Barbara Lyda Lackey

Partial Transcript: Barbara Lyda Lacky is a resident at Beehive Cottages in Edneyville and lives on the original land settled by Jacob the Pioneer in the 1700s.

She is the eighth generation living on the land, with her great-grandchildren being the eleventh generation.

The Beehive Inn, a three-story building, has a significant history and was originally built by Barbara's grandfather, Andrew Lyda.

The inn started when schoolteachers from Saint Paul’s Episcopal Church asked Barbara's grandfather if they could board with him and teach at the schoolhouse.

Barbara's granddaddy added ten rooms to his house for the teachers, and her grandmother handled the cooking and cleaning.

Granddaddy also owned a hundred hives of honeybees.

The inn was initially called "Bee Palace Inn" and was later changed to "Beehive."

Initially, it was only the Saint Paul School teachers who stayed at the inn, but later, people from various places, including Texas, Alabama, Georgia, Charleston, and Florida, stayed there during the summer due to mosquito-related illnesses.

Barbara grew up at the Beehive and helped her grandparents, listening to stories from her grandfather about the history of the place.

Despite not writing everything down, Barbara recounts that it is commonly known among the Laida family that five brothers sailed from Holland to settle in the United States.

Segment Synopsis: History and Lineage of Beehive Cottages in Edneyville

Keywords: Andrew and Sylvania Lyda; Beehive Inn; St Paul 's Church; grandparents

Subjects: Barbara Lacky is an eighth-generation resident of Edneyville, living on land settled by Jacob the Pioneer in the 1700s. Her great-grandparents Andrew and Sylvania Laida built a three-story beehive cottage called the Beehive Inn, which initially housed school teachers from Saint Paul's Church and later became a summer retreat for travelers seeking refuge from mosquitoes and diseases such as malaria and polio. The Lacky family has a history of light-hearted storytelling and a strong connection to the land's origins, tracing their roots back to the Palatine region in Germanic lands.

Partial Transcript: The Lyda family originated from the Palatine, an area in Germanic lands that experienced religious conflicts between Catholics and Protestants.

The Palatine was located north along the Rhine River, and the Laida family was referred to as "Black Dutch," although it didn't imply their ethnicity.

The Galinas were a group of people with their own language who lived in the northern region.

Queen Ann of England offered passage to America for anyone willing to settle in the Carolinas.

The Galinas agreed to come to America due to the harsh living conditions in the Palatine.

They received land grants from Queen Ann and settled in the Carolinas, including Edneyville.

Jacob Lyda, also known as Jacob, the pioneer, settled in Edneyville in the early seventeen hundreds.

Jacob Lyda is buried in Saint Paul Cemetery.

Segment Synopsis: Settlement of Galinas in the Carolinas and Jacob Lyda’s Role

Keywords: Catholics; Galinas; Germany; Protestants; Rhine River; Saint Paul Cemetery; Palatine

Subjects: A group of people called Galinas lived in the north with their own language, facing harsh weather and difficulty growing food. They agreed to move to America and settle in the Carolinas, where they received land grants from Queen Ann of England. They primarily grew potatoes and engaged in horse trading as they migrated. Jacob Latta, a pioneer, settled in North Carolina in the early 1700s.

Partial Transcript: The founding families of Edneyville include the Lyda family and Jacob Lyda, who settled there due to a land grant.

Jacob Lyda had a cabin, a spring house, and a larger house on his property in Edneyville. There was also a waterfall nearby called "Beaded Lace Falls."

Stories suggest that Jacob Lyda may have worn a red coat and was possibly buried in it. It is uncertain if he was a Tory or not.

Jacob Lyda was primarily a farmer known for his apple orchards and beautiful garden. His fields were lined with stones, similar to methods used in Ireland.

The cultivation of apples has remained a significant part of Edneyville's agricultural industry, with many orchards still present today.

Growing up at the Beehive Inn in Edneyville involved hard work, including helping in the dining room, where three meals were served daily.

Segment Synopsis: The History and Lifestyle of Edneyville

Keywords: Edneyville; Ireland; apple orchards; “beaded lace falls”

Subjects: Jacob Light settled in Edneyville, possibly in 1760, and was attracted to the area by its beauty. He was a farmer who grew apples and lived in a small cabin with a spring house nearby. The landscape was reminiscent of Ireland, with fields lined with stones. The Beehive Inn was a popular destination where guests would hike to see the beautiful waterfalls. Growing up at the inn involved working hard, including serving meals in the dining room.

Partial Transcript: The community was very busy and had separate meal settings and times.

There were always teenagers and children growing up in the community.

Square dances were a regular occurrence in the community.

The speaker and their friends would make arrangements to attend square dances despite their other responsibilities.

Various locations in the community held square dances on different nights of the week.

Some of the people who attended the square dances are still good friends today.

The speaker's brother married his childhood sweetheart from the community.

Church life played a significant role in the community.

There was no telephone or television, so attending church was an important part of life.

A missionary named Aileen Crochy had a wooden station wagon and arranged trips for the children to different churches.

The children participated in the services at various Episcopal churches.

Bible school was a popular activity during the summer months.

The community had hayrides and picnics in addition to Bible baseball and swimming in the creek.

The church was involved in community building, with members helping to build the Saint Paul Episcopal Church.

The church continues to play a significant role in the speaker's life and the community today.

Segment Synopsis: Role of the Church in the Community

Keywords: Aileen Crotchy; church life; square dance

Subjects: Growing up in a busy place with frequent square dances and church activities, the individual fondly remembers their childhood and the active community life. Churches played a significant role in the community through social services, events like Bible school, and maintaining long-lasting friendships that continue to this day.

Partial Transcript: The schools were run by churches and focused on providing education and assistance to those in need.

Crunchy, a missionary and registered nurse, vaccinated children and provided food and help to families in need.

Crunchy helped a family with seven children when the wife was in the hospital having another baby. Unfortunately, three of their kids died in a car accident.

Many Charlestonians came to the schools. There was a ten-room house called the Charleston House that accommodated them during the summer.

An Ivy League football team would also stay at the Charleston House during the summer for their practices.

The Burbage family from Charleston would often stay at the Charleston House as well.

The Charleston House and the area near the hospital had a lot of activity, with sirens frequently going off.

The family that stayed at the Charleston House did sheetrock work and construction.

There were other inns in the area, including the Flat Hotel and Aunt Sally Flack's Hotel.

Segment Synopsis: The Schools and Charleston House

Keywords: Aunt Sally Flack; Burbage family; Flack Hotel; Charleston House

Subjects: The text discusses the role of churches in helping people with education, food, and healthcare. Crunchy, a missionary and registered nurse, provided vaccinations and support to families in need while the Charleston House hosted large groups of visitors and an Ivy League football team. The community also had several hotels, including the flack hotel run by Aunt Sally Flack, which provided temporary accommodations for travelers and visitors.

Partial Transcript: The Freeman girls and Aunt Sally worked in the dining room at Beehive.

Chickasaw Inn was a house that burned down, and the Livingston family moved to Beehive after.

Buster Livingston was the narrator's father's best friend, and they both built hot rods.

They frequently ran the hot rods down the mountain, resulting in broken bones.

• The narrator's father was always building hot rods and other inventions.

The narrator, being a girl, became a tom-boy to help her father on the farm.

Her father was working on a turbine engine, predicting the future of airplane engines.

He had an engineering mind and could make anything despite lacking formal education.

Segment Synopsis: Living in a Self-Sufficient Community

Keywords: Aunt Sally; Beehive; Chickasaw Inn; Livingston family; Freeman girls

Subjects: The Freeman family, living in the community, helped their aunt Sally at Beehive. They also knew the Buster Livingston family, who owned Chickasaw Inn down the road. The Livingston eventually moved to Beehive after their house burned down. The narrator's father, who had an engineering mind, would often build hot rods and other inventions, and even got a patent for something he created. The family was largely self-sufficient, growing their own food and only needing to buy a few items like coffee, sugar, and salt.

Partial Transcript: Their community was self-sufficient, growing their own corn and wheat for various products.

They only had to buy coffee, sugar, and salt for their needs.

The farm had a grist mill, which was not operated regularly but was used for making fun meals like grits.

Sunday evenings at home, the family would have biscuits with honey, butter, country ham, sausage, and plenty of eggs.

Grandmother would store eggs in stone jars packed with salt in the cool spring house, along with canned beans, apples, jelly jams, and other preserved goods.

Upstairs, hams and shoulders were salted and hung to cure.

The family would also make sausage, liver cheese, and hogshead cheese.

They were self-sufficient and had everything they needed on the farm.

The family once bought hog feed shorts in cloth bags, and mother used the material to make pajamas for everyone.

The narrator's pajamas had a picture of a mother pig with her little pigs, which caused a big laugh.

The family also made dresses out of cloth sacks, such as those with red stripes, for school.

The narrator was born during the Depression and recalls that some people lost their money when banks failed, while others kept their money in a Canadian bank and didn't lose it.

Segment Synopsis: Life on a Mountain Farm during the Depression

Keywords: Canadian bank; banks failed; grow food; hog feed cloth to make pajamas and clothing; self-sufficient

Subjects: During World War Two, life was hard with rationing, limited shoes, and scarce resources. People made do with alternative ingredients and were frugal with clothing. They collected paper, cans, and dimes to support the war effort. Young men were drafted, and celebrations and music were scarce.

Partial Transcript: During World War II, life was difficult, and resources were scarce.

The use of ration books was common, allowing individuals to obtain limited quantities of essential items such as shoes, sandals, sugar, and coffee.

To conserve resources, people would save their good shoes for winter and wear sandals or go barefoot during the summer.

Coffee made from alternative beans, such as chicory, was consumed when regular coffee beans were not available.

Nylon stockings were in short supply, causing people to wear them sparingly.

Visiting places like pool halls was considered sinful and not allowed during wartime.

Recycling and conservation efforts were significant, with individuals saving paper and flattening tin cans to be collected and used for various purposes, including supporting the war effort.

Savings books were available to encourage children to save dimes and purchase war bonds.

Many young men from the community were enlisted in the war, leaving behind a sense of emptiness, and there were concerns about their safety whenever a plane flew overhead.

Musical instruments and celebrations during this time are not specifically mentioned in the provided text.

Segment Synopsis: Life during World War II

Keywords: musical instruments; nylon stockings; ration books; recycling; war bonds; World War II

Subjects: During World War Two, life was hard with rationing, limited shoes, and scarce resources. People made do with alternative ingredients and were frugal with clothing. They collected paper, cans, and dimes to support the war effort. Young men were drafted, and celebrations and music were scarce.

Partial Transcript: The annex had a large room downstairs with a stone fireplace built by John and Doc Lyda.

Upstairs in the annex were multiple rooms.


The Freeman men in the community were skilled at playing the mandolin during square dances.

Roy Lyda also played the mandolin.

Other instruments like banjos, violins, and even harmonicas were played at the square dances.

The working folks who lived in the area also attended the square dances.

The grand promenade was a highlight of the square dances, where everyone danced around the yard and parking lot.

Bingo nights were also part of the entertainment.

The narrator grew up in a community that embraced square dances.

The narrator met their husband, AC Lacky, in the tenth grade at Dana.

The community placed importance on academics, with membership in the Beta Club.

The narrator's sister, Shirley, was once Apple Harvest Queen for the Apple Festival.

Segment Synopsis: Community, Square Dances, and School Memories

Keywords: AC Lackey; Apple Harvest Queen; banjos; flu; harmonicas; mandolin; violins; Marietta, Georgia

Subjects: The text is about the memories of a community, including square dances at the annex and various musical instruments being played. It also discusses the narrator's school life and meeting her husband, AC Lacky. The text mentions a variety of instruments played at square dances, the grand promenade, and the importance of education in the community.

Partial Transcript: AC did not want to move back to Greenville when his family wanted to, as he liked where he was living.

He stayed at the Hendersonville Inn and became best friends with Bobby Cunningham, whose family was also planning to move back to Charleston.

Bobby Cunningham was the valedictorian, and it was important to keep good grades.

CF Jervis was the principal and would pick up AC and Bobby in the morning for school.

The narrator met AC when she went to Collins department store during a snowy day to buy cloth for pajamas.

She initially found him silly and thought he was a married man with kids.

AC was flirty, but he made a mistake in measuring the cloth for the pajamas, causing the narrator to have to improvise the yoke and sleeves.

AC didn't have a telephone, so he had to borrow a car to make plans and had to drive back out if he couldn't keep the date.

They got married when the narrator was sixteen years old before AC was drafted into the army.

AC was given an extension to bury his father before going overseas.

They lived together for only three days before AC left for Germany.

The narrator finished high school while AC was away.

Segment Synopsis: AC and his relationship with the narrator

Keywords: Collins department store

Subjects: A young man liked living in a new place and stayed at the Hendersonville Inn, becoming friends with Bobby Cunningham. Both worked after school and lived at the inn. The narrator met her future husband, AC, at a department store and later married him when he was drafted into the army. They lived together for three days before he left for a year in Germany, and she finished high school living with her parents.

Partial Transcript: The speaker discusses their personal history, including living in a cabin before moving into their own house in 1955 and bringing their first baby home from the hospital.

They observe that younger generations may not understand or appreciate this historical context as they have grown up with easy access to food, information, and transportation.

The speaker contrasts their own self-sufficiency, being able to provide food and perform various tasks traditionally associated with men, with the computer knowledge and different kind of knowledge possessed by today's young people.

They emphasize the importance of education and instilling a strong work ethic to succeed in the modern world.

The speaker acknowledges that young people today face different challenges, such as a lack of available land and the decline of manufacturing.

They express concern for future generations' ability to withstand future problems, whether natural or economic and question what skills should be taught to prepare them.

The example of Jeffrey Lyda and his young son Andrew is mentioned, implying the importance of passing on skills and knowledge to the next generation.

Segment Synopsis: The Importance of Historical Knowledge and Adaptability for Future Generations

Keywords: decline of manufacturing; work ethic; self-sufficiency

Subjects: In the 1950s, a family lived in a cabin until their house was built and later welcomed their first child. Today, young people have different types of knowledge relying on technology for information. The speaker emphasizes the importance of education and self-sufficiency for the younger generation to face challenges in the future.

Partial Transcript: The speaker highlights the significance of children learning practical skills from their parents.

• Activities such as camping, tractor riding, and hunting are mentioned as ways to teach important skills.

The importance of knowing how to set up a tent, build a fire, fish, and survive in nature is emphasized.

Concern is expressed about the drug culture and negative changes happening to young people.

The speaker believes that NAFTA has negatively impacted American self-sufficiency and relationships with China.

A college education is acknowledged for teaching important skills but not tribal or practical skills.

The need to equip children with skills for self-sustainability is discussed.

The speaker reflects on the importance of family connections and being grounded to the land.

Descriptions of Jacob's cabin, handmade materials, and a root cellar are mentioned.

Segment Synopsis: The speaker's son is in Cub Scouts, and they participated in a derby car race

Keywords: NAFTA's negative impact on America; family connections; root cellar; survive in nature; teach children to fish

Subjects: The text discusses the importance of passing on traditional survival skills to children, emphasizing the role of Cub Scouts and family activities in teaching these abilities. It also expresses concern about the negative impact of drug culture and the changing relationship with China due to NAFTA and suggests the need for more self-sustaining skills in education.

Partial Transcript: A little creek ran through the spring house, where milk, buttermilk, and butter were stored to keep them cold.

The community of Edneyville still maintains traditional practices such as planting and preserving gardens.

The speaker's brother is involved in a honey business, teaching others about honeybees and pollination.

The speaker expresses gratitude for the opportunity to share their knowledge and hopes it benefits younger generations.

It is important to learn practical skills such as building houses and working with one's hands, even if it's just a small cabin in the woods.

Knowing how to grow a garden and feed oneself is valuable knowledge, even though convenient options like purchasing groceries from Ingalls are available.

Segment Synopsis: Traditional Practices and Skills

Keywords: learn practical skills like; pollination; creek

Subjects: The text describes a traditional lifestyle involving a spring house, fields, and a garden, emphasizing the importance of learning skills like building a house, gardening, and beekeeping. It encourages younger people to learn these skills, even if they may not need them, as they can be beneficial in the future.