our announcements as originally planned.” With that delicate matter resolved, Hume moved quickly to continue to attract boys to the School.
Not only was Hume to serve as Canterbury’s headmaster, but he was also, out of necessity, to serve as its first Director of Admission and all matter of additional roles typically associated with the running of a prep school. He took to the road, travelling by car and rail to convince parents to send their son(s) to the School. In addition to drumming up business in the tri-state area, he met with families in St. Paul, Milwaukee, Chicago, and St. Louis, to name a few. Hume reported to Havemeyer in a letter dated March 7, 1915, that a Mr. Purcell of Chicago urged Hume that students from outside the New York area should be included among Canterbury’s first pupils. Purcell reasoned that unless the West, for example, was well represented the School might be dominated by Eastern influences and thus made somewhat uncomfortable or unattractive to people from other parts to the country.
With capital secured, Hume continued looking for prospective students and hiring a faculty. Concerned with the possibility that the first students in a new school were usually boys who were not doing well at other places, Hume made it clear in the first school bulletin that Canterbury would not tolerate poor scholastic work or a failure on the part of any student to live up to the high standards he intended to set for the School. The first boy to officially enroll at Canterbury was Cyril Clemens, Mark Twain’s distant cousin. Next to enroll was Henry Havemeyer’s son, Henry. The remainder of the “charter” students included John Crimmins, James Farrell, Jr., Joseph Graham, Cyril Hume (Nelson’s youngest brother), Joseph Kelley, Peter Maloney, Nicholas Nelson, Richard and Swithin Nichols, Thomas Pallen, Allan and Theodore Ryan, George Saportas, and Charles Ward. Two more boys, Edward Carmody and Lambert Borden, joined the ranks in October, and, at mid-term, two additional boys, Charles Martin and Grosvenor Fessenden, enrolled. However, the 18 enrolled in the fall of 1915 are generally considered Canterbury’s charter students.
On June 16, 1915, the Executive Committee of Canterbury School met in the office of Clarence H. Mackay to review the qualifications of the masters who Hume desired to hire. The proposed faculty for the first year included Alexander Hume (teacher of the lower form boys, business manager, and confidential assistant to the Headmaster), Maximillian von der Porten, Ph.D. (teacher of French and German), Patrick J. Downing, Ph.D. (teacher of Latin, Greek, and History), James J. McCarthy (Latin), and Frank J. Rooney, M.A. (teacher of mathematics and science). The Committee approved them all.
All the moving parts, the Canterbury idea, sufficient funds, an ideal property, a faculty and staff, and enrolled boys, had finally come into place. A memo dated June 7, 1915, states that the School would open on September 23, 1915. For reasons unknown, Canterbury opened exactly one week later, September 30, 1915. The same memo also states that there would be seven “classes” (Forms), three years of grammar school (Pre-Form, First Form, and Second Form) and four years of high school (Forms III-VI), “from which its scholars would enter college.” According to School documents, the Trustees set tuition at $800 for lower form boys and $1,000 for upper form boys.
Ever attentive to details and by now willing to make some decisions independently of Havemeyer, Hume selected navy blue and Columbia blue to be Canterbury’s school colors, although Havemeyer’s preference was navy blue and white. Hume found his combination to be pleasing to his own eyes, and his choice was abetted by the fact that these colors were also those of the Blessed Virgin Mary.
With the matter of school colors determined, Hume then went about the business of selecting a School motto. Because he believed that his prayers to St. Jude had had some efficacy in the establishment of Canterbury, he found, in the Introduction to the Epistle of Jude, the Apostle, these words: “Beloved, when I gave all diligence to write unto you of the common salvation, it was needful for me to write unto you, and exhort you that ye should earnestly contend for the faith which was once delivered to the saints.” Thus, Supercertari semel traditae sanctis fidei–to fight valiantly for the faith once delivered to the saints–became the expression of Canterbury’s mission.
While from Hume’s point of view, Canterbury was sensationally successful during the first two years, the more cautious members of the Board of Trustees, such as Havemeyer, still held off from proceeding much further while the project was operating on a tight budget. The essential buildings of the School were still held under a lease, and there was a desperate need for increased working capital. Although the Board as a whole hesitated, one member, James A. Farrell, then one of the younger luminaries of United States Steel, who later became president of the corporation, was quietly making plans on his own to acquire land adjoining that was covered by the School’s lease. His confidence and vision were instrumental in ensuring the future success of the School. Furthermore, he proposed establishing a Foundation Fund for Canterbury School on December 17, 1917, to encourage more generous gifts that could be classified as charitable contributions. The response to the creation of the charitable foundation was immediate and substantial. By January 19, 1918, the School had accumulated $43,200 through gifts to the Foundation, which enabled it on that date to purchase the buildings and immediately surrounding acres of the Black estate.
Farrell, by now a prime mover on the Board of Trustees, clearly saw how the School could expand its original footprint and had the money to achieve that end; he strongly urged the Directors to transform the school corporation from a for-profit corporation to a non-profit corporation under the laws of Connecticut. He believed that such a reorganization of the School’s corporate setup would not only ensure the charitable character of all future contributions to the School but would also alleviate Hume’s concern about his own future. This is because the reorganization would allow Hume to be paid a fixed salary as headmaster without regard to the profit derived from school operations. Even in 1918, most of the Trustees balked at the launching of the complete corporation transformation urged by Farrell. Finally, however, his views prevailed.
Within two years of its conception, Canterbury was a going concern. It had a beautiful location, a serviceable plant, some working capital, an energetic headmaster, an excellent faculty, 18 students, and a bright future.
Not only was Nelson Hume headmaster, he was also teacher, coach, advisor, and theater director, and spiritual role model to the boys of Canterbury. For thirty-three years, Dr. Hume steered Canterbury and its boys to their greatest potential.