1
100
7
-
https://richesmi.cah.ucf.edu/omeka/files/original/0c2036e5588f41ba1b699dbbbd8ff12e.pdf
8de4545604c69782d3f2ef5ce9d32aa9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
LGBTQ+ Collection
Is Part Of
LGBTQ+ Collection, RICHES Program
Digital Collection
<div class="element-text"><a href="https://richesmi.cah.ucf.edu/">RICHES MI</a></div>
<div class="element-text"> </div>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Pride. Prejudice. Protest.
Alternative Title
History Harvest Flyer
Subject
Gay culture--United States
Orlando (Fla.)
Description
A flyer for a history harvest conducted by the GLBT History Museum of Central Florida and the University of Central Florida's RICHES program on January 14, 2017. The harvest was held at The LGBT Center of Central Florida, located at 946 North Mills Avenue in Orlando, Florida. The purpose of the event was to collect, preserve and digitally share photographs, documents and objects related to GLBT history in Central Florida.
Source
Original color flyer: <a href="https://riches.cah.ucf.edu">RICHES</a>, University of Central Florida, Orlando, Florida.
Type
Still Image
Creator
<a href="https://riches.cah.ucf.edu/">RICHES</a>
Publisher
<a href="https://riches.cah.ucf.edu/">RICHES</a>
Date Created
ca. 2017-01
Date Copyrighted
ca. 2017-01
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka/collections/show/207">LGBTQ+ Collection</a>, RICHES.
Format
application/pdf
Extent
293 KB
Medium
1 color flyer
Language
eng
Coverage
The LGBT Center of Central Florida, Orlando, Florida
Mediator
History Teacher
Humanities Teacher
Accrual Method
Item Creation
Provenance
Originally created and published by <a href="https://riches.cah.ucf.edu/">RICHES.</a>
Rights Holder
Copyright to this resource is held by <a href="https://riches.cah.ucf.edu/">RICHES</a> for educational purposes only.
Curator
Cravero, Geoffrey
Digital Collection
<a href="https://riches.cah.ucf.edu/">RICHES</a>
External Reference Title
Brinkmann, Paul. "<a href="https://www.orlandosentinel.com/news/breaking-news/os-orlando-nightclub-shooting-counselors-20160612-story.html">The Center offers counseling, LGBT groups raise money for victims</a>." <em>Orlando Sentinel</em>, June 12, 2016. Accessed February 25, 2019. https://www.orlandosentinel.com/news/breaking-news/os-orlando-nightclub-shooting-counselors-20160612-story.html
Perez, Paola. "<a href="https://www.orlandoweekly.com/Blogs/archives/2018/07/20/the-lgbt-center-of-orlando-will-open-second-location-in-kissimmee-on-august-15">The LGBT+ Center of Orlando will open second location in Kissimmee on August 15</a>." <em>Orlando Weekly</em>, July 20, 2018. Accessed February 25, 2019. https://www.orlandoweekly.com/Blogs/archives/2018/07/20/the-lgbt-center-of-orlando-will-open-second-location-in-kissimmee-on-august-15.
bisexual
gay
GLBT History Museum of Central Florida
History Harvest
homosexuality
lesbian
LGBT Center of Central Florida
LGBTQ
LGBTQ+
orlando
transgender
-
https://richesmi.cah.ucf.edu/omeka/files/original/051ee286f0903797947a051e97cf081a.pdf
d6d7cde96721d18bba333d517c8663a9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Student Museum and UCF Public History Center Collection
Subject
Museums--Florida
Schools
Elementary schools
Grammar schools
Sanford (Fla.)
Description
The Student Museum and UCF Public History Center Collection encompasses a broad range of materials and items ranging from the late 19th Century into the present. The collection includes artifacts, photographs, documents, videocassettes, and other historical records pertaining to the history of the Sanford Grammar School, the Sanford community through the years, and the history of teaching and learning within the United States from the 19th century to the 2010s.
The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history.
Contributor
Student Museum
UCF Public History Center
Language
eng
Type
Collection
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Student Museum, Sanford, Florida
UCF Public History Center, Sanford, Florida
Contributing Project
Student Museum
UCF Public History Center
Curator
Marra, Katie
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
Public History Center/Student Museum
External Reference
"Public History Center." Public History Center, University of Central Florida.
"Student Museum." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
Alternative Title
Student Museum and PHC Collection
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Has Part
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/32" target="_blank">General Photographic Collection</a>, <span>Student Museum and UCF Public History Center Collection, </span>Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, <span>Student Museum and UCF Public History Center Collection, </span>Seminole County Collection, RICHES of Central Florida.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Kelley, Katie
Interviewee
O'Connor, Florence
Location
UCF Public History Center, Sanford, Florida
Original Format
1 DVD
Duration
28 minutes and 57 seconds
Bit Rate/Frequency
127kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Florence Patchell O'Connor
Alternative Title
Oral History, O'Connor
Subject
Oral history--United States
Sanford (Fla.)
Museums--Florida
Teachers--Florida
Educators--Florida
Substitute teachers--United States
University of Central Florida. Department of History
DeBary (Fla.)
Description
Oral history interview of Florence Patchell O'Connor, a docent for the Student Museum and Center for Social Studies, located at 301 West Seventh Street in Sanford, Florida. O'Connor was born in Philadelphia, Pennsylvania, on November 10, 1931. While living in Pennsylvania, she taught elementary school for nine years. After marrying, she moved to Marlton, New Jersey, and continued teaching and then substitute teaching until 1991. That same year, she moved to Florida. O'Connor worked as a substitute teacher, and began volunteering as a docent in 1996. This interview was conducted by Katie Kelley at the UCF Public History Center on October 11, 2012.
Table Of Contents
0:00:00 Introduction<br />0:01:55 Student Museum and Center for the Social Studies<br />0:05:00 Typical day at the museum<br />0:07:22 Teaching techniques<br />0:11:32 How the museum has changed over time<br />0:13:46 Teaching in a museum versus teaching in a classroom<br />0:15:30 Native American Exhibit: Life in an Ancient Timucuan Village<br />0:17:47 Pioneer Exhibit: Before the Settlement of Sanford<br />0:19:40 Memorable moments<br />0:21:50 UCF Public History Center<br />0:25:23 Lemonade Lectures at DeBary Hall<br />0:27:19 Closing remarks
Abstract
Oral history interview of Florence Patchell O'Connor. Interview conducted by Mary "Katie" Kelley at the UCF Public History Center, in Sanford, Florida.
Type
Moving Image
Source
O'Connor, Florence Patchell. Interviewed by Mary "Katie" Kelley. UCF Public History Center. October 11, 2012. Audio/video record available. UCF Public History Center, Sanford, Florida.
Requires
<a href="http://get.adobe.com/flashplayer/" target="_blank">Adobe Flash Player</a>
<a href="http://java.com/en/download/index.jsp" target="_blank">Java</a>
<a href="http://www.adobe.com/products/reader.html" target="_blank">Adobe Acrobat Reader</a>
Is Part Of
UCF Public History Center, Sanford, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/31" target="_blank">Student Museum and UCF Public History Center Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
Has Format
Digital transcript of original 28-minute and 57-second oral history: O'Connor, Florence Patchell. Interviewed by Mary "Katie" Kelley. UCF Public History Center. October 11, 2012. Audio/video record available. UCF Public History Center, Sanford, Florida.
Coverage
Student Museum and Center for the Social Studies,Sanford, Florida
UCF Public History Center, Sanford, Florida
DeBary Hall, DeBary, Florida
Creator
Kelley, Katie
O'Connor, Florence Patchell
Date Created
2012-10-11
Date Modified
2012-10-16
2012-11-08
Format
video/mp4
application/pdf
Extent
350 MB
171 KB
Medium
28-minute and 57-second DVD
9-page typed transcript
Language
eng
Mediator
History Teacher
Civics/Government Teacher
Geography Teacher
Provenance
Originally created by Mary "Katie" Kelley and Florence Patchell O'Connor and published by UCF Public History Center.
Rights Holder
Copyright to this resource is held by the UCF Public History Center and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
UCF Public History Center
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
UCF Public History Center/Student Museum
External Reference
"Public History Center." Public History Center, University of Central Florida.
"Exhibits." Public History Center, University of Central Florida.
"Student Museum." Seminole County Public Schools.
"<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/.
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
Click to View (Movie, Podcast, or Website)
<a href="https://youtu.be/mYUJ04qWmyY" target="_blank">Oral History of Florence Patchell O'Connor</a>
Transcript
<p><strong>Kelley<br /></strong>Okay, I’m with Florence [Patchell] O’Connor. Florence was born November 10<sup>th</sup>, 1931. Florence has been a volunteer at the [UCF] Public History Center since 1996. She started in the 1996-1997 school year, when it was still called the Student Museum [and Center for the Social Studies]. We are conducting this interview for the Public History Center’s History Harvest event and we’ll be hearing about Florence’s experiences as a teacher and volunteer at the Student Museum. Today is October 11<sup>th</sup>, 2012, we are at the Public History Center in Sanford, Florida, and my name is [Mary] “Katie” Kelley. Okay, Florence. Can you tell me a little bit about yourself, um—about you childhood and your experiences prior to, um, coming to the museum?</p>
<p><strong>O’Connor<br /></strong>About my childhood? I—I can’t remember that far back.</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>But [<em>clears throat</em>] I am a school teacher. I don’t want to say former, ‘cause school teachers never die, I guess. Uh, I was in Pennsylvania teaching, and then when I was 29, I married my husband and moved to New Jersey. I was able to acquire two children through the marriage, so I did not keep teaching, but I stayed home to raise them and to raise the other three children that came along. However, I did do some substitute work at that time in New Jersey. Uh, we moved to Florida in 2000—no, we didn’t—in 19—uh, boo boo, right? 1991 and again we—our children were all gone by then, but we were co-parenting three grandchildren. So I was not able to go back to teaching right away, but by 1996, I was able to think about coming back, and you might be interested—I have, uh, notes here.</p>
<p>You might be interested to know that the way I got to the museum was—there was an article in the newspaper and they were asking for docents, uh—people who would like to teach in the museum. My husband and I drove over. There was no one outside. He said, “My, this is a very busy place,” but I did go in, and, uh Serena [Rankin Parks] Fisher, who was the director at that time—[<em>clears throat</em>] pardon me [<em>clears throat</em>]—took me around the building and told me about the different rooms. We had no Geography [Lab: Where in the World Are We?] room at that time, or the [American] Ingenuity room. They were not open as far—as I recall. I like to joke that I always wanted to work in Williamsburg[, Pennsylvania], and to be one of those people there in one of the buildings. However, this, to me, was a poor man’s Williamsburg. I was able to dress up and, um, be, um, an active teacher in the different rooms.</p>
<p><strong>Kelley </strong>Can you tell me a little bit about what it was like when you first started volunteering at the museum?</p>
<p><strong>O’Connor<br /></strong>Okay, when I first started, I truly did more in the Native American [Exhibit: Life in an Ancient Timucuan Village] room. For some reason, I leaned toward that room. I would do the others every once and a while, but, uh, that was my one I really liked the best, and then, I tried the [Turn of the Century] Classroom[: Lessons from 1902], and again, in the classroom you were wearing the costume of the day—of 1990—of 1902, where you would have a black skirt and a white blouse and you carried your hanky, ‘cause that’s what they did in those days, and you were very strict. Uh, [<em>clears throat</em>] Pardon me. Uh, I had fun. I wasn’t as strict as I am now, when I first started, it—it sort of eroded that I became more strict, and one of the things that I do make them do is to sit outside of the room and we discuss the fact that in 1902, children had to sit straight, had to sit with their hands folded, their feet flat on the floor, and put their hand up if they want to participate and talk to me [<em>laughs</em>].</p>
<p><strong>Kelley<br /></strong>Um, why did you decide to become involved, um—uh, you talked a little bit about this, but what—what was it about the fact—it was the poor man’s Williamsburg that made you want to volunteer?</p>
<p><strong>O’Connor<br /></strong>Well, the thing is, as I say, “School teachers never die. They just sort of fade away,” and, uh, I wanted something extra to do. My grandchildren had moved on—back to with their mom—well, their mom was with us, but she remarried and they moved on, and I had really nothing to do. I was subbing—at that time, I was subbing at Wilson School, and I would keep Thursday open to come to the museum. That was my day. I did not take any substituting jobs on that day, because I was depended on here at the museum.</p>
<p><strong>Kelley<br /></strong>Can you describe what your typical day, uh, at the Student Museum has been like, or at the Public History Center has been like?</p>
<p><strong>O’Connor<br /></strong>I sure can. Okay, at the museum, what I would do when the children came in—again, it would depend if I was substituting or if I was just a docent.—when I substituted, I would do the, uh, verbal reading outside, and then we go upstairs and we talk a little more, and then we would go into a 45-minute class each time, and, uh, as I said before, they would start out in the hallway, and then I would take them in and they were not allowed to speak, and it was really cute to see that they really took on the character of the children in, uh, 1902, and then while I’m in the room—I think that’s part of this question you, uh—I would have them look around the room to see what was different from their classroom and what was different here at the museum.</p>
<p><strong>Kelley<br /></strong>Um…</p>
<p><strong>O’Connor<br /></strong>[<em>laughs</em>].</p>
<p><strong>Kelley<br /></strong>Do—do you have any—I mean, what else did you do when you, um—did you just teach or did you assist with lunch and that kind of thing? Or…</p>
<p><strong>O’Connor<br /></strong>Oh, with the children? Well, they would have two classes in the morning and then they would break for lunch, and again, it would depend on whether I was just a docent or a volunteer or in charge, because at lunch time, when we went upstairs, the director of the museum or the person in charge would talk about 1902 lunches and how they would not eat up there, because that was the auditorium, and then we also would show them, um, a box of animal crackers, which was first started—made in 1903, and why did it look the way it did, and the reason was the string was put on it to use to hang on the tree. It was a Christmas ornament. So they ate the cookies, they hung ‘em on the tree—the box—and then the box itself became a toy for them, and we shared all that and again, about their lunches with their bottles of soda and their water, you know? We would go out to the well and we would try to just show them, even at lunch time, the difference between 1902 and now, when they were eating.</p>
<p><strong>Kelley<br /></strong>Um, why was it so—why was it such an important teaching technique for you to show them the differences?</p>
<p><strong>O’Connor<br /></strong>Well, I don’t think children realize how well-off they have things sometimes, and, uh, eh, it was one of those things where, um, they didn’t think about the differences, you know, when they—the flag in the 1902 classroom is a[sic] artifact from 1902, and big and dirty and they never—they would try to guess why it was different, and usually a child would put their hand up, stand up to talk to me, and realize there were fewer stars in the blue field than now, and that was what—and just comparing what they have now and what we had then.</p>
<p><strong>Kelley<br /></strong>What do you think, um—what do you think was the value then for them in—in coming here? When they left, what do you think that the students walked away with?</p>
<p><strong>O’Connor<br /></strong>I meant to look up the sign and I didn’t come in time for it, but we have a sign that says, “Tell me and I forget. Show me and I might remember. Involve me and I will—it will become part of me.” Something like that, and I think that’s the whole thing, by them having hands-on. When we did—when I do the classroom, after they look around and decide different things, um, we would read from a McGuffey reader, again, trying to compare the difference from what their books are to our books now—or, uh, then rather—and, uh, we wrote on slates with the chalk, and I do have a—a funny situation, I guess, that could come in here.</p>
<p>Um, when I do teach the classroom, I always have my hanky, and [inaudible] right before that, I do walk through the classroom with a ruler, and the children would say, “Are you going to hit me?” And I’d look at them and say, “Well, it is 1902, so if you don’t behave…” And, you know, I had the ruler, and then when their hands were folded, I—if a girl had nail polish on, I would hit the desk, and then I’d laugh and say, “I didn’t hit you now, but would you please stand up?” And they would and they’d be scared really, and, um, then I would point out to them—or I would ask them, “Why am I so upset?” Well, they had different answers, but the main answer is nail polish was not invented in 1902, and they would say, “Well, you’re not allowed to wear it in school,” “Children aren’t allowed to wear it.” No, it wasn’t invented, and then I would ask them if they brought their hanky to school, and, uh, of course, they didn’t. So I would blow my nose and put my hanky back in my pocket, and you should have seen the faces like…</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>You know, and I would say, “Well, what do you do?” And their answer was “Well, we use tissues.” So then I would ask them to explain a tissue to me, and basically they’d say it—“It’s paper,” and then I would be shocked and say, “You want me to blow my nose on paper when I have such a nice soft hanky?” And, uh, then I would explain to them that tissues—or Kleenex, whatever—were not made until 1929, and then we’d have a little laugh, because that’s when my husband was invented.</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>And they think that’s funny, but that was the kind of thing—I do have an example and it’s sort of a funny one. I had them sitting like this and I saw nail polish, and it was a little boy that had nail polish on, and I had to continue, ‘cause I’d already told Katie or Mary to stand up, and I said, “Oh my goodness,” and he goes, “I have it on, ‘cause I made a bet with my sister and she said I wouldn’t do it and I’m getting five dollars.” So there again we just had a good laugh, and the children, uh—I asked if it was worth five dollars and some of them said, “No,” and some said it would have been, so that’s—that was that.</p>
<p><strong>Kelley<br /></strong>Do you think you—you’ve been here for quite a long time teaching at the Student Museum. Um, have your experiences changed from the early days until know with either how the students react, or with how you teach, or—what has been the difference?</p>
<p><strong>O’Connor<br /></strong>Okay, there’s[sic] two things—I did make a list last night—you sort of—we sort of fell right into my next thing.</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>I was teaching one day in this classroom, and after the—we were ready to go home, a little girl came up to me and she said, “Well, I liked your classroom, but I didn’t like you,” and I said, “Well, that’s okay, Katie, because I didn’t like you too much either,” and she looked at me and she said, “You can’t say that to me,” and I said, “Well, I just did,” ‘cause she was a little—little—you know, little 2011-type child who was just trying to rule the room, and another thing that I thought was so neat, um—I was the substitute at this time, and, uh, I did welcome the bus that came, and the group comes off with their chaperones and we take them upstairs, and at that time, we were not ringing the bell. The bell has been fixed and it’s wonderful. We can hear the school bell ring, but anyway, we went upstairs and I continued and the mother looked at—called me over, I guess, and she said, uh, “Are you from New Jersey?” And I said, “Yes, ma’am, I am.” Uh, “From Marlton, New Jersey?” And I said, “Yes, ma’am.” Well, here the mother was a child that I had taught—or when she was a child, I had taught here in New Jersey, and her comment was, “When I got off that bus and I saw you—I get the chills— saw you standing there, I couldn’t believe that I saw you again,” and that was a neat experience. I really—it’s a shame to think I didn’t change in those last 10 years, but, uh, she did remember me, and she lived right up the street from me. In fact, I believe she played with my older girls, but I’m not—not that sure about that.</p>
<p><strong>Kelley<br /></strong>It’s a small world. My goodness.</p>
<p><strong>O’Connor<br /></strong>Isn’t that something?</p>
<p><strong>Kelley<br /></strong>Uh, how does—speaking of your previous teaching experiences, how does teaching at the museum compare to the more formal classroom setting from when you were, um, teaching at a…</p>
<p><strong>O’Connor<br /></strong>Well, again, this is more hands-on. uh, as I do explain to the children going into the classroom, that I know that their teachers—and I will look at the teachers—allows[sic] you to talk a little bit, but eh, not in my room [<em>laughs</em>], you know, but each room is so different that it’s hard to compare, and again we only have them for 45 minutes, and you can almost put up with anything for even the—I al—I always will tell them that, you know, “If you don’t like sitting this way, realize in 45 minutes, you’ll be in the Native American room. You’ll be in Grandmom’s[sic] Attic. You will be able to walk around, but in my room, that’s the way we do it.”</p>
<p><strong>Kelley<br /></strong>Are most of the children pretty willing to play along? Do they…</p>
<p><strong>O’Connor<br /></strong>Yes.</p>
<p><strong>Kelley<br /></strong>Do they take on the role?</p>
<p><strong>O’Connor<br /></strong>Yes, they really are, except sometimes, I’d ask a question and they wouldn’t put their hands up and I’d laugh. I’d say, “I think that’s because I make ‘em stand up.” You know, they just went [inaudible], but they—they really did behave. I mean, the—I, uh—I ran a tight ship. I really did, but it was fun, and that’s why I say I started out in the Native American room and it was more casual, and then for some reason, I was in the classroom and I liked it [<em>laughs</em>]. I liked being mean. The only think I didn’t like was one of our uh, form—uh, former—she’s former now. Uh, she would announce to the children that I was the mean teacher and I just wish she’d let them not know that till they got in my room, but that’s alright.</p>
<p><strong>Kelley<br /></strong>So you taught in the Native American room? What were your experiences like in there?</p>
<p><strong>O’Connor<br /></strong>Okay, I’ve done that. I’ve done basically all of them. I’ll start with Native American. Uh, y experience there was, uh—again, my way of teaching it—I had them come in and sit on the floor, and then we would discuss the room, and then I would send them on a scavenger hunt, and I would tell them the different things that, uh, are in the room, and one of them was a six-legged deer, and if they found it—you know, not tell the others—and I’d give them time to walk around and go in the buildings and—because we do have two buildings and one, uh, hut—and, um, they were not allowed to sit in the boat—in the dugout, because it’s so old—but they were allowed to pick up and look at and find—and then they’d come back to the circle and we would discuss what they found, and, uh, we have three bears in there, and we have—and the six-legged deer was just the idea that a Native American had the deerskin on him and that way he could come closer to, you know—to, uh, hunt, and then, uh, I would pick a child to be the fish and he had swim—and some of them are crazy, you know, and I would talk about the costume that they wore, and of course, there’s no costume we can wear, because the Native Americans went topless, and when I would tell that to some of the chi—some of the groups, some of the children—boys and girls—would sort of snicker, not often, and I would say, “Have you been to the beach recently? They don’t wear too much either,” and so we got over that hump, but, uh, it was fun. It was a fun room and they, uh—they liked it.</p>
<p>We used to paint—long ago, when I first started, we used to put, uh, the paint on their faces, and that was to show them—it wasn’t war paint. it was the, uh, chief—I couldn’t think for a minute—chief and their family wore the—the painting on their body to show that they were the—and then it has slowly dwindled down, and we don’t do that anymore, and in a way it’s better, I think, really. They’re not walking around with their faces all painted up.</p>
<p><strong>O’Connor<br /></strong>Oh, and then if you want the other room—I’ve been in the Native—the, uh—oh, I can’t think for a minute—the Pioneer [Exhibit: Before the Settlement of Sanford] room, and there—in there, again, it’s a different format, because they do have clipboards and they go on a hunt there, but write things down, and again, the circle to introduce the fact about pioneers and anyone, even now, could be a pioneer, and they figure out by going to the Moon or going under the sea, and, um, we talk little bit about that, and then I break them into groups. Some go in the cabin with me, which is a three quarter cabin, and we again talk about that, and the others stay outside.</p>
<p>You can always learn something, because I’ve been here since 1906—1906? [<em>laughs</em>] 1996, and Warren, one of our newer docents, taught me that in the cabin there’s a quilt that has no backing to it. Not at all. It’s just fabric, and I just never—I just used to tell the children, “There’s a quilt,” you know, and he’s pointed out to a group of children that that was used for privacy—that at night, they would drape that across the cabin so Mom and Dad would have privacy and the children—so you can always learn something.</p>
<p>The Grandmom’s[sic] Attic was definitely set up as an attic. Really cluttered, and again we had the fun there. We dipped candles—we don’t do that anymore—and we churned butter, and again, there you’d talk a little bit, and then you divide them to go explore and do those things, and then the, uh, Geography Lab[: Where in the World Are We?] is, again, another exploring situation. Did I cover them all?</p>
<p><strong>Kelley<br /></strong>I think so [<em>laughs</em>]. Um, do you have any, um, really memorable experiences that stand out in your mind?</p>
<p><strong>O’Connor<br /></strong>Well, as I say, the—one with the boy with the nail polish.</p>
<p><strong>Kelley<br /></strong>Mmhmm.</p>
<p><strong>O’Connor<br /></strong>I almost like—<em>What do I do now? There’s a boy with nail polish</em>, and then the little girl who didn’t like me very—oh, and there is another one—and then the lady who I taught years ago and it just was thrilling to see her, and then the other experience I had, basically, was there was a group of mothers—maybe three mothers in the back of the line while we were waiting to come in, and children were being a little noisy and I corrected them, but I corrected them not nicely. I corrected them as a 1902 teacher, because I was dressed for that, and you could see the mothers, like, <em>What is this woman doing talking to my child?</em> And I didn’t—I wasn’t nasty. I was—I just said, “Katie, stop talking.” You know? And, um—I’m using your name—and anyway, you could almost see the wheels turning, that I was so sure they were going to call the superintendent of schools and tell them this woman at the museum, you know—and all that. So anyway, I told the director, who was, uh, a different one now—than we have now, and they did come into my classroom, and again, I was strict, and she did speak with them and they said, “That teacher—we didn’t understand. she was so mean,” and so, uh—I can’t think of her first name, but the director said, “Well, once Mrs. O’Connor puts on the costume, she becomes that 1902 teacher,” and, uh, after the whole day was over, one of the women came up to me and told me what had happened and I said, “Yes, I noticed you were really upset,” and she said, “Well, I want to tell you that I understand and you did a very nice job.” So, what—whatever, right?</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>You have to be careful though. You do have to be careful.</p>
<p><strong>Kelley<br /></strong>Um, since UCF [University of Central Florida] took over with the Public History Center,<a title="">[1]</a> do you, um, [<em>laughs</em>] do[sic] want us to talk anything about that? I mean, is it…</p>
<p><strong>O’Connor <br /></strong>I will. I—I think it’s wonderful.</p>
<p><strong>Kelley<br /></strong>Mmhmm.</p>
<p><strong>O’Connor<br /></strong>I do think you might want—after we get this done, you might want to take this part out. I am just very upset over Grandmom’s[sic] Attic. They have chosen to not have it be an attic. It’s set up as a class—not a classroom—as a room back in the 1900s, and, uh, we had such interesting things in there. It was a clutter. It really was cluttered, and if you don’t want that, I understand Dr. [Rosalind “Rose” J.] Beiler’s, uh, under—thinking, but the children that used to come were just so amazed at what they saw, you know, and they even had, in the room, my skate key, which might sound funny, but the museum had the skates that they used back in the 1930s, when I was a little girl, and I had the skate key. You had it on a ri—string around your neck and you had the key, so you could fix your skates—tightening them and all that. They didn’t have the key, so I donated my key to the museum and to go with the skates. I think they’re still in there in the room.</p>
<p><strong>Kelley<br /></strong>Mmhmm.</p>
<p><strong>O’Connor<br /></strong>And then another thing that happened was, uh, my one daughter, who’s now mother of two and, uh, in her early forties—she, uh, had a big brown bear and I had it. Don’t ask me why I brought it to Florida with me. I have no idea, but I had it and she didn’t want it, and so I donated that to the museum. I donated Cootie game to the museum and I don’t—I haven’t really been back in the attic too much, but I don’t know, you know, where they are, and it was just the toys were in one area and the children could touch them, play with them, see the difference in how that monkey was not like soft and cuddly like they are now, and, so I’d, uh—I—I miss that. We had a wedding dress in there from Serena’s mother, I believe. We had a 1900-bathing suit and I’d ask the children, “Well, what—what—where would you wear this?” “Oh, you’d go to a party.” “Really?” You know? And then we’d talk about that and how everything would be covered in 1902. The hat the glo—they even had socks, not gloves, and, uh—and then we also had a chamber pot, and I don’t think it’s back there now.</p>
<p>So these are the changes and I have to roll with it. I mean, I have to understand it goes on, but the chamber pot was so funny, ‘cause they had two different sized potties and then a big glass one—or ceramic one—and I’d hold up the one and I’d ask, “What would this be for?” They didn’t have to stand up in Grandmom’s Attic, see? That was gone. They didn’t have—and it’d be, “Oh, we could cook our soup in that.” “No, I don’t think you’d want to do that,” and they’d ask, you know, and I’d say, “Well, that’s what they put under the bed because you didn’t want to go out to the outhouse in the middle of the night,” and then, “Who’s the oldest one here in your family?” Well, hands would go up and I said, “Because you would be the one to empty the chamber pot.” Well, then the hands would go down.</p>
<p><strong>Kelley<br /></strong>[<em>laughs</em>].</p>
<p><strong>O’Connor<br /></strong>But that’s my—my hang up. There’s[sic] things that I miss in Grandmom’s[sic] Attic and, uh—but I know progress moves on, and I know they’re planning something different, so…</p>
<p><strong>Kelley<br /></strong>Well, that’s all of my questions. Um, I—I would like for you to share what you shared with me before the interview about the number of kids that you’ve, that you…</p>
<p><strong>O’Connor<br /></strong>Oh, okay.</p>
<p><strong>Kelley<br /></strong>How you figured it out</p>
<p><strong>O’Connor<br /></strong>Well, last night I was doing my list of paper with—oh, I do have something else to tell you…</p>
<p><strong>Kelley<br /></strong>Oh, sure. Oh, sure. Yeah, go ahead.</p>
<p><strong>O’Connor<br /></strong>Before I do that. There’s a, eh—I don’t know what to call it, but they’re doing Lemonade Lectures over in DeBary at DeBary Hall. Every—this is a plug for them—every other Saturday, and it’s experts, and I don’t consider myself an expert really—come in and they talk about lighthouses, or they talk about, this, that and the other thing, and they asked me if I would go and talk about the museum, and I said, “Yes, I would,” and, um, I did bring—I took some artifacts over and some things over. The girls let me borrow them, and I went over there with my charts and my—my costume on, and I talked about that with them, and I guess it might sound conceited, but up until then, there weren’t that many people coming to the Lemonade Lectures. they were just starting. Well, they had to get extra chairs. People from John Knox [Village] came over, ‘cause it was in the paper…</p>
<p><strong>Kelley<br /></strong>Mmhmm.</p>
<p><strong>O’Connor<br /></strong>About this lady who was gonna talk about a museum from 1902, and some of the people even went to school there, and that was fun, and then the other thing I pointed out there was that, in 1902—and I do it in the classroom too—that boys and girls did not play on the same playground. So I would ask that question, and of course, if they did [<em>claps hands</em>], they got a smack on the bottom from the principal and, uh—but that was something that I really felt honored that I did it. At first, I was a little scared, but that wore off, and the Lemonade Lecture was really fun.</p>
<p>Now, Katie has asked me—I got thinking last night. Uh, I worked here at the museum for 15 years, and if I taught 30 children a day, and let’s say, uh, I worked 30 days out of the year, okay? That would be 900 children I’d see in a year, and then I multiplied it by the, um—[inaudible] did I do? Oh, yeah, that was 15—yeah. I added that, rather, what all did I do here? Oh, yeah, okay. I’m with it, I’m with it. The total of that would have been in 15 years—okay, I would have been working with 13,500 children in my career here at the museum. I have chosen to no longer teach here for health reasons, but I do want to still be a part. So they’ve asked me to be a greeter, and maybe a little later, I’ll become a substitute in the, uh—in the classroom. I don’t know.</p>
<p><strong>Kelley <br /></strong>Well, that’s excellent. Well, thank you, Florence. Um, I don’t have anything else, unless do you have anything else you’d like to add?</p>
<p><strong>O’Connor<br /></strong>I don’t think so, no.</p>
<p><strong>Kelley<br /></strong>Alright, well, thank you so much for sharing your experiences with me, and, um, you know, now your interview will become part of the history of this building as well.</p>
<p><strong>O’Connor <br /></strong>Well, thank you for asking me.</p>
<p><strong>Kelley<br /></strong>Thank you.</p>
<div><br /><div>
<p><a title="">[1]</a> Correction: Student Museum.</p>
</div>
</div>
7th Street
American Ingenuity
animal cracker
Beiler, Rosalind
chamber pot
Christmas
Cootie
DeBary Hall
deer
fish
Fisher, Serena
Geography Lab: Where in the World Are We?
Grandma's Attic
greeter
History Harvest
John Knox Village
Kelley, Katie
Kleenex
Lemonade Lectures
McGuffey reader
nail polish
Native American Exhibit: Life in an Ancient Timucuan Village
O'Connor, Florence Ann Patchell
Patchell, Florence Ann
PHC
Pioneer Exhibit: Before the Settlement of Sanford
quilt
Seventh Street
six-legged deer
skate key
skates
Student Museum
Turn of the Century Classroom: Lessons from 1902
UCF
UCF Public History Center
University of Central Florida
volunteer
Williamsburg
Wilson School
-
https://richesmi.cah.ucf.edu/omeka/files/original/2bca9f886cd7f48ed94fe8e02c1e5686.pdf
01843f1fd8a2b1c52a97b9fce648a676
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Student Museum and UCF Public History Center Collection
Subject
Museums--Florida
Schools
Elementary schools
Grammar schools
Sanford (Fla.)
Description
The Student Museum and UCF Public History Center Collection encompasses a broad range of materials and items ranging from the late 19th Century into the present. The collection includes artifacts, photographs, documents, videocassettes, and other historical records pertaining to the history of the Sanford Grammar School, the Sanford community through the years, and the history of teaching and learning within the United States from the 19th century to the 2010s.
The Student Museum has collaborated with the University of Central Florida and established the UCF Public History Center (PHC). All of the Student Museum's collections are presently housed at the PHC. The goal of the PHC is to promote access to history through ground-breaking research connecting local to global, provide cutting-edge hands-on educational programs for students and visitors, and to engage the community in contributing to and learning from history.
Contributor
Student Museum
UCF Public History Center
Language
eng
Type
Collection
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Student Museum, Sanford, Florida
UCF Public History Center, Sanford, Florida
Contributing Project
Student Museum
UCF Public History Center
Curator
Marra, Katie
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
Public History Center/Student Museum
External Reference
"Public History Center." Public History Center, University of Central Florida.
"Student Museum." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
Alternative Title
Student Museum and PHC Collection
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Has Part
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/32" target="_blank">General Photographic Collection</a>, <span>Student Museum and UCF Public History Center Collection, </span>Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, <span>Student Museum and UCF Public History Center Collection, </span>Seminole County Collection, RICHES of Central Florida.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Glasshoff, Jesse
Interviewee
Muse, Shirley
Location
UCF Public History Center, Sanford, Florida
Original Format
1 DVD/DAT recording
Duration
23 minutes and 33 seconds
Bit Rate/Frequency
141kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Shirley Muse
Alternative Title
Oral History, Muse
Subject
Oral history--United States
Sanford (Fla.)
Museums--Florida
Archives--Florida--Administration
Archivists--United States
University of Central Florida. Department of History
Sanford, Henry Shelton, 1823-1891
Description
Oral history interview of Shirley Muse, collection cataloger for the UCF Public History Center, located at 301 West Seventh Street in Sanford, Florida. Muse was born in Corvallis, Oregon, on May 16, 1936. She was raised in the Panama Canal Zone. In 1958, Muse married her husband while attending Florida State University in Tallahassee. She received a Bachelor of Arts degree in Library Science that same year. She worked in the Florida Public School System as a Librarian/Media Specialist for 20 years until 1999. Following her retirement, Muse began volunteering at the Student Museum and Center for Social Studies. This interview was conducted by Jesse Glasshoff at the UCF Public History Center on October 12, 2012.
Table Of Contents
00:00 Introduction<br />0:00:48 Student Museum Collections Manager<br />0:02:47 Museum visitors<br />0:03:50 How the museum has changed over time<br />0:06:23 Exhibits<br />0:12:29 How the museum has impacted visitors<br />0:15:23 How the community has impacted the museum<br />0:16:34 How the museum has impacted Muse’s life<br />0:19:14 Most memorable visitor<br />0:20:54 History Harvest and future projects<br />0:23:00 Closing remarks
Abstract
Oral history interview of Shirley Muse. Interview conducted by Jesse Glasshoff at the UCF Public History Center, in Sanford, Florida.
Type
Moving Image
Source
Muse, Shirley. Interviewed by Jesse Glasshoff. UCF Public History Center. October 12, 2012. Audio/video record available. UCF Public History Center, Sanford, Florida.
Requires
<a href="http://get.adobe.com/flashplayer/" target="_blank">Adobe Flash Player</a>.
<a href="http://java.com/en/download/index.jsp" target="_blank">Java</a>.
<a href="http://www.adobe.com/products/reader.html" target="_blank">Adobe Acrobat Reader</a>
Is Part Of
UCF Public History Center, Sanford, Florida.
Student Museum and UCF Public History Center Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
Has Format
Digital transcript of original 23-minute and 33-second oral history: Muse, Shirley. Interviewed by Jesse Glasshoff. UCF Public History Center. October 12, 2012. Audio/video record available. UCF Public History Center, Sanford, Florida.
Coverage
Student Museum and Center for the Social Studies,Sanford, Florida
UCF Public History Center, Sanford, Florida
Creator
Glasshoff, Jesse
Muse, Shirley
Date Created
2012-10-12
Format
video/mp4
application/pdf
Extent
99.9 MB
161 KB
Medium
23-minute and 33-second DVD/DAT recording
9 page typed transcript
Language
eng
Mediator
History Teacher
Civics/Government Teacher
Geography Teacher
Provenance
Originally created by Jesse Glasshoff and owned by UCF Public History Center.
Rights Holder
Copyright to this resource is held by the UCF Public History Center and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
UCF Public History Center
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
UCF Public History Center/Student Museum
External Reference
"Public History Center." Public History Center, University of Central Florida.
"Exhibits." Public History Center, University of Central Florida.
"Student Museum." Seminole County Public Schools.
"<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/.
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
Click to View (Movie, Podcast, or Website)
<a href="https://youtu.be/JOXJPIjHHPU" target="_blank">Oral History of Shirley Muse</a>
Transcript
<p><em>Shirley Muse</em></p>
<p><em>Interviewed by Jesse Glasshoff October 12, 2012</em></p>
<p><strong>Glasshoff<br /></strong>Okay, we’re on. So—let’s see. Today’s date is October 12<sup>th</sup>, 2012, and it is 10 AM and we’re here at the [UCF] Public History Center in Sanford, Florida—formerly the Student Museum. Uh, my name is Jesse Glasshoff. I’m a graduate student at the University of Central Florida, and I’m interviewing Shirley Muse. Do you want to introduce yourself, Shirley?</p>
<p><strong>Muse<br /></strong>Good morning. I’m Shirley Muse. I’m the collections person in charge of the collection, and I’ve been here for 13 years—almost 14—and loved every minute of it.</p>
<p><strong>Glasshoff<br /></strong>All right. Well, we’ll go ahead and jump right into these questions. So how did you—how’d come to be working at the museum?</p>
<p><strong>Muse<br /></strong>Well, Serena [Rankin Parks] Fisher, who was the director of the museum in 1999, um, asked me if I wanted to volunteer, ‘cause we were both media specialists together, and I worked at Sanford Middle School, and I knew a lot of the old timers here and their children, and I’ve enjoyed it very much, because I could follow it up over here and see pictures of the grandparents and etcetera [<em>laughs</em>].</p>
<p><strong>Glasshoff<br /></strong>So what—what has been your involvement in the museum? You said you’re the Collections Manager right now. Uh…</p>
<p><strong>Muse<br /></strong>I have been doing all the numbering of the pictures, cleaning the glass, putting them back with new labels, trying to make the print larger so that older people can read it without having to get right up to it, and then if they want a copy of it, they’ll tell me, or if they can identify someone in the picture that is not identified, then they will get in touch with me, make a note, and take the number down, then we go get the picture, and then I take it apart and put in the identity of that person that we didn’t have, and it helps a lot, and they’ve identified family members, and they’ve identified classmates from way back when, and it is really very, very satisfying to do.</p>
<p><strong>Glasshoff<br /></strong>Now, is that—is this the same job you’ve always had here?</p>
<p><strong>Muse<br /></strong>Yes.</p>
<p><strong>Glasshoff<br /></strong>Or have you done…</p>
<p><strong>Muse<br /></strong>I have done only that, because I was the only one that[sic] knew about cataloging, because I’m a retired media specialist. So it’s all gone into the computer and we are getting there…</p>
<p><strong>Glasshoff<br /></strong>[<em>laughs</em>].</p>
<p><strong>Muse<br /></strong>Eventually, to the end, I hope.</p>
<p><strong>Glasshoff<br /></strong>[<em>laughs</em>] Okay. Well, it sounds like a pretty big task, and it sounds like you’re the right person for it.</p>
<p><strong>Muse<br /></strong>I love it. I love it.</p>
<p><strong>Glasshoff <br /></strong>I think everyone else agrees, because you’re the person doing it.</p>
<p><strong>Muse<br /></strong>[<em>laughs</em>].</p>
<p><strong>Glasshoff<br /></strong>Uh, so what—what kind of people—since you’ve been here, what kind of people do you see visiting the museum?</p>
<p><strong>Muse<br /></strong>Well, we have visitors to the area, especially those that may be putting their car on AMTRAK to send back up north, or to pick up their car from the trains, and then they come into town and want something to do, and we are listed, I believe, at the [Historic Sanford] Welcome Center, and also maybe at the Amtrak Station. Then we have the old-timers that want to come back and look at the pictures and think about the old days, and then we have students.</p>
<p><strong>Glasshoff<br /></strong>Okay.</p>
<p><strong>Muse<br /></strong>So we have quite a…</p>
<p><strong>Glasshoff<br /></strong>So tell me a little bit about the students.</p>
<p><strong>Muse<br /></strong>The students—we have mainly K[indergarten] through—well, we mainly have fourth- graders, ‘cause we are with the fourth-grade curriculum.</p>
<p><strong>Glasshoff<br /></strong>Uh huh.</p>
<p><strong>Muse<br /></strong>And we teach to that, but then we have a lot of other students that[sic] come in for the events that we have, and they like to look at the pictures that go into the rooms and peruse what we have on display.</p>
<p><strong>Glasshoff<br /></strong>So—since you’ve been here for quite a while—you have been volunteering for quite a while…</p>
<p><strong>Muse<br /></strong>Uh huh.</p>
<p><strong>Glasshoff<br /></strong>What would you think—what would you say has changed in the museum since you’ve been with them?</p>
<p><strong>Muse<br /></strong>Well, for many years there wasn’t much change, but now that we have UCF [University of Central Florida] as a partner, things are changing for the better, and they are just doing a tremendous job, and I can see that it will go on and prosper and, I think just get better and better, and we are changing things now that we didn’t have the people to do it before, ‘cause there was only like a handful of us volunteers—maybe five or six that worked in the building, teaching the classes, and all of that, but I was the only one doing the cataloging, but then there were the gardeners, and they strictly stayed out in the Pioneer Gardens. So it’s been so many more people helping now, and we can see a real difference taking place now.</p>
<p><strong>Glasshoff<br /></strong>Okay, what was it like when you first got here?</p>
<p><strong>Muse<br /></strong>It was very quiet. We didn’t have many visitors. Well, we first had quite a few visitors for a while, but then when fourth grade would come, we were not allowed to have visitors at the same time, because we couldn’t have them intermingle with the students at that time, and that was, uh, school law to keep the children from wandering off or talking to strangers and everything, and we had to always abide by that.</p>
<p><strong>Glasshoff<br /></strong>So…</p>
<p><strong>Muse<br /></strong>Yeah.</p>
<p><strong>Glasshoff<br /></strong>Just to make sure I’ve got it clear: when you first started, fourth-graders weren’t coming in, and then, shortly thereafter, they were?</p>
<p><strong>Muse<br /></strong>No, they’d been coming in for years.</p>
<p><strong>Glasshoff<br /></strong>Oh, they were?</p>
<p><strong>Muse<br /></strong>Yeah, I misstated that.</p>
<p><strong>Glasshoff<br /></strong>Oh, okay.</p>
<p><strong>Muse<br /></strong>Yeah, yeah.</p>
<p><strong>Glasshoff<br /></strong>That’s all right. I misunderstood you.</p>
<p><strong>Muse<br /></strong>Yeah, but they’d been coming—that’s the main thing—the main that, uh, we did.</p>
<p><strong>Glasshoff<br /></strong>Yeah.</p>
<p><strong>Muse<br /></strong>Was with them, but then as soon as they left, it was open to the public, but then when the economy went down, we had to close down, and only had three days, we had to cut if off early, uh, so…</p>
<p><strong>Glasshoff<br /></strong>Okay, when was that?</p>
<p><strong>Muse<br /></strong>That was I think about three or four years ago. We had to start closing at 3, which didn’t give you much time, ‘cause the children were here until 1:30, and that was only an hour and a half, and a lot of people would have liked to come in, but we couldn’t allow them to come in until 1:30, but many-a-times—I will say—the director stayed until 4 and 4:30 on their[sic] own, to let those people go through and give them a tour. So I—I had to hand it to them.</p>
<p><strong>Glasshoff<br /></strong>[inaudible].So kind of in line with that, who do you—who would you say the exhibits are targeted towards? What are the goals of the exhibits?</p>
<p><strong>Muse<br /></strong>I—I think most of the goals of the exhibits are the fourth-grade curriculum, and the geography of Florida is included in that, and the history of the Native American, and also the pioneers—the early people that settled Florida, and—and that[sic] was[sic] the main ones, and that fit into the curriculum at that time, and I think now it’s been broadened more, since we have other people coming in, and we’ve got new ideas, which we needed, and I think we also have welcomed it, because you get a little stagnant if you don’t have new blood brought in, and I think that’s been very good.</p>
<p><strong>Glasshoff<br /></strong>And it, eh—so would you say since you’ve been here, the exhibits have generally been the same?</p>
<p><strong>Muse<br /></strong>They have generally been the same. There’s[sic] only been a few small changes when we got something that was really pertinent to that room, then we set up a little bit of a—a new part to that room, but that didn’t happen too often, because we weren’t really on the map that well. We didn’t get the publicity that we’ve gotten now.</p>
<p><strong>Glasshoff<br /></strong>Can you give me an example? You said that every now and then, maybe one little part would change?</p>
<p><strong>Muse<br /></strong>Well, um, they were talking about, um, fossils, and one of our, um, gardeners was very interested in fossils and came from a part—a place in Georgia that they’d a lot of them. So when he went up there, he brought back a whole lot of them, and then they put this sand box in and then they put the fossils into the sand so the kids could take little rakes and find them, like they would out in the desert, you know, when looking for things. So that was a new one that was nice at that time, and I can’t tell you exactly when it was.</p>
<p><strong>Glasshoff<br /></strong>That’s okay.</p>
<p><strong>Muse<br /></strong>[<em>laughs</em>].</p>
<p><strong>Glasshoff<br /></strong>That's why we write things down [<em>laughs</em>].</p>
<p><strong>Muse<br /></strong>[<em>laughs</em>].</p>
<p><strong>Glasshoff<br /></strong>So what do you think they’re meant to teach, uh—these exhibits? What—they’re directed towards the students?</p>
<p><strong>Muse<br /></strong>Well, the Pioneer [Exhibit: Before the Settlement of Sanford] room showed how they lived, and how big of space—because we have a small, pioneer, log cabin. We have the cooking utensils that they used at that time in there. We have, uh, like, um, the—the pots that they used on the fire. We have, um, certain clothing. We have an old, pioneer-time nightgown that was actually donated, uh, just about—oh, about a year ago. The lady had two of them, and they’re really tattered and torn, but we washed them, and we hung them up in—one in there to show that they wore a long-sleeved, uh, long nightgowns and long to the floor, you know, and then they, uh—we put one also into the, uh, Grandma’s Attic. Yeah, so it was very neat, because the kids didn’t ever think about what they would sleep in [laughs].</p>
<p><strong>Glasshoff<br /></strong>Right[?].</p>
<p><strong>Muse<br /></strong>But it—it was fun, and the kids got a big kick out of it. Yeah, and if they just learn a few things, you know, and then they go home and tell their parents. Usually, they come back with their parents and their sisters and brothers to see it on their own.</p>
<p><strong>Glasshoff<br /></strong>Yeah.</p>
<p><strong>Muse<br /></strong>It’s nice, yeah.</p>
<p><strong>Glasshoff<br /></strong>Well, what, uh—through all the exhibits you’ve seen—and you’ve seen all of them really, since you’ve been here—which exhibit was your favorite?</p>
<p><strong>Muse<br /></strong>My favorite was Grandma’s Attic.</p>
<p><strong>Glasshoff<br /></strong>Grandma’s Attic?</p>
<p><strong>Muse<br /></strong> ‘Cause I had a grandma that[sic] had an attic like that.</p>
<p><strong>Glasshoff<br /></strong>What was it like?</p>
<p><strong>Muse<br /></strong>Well, the Grandma’s Attic—it used to have wallpaper, but they’ve since taken that down, and they’d pictures on the wall, but they were crooked, just like they would be if Grandma had put them up there to store them, and they got crooked. Grandma didn’t go up there to clean it. They just let them hang, and they were just out of the way, and then there was[sic] toys in the attic, and you would know which ones were yours to play with, and they saw that, and then they showed, uh, cooking utensils that Grandma used in the kitchen area, at that time. They had, uh, the irons that you used to heat on the big, uh, stoves that had coal in it or wood-burning stoves, and then they have the iron that they would have to put the coals in the iron and do it, and, uh, they had a coffee grinder there. They ground the coffee to let the children see that. They made candles also, so the kids could see how to make the candles, and everybody got a turn to dip it, but we had to be careful of that—and you might get burnt. So we had to take that out, much to our discouragement, but sometimes you’ve to do that for safety problems. Yeah, but it—it was just fascinating, because there were instruments that were hung from the ceiling on wires, just to keep them out of the way, you know, ‘cause Grandma stored all of that stuff up in the attic, you know, but it—it looked like a real grandma’s attic. Yeah, and everybody—I think the majority of people liked that one. It brought back a lot of memories. You had the old-fashioned toys—the ones that were made of iron and they were very heavy, but the kids still played with them, you know, but, uh, we had a little bit of everything, and we always let them play with the toys. We had, um, the old, um, wood toys that you could—I forget what they were—but they had this—pieces of wood—it was called something. I cannot remember what it was, but you always had to get it back together and it clicked. It was really neat, and the kids had never seen something like that. I should have brought one with me. Yeah, but I didn’t think about it. Yeah.</p>
<p><strong>Glasshoff<br /></strong>[inaudible].Thinking about the exhibits and the changes through time, which parts of the museum do you think had the most impact on the children that have visited—the K through 12[<sup>th</sup> grade] children?</p>
<p><strong>Muse<br /></strong>I think the Geography [Lab: Where in the World Are We?] room, because the map of Florida is large enough they can walk on, and then they have to learn the names of the cities and where they’re located, and then they have kind of like tops—there's holes driven in the actual map, and you have to take the top that has the name written on it. Pensacola—they learned that it went up in the panhandle. Um, Tallahassee was up north—part, and then there was Miami, and there was Orlando, and they’d to put the right one—the answer— in that position, and they loved doing that, because it was big enough they could walk around it and look, you know, and then actually put that in themselves, like they named it, and they felt real good about that in fourth grade.</p>
<p><strong>Glasshoff<br /></strong>Mmhmm.</p>
<p><strong>Muse<br /></strong>And then I the second best was Grandma’s Attic. They liked the interaction, because they always gave them time to play with the toys and pick them up and touch things, because that’s how we believe, that you should be able to touch things.</p>
<p><strong>Glasshoff<br /></strong>Mmhmm. So aside from the children that have visited, uh, how do you think, uh—how do you see that the museum has had the most impact on the larger community?</p>
<p><strong>Muse<br /></strong>Well, I think Sanford citizens that have been here for years love to come back and reminisce, and they see the houses that they used to walk by on their way to school, because they are still here in the pictures the same. A lot of them in Sanford have been restored and that’s just beautiful thing, but they can come back, and they find people on there that[sic] they haven’t seen in a long time, and it brings back memories, and if you get two or three of them from the same class, they start talking, and they really enjoy it, and they end up spending several hours here many-a-times, particularly the older people, because they are just so excited to be back in their element of time, you know? Yeah, and that toy with the blocks was the Jacob’s ladder, and I know a lot of people would know exactly what I’m talking about. Yeah, there.</p>
<p><strong>Glasshoff<br /></strong>So the decisions to make changes in the, um, museum that have happened recently—and through the time of the museum since you’ve been here—how do you feel that the larger community has impacted the goals and the direction of the museum?</p>
<p><strong>Muse<br /></strong>Um, that’s a good question, because not many changes were made for many years, ‘cause we didn’t have the people to do—to make the changes, and we didn’t have an assessment of what we needed. We didn’t have time to do that, and it’s something we are working on very diligently right now, and I’m very pleased about how it’s going, but at the time, we were so shorthanded, and we weren’t all professional museum people, and that makes a big difference, ‘cause you don’t realize exactly what goes into making a museum meaningful to that community until you start studying it like we are now, and it's really, I think, had a big impact on everybody working here, and I find we all are working together as a good unit, and that’s—makes me feel real good [<em>laughs</em>]. I really do.</p>
<p><strong>Glasshoff<br /></strong>So how has the museum affected your life?</p>
<p><strong>Muse<br /></strong>Well, my husband passed away, um, in 2007, and I find if I don’t get here to work at least two days a week, I get down, because I meet all the people here, I have something that's purposeful in my life, and I’m seeing things coming to fruition, and that makes me feel real good, but I’ve always liked detail-work, and I always feel like anything that has to do with books and pictures and things that have to do with one particular area has got to be a good situation to present to the public. I really do.</p>
<p><strong>Glasshoff<br /></strong>And how has it—how has it affected the way that you understand Sanford?</p>
<p><strong>Muse<br /></strong>I find the people are so friendly and so happy to know that we treasure them and their city as something very worthwhile, and has been very, very, um, very instrument—instrumentally with the—sending things from Jacksonville, the transportation, the steamships all here, and then it's disseminated out along the—the coast—the east coast, the west coast of Florida, and it’s been very interesting for me to learn about it, and they, I think, are proud that we are studying this and keeping track of all the pictures and everything, so that we can look back and see it, and General [Henry Shelton] Sanford—he lived right here in Florida, right at the top of the hill here for many years, and he has a real connection to this city, and I’ve been amazed at how many people have visited his grave up in Connecticut, and we have pictures of that downstairs on the Sanford, uh, bulletin board right outside the office, and the man came and brought me the pictures all on a CD, and I made copies of them with his permission, and I—I thought it was very exciting, and then when people come in and see it, they’re even—they say, “Oh, that’s new,” you know, and I say, “Yeah, we got those by him giving them to us,” and it was wonderful. Yeah.</p>
<p><strong>Glasshoff<br /></strong>So kind of moving in a different direction now [<em>laughs</em>]—you’ve worked here quite a while, and you’ve seen a tons of people come and go. Uh, who do you think was the most memorable person to you that has come to visit the museum?</p>
<p><strong>Muse<br /></strong>Well, I think, Mr. Douglas Stenstrom, who was born here in 1921, and he passed away in 2010. He was a fantastic person, and he—he was in the World War II in the South Pacific. He attended the University of Florida, the University of Virginia, Stetson College.<a title="">[1]</a> He was a county judge, he was a state senator, and he did many more things than that, and he would come and sit and talk with us when we had an event, and he’d sit for an hour or two, and when he left, he always left a check for us to put into the—the—the bank for keeping this place going, because he was very attached to it—both he and his wife, and they were lovely people, and with all that education and everything, he always found time to stop by, and we just really delighted in him, and I think everybody did, because you couldn’t walk by him without saying something to him, ‘cause everybody knew him. Yeah, it was wonderful. He was a wonderful man. Plus he has a school named after him out in Oviedo, Stenstrom Elementary. Yeah, he[sic] a very generous gentleman.</p>
<p><strong>Glasshoff<br /></strong>So kind of moving away from that, uh—do you’ve any people in mind that[sic] might have gone to the school here that we could contact for future projects at the museum?</p>
<p><strong>Muse<br /></strong>Well, to tell you the truth, Jesse, I gave a whole list of them to Dr. [Rosalind “Rose” J.] Beiler, and they are a lot of the people—the Stiffys—and they are local people that have been here for years and donated their time in many schools and for many activities, and then, um, there’s, um, Bill Robinson. He’s a local person that lives here, and he is just as friendly and happy a man as I’ve ever known, and he went to school here, and his picture’s down one of the bulletin boards downstairs. Plus there is a number of other ones, but I—I can’t remember them all, but I did give her a long list of them with phone numbers, and how to get a hold of them.</p>
<p><strong>Glasshoff<br /></strong>That’s good news [<em>laughs</em>].</p>
<p><strong>Muse<br /></strong>[<em>laughs</em>] In fact, you could get that list, if you’re interested, from her. I’m sure.</p>
<p><strong>Glasshoff<br /></strong>Do you’ve any ideas about spreading the word about the history harvest?</p>
<p><strong>Muse<br /></strong>Well, I think one of the best ways we could do it is to get <em>The Orlando Sentinel</em> columnists—there’s, I think, a Kay—Kay Richardson or—or something. I can’t remember her name, but there’s[sic] several columnists that[sic] do stories on this, and also <em>The</em> <em>Sanford</em> <em>Herald</em>, and if they would do a piece on it and tell ‘em we’re looking for people to bring in things for this, um, um, history harvest, I think it would get out real quick that way, because most people take that <em>Sanford Herald</em>, and if—if they don’t get <em>The Orlando Sentinel</em>—I know friends do, and they pass it around the neighborhood, but I’m sure there would be a lot of people that would be interested in it if they explained what it was and what they want to do. I think it would be great, and I’m excited about it. I really think it will be great.</p>
<p><strong>Glasshoff<br /></strong>Well, thank you for doing the interview. I think that’s[sic] all the questions I have.</p>
<p><strong>Muse <br /></strong>You’re quite welcome.</p>
<p><strong>Glasshoff<br /></strong>Is there anything that you wanted to say—that you wanted to add?</p>
<p><strong>Muse<br /></strong>No, I’m just so happy with the partnership that we have. The people that are coming to work and help are so good, and they are doing a tremendous job, and it makes me feel so good that it’s going to be carried on for years to come, really.</p>
<p><strong>Glasshoff<br /></strong>[inaudible].</p>
<p><strong>Muse<br /></strong>Yeah, I really am.</p>
<p><strong>Glasshoff<br /></strong>Okay. Again, thank you for doing the interview.</p>
<p><strong>Muse<br /></strong>You’re quite welcome.</p>
<p><em>Shirley Muse</em></p>
<p><em>Interviewed by Jesse Glasshoff October 12, 2012</em></p>
<div><br /><div>
<p><a title="">[1]</a> Present-day Stetson University.</p>
</div>
</div>
7th Street
Amtrak
archival collection
Beiler, Rosalind
collection cataloger
collections manager
columnist
county judge
Florida State University
fossil
FSU
gardener
general
Geography Lab: Where in the World Are We?
Glasshoff, Jesse
Grandma’s Attic
Historic Sanford Welcome Center
History Harvest
Jacob’s Ladder
librarian
Library Science
media specialist
Million, Shirley
Muse, Shirley
Orlando Sentinel
Panama Canal Zone
PHC
Pioneer Exhibit: Before the Settlement of Sanford
Richardson, Kay
Robinson, Bill
Sanford Herald
Sanford Middle
Sanford Middle School
Sanford MS
Sanford Welcome Center
Seventh Street
South Pacific
state senator
Stenstrom
Stenstrom Elementary
Stenstrom, Douglas
Stetson College
Stetson University
Stiffy's
Student Museum
The Orlando Sentinel
UCF
UCF Public History Center
UF
University of Central Florida
University of Florida
University of Virginia
UV
volunteer
-
https://richesmi.cah.ucf.edu/omeka/files/original/b9fec4e49aa353cf8a7c616c27e61608.pdf
f7d93fd3235d160735c197b03bab42eb
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
History Harvest Collection
Alternative Title
History Harvest Collection
Subject
Sanford (Fla.)
Schools
Elementary schools
Grammar schools
High schools--Florida
Description
The Student Museum Collection encompasses historical artifacts donated for digitization at the Student Museum History Harvest in the Spring semester of 2013.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Student Museum, Sanford, Florida
UCF Public History Center, Sanford, Florida
Contributing Project
<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a>
External Reference
"<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/.
"<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Settle, John
Interviewee
Smith, Walter
Location
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida
Original Format
1 digital audio/video recording
Duration
10 minutes and 11 seconds
Bit Rate/Frequency
263kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Walter Smith
Alternative Title
Oral History, Smith
Subject
Sanford (Fla.)
Oral history--United States
Elementary schools--United States
Grammar schools
Schools
High schools--Florida
Teachers--Florida
Description
Oral history of Walter Smith, interviewed by John Settle on March 2, 2013 for the UCF Public History Center's History Harvest. In the oral history, Smith discusses how he found information about the History Harvest, what it was like going to school at Westside Grammar Elementary School in the 1930s, his attendance at Seminole High School, and the football season.<br /><br />Sanford High School was originally established at 301 West Seventh Street in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students.
Abstract
Oral history interview of Walter Smith. Interview conducted by John Settle at <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> in Sanford, Florida.
Table Of Contents
0:00:00 Introduction
0:00:45 Memories of school
0:03:09 Items contributed for digitization
0:04:28 New school building
0:05:13 Hurricanes
0:06:01 Ice plant
0:07:12 People of Sanford
0:07:43 School football team
0:09:56 Closing remarks
Creator
Settle, John
Smith, Walter
Source
Smith, Walter. Interviewed by John Settle. UCF Public History Center, HAR1063392P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Date Created
2013-03-02
Has Format
Digital transcript of original oral history: Smith, Walter. Interviewed by John Settle. UCF Public History Center, HAR1063392P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Format
video/mp4
application/pdf
Extent
773 MB
101 KB
Medium
10-minute and 11-second digital audio/video recording
6-page typed transcript
Language
eng
Type
Moving Image
Coverage
Westside Grammar Elementary School, Sanford, Florida
Seminole High School, Sanford, Florida
Accrual Method
Item Creation
Mediator
History Teacher
Provenance
Originally created by John Settle and Walter Smith and owned by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a.</a>
Rights Holder
Copyright to the resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Contributing Project
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> History Harvest, Spring 2013
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank"> RICHES MI</a>
External Reference
"<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/.
"<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
"<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/.
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
Transcript
<p><strong>Settle<br /></strong>Okay. It’s Saturday March 2<sup>nd</sup>[, 2013]. We’re here at the History Harvest event at the [UCF] Public History Center. My name is John Settle. I will be interviewing Walter [Smith]. Walter, if you’d just you tell us again how you heard about our event.</p>
<p><strong>Smith<br /></strong>One of your cohorts, Ashley Vance, was having lunch at the Corner Café downtown. She was talking to Michael, the owner. Michael said, “Well you oughta talk to Walt Smith, ‘cause he grew up in Sanford.” So he called me. And I talked briefly with Ashley. Afterwards, once I got a hold of her, later that day, I told her, “Yes. I went to school here.”</p>
<p><strong>Smith<br /></strong>We used to have some real mean hot volleyball games out here underneath the oaks. Of course, it was always a chore to run up to the auditorium and back down again for major events. But it was hard to keep your mind on your studies when it was springtime and the wide-open windows and no A/C [air conditioning]. You could either get sleepy or get distracted by what was going on outside. But it was a good school. I gotta say, the marble steps were actually cupped out, because of the foot traffic that went up and down ‘em all the time.</p>
<p>That was, I think, the first high school we had here in Seminole County. And the first hot lunch cafeteria was financed by the Woman’s Club of Sanford. It was down at the east end of this building. It was a separate wood-frame building. Back when I was growing up there was, like, 12 and a half thousand people, and most of the parents knew who you belonged to. You couldn’t get into too much trouble, because even if you ran as fast as you could, you’d never beat back home before they knew what you’d done. And retribution was coming, of course.</p>
<p><strong>Settle<br /></strong>Do you want to tell us what years that you went to school here?</p>
<p><strong>Smith<br /></strong>Well it was—uh, let’s see I graduated from high school in ‘46. So go back nine—four years—no. Four, eight—eight years before ‘46 and that would be about it. ‘Cause you—you had the junior high school, which was seventh and eighth [grades], and this was sixth and seventh, and the elementary school—Southside—was one through four.</p>
<p><strong>Settle<br /></strong>And do you want to tell us a little about some of the items you brought today to have digitized?</p>
<p><strong>Smith<br /></strong>Yes. Mother was quite active at a lot of activities in town. But it was—this was an album that I made up for our 65<sup>th</sup> high school reunion. And looking at it and some of the studies, scrapbooks, and papers, I found an article about two of the first attendees at Seminole High School. And Gladys[sp] Morris, who married Herman Morris, who was my principal in junior high school, as well as high school. And Elizabeth Lynch she was a math teacher, and one of the best I’ve ever run into, because she could explain plane geometry and solid geometry simply where you understood what the heck she was talking about. And real good background.</p>
<p>When they built the school—the new school—the one I just showed you. They had—the auditorium was down at the end. In fact, that’s part of it. But also—also in here we had the—hold onto it for a minute. That was when it was torn down—the auditorium. And before it was a lot of the alumni came back, and had a final get together and gab session with the rest of ‘em.</p>
<p>But what I was gonna tell you about the high school was when they got it built, before the students even got into it, they had a hurricane come up. You know, we have those every now and then. And the city and the city fathers in their wisdom said, “Well, heck. That’s the strongest building we got here, unless it was the old ice plant, and that can handle a number of people. So y’all come here and use it as a comfort station, as well as a place to get away from the hurricane.”</p>
<p>And, which reminds me that’s the reason why the old ice plant, here in Sanford, was the largest in the state, because they were icing down so many bunkers and railroad cars, as well as trucks that were going back and forth in the winter time. And they were shipping out a hundred car loads of celery a day from [station] company, celery pre-cooling plant my dad used to be comptroller for. And even back in high school, mid-40s, I remember Dad writing a check to the [Duda] brothers for the celery for that year—$1 million. So yes, we had an awful lot of celery ‘round here. In fact, Palucci—Dad put him on the cuff for a botch car of celery cuttage that he put in his china dishes. Chun king china doll and the rest.</p>
<p>But there are a lotta good people here in Sanford. I used to kid the Western Union guy—the manager—that we just didn’t have any need for him around here, because if something happened in town between the phone, and the rotary system, and the woman’s grape vine, they’d know about it way before he would. And it[?] would go from that.</p>
<p>This was—this was—let me get it out of here. I kept it, ‘cause at one time I was on the football team. That was the ‘46—l of the ‘46 team. And we used to get in practice for football by working on the little spur line—l railroad section gang. And old Mr. Lumnack[sp]—always had chewin’ tobacco in his mouth—he says—got us together one mornin’ and says, “Boys, y’all gonna have to slow down a little bit. I can’t find ties fast enough.” We were layin’ a hundred ties a day, and that was back before they had those automatic tampers where you had to take it all out and put it all back manually and then tamp it down. But it got us in shape.</p>
<p><strong>Settle<br /></strong>This was working on the railroad?</p>
<p><strong>Smith<br /></strong>Yeah. It was a section gang in the summertime before we got into fall school.</p>
<p><strong>Settle<br /></strong>But it was for conditioning for football?</p>
<p><strong>Smith<br /></strong>Yeah that was one way to do it. Then our coach was Hank “Goose.” “Goose” they called him. It was his nickname, ‘cause he had a long—he was a tall guy, but had a long, slim neck and it remind[sic] you of a goose, so people nicknamed him “Goose.” But he was an ex-pro baseball player, and the first year he was coach, our team made it all the way to the finals. And darn near won the thing. But like I say, it was a good town to grow up in, because the people cared about the kids—theirs and yours too—and they pretty well kept us from getting into too much trouble.</p>
<p><strong>Settle<br /></strong>That’s great. Is there anything else you wanna say?</p>
<p><strong>Smith<br /></strong>Y’all come...</p>
<p><strong>Settle<br /></strong>Okay, I guess we’re gonna stop it now, if that’s okay.</p>
<p><strong> </strong></p>
Click to View (Movie, Podcast, or Website)
<a title="Oral History of Walter Smith" href="http://youtu.be/wMgl_qRt-9E" target="_blank">Oral History of Walter Smith</a>
Is Part Of
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Seminole County Collection, RICHES of Central Florida.
References
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1563" target="_blank">The Celery Fed, Vol. 10 No. 2</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1563.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1560" target="_blank">Names Make 'The News</a>.'" RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1560.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1510" target="_blank">Seminole High School Postcard</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1510.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1507" target="_blank">Demolition of Seminole High School</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1507.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1561" target="_blank">Sanford Landmark School Building Hosts Reunion and its Last Hurrah</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1561.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1559" target="_blank">Ex-Students See School as New History Lesson: Progress Claims Old Site for Better Building</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1559.
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a>
7th Street
air conditioning
elementary school
football
French Avenue
Goose
grammar school
History Harvest
Lynch, Elizabeth
Morris, Gladys
Morris, Herman
Public History Center
Sanford
Sanford Grammar School
school
Seminole County
Seminole High School
Settle, John
Seventh Street
Smith, Walter
The Celery Fed
UCF
University of Central Florida
Vance, Ashley
volleyball
Westside Grammar Elementary School
-
https://richesmi.cah.ucf.edu/omeka/files/original/5060b0aa4f35f0f8e8849c801596d17e.pdf
5b2d71118c376faca67342aa9e01f302
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
History Harvest Collection
Alternative Title
History Harvest Collection
Subject
Sanford (Fla.)
Schools
Elementary schools
Grammar schools
High schools--Florida
Description
The Student Museum Collection encompasses historical artifacts donated for digitization at the Student Museum History Harvest in the Spring semester of 2013.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Student Museum, Sanford, Florida
UCF Public History Center, Sanford, Florida
Contributing Project
<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a>
External Reference
"<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/.
"<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Settle, John
Interviewee
Moscato, Linda
Location
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Original Format
1 digital audio/video recording
Duration
4 minutes and 23 seconds
Bit Rate/Frequency
263 kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Linda Moscato
Alternative Title
Oral History, Moscato
Subject
Pittsburg (Pa.)
Miami (Fla.)
Oral histories
Description
Oral history of Linda Moscato, interviewed by John Settle on March 2, 2013, for the UCF Public History Center's History Harvest. In the oral history, Moscato discusses the items she contributed to the History Harvest, which including photographs, birth certificates, and other documents.<br /><br />Moscato was born Linda Leigh Morgan on November 11, 1940, in Pittsburg, Pennsylvania, where he great grandfather was a steel worker. The father of Moscato's daughter, Joseph Moscato, entered into military service during World War II when he was 17 and later became a teacher for truck driver training in Miami, Florida. She had three children, all of which were born in Miami: Scott Sheridan, Anna Sophia Moscato, and Dean Moscato. She also graduated from the University of Central Florida on May 1, 2004, with a Bachelor of Science in Criminal Justice.
Abstract
Oral history interview of Linda Moscato. Interview conducted by John Settle at <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> in Sanford, Florida.
Table Of Contents
0:00:00 Introduction
0:00:20 Items contributed for digitization
0:03:12 Importance of history
0:03:55 Items contributed for digitization
0:04:15 Closing remarks
Creator
Settle, John
Moscato, Linda
Source
Moscato, Linda. Interviewed by John Settle. UCF Public History Center, HAR1063471P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Date Created
2013-03-02
Has Format
Digital transcript of original oral history: Moscato, Linda. Interviewed by John Settle. UCF Public History Center, HAR1063471P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Format
video/mp4
application/pdf
Extent
333 MB
94.1 KB
Medium
4-minute and 23-second digital audio/video recording
5-page typed transcript
Language
eng
Type
Moving Image
Coverage
Pittsburgh, Pennsylvania
Miami, Florida
University of Central Florida, Orlando, Florida
Accrual Method
Item Creation
Mediator
History Teacher
Provenance
Originally created by John Settle and Linda Moscato and owned by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>.
Rights Holder
Copyright to the resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Contributing Project
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> History Harvest, Spring 2013
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank"> RICHES MI</a>
External Reference
<span>Carnegie Library of Pittsburgh. </span><a href="http://www.worldcat.org/oclc/236352271" target="_blank"><em>Pittsburgh, 1758-2008</em></a><span>. Charleston, SC: Arcadia Pub, 2008.</span>
<span>Bramson, Seth. </span><a href="http://www.worldcat.org/oclc/85822162" target="_blank"><em>Miami: The Magic City</em></a><span>. Charleston, SC: Arcadia, 2007.</span>
<span>Holic, Nathan. </span><a href="http://www.worldcat.org/oclc/424558752" target="_blank"><em>University of Central Florida</em></a><span>. Charleston, SC: Arcadia Pub, 2009.</span>
Transcript
<strong>Settle</strong><br />Okay. My name is John Settle. We’re here at our History Harvest event at the [UCF] Public History Center. It’s Saturday March 2nd, 2013. I’m here with Linda…<br /><br /><strong>Moscato</strong><br />Moscato.<br /><br /><strong>Settle</strong><br />Moscato. And how did you hear about our event today?<br /><br />Moscato<br />In <em>The</em> [<em>Orlando</em>] <em>Sentinel</em> newspaper.<br /><br /><strong>Settle</strong><br />That’s great. Can you tell us about some of the items you brought to have digitized?<br /><br /><strong>Moscato</strong><br />Yes. I can. This is a copy of my graduation certificate and a picture of me when I graduated from UCF [University of Central Florida].<br />This is a copy of my daughter, Anna [Moscato]’s father, Joseph Moscato, from the Second World War. He was 17 when he went into the service.<br />And this is also a picture of him as a teacher for truck driver training in Miami, Florida. Joseph Moscato<br />And this is a picture of, John Dando, and he was my great grandfather from Pittsburgh, Pennsylvannia. And he was a steel worker.<br />And this is a certificate of baptism for my daughter, Anna Moscato.<br />And this is my birth certificate from Pittsburgh, Pennsylvania.<br />And this is a picture of my son, Scott Sheridan, and my daughter, Anna Moscato.<br />And I have these birth certificates. This is of my oldest son, Scott Sheridan. And its front and back, it shows their little feet. That is how they printed the children that many years ago.<br />And this is a birth certificate from my daughter, Anna Sophia Moscato. <br /><br /><strong>Settle</strong><br />You brought quite the collection you have to be digitized. Do you want to just say a little bit about, you know, why your personal history is important to you? <br /><br /><strong>Moscato</strong><br />Well , I think, we need to—it’s a part of history. And it’s a part of being part of the United States, and a proud member of a family. And what a family means to people. And I am a history buff. I like history. And I attend a lot of history events. And so I just wanted these to be on a disc, so that they can be saved, because, of course, a disc is gonna last a lot longer than paper.<br />And this is my son Dean Moscato. That’s his birth certificate.<br />And, I don’t know, these are small versions. So I don’t know whether you can use those. These were the cards that were on their bassinettes, when—when they were born.<br />And that’s what I have.<br /><br /><strong>Settle</strong><br />That’s great. We really appreciate you coming out. Okay, I’m gonna go ahead and stop recording.
Click to View (Movie, Podcast, or Website)
<a title="http://youtu.be/AMa-lAXkNAo" href="http://youtu.be/AMa-lAXkNAo" target="_blank">Oral History of Linda Moscato</a>
Is Part Of
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Seminole County Collection, RICHES of Central Florida.
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a>
baptism
birth certificate
certificate of baptism
Dando, John
History Harvest
Miami
Morgan, Linda Leigh
Moscato, Anna Sophia
Moscato, Dean
Moscato, Joseph
Moscato, Linda
Pittsburgh, Pennsylvannia
Public History Center
Settle, John
Sheridan, Scott
The Orlando Sentinel
UCF
University of Central Florida
-
https://richesmi.cah.ucf.edu/omeka/files/original/c029b526adde1ed71bc387154f356231.pdf
f58b4d529ac6f08d7707ee3b8f190450
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
History Harvest Collection
Alternative Title
History Harvest Collection
Subject
Sanford (Fla.)
Schools
Elementary schools
Grammar schools
High schools--Florida
Description
The Student Museum Collection encompasses historical artifacts donated for digitization at the Student Museum History Harvest in the Spring semester of 2013.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Student Museum, Sanford, Florida
UCF Public History Center, Sanford, Florida
Contributing Project
<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center/Student Museum</a>
External Reference
"<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/.
"<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Miller, Mark
Interviewee
Kinlaw-Best, Christine
Location
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida
Original Format
1 digital audio/video recording
Duration
9 minutes and 40 seconds
Bit Rate/Frequency
263kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Christine Kinlaw-Best
Alternative Title
Oral History, Kinlaw-Best
Subject
Sanford (Fla.)
Oral history--United States
Elementary schools--United States
Grammar schools
Schools
Description
Oral history of Christine Kinlaw-Best, interviewed by Mark Miller on March 2, 2013, for the UCF Public History Center's History Harvest. In the oral history, Kinlaw-Best discusses how she found information about the History Harvest, her family's attendance at the school building at 301 West Seventh Avenue since it opened in 1902 as Sanford High School, her family's report cards from the various schools that were housed in the building, what changes have been made to the building, how students were transported to the school when her grandmother attended, how children helped their parents farm when the school year ended, and the different schools in Sanford.<br /><br />Sanford High School was originally established at 301 West Seventh Street in 1902. The building was designed by W. G. Talley in the Romanesque revival style. Due to an increasing student population, a new school building was constructed on Sanford Avenue in 1911. The original building on Seventh Street served as Westside Grammar Elementary School, which was later renamed Sanford Grammar School. In 1984, the building was placed on the National Registry of Historic Places and converted into the Student Museum. The building reopened as the University of Central Florida's Public History Center in 2012. In 1927, a high school campus was designed by Elton J. Moughton in the Mediterranean revival style and constructed at 1700 French Avenue. The school reopened on January 10 and was renamed Seminole High School. In 1960, the high school moved to a new campus at 2701 Ridgewood Avenue and the former building on French Avenue was converted to Sanford Junior High School, which was later renamed Sanford Middle School. The old building was demolished in the summer of 1991 and replaced by a $5.77 million school complex. As of 2013, Seminole High School offers various Advanced Placement courses, the Academy for Health Careers, and the International Baccalaureate Programme for students.
Abstract
Oral history interview of Christine Kinlaw-Best. Interview conducted by Mark Miller at <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> in Sanford, Florida.
Table Of Contents
0:00:00 Introduction
0:00:31 Reasons for attending the History Harvest
0:01:00 Items contributed for scanning
0:04:00 Experiences at Sanford High School and Sanford Grammar School
0:07:04 Sanford grammar schools
0:09:14 Closing remarks
Creator
Miller, Mark
Kinlaw-Best, Christine
Source
Kinlaw-Best, Christine. Interviewed by Mark Miller. UCF Public History Center, HAR1063414P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Date Created
2013-03-02
Has Format
Digital transcript of original oral history: Kinlaw-Best, Christine. Interviewed by Mark Miller. UCF Public History Center, HAR1063414P. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Format
video/mp4
application/pdf
Extent
133 MB
Medium
9-minute and 40-second digital audio/video recording
8-page typed transcript
Language
eng
Type
Moving Image
Coverage
Sanford High School, Sanford, Florida
Westside Grammar Elementary School, Sanford, Florida
Sanford Grammar School, Sanford, Florida
Seminole High School, Sanford, Florida
Accrual Method
Item Creation
Mediator
History Teacher
Provenance
Originally created by Mark Miller and Christine Kinlaw-Best and owned by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>.
Rights Holder
Copyright to the resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Contributing Project
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> History Harvest, Spring 2013
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank"> RICHES MI</a>
External Reference
"<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center</a>." Public History Center, University of Central Florida. http://www.publichistorycenter.cah.ucf.edu/.
"<a href="http://www.scps.k12.fl.us/studentmuseum/Home.aspx" target="_blank">Student Museum</a>." Seminole County Public Schools. http://www.scps.k12.fl.us/studentmuseum/Home.aspx.
"<a href="http://www.seminolehs.scps.k12.fl.us/" target="_blank">Seminole High School</a>." Seminole High School, Seminole County Public Schools. http://www.seminolehs.scps.k12.fl.us/.
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
Transcript
<p><strong>Miller<br /></strong>My name is Mark Miller and I am interviewing…</p>
<p><strong>Kinlaw-Best<br /></strong>Christine [Kinlaw-Best].</p>
<p><strong>Miller<br /></strong>Christine. Alright. And this is March 2<sup>nd</sup> at the History Harvest at the Public History Center—2013.</p>
<p><strong>Kinlaw-Best<br /></strong>Okay.</p>
<p><strong>Miller<br /></strong>And we just want to ask you a few questions on what brought you here or what is it that you are sharing with us.</p>
<p><strong>Kinlaw-Best<br /></strong>I found the notice on Facebook and so…</p>
<p><strong>Miller<br /></strong>Very nice.</p>
<p><strong>Kinlaw-Best<br /></strong>Uh-huh. I had you know—how you click, like, on the Public History Center and so I saw the notice on Facebook and saw the call for the local artifacts for the school. And so I gathered up some of my things for this school and brought them down.</p>
<p><strong>Miller<br /></strong>And what are there—what are some of your things?</p>
<p><strong>Kinlaw-Best<br /></strong>I brought—my whole family went to this school from the time it was built—when it opened its doors in 1902. Two of my older great-aunts though moved away, so I don’t have their report cards, but I did bring report cards of one of my great-aunts<a title="">[1]</a> from 1907, when the building was just five years old.</p>
<p><strong>Miller<br /></strong>That is exciting.</p>
<p><strong>Kinlaw-Best<br /></strong>A brand new building. So I have her report card from then. And I brought a picture of her so she would kind of go with the report card. And then her younger sister—my grandmother<a title="">[2]</a>—attended here also. I brought one of her report cards that’s a hundred years old. It’s from 1913, when she was here in the third grade. And I brought my uncle’s<a title="">[3]</a> report card from 1914, so that’s 99 years old [<em>laughs</em>]. And then my mom and dad both went here. I happen to actually have one of my mom’s report cards from here that actually, you know—it’s like the rest. It’s Sanford Grammar [School] and that one’s 80 years old. It’s from 1933. And then I went here all through elementary school, in this building.</p>
<p><strong>Miller<br /></strong>Oh, wow.</p>
<p><strong>Kinlaw-Best<br /></strong>Fifty years ago. So, our whole family went through here. And by the time my kids came along, of course, obviously the school had then been closed and not in use anymore as an elementary school.</p>
<p><strong>Miller<br /></strong>Did your whole family collect this or was this your idea?</p>
<p><strong>Kinlaw-Best<br /></strong>Ah, it was—well, my aunt had her things, and when she passed away, my mom got it. And when my mom passed away, I got it, so it’s been as, you know—generations have passed on, then it’s all made its way down to me.</p>
<p><strong>Miller<br /></strong>So this has been a personal experience for you.</p>
<p><strong>Kinlaw-Best<br /></strong>Uh-huh.</p>
<p><strong>Miller<br /></strong>The entire school. Everything about that.</p>
<p><strong>Kinlaw-Best<br /></strong>Yes.</p>
<p><strong>Miller<br /></strong>Is there, uh—for instance, what are the significance of these items to you personally? I mean…</p>
<p><strong>Kinlaw-Best<br /></strong>It’s, um, my family [<em>laughs</em>]. That’s the best way I can think of it. Its significance is preserving my family’s stories. Just as my granddaughter now is excited about things, because I went to Seminole—well, we go back once again, Seminole High School, which is here. It was Sanford High School first, but my granddaughter likes to brag that six or seven generations have all gone to the same high school. And, of course, Daddy went to Seminole and played football for them. I went to Seminole and now my 16 year old granddaughter is at Seminole High School. So, you know, that’s what these mean to me, is, ah, carrying on the family.</p>
<p><strong>Miller<br /></strong>Yeah. You—I think you have a unique story. I’m sure there’s not too many along those lines.</p>
<p><strong>Kinlaw-Best<br /></strong>Uh-huh.</p>
<p><strong>Miller<br /></strong>We want to thank you very much for bringing this in—it’s a tremendous asset. We want to thank you for that.</p>
<p><strong>Kinlaw-Best<br /></strong>You bet.</p>
<p><strong>Miller<br /></strong>Is there anything you might want to add about your experiences or anything you had in this school—I mean of this sort…</p>
<p><strong>Kinlaw-Best<br /></strong>One thing I’d like to try to think of and remember is when my great aunt was going here in 1907, it was only just this building. The two wings didn’t exist yet and so when you—even though this looks so big from the outside, when you stop and think about it, you can see why they needed to add the wings almost immediately, because there really aren’t that many classrooms in just this building. Because so much of it was upstairs was auditorium and, of course, even when I came here, we didn’t have a lunch room in the building, we had to go out and into the back and have lunch out back.</p>
<p>So my grandmother told stories of—I was just telling one of the girls in there—when she came to school here, of course, there was not a “motorized” school bus. And so the horse’s hooves—it was a horse-drawn buggy thing, like a big trailer that had rows of hard seats and a top on it and it had canvas sides that rolled up. And Grandma used to always talk about how you could tell when it was time for the bus, because Sanford’s cobblestone streets—you would hear the <em>clup, clup, clup, clup, clup</em> of the horses coming and the kids knew to run outside and the bus would pull up and you got in the wagon. If it was hot, the sides were rolled up. If it was raining, the sides were rolled down and they drove you here to the front of the school and dropped the kids off. And then the “bus-driver” [<em>laughs</em>], with his horse, would literally park out back here, right behind the school. And he would just hang around all day. And ‘cause school was only a few hours then too, they only went about three or four hours a day here. So then when they were finished, he—the kids just all loaded back up in the wagon and he proceeded to drive all around Sanford and let everyone out again in front of their house. So that’s a special memory to me of Gram telling me about “the Bus” for this school.</p>
<p><strong>Miller<br /></strong>Everybody had their chores to get home to and…</p>
<p><strong>Kinlaw-Best<br /></strong>And most everybody worked in the field. Everybody was farmers here, in Seminole County. So you had to get home and work in the fields. They also went to school like four months out of the year. </p>
<p><strong>Miller<br /></strong>Oh.</p>
<p><strong>Kinlaw-Best<br /></strong>That was a whole school year. So the rest of the time you were helping your parents with farming. So…</p>
<p><strong>Miller<br /></strong>Was it the same with you when you attended here? Was it…</p>
<p><strong>Kinlaw-Best<br /></strong>When I attended we were already back to the whole full long day. Uh-huh.</p>
<p><strong>Miller<br /></strong>Alright.</p>
<p><strong>Kinlaw-Best<br /></strong>So, I say that like “long day.” I guess every kid thought that about their school then. So anyway, that’s mostly about it.</p>
<p><strong>Miller<br /></strong>Well, with the wings and the rapid growth, it is a testament to how quickly Sanford was growing.</p>
<p><strong>Kinlaw-Best<br /></strong>Right.</p>
<p><strong>Miller<br /></strong>And your family was definitely part of that.</p>
<p><strong>Kinlaw-Best<br /></strong>One thing I did want to just mention to you—because for so long it was called just “Sanford Grammar”—but this school had a long period it was called “Westside Grammar” [Elementary School] too, and I know a lot of people think maybe that it might be a different school, but it’s not. This—this building was west—all through the 60s was called “Westside Grammar,” because at that time we had Eastside Grammar, which is the little bitty school over on Palmetto [Avenue] and we had Southside. All of them had original names. Westside, Eastside, and Southside. But Southside is over off of Thirteenth Street and so this building was called Westside Grammar for at least through the 60s, when I went here. All of my report cards and even the class pictures are all stamped Westside Grammar. So I just wanted to put that in too, so there’s not any confusion if ya’ll look at those and go, “Oh, that’s not Sanford Grammar,” ‘cause it is. It is still Sanford Grammar. It’s just for a while there was called “Westside Grammar.”</p>
<p><strong>Miller<br /></strong>So Eastside was the original grammar school? Or…</p>
<p><strong>Kinlaw-Best<br /></strong>Ah. Eastside is the one—the little—it was the Tajiri Arts Building, it’s on Ninth [Street] and Palmetto. And that one was built around 1880. That building is still standing. And that was the original and only elementary school and that’s why this was the high school and that was the elementary.</p>
<p><strong>Miller<br /></strong>Oh. Okay.</p>
<p><strong>Kinlaw-Best<br /></strong>But it was called “Eastside Primary.” and Southside is still standing. It’s a retirement home now—in the school. And this was Sanford Grammar and then Westside Grammar and then back to Sanford Grammar again. [<em>Laughs</em>]. So…</p>
<p><strong>Miller<br /></strong>Which is the Little Red Schoolhouse?</p>
<p><strong>Kinlaw-Best<br /></strong>That’s the one I’m talking about. Over on, uh-huh…</p>
<p><strong>Miller<br /></strong>Okay.</p>
<p><strong>Kinlaw-Best<br /></strong>Eastside Grammar. I have pictures of it with the big sign across, over the door that says Eastside Primary. But all the celery farmers and the kids from the Eastside,like going out towards the beach—towards New Smyrna [Beach]. That’s—those kids went there and the west-side farmers, which were out First Street, like going towards Seminole Towne Center Mall. That’s where I grew-up. You came here, because you were the “westside kids,” and then the kids to the south of the city went to Southside.</p>
<p><strong>Miller<br /></strong>Oh. That’s great!</p>
<p><strong>Kinlaw-Best<br /></strong>So…</p>
<p><strong>Miller<br /></strong>If you have—want to share those pictures, you know, you said you have pictures of these time-lines. Anything of that nature, where you’re interested in, especially someone of such great experience with the school system in this area.</p>
<p><strong>Kinlaw-Best<br /></strong>Okay.</p>
<p><strong>Miller<br /></strong>Excellent.</p>
<p><strong>Kinlaw-Best<br /></strong>Okay.</p>
<p><strong>Miller<br /></strong>Well, thank you very much.</p>
<p><strong>Kinlaw-Best<br /></strong>You’re welcome.</p>
<p><strong>Miller<br /></strong>It was tremendous and we really appreciate everything.</p>
<p><strong>Kinlaw-Best<br /></strong>Thank you. You bet.</p>
<p><strong>Miller<br /></strong>Alright.</p>
<div> <br /><div>
<p><a title="">[1]</a> Versa Woodcock.</p>
<div>
<p><a title="">[2]</a> Madge Woodcock.</p>
</div>
<div>
<p><a title="">[3]</a> Colla Woodcock.</p>
</div>
</div>
</div>
Click to View (Movie, Podcast, or Website)
<a title="http://youtu.be/WnTFTaBP28M" href="http://youtu.be/WnTFTaBP28M" target="_blank">Oral History of Christine Kinlaw-Best</a>
Is Part Of
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/73" target="_blank">Seminole County Public Schools Collection</a>, Student Museum and UCF Public History Center Collection, Seminole County Collection, RICHES of Central Florida.
References
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1508" target="_blank">Sanford High School Report Card for Versa Woodcock, Fall 1907</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1508.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1545" target="_blank">Sanford High School Report Card for Versa Woodcock, Spring 1908</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1545.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1543" target="_blank">Sanford High School Report Card for Versa Woodcock, Fall 1908</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1543.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1546" target="_blank">Sanford High School Report Card for Versa Woodcock, Spring 1909</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1546.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1547" target="_blank">Sanford High School Report Card for Versa Woodcock, Spring 1910</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1547.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1544" target="_blank">Sanford High School Report Card for Versa Woodcock, Fall 1910</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1544.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1552" target="_blank">Westside Grammar Elementary School Report Card for Madge Woodcock, Fall 1913</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1552.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1531" target="_blank">Versa Woodcock</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1531.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1530" target="_blank">Versa Woodcock with Umbrella</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1530.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1549" target="_blank">Westside Grammar Elementary School Report Card for Colla Woodcock, 1914-1915</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1549.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1528" target="_blank">Seminole High School Report Card for Stinson Kinlaw, 1929-1930</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1528.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1542" target="_blank">Sanford Grammar School Report Card for Geraldine Rigney-Kinlaw, 1933-1934</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1542.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1541" target="_blank">Madge Geraldine Rigney-Kinlaw at Seminole High School</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1541.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1540" target="_blank">Colla Woodcock</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1540.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1512" target="_blank">Westside Grammar Elementary School First Grade Class, 1960-1961</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1512.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1536" target="_blank">Westside Grammar Elementary School Report Card for Christine Kinlaw, 1960-1961</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1536.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1533" target="_blank">Westside Grammar Elementary School Notice of Pupil Assignment for Christine Kinlaw, 1961-1962</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1533.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1513" target="_blank">Westside Grammar Elementary School Second Grade Class, 1961-1962</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1513.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1537" target="_blank">Westside Grammar Elementary School Report Card for Christine Kinlaw, 1961-1962</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1537.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1534" target="_blank">Westside Grammar Elementary School Notice of Pupil Assignment for Christine Kinlaw, 1962-1963</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1534.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1515" target="_blank">Westside Grammar Elementary School Third Grade Class, 1962-1963</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1515.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1538" target="_blank">Westside Grammar Elementary School Report Card for Christine Kinlaw, 1962-1963</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1538.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1532" target="_blank">Westside Grammar Elementary School May Day Program</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1532.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1535" target="_blank">Westside Grammar Elementary School Notice of Pupil Assignment for Christine Kinlaw, 1963-1964</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1535.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1516" target="_blank">Westside Grammar Elementary School Report Card for Christine Kinlaw, 1963-1964</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1516.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1539" target="_blank">Christine Kinlaw on Westside Grammar Elementary School Christmas Parade Float</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1539.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1511" target="_blank">Westside Grammar Elementary School Fifth and Sixth Grade Class, 1964-1965</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1511.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1550" target="_blank">Sanford Grammar School Report Card for Christine Kinlaw, 1964-1965</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1550.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1514" target="_blank">Westside Grammar Elementary School Sixth Grade Class, 1965-1966</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1514.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1551" target="_blank">Westside Grammar Elementary School Report Card for Christine Kinlaw, 1965-1966</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1551.
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a>
1st Street
7th Street
9th Street
Eastside Primary School
elementary school
First Street
grammar school
History Harvest
Kinlaw-Best, Christine
Kinlaw, Christine
Little Red Schoolhouse
Miller, Mark
Ninth Street
Palmetto Avenue
Public History Center
report card
Rigney-Kinlaw, Madge Geraldine
Sanford
Sanford Grammar School
Sanford High School
school
Seminole County
Seminole High School
Seventh Street
Southside School
Student Museum
Tajiri School of Performing Arts & Academics
Westside Grammar Elementary School
Woodcock, Colla
Woodcock, Madge
Woodcock, Versa
-
https://richesmi.cah.ucf.edu/omeka/files/original/156b446b618e506bf5739ccbc01f9238.pdf
a99aa7a44583fcc134d0fd37967523ce
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Sanford Collection
Description
The present-day Sanford area was originally inhabited by the Mayaca/Joroco natives by the time Europeans arrived. The tribe was decimated by war and disease by 1760 and was replaced by the Seminole Indians. In 1821, the United States acquired Florida from Spain and Americans began to settled in the state.
Camp Monroe was established in the mid-1830s to defend the area against Seminoles during the Seminole Wars. In 1836, the United States Army built a road (present-day Mellonville Avenue) to a location called "Camp Monroe," during the Second Seminole War. Following an attack on February 8, 1837, the camp was renamed "Fort Mellon," in honor of the battle's only American casualty, Captain Charles Mellon.
The town of Mellonville was founded nearby in 1842 by Daniel Stewart. When Florida became a state three years later, Mellonville became the county seat for Orange County, which was originally a portion of Mosquito County. Citrus was the first cash crop in the area and the first fruit packing plant was constructed in 1869.
In 1870, a lawyer from Connecticut by the name of Henry Shelton Sanford (1832-1891) purchased 12,548 acres of open land west of Mellonville. His vision was to make this new land a major port city, both railway and by water. Sitting on Lake Monroe, and the head of the St. Johns River, the City of Sanford earned the nickname of “The Gate City of South Florida.” Sanford became not only a transportation hub, but a leading citrus industry in Florida, and eventually globally.
The Great Fire of 1887 devastated the city, which also suffered from a statewide epidemic of yellow fever the following year. The citrus industry flourished until the Great Freezes of 1894 and 1895, causing planters to begin growing celery in 1896 as an alternative. Celery replaced citrus as the city's cash crop and Sanford was nicknamed "Celery City." In 1913, Sanford became the county seat of Seminole County, once part of Orange County. Agriculture dominated the region until Walt Disney World opened in October of 1971, effectively shifting the Central Florida economy towards tourism and residential development.
Alternative Title
Sanford Collection
Subject
Sanford (Fla.)
Contributor
<a href="http://www.seminolecountyfl.gov/departments-services/leisure-services/parks-recreation/museum-of-seminole-county-history/" target="_blank">Museum of Seminole County History</a>
<a href="https://www.thehistorycenter.org/" target="_blank">Orange County Regional History Center</a>
<a href="http://sanfordhistory.tripod.com/" target="_blank">Sanford Historical Society, Inc.</a>
<a href="http://www.sanfordfl.gov/index.aspx?page=108" target="_blank">Sanford Museum</a>
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/44" target="_blank">Seminole County Collection</a>, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Sanford, Florida
Curator
Marra, Katherine
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
External Reference
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
"<a href="http://www.sanfordfl.gov/index.aspx?page=48" target="_blank">Sanford: A Brief History</a>." City of Sanford. http://www.sanfordfl.gov/index.aspx?page=48.
<em>The Seminole Herald</em>. <a href="http://www.worldcat.org/oclc/52633016" target="_blank"><em>Sanford: Our First 125 Years</em></a>. [Sanford, FL]: The Herald, 2002.
<span>Mills, Jerry W., and F. Blair Reeves. <a href="http://www.worldcat.org/oclc/11338196" target="_blank"><em>A Chronology of the Development of the City of Sanford, Florida: With Major Emphasis on Early Growth</em></a></span><span>, 1975.</span>
Has Part
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/82" target="_blank"><em>Celery Soup: Florida’s Folk Life Play</em> Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/65" target="_blank">Churches of Sanford Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/131" target="_blank">Creative Sanford, Inc. Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/41" target="_blank">Georgetown Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/78" target="_blank">Marie J. Francis Collection</a>, Georgetown Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/101" target="_blank">Sanford Avenue Collection</a>, Georgetown Collection, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/79" target="_blank">Goldsboro Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/116" target="_blank">Henry L. DeForest Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/12" target="_blank">Hotel Forrest Lake Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/14" target="_blank">Ice Houses of Sanford Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/42" target="_blank">Milane Theatre Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/13" target="_blank">Naval Air Station Sanford Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/15" target="_blank">Sanford Baseball Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/61" target="_blank">Sanford Cigar Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/10" target="_blank">Sanford Riverfront Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/11" target="_blank">Sanford State Farmers' Market Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Reisz, Autumn
Interviewee
Miller, Algerine
Location
UCF Public History Center, Sanford, Florida
Original Format
1 digital audio/video recording
Duration
3 minutes and 9 seconds
Bit Rate/Frequency
263kbps
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
Oral History of Algerine Miller
Alternative Title
Oral History, Miller
Subject
Sanford (Fla.)
Oral histories
Description
Oral history of Algerine Miller, interviewed by Autumn Reisz on March 2, 2013, for the UCF Public History Center's History Harvest. In the oral history, Miller discusses how she found out about the History Harvest, the documents and photographs she contributed, and her family's property in Sanford, Florida.<br /><br />Born in Orangeburg County, South Carolina in 1909, Algerine's father Moddie moved to Sanford, where he and his wife, Alberta, purchased the property that the Miller family still owned as of 2013.
Abstract
Oral history interview of Algerine Miller. Interview conducted by Autumn Reisz at <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> in Sanford, Florida.
Table Of Contents
0:00:00 Introduction<br /> 0:00:25 Reasons for attending the History Harvest<br /> 0:00:48 Items contributed for scanning<br /> 0:02:37 Reasons for digital preservation<br /> 0:03:00 Closing remarks
Creator
Reisz, Autumn
Source
Miller, Algerine. Interviewed by Autumn Reisz. UCF Public History Center. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Date Created
2013-03-02
Contributor
Miller, Algerine
Has Format
Digital transcript of original oral history: Miller, Algerine. Interviewed by Autumn Reisz. UCF Public History Center. March 2, 2013. Video record available. <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
Format
video/mp4
application/pdf
Extent
112 MB
Medium
3-minute and 9-second digital audio/video recording
6-page typed transcript
Language
eng
Type
Moving Image
Coverage
Sanford, Florida
Accrual Method
Item Creation
Mediator
History Teacher
Provenance
Originally created by Autumn Reisz and Algerine Miller and owned by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>.
Rights Holder
Copyright to the resource is held by the <a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Contributing Project
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, History Harvest Spring 2013
Curator
Reisz, Autumn
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank"> RICHES MI</a>
External Reference
Flewellyn, Valada S. <a href="http://www.worldcat.org/oclc/4497409" target="_blank"><em>African Americans of Sanford</em></a>. Charleston, SC: Arcadia Pub, 2009.
Sanford Historical Society (Fla.). <a href="http://www.worldcat.org/oclc/53015288" target="_blank"><em>Sanford</em></a>. Charleston, SC: Arcadia, 2003.
"<a href="http://youtu.be/eOiwobAORvw" target="_blank">Oral History of Algerine Miller</a>." YouTube. Flash video file. http://youtu.be/eOiwobAORvw.
Transcript
<p><strong>Reisz<br /></strong>Alright and my name is Autumn Reisz and it is March 2<sup>nd</sup>, 2013 and I am talking with Algerine today at the History Harvest. And we're going to talk about some of the items that she brought today.</p>
<p><strong>Reisz<br /></strong>So, first, ah, how did you hear about us and our event today?</p>
<p><strong>Miller<br /></strong>Ah, Meghan [Vance] and, um—I can't think of her name.</p>
<p><strong>Reisz<br /></strong>I know Meghan came to see you. Was it Dr. [Rosalind J.] Beiler? Did you talk to her? Um, I am trying to think of who else went out.</p>
<p><strong>Miller<br /></strong>Dr. who?</p>
<p><strong>Reisz<br /></strong>Dr. Beiler—Rose?</p>
<p><strong>Miller<br /></strong>Yes, Rose. I talked to Rose. Yes, yes.</p>
<p><strong>Reisz<br /></strong>Did you talk to Rose? Um, Excellent.</p>
<p><strong>Reisz<br /></strong>And then, um, tell us what you brought today.</p>
<p><strong>Miller <br /></strong>Well, today I brought some documents going back in my family history. The birth of my father.</p>
<p><strong>Reisz<br /></strong>Thanks. Very nice. That is fantastic. What else do you have?</p>
<p><strong>Miller<br /></strong>And I have the property deed for the property which we still have.</p>
<p><strong>Reisz<br /></strong>Nice.</p>
<p><strong>Miller<br /></strong>This is my father, my father's mother. My father and mother. My father's mother. My mother's sister and her husband. My father's three brothers—I mean two brothers. That's another picture of my father. That's an earlier picture. My brother who's deceased, on the left. My brother who's deceased. This is my family.</p>
<p><strong>Reisz<br /></strong>Is that the house?</p>
<p><strong>Miller<br /></strong>That's the house. Yes.</p>
<p><strong>Reisz<br /></strong>Excellent.</p>
<p><strong>Miller<br /></strong>This is a picture of my sister who was attached to the White House. And she has a picture with…</p>
<p><strong>Reisz<br /></strong>Ah, yeah!</p>
<p><strong>Miller<br /></strong>With President [Bill] Clinton.</p>
<p><strong>Reisz<br /></strong>That is fantastic! Well, I am going to give these back, because they're a little fragile.</p>
<p><strong>Miller<br /></strong>Mmkay.</p>
<p><strong>Reisz<br /></strong>So you said ya'll have had that house and that property for how long?</p>
<p><strong>Miller<br /></strong>1946, I believe.</p>
<p><strong>Reisz<br /></strong>Yeah? Still living there and, ah…</p>
<p><strong>Miller<br /></strong>Still living there. The house's still standing. [<em>laughs</em>]</p>
<p><strong>Reisz<br /></strong>Now you brought these particular pictures to be scanned today, because they are—they are very significant to you? And you wanted to make sure you had digital copies, right?</p>
<p><strong>Miller<br /></strong>[<em>nods</em>] Yes.</p>
<p><strong>Reisz <br /></strong>Is there one in particular that you really wanted to make sure that got scanned? Was it the picture, the deed, or everything?</p>
<p><strong>Miller<br /></strong>Everything.</p>
<p><strong>Reisz<br /></strong>Everything. Well alright. Any stories you'd like to share?</p>
<p><strong>Miller<br /></strong>No. I can't think of any right now.</p>
<p><strong>Reisz<br /></strong>Okay. Well, that's it. We just wanted to know a little bit about the items that you brought today and how you heard about us, and, ah, that's it. Nice and easy.</p>
<p><strong>Miller<br /></strong>Okay.</p>
<p><strong>Reisz<br /></strong>Thank you very much.</p>
<p><strong>Miller<br /></strong>You're welcome.</p>
<p><strong>Reisz<br /></strong>We really appreciate it. </p>
Click to View (Movie, Podcast, or Website)
<a title="http://youtu.be/eOiwobAORvw" href="http://youtu.be/eOiwobAORvw" target="_blank">Oral History of Algerine Miller</a>
Is Part Of
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">UCF Public History Center</a>, Sanford, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/16" target="_blank">Sanford Collection</a>, Seminole County Collection, RICHES of Central Florida.
Source Repository
<a href="http://www.publichistorycenter.cah.ucf.edu/" target="_blank">Public History Center/Student Museum</a>
References
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1553" target="_blank">Alberta Miller</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1553.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1557" target="_blank">Moddie Miller with Sister and Mother, Carrie Whaley</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1557.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1554" target="_blank">Certificate of Birth for Moddie Miller</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1554.
"<a href="https://richesmi.cah.ucf.edu/omeka2/items/show/1555" target="_blank">Miller Family Warranty Deed</a>." RICHES of Central Florida. https://richesmi.cah.ucf.edu/omeka2/items/show/1555.
Beiler, Rosalind J.
Clinton, Bill
Clinton, William "Bill" Jefferson
deed
History Harvest
Miller, Algerine
oral history
property deed
Reisz, Autumn
Sanford
UCF Public History Center
Vance, Meghan
White House