1
100
7
-
https://richesmi.cah.ucf.edu/omeka/files/original/f7df7ba90a75ee6a7377bbe05968a512.jpg
52df82f860168d01c9d744c87394f69e
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.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Original Format
1 black and white photograph
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
Northwest Corner of South Magnolia Avenue and East Second Street, 1924
Alternative Title
Magnolia Ave. and 2nd St.
Subject
Sanford (Fla.)
Buildings--Florida
Hotels--Florida
Automobiles--United States
Automobile industry and trade--Southern States
Description
The building on the northwest corner of South Magnolia Avenue and East Second Street in Downtown Sanford, Florida. The building was designed by architect Elton James Moughton. As of 2012, the location is being used as a parking lot. The Seminole Hotel, later renamed the Florida Hotel, can also be seen on the far left in this photograph. The hotel, which was located at 101 East First Street, is also known for housing the office of W. T. Cotter, a local architect, in the 1880s.
Type
Still Image
Source
Original black and white photograph by Woodward: item 14264-JJ4: Elton Moughton Archives, Private Collection of Christine Dalton.
Is Part Of
Elton Moughton Archives, Private Collection of Christine Dalton.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/16" target="_blank">Sanford Collection</a>, Seminole County Collection, RICHES of Central Florida.
Is Format Of
Digital reproduction of original black and white photograph by Woodward.
Coverage
Downtown Sanford, Florida
Seminole Hotel, Downtown Sanford, Florida
Creator
Woodward
Date Created
ca. 1924
Format
image/jpeg
Extent
68.3 KB
Medium
1 black and white photograph
Language
eng
Mediator
History Teacher
Economics Teacher
Geography Teacher
Provenance
Originally created by Woodward.
Rights Holder
Copyright to the resource is held by Christine Dalton and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
<a href="http://riches.cah.ucf.edu/buildingblocks.php" target="_blank">Building Blocks</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
Elton Moughton Archives
External Reference
<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.
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.
2nd Street
automobile industry
car
car dealership
Downtown Sanford
Florida Hotel
hotel automobile
Magnolia Avenue
Moughton, Elton James
Sanford
Second Street
Seminole Hotel
Woodward
-
https://richesmi.cah.ucf.edu/omeka/files/original/14e063cecf9e7a2545b995d7dddcdf67.jpg
3fc626e1309decab0ee8c893c93c2133
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.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Original Format
1 black and white photograph
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
Ford Motor Company Dealership in Downtown Sanford
Alternative Title
Ford Dealership
Subject
Sanford (Fla.)
Ford Motor Company
Automobiles--United States
Automobile industry and trade--Southern States
Description
The Ford Motor Company dealership that was located on the southeast corner of North Palmetto Avenue and East Commercial Avenue in Downtown Sanford, Florida, around 1924. The building was designed by architect Elton James Moughton. As of 2012, the location is being used as a parking lot.
Type
Still Image
Source
Original black and white photograph by Woodward: item 14264-W: Elton Moughton Archives, Private Collection of Christine Dalton.
Is Part Of
Elton Moughton Archives, Private Collection of Christine Dalton.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/16" target="_blank">Sanford Collection</a>, Seminole County Collection, RICHES of Central Florida.
Is Format Of
Digital reproduction of original black and white photograph by Woodward.
Coverage
Ford Motor Company Dealership, Downtown Sanford, Florida
Creator
Woodward
Date Created
ca. 1924
Format
image/jpeg
Extent
131 KB
Medium
1 black and white photograph
Language
eng
Mediator
History Teacher
Economics Teacher
Geography Teacher
Provenance
Originally created by Woodward.
Rights Holder
Copyright to the resource is held by Christine Dalton and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
<a href="http://riches.cah.ucf.edu/buildingblocks.php" target="_blank">Building Blocks</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
Elton Moughton Archives
External Reference
<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.
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.
automobile
automobile industry
car
car dealership
Commercial Avenue
Downtown Sanford
Ford Motor Company
Moughton, Elton James
Palmetto Avenue
Sanford
Woodward
-
https://richesmi.cah.ucf.edu/omeka/files/original/b19c6a216b31d3b5a5a9841fce01c917.jpg
b11c351a9abdca58154f416df27fa4c3
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
Oviedo Historical Society Collection
Alternative Title
Oviedo Historical Society Collection
Subject
Oviedo (Fla).
Description
The Oviedo Historical Society Collection encompasses historical artifacts donated for digitization at the Oviedo Historical Society's History Harvest in the Spring semester of 2015.
The Oviedo Historical Society was organized in November 1973 by a group of citizens. The society is a 501(3) non-profit organization. Its purpose is to help preserve the community identity of Oviedo by collecting and disseminating knowledge about local history, serve as a repository for documents and artifacts relating to Oviedo history, promote the preservation and marking of historic sites and buildings in the Oviedo area and foster interest in local, state, national, and world history.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/128" target="_blank">Oviedo Collection</a>, Seminole County Collection, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Oviedo, Florida
Contributing Project
<a href="http://oviedohs.com/" target="_blank">Oviedo Historical Society</a>
<a href="http://history.cah.ucf.edu/staff.php?id=304" target="_blank">Dr. Connie L. Lester</a>'s Introduction to Public History course, Spring 2015
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
External Reference
"<a href="http://oviedohs.com/" target="_blank">Oviedo Historical Society</a>." Oviedo Historical Society, Inc. http://oviedohs.com/.
Adicks, Richard, and Donna M. Neely. <a href="http://www.worldcat.org/oclc/5890131" target="_blank"><em>Oviedo, Biography of a Town</em></a>. S.l: s.n.], 1979.
Robison, Jim. <a href="http://www.worldcat.org/oclc/796757419" target="_blank"><em>Around Oviedo</em></a>. 2012.
"<a href="http://www.cityofoviedo.net/node/68" target="_blank">History</a>." City of Oviedo, Florida. http://www.cityofoviedo.net/node/68.
"<a href="http://riches.cah.ucf.edu/audio/Ep41-Oviedo.mp3" target="_blank">RICHES Podcast Documentaries, Episode 41: Oviedo, with Dr. Richard Adicks</a>." RICHES of Central Florida. http://riches.cah.ucf.edu/audio/Ep41-Oviedo.mp3.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Original Format
1 newspaper photograph
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
...And Another Learns His Lesson
Alternative Title
Another Learns His Lesson
Subject
Slavia (Fla.)
Roads--Florida
Cars
Automobiles
Description
A newspaper photograph published by <em>The Oviedo Outlook</em> on July 7, 1971. This photograph shows a car stuck in a ditch off of Florida State Road 426 in Slavia, Florida. According to the caption, the driver's car slipped off the road when it was raining.
Type
Still Image
Source
Original newspaper article: "...And Another Learns His Lesson." <em>The Oviedo Outlook</em>, Vol. 1, No. 3, July 7, 1971: Private Collection of Dan Beistel.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/147" target="_blank">Oviedo Historical Society Collection</a>, Oviedo Collection, Seminole County Collection, RICHES of Central Florida.
Is Format Of
Digital reproduction of original newspaper article: "...And Another Learns His Lesson." <a href="http://www.seminolevoice.com/" target="_blank"><em>The Oviedo Outlook</em></a>, Vol. 1, No. 3, July 7, 1971.
Coverage
Slavia, Florida
Publisher
<a href="http://www.seminolevoice.com/" target="_blank"><em>The Oviedo Outlook</em></a>
Contributor
Beistel, Dan
Date Created
ca. 1971-07-07
Date Issued
1971-07-07
Date Copyrighted
1971-07-07
Format
image/jpg
Extent
145 KB
Medium
1 newspaper photograph
Language
eng
Mediator
History Teacher
Geography Teacher
Provenance
Originally published by <a href="http://www.seminolevoice.com/" target="_blank"><em>The Oviedo Outlook</em></a>.
Rights Holder
Copyright to this resource is held by <a href="http://www.seminolevoice.com/" target="_blank"><em>The Seminole Voice</em></a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
<a href="http://oviedohs.com/" target="_blank">Oviedo Historical Society</a>
Curator
Dossie, Porsha
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
Private Collection of Dan Beistel
External Reference
"<a href="http://riches.cah.ucf.edu/audio/Ep41-Oviedo.mp3" target="_blank">RICHES Podcast Documentaries, Episode 41: Oviedo, with Dr. Richard Adicks</a>." RICHES of Central Florida. http://riches.cah.ucf.edu/audio/Ep41-Oviedo.mp3.
Adicks, Richard, and Donna M. Neely. <a href="http://www.worldcat.org/oclc/5890131" target="_blank"><em>Oviedo, Biography of a Town</em></a>. S.l: s.n.], 1979.
Robison, Jim. <a href="http://www.worldcat.org/oclc/796757419" target="_blank"><em>Around Oviedo</em></a>. 2012.
"<a href="http://www.cityofoviedo.net/node/68" target="_blank">History</a>." City of Oviedo, Florida. http://www.cityofoviedo.net/node/68.
automobile
car
Florida State Road 246
highway
Oviedo
road
Slavia
SR 426
-
https://richesmi.cah.ucf.edu/omeka/files/original/9a286a6f755d844f675354e955e5642a.pdf
61f2719e5cadc99a144778de63ba9150
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
Creative Sanford, Inc. Collection
Alternative Title
Creative Sanford Collection
Subject
Seminole County (Fla.)
Folk plays
Sanford (Fla.)
Description
<span>Creative Sanford, Inc. is a non-profit organization created to manage <em>Celery Soup: Florida's Folk Life Play</em> community theater productions. The original idea for the Celery Soup project came from Jeanine Taylor, the owner of a folk-art gallery on First Street in Sanford, Florida. Their first production was </span><em>Touch and Go</em><span>, a play focusing on the people of Sanford and their determination to overcome various obstacles, including the Freeze of 1894-1895, the fall of Sanford's celery industry, and the closing of Naval Air Station (NAS) Sanford in the 1960s. In the process of producing the show, Creative Sanford decided to rehabilitate an historic building, the Princess Theater, which is located on 115 West First Street and owned by Stephen Tibstra. The Creative Sanford offices are housed in the Historic Sanford Welcome Center, located at 203 East First Street.</span>
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/16" target="_blank">Sanford Collection</a>, Seminole County Collection, RICHES of Central Florida.
<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
Historic Sanford Welcome Center, Downtown Sanford, Florida
Princess Theater, Downtown Sanford, Florida
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
External Reference
"<a href="http://www.celerysoupsanford.com//about" target="_blank">WHO IS CREATIVE SANFORD, INC?</a>" Celery Soup. http://www.celerysoupsanford.com//about.
<span>"<a href="http://www.celerysoupsanford.com/about/" target="_blank">About: History and Purpose</a>." Celery Soup. http://www.celerysoupsanford.com/about/.</span>
"<a href="http://www.communityperformanceinternational.org/sanford-florida" target="_blank">Sanford, Florida: How do you make Celery Soup? Add stories, then stir</a>." Community Performance International. http://www.communityperformanceinternational.org/sanford-florida.
Contributor
<a href="http://www.celerysoupsanford.com/" target="_blank">Creative Sanford, Inc.</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Interviewer
Thompson, Trish
Román-Toro, Freddie
Interviewee
Black, Patricia Ann
Hardy, Billy
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 Patricia Ann Black and Billy Hardy
Alternative Title
Oral History, Black and Hardy
Subject
Sanford, (Fla.)
Education--Florida
Race relations--Florida
Army
Description
An oral history of both Patricia Ann Black (b. 1956) and Billy Hardy (b. 1956). Hardy was born on August 17, 1956, and Black was born 14 days later on August 31. Both grew up at the end of Tenth Street in Sanford, Florida. This oral history interview was conducted by Trish Thompson and Freddie Román-Toro.<br /><br />Hardy and Black attended Hopper Elementary School through sixth grade, Lakeview Middle School for seventh grade, Sanford Junior High School for eighth grade, Crooms High School for ninth grade, and Seminole High School through twelfth grade. They talk about what life was like in Sanford during segregation and what happened to make integration possible. Black talks about what her education in New York was like when compared to that in Sanford. Hardy discusses how football helped ameliorate tensions among blacks and whites. He also shares his experiences in the Army. Black and Hardy also discuss their childhood romance and how circumstances changed their relationship. Hardy also speaks about his time in technical school and his passion for cars. Other topics include the differences between attending school in New York and Florida, the Trayvon Martin case, and the sexual abuse of Black as a child.
Type
Text
Source
Black, Patricia and Billy Hardy. Interviewed by Trish Thompson and Freddie Román-Toro. March 2013. Audio record available. <a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a>, Sanford, Florida.
Requires
<a href="https://get.adobe.com/reader/" target="_blank">Adobe Acrobat Reader</a>
Is Part Of
<a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a>, Sanford Florida.
<a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc. Collection</a>, Sanford Collection, Seminole County Collection, RICHES of Central Florida.
Is Format Of
Digital 22-page transcript of original oral history: Black, Patricia and Billy Hardy. Interviewed by Trish Thompson and Freddie Román-Toro. March 2013. Audio record available. <a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a>, Sanford, Florida.
Coverage
Hopper Academy, Sanford, Florida
Lakeview Middle School, Winter Garden, Florida
Sanford Junior High School, Sanford, Florida
Crooms High School, Sanford, Florida
Seminole High School, Sanford, Florida
Creator
Thompson, Trish
Román-Toro, Freddie
Black, Patricia Ann
Hardy, Billy
Date Created
2013-03
Format
application/pdf
Extent
198 KB
Medium
22-page digital transcript
Language
eng
Mediator
History Teacher
Provenance
Originally created by Trish Thompson, Freddie Román-Toro, Patricia Ann Black, and Billy Hardy.
Rights Holder
Copyright to this resource is held by <a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a> and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
<a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a>
<a href="http://www.celerysoupsanford.com/" target="_blank">Celery Soup</a>
Curator
Román-Toro, Freddie
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
<a href="http://www.celerysoupsanford.com//about" target="_blank">Creative Sanford, Inc.</a>
External Reference
Gilmore, Henry Francis. <a href="http://www.worldcat.org/oclc/78907105" target="_blank"><em>A Study of Attitudes of Negro Teachers Toward the Supreme Court Decision and Other Issues of Desegregation in Education</em></a>. Thesis (Ed.D.)--Teachers College, Columbia University, 1957.
Humphrey, Hubert H. <a href="http://www.worldcat.org/oclc/189150" target="_blank"><em>Integration vs. Segregation</em></a>. New York: Crowell, 1964.
Jenkins, Sallie S. <a href="http://www.worldcat.org/oclc/52692084" target="_blank"><em>A Historical Investigation of School Desegregation in Seminole County School District</em></a>. Thesis (EdD.)--University of Central Florida, 2002, 2002.
Kharif, Wali Rashash. <a href="http://www.worldcat.org/oclc/10501914" target="_blank"><em>The Refinement of Racial Segregation in Florida After the Civil War</em></a>. Thesis (Ph. D.)--Florida State University, 1983, 1983.
Yancy, George, and Janine Jones. <a href="http://www.worldcat.org/oclc/810119075" target="_blank"><em>Pursuing Trayvon Martin: Historical Contexts and Contemporary Manifestations of Racial Dynamics</em></a>. Lanham: Lexington Boos, 2013.
Transcript
<p><strong>Thompson<br /></strong>How did y’all meet? [<em>laughs</em>].</p>
<p><strong>Hardy<br /></strong>We grew up at the end of Tenth Street. Our house was the last house on the street. And it just so happened that my birthday was August 17<sup>th</sup>, 1956 and yours was…</p>
<p><strong>Black<br /></strong>Mine was August 31<sup>st</sup>, 1956. And we’re like 14 days apart and our mothers carried us at the same time. And we’re at the dead end of East Tenth Street. so I’m at the corner and he’s at the end. It was just us two kids. There were others in the neighborhood, but…</p>
<p><strong>Hardy<br /></strong>Not as close as we were.</p>
<p><strong>Thompson<br /></strong>So you went all through school together?</p>
<p><strong>Hardy<br /></strong>Pretty much.</p>
<p><strong>Thompson<br /></strong>What school?</p>
<p><strong>Hardy<br /></strong>In elementary school, it was Hopper [Academy]—between Eleventh [Street] and Celery Avenue—and afterwards, it was Lakeview [Middle School] for seventh grade, I think.</p>
<p><strong>Black<br /></strong>Yeah. We were 12 at Lakeview and we went to Sanford Junior High [School] at 13.</p>
<p><strong>Thompson<br /></strong>And where was Sanford Junior then?</p>
<p><strong>Black<br /></strong>That’s Sanford Middle School now. It’s the same one.</p>
<p><strong>Thompson<br /></strong>Oh. It’s on [U.S. Route] 17-92.</p>
<p><strong>Black<br /></strong>Yes. The next year we went to Crooms [High School], which became our ninth grade. Then we went to Seminole [High School].</p>
<p><strong>Thompson<br /></strong>So you were there for the integration of—or you were one year after?</p>
<p><strong>Hardy<br /></strong>No. We were in the midst of it.</p>
<p><strong>Black<br /></strong>We were in fourth grade when that began to happen, so we kind of had a choice for our fifth grade. Our parents could decide if they wanted to send us to the other school, because they didn’t close Hopper or anything like that.</p>
<p><strong>Hardy<br /></strong>It just made an opportunity to go to other schools, if they wanted to, but we stayed. It was right around the corner [<em>laughs</em>].</p>
<p><strong>Black<br /></strong>We lived one block away. It was on the corner of Eleventh and Bay [Avenue] and we lived on Tenth and Bay so—my parents left the choice up to me, because all my life I’ve always gone to integrated schools. I began school in New York state and…</p>
<p><strong>Thompson<br /></strong>Oh, so you left?</p>
<p><strong>Black<br /></strong>I would leave every year. My father was a migrant crew leader, but they lived here. They stayed here. My parents’ work was as a migrant to carry people up north to pick apples—to harvest the fruit.</p>
<p><strong>Thompson<br /></strong>And so you went to school up there every year? So you were just home in summertime?</p>
<p><strong>Black<br /></strong>And I spent all my summers in New York. I began school in New York and I would end it here every school year. From September to November, up to the week before Thanksgiving, I would go to school in New York. Then we’d come down here and I’d finish school. And it used to be June 6<sup>th</sup> that would be the last day of school, and then as we got older it would be June 11<sup>th</sup>. The next day, my mom and I would get on a Greyhound bus and go to Rochester[, New York] to visit with my sisters, and my father would come up around July 5<sup>th</sup>—out to the migrant camp that we lived on.</p>
<p><strong>Román-Toro<br /></strong>Could you elaborate on the differences between going to school up North and coming to school here?</p>
<p><strong>Black<br /></strong>Yes. I sure can. For me, it was more of a freedom. When I’m in New York, I could be myself. I could be all that I thought I could be. I went to school with whites. I started out with whites, so in school, there was no limit to what we were taught we could be—even the black students.</p>
<p>However, down here I had to go to an all-black school, which wasn’t a problem, as far as it being black. I knew I fit in there. However, at a very early age, I learned the difference. It was kind of sad for me, especially by sixth grade, I had a grip on what was going on. I didn’t like when I got to Florida, I had to feel “less than.”</p>
<p><strong>Thompson<br /></strong>When you were in Florida, did you feel like the teachers didn’t tell you you could be all that you could be? Did the teachers treat you different in the North and South?</p>
<p><strong>Black<br /></strong>No, but there is a difference and I saw the difference. The teachers here did all they could, but you still left school thinking that you could go no higher than a teacher. We weren’t taught about, “You could be a doctor one day.” This is what I remember.</p>
<p><strong>Thompson<br /></strong>Billy, how about you?</p>
<p><strong>Hardy<br /></strong>Just like she was saying earlier. we were in that situation and, as far as going to school, that’s what we did. We knew we had to go. we knew we had to have an education, so we went. The thing about Sanford during that time was that we lived over here and they lived over there. In other words, the black part of town was over here, and the white part was over here, and our parents taught us, “You don’t go over there.”</p>
<p>There were many parts of time that—I’ll tell you what, as I came home from service, after 23 years of service, there were parts of town that I had never seen. When I came home, I was right down Melonville [Avenue] and I said, “I’m going over here,” and I did. I rode on through the neighborhoods and I was like…</p>
<p><strong>Román-Toro<br /></strong>How’d you feel about that? How’d you feel about having that opportunity to go wherever you wanted?</p>
<p><strong>Hardy<br /></strong>After being in the service, basically, I was going everywhere I wanted anyway, so when I came home it didn’t matter anymore. [<em>laughs</em>] The door was swung wide open. When I joined the Army, the door was open so wide, it wasn’t black or white anymore. It was green. We were fighting for one purpose and one cause and that was it. Sometimes prejudice situations came up, but it wasn’t a big thing. It was pretty much—it happened. It was controlled. It was dealt with, and that was the end of it. Growing up as a child, I had to stay where my parents told me to stay.</p>
<p><strong>Thompson<br /></strong>Did it make you feel fearful—them telling you that you can’t go there?</p>
<p><strong>Hardy<br /></strong>It bothered me. It really bothered me, because Sundays—you know, Sunday afternoon—after a Sunday meal, everybody’s been to church. We would go out to the schoolhouse and play football. It was all the guys in the neighborhood and we would have a blast. Gosh, we would just play football all day.</p>
<p>What happened was, some of the guys from the other side of town—the white guys—came and saw us playing football at the schoolhouse—and this is kind of what got the ball running as far as the integration part. We played ball. They played ball. We played ball over here, but they played ball over there, so when they came over and a group of them decided, “Let’s go ask. Let’s go talk,” and we began to talk and things began to change. I think there was more to it than that, but that was one of the changes I saw.</p>
<p><strong>Thompson<br /></strong>So you and your peers—black and white—you made the decision to integrate before your parents?</p>
<p><strong>Black<br /></strong>Our parents didn’t decide for us to integrate. It was the white man. It wasn’t our parents. I believe that all of our black parents would rather have kept us where we were. They feared. They wouldn’t have sent us out to white schools, but as time went on, white people had to make a change, so that’s where it came about. We didn’t care that it was integrated. We were fine just where we were. I chose not to go. They gave us a choice. It was a very easy decision for me. I had been looking at white people all my life, and honestly, I was afraid of the white people down here, because here there was always that segregation, but in New York—so I knew there was a difference.</p>
<p>The white people in the South – he probably could name some white kids that we went to school with. I can’t. There were no relationships with any of the white kids that we went to school with. It’s like…</p>
<p><strong>Román-Toro<br /></strong>So you were segregated, even when you weren’t segregated is what you’re saying? When segregation started informally, and then later formally, did you trust it? Did you trust that it was for sincere reasons? or did you suspect that there was an agenda behind it?</p>
<p><strong>Black<br /></strong>Well, I suspected that there was an agenda behind it—that they were being forced to make it happen. They didn’t want us. They didn’t think it was the right time to do this. There was a force behind it.</p>
<p>When I—in fifth grade, in New York state—well, I had heard it while in fourth grade down here—but in fifth grade in New York state, when it was time to move back down here in November, I remember that all the kids thought that I was so smart in school down here. The books that they were learning through, I had already studied and completed in New York.</p>
<p><strong>Thompson<br /></strong>So you were getting second-hand books in Florida?</p>
<p><strong>Black<br /></strong>And in fifth grade, the books were coming from the North. Yes, because when I got here and went to school and for Thanksgiving, the guy next to me, Willie Jones—when he opened his geography book—in the front they have whose name is in it and then they have the school stamp up in the corner. And there it was: “NRW,” which was North Rose-Wolcott [High] School—that I went to. I was just floored, and I went home very upset with my father, because I had asked him, “How do these books get from New York to Florida?” He told me he didn’t know, but in fifth grade I had my own evidence. I saw the book and I just—it was just never a good feeling for me.</p>
<p>That’s where my—I am a big advocate for diversity and I have been ever since then—and with Martin Luther King[, Jr.] and John F. Kennedy—for me, in my life, even with what I was going through, I was going to be what Martin Luther King was talking about—black and white kids holding hands and walking to school together. I was going to show white people that that could be done, because I knew there was a difference between the whites in the South and the whites in the North and you’re all white, you know?</p>
<p><strong>Thompson<br /></strong>I want to go back just for a minute. When you said your parents wouldn’t let you go there, did your parents explain why they didn’t want you going in those neighborhoods?</p>
<p><strong>Hardy<br /></strong>Well, basically they didn’t want us going over there because it was trouble. Some of the experiences—I mean, I got dogs sicced on me. I got to the point where I just got fed up by a lot of stuff and it was—I walked to the store one day, and this guy sicced his dog on me. He had one big one and one little one, and they didn’t bite me, because I guess I was a pretty good size as a kid. I would jump at one, he’d run and the other one would try to get me and I’d jump at him, you know? I tell you what, the hatred that built up in me during that time—I was going to kill the dogs, but they died. I had something on the inside that really bothered me for a long time. and when we left Hopper and went to Lakeview it was like a big melting pot.</p>
<p><strong>Thompson<br /></strong>What year would that have been?</p>
<p><strong>Black<br /></strong>We were 12. That would have been [19]68. We were 12 years old.</p>
<p><strong>Thompson<br /></strong>Because the integration of Crooms didn’t happen ‘til 1970.</p>
<p><strong>Black<br /></strong>We were 14 at the time. Crooms was in ninth grade. Lakeview was built for the seventh grade—for all of us. Everybody was going to have to go to Lakeview.</p>
<p><strong>Hardy<br /></strong>We fought every day. every day. They shut the school down once, because we fought so much. I mean, it was lunch time, and here come the buses, and it was a mess. I could honestly say that the class of ’74, from Lakeview all the way up to high school, we fought.</p>
<p>Just to take it even a step further, I played football. My thing was football. I was big in sports, and it got to the point where I just decided, “What are we fighting for? I’m tired of fighting.” Did you see the movie <em>Remember the Titans</em>? We finally came together Homecoming. It took Homecoming in the 11<sup>th</sup> grade for us to come together—actually, in the 12<sup>th</sup> grade. It took Homecoming for us to come together. We were down 7-6, and we got in that huddle, and we looked at each other and decided, “That’s it. We’re going to do this.” That was the first time we joined hands and said, “That’s it. No more.” We were on defense, and I was on defense, because I played both ways. when the game started, I was on the field from then to the time the game was over. Gosh, their quarterback dropped back for a pass and we rushed him hard. And he dropped back and he threw it and one of the quarterbacks—I’ll never forget it, Jimmy Clemens, a white guy, intercepted it. We formed a wall and we wiped out everybody and Jimmy ran in for the touchdown and we won the game.</p>
<p><strong>Thompson<br /></strong>But didn’t you all go to the state [championship] that year?</p>
<p><strong>Hardy<br /></strong>No. We didn’t. We didn’t go to state. I’ll tell you what—it took that to bring us together. We really had a time. We really did.</p>
<p><strong>Thompson<br /></strong>It wasn’t every black or white person, but it was certain ones that they had been…</p>
<p><strong>Hardy<br /></strong>It was certain ones. I’ll give you a good example. I have a good friend named Pat Howard, okay? Pat were[sic] practicing one day, and I was on offense at the time. Pat intercepted the ball, and I hit him pretty hard. We were in the shower and I wasn’t expecting Pat to come up to me. He said, “You tried to kill me out there.” I said, “Coach is wearing us out out there. Nah. I didn’t try to kill you.” I said, “You all right?” He said, “Yeah.” We shook it off. The next day we got ready to line up and the coach blew the whistle. He said, “Hardy? You’re over there on defense next to Howard.” Now we’re on the same side. Now it’s getting good. “Don’t come this way,” I said. “I don’t care who you are—black or white. Don’t come this way.” Pat catches on real quick and he stood back to back with me and said, “Don’t come this way.” Now we’re having fun. Now it’s getting real interesting. We’re great friends right now. As a matter of fact, his mother has a barber shop across the street—a hair salon. Betty Ann?</p>
<p><strong>Thompson<br /></strong>Oh, yeah. I don’t know her, but everybody says what a wonderful person she is</p>
<p><strong>Hardy<br /></strong>That’s his mom, so when we get together we hug, fish, and talk. Needless to say, when the wall was torn down—while we were in the pot fighting—there were some friends made in the pot. The wall came down. Doing sports—the wall came down. We realized fighting wasn’t going to do us any good. “You’re here and I’m here. We’ve got to go to the same school. We’re from the same town. Hey, we might as well get along.”</p>
<p><strong>Thompson<br /></strong>Your thought process is that that brought about the change, because you said, “I’m not fighting.” Then you said that to them, and they said that they didn’t want to fight either. You were really a catalyst for the change in your school.</p>
<p><strong>Hardy<br /></strong>Somebody had to do something.</p>
<p><strong>Thompson<br /></strong>Well, I’m glad to meet you, because that was a wonderful thing that you did.</p>
<p><strong>Hardy<br /></strong>All that fighting and carrying on—it gets to the point where you’re like, “Come on. We just did this yesterday.” There was a big change. When we graduated. Tears flew. “I might never see this guy anymore.” I knew these guys, so when reunion time comes around, that’s great. We go get a ride, Pat gets drunk, and I have to take him home[<em>laughs</em>]. All of a sudden he’s hugging you and wants to tell you how much he loves you. The true feelings come out then. When I see him in his momma’s shop, it’s like, “Hey! You didn’t call me!” They look at us like we’re going to tear the place apart.</p>
<p>It had to come to that. The wall inside of me fell. and it didn’t just fall, it crumbled. After I joined the service, it really crumbled, because now those I thought were my enemies were now my friends. Now we’re fighting for the same cause. I’m training them and they’re training me. I’ve been to the battlefield.</p>
<p><strong>Thompson<br /></strong>Which one?</p>
<p><strong>Hardy<br /></strong>[Operation] Desert Storm. I rescued so many I can’t even count the number. I was a combat medic and I’d pull them out of holes and hills, and rescued them out of the battlefields. It has been a great life and it ain’t over yet. The best is yet to come.</p>
<p><strong>Thompson<br /></strong>So when you got out of the service, what did you do?</p>
<p><strong>Hardy<br /></strong>I opened up an automotive repair shop in Columbus, Georgia. That’s where I live now. That’s where I’ve been ever since. I work on everybody’s car [<em>laughs</em>].</p>
<p><strong>Thompson<br /></strong>Now, when you were in school, did any of the girls fight?</p>
<p><strong>Black<br /></strong>Well, he saw more fights than I did. I think that since I went to school in New York, when I got here, I didn’t have to put up a wall, because I understood already, because I understood what was going on. However, as an African-American, I knew where I stood and how far I could go. Which brings me back to the fifth grade and having to—it was an awful feeling to have to feel “less than.” I spent six months knowing that I was more than that. Then you get to a place where you can’t go here and you can’t go there. I think we grew up desiring not to. Which is why when we got old enough and came home, we wanted to see what all the hoopla was about. We wanted to see why we couldn’t go over there. It was to our great disappointment, because there were houses just like ours. Our house looks better than theirs.</p>
<p><strong>Thompson<br /></strong>Okay, but what about the fighting? Did they do any fighting?</p>
<p><strong>Black<br /></strong>Oh, yes. There was fighting. However, I would be in New York, so he would see more. The fights were always in the beginning of the school year and definitely at the end of the school year. The last day of school [<em>laughs</em>].</p>
<p><strong>Hardy<br /></strong>You can’t get suspended. The only thing you can do is go home.</p>
<p><strong>Black<br /></strong>You’ve been saving up the whole year for the last day of school.</p>
<p><strong>Thompson<br /></strong>Get even time.</p>
<p><strong>Black<br /></strong>I think we even picked fights. It was the last day of school.</p>
<p><strong>Hardy<br /></strong>It was wild, I tell you. I think about some of that. There was one in particular. I had a problem with one teacher. This guy—from the moment I walked in his class until the time class was done—did not like me. I didn’t bother with him, but there was this girl that liked me. She was white and she liked me. My thing was, “I can’t do nothing with you. Ain’t no way.” I wasn’t interested, but because she liked me, he was upset about it. She didn’t try to hide it. She liked me and I kept saying, “Look, I can’t do nothing with you.” And he realized what was going on, and one day, he called me outside the classroom and he said, “You are one dirty, stinking, colored boy.” It hit me and I told Dad about it and he said, “Don’t worry about it.” but I still had to deal with this guy</p>
<p>One day in class there was a hand-cranked electrical generator. You can generate electricity with this hand-cranked electrical generator. Now, my dad was a plumber, but he was also a carpenter, and he knew electricity, and he taught me a lot of things. One of the things that he taught me about electricity was if you got in line with the electricity, if you touched it and I’m touching you, then I’m going to get it, okay? He had this electric generator in class and he was trying to prove a point, and the point was that if you touch this—he had us get into a line and hold hands and guess who was last? Guess who was next to last? The young lady. I knew what was going to happen. He was going to crank the generator. He was saying, “Y’all ready?” Everybody was ready. When he made a motion to crank that generator, I snatched my hand out of hers, and her hair stood up on her head, and she said, “Eeeeeee!” [<em>laughs</em>] When she hollered, he looked straight at me. I was standing there looking at him, because I knew. Needless to say, I got an F. I wound up going to summer school and I passed with a B. Stuff like that happened and I couldn’t do anything about it. I had to deal with it.</p>
<p><strong>Thompson<br /></strong>So what happened to that girl?</p>
<p><strong>Hardy<br /></strong>She followed us right on through high school. She was right there. I can’t remember what her name was, but she graduated.</p>
<p><strong>Thompson<br /></strong>But she learned her lesson that—she didn’t mess with you again did she?</p>
<p><strong>Hardy<br /></strong>We went to high school and I would see her and she would—but that was it. I couldn’t. My dad said, “No,” and that was just it. It was taboo and I just didn’t do it. You have to be obedient to your parents, so I didn’t. And with everything that happened to me, I didn’t want anything to do with that. The only thing that got me interested was when they came to the football field and said, “Hey, y’all want to play?” At first, there was a wall. After playing football the first few times, there were a couple of fights and everybody was like, “Come on.” As time went on, you get tired and you say, “Hey, something’s got to give.”</p>
<p><strong>Thompson </strong>So what about the girls? They fought too?</p>
<p><strong>Hardy<br /></strong>Yeah. The girls fought too. You know how girl fights are—tearing clothes off, pulling hair, scratching. [<em>laughs</em>] There was a lot of that too, but when the girls start fighting, a lot of the guys would get in too and they would hold them and keep them from fighting. At the end of school, there weren’t enough people to stop all the fights that broke out though. The only thing you could do was get on the bus and go home. The last bell rang, run to the bus, and go home [<em>laughs</em>].</p>
<p><strong>Thompson<br /></strong>Well, you both have come out with really wonderful attitudes.</p>
<p><strong>Román-Toro<br /></strong>How did you guys feel when the Trayvon Martin case happened? How did you act when you heard about that?</p>
<p><strong>Hardy<br /></strong>I was in Georgia at the time. I was just working in my shop when I found out about it, and I was like, “Man, that thing ain’t going anywhere yet. It’s still there.” I was saying, “Gosh, the only way that this thing is going to leave this city is that some folks just have to die.” How long are we going to be upset with each other? If I get cut, I bleed. If you get cut, you bleed. It’s the same color red. The same thing God did for you, he did it for me. Some folks won’t let it die.</p>
<p>When it happened, I was like, “Wow, here we go again.” Just when you think everything’s good and maybe there’s a chance and we’re doing all right, here we go again. It blew me away. It really hurt, because a lot of people knew me as the guy from Sanford. When I was in school, they used to call me “Sanford.” When Trayvon got killed, everybody was like, “Ain’t you from Sanford? You better look at the news. Something’s going on down there.”</p>
<p><strong>Thompson<br /></strong>Did you talk to any of your friends down here? What did they say?</p>
<p><strong>Hardy<br /></strong>Oh, gosh,. You know, you always get some radical friends, because this happened to Grandma and this happened to Granddaddy. The memory is still there too. People say, “I’m going to get in on it too,” and “I’m going to do something about it.” I’m like, “Hey, man. That ain’t the way.” Then the demonstration—I was so glad that they were peaceful. I didn’t want that for Sanford. I didn’t want all that fighting and carrying on. We fought enough.</p>
<p>I’ve got a lot of sisters down here and a lot of kinfolk, and I’m like, “Hey, man. Be peaceful. Let’s let the law work for a change.” I mean, it’s obvious what happened. If the blind man heard what he said to the 9-1-1 operator, I mean, come on. You<a title="">[1]</a> were out to get that young boy and he didn’t do anything but go to the store. Now, I don’t know what had been happening in the past. I don’t know how many break-ins they had had in the past. I don’t condone that kind of stuff. I mean, if there’s a thief, let’s catch him. I don’t want him to break-in mine. I don’t want him to break-in yours either. You work hard and you don’t want anybody breaking in and taking your stuff. but Trayvon wasn’t doing that. This guy was so obsessed that he just had it out for him, and what he did was wrong.</p>
<p><strong>Black<br /></strong>And overboard.</p>
<p><strong>Hardy<br /></strong>The 9-1-1 operator telling you, “Wait ‘til the authorities arrive.” And you’re going to take matters into your own hands, and, as far as I’m concerned, you’re guilty. You shot that young boy and he didn’t do anything to you. You messed with him. It could have been your brother, son, or cousin. He came from Miami. I hate that he came to Sanford for this thing to happen to him, but it opened up a lot of eyes in this city—black and white.</p>
<p><strong>Thompson<br /></strong>I was so proud of the City of Sanford. They had a thing from the Sheriff’s Department that said that all through that spring there were no reported fights, no break-ins, no attacks, etc. We stood head-and-shoulders above any community that was having all that outside pressure to do something and we didn’t do it. We stood together.</p>
<p><strong>Hardy<br /></strong>And my sister called me and told me, “You should have been here. You should have seen the city. Everybody got together and marched.” It did my heart good. I hate what happened to Trayvon, but it sure did bring this city together and it got people to thinking. I mean, it was something deep inside of me.</p>
<p><strong>Black<br /></strong>When we’re born, that’s something that’s imbedded inside of us from birth. In New York, we say that white babies are born with a backpack full of privileges, and when the black babies are born, the first thing you get is: “You’re black.” If you come from a black parent, this is one of the first things that you’re going to learn. You are Negro. It’s changed several times since then—colored, African-American, black.</p>
<p><strong>Hardy<br /></strong>You heard it different. See, I heard it as, “If you’re white, you’re born with a silver spoon in your mouth. If you’re black, you get a slap on the butt.” [<em>laughs</em>]</p>
<p><strong>Thompson<br /></strong>Okay. Now I want to hear your feelings about what happened to Trayvon.</p>
<p><strong>Black<br /></strong>I’m not an avid television watcher. I certainly try to stay away from the news. I prefer the peace, because I can always hear God speaking. When the Trayvon Martin situation happened, I was unaware of it, but I was in the process of relocating from New York to Sanford, and when I got here in February, I didn’t need the TV. All of our friends and family were talking about it.</p>
<p>What happened to me when I got here, as far as Trayvon is concerned, was that I came downtown really just trying to feel Sanford again, because we were allowed to come on First Street. We used to go to the Rexall Drugs.; we couldn’t eat at the counter thingy, but we could go and get our medicines. Then there was the five-and-dime or the 10-cent store.<a title="">[2]</a> So I came downtown and remembered [inaudible] and Manuel[?] Jacobson and, in passing one of those places and seeing that it was open, I went in.</p>
<p>Immediately, Sarah Jacobson—I got pretty upset, because she wanted to know how I felt about it, but she felt that the world is thinking that Sanford is a horrible place now. and since I was from New York, she wanted to know how I felt. I said to her, “Unfortunately, I’ve just come from New York now, but I’ve lived in Sanford all my life, so I can’t agree with you that this is something different. This has just come out, but they have been killing all along.” That’s what I said to her. “This isn’t new. We don’t know how many black people or children someone has killed and they’re out there in the St. Johns River. I do know that, in my lifetime, Trayvon is not the first one. He’s just the one the Lord is using to clean up Sanford.” Cleaning up Sanford from the top. starting with the police department and everything. We got into a heated discussion, because I wouldn’t back down. I’m the African-American. I know what happened, so I’m not going to listen to you tell me based on what your parents—and all of that. I told her, “Sarah, but you’re still white. You don’t get to have a say in stuff like this. Your opinion is not going to matter to us or to the world, because we look at you and we still see white and all the things that conspired in the meantime.”</p>
<p>She was very proud of her mother. Back during that time, when her mother had Manuel[?] Jacobson, she only had white ladies working for her. Somehow, it had come about in the city that they were going to boycott her, because she didn’t have any black employees. Well, one of the ladies that lived in the neighborhood heard about it and she liked Mrs. Jacobson, so when Mrs. Jacobson got to work that morning to open up the store, this lady was waiting outside so she asked her, “Why are you out here? I’m not open yet.” She said, “Well, I came to apply for that job that you’ve got.” She let her in and she said, “Well, you know I can’t hire you.” And she told her what her credentials would have to be before she could hire her and she just kindly told her that they were going to shut her down that day. She said, “I’ve come here to work for you for free as to save your life.” Sarah thought that that was really great, but not on the woman’s part. she thought her mother had done this awesome thing by letting this black lady come in there. I said, “Sarah, they were going to kill your mother.”</p>
<p><strong>Thompson<br /></strong>Kill the business, not kill the mother.</p>
<p><strong>Black<br /></strong>Well, I don’t see it that way. I don’t see that they were just going to get there and it was going to go over peacefully. I see Mrs. Jacobson in all of that. The black woman really put her life out there to save their livelihood. All Sarah had gotten out of that was that her mother had done this awesome thing for a black woman.</p>
<p><strong>Thompson<br /></strong>Well, did the woman keep her job? Did she continue to work for her or did she just work one day for free?</p>
<p><strong>Black<br /></strong>No. It was for a while until all of that had blown over. People saw that she had employed a black person. From that, Sarah just took this great pride that her mother—I said, “Well, she may have been loved enough by the blacks that this woman would come up to her, but she didn’t do anything great. She came and opened her shop like normal.” We just kind of had it out about that, and she wanted to know how I felt about the Trayvon thing. “Is Sanford really a bad place?” I said, “Well, it’s the same. Nothing’s changed.” She disagreed with me, and that’s okay. I never expected her to agree with me, but I was really pissed inside, because that brought back something. I could feel the ball and the chain around my feet while I was talking to her.</p>
<p>What happens to us is that we know what to say to you and how to be diplomatic when we say it. However, if your attitude is the same as Sarah’s, then we have to come together and see the truth. This isn’t the first time this has happened in Sanford. We really have to control our anger. We don’t intend to be anger[sic], but it angers you when you’re talking to someone and they’re not listening. and you know they’re not listening by what they keep saying back to you. I just finally got tired of talking to Sarah and I told her I didn’t want to discuss that anymore. Sanford hasn’t changed. She said, “I could see this is really upsetting you.” She was laughing and there was this guy there watching. “What’s wrong with you, woman? Okay. it’s your money. It’s your money that’s still got you down here and you own half these buildings here, so okay.” She said, “Well, Patricia, if you’re going to open up a shop down here, you should go over across the street and talk to the black lady over there to see how she’s doing.” I said, “Why? Sarah, I don’t need that, because whatever they’re doing to her, I don’t need to hear her troubles and I’m not going to let any of you all do anything to me while I’m here. I’m from the North, Sarah.” She said, “I still think you should go over there.” I left there with a thorn. I still feel it, but it’s better now, because I get to say it to white people [<em>laughs</em>].</p>
<p>She was purposely sticking something to me. She knew she was doing it. She was laughing the whole time. That bothered me and it really discouraged me from even being downtown. I’m opening my shop over on Sanford Avenue across 25<sup>th</sup> Street. Sarah’s not invited [<em>laughs</em>].</p>
<p><strong>Thompson<br /></strong>Did you have other encounters with blacks or whites in Sanford that you knew when you lived here all those years?</p>
<p><strong>Black<br /></strong>, at this time I’m not going to repeat any of it, because it’s not suitable for the audience. It was negative towards whites. I’m using that word, because I can and it’s true. Sanford as a city has done nothing but grown. It’s the people in Sanford—both black and white. When we speak about different situations, we’re talking about the whites. In our minds—well, they are in charge. Even if we did say “the city of Sanford,” we still mean “whites.” They had lots of opinions, but they were basically what we’ve shared about whites.</p>
<p><strong>Hardy<br /></strong>Our house was next to the bushes, so there wasn’t anything else back there. There was a big ol’ yard. When I went outside—growing up, I can remember having no shirt on—short pants, barefoot. I can remember wearing a shirt, short pants, barefoot. I can remember standing in the road, because my aunt—she used to keep me, and I would always be outside when a story came on called <em>Search for Tomorrow</em>. Do you remember that?</p>
<p><strong>Thompson<br /></strong>Yeah [<em>laughs</em>]. Take a look at this white hair.</p>
<p><strong>Hardy<br /></strong>I remember that. Organ music and everything. And I would go outside, because I didn’t want to be inside the house—no way, no how—because it was on a black-and-white TV. I’d be outside and I’d look over there, because the house across the street was Mr. Jack and Mrs. Blanch’s. They were old folk. No one around was my age except Patricia and—and lived across the alley.</p>
<p><strong>Black<br /></strong>There were other kids, but this is Tenth Street, but when you get to the stop sign, this is where I am. This is the end of Tenth Street—a dead end, actually. It was just he and I as children over here, so we all played together at some point. But at the end of the day, and even at the beginning of the day, it was he and I. Today, we are best friends.</p>
<p><strong>Hardy<br /></strong>We got close.</p>
<p><strong>Black<br /></strong>He can tell you what I looked like. He swears I had ponytails all the time.</p>
<p><strong>Hardy<br /></strong>And it wasn’t hard to figure out who I was either. It was like this most of the time, because this is the only kind of haircut you got. [<em>laughs</em>] Some of the old ladies would plait them. They would take one piece of hair and make this long plait and they’d [inaudible] back and one back here—four big plaits and that was it.</p>
<p><strong>Black<br /></strong>I always had plaits.</p>
<p><strong>Thompson<br /></strong>Now, did she wear little dresses or would she wear shorts?</p>
<p><strong>Hardy<br /></strong>She had a little dress on. Every now and then she’d come out with shorts.</p>
<p><strong>Black<br /></strong>Well, at the age of seven, my mother taught me to sew. At the age of eight, I was doing well enough that, at 10, she bought me my own sewing machine. I would come home from Hopper around third or fourth grade, and all the kids would come out and gather together to go out and play. I would be finishing up my little halter and shorts, and I would go out in an outfit that I just made in 15 minutes. That’s when I would have on shorts. Yeah, but he’s my best friend.</p>
<p><strong>Thompson<br /></strong>Did you ever see him play football?</p>
<p><strong>Black<br /></strong>No. That was during the time we separated in spirit, due to the other part of my story. We separated even though we were still there.</p>
<p><strong>Thompson<br /></strong>Talk about the separation.</p>
<p><strong>Black<br /></strong>We didn’t see each other for about 50 years.</p>
<p><strong>Hardy<br /></strong>We used to walk to school together. Young girls they grow up faster than we do, and they reach a certain point where they lose their mind. It’s just crazy. As young guys we’re like, “What’s the matter with them?” It’s because we don’t have that yet. It was me and you and a whole bunch of girls, and it got to the point where they were way ahead of me. I didn’t have a clue. I realized that something was going on, and at the age that I was, I didn’t want to be a part of it. We used to have to walk to school—talk about no bus. They said, “If you live two miles away, the bus will come.”</p>
<p><strong>Black<br /></strong>We lived two blocks from the two miles.</p>
<p><strong>Hardy<br /></strong>But they told us, “You guys can’t ride the bus,” so we walked. It was a trip. It got to the point where you would see people that lived right around the corner of the school get on the bus. They’d drive from the schoolhouse and drop them off.</p>
<p>We used to walk. And they had gotten to the point where they had begun to walk fast, so me being the only guy, I knew something was different. You start growing up and you start looking in the mirror and you see them and you see yourself and you say, “Nah. I don’t fit. I’m not what they’re looking for.” When they sped up, I slowed down, because I just didn’t—you know, after you’re called “ugly” enough…</p>
<p><strong>Thompson<br /></strong>You were shy.</p>
<p><strong>Hardy<br /></strong>No. I went through school being called ugly, big head, big lips, big feet, and all this stuff. You know, after you hear that enough, you kind of think, “You know, I don’t want to deal with that.” Then I would purposely wait until I would see them turn the corner, and then I would walk on to school. When I got to Sanford Middle School, I already had a license. At 13 years old, I had a driver’s license. I had restriction at 13. I had operator’s at 14. All that walking was done once I got my license.</p>
<p>One of my uncles had a car that was in the bushes and I wanted the car. He laughed me up under the porch. He laughed and laughed. And I stood there until he finally said, “You really want that car, don’t you?” He said, “If you could get it out of the bushes, you can have it.” I went and got my dad’s truck and pulled it out of the bushes. I carried it over to my house, and three days later, I drove it over to his house [<em>laughs</em>].</p>
<p>I had my driver’s license, and I taught my aunt, which was his wife—I taught her how to drive, because he’d try, but he’d freak out and holler at her. I taught her how to drive, so he loved me. I was driving his truck and he bought a Cadillac for her, and she was scared of that car. It was so big. I would drive the Cadillac. Woo, man. The car I pulled out of the bushes. I would drive that. It wasn’t a big deal.</p>
<p><strong>Thompson<br /></strong>Okay. I want to hear a little more about the car. What kind it was and what you did to repair it? That became your life’s calling?</p>
<p><strong>Hardy<br /></strong>I was fixing [inaudible] and lawnmowers since I was eight years old. I didn’t know why. All I knew was that I could do it. When I got the car—which was a ‘64 Oldsmobile Starfire—it was like a tank. It was cast iron. I was teaching her how to drive one day, and she just tore it all up. We didn’t have any insurance. Nothing wrong with the car. [<em>laughs</em>] The other car was all torn up and the owner said, “You could go. [<em>laughs</em>] It was a light blue ’64 Starfire. I got that thing running.</p>
<p>I carried it home, rose up the hood, and started checking stuff out—spark plugs, distributor, wires, battery. and it didn’t take much. I put some gas in it and fired it up. He just gave up on it, basically. I think about that now that I run an automotive repair shop and think, “It just needed a tune-up.” It cut off on him and he went and pushed it into the bushes.</p>
<p>I was driving in junior high school. So when they took off walking, I rode a bicycle for a while, and then I started walking. It wasn’t a big deal. I would see them walking on the other side of the road.</p>
<p><strong>Thompson<br /></strong>And you didn’t even offer them a ride?</p>
<p><strong>Hardy<br /></strong>No [<em>laughs</em>]. I was doing good[sic]. I was satisfied. I drove all the way through high school and everything. I always had something to drive. My dad used to have an old Chevy pickup. I used to drive that. I fixed it up for him. I didn’t realize that God put that gift in me until later—until I accepted him and got saved.</p>
<p>I was reading the Bible—about [King] Solomon. When he was building the [First] Temple, he was trying to figure out, “Who’s going to help me?” Then God told him, “This guy over here knows about bricks, this guy knows about wood, etc.” I got to thinking and realized, “You did that.” [<em>laughs</em>] I thought that I was going to be the mailman after I got out of the army.</p>
<p>I had taken the post office’s<a title="">[3]</a> exam. scored big time. After I came from taking the test, they told me, “You’ve got three interviews already.” I said, “Shoot. I’m going to be the mailman.” I had had about three tickets in the past. I went to Macon and they said, “Oh, you had these a long time ago. Just clear your racket and you’re good. Take the test and everything.” I go to my first interview, and the guy said, “It looks good, but you have too many tickets.” I said, “What do you mean I have ‘too many tickets?’ I talked to these people at Macon and they told me that my driving record is good.” He said, “Man, I can’t use you. You’ve got too many tickets.” I said, “I know what I’m going to do. I’m going back down to Macon to straighten this out.” I went back down to Macon and got another ticket. [<em>laughs</em>]</p>
<p>Now I’m sitting there in the car, and I’m saying to myself, “Lord, what do you want me to do?” He said, “Go home. Enroll in school.” I went home and went to the schoolhouse and enrolled in school and I started the very next day. That’s what he wanted me to do, and I signed up for automotive technology. They thought that I was the best thing since ice cream. I was just doing what I know, and they were like, “Nobody like you has ever come through here.” I kept saying, “Man, all these mechanics...” They said, “Look, no one like you has ever come through here.” I would get my grades and throw them on the table. When it came time to graduate, the instructor walked up to me and gave me these papers and said, “Fill these out.” I looked at the papers and they said, “National Honors Society.” I said, “You got the wrong person. Wait a minute now. National Honors Society means that I’m going to wear a white gown. You got the wrong person.” The guy said, “No. you haven’t seen your grade point average.” I said, “Well, what is it?” He said, “It’s 4.2.” I said, “4.2? How do you get 4.2?” I built a car, and that’s how I got 4.2.</p>
<p>This young lady and I were in the class, and I guess we were neck-to-neck and it got to the end of the class, and I said, “I’ll know what I’ll do. I’ll just build a car. You know, I’ll just put the engine in, and the transmission and everything.” They said, “You ain’t going to be able to do that.” I looked them and said, “Y’all don’t know.” I built that car and I didn’t realize they were looking at me, because I would go to the end of the hall, where the car was, so I could work on it. But they were looking. Finally, I finished it and I stood there and looked at it. I put the key in and fired it up and it looked like everybody came out of the woodwork and it looked like everybody came out and started clapping and everything. I was like, <em>Wow</em>. [<em>laughs</em>] So I filled out the papers and was part of the National Honors Society.</p>
<p>I was floored. I didn’t think that was me. As they finished with the National Honors Society, they said, “Now we’re going to name the Student of the Year.” And they’re going on about this guy and they’re just talking about how great he is and how good he is and I’m saying to myself, <em>This guy must be—goodness, boy. This guy really did good</em>[sic]. They just kept talking until they said, “The Student of the Year is Billy Hardy.” And I’m sitting there and they’re just clapping and hollering, and I’m sitting there, because it didn’t hit me yet. and somebody said to me, “They just called your name.” I looked around at the instructor and walked up to the podium and said, “Y’all said all that about me?” I was like, <em>Wow</em>. I’ve been doing it ever since he blessed me to open up a shop. I worked at the dealership and a couple of other shops and then he blessed me with my own shop.</p>
<p><strong>Thompson<br /></strong>Were you in contact with him when he was in the service?</p>
<p><strong>Black<br /></strong>No. It really was 50 years. It was 50 years last year since we saw each other. It’s been a year now.</p>
<p><strong>Hardy<br /></strong>When I left, I left. I’d come home and ride in and ride out.</p>
<p><strong>Black<br /></strong>I wouldn’t see him though. We still lived in the same places, but we didn’t contact each other. The separation was my doing. I did it because of what was going on in my home. He and I were so close that I knew what he knew. The separation was me not wanting to ruin him by telling him what was happening to me all those years.</p>
<p><strong>Thompson<br /></strong>Okay. If you want to tell that. We have 14 minutes left.</p>
<p><strong>Black<br /></strong>I’m the one that started to walk ahead. I would look over the corner to see if he had come out. If he hadn’t, I would shoot out so I would be ahead. That was because I decided not to tell him what was going on. He was quiet and I could just tell he wouldn’t have known what to do with that information. This had already been happening to me for six years at that point, and we had played together up until that point, so I had to make a decision. It wasn’t until all these years later that I could tell him why.</p>
<p><strong>Thompson<br /></strong>You can tell that if you’d like to.</p>
<p><strong>Black<br /></strong>I had been being molested every week by a family friend in my home or wherever he would drive me to. At one point, Billy and I were playing and he dared me not to do something to him. and I was always hitting on him and everything, because he’s always been a whole lot bigger than me and he dared me this time. He always let me have my way, but this time he was saying, “Oh, you better not do that.” I knew he was serious, but I also knew I was his girl and he was going to let me get away with it. so I did real quickly and I ran across to my yard and he came running after me. The guy that was molesting me was standing there and I ran into the house and as Billy was running to come up behind me, the man hit him. and when I looked back I realized the man was really fixed on me. Billy got up to come after me again, not knowing why this strong man that he didn’t know would punch him like that, and he punched him again. so I knew I had to leave him alone. I made the decision to walk ahead.</p>
<p><strong>Thompson<br /></strong>Did he hurt him?</p>
<p><strong>Hardy<br /></strong>He hit me pretty good. I was just a little fella. If I find him again—I don’t know. I remember clearly how he did that, and I couldn’t have done anything, because this guy was swinging some hammers. He knocked me down about three times and the only thing I could do was get up and go home, you know?</p>
<p><strong>Black<br /></strong>I couldn’t look anymore. I didn’t know what to do. I didn’t know if to tell him that this is what the guy was doing. For me, I let Billy go. I didn’t want to mess him up or leave him thinking he had to save me or something, so I did that. The girls didn’t do that. I was the one that said, “Here comes Billy. Walk a little faster.” The girls didn’t even know why. It was very painful for both of us.</p>
<p>At the age of six, he and I were playing make-believe, and the aunt that he was talking about saw us and called my mother. And at six years old, I got the beating of my life. It was my molester that went and caught me and brought me back, and my mother beat me with a leather belt. and when she stopped swinging me around, I got introduced to shame. The guy was standing there and he watched me get the beating, and from there, he began to touch me and became my friend. So I thought I was saving Billy at that time.</p>
<p>We would still go to school, but we ignored the feelings we had for each other. We were in love at six years old. We went to the store on one of the lawnmowers that he hadn’t fixed yet. I have no idea where I learned any of that from. But for me, the separation was very difficult. because your friend doesn’t know what is going on and I just couldn’t tell him or anybody else.</p>
<p><strong>Thompson<br /></strong>And for how long did that go on?</p>
<p><strong>Black<br /></strong>For 11 years. I was 17. By the time. But by that time, our lives had gone in different directions.</p>
<p><strong>Thompson<br /></strong>When did you go to the military?</p>
<p><strong>Hardy<br /></strong>In ’76. After football season I said, “It’s time to go.”</p>
<p><strong>Black<br /></strong>I never did try to contact him all these years. I wouldn’t ask his sisters or anybody where he was. I just always prayed to God that one day, I could see him again. and, lo and behold, that was last year. It was always in me, because the day after, he never asked me, “What happened to you?” We never asked each other that. I believe that if he had asked me that, it would have given me a chance to say. But since we didn’t—by the time we’re 12, I’m trying to protect him. I had determined, through all those years, that if my name ever came out of his mouth, I would go.</p>
<p>It was 50 years later, and he was talking to a cousin, and he asked about me and she called me in New York and told me, “Billy was asking about you. He wants your number.” And I asked, “My Billy?” She said, “Yeah.” I said, “Billy boy? My Billy boy?” And I started to cry and asked her, “’Tricia, is it my Billy boy?” And she kept saying, “Yes.” Even she knew what it was. She asked, “Do you want me to give him your number?” I said, “No. give me his.” It had been long enough. I called him immediately, and, probably to his annoyance, I called him every day since then [<em>laughs</em>].</p>
<p>My father owned a school bus, a big truck, and a car. The bus was to carry the people up North and the yard was always full. The backyard was where Daddy kept all his vehicles was actually right in his view.</p>
<p><strong>Hardy<br /></strong>So I knew when they came from up North. When the trucks and the buses were out there, I knew she was back. We were like Forrest Gump and Jenny [<em>laughs</em>].</p>
<p><strong>Thompson<br /></strong>This was just wonderful and I’d love to do it again.</p>
<div><br /><div>
<p><a title="">[1]</a> George [Michael] Zimmerman.</p>
</div>
<div>
<p><a title="">[2]</a> Next to the Sanford Atlantic Bank.</p>
</div>
<div>
<p><a title="">[3]</a> United States Postal Service (USPS).</p>
</div>
</div>
10th Street
11th Street
1st Street
25th Street
African Americans
Army
Bay Avenue
Bigham, Patricia Ann Black
Black, Patricia Ann
car
Celery Avenue
Celery Soup: Florida's Folk Life Play
child molestation
Clemens, Jimmy
Columbus, Georgia
Creative Sanford, Inc.
Crooms Academy
Crooms High School
desegregation
Eleventh Street
First Street
football
Hardy, Bill
Hopper Academy
Howard, Pat
integration
Jacobson, Manuel
Jacobson, Sarah
Jones, Willie
Lakeview Middle School
Martin, Trayvon Benjamin
Mellonville Avenue
migrant worker
miscegenation
National Honor Society
New York
NHS
North Rose Wolcott School
Oldsmobile Starfire
Operation Desert Storm
oral history
race relations
Rexall
Rochester, New York
Roman-Toro, Freddie
Sanford
Sanford Avenue
Sanford Junior High School
Sanford Middle School
school
segregation
Seminole High School
sexual abuse
taboo
Tenth Street
Thompson, Trish
U.S. Route 17-92
veteran
-
https://richesmi.cah.ucf.edu/omeka/files/original/c15371e0c6ae5885bc6f64ccd636cea1.tif
61de1989e782d8c8396d65702b9fa1dc
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
U.S. Census Collection
Alternative Title
Census Collection
Subject
Census--United States
Population--United States
Orange County (Fla.)
Marion County (Fla.)
Brevard County (Fla.)
St. Lucie County (Fla.)
Seminole County (Fla.)
Volusia County (Fla.)
Flagler County (Fla.)
Lake County (Fla.)
Osceola County (Fla.)
Description
Collection of United States Census population records for various counties in Central Florida from 1840 to 2000.
The Census Act of 1840 was signed into law on March 3, 1839 and later amended on February 26, 1840. This piece of legislation established a centralized census office during each enumeration. Congress designated the census questionnaire designs to the Secretary of State. However, each household received inquiries regarding "the pursuits, industry, education, and resources of the country" and included questions related to school attendance, literacy, and vocation.
In March of 1849, Congress pass legislation that established a census board consisting of the Secretary of State, the Attorney General, and the Postmaster General. The board was responsible for preparing and printing forms and schedules for enumeration related to population, mining, agriculture, commerce, manufacturing, education, etc. The 1850 Census also increased population inquiries to include every free person's name (as opposed to just the head of the household), as well as information on taxes, schools, crime, wages, estate values, etc.
The Census Act of 1850 authorized the U.S. Census of 1860 and stipulated that its provisions be adhered to for all future decennial censuses should no new legislation be passed by the first of the year of said census. In May of 1865, the U.S. Census Office was abolished and many superintending clerks were transferred to the General Land Office.
Although the 1870 Census was conducted under the provisions of the Census Act of 1850, a new act was passed on May 6, 1870. The new census legislation required two changes in procedures related to questionnaire return submission dates. Moreover, penalties for refusing to reply to inquires were expanded to apply to all questions and questionnaires. The questionnaires themselves had to be redesigned due to the end of the "slave questionnaire", as slavery had been formally abolished slavery nationwide via the Thirteenth Amendment to the U.S. Constitution. This left five schedules for the census: General Population, Mortality, Agriculture, Products of Industry, and Social Statistics. In addition, the use of a Charles W. Seaton, a U.S. Census Office chief clerk and later superintendent, invited a rudimentary tallying machine that partially alleviated the difficulties of tallying and tabulating questionnaire responses. Finally, the new superintendent for the Ninth Census, General Francis A. Walker, introduced employment examinations to test the qualifications of applicants to the Census Office, allowing for increased efficiency in the process of collecting census data.
The newest act authorizing the Census of 1880 provided for supervision of enumeration by "supervisors of the census", selected exclusively for the collection of census data. All supervisors, as well as the superintendent, were to appointed by the U.S. President and approved by the Senate. Census enumerators were required to personally visit each household and family within his subdivision. The new census act also allowed for the collection of data related to the condition and operation of railroad corporations, incorporated express companies, and telegraph companies, as well as data related to the condition and operation of life, fire, and marine insurance companies. Corporations who refused to provide the census with "true and complete" answers were subject to fines. In addition, the census superintendent was required to collect and publish data on the population, industries and resources of the District of Alaska. Finally, the 1880 Census consisted of five schedules: Population, Mortality, Agriculture, Social Statistics, and Manufacturing.
The Census of 1890 was authorized by an act modeled after the 1880 enumeration and signed into law on March 1, 1889. The 1890 Census was supervised by 175 employees and enumerators were required to collect all information by personally visiting each household. The 1890 Census included essentially the same inquires from the 1880 Census, with some notable additions, such as questions about home and farm ownership and indebtedness; and the names, units, length of service, and residences of former Union soldiers and sailors, as well as the names of the widows of those who were no longer alive. Racial categorization was expanded to include "Japanese", along with "Chinese", "Negro", "mulatto", "quadroon", "octoroon", and "White". Herman Hollerith, a former employee of the U.S. Census Office, invited the electric tabulating system, which was widely used in the 1890 Census, allowing data to be processed faster and more efficiently. On October 3, 1893, Congress passed a law that transferred census-related work to the direction of the commissioner of labor. Congress passed another act on March 2, 1895, effectively abolishing the U.S. Census Office and transferring the remaining responsibilities to the Office of the Secretary of the Interior.
Congress limited the Census of 1900 to content related to population, mortality, agriculture, and manufacturing. Special census agents were authorized to collect statistics related to incidents of deafness, blindness, insanity, and juvenile delinquency; as well as data on religious bodies, utilities, mining, and transportation. The act authorizing the 1900 Census designated the enumeration of military personally to the U.S. Department of War and the U.S. Department of the Navy, while Indiana Territory was to be enumerated by the commissioner of Indian Affairs. Annexed in 1898, Hawaii was included in the census for the first time. In 1902, the U.S. Census Office was officially established as a permanent organization within the U.S. Department of the Interior. The office became the U.S. Census Bureau in 1903 and was transferred to the Department of Commerce and Labor.
The Census of 1910 was approved by legislation introduced in December of 1907 and enacted in July of 1909. The delay was the result of a disagreement over the appointment of enumerators. President Theodore Roosevelt supported the hiring of enumerators via the civil service system, while Congress supported enumerators as positions of patronage. President Roosevelt successfully won the debate. This census act also changed Census Day from the traditional date of June 1st to April 15th. Additional questions regarding the nationality and native language of foreign-born persons and their parents. Funds for the U.S. Census Bureau were also increased to expand the Census' permanent workforce and created several new full-time positions, including a geographer, a chief statistician, and an assistant director. The assistant director was to be appointed by the President and approved by the Senate, while all other census employees were hired on the basis of open, competitive examinations administered by the Civil Service Commission. Despite the use of automatic counting machinery, issues with the tabulation process persisted. Finally, with the United States' entrance into World War I in 1917, the U.S. Census Bureau became a source of even more valuable purpose: the Census was able to use population and economic data to report on the populations of draft-age men, as well as information regarding each state's industrial capabilities.
The Census of 1920 changed the date of Census Day from April 15th to January 1st, as requested by the U.S. Department of Agriculture, which argued that farmers' memories and harvest information would be more accurate on this day. The U.S. Census Bureau was also authorized to hire additional employees at its headquarters in Washington, D.C. and to create a special field force to collect census data. The legislation authorizing the 1920 Census also allowed for a census of manufacturing to be conducted in 1921, and for such a census to be repeated every two years thereafter, as opposed to the traditional five-year census cycle. Furthermore, a census of agriculture and livestock was to be conducted in 1925 and to be repeated every ten years thereafter. In addition, penalties for those who refused to supply information or those who supplied false information were strengthened. As a result of these changes, census of population, manufacturing, and agriculture and livestock became increasingly independent of one another.
The "usual place of abode", the location where residents regularly slept, instead of where they worked or were visiting, became the new basis for enumeration in the 1920 Census. Those with no permanent or regular residence were listed as residents of the location that they were enumerated at. Enumeration related to institutional inmates and dependent, defective, and delinquent classes were also modified. Unlike the previous census, the 1920 Census did not have inquires related to unemployment, to Union or Confederate Army or Navy service, to the number of children born, or to the length of time that a couple had been married. The Census of 1920, however, did include four additional questions: one regarding year of naturalization and three regarding native languages. Issues also arose as a result of changes in international boundaries following World War I, particularly for persons declaring birth or parental birth in Austria-Hungary, Germany, Russia, or Turkey. In response, enumerators were required to ask said persons for their province, state, or region of birth. Enumerators were not required to ask individuals how to spell their names, nor were respondents required to provide proof of various pieces of information. Race was determined by the enumerator's impressions.
The act authorizing the 1930 Census was approved on June 18, 1929, allowing for a census of population, agriculture, irrigation, draining, distribution, unemployment, and mining. For the first time, specific questions for inquiry were left to the discretion of the Director of the Census. The Census encompassed each state, as well as the District of Columbia, Alaska, Hawaii, and Puerto Rico. The Governors of Guam, American Samoa, the Virginia Islands, and the Panama Canal Zone were responsible for conducting censuses in their territory. Between the date that the census act was passed and Census Day (April 1st), the stock market crashed, plunging the entire country into the Great Depression. In response, there were public and academic requests for access to unemployment data collected in the 1930 Census; however, the U.S. Census Bureau was unable to meet this demands and the bureau was accused of present unreliable data. Congress required a special unemployment census for January 1931, which ultimately confirmed the severity of the economic crisis. Another unemployment census was conducted in 1937, as mandated by Congress. Because this special census was voluntary, it allowed the Census Bureau to experiment with statistical sampling. Only two percent of households received a special census questionnaire.
Congress authorized the 1940 Census in August 1939, providing the Director of the Census the additional authority to conduct a national census of housing in each state, the District of Columbia, Hawaii, Puerto Rico, the Virgin Islands, and Alaska. The housing census was conducted separately, though enumerators often collection housing information at the same time that they collected population information. The Census of 1940 was the first time that the U.S. Census Bureau used advanced statistical techniques. In particular, the census used probably sampling, which had only previously been tested in a trial census of unemployment conducted the Civil Works Administration during 1933-1934, in surveys of retail stores in the 1930s, and in an official sample survey of unemployment conducted amongst two percent of American households in 1937. Probability sampling allowed for the inclusion of additional demographic questions without increasing the burden on the collection process or on data processing. Moreover, sampling the U.S. Census Bureau was able to publish preliminary returns eight months before tabulations were completed. Likewise, the census increased its number of published tables, and also was able to complete data processing with higher quality and more efficiency. New census questions focused on employment, unemployment, internal migration, and incomes—reflecting on the concerns of the Great Depression, the country's housing stock, and the need for public housing programs.
The Census of 1950 encompassed every state, Alaska, Hawaii, American Samoa, the Panama Canal Zone, Guam, Puerto Rico, the Virgin Islands, and other small American territories. For the first time, the U.S. Census Bureau enumerate American living abroad to account for members of the U.S. Armed Forces, vessel crew members, and government employees residing in foreign countries. The U.S. Department of Defense, the U.S. Department of State, the U.S. Maritime Administration, and several other federal agencies were responsible for distributing and collecting census questionnaires in a cooperative effort. Persons living abroad for reasons other than what is listed above had their census information reported by families or neighbors residing in the United States, but such data was criticized as unreliable and were not published in official statistics. The 1950 Census also included a new survey on residential financing collected separately on a sample basis from owners of owner-occupied properties, rental properties, and mortgage lenders. The accuracy of the new census was increased by improved enumerator training, the use of detailed street maps for enumerators, the publication of "Missed Person" forms in local newspapers, and the designation of a specific night to conduct a special enumeration of transient individuals. Moreover, a post-enumeration survey was conducted to further verify the accuracy of the original enumeration. A sample of approximately 3,500 small areas was compared to the original census data to identify households that may have been omitted initially. Likewise, a sample of approximately 22,000 households were re-interviewed to identify persons omitted in the original enumeration count. Though not used for the 1950 Census, the UNIVersal Automatic Computer I (UNIVAC I), the first non-military computer, was used to tabulate some of the statistics for the 1954 census of economy. In August of 1954, Congress codified various census statutes, such as the Fifteenth Census Act of 1929, authorizing the decennial census and other census.
The Census of 1960 was the first to be mailed to respondents. The U.S. Postal Service delivered census questionnaires to households, the head of household was required to complete the questionnaire, and an enumerator was to pick it up. The enumeration process was divided into two stages: first, select data for each person and dwelling unit was collected; and second, more detailed economic and social data was collected from a sample of households and dwelling units. The census questionnaires for the second stage were hand-delivered by enumerators as they were collecting data from the first stage. Households receiving the second census questionnaire were to complete the form and mail it to their local census office. Twenty-five percent of the population was giving additional sample questions. Because of the increased use of sampling, less populated areas were prone to sampling variation; however, this did not significantly decrease the usefulness of census statistics gathered. Moreover, increased use of sampling reduced data processing costs. Additional questions included in the 1960 Census were related to places of works and means of transportation to work. By 1960, nearly all census data was processed using computers. The U.S. Census Bureau used a Film Optical Sensing Device for Input to Computer (FOSDIC) for the first time, thus decreasing the amount of time and money required for data input.
In 1966, the U.S. Census Bureau sought suggestions from advisory committees and from the public, resulting in numerous proposals for additional inquiries related to the scope and structure of the census, as well as in public interest for the publication of additional census data. Researchers also concluded that the 1950 Census and the 1960 Census had undercounted certain segments of the population. Moreover, they noted a growing distrust of government activity and increased resistance to responding to the census. Simultaneously, both the public and private sectors expressed need for accurate information. The U.S. Census Bureau decreased its number of questions from 66 to 23 in an effort to simplify its products. A register for densely populated areas was also created to ensure that all housing units were accounted for. A Spanish-language questionnaire was also enclosed with census questionnaires in areas with a significant amount of Spanish-speaking households. Additionally, a question on Hispanic origins or descent was asked independently from race, but only on a five-percent sample. Only five questions were given to all individuals: relationship to household head, sex, race, age, and marital status. Additional questions were asked in smaller sample groups. This was also the first census in which respondents of urban areas were asked to mail their forms to the Census Bureau, rather than to hold questionnaires for enumerators.
Address Coding Guides were used to assign census geographic codes to questionnaires. Counts, a series of computer tape files, were an additional innovation used to increase the accuracy of census data. Count 1 consisted of complete count data for block groups and/or enumeration districts. Count 2 contained census tracts and minor civil/census county divisions, while Count 3 consisted of census blocks. Counts 4-6 provided sample census data for geographic areas of various population sizes. The Census Bureau also produced six Public Use Microdata Sample files, each of which contained complete information for a sample of approximately two million people. Finally, the Census Bureau developed the Summary Tape Processing Center Program, which was a group of organizations, both public and private, that processed census data from computer tapes.
For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP).
The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online.
As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts.
For the 1990 Census, the U.S. Census Bureau utilized extensive user consultation prior to enumeration in order to refine both long and short form census questionnaires. The short form consisted of 13 questions and was given to the entire population. The long form asked 45 questions and was given to a 20 percent sample. The long form included topics related to marital history, carpooling, residence, residential elevators, and energy usage. Unlike the 1980 Census, the new census eliminated questions regarding air conditioning, the number of bathrooms in a residence, and the type of heating equipment used. A vast advertising campaign was marketed to increase public awareness of the census via public television, radio, and print media. Like the previous census, the Census of 1990 made a special effort to enumerate groups that have historically been undercounted in previous censuses called "S-Night": individuals in homeless shelters, soup kitchens, bus and railway stations, and dormitories (enumerated separately in the 1980 Census on "M-Night"); and permanent residents in hotels and motels (enumerated separately in the 1980 Census on "T-Night"). Following legal issues filed in response to the 1980 Census regarding statistical readjustment of undercounted areas, the Census Bureau initiated a post-enumeration survey (PES), in which a contemporaneous survey of households would be conducted and compare to the census results from the official census. In a partial resolution of a 1989 lawsuit filed by New York plaintiffs, the U.S. Department of Commerce agreed to use the PES to produce population data that had been adjusted for the projected undercount and that said data would be judged against the unadjusted data by the Secretary of Commerce's Special Advisory Panel (SAP).
The Census of 1990 also introduced the U.S. to the Topologically Integrated Geographic Encoding and Referencing System (TIGER), which was developed by the U.S. Geological Survey and the Census Bureau. TIGER used computerized representations of various map features to geographically code addresses into appropriate census geographic areas. It also produced different maps required for census data collection and tabulation. Five years earlier, the Census Bureau became the first government agency to publish information on CD-ROM. For the 1990 Census, the bureau made detailed census data, which had previously been only available to organizations with large mainframe computers, accessible to any individual with a personal computer. Census data was also available in print, on computer tape, and on microfiche. Using two online service vendors, DIALOG and CompuServe, the Census Bureau also published select census data online.
As with previous censuses, the 1990 Census undercounted the national population, and again, the African-American population had an estimated net undercount rate that was significantly higher than the rate for other races. In July of 1991, the Secretary of Commerce announced that he did not find evidence in favor of using adjusted counts compelling—despite SAP's split vote on the issue—and chose to use unadjusted totals for the official census results. In response, the New York plaintiffs resumed the lawsuit against the Department of Commerce. A federal district court divided in favor of the DOC in April of 1993. The U.S. Court of Appeals, however, rejected the previous court ruling and ordered that the case be reheard by the federal district court. In March of 1996, the U.S. Supreme Court finally ruled in favor of the Secretary of Commerce's decision to use the unadjusted census date, but did not rule on the legality or constitutionality of the use of statistical adjustment in producing apportionment counts.
For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and used for a 17 percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD.
Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in 6 languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100 percent personal visit of non-responding households during the non-response follow-up (NRFU) process by instead following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census. Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the U.S. Department of Commerce v. the U.S. House of Representatives, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year.
Language
eng
Type
Collection
Coverage
Mosquito County, Florida
Brevard County, Florida
Flagler County, Florida
Lake County, Florida
Marion County, Florida
Orange County, Florida
Osceola County, Florida
Seminole County, Florida
Volusia County, Florida
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Contributor
Gibson, Ella
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>.
Rights Holder
<span>This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:</span>
<ul class="one_column_bullet"><li>reproduce the work in print or digital form</li>
<li>create derivative works</li>
<li>perform the work publicly</li>
<li>display the work</li>
<li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li>
</ul><span>This resources is provided here by </span><a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a><span> for educational purposes only. For more information on copyright, please refer to </span><a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a><span> of </span><a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a><span>.</span>
Source Repository
<a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a>
External Reference
<span>United States. <a href="https://www.census.gov/history/pdf/wright-hunt.pdf" target="_blank"><em>Historical Statistics of the United States: Colonial Times to 1970</em></a></span><span>. Washington: U.S. Dept. of Commerce, Bureau of the Census, 1975. https://www.census.gov/history/pdf/histstats-colonial-1970.pdf.</span>
<span>United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank"><em>The History and Growth of the United States Census</em></a></span><span>. Washington: U.S. Government Printing Office, 1900. https://www.census.gov/history/pdf/wright-hunt.pdf.</span>
"<a href="https://www.census.gov/history/www/through_the_decades/" target="_blank">Through the Decades</a>." United States Census Bureau, United States Department of Commerce. https://www.census.gov/history/www/through_the_decades/.
Document
A resource containing textual data. Note that facsimiles or images of texts are still of the genre text.
Original Format
1 table
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
U.S. Census for Central Florida, 2000
Alternative Title
Census, 2000
Subject
Census--United States
Orange County (Fla.)
Marion County (Fla.)
Brevard County (Fla.)
St. Lucie County (Fla.)
Seminole County (Fla.)
Volusia County (Fla.)
Flagler County (Fla.)
Lake County (Fla.)
Osceola County (Fla.)
Population--United States
Description
The Twenty-Second United States Census records for Brevard County, Flagler County, Lake County, Marion County, Orange County, Osceola County, Seminole County, and Volusia County, Florida, for 2000. The census divides the population by gender, race ("white alone," "black," "American Indian and Alaska Native," "Asian," Native Hawaiian and Other Pacific Islander," "other race," "two or moreraces," "Hispanic," "Mexican," "Puerto Rican," "Cuban," "Dominican," "Central American," "Costa Rican," "Guatemalan," "Honduran," "Nicaraguan," "Panamanian," "Salvadoran," "Other Central American," "South American," "Argentinean," "Bolivian," "Chilean," "Columbian," "Ecuadorian," "Paraguayan," "Peruvian," "Uruguayan," "Venezuelan," "Other South American," "Spaniard," "Asian Indian," "Bangladeshi," "Cambodian," "Chinese," "Filipino," "Hmong," "Indonesian," "Japanese," "Korean," "Laotian," "Malaysian," "Pakistani,""Sri Lankan," "Taiwanese," "Vietnamese," and "other Asian"), and native-born vs. foreign-born. Those who are foreign born are further divided by country of origin. The census then lists the population categorized by marital status, type of residence, military service, primary and secondary school attendance, and college attendance. The census also collected information on labor, on unemployment, on energy usage, and on transportation.<br /><br />For the Census of 2000, the short form consisted of only seven questions, while the long form consisted of 52 questions and was used for a 17-percent sample of the population. For the first time, race questions were not limited to a single category; rather, respondents were able to check multiple boxes. A new question related to grandparents as caregivers was also mandated by legislation passed in 1996. Disability questions were expanded to including hearing and vision impairments, as well as learning, memory, and concentration disabilities. The 2000 Census also eliminated questions related to children born, water sources, sewage disposal, and condominium status. In addition, the 2000 Census was the first in which the Internet was used as the principal medium for the dissemination of census information. Summary Files were available for download immediately upon release and individual tables could be viewed via American FactFinder, the Census Bureau's online database. Files were also available for purchase on CD-Rom and DVD.<br /><br />Due to declining questionnaire mail-back rates, the U.S. Census Bureau marketed a $167 million national and local print, television, and public advertising campaign in 17 different languages. The campaign successfully brought the mail-back rate up to 67 percent. Additionally, respondents receiving the short form were given the option of responding via the Internet. Telephone questionnaire assistance centers available in six languages also took responses via the phone. Statistical sampling techniques were utilized in two ways: first, to alter the traditional 100-percent personal visit of non-responding households during the non-response follow-up (NRFU) process instead by following up on a smaller sample basis; second, the sampling of 750,000 housing units matched to housing unit questionnaires obtained from mail and telephone responses, as well as from personal visits. The goal of the latter was to develop adjustment factors for individuals estimated to have been missed or duplicated and to correct the census counts to produce one set of numbers. This "one-number census" would correct for net coverage errors called Integrated Coverage Measurement (ICM). Both of these measures were taken in an attempt to avoid repetition of the litigation costs generated by the 1980 Census and the 1990 Census.<br /><br />Despite these efforts, two lawsuits—one filed by the U.S. House of Representatives—were filed in February 1998 challenging the constitutionality and legality of the planned uses of sampling to produce apportionment counts. Both cases were decided in favor of the plaintiffs in federal district courts, but the U.S. Department of Commerce made appeals to the U.S. Supreme Court. Known as the <em>U.S. Department of Commerce v. the U.S. House of Representatives</em>, the Court ruled that the Census Bureau's plans to use statistical sampling for purposes of congressional apportionments violated the Census Act. The bureau revised its plan, stating that it would produce statistically adjusted data for non-apportionment uses of census data information, such as redistricting. However, in March of 2001, the Census Bureau recommended against the use of adjusted census data for redistricting due to accuracy concerns; the Secretary of Commerce determined that the unadjusted data would be released as the bureau's official redistricting data. The Director of the Census Bureau also rejected to the use of adjusted data for non-redistricting purposes in October of that same year.
Type
Dataset
Source
Original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 2000.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/104" target="_blank">U.S. Census Collection</a>, RICHES of Central Florida.
Is Format Of
Digital reproduction of original census data collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>, 2000.
Coverage
Brevard County, Florida
Flagler County, Florida
Lake County, Florida
Marion County, Florida
Orange County, Florida
Osceola County, Florida
Seminole County, Florida
Volusia County, Florida
Creator
<a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a>
Publisher
<a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>
Contributor
Gibson, Ella
Date Created
ca. 2000-04-01
Format
image/jpg
Extent
3.12 MB
Medium
1 table
Language
eng
Mediator
History Teacher
Economics Teacher
Civics/Government Teacher
Geography Teacher
Provenance
Originally collected by the <a href="http://www.census.gov/" target="_blank">U.S. Census Bureau</a> and published by the <a href="http://www.commerce.gov/" target="_blank">U.S. Department of Commerce</a>.
Rights Holder
This resource is not subject to copyright in the United States and there are no copyright restrictions on reproduction, derivative works, distribution, performance, or display of the work. Anyone may, without restriction under U.S. copyright laws:
<ul class="one_column_bullet"><li>reproduce the work in print or digital form</li>
<li>create derivative works</li>
<li>perform the work publicly</li>
<li>display the work</li>
<li>distribute copies or digitally transfer the work to the public by sale or other transfer of ownership, or by rental, lease, or lending.</li>
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This resources is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only. For more information on copyright, please refer to <a href="http://www.copyright.gov/title17/92chap1.html#105" target="_blank">Section 5</a> of <a href="http://www.copyright.gov/title17/92chap1.html" target="_blank">Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code</a>.
Accrual Method
Item Creation
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
External Reference
"<a href="https://www.census.gov/history/www/through_the_decades/overview/2000.html" target="_blank">2000 Overview</a>." U.S. Census Bureau. https://www.census.gov/history/www/through_the_decades/overview/2000.html.
United States, and Carroll D. Wright. <a href="http://www.worldcat.org/oclc/166662" target="_blank"><em>The History and Growth of the United States Census</em></a>. Washington: U.S. Government Printing Office, 1970. https://www.census.gov/history/pdf/wright-hunt.pdf.
U.S. Bureau of the Census. <em><a href="https://www.census.gov/history/pdf/Census2000v1.pdf" target="_blank"><em>History: 2000 Census of Population and Housing</em></a></em><a href="https://www.census.gov/history/pdf/Census2000v1.pdf" target="_blank">, Volume 1</a>. Washington: U.S. Government Printing Office, 1966. https://www.census.gov/history/pdf/Census2000v1.pdf.
U.S. Bureau of the Census. <a href="https://www.census.gov/history/pdf/Census2000v2.pdf" target="_blank"><em>History: 2000 Census of Population and Housing</em>, Volume 2</a>. Washington: U.S. Government Printing Office, 1966. https://www.census.gov/history/pdf/Census2000v2.pdf.
Transcript
U.S. Census of 2000
Population
Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County
Population Total 476,230 49,832 210,528 258,916 896,344 172,493 365,196 443,343
Males 233,186 23,887 101,866 124,945 443,716 85,022 178,776 215,361
Females 243,044 25,945 108,662 133,971 452,628 87,471 186,420 227,982
Population by Race White Alone 413,411 43,490 184,138 217,909 614,830 133,169 300,948 381,760
Black 40,000 4,401 17,503 29,900 162,899 12,702 34,764 41,198
American Indian and Alaska Native 1,765 133 701 1,158 3,079 790 1,087 1,373
Asian 7,152 583 1,667 1,806 30,033 3,802 9,115 4,430
Native Hawaiian and Other Pacific Islander 305 12 76 57 843 142 163 164
Other Race 5,168 480 3,966 4,363 53,889 15,631 11,175 8,071
Two or More Races 8,429 733 2,477 3,723 30,771 6,257 7,944 6,347
Population by Descent or Origin Hispanic 21,970 2,537 11,808 15,616 168,361 50,727 40,731 29,111
Mexican 3,281 237 5,638 3,350 19,755 3,400 3,871 7,733
Puerto Rican 9,111 1,031 2,978 6,997 86,583 30,728 19,609 13,546
Cuban 2,161 292 638 1,049 12,371 2,178 3,610 1,570
Dominican 458 37 102 257 6,358 2,313 1,223 452
Central American 1,296 101 372 561 5,703 1,870 1,595 789
Costa Rican 150 5 39 45 600 188 233 122
Guatemalan 323 23 75 122 949 241 165 83
Honduran 210 15 71 87 1,223 266 212 138
Nicaraguan 93 6 34 78 716 315 220 100
Panamanian 392 34 75 152 1,037 251 402 173
Salvadorian 91 11 58 62 883 521 265 134
Other Central American 37 7 20 15 295 88 98 39
South American 1,690 340 559 1,013 15,436 4,254 4,690 1,541
Argentinean 136 26 32 29 794 217 370 132
Bolivian 26 7 2 1 191 34 83 22
Chilean 116 7 24 33 451 130 114 101
Colombian 661 149 235 520 7,676 2,071 2,182 592
Ecuadorian 156 28 60 181 1,687 474 484 210
Paraguayan 15 0 1 1 25 4 8 7
Peruvian 217 54 114 96 1,629 470 648 141
Uruguayan 15 33 8 8 115 42 41 49
Venezuelan 256 21 60 95 2,315 686 587 190
Other South American 92 15 23 49 553 126 173 97
Other Hispanic 3,973 499 1,521 2,389 22,155 5,984 6,133 3,480
Spaniard 262 37 52 50 599 129 218 147
Spanish 784 88 267 333 1,968 415 759 556
Spanish American 90 4 36 69 329 78 104 63
Other Hispanic or Latino 2,837 370 1,166 1,937 19,259 5,362 5,052 2,714
Asian Indian 1,806 69 562 715 8,166 1,230 2,994 1,345
Bangladeshi 15 0 11 0 101 33 33 14
Cambodian 48 13 9 1 141 6 33 19
Chinese, Except Taiwanese 951 82 217 160 4,227 569 1,428 661
Filipino 1,577 292 332 313 5,066 951 1,281 798
Hmong 0 0 2 0 2 0 10 0
Indonesian 32 2 3 4 71 9 30 25
Japanese 531 16 84 129 1,193 92 307 256
Korean 631 37 153 209 1,950 141 1,094 445
Laotian 20 1 11 1 232 25 154 120
Malaysian 9 0 0 1 33 2 10 7
Pakistani 52 1 13 17 732 245 171 76
Sri Lankan 2 0 3 1 56 14 8 28
Taiwanese 72 11 2 13 226 45 65 21
Thai 351 10 47 26 436 85 123 79
Vietnamese 763 24 174 130 6,189 184 1,074 329
Other Asian 23 0 4 1 58 3 9 4
Other Asian, Not Specified 166 10 19 72 577 90 161 130
Households Total 198,195 21,294 88,413 106,755 336,286 60,977 139,572 184,723
Family Households 132,480 15,683 62,468 74,637 220,258 45,077 97,249 120,064
Married Couple Family 104,964 13,378 52,105 59,339 157,937 34,207 75,718 93,161
Other Family 27,516 2,305 10,363 15,298 62,321 10,870 21,531 26,903
Non- Family 65,715 5,611 25,945 32,118 116,028 15,900 42,323 64,659
Population by Marital Status Never Married 78,006 5,869 27,762 37,350 214,910 32,173 71,780 78,186
Married 224,987 28,530 110,140 127,501 355,270 75,570 162,707 205,036
Separated 7,403 553 2,689 4,160 19,485 3,577 5,162 6,690
Widowed 31,880 3,799 17,018 19,631 36,918 7,860 15,876 34,496
Divorced 47,747 3,707 17,129 24,635 79,329 14,725 32,730 45,397
Population in Group Quarters Total 9,695 462 3,767 6,881 18,831 2,400 3,606 14,737
Institutionalized 6,303 428 3,071 5,644 11,987 1,921 2,260 7,391
Correctional Institutions 2,431 55 1,522 3,780 6,307 903 1,216 2,616
Nursing Homes 2,543 342 1,425 1,579 3,684 862 994 3,931
Other Institutions 1,329 31 124 285 1,996 156 50 844
Non-Institutionalized 3,392 34 696 1,237 6,844 479 1,346 7,346
College Dormitories 1,088 0 0 231 3,402 155 12 4,530
Military Quarters 215 0 0 0 0 0 0 5
Other, Non-Institutionalized 2,089 34 696 1,006 3,442 324 1,334 2,811
Not in Group Quarters 466,535 49,370 206,761 252,035 877,513 170,093 361,590 428,606
Population by Military Service Active Armed Forces 2,318 19 129 113 413 76 198 255
Veterans 79,145 9,252 35,534 43,300 84,940 17,226 39,515 66,646
Non-Veterans 290,433 31,631 132,175 160,233 585,412 108,979 233,200 286,986
Veteran Population by War or Conflict Gulf War 6,733 444 1,748 2,324 11,262 1,975 4,764 4,137
Vietnam Era 19,233 1,769 6,720 8,584 23,668 4,829 12,294 15,369
Korean Conflict 10,541 1,739 6,225 7,318 8,673 1,903 4,025 10,017
World War II 15,312 2,797 10,930 12,695 11,921 2,722 5,281 18,058
Multiple Wars 7,086 469 2,240 2,301 4,506 595 2,142 3,455
Other Service 20,240 2,034 7,671 10,078 24,910 5,202 11,009 15,610
Native-Born Population Total 445,229 44,875 199,708 245,564 767,440 148,383 331,911 414,990
Foreign-Born Population Total 31,001 4,957 10,820 13,352 128,904 24,110 33,285 28,353
Naturalized 18,374 3,354 5,084 7,516 53,651 9,514 16,507 14,955
Non-Citizen 12,627 1,603 5,736 5,836 75,253 14,596 16,778 13,398
Foreign-Born Population by Region or Country of Origin Europe 9,881 2,267 2,779 3,458 13,547 3,790 6,769 9,808
Northern Europe 3,374 561 1,091 1,060 4,471 1,560 2,414 2,883
United Kingdom 2,595 413 820 875 3,519 1,388 1,891 2,217
Ireland 317 74 105 79 432 70 214 297
Sweden 172 31 59 26 135 34 115 151
Other Northern Europe 290 43 107 80 385 68 194 218
Western Europe 3,480 585 1,167 1,394 3,827 805 1,735 3,281
Austria 76 21 36 52 112 23 113 164
France 509 17 193 56 754 43 118 293
Germany 2,298 440 867 1,137 2,378 617 1,185 2,407
Netherlands 305 77 20 96 280 71 162 252
Other Western Europe 292 30 51 53 303 51 157 165
Southern Europe 1,616 523 205 477 2,044 457 1,218 1,603
Greece 239 16 21 52 255 25 144 379
Italy 961 230 143 329 1,080 207 706 975
Portugal 132 178 10 41 235 120 108 92
Spain 227 77 31 51 459 89 237 129
Other Southern Europe 57 22 0 4 15 16 23 28
Eastern Europe 1,400 598 316 527 3,195 959 1,402 2,031
Czechoslovakia, Including Czech Republic and Slovakia 128 29 48 48 208 275 129 242
Hungary 166 15 50 144 306 110 217 303
Poland 469 179 101 168 366 169 204 501
Romania 143 15 16 28 252 19 134 101
Belarus 2 0 0 0 16 0 8 18
Russia 166 148 42 10 430 298 116 180
Ukraine 50 187 19 23 259 50 26 147
Bosnia and Herzegovina 0 0 0 0 451 0 214 7
Yugoslavia 62 14 12 41 126 5 128 131
Other Eastern Europe 214 11 28 65 781 33 226 401
Europe, Not Elsewhere Classified 11 0 0 0 10 9 0 10
Asia 6,529 570 1,209 1,704 23,739 3,187 7,205 4,426
Eastern Asia 1,584 36 307 459 5,728 636 1,947 1,224
China 640 16 133 152 2,843 496 852 494
China, Excluding Hong Kong and Taiwan 361 9 75 99 1,635 218 589 267
Hong Kong 57 7 29 19 460 93 64 146
Taiwan 222 0 29 34 748 185 199 81
Japan 410 9 96 133 1,069 52 279 321
Korea 534 11 71 174 1,757 88 801 409
Other Eastern Asia 0 0 7 0 59 0 15 0
South Central Asia 1,558 108 336 501 5,754 1,270 2,060 1,179
Afghanistan 0 0 0 0 1 0 8 31
Bangladesh 12 0 0 8 361 120 15 90
India 1,261 43 273 392 3,298 424 1,268 735
Iran 151 38 39 52 562 25 429 202
Pakistan 126 26 16 18 1,426 574 299 58
Other South Central Asia 8 1 8 31 106 127 41 63
South Eastern Asia 2,426 380 479 581 10,114 1,063 2,339 1,347
Cambodia 54 37 0 9 146 12 13 13
Indonesia 129 19 18 83 88 13 57 57
Laos 0 0 52 5 77 102 194 37
Malaysia 52 6 13 24 140 16 29 58
Philippines 1,177 225 246 200 3,418 647 1,060 783
Thailand 398 18 28 30 452 63 151 128
Vietnam 616 75 121 195 5,730 203 814 271
Other South Eastern Asia 0 0 1 35 63 7 21 0
Western Asia 924 46 78 145 1,774 165 816 610
Iraq 39 0 0 0 61 0 58 12
Israel 29 0 31 12 238 49 163 64
Jordan 33 0 5 27 165 50 77 120
Lebanon 266 0 26 70 437 13 254 85
Syria 24 0 0 5 222 20 104 25
Turkey 122 46 16 7 170 6 87 109
Armenia 6 0 0 7 0 0 0 9
Other Western Asia 405 0 0 17 481 27 73 186
Asia, Not Elsewhere Classified 37 0 9 18 369 53 43 66
Africa 1,088 58 253 251 3,710 804 1,344 828
Eastern Africa 161 8 18 93 820 45 479 183
Ethiopia 14 8 0 11 123 0 0 20
Other Eastern Africa 147 0 18 82 697 45 479 163
Middle Africa 20 0 0 0 98 0 0 36
Northern Africa 474 50 122 9 1,338 519 409 353
Egypt 263 31 80 9 358 42 304 195
Other Northern Africa 211 19 42 0 980 477 105 158
Southern Africa 228 0 15 43 549 30 204 103
South Africa 200 0 15 43 549 30 204 103
Other Southern Africa 28 0 0 0 0 0 0 0
Western Africa 163 0 28 91 561 185 225 108
Ghana 16 0 9 0 69 8 94 15
Nigeria 121 0 19 91 308 6 81 48
Sierra Leone 0 0 0 0 19 0 0 0
Other Western Africa 26 0 0 0 165 171 50 45
Africa, Not Elsewhere Classified 42 0 70 15 344 25 27 45
Oceania 140 78 36 95 313 38 129 138
Australia and New Zealand Subregion 104 78 36 73 188 23 108 124
Australia 78 21 36 64 142 13 70 109
Other Australian and New Zealand Subregion 26 57 0 9 46 10 38 15
Melanesia 0 0 0 16 17 15 0 0
Micronesia 16 0 0 6 59 0 0 14
Polynesia 20 0 0 0 49 0 15 0
Oceania, Not Elsewhere Classified 0 0 0 0 0 0 6 0
Americas 13,363 1,984 6,543 7,827 87,595 16,291 17,838 13,153
Latin America 10,644 1,762 5,479 6,469 83,648 15,648 15,711 10,093
Caribbean 5,495 974 1,322 2,559 41,956 6,227 6,632 3,287
Barbados 153 33 19 62 589 141 88 28
Cuba 970 159 424 554 8,809 1,251 2,094 875
Dominican Republic 331 58 128 210 5,153 2,080 931 446
Haiti 213 33 167 143 13,227 569 718 268
Jamaica 2,414 437 375 1,198 8,756 1,248 1,684 790
Trinidad and Tobago 693 180 119 222 2,663 457 586 493
Other Caribbean 721 74 90 170 2,759 481 531 387
Central America 2,553 203 3,396 2,172 16,926 3,549 3,387 4,556
Mexico 1,028 34 2,846 1,597 11,100 1,626 1,364 3,663
Other Central America 1,525 169 550 575 5,826 1,923 2,023 893
Costa Rica 206 0 0 35 506 133 340 172
El Salvador 180 11 91 66 826 572 404 161
Guatemala 355 16 162 112 1,114 172 280 106
Honduras 236 18 116 151 1,457 290 336 141
Nicaragua 94 8 32 70 708 414 155 87
Panama 454 95 137 133 1,066 310 385 199
Other Central America 0 21 12 8 149 32 123 27
South America 2,596 585 761 1,738 24,766 5,872 5,692 2,250
Argentina 255 57 18 0 853 177 417 159
Bolivia 3 0 0 0 442 7 30 7
Brazil 352 25 39 98 4,765 835 435 307
Chile 144 40 30 13 562 184 178 93
Colombia 744 193 211 819 8,550 2,156 2,306 761
Ecuador 121 30 99 270 1,885 607 403 209
Guyana 397 102 113 282 2,741 291 538 185
Peru 226 20 102 142 1,707 574 725 163
Venezuela 299 20 119 80 2,826 878 518 259
Other South America 55 98 30 34 435 163 142 107
Northern America 2,719 222 1,064 1,358 3,947 643 2,127 3,060
Canada 2,682 220 1,055 1,338 3,900 643 2,085 3,030
Other Northern America 37 2 9 20 47 0 42 30
Born at Sea 0 0 0 17 0 0 0 0
Housing Units Total 222,072 24,452 102,830 122,663 361,349 72,293 147,079 211,938
Occupied 198,195 21,294 88,413 106,755 336,286 60,977 139,572 184,723
Vacant 23,877 3,158 14,417 15,908 25,063 11,316 7,507 27,215
For Rent 5,970 358 2,158 2,341 10,116 2,429 2,819 4,039
For Sale 3,477 370 1,886 2,331 3,619 958 1,319 2,864
Households by Energy Usage for Heat Gas (Utility, Bottled, Tank, or LP Gas) 30,291 645 15,796 19,235 26,907 5,163 12,114 16,924
Electricity 163,791 20,322 70,732 83,373 299,899 54,547 124,260 159,179
Fuel Oil, Kerosene, Etc. 2,073 169 882 2,380 6,047 365 2,233 6,144
Coal, Coke, and Wood 336 36 387 843 506 101 203 660
Solar Energy 39 0 3 0 43 24 57 79
Other Fuel 105 33 130 112 243 33 50 256
No Fuel 1,560 89 483 812 2,641 744 655 1,481
Population by Work Transportation Method Car, Truck, or Van 192,896 17,168 76,050 90,409 404,604 73,183 174,772 171,448
Public Transportation 591 130 348 217 10,923 825 1,227 1,914
Motorcycles 765 76 217 159 853 281 534 981
Bicycles 1,278 78 248 313 2,038 386 660 1,033
Walking 2,653 221 1,129 1,369 6,085 1,054 1,898 3,531
Other Means 1,390 151 838 818 3,642 624 1,317 1,582
Working from Home 5,506 625 2,633 3,019 11,178 1,510 7,186 5,426
Education
Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County
Population by School Completion Completing Less Than High School 46,416 5,453 31,482 40,813 104,591 23,095 27,523 56,982
High School Completed 98,108 12,330 53,339 67,271 148,006 37,536 59,280 102,353
Some College Completed 115,194 12,642 44,940 53,477 171,495 32,560 80,922 101,929
Bachelor's Degree 51,616 5,170 17,509 16,126 104,818 12,052 51,235 36,646
Master's Degree 20,995 2,023 5,458 5,966 29,990 3,610 16,882 12,536
Professional School 4,889 722 2,056 2,638 10,945 1,393 5,472 4,785
Doctorate Degree 2,520 276 788 896 4,256 361 1,902 1,994
Male Population by School Completion Completing Less Than High School 21,055 2,682 15,185 20,255 50,528 11,453 12,856 27,650
High School Completed 42,196 5,366 23,137 29,860 67,485 17,246 25,644 46,259
Some College Completed 53,613 5,775 21,256 24,683 81,995 15,676 36,647 46,461
Bachelor's Degree 28,222 2,753 9,236 7,952 53,117 6,076 27,227 18,609
Master's Degree 12,251 997 2,942 2,950 15,844 1,661 8,764 6,326
Professional School 3,216 459 1,254 1,626 6,803 725 3,674 3,072
Doctorate Degree 1,751 189 579 674 2,822 204 1,369 1,385
Female Population by School Completion Completing Less Than High School 25,361 2,771 16,297 20,558 54,063 11,642 14,667 29,332
High School Completed 55,912 6,964 30,202 37,411 80,521 20,290 33,636 56,094
Some College Completed 61,581 6,867 23,684 28,794 89,500 16,884 44,275 55,468
Bachelor's Degree 23,394 2,417 8,273 8,174 51,701 5,976 24,008 18,037
Master's Degree 8,744 1,026 2,516 3,016 14,146 1,949 8,118 6,210
Professional School 1,673 263 802 1,012 4,142 668 1,798 1,713
Doctorate Degree 769 87 209 222 1,434 157 533 609
White Population by School Completion Completing Less Than High School 37,567 4,500 25,766 33,247 60,146 17,355 19,218 47,006
High School Completed 265,645 29,645 115,146 130,473 358,068 71,834 186,568 236,703
Some College Completed 177,263 18,296 66,168 70,187 250,401 40,341 136,300 143,048
Bachelor's Degree 73,746 7,262 24,294 22,835 121,362 14,077 66,382 50,651
Graduate or Professional School 26,151 2,599 7,793 8,503 36,549 4,353 20,807 17,596
Black Population by School Completion Completing Less Than High School 6,222 612 3,791 5,330 27,290 1,928 5,406 6,694
High School Completed 15,871 2,365 5,630 11,463 61,429 5,240 14,425 15,128
Some College Completed 9,416 1,661 2,351 6,135 36,623 2,845 9,327 9,047
Bachelor's Degree 2,667 564 692 1,768 13,058 828 3,660 3,207
Graduate or Professional School 747 259 267 638 3,681 272 1,397 1,049
American Indian and Alaska Native Population by School Completion Completing Less Than High School 314 12 154 201 461 109 164 191
High School Completed 1,160 87 317 612 1,503 193 842 871
Some College Completed 725 80 145 456 853 106 612 624
Bachelor's Degree 152 26 8 134 284 19 268 180
Graduate or Professional School 38 26 0 31 116 0 99 73
Asian Population by School Completion Completing Less Than High School 904 61 202 336 3,867 394 638 532
High School Completed 4,249 345 798 1,149 15,500 2,031 5,225 2,711
Some College Completed 3,235 267 649 808 12,144 1,610 4,258 2,044
Bachelor's Degree 1,946 151 338 513 7,945 997 2,838 1,190
Graduate or Professional School 947 58 80 190 2,684 256 1,189 408
Native Hawaiian and Other Pacific Islander Population by School Completion Completing Less Than High School 24 0 9 10 84 34 0 23
High School Completed 134 0 0 28 327 46 101 57
Some College Completed 81 0 0 28 230 31 40 42
Bachelor's Degree 21 0 0 19 76 5 0 0
Graduate or Professional School 12 0 0 14 25 0 0 0
Some Other Race Population by School Completion Completing Less Than High School 500 143 1,091 1,177 8,193 2,388 1,318 1,630
High School Completed 2,225 258 978 1,147 19,255 5,492 4,552 2,055
Some College Completed 1,666 166 635 646 12,161 3,369 3,005 1,321
Bachelor's Degree 478 70 249 97 3,700 894 1,082 330
Graduate or Professional School 164 19 64 27 985 310 279 88
Hispanic or Latino Population by School Completion Aged 25+ 12,809 1,767 6,248 8,790 95,505 28,364 24,165 16,659
Completing Less Than High School 2,540 461 2,705 3,460 27,742 8,247 5,071 6,202
High School Completed 10,269 1,306 3,543 5,330 67,763 20,117 19,094 10,457
Some College Completed 7,396 741 2,326 3,228 44,475 11,928 13,519 6,860
Bachelor's Degree 2,935 302 907 831 16,194 3,552 5,625 1,954
Graduate or Professional School 972 163 277 374 5,099 939 1,915 658
Population by School Enrollment Enrolled 112,005 9,366 40,624 54,173 248,040 44,944 99,337 101,190
Not Enrolled 349,620 39,284 163,384 197,003 611,968 120,923 252,611 329,318
Public School 91,848 8,149 34,908 46,347 204,974 38,926 80,854 79,381
Public Pre-School 3,521 324 1,400 1,882 7,437 1,321 2,503 2,905
Public K-8 49,627 4,380 19,813 26,299 102,097 22,395 42,047 42,065
Public High School 21,896 2,024 9,201 11,584 45,485 10,211 18,665 19,215
Public College 16,804 1,421 4,494 6,582 49,955 4,999 17,639 15,196
Private School 20,157 1,217 5,716 7,826 43,066 6,018 18,483 21,809
Private Pre-School 3,885 376 1,353 1,592 9,371 1,284 4,830 3,730
Private K-8 7,203 360 2,720 3,620 15,393 2,146 7,126 5,258
Private High School 1,996 118 633 1,118 4,102 495 2,071 1,655
Private College 7,073 363 1,010 1,496 14,200 2,093 4,456 11,166
Labor
Brevard County Flagler County Lake County Marion County Orange County Osceola County Seminole County Volusia County
Population in Labor Force Total 220,413 19,670 86,307 104,422 471,974 84,142 198,464 201,913
Armed Forces 2,318 19 129 113 413 76 198 255
Civilian Labor Force 218,095 19,651 86,178 104,309 471,561 84,066 198,266 201,658
Employed 207,366 18,815 82,819 98,248 447,861 79,859 190,973 189,035
Unemployed 10,729 836 3,359 6,061 23,700 4,207 7,293 12,623
Not in Labor Force 163,663 22,200 85,967 105,310 221,452 47,135 84,636 162,621
Male Population in Labor Force Total 119,342 10,349 46,312 54,645 251,471 44,428 106,283 107,321
Armed Forces 2,048 10 109 109 375 58 178 206
Civilian Labor Force 117,294 10,339 46,203 54,536 251,096 44,370 106,105 107,115
Employed 111,595 9,889 44,453 51,569 239,431 42,204 102,411 100,145
Unemployed 5,699 450 1,750 2,967 11,665 2,166 3,694 6,970
Not in Labor Force 66,680 9,544 36,010 44,657 87,278 19,206 30,039 67,395
Female Population in Labor Force Total 101,071 9,321 39,995 49,777 220,503 39,714 92,181 94,592
Armed Forces 270 9 20 4 38 18 20 49
Civilian Labor Force 100,801 9,312 39,975 49,773 220,465 39,696 92,161 94,543
Employed 95,771 8,926 38,366 46,679 208,430 37,655 88,562 88,890
Unemployed 5,030 386 1,609 3,094 12,035 2,041 3,599 5,653
Not in Labor Force 96,983 12,656 49,957 60,653 134,174 27,929 54,597 95,226
Employment and Unemployment by Race White Employed 182,829 16,701 72,821 84,361 324,773 63,838 161,737 164,827
White Unemployed 8,644 722 2,596 4,543 13,878 3,045 5,384 9,831
Black or African American Employed 14,154 1,364 5,894 9,629 67,034 5,376 14,393 15,240
Black or African American Unemployed 1,445 92 520 1,155 5,956 454 1,089 2,144
American Indian and Alaska Native Employed 1,044 60 356 496 1,478 222 826 765
American Indian and Alaska Native Unemployed 81 0 29 62 119 30 46 77
Asian Employed 3,329 220 728 962 14,961 1,702 4,757 2,131
Asian Unemployed 205 14 25 16 675 107 169 88
Native Hawaiian and Other Pacific Islander Employed 142 0 12 14 355 63 68 97
Native Hawaiian and Other Pacific Islander Unemployed 9 0 0 0 22 0 0 8
Some Other Race Employed 2,289 267 1,901 1,694 24,246 5,983 5,163 3,364
Some Other Race Unemployed 152 6 126 171 1,939 465 289 228
Hispanic or Latino Employed 9,415 873 5,232 5,816 73,233 20,739 19,335 11,101
Hispanic or Latino Unemployed 622 29 334 590 5,428 1,477 1,123 1,797
Employment by Industry Agriculture, Forestry, Fishing and Hunting, and Mining 1,042 241 2,311 3,432 2,369 482 621 2,075
Agriculture, Forestry, and Fishing and Hunting 887 223 2,132 3,266 2,257 434 584 2,058
Mining 155 18 179 166 112 48 37 17
Construction 16,424 1,873 8,556 8,803 33,618 7,030 15,439 16,827
Manufacturing 28,223 1,875 5,264 10,416 28,548 4,325 15,131 16,297
Wholesale Trade 5,177 439 3,399 3,117 17,584 2,559 8,255 5,606
Retail Trade 27,766 3,046 11,145 15,499 54,069 10,596 26,089 26,243
Transportation, Warehousing, and Utilities 8,434 813 4,043 4,789 24,799 4,689 8,412 8,310
Transportation and Warehousing 7,176 611 3,229 3,714 21,872 4,084 7,030 6,655
Utilities 1,258 202 814 1,075 2,927 605 1,382 1,655
Information 6,541 412 2,347 1,892 17,174 1,229 8,357 5,339
Finance, Insurance, Real Estate, and Rental and Leasing 10,828 1,151 4,901 5,100 34,668 4,409 18,231 11,886
Finance and Insurance 5,875 579 2,982 2,896 20,344 1,720 12,994 6,701
Real Estate and Rental and Leasing 4,953 572 1,919 2,204 14,324 2,689 5,237 5,185
Professional, Scientific, Management, Administrative, and Waste Management Services 21,876 1,633 6,716 7,712 51,511 5,497 25,213 17,342
Professional, Scientific, and Technical Services 13,377 823 2,754 3,488 29,078 2,113 16,195 8,448
Management of Companies and Enterprise 57 0 5 24 210 7 80 18
Administrative, Support, and Waste Management Services 8,442 810 3,957 4,200 22,223 3,377 8,938 8,876
Educational, Health, and Social Services 36,027 3,497 14,135 19,167 64,356 9,802 32,953 37,004
Educational Services 13,513 1,634 5,099 7,275 27,559 4,522 14,673 15,296
Health Care and Social Assistance 22,514 1,863 9,036 11,892 36,797 5,280 18,280 21,708
Arts, Entertainment, Recreation, Accommodation, and Food Services 20,476 2,124 11,273 8,440 82,026 23,687 16,862 22,680
Arts, Entertainment, and Recreation 4,542 466 5,154 1,940 31,553 8,907 4,969 4,891
Accommodation and Food Services 15,934 1,658 6,119 6,500 50,473 14,780 11,893 17,789
Other Services, Except Public Administration 9,517 836 4,416 5,305 21,953 3,088 8,218 10,088
Public Administration 15,035 875 4,313 4,576 15,186 2,466 7,192 9,338
Employment by Occupation Management, Business, and Financial Operations Employees 25,257 2,385 10,256 10,089 63,728 8,262 31,322 21,985
Professional and Related Employees 47,217 3,121 13,456 15,821 81,543 10,119 42,507 32,511
Health Care Support Employees 4,085 407 1,996 2,333 5,904 1,160 2,658 4,085
Protective Service Employees 4,921 494 2,225 2,313 8,794 1,852 3,507 4,497
Food Preparation and Serving Related Employees 11,930 1,272 4,274 5,089 30,987 7,844 8,461 12,263
Building, Grounds Cleaning, and Maintenance Employees 7,971 914 4,061 3,995 18,641 5,343 5,128 8,353
Personal Care and Service Employees 5,303 501 2,649 3,458 15,855 2,814 4,895 4,980
Sales and Related Employees 25,845 2,447 10,301 13,270 58,829 10,614 29,534 24,853
Office and Administrative Support Employees 29,940 2,962 12,118 14,457 74,240 12,573 30,850 29,414
Farming, Fishing, and Forestry Employees 642 65 1,540 1,297 1,808 239 314 1,562
Construction, Extraction, and Maintenance Employees 21,793 2,175 10,229 11,851 40,021 9,616 16,353 22,216
Production Employees 12,388 1,242 3,985 7,344 20,704 3,753 7,463 11,721
Transportation and Material Moving Employees 10,074 830 5,729 6,931 26,807 5,670 7,981 10,595
Male Employment by Occupation Management, Business, and Financial Operations Employees 14,925 1,448 6,088 5,838 35,997 4,460 18,881 12,645
Professional and Related Employees 24,396 1,279 5,224 5,957 38,302 4,211 20,386 13,322
Health Care Support Employees 456 51 192 297 843 109 284 453
Protective Service Employees 3,998 414 1,895 1,818 6,603 1,454 2,818 3,558
Food Preparation and Serving Related Employees 4,759 516 1,686 1,611 16,146 3,765 4,144 5,303
Building, Grounds Cleaning, and Maintenance Employees 4,818 633 2,734 2,432 10,339 2,741 3,417 5,346
Personal Care and Service Employees 1,197 147 738 1,088 5,860 975 1,418 1,306
Sales and Related Employees 11,874 1,099 5,047 6,147 29,017 4,668 16,138 11,841
Office and Administrative Support Employees 7,137 672 2,652 3,079 20,733 3,287 7,376 7,067
Farming, Fishing, and Forestry Employees 544 38 999 1,012 1,083 160 212 1,017
Construction, Extraction, and Maintenance Employees 20,941 2,043 9,759 11,359 38,404 9,055 15,590 21,334
Production Employees 7,991 878 2,776 5,006 13,455 2,513 4,841 7,752
Transportation and Material Moving Employees 8,559 671 4,663 5,925 22,649 4,806 6,906 9,201
Female Employment by Occupation Management, Business, and Financial Operations Employees 10,332 937 4,168 4,251 27,731 3,802 12,441 9,340
Professional and Related Employees 22,821 1,842 8,232 9,864 43,241 5,908 22,121 19,189
Health Care Support Employees 3,629 356 1,804 2,036 5,061 1,051 2,374 3,632
Protective Service Employees 923 80 330 495 2,191 398 689 939
Food Preparation and Serving Related Employees 7,171 756 2,588 3,478 14,841 4,079 4,317 6,960
Building, Grounds Cleaning, and Maintenance Employees 3,153 281 1,327 1,563 8,302 2,602 1,711 3,007
Personal Care and Service Employees 4,106 354 1,911 2,370 9,995 1,839 3,477 3,674
Sales and Related Employees 13,971 1,348 5,254 7,123 29,812 5,946 13,396 13,012
Office and Administrative Support Employees 22,803 2,290 9,466 11,378 53,507 9,286 23,474 22,347
Farming, Fishing, and Forestry Employees 98 27 541 285 725 79 102 545
Construction, Extraction, and Maintenance Employees 852 132 470 492 1,617 561 763 882
Production Employees 4,397 364 1,209 2,338 7,249 1,240 2,622 3,969
Transportation and Material Moving Employees 1,515 159 1,066 1,006 4,158 864 1,075 1,394
Employment by Sector Private Sector Employees 140,975 12,217 57,209 67,011 336,958 62,521 135,938 127,632
Public Sector Employees 31,971 2,806 10,183 13,194 47,342 7,878 21,726 25,132
Self-Employed Employees 21,305 2,634 10,119 12,153 37,746 6,330 21,673 22,679
Non-Profit Employees 12,549 1,098 4,964 5,510 24,923 2,983 11,169 13,052
Unpaid Family Workers 566 60 344 380 892 147 467 540
Male Employment by Sector Private Sector Employees 77,045 6,502 31,252 36,394 184,769 33,504 74,886 68,711
Public Sector Employees 16,669 1,214 4,841 5,436 20,573 3,474 9,221 11,784
Self-Employed Employees 13,933 1,867 6,565 7,979 25,601 4,277 14,931 14,977
Non-Profit Employees 3,748 277 1,621 1,605 8,051 898 3,160 4,432
Unpaid Family Workers 200 29 174 155 437 51 213 241
Female Employment by Sector Private Sector Employees 63,930 5,715 25,957 30,617 152,189 29,017 61,052 58,921
Public Sector Employees 15,302 1,592 5,342 7,758 26,769 4,404 12,505 13,348
Self-Employed Employees 7,372 767 3,554 4,174 12,145 2,053 6,742 7,702
Non-Profit Employees 8,801 821 3,343 3,905 16,872 2,085 8,009 8,620
Unpaid Family Workers 366 31 170 225 455 96 254 299
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-
https://richesmi.cah.ucf.edu/omeka/files/original/09d3ba554031d505d2e3c0ea88239a4d.jpg
8c7b6be883042ccdbb9ecbb45a7fa1f4
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
Patricia Black Collection
Alternative Title
Black Collection
Subject
Sanford (Fla.)
Migrant workers
Agricultural laborers--Florida
Migration, Internal--United States
Farm laborers
Upstate New York (N.Y.)
Chase and Company (Sanford, Fla.)
Madison (Fla.)
Houses and homes
Rochester (N.Y.)
Description
Collection of photographs and ephemera donated by <a title="Photo of Patricia Black" href="http://s2.postimg.org/4mpxwg2u1/P3212376.jpg">Patricia Ann Black</a> (1956- ), the daughter of Pilgrim Black (1905-2002) and Lula Mae Haynes Black (1917-2007). <br /><br />Pilgrim was born in 1905, although some records list 1907 as his birth year. Pilgrim and Lula were migrant crew leaders, and thus migrated to Upstate New York in the summers and back to their home in Sanford, Florida, for the rest of the year. Pilgrim was the son of Harry Black (d. 1911) and Maggie Benjamin Black (ca. 1870-ca. 1934), who migrated to Sanford from South Carolina in the 1800s. Harry and Maggie had several children: Leckward Black, Mustar Black, Malachi Black, Leatha Black Walker (1889-1976), Pilgrim Black, Margaret Black Jones (1889-1976), and Harriett Black Lawson.<br /><br />In 1911, Harry owned a grocery store at 206 South Sanford Avenue. One day, he came home from work with pneumonia and passed away shortly thereafter. Pilgrim was nine years old when his father passed away. Maggie was the daughter of former slaves, Isaac Benjamin and Roseanna Benjamin, and the sister of Nathan Benjamin, Pledge Benjamin, Sam Benjamin, Louis Benjamin, Chainey Benjamin, Lara Benjamin, Melvina Benjamin, and Katie Benjamin. Pilgrim had to quit school at age 11 in order to provide for his mother, originally working in a mill house until he was 18 years old. After declining a management position, he traveled to Wayne County in Upstate New York to pick cherries, apples, pears, and other crops. He broke a bone after falling from an apple tree his first year and decided to try farm labor on a potato farm in Red Creek instead. Don Holdridge, the farmer who owned the land, noted Pilgrim's high rate of productivity and offered him a management position supervising up to 30 workers at once, which he accepted. Pilgrim also worked as a foreman in Sanford for Chase & Company for over 30 years. He married Lula in 1937 and they had several children together, including Vivian Louise Black (1940-), Lula Yvonne Black (1942-), Charles Samuel Black (1945-), Pilgrim Black, Jr. (ca.1947-), and Patricia. <br /><br />Patricia was born August 31, 1956, and grew up at the end of East Tenth Street in Sanford, Florida. She attended Hopper Elementary through sixth grade, Lakeview Middle School for seventh grade, Sanford Junior High School for eighth grade, Crooms High School for ninth grade, and Seminole High School through twelfth grade. She also attended school in the North Rose-Wolcott district each year while in New York. During fourth grade, integration began and parents were given the choice to have their children to attend other schools, but Patricia chose to continue attending an all-black school until she entered seventh grade in 1968 and began attending integrated schools. <br /><br />In June 1973, Patricia married her first husband, Clint Holt (1955- ); however, the couple quickly separated due to domestic violence and divorced around 1977. Patricia gave birth to her first child, Charmion Le'Antwinetta Holt in 1974. She also had three other children with William Bigham, Jr. (1952- ), who she was married to for 33 years: William Arthur Bigham III (1982- ), Brandon Oliver Black (1990- ), and Tempestt Teonte’ Black (1992- ). She lives in the family home built by her grandmother, Maggie Benjamin Black on East Tenth Street in Sanford. <br /><br />Patricia endured weekly molestation for 11n years from age six to age 17, and was raped at age seventeen while pregnant with Charmion. At age 29, Patricia became severely addicted to smoking cocaine. After seven years, Patricia was able to overcome her addiction and has maintained her sobriety for 21 years. Despite her traumatic experiences, Patricia has developed a devout relationship with God. While in recovery, Patricia refocused her attention on spreading her ministry of love by becoming a foster parent, serving as the Parent Representative of the Committee for Special Education (CSE), and serving on her local school board in the North Rose-Wolcott school district. <br /><br />Patricia also has owned her own business making incense and importing shea butter from Africa. She also became a licensed nail technician specializing in stress-relieving pedicures. As of 2009, Patricia is retired but still maintains some involvement in her business/ministry named GIFTED.
Contributor
Black, Patricia Ann
Language
eng
Type
Collection
Coverage
Madison, Florida
Sanford, Florida
Rochester, New York
Wayne County, New York
Wolcott, New York
Accrual Method
Donation
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/" target="_blank">RICHES of Central Florida</a>.
Source Repository
Private Collection of Patricia Ann Black
External Reference
Coles, Robert. <a href="http://www.worldcat.org/oclc/67637" target="_blank"><em>Uprooted Children; The Early Life of Migrant Farm Workers</em></a>. [Pittsburgh]: University of Pittsburgh Press, 1970.
Piore, Michael J. <a href="http://www.worldcat.org/oclc/4497409" target="_blank"><em>Birds of Passage: Migrant Labor and Industrial Societies</em></a> Cambridge: Cambridge University Press, 1979.
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.
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Original Format
1 black and white photograph
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
Black Family Home in Sanford
Alternative Title
Black Family Home
Subject
Sanford (Fla.)
Houses and homes
Porches--Southern States
Washing machines
Automobiles--United States
Ford Falcon automobile
Description
The one-story home built by Maggie Benjamin Black (ca. 1870-ca. 1934) that became the home of her son, Pilgrim Black (1905-2002). An old-fashioned washing machine is pictured next to the back porch, which required the use of a metal tub and a washboard. Later additions have been added to the porch. Also pictured on the left side of the photograph is a Ford Falcon station wagon owned by Pilgrim, a fan of Ford cars. As of 2015, this house is owned by Pilgrim's five children. His daughter, Patricia Ann Black (1956-) is residing in and restoring the home.<br /><br />Maggie and her husband Harry Black (d. 1911) were the parents of Leckward Black, Mustar Black, Malachi Black, Leatha Black Walker (1889-1976), Pilgrim Black, Margaret Black Jones (1889-1976), and Harriett Black Lawson. They were also the grandparents of David Harry Black (1929-2012); Vivian Louise Black (1940- ); Lula Yvonne Black (1942- ); Charles Samuel Black (1945- ); Pilgrim Black, Jr. (ca.1947- ); and Patricia Ann Black (1956- ). The Black family migrated from South Carolina during the 19th century. In 1911, Harry owned a grocery store at 206 South Sanford Avenue. One day, he came home from work with pneumonia and passed away shortly thereafter. Pilgrim was nine years old when his father passed away.<br /><br />Maggie Benjamin was the daughter of former slaves, Isaac and Roseanna Benjamin. Harry and Maggie had their wood house built in the 1880s or 1890s at the corner of East 25th Street and South Sanford Avenue. Their house served as a meeting place for many of the elite members of the African-American community in Sanford. At one point, a business had asked to purchase the six acres of land that the Black family owned. Maggie agreed to sell the land under the condition that the lumber be reused to build houses on East Tenth Street. Maggie built a two-story home for herself and her children and several three-room houses to rent out. She later gave the houses to Pilgrim and two of her grandsons, Israel Black and Charles Black, who made several additions to convert them into seven- and eight-room houses.
Type
Still Image
Source
Original black and white photograph: Private Collection of Patricia Ann Black.
Is Format Of
Digital reproduction of original black and white photograph.
Coverage
Sanford, Florida
Contributor
Black, Patricia Ann
Date Created
ca. 1960-1969
Format
image/jpg
Extent
165 KB
Medium
1 black and white photograph
Mediator
History Teacher
Provenance
Originally owned by Pilgrim Black.
Inherited by Patricia Ann Black in 2002.
Rights Holder
Copyright to the resource is held by Patricia Ann Black and is provided here by <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> for educational purposes only.
Accrual Method
Donation
Contributing Project
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/72/" target="_blank">Patricia Black Collection</a>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
External Reference
Coles, Robert. <a href="http://www.worldcat.org/oclc/67637" target="_blank"><em>Uprooted Children: The Early Life of Migrant Farm Workers</em></a>. [Pittsburgh]: University of Pittsburgh Press, 1970.
Piore, Michael J. <a href="http://www.worldcat.org/oclc/4497409" target="_blank"><em>Birds of Passage: Migrant Labor and Industrial Societies</em></a>. Cambridge: Cambridge University Press, 1979.
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.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/72" target="_blank">Patricia Black Collection</a>, RICHES of Central Florida.
Source Repository
Private Collection of Patricia Ann Black
10th Street
25th Street
automobile
Bay Avenue
Benjamin, Maggie
Bigham, Patricia Ann Black
Black
Black, Harry
Black, Maggie Benjamin
Black, Patricia Ann
Black, Pilgrim
car
Ford Falcon
Lake Mary Road
porch
Reid's Corner
Sanford
Tenth Street
Twenty-Fifth Street
washing machine
-
https://richesmi.cah.ucf.edu/omeka/files/original/5e09b05b2a66e7bc167ebf62ec04ab06.jpg
553049a69208bf22da77eae10a990529
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
Celery Collection
Alternative Title
Celery Collection
Subject
Chase and Company (Sanford, Fla.)
Celery industry
Sanford (Fla.)
Slavia (Fla.)
Celery
Description
The origins of Sanford's connection to celery farming began on December 26, 1894, when a freeze damaged the area's citrus groves. They began to recover during a warm and wet January which promoted new shoots, but a second freeze hit on February 7, 1895, practically wiping them out. The 24 degree temperature was the coldest known in Florida to that point. The freeze was so intense that the sap froze inside the trunks, many of which split open, sounding like gunshots, and crashed to the ground. The population quickly dropped from 5000 to 2000 as the groves were abandoned. I. H. Terwilliger stayed after the freezes and is believed to have planted the first celery grown in Sanford in 1896. J. N. Whitner and B. F. Whitner Sr. planted 3/4 acre in 1897 with celery imported from Kalamazoo, Michigan. Chase & Company also converted to celery cultivation and by 1898, celery became the crop synonymous to Sanford.
Is Part Of
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/23" target="_blank">Chase Collection</a>, RICHES of Central Florida.
Language
eng
Type
Collection
Coverage
Sanford, Florida
Slavia, Florida
Contributing Project
<a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a>, University of Florida
<a href="http://ufdc.ufl.edu/" target="_blank">Digital Collections (UFDC)</a><span>, University of Florida</span>
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/" target="_blank">RICHES MI</a>
Source Repository
<span>University of Florida, </span><a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a>
External Reference
<span>"</span><a href="http://floridacitrushalloffame.com/index.php/inductees/inductee-name/?ref_cID=89&bID=0&dd_asId=600" target="_blank">Sydney Chase Sr. (1860-1941)</a><span>." </span><em>Florida Citrus Hall of Fame</em><span>. Copyright 2012. http://floridacitrushalloffame.com/index.php/inductees/inductee-name/?ref_cID=89&bID=0&dd_asId=600.</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>, 1975.
<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.
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.
<a href="http://www.sanfordfl.gov/media/pdf/leisure_services/20110407_historic_brochure.pdf" target="_blank"><em>Sanford: Central Florida's Waterfront Gateway</em></a>. Sanford, Florida: City of Sanford, 2005.
Petrik, Robert. "<a href="http://acscc.org/Papers/svu_062703b.html" target="_blank">Czechs and Slovaks in Florida</a>." American Czech-Slovak Cultural Club. http://acscc.org/Papers/svu_062703b.html.
Robison, Jim. <a href="http://www.worldcat.org/oclc/796757419" target="_blank"><em>Around Oviedo</em></a>. 2012.
Contributor
<a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a><span>, University of Florida</span>
Is Referenced By
<a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">A Guide to the Chase Collection</a>
Provenance
<span>Entire </span><a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">Chase Collection</a><span> is comprised of four separate accessions from various donors, including Cecilia Johnson, the granddaughter of Joshua Coffin Chase and the children of Randall Chase.</span>
Rights Holder
<span>The displayed collection is housed at </span><a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a><span> at the University of Florida in Gainesville, Florida. Rights to this item belong to the said institution, and therefore inquiries about the item should be directed there. </span><a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a><span> has obtained permission from Special and Area Studies Collections at the University of Florida to display this item for educational purposes only.</span>
Still Image
A static visual representation. Examples of still images are: paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type "text" to images of textual materials.
Original Format
1 black and white photograph
Physical Dimensions
8 x 10 inch
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
Chase & Company Decorated Car
Alternative Title
Chase & Co. Decorated Car
Subject
Sanford (Fla.)
Chase and Company (Sanford, Fla.)
Expositions
Fairs--United States
Celery
Celery industry
Description
Celery in a Chase & Company car ca. 1920-1921. Pictured in the photograph are Thomas Jones and William A. Leffler. Chase & Company was established in 1884 by brothers Sydney Octavius Chase and Joshua Coffin Chase. The company sold insurance and later invested in storage facilities and fertilizer sales. Chase & Company was known mainly for its agricultural interests and maintained a series of citrus groves throughout Central Florida. The company was based out of Sanford and became one of the city's largest employers into the early twentieth century.
Source
Original 5 x 7 black and white photograph: <a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">Chase Collection</a> (MS 14), box 214, folder 15.103, item CC47, Special and Area Studies Collections, George A. Smathers Libraries, University of Florida, Gainesville, Florida.
Date Created
ca. 1920-1921
Is Format Of
Digital reproduction of original 5 x 7 black and white photograph.
Is Part Of
<a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">Chase Collection</a> (MS 14), box 214, folder 15.103, Special and Area Studies Collections, George A. Smathers Libraries, University of Florida, Gainesville, Florida.
<a href="https://richesmi.cah.ucf.edu/omeka2/collections/show/90" target="_blank">Celery Collection</a>, Chase Collection, RICHES of Central Florida.
Is Referenced By
Folder referenced in Chase Collection finding guide, <a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">http://web.uflib.ufl.edu/spec/pkyonge/chase.htm</a>.
Format
image/jpg
Extent
165 KB
Medium
5 x 7 black and white photograph
Language
eng
Type
Image
Coverage
Sanford, Florida
Accrual Method
Donation
Mediator
History Teacher
Economics Teacher
Geography Teacher
Provenance
Entire <a href="http://web.uflib.ufl.edu/spec/pkyonge/chase.htm" target="_blank">Chase Collection</a> is comprised of four separate accessions from various donors, including Cecilia Johnson, the granddaughter of Joshua Coffin Chase and the children of Randall Chase.
Rights Holder
The displayed collection item is housed at <a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a> at the University of Florida in Gainesville, Florida. Rights to this item belong to the said institution, and therefore inquiries about the item should be directed there. <a href="http://riches.cah.ucf.edu/" target="_blank">RICHES of Central Florida</a> has obtained permission from Special and Area Studies Collections at the University of Florida to display this item for educational purposes only.
Contributing Project
<a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a>, University of Florida
<a href="http://ufdc.ufl.edu/" target="_blank">Digital Collections (UFDC)</a>, University of Florida
Curator
Cepero, Laura
Digital Collection
<a href="https://richesmi.cah.ucf.edu/map/">RICHES MI</a>
Source Repository
University of Florida, <a href="http://web.uflib.ufl.edu/spec/" target="_blank">Special and Area Studies Collections</a>
External Reference
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>, 1975.
"<a href="http://floridacitrushalloffame.com/index.php/inductees/inductee-name/?ref_cID=89&bID=0&dd_asId=321" target="_blank">Sydney Chase Sr. (1860-1941)</a>." <em>Florida Citrus Hall of Fame</em>. Copyright 2012. http://floridacitrushalloffame.com/index.php/inductees/inductee-name/?ref_cID=89&bID=0&dd_asId=600.
Transcript
CHASE & CO.
Sunniland
SANFORD CELERY
CHASE & COMPANY
Thomas Jones
William Leffler
car
celery
celery industry
Chase and Company
exposition
fair
Jones, Thomas
Leffler, William A.
Sanford
Sunniland