Lettie Keyes - yes that was her real name! - was christened Mary Letitia
Josephine Keyes. She was one of the five children of Dr. Keyes and was
born in Nathalia, near Shepparton in the north east of Victoria. Their
father was the local doctor and their mother the matron of the local
hospital. The Keyes family was well connected in Ireland, coming from
gentility in the county of Mayo. Lettie also often spoke of her
cousins, who were Cross and Blackwell, the jam manufacturers. The
family enjoyed a very genteel life in Nathalia and Lettie and her
sister Nina, being Roman Catholics, were educated at the local
convent.
On many
evenings, Lettie and her mother or Nina played duets on the large
upright piano, which later, Lettie had transported from Victoria to
her flat in Elizabeth Bay. This helped make Lettie a great musician.
One of her greatest skills was to quickly and accurately sight read,
and the other skill was her ability to turn music into duets or duo
pianoforte.
Lettie
was afforded a finishing school education in Europe and when this was
completed in the early 1910s, she was allowed the luxury of a walking
holiday through Europe and England.
At some
stage, and we're not sure when or how this occurred, she became the
accompanist for the British stage star and composer Ivor Novello. Her
father thought this a very unseemly arrangement - a young unmarried
lady travelling with a gentleman - and ordered her to come home to
Nathalia. Very soon after her return, she married and became Mrs. L.M.
Thomson.
She did
not have a happy marriage and soon left her husband, who took the
parting badly. She came to Sydney where music rolls were just coming
into fashion and in 1923 she went to work for George Horton, who
considered her to be a catch amongst the Australian artists he
employed. Lettie, because of her sight-reading skills, was able to
perform many kinds of music. When the A.B.C. was setting up state
orchestras, they were seeking in-house pianists who would play with
them. Various people were auditioned and Lettie won the appointment
with the Sydney orchestra and Eileen Joyce with the Melbourne
Orchestra. Unfortunately, the Sydney appointment was abandoned, which
Lettie regretted to her dying day.
Lettie
began to produce a great repertoire of operas at Mastertouch, opera
being her great love. She was also responsible for the hundreds of
ballads which were popular at that time. She was a great friend of the
baritone Peter Dawson, who on one of his visits to Sydney was coaxed
to the City Road factory to sing 84 songs like The Floral Dance and
Mandalay while Lettie recorded. These rolls then are the factual
copies of Peter Dawson's interpretation of these songs. Lettie and
George Horton did not always see eye to eye. She was of the opinion
that the artists - the backbone of the business - should be paid a
performing right on the rolls they recorded. As this would have had to
come out of his profits, Horton did not agrees and in 1929, Lettie
left Mastertouch.
At first,
she worked as a theatre accompanist at The Globe and then, with a good
friend, Eileen Foley, went to perform on the two flag ships of the
Mcllwraith and McKecarin Line, the Kanimbla and Westralia
which were then the millionaires' holiday boats prior to the Second
World War, and often sailed away for up to twelve months.
Once on
the Westralia when it put into Perth, she was contacted by
Musgroves Music Store, who were still selling her rolls. They asked
her to head a promotion for their customers. A promotion picture shows
her seated at the player, but does not show the garlands of flowers at
her feet, which were sent by an adoring public, to thank her for
making their home parties such wonderful events. The time on these
ships was cut short by the war, as the shipping line could no longer
guarantee the safety of the passengers.
Coming
ashore, Lettie decided to make her permanent home in Sydney. She and
Eileen set up the Keynote Music College in the Palings Building on Ash
Street. The college specialized in a simplified music instruction
method, similar to Shefte, based on chord structures which were
learned by the student, who then read the melody line from the music,
together with the chord symbols, allowing the music to be played
quicker and easier.
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