Paris, Cecil, Mazie and Arthur

Similar documents
The lasting impact of the Great Depression

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005

Section 7, Unit 4: Sample Student Book Activities for Teaching Listening

Don t Let Me Fall inspired by James McBride's memoir, The Color of Water

Idaho Public Schools

Dangerous. He s got more medical student saves than anybody doing this kind of work, Bradley said. He s tremendous.

How to Use Vocabulary Maps to Deliver Explicit Vocabulary Instruction: A Guide for Teachers

Keystone Opportunity Zone

DARIN A. KRONES MEMORIAL SCHOLARSHIP

Get a Smart Start with Youth

The Life & Work of Winslow Homer NAPOLEON SARONY, PHOTOGRAPH: WINSLOW HOMER TAKEN IN N.Y., 1880, 1880, BOWDOIN COLLEGE MUSEUM OF ART

Virtually Anywhere Episodes 1 and 2. Teacher s Notes

Holy Cross School. August Sun Mon Tue Wed Thu Fri Sat. Orientation. Development. Calendar Template by

MARY MCLEOD BETHUNE. A Dedicated Teacher

Case study Norway case 1

A CONVERSATION WITH GERALD HINES

Childhood; Family background; Undergraduate education; Scholarships opportunities. Family background; Education

DFL School Board Bio. Claudia Swanson

THE MAN BEHIND THE LEGEND

PREP S SPEAKER LISTENER TECHNIQUE COACHING MANUAL

Evelyn N. Lincoln Oral History Interview JFK#1, 04/02/1964 Administrative Information

Oral History Interview with Victor Catano Conducted by Daniel Gervais on March 13, 2013 Transcribed by Alison Froese-Stoddard

Cara Jo Miller. Lead Designer, Simple Energy Co-Founder, Girl Develop It Boulder

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Lesson 2. La Familia. Independent Learner please see your lesson planner for directions found on page 43.

Following the Freshman Year

Susan Castillo Oral History Interview, June 17, 2014

Executive Session: Brenda Edwards, Caddo Nation

Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview.

Grammar Lesson Plan: Yes/No Questions with No Overt Auxiliary Verbs

Ryan Coogler and the 'Fruitvale Station' effect - San Francisco...

Professional Voices/Theoretical Framework. Planning the Year

DO SOMETHING! Become a Youth Leader, Join ASAP. HAVE A VOICE MAKE A DIFFERENCE BE PART OF A GROUP WORKING TO CREATE CHANGE IN EDUCATION

MERRY CHRISTMAS Level: 5th year of Primary Education Grammar:

Parents as Partners. Bethany Naser, Director of New Student Orientation

The UNF Digital Commons

Effective Practice Briefings: Robert Sylwester 03 Page 1 of 12

Lesson Plan Art: Painting Techniques

The Ugandan Asian Archive Oral History Project An Oral History with Vinnay Dattani

Dragonwings by Laurence Yep

IN THIS UNIT YOU LEARN HOW TO: SPEAKING 1 Work in pairs. Discuss the questions. 2 Work with a new partner. Discuss the questions.

We seek to be: A vibrant, excellent place of learning at the heart of our Christian community.

TG: And what did the communities, did they accept the job corps? Or did they not want it to come to Northern?

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

Society of Women Engineers (SWE)

been each get other TASK #1 Fry Words TASK #2 Fry Words Write the following words in ABC order: Write the following words in ABC order:

Summer 2015 Ministry Report. Hello faithful Friends, Family and Supporters!! September, 2015

Sectionalism Prior to the Civil War

John Long Middle School Chapter of the National Junior Honor Society

Unit 8 Pronoun References

Working on the Bay Bridge.

Oral History Interview with Dr. Jack Dinsbeer. Location of Interview: Recording Room at Thomas Road Baptist Church.

Southwood Design Proposal. Eric Berry, Carolyn Monke, & Marie Zimmerman

Frank Kellogg. There is no better work for people than to work for peace.

Learner voices at Pecket past and present Pecket Well College oral history and digital archive project

TRANSFER APPLICATION: Sophomore Junior Senior

We are going to talk about the meaning of the word weary. Then we will learn how it can be used in different sentences.

Executive Summary. Saint Paul Catholic School

Our installer John Stoddard was polite, courteous, and efficient. The order was exactly as we had placed it and we are very satisfied.

Chapter 9: Conducting Interviews

Class Outline for October 21, 2009: Announcements for Elegant Design Out of Junk and Spare Parts Presentation by William Kamkwamba with Bryan Mealer

Mock Trial Preparation In-Class Assignment to Prepare Direct and Cross Examination Roles 25 September 2015 DIRECT EXAMINATION

FROM THE DEPARTMENT CHAIR

Form A DO NOT OPEN THIS BOOKLET UNTIL THE TEST BEGINS

Appendix K: Survey Instrument

Call for Volunteers. Short-term EVS. Volunteering for Acceptance and Diversity. About CID

Gautier, Don oral history interview

Dorothy Wright Simes papers,

Undocumented Students. from high school also want to attend a university. Unfortunately, the majority can t due to their

ANNOUNCER: Good morning. We re going to start, so please be seated now.

ESL Summer Camp: June 18 July 27, 2012 Homestay Application (Please answer all questions completely)

Chapter 4 Culture & Currents of Thought

Developing Grammar in Context

Graduation Party by Kelly Hashway

520 HISTORY.ORG CIVICS HOW DO PEOPLE WORK TOGETHER TO SOLVE PROBLEMS?

Thinking Maps for Organizing Thinking

Take a Loupe at That! : The Private Eye Jeweler s Loupes in Afterschool Programming

LEARN TO PROGRAM, SECOND EDITION (THE FACETS OF RUBY SERIES) BY CHRIS PINE

Oral Histories with Michigan Masons

Getting Started with Deliberate Practice

The Four Principal Parts of Verbs. The building blocks of all verb tenses.

Mission and Teamwork Paul Stanley

scholarship program shoulder to shoulder Shoulder to Shoulder Scholarship Program Update

Junior Scheduling Assembly. February 22, 2017

Possibilities for international experience for students

2014 Free Spirit Publishing. All rights reserved.

WITNESS STATEMENT. Very good. If you would just spell your name for me please?

New York State Association of Agricultural Fairs and New York State Showpeople s Association Scholarship Application

APPLICATION FOR ADMISSION 20

Adult Community Learning. Course Programme 2017/18

Making Sales Calls. Watertown High School, Watertown, Massachusetts. 1 hour, 4 5 days per week

Living on Campus. Housing and Food Services

Outreach Connect User Manual

LIM College New York, NY

Summer Assignment AP Literature and Composition Mrs. Schwartz

Function Tables With The Magic Function Machine

Please complete these two forms, sign them, and return them to us in the enclosed pre paid envelope.

2016 Warren STEM Fair. Monday and Tuesday, April 18 th and 19 th, 2016 Real-World STEM

Local Artists in Yuma, AZ

Sven Fredrickson Oral History Interview, 1981

Transcription:

Fordham University DigitalResearch@Fordham Oral Histories Bronx African American History Project 3-15-2006 Paris, Cecil, Mazie and Arthur Paris, Cecil, Mazie and Arthur Interview: Bronx African American History Project Fordham University Follow this and additional works at: http://fordham.bepress.com/baahp_oralhist Part of the African American Studies Commons Recommended Citation Paris, Cecil, Mazie and Arthur. March 15, 2006. Interview with the Bronx African American History Project. BAAHP Digital Archive at Fordham. This Interview is brought to you for free and open access by the Bronx African American History Project at DigitalResearch@Fordham. It has been accepted for inclusion in Oral Histories by an authorized administrator of DigitalResearch@Fordham. For more information, please contact jwatson9@fordham.edu.

[Transcriber s Note: The tape provided for this interview was extremely unclear. Anything that I could understand I put into text.] Dr. Mark Naison (MN): This is the 15 1st interview of the Bronx African American History Project. Today is March 15 th, 2006 and we are in Brooklyn, New York at the home of Mark Naison and we are interviewing Cecil and Mazie Paris who are long time residents of many portions of New York City including The Bronx and we have with us Arthur Paris, a professor at Syracuse University who is their son and Natasha Lightfoot who is going to be our interviewer and also Dr. Paris daughter when she comes, her name is Oneka. Natasha Lightfoot (NL): Now what sort of work did your mother do? Mrs. Mazie Paris (MP): My mother was a dressmaker. MP: My mother s name was Trudy. NL: So how d you end up coming back to the United States after high school? NL: Cecil, tell us a little bit about your family. CP: September the 20 th, 1919. My mother migrated from the West Indies, specifically--. NL: Okay, after you were born and what sort of work did she do? CP: My mother? 1

NL: Yes. CP: Domestic work. And so she did domestic work and--. And migrated to New York City and she lived there, I grew up in New York, NY. NL: Did she move to Harlem? CP: First no, she did not move to Harlem. She first moved to the West Side of Lower Manhattan--. CP: She moved to the West Side of Manhattan and further migrated to Harlem and that s where I grew up. NL: What high school did you go to? CP: I went to public school. Which was then called Textile High School. CP: And so while my mother was working in Manhattan--. I went to Textile High School in Manhattan and I graduated. And then I was fortunate enough to be accepted into City College, and I went to City College. And I worked through City College and--. NL: Now what [inaudible] of the service did you go into? CP: The Army. NL: Now when you went into the Army were you--? CP: No. NL: How d the two of you meet? 2

Mark Naison (MN): Now, did your families belong to West Indian associations? Is that how they knew each other? CP: Well, I don t know really. I do know that, they came across on the same boats together. MN: Was there a tendency for people from the Caribbean to you know to bond with one another and socialize? MP: Yes. NL: Do you remember any places where there were particular West Indian associations? MN: Did either of you go to cricket matches, was that part of the--? MN: Now, Mr. Paris what sort of work did you do and how old were you when you first began working? NL: Did either of your parents get involved in politics or, you know, like the Garvey Movement? MP: No, my mother didn t get involved. MN: Now, did you settle in The Bronx when you got married? MP: Yes, and no. We lived in The Bronx until--. And then--. CP: We were some of the first non-white tenants to live there. 3

NL: So she lived in the neighborhood for some time? CP: My 3 sisters and, and my grandmother and my great aunt Susan. NL: And what was it like [inaudible], was it a nice neighborhood to live? MN: Were there jazz musicians? MP: Jazz musicians. MN: Now did you ever go to hear live music in The Bronx when you were living there? At churches or clubs or theaters? MP: Oh, yes. Fordham Road--. MN: Did you ever go to the Hunt s Point Palace? CP: No. MN: Did you listen to West Indian music in your home at all? MN: So you didn t go out of your way to listen to Calypso or--? MP: No. NL: Did you take your children to museums? Were there many cultural opportunities? 4

CP: She was always taking the children someplace. NL: Did you ever go to outings or picnics with your family, like in Crotona Park or--? CP: Yes, yes, yes my father used to take us--. NL: How did you get your domestic jobs, was it through word of mouth, through agencies? MP: --it was through word of mouth and also--. MN: Now do you remember seeing a change in the composition in the racial composition of the neighborhood? Is that something that impressed itself upon you at all? MP: I remember there was a shoemaker [inaudible] and he went downstairs and worked over at the El and the shoemaker was on the north side of the street. The shoemaker was White--. MN: Now, Mazie and Cecil when you were starting a family in Manhattan okay and Arthur how many siblings do you have? Arthur Paris (AP): 4. MN: 4, so there are 5 of you. MN: Now when [inaudible] and visiting your grandparents, what was your sense about The Bronx? We re going back to a neighborhood which is less desirable or was it a very stabile safe area? AP: --the finest houses which were east of Boston Road--. There was a greater sense of the neighborhood being quiet and peaceful. 5

AP: And she used to come to our house in the projects. on the 14 th floor. MN: Now when you moved into public housing was it considered a good a step up at that time? MP: I guess it was a step up as a different step. Because everything new, everything much more--. MN: So you had appliances that are, yes--? MN: Now what year did you move into the [inaudible] Houses? MP: I moved in 1956, 55. We bought the house in 54 but we didn t move into it until January 1955. NL: And what year did you move into the [inaudible] housing in Harlem? MP: 1948. NL: Okay, so you re there for 7 years. And Arthur what were your recollections of living in public housing? MP: But the Rosarios they were Spanish people. Now there was time when I grew up in Spanish Harlem and so I was familiar with the Spanish people. However,--. NL: Did you feel safe growing up in [inaudible] Houses? 6

AP: But beyond that I don t remember outright discrimination. There are still Irish and Italians who east of and on the other side of 3 rd Avenue. I remember those kids in school. So there is a fair mix of Black and Latin and--. There is a public school on West 115 th between Lexington and 3 rd --. MN: Now, was there a point in which there was a conversation in your family, we have to get grandma out of The Bronx? CP: No. MN: So that neighborhood never became dangerous then? CP: No. NL: What about cleanliness? Were the streets relatively clean? CP: Yes. NL: And you didn t have step over drunk or any of that stuff? MP: No. NL: None of that stuff. NL: So you went to school during the day and worked at night? CP: Yes. MN: Now how did you find the house in East Elmhurst? Was this word of mouth? MN: How did you find out there was an open house and decide this was the house you wanted? CP: I went to look at the house, I didn t have much money--. 7

MP: I have 2 sisters and one sister was very fair skinned apartment, I don t remember her--. MP: Okay, so my mother took me to see this apartment--. [END OF SIDE A] [BEGIN SIDE B] NL: What is the story about the house in Bayside [inaudible] the way it started--? CP: It was a 4-bedroom house--. MN: Natasha are you asking a question? MN: Claire Harris is a person I went out to interview who s probably, you know, our age Arthur, so it was the Harris family, that was your godmother? AP: Yes. on the top floor and she was a godmother to me. CP: When we moved the Harlem, we didn t have too many, you know, continuation of friendships with [inaudible] in The Bronx. MN: Any other questions? AP: My mother has a brother, okay, well my mother has 2 sisters, one she s mentioned, Gladys who--. MN: The lighter skin person. 8

AP: And there s another one Ruby who is the mother of this cousin of mine who s a teacher. And then she has a brother, so my mother has a brother his name is Benjamin. And then the other 2 had a different father--. MN: Why don t we do this then, we ll wind up the official and then talk about pictures and if something comes up relative to the pictures I ll put it on the tape. So thank you very much, wow this was--. [Break in Tape] AP: My father s 2 aunts, they the three of them--. [Break in Interview] MN: Okay, we re talking about the [inaudible] Market. So Mister Paris this was 167 th Street? CP: 167 th Street. One block west of--. CP: The best place to get fish [inaudible] was 115 th Street and Park Avenue. [Break in Tape] MN: We re talking about jobs that were difficult to get. You said your brother was an electrician? AP: Yes. MN: So he got into the electrical, electrical workers union? 9

MN: You had a lot of college-educated people who were working in the post office, who were cooks on the trains or a lot of people who were chefs--. AP: And getting, you know, a job as a motorman or a conductor was a big step, those were the union jobs and but it definitely was a restraint on the income level of the community as a whole. [END OF INTERVIEW] 10