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Mitchell Family

Apr 3, 2023
1 min read



Samuel Mitchell was a Tampa merchant who settled in the area near Rye (near present day Rye Road East of I75) sometime in the 1870s. He had several children including Thomas Francis and Samuel Mitchell. Samuel built the first large store on the north bank of the river and had a dock to receive supplies. When setting up his venture, he had visions of a town growing in the area and planned a subdivision with ninety lots and five streets running north and south. The subdivision was named Mitchellville and, at its peak, twenty-five families lived there. He was an ambitious man, attempting and failing to have the Rye post office renamed after his community.


Mitchell became prosperous due to the cattle trade and profits from his store but suffered from routine bouts of ill health. In 1884, despite his declining health, he decided to make a trip to Georgia to buy supplies for his store. With no banks in existence nearby, he buried a hoard of gold coins and planted a tree over the site to conceal the spot. While on the trip, he became ill and passed away, never returning to claim his cache. Upon searching for his gold, his relatives discovered someone had already found and stolen it.


Images:

Thomas Mitchell - Grave #1

Samuel Mitchell - Grave #2

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All images taken by MVHP staff in 2022 unless otherwise noted.

257 Comments


nancyflores34262
15 hours ago

Bài giới thiệu gia đình Mitchell đọc được nhưng tôi vẫn chưa hình dung rõ bức tranh toàn cảnh, chắc vì tên xuất hiện khá nhiều mà phần giải thích đi kèm lại ngắn. Chi tiết tôi thích là cả nhóm vẫn giữ chuyện cũ kể lại cho thế hệ sau nghe, kiểu truyện nhà cứ truyền từ đời này sang đời sau. Những chi tiết kiểu vậy thường bị ghi ngắn gọn, mà đọc xong tôi lại muốn có thêm góc nhìn. Trong nhà tôi cũng vậy, cụ hay kể lại mấy chuyện hồi trẻ, mỗi lần nghe lại câu kết lại khác một chút nhưng vẫn thấy vui. Tôi đang chơi game bài đổi thưởng thì hay bật…

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andrewscott19798
16 hours ago

Bài viết này làm mình nhớ tới những câu chuyện gia đình được kể lại qua nhiều thế hệ, khi mỗi người lại thêm vào một chút chi tiết riêng. Mình từng nghe ai đó nhắc tới nohu com trong lúc kể về những thú vuikill sau giờ làm, nhưng mình không quan tâm mấy, chỉ nhớ cái tên vì nó lọt vào đúng lúc đang nghe chuyện. Quay lại bài, phần nói về Mitchell Family cho thấy một cái tên đơn giản có thể ẩn chứa nhiều lớp lịch sử và mối quan hệ phức tạp. Mình không rõ bài đã khai thác hết các lớp đó chưa, nhưng cách kể chuyện khiến mình muốn đọc thêm để hiểu rõ…

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margaretthompson4074
2 days ago

What interests me about choosing a college learning environment is how a broad idea becomes part of an ordinary day. The way a course is taught can affect whether a student feels comfortable asking for help. I would keep that thought nearby when looking for ideas about college study choices. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. What would you ask about teaching and support before choosing a college?

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carolmartin6992
2 days ago

Considering sharing the everyday questions of parenthood, I keep coming back to the difference between knowing about an idea and putting it into practice. Small concerns can be easier to discuss when parents hear that others have similar questions. For me, that is a useful way into the broader subject of parenting support discussions. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What makes a parenting discussion feel helpful rather than competitive?

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josephscott83459
2 days ago

The subject of connecting historical names with local education feels more interesting when there is room for a reader to stop and ask their own questions. A school's name can provide a route into discussing a wider historical period. Seen this way, Jagiellonian history education becomes a topic to explore rather than something to sum up too quickly. I am still thinking through the details, and a small example would help me picture how this works in practice. How can students explore a historical figure without reducing the lesson to a list of dates?

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