Tabby in the Coastal Southeast: the Culture History of an American Building Material

Total Page:16

File Type:pdf, Size:1020Kb

Tabby in the Coastal Southeast: the Culture History of an American Building Material Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1978 Tabby in the Coastal Southeast: the Culture History of an American Building Material. Janet Bigbee Gritzner Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Gritzner, Janet Bigbee, "Tabby in the Coastal Southeast: the Culture History of an American Building Material." (1978). LSU Historical Dissertations and Theses. 3205. https://digitalcommons.lsu.edu/gradschool_disstheses/3205 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will afind good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. - t e r University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John's Road, Tyler's Green High Wycombe, Bucks, England HP10 8HR Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 7015619 QRXTZNER# JANET BlOBEE TAiJT IN THE COASTAL SOUTHEAST! THE CULTURE HISTORY OP AN AMERICAN BUILDING MATERIAL* THE LOUISIANA STATE UNIVERSITY AND AGRICULTURAL AND MECHANICAL COL*# PH.D.- 1978 University Micrdfilms International 300 N. ZEEB ROAD, ANN ARBOR. Ml 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABBY IN THE COASTAL SOUTHEAST: THE CULTURE HISTORY OF AN AMERICAN BUILDING MATERIAL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography and Anthropology by Janet Bigbee Gritzner B.A., University of Maryland, 1965 M.A., University of Maryland, 1970 May, 1978 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS A number of individuals deserve special thanks and recognition for their valued assistance in this project. Special appreciation must be given to my husband and late father whose support and interest sus­ tained me through the lengthy peTiod of research and writing. My hus­ band, Charles F. Gritzner, also a geographer, assisted in many ways; he was my photographer, field assistant, critic and consultant. My father, the late Charles A. Hazen, a retired civil engineer, was the principal technical advisor. His intimate knowledge of the structural capacities of various kinds of concretes was an invaluable asset to the study. Appreciation is expressed to those members of the Geography and Anthropology vacuity at Louisiana State University who have in any way contributed to this research project. Most sincejre gratitude is ex­ tended to Professor Sam B. Hilliard, Chairman of the dissertation com­ mittee, whose advice, skillful guidance and unfaltering support have led to the successful completion of this study. Thanks are accorded Professors Jay Edwards, Milton B. Newton, and Donald J. Vermeer for their constant interest and valuable assistance in this study since its inception. A special debt of gratitude is owed Professor Emeritus Fred B. Kniffen at whose suggestion and encouragement the study was expanded to its present form. I am deeply indebted to a number of persons for their aid in the conceptual development of this study. Included among the contributors were: Dr. Hale G. Smith, Professor of Anthropology at Florida State University, Mr. Albert C. Manucy, National Park Service Historian at Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the Castillo de San Marcos, St. Augustine, now retired; Mr. Robert H. Steinbach of the Historical St. Augustine Preservation Board; Dr. Fred B. Kniffen, Eminent settlement geographer; Dr. Anthony Beltramo, As­ sociate Professor of Spanish, University of Montana and Jeffrey A. Gritzner, specialist in Middle Eastern antiquities. Mention also must be made of the individuals and organizations that aided in the collection of research materials. This list in­ cludes: Owen J. Furuseth, Charles A. Hazen, Lois K. Hazen, Alfreda Lieberman, and Louis A. Woods, the Georgia Historical Society, Historic Savannah Foundation, Inc., Manatee County Historical Society, New York Public Library, and the St. Augustine Historical Society. Acknowledgment must be given to those individuals, who rendered linguistic assistance to this project. They are: Dr. Anthony Beltramo, University of Montana; Dr. John Edwin Coffman, University of Houston; Dr. Jay Edwards, Louisiana State University; Ms. Yvonne Gritzner, Trin­ idad, Colorado; Dr. Rolande L. Leguillon, University of St. Thomas; and Ms. Joyce Krevosky, University of St. Thomas. Finally, I gratefully acknowledge the able assistance of Mr. Thomas T. LeFebvre in the preparation of maps, drawings and photographs accompanying this manuscript and to my typists, Ann Swanzy, Loralie Meredith and Joyce Krevosky. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ACKNOWLEDGEMENTS ..................................... ii ILLUSTRATIONS ............................................ vii LIST OF TABLES ............................................. ix ABSTRACT .................................................. x Chapter I. INTRODUCTION ........................................ 1 Scope and Purpose ................................. 2 Methodological Approaches .......................... 3 Sources of D a t a ....... ......................... 7 II. THE MATERIAL AND METHODS OF CONSTRUCTION.............. 9 Nature of Tabby Material ........................... 9 Component materials ............................. 9 A Comparison of concrete and the building earths . 17 Distinctions between tabby and other masonry construction ................................... 18 Preparation of tabby material .................... 20 Methods of Building with Tabby ....................... 21 Wall construction ................................ 21 Building with a formwork ......................... 21 Spanish formwork tradition .................... 23 English-American formwork tradition ........... 25 Post-and-tabby: a composite construction ....... 32 The manufacture of tabby brick .................. 33 Construction of tabby floors ...................... 38 Construction of tabby roofs ...................... 43 III. HISTORICAL DISTRIBUTION ............................. 47 St. Augustine and the Spanish Tradition .............. 47 First Spanish period - early phase (1580-1701) .... 47 First Spanish period - late phase (1702-1763) .... 54 British period (1764-1783) ........................ 64 Second Spanish period (1784-1721).................. 68 American period (1822-present) .................... 70 St. Augustine: a center for tabby building (1580- 1870).......................................... 72 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. V Charleston-Beaufort and the British Tradition ....... 75 Tabby in Charleston and Beaufort (1703-1725) .... 76 Tabby in the Beaufort vicinity (1726-1741) ....... 81 Building with tabby on the Georgia coast (1736-1741). 87 Tabby in South Carolina and Georgia (1742-1762) . 94 Decline of tabby in Georgia (1763-1804) ........... 96 The revival of tabby in Georgia and its expanded distribution in South Carolina and Florida (1805-1842)..................................
Recommended publications
  • The Fourteenth Colony: Florida and the American Revolution in the South
    THE FOURTEENTH COLONY: FLORIDA AND THE AMERICAN REVOLUTION IN THE SOUTH By ROGER C. SMITH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2011 1 © 2011 Roger C. Smith 2 To my mother, who generated my fascination for all things historical 3 ACKNOWLEDGMENTS I would like to thank Jon Sensbach and Jessica Harland-Jacobs for their patience and edification throughout the entire writing process. I would also like to thank Ida Altman, Jack Davis, and Richmond Brown for holding my feet to the path and making me a better historian. I owe a special debt to Jim Cusack, John Nemmers, and the rest of the staff at the P.K. Yonge Library of Florida History and Special Collections at the University of Florida for introducing me to this topic and allowing me the freedom to haunt their facilities and guide me through so many stages of my research. I would be sorely remiss if I did not thank Steve Noll for his efforts in promoting the University of Florida’s history honors program, Phi Alpha Theta; without which I may never have met Jim Cusick. Most recently I have been humbled by the outpouring of appreciation and friendship from the wonderful people of St. Augustine, Florida, particularly the National Association of Colonial Dames, the ladies of the Women’s Exchange, and my colleagues at the St. Augustine Lighthouse and Museum and the First America Foundation, who have all become cherished advocates of this project.
    [Show full text]
  • The Lost & Found Children of Abraham in Africa and The
    SANKORE' Institute of Islamic - African Studies International The Lost & Found Children of Abraham In Africa and the American Diaspora The Saga of the Turudbe’ Fulbe’ & Their Historical Continuity Through Identity Construction in the Quest for Self-Determination by Abu Alfa Umar MUHAMMAD SHAREEF bin Farid 0 Copyright/2004- Muhammad Shareef SANKORE' Institute of Islamic - African Studies International www.sankore.org/www,siiasi.org All rights reserved Cover design and all maps and illustrations done by Muhammad Shareef 1 SANKORE' Institute of Islamic - African Studies International www.sankore.org/ www.siiasi.org ﺑِ ﺴْ ﻢِ اﻟﻠﱠﻪِ ا ﻟ ﺮﱠ ﺣْ ﻤَ ﻦِ ا ﻟ ﺮّ ﺣِ ﻴ ﻢِ وَﺻَﻠّﻰ اﻟﻠّﻪُ ﻋَﻠَﻲ ﺳَﻴﱢﺪِﻧَﺎ ﻣُ ﺤَ ﻤﱠ ﺪٍ وﻋَﻠَﻰ ﺁ ﻟِ ﻪِ وَ ﺻَ ﺤْ ﺒِ ﻪِ وَ ﺳَ ﻠﱠ ﻢَ ﺗَ ﺴْ ﻠِ ﻴ ﻤ ﺎً The Turudbe’ Fulbe’: the Lost Children of Abraham The Persistence of Historical Continuity Through Identity Construction in the Quest for Self-Determination 1. Abstract 2. Introduction 3. The Origin of the Turudbe’ Fulbe’ 4. Social Stratification of the Turudbe’ Fulbe’ 5. The Turudbe’ and the Diffusion of Islam in Western Bilad’’s-Sudan 6. Uthman Dan Fuduye’ and the Persistence of Turudbe’ Historical Consciousness 7. The Asabiya (Solidarity) of the Turudbe’ and the Philosophy of History 8. The Persistence of Turudbe’ Identity Construct in the Diaspora 9. The ‘Lost and Found’ Turudbe’ Fulbe Children of Abraham: The Ordeal of Slavery and the Promise of Redemption 10. Conclusion 11. Appendix 1 The `Ida`u an-Nusuukh of Abdullahi Dan Fuduye’ 12. Appendix 2 The Kitaab an-Nasab of Abdullahi Dan Fuduye’ 13.
    [Show full text]
  • ATLANTIC OCEAN INDIAN OCEAN S a H a R a Africa, 500 B.C.—A.D
    190-191-0208co 10/11/02 3:44 PM Page 191 Page 2 of 3 Africa, 500 B.C.—A.D.700 15°W M e d i t e r r a n e a n S e a 30°N Alexandria Memphis Tropic of Cancer Thebes ARABIAN r e SAHARA v PENINSULA i R R e e d il NUBIA N S (KUSH) e a Meroë 15°N N i g 15°N Djenné-Djeno e r Adulis R Aden iv er NOK AKSUM ETHIOPIAN HIGHLANDS Gulf of Guinea 0° Equator ver Ri 0° o g n o C INDIAN OCEAN ATLANTIC OCEAN 15°S 15°S Z r a ive m R Aksum, A.D. 300-700 b ezi Nok, 500 B.C. - A.D. 200 Nubia (Kush), 590 B.C. - A.D. 350 po R o iv N 0500 1000 Miles Tropic of Capricorn p e im r L 0500 1000 Kilometers KALAHARI Robinson Projection DESERT 30°S 30°S 15°W 0° 15°E 30°E45°E60°E 500 B.C. 250 B.C. Djenné- A.D. 100s A.D. 303 King Ezana Nok people Djeno established in Bantu migrations rules Aksum. In time, he make iron tools. West Africa. under way. converts to Christianity. 364-365-0315co 10/11/02 4:02 PM Page 365 Page 2 of 3 EUROPE Africa, 800–1500 15°W M e d i Fez t e r r a n e Tripoli a n S e a 30°N Marrakech Cairo Tropic of Cancer Taghaza r e v R SAHARA i ARABIAN R e e d il PENINSULA N S e Kumbi Timbuktu a Se Saleh 15°N ne Gao g ° a N Adulis 15 N l i SUDAN R Djenné g Aksum e .
    [Show full text]
  • Unearthing St. Augustine's Colonial Heritage
    Unearthing St. Augustine’s Colonial Heritage: An Interactive Digital Collection for the Nation’s Oldest City Abstract In preparation for St. Augustine’s 450th anniversary of its founding in 2015, the University of Florida (UF) Libraries requests $341,025 from the National Endowment for the Humanities to build an online collection of key resources related to colonial St. Augustine, Florida. Along with the UF Libraries, the Unearthing St. Augustine project partners are the St. Augustine Department of Heritage Tourism and historic Government House, the St. Augustine Historical Society, and the City of St. Augustine Archaeology Program. This two-year project will have two major outcomes: 1) UF and its partners will create and disseminate an interactive digital collection consisting of 11,000 maps, drawings, photographs and documents and associated metadata that will be available freely online, and 2) project staff will create original programming for a user-friendly, map-based interface, and release it as open-source technology. In addition to providing digital access to numerous rare and desirable resources, the primary goal is to create a flexible, interactive environment in which users will be comfortable using and manipulating objects according to different research needs. Along with searching and browsing functions—including full text searching—the project will develop a map-based interface built upon geographic metadata. Users will be able to search for textual information, structural elements and geographic locations on maps and images. This model will encourage users to contribute geospatial metadata and participate in the georectification of maps. For the first time, this project brings the study of St.
    [Show full text]
  • West African Empires Before the Atlantic Slave Trade
    A Hidden History: The West African Empires Before the Atlantic Slave Trade Linda Kaye Nwoke Fondren Middle School INTRODUCTION Fondren Middle School is located in the southwest section of Houston, Texas. It provides a rigorous curriculum that reaches beyond traditional boundaries. The magnet program offers exceptional opportunities, such as complete training laboratories where students learn graphics, digital imaging, and animation. Fondren is the only middle school in HISD to have an annual trip to Big Bend National Park every spring where the students can learn about ecology, biology, and geology. Fondren is a Title I school: 55% are African American, 41% Hispanic American, 2% Asian American, 1% white, and 1% other. 71% are at-risk, and 91% receive free/reduced lunch. We also have 81% in the Pre-AP program. OBJECTIVES SS.6.2B- Describe the economic, social, and/or political impact of individual and group achievement on the historical and contemporary countries or societies of a given region. SS.6.3B- View, determine the utility, and interpret various types of maps, graphs, charts, and other geographic tools to pose and answer questions about geographic distributions and patterns in world regions. SS. 6.5B Identify how human and physical geographic factors affect the ability of a country/group to control territory and shape domestic and foreign policy in a given region or country. SS.6.2A Explain the significant contributions of historic and contemporary individuals and groups from selected societies, cultures, or regions. SS. 6.18D Identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.
    [Show full text]
  • Canaveral National Seashore Historic Resource Study
    Canaveral National Seashore Historic Resource Study September 2008 written by Susan Parker edited by Robert W. Blythe This historic resource study exists in two formats. A printed version is available for study at the Southeast Regional Office of the National Park Service and at a variety of other repositories around the United States. For more widespread access, this administrative history also exists as a PDF through the web site of the National Park Service. Please visit www.nps.gov for more information. Cultural Resources Division Southeast Regional Office National Park Service 100 Alabama Street, SW Atlanta, Georgia 30303 404.562.3117 Canaveral National Seashore 212 S. Washington Street Titusville, FL 32796 http://www.nps.gov/cana Canaveral National Seashore Historic Resource Study Contents Acknowledgements - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - vii Chapter 1: Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1 Establishment of Canaveral National Seashore - - - - - - - - - - - - - - - - - - - - - 1 Physical Environment of the Seashore - - - - - - - - - - - - - - - - - - - - - - - - - - 2 Background History of the Area - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2 Scope and Purpose of the Historic Resource Study - - - - - - - - - - - - - - - - - - - 3 Historical Contexts and Themes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 Chapter Two: Climatic Change: Rising Water Levels and Prehistoric Human Occupation, ca. 12,000 BCE - ca. 1500 CE - - - -
    [Show full text]
  • 1. Cooperative Groupwork Unit.Pdf
    Anna Martin Lee Mathson Middle School Ancient & Medieval World History Appropriate for Grades 6-7 Cross-Cultural Exchange on the Trans-Saharan Trade Routes: A Cooperative Group-work Mini Unit Mini-Unit Objective: Students will analyze the effects of geography on and cultural interchange between Islam and West Africa by examining and creating a creative presentation using primary sources and artifacts relating to trans-Saharan trade and adaptation to the desert. Students will be assessed on their individual primary source analysis and their contributions to the group’s presentation on the element of culture and/or theme of geography assigned. CA Standards: Background: This unit is intended to serve as a capstone for the study of two separate units on the spread of Islam and the trans-Saharan trade empires of Ghana, Mali, and Songhai. Alternatively, it could be used as an exploratory unit bridging those two units. Depending on the number of students and time/resources available, teachers may want to limit the number of cooperative group tasks to fewer than those offered in this unit. Also, if studying ancient history, a selection of just one or two of the cooperative group work activities related to nomadic lifestyle and adaptation to the environment might be used to culminate or begin the study of settled versus nomadic ways of life. Cooperative groups of 4-5 students should be pre-assigned with a heterogeneous grouping intended to mix reading levels, gender, and multiple abilities to best help each other to complete the tasks. If students do not frequently use cooperative groupings, have them complete a short group skill builder, such as creating a team name or finding two commonalities between them to ease group tension and feel comfortable working as a group.
    [Show full text]
  • Seawall Evaluation and Study
    SEAWALL EVALUATION AND STUDY PHASE I CONDITION ASSESSMENT PHASE II HISTORIC RESEARCH PHASE III DETAILED INVESTIGATION PHASE IV COMPREHENSIVE ENGINEERING ANALYSIS AND REPAIR RECOMMENDATIONS TABLE OF CONTENTS Executive Summary 1 Authority, Purpose, Scope and Limitations 1 Terminology 3 Seawall Descriptions 4 High Battery Seawall 4 Low Battery Seawall 5 Marina Seawall 6 Seawalls Surrounding Colonial Lake 6 Phase I General Condition Assessment 7 High Battery Seawall 9 Low Battery Seawall 11 Marina Seawall 14 Seawalls Surrounding Colonial Lake 15 Phase II Historic Research 17 Construction of the Seawalls 17 High Battery Seawall 17 Low Battery Seawall 19 Marina Seawall 21 Seawalls Surrounding Colonial Lake 22 General Conclusions 23 Stone Masonry Portion of the High Battery Seawall 23 The Low Battery Seawall and the Concrete Extension of the High Battery Seawall 23 The Marina Seawall and the Seawalls Surrounding Colonial Lake 24 Conclusion 24 Phase III Detailed Investigation Geotechnical Investigation 25 Observation Pits 26 Additional Resources 26 Specific Locations Selected 27 General Results Stone Masonry Portion of the High Battery Seawall 27 Low Battery Seawall 29 Concrete Extension of the High Battery Seawall 34 Marina Seawall 36 General Conclusions Stone Masonry Portion of the High Battery Seawall 38 Low Battery Seawall 38 Concrete Extension of the High Battery Seawall 39 Marina Seawall 39 Phase IV Comprehensive Engineering Analysis and Repair Recommendations Terminology 40 Service Life 40 Extension of Service Life 41 Categories for Maintenance
    [Show full text]
  • Route to Glory: the Developments of the Trans-Saharan and Trans
    Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 5-1996 Route to Glory: The evelopmeD nts of the Trans- Saharan and Trans-Mediterranean Trade Routes Kari A. Staros Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Staros, Kari A., "Route to Glory: The eD velopments of the Trans-Saharan and Trans-Mediterranean Trade Routes" (1996). Honors Theses. Paper 74. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. R 0 UTE T 0 G LOR Y THE DEVELOPMENTS OF THE TRANS-SAHARAN AND TRANS-MEDITERRANEAN TRADE ROUTES Kari A. Staros Professor E. o 'Day History 492 7 May, 1996 The Renaissance in Europe has been described as a time of intellectual awakening and cultural prosperity. Voltaire characterized the time between the early fourteenth to the late sixteenth centuries as one of the greatest ages of human cultural achievement. This time period, known as the Renaissance, was qualified in the nineteenth century as a distinct historical period, the birth of the modern era, characterized by the rise of humanism, scientific inquiry, geographical exploration and the growth of secular values. Today the concept of "Renaissance" is firmly established as one of the most well known cultural and intellectual movements of Europe.' The causes for such a strong movement in European society have been fuel for debate as long as the early modern period of European history has been studied by historians.
    [Show full text]
  • 1 Preserving the Legacy the Hotel
    PRESERVING THE LEGACY THE HOTEL PONCE DE LEON AND FLAGLER COLLEGE By LESLEE F. KEYS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Leslee F. Keys 2 To my maternal grandmother Lola Smith Oldham, independent, forthright and strong, who gave love, guidance and support to her eight grandchildren helping them to pursue their dreams. 3 ACKNOWLEDGMENTS My sincere appreciation is extended to my supervisory committee for their energy, encouragement, and enthusiasm: from the College of Design, Construction and Planning, committee chair Christopher Silver, Ph.D., FAICP, Dean; committee co-chair Roy Eugene Graham, FAIA, Beinecke-Reeves Distinguished Professor; and Herschel Shepard, FAIA, Professor Emeritus, Department of Architecture. Also, thanks are extended to external committee members Kathleen Deagan, Ph.D., Distinguished Research Professor Emeritus of Anthropology, Florida Museum of Natural History and John Nemmers, Archivist, Smathers Libraries. Your support and encouragement inspired this effort. I am grateful to Flagler College and especially to William T. Abare, Jr., Ed.D., President, who championed my endeavor and aided me in this pursuit; to Michael Gallen, Library Director, who indulged my unusual schedule and persistent requests; and to Peggy Dyess, his Administrative Assistant, who graciously secured hundreds of resources for me and remained enthusiastic over my progress. Thank you to my family, who increased in number over the years of this project, were surprised, supportive, and sources of much-needed interruptions: Evan and Tiffany Machnic and precocious grandsons Payton and Camden; Ethan Machnic and Erica Seery; Lyndon Keys, Debbie Schmidt, and Ashley Keys.
    [Show full text]
  • Castillo De San Marcos Fort Matanzas
    administrative history CASTILLO DE SAN MARCOS FORT MATANZAS NATIONAL MONUMENTS/FLORIDA ADMINISTRATIVE HISTORY OF CASTILLO DE SAN MARCOS NATIONAL MONUMENT AND FORT MATANZAS NATIONAL MONUMENT by Jere L. Krakow July 1986 United States Department of the Interior / National Park Service CONTENTS Acknowledgements / v Chapter 1: War Department Administration, 1866-1914 / 1 Preservation Sentiment / 1 Growth of Tourism-Castillo / 4 Indian Incarceration / 6 ' Maintenance And Preservation / 7 Budget And Designated Appropriation / 8 Concern For Fort Matanzas / 9 Chapter 2: War Department Administration, 1914-1933 / 13 Government Initiatives / 13 First License-St. Augustine Historical Society / 14 Caretakers Brown And Davis / 16 Commercialization / 18 Surplus Forts / 21 Stabilize And Restore Fort Matanzas / 22 Declared National Monuments / 23 Quartermaster Department Management / 24 Management Controversy / 28 Competition For License, 1928 / 31 Final License, 1933 / 36 Chapter 3: The National Park Service: Administration 39 Tenure Begins / 39 Kahler Administration / 39 Freeland Administration / 51 Vinten Administration / 52 Roberts Administration / 59 Davenport Administration / 61 Schesventer Administration / 63 Aikens Administration / 65 Griffin Administration / 67 Chapter 4: The National Park Service: Programs and Relations / 69 Interpretation / 69 Special Events And Visitors / 79 Research / 83 History / 83 Archeology / 88 Natural Resources / 91 Race Relations / 91 Chapter 5: The National Park Service: Problems And Prospects / 95 Appendices / 101 A: Proclamation by President Calvin Coolidge Declaring National Monument, October 15, 1924: Fort Marion, Fort Matanzas / 102 iii B: Executive Order No. 6228: National Monuments to Be Administered by the National Park Service, July 28, 1933 / 101 C: Name Change: Fort Marion to Castillo de San Marcos, June 5, 1942 / 107 D: License to St.
    [Show full text]
  • Cement and Concrete, Creativity and Community, and Charles E
    Cement and Concrete, Creativity and Community, and Charles E. Peterson Author(s): David Gregory Cornelius Source: APT Bulletin, Vol. 37, No. 1 (2006), pp. 17-25 Published by: Association for Preservation Technology International (APT)Association for Preservation Technology International (APT) Stable URL: http://www.jstor.org/stable/40004677 Accessed: 08/09/2010 16:55 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aptech. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Association for Preservation Technology International (APT) is collaborating with JSTOR to digitize, preserve and extend access to APT Bulletin. http://www.jstor.org Cement and Concrete, Creativity and Community,and Charles E.
    [Show full text]