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INTERVIEW TRANSCRIPT SUMMARY
Frank Belton (session 1) 

53rd interview
Interviewee: Frank Belton (session 1)
Interviewer: Dr. Mark Naison
No Date of interview
Summarized by Leigh Waterbury

   
Frank Belton was raised in the Morrisania neighborhood of the South Bronx from the time that he was 9 years old. He was born in Harlem. Chisholm Street had a fairly mixed population, but his schools were mostly made up of Puerto Ricans. He says that this mixing of racial backgrounds did not affect relationships between those in his neighborhood and that there was a strong sense of community and trust. Families did not feel the need to lock their doors and his family did not begin to do this until the 50’s when crime became more of a problem. He talks about people watching out for the children, the games they played, as well as the aromas of the various types of food cooking in the neighborhood.
   
He discusses his experience in the educational system that existed in New York City at the time. Although the community he lived in was mostly Puerto Rican and black, the majority of his teachers were white. Belton frequently misbehaved and was categorized as having behavioral issues. Because of his behavioral issues, he was placed into a separate class in junior high that was created for uneducable kids. These classes were not so much about learning as they were for watching the students and keeping them out of trouble. Of the 29 in his junior high class, only 2, including himself, went on to receive a high school diploma.
   
After completing high school at Morris, Belton went on to earn a college degree from Morgan State College. He says that one of the things that gave him direction and motivation in life was running track. He began running in 8th grade and says it motivated him and helped him develop confidence. He knew he was not going to make it to college based on academics since in high school at Morris High he was placed on the general track due to his being in the 9.12 class in junior high. Like the junior high classes, his high school classes were intended more to keep students in line rather than really educate them. Once he graduated from Morris High, he continued to run for the PAL and attend high school night classes in order to receive education in subjects like math and language that were not part of his curriculum on the general track in high school.
   
Belton also comments on the change in the neighborhoods and communities that came around with the growing use of drugs, heroin in particular. Once drugs became more of a presence in the communities the dynamics began to change and people had to lock their doors. In other areas in the 60’s and 70’s, the buildings began to deteriorate as well. Belton even noticed a change in the attitudes of the Board of Education as well.

Key Words: Morrisania, Chisholm Street, Jennings Street, Morris High School, Frame House, New York Central Railroad, ethnicity, Crotona Park, Seven Crowns, The Bronx Hound News, education, gangs, drugs, CRMD, track, St. Augustine’s Presbyterian, Van Cortlandt Park.



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© 2009 Bronx African-American History Project at Fordham University
 
   

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