In this interview, Anna D. Kelly (1913-2007) relates her life experiences as she grew up in Charleston, discussing her teaching career and involvement with the Young Women's Christian Association (YWCA). Kelly's father originally ran a magazine shop, but began to work with the Presbyterian Church at the advent of the Great Depression. She recalls her early schooling, including her attendance at the Immaculate Conception school as well as her transition to Avery Normal Institute in 1928. While at Avery, Kelly attended the teacher training program and recalls the courses as well as teachers, including Dr. Benjamin Cox, which influenced her later years. She speaks fondly of her extra-curricular activities, and of the expectations that were placed on Avery students. Upon graduation in 1932, Kelly discusses her years of teaching in rural Colleton County and St. George Parish, and the difficulties she faced while teaching in impoverished and illiterate areas. She also describes the years of schooling at Fisk and Atlanta Universities, focusing on social work, and the teachers with whom she worked. To prepare for her Masters thesis from Atlanta University, Kelly performed field studies in Chicago. Upon graduation, she became heavily involved with the Charleston YWCA, first at the YWCA as Teenage Program Director then becoming Branch Executive until 1955. She recalls a specific instance with the Highlander Folk School, where she attended several workshops on race relations and community development (1952), and encouraged Septima Clark and Esau Jenkins to attend workshops and become involved with the Highlander Folk School. After moving several times, Kelly returned to Charleston to work with the YWCA building campaigns, leaving in 1966. Kelly became director of a foster grandparents program (1966 until 1978) and remained heavily involved in community development and social work during this time period.
In this interview, Peter Poinsette discusses his family background including his fathers birth as a slave on Poinsette Plantation near Pinopolis and his position as a messenger during the Civil War. He was traded or sold to Colonel Gabriel Maingault and then traded to Mayor Charles MacBeth after Maingaults wounding. Also, includes information about Peter fathers first marriage to Emmaline Douri and their child Alice Poinsette. He continues at length about his father work for the Womens Exchange catering service and his father serving at the St. Cecelia Ball and the Cotillion Ball, including Peters assistance at the catering service, in which he served the Metz Band. He continues with information regarding Mr. Metz as a director of several bands. Peter mentions his fathers working on the Isle of Palms, and explains the process involved with making the trip. Mothers background is included. She is from Haiti and was brought to Florida by her uncle, William Duburst, a cigar maker. Peter talks about his siblings, including Septima Poinsette Clark. Education is discussed, including Peters time spent at Shaw school and Burke Normal and Industrial School. He mentions his teachers were all white and his decision to transfer to Avery was made after watching his sister Septimas commencement exercise in 1916. His profession is discussed as well. Beginning in 1911 when he went to work for German grocers until his time at the Post Office (1936-1970). Lucille played the piano, Peter played the violin. He took music lessons from Saxon Wilson, James Logan, and Miss Highsmith. Played in the Utopian Orchestra-band members include Merton Gillard, Percival Green, Miss Gibson, Frank Hat, Fred Hay, a Cook, Jullian Bryant, Lucy Poinsette, Lydia Anderson and Mr. Blake a member of the street band for Jenkins Orphanage. Peter discusses Avery as an exceptional institution including Mr. Cox as principal, drama at Avery, Shakespeare plays, rhetoricals, Mr. Moore and the chorus, Mrs. Dumont, the director of choir. Also includes information about visitors to Avery, such as Dr. W. E. B. DuBois. When asked about the attitude of white people towards Avery students, Peter says, they were not antagonistic because Avery got the better type of kids. Kids that wanted to advance themselves higher in education.
In this interview, Mary Moultrie (born 1943) talks about her involvement in the 113-day Charleston Hospital Strike at the Medical University of South Carolina (MUSC) in March 1969. After graduating from Burke High School in 1960, Moultrie went to Goldwater Memorial Hospital, New York to become a Licensed Practical Nurse (LPN). In 1967, she returned to Charleston and was hired at MUSC only as a nurses assistant since her LPN was not accepted. She speaks in detail about the working conditions and employee relationships at MUSC prior to and after the strike. Ms. Moultrie explains the various types of nursing titles and the unequal pay between black and white nurses. She retells in detail how the racial tensions that led up to the strike at MUSC increased due to the harassing treatment toward black nurses. In the interview, Moultrie details the first informal meetings and get-togethers that were held, until the black nurses joined forces with the 1199 union and Bill Saunders. Moultrie elaborates, in particular, on the lack of support from the white community under the Gaillard administration, as well as the hesitation of the black community to join them in their efforts for equal pay and treatment. She then refers to support from the Southern Christian Leadership Conference (SCLC), Septima Poinsette Clark, and various leaders such as Andrew Young and Ralph Abernathy. Moultrie mentions the difficult and hostile negotiation process with MUSCs president Dr. William McCord and the memorandum of agreement that was ultimately reached. The interview closes by the interviewer inquiring about the current work force diversity at MUSC and Moultries feelings regarding the strikes accomplishments.
In this sequence of interviews, Eugene C. Hunt details his family history, including his father's profession as a ship steward as well as his mother's occupation as a nurse and seamstress. He also elaborates on his parents' efforts and expectations to send all their children to college, despite the monetary challenges they faced. He focuses on his early education, speaking about Avery, its teachers and administration, as well as the offered curriculum. He specifically analyzes his interest in music, drama, and elocution. He refers to the expectations of African American students concerning "the advancement of the race," schooling, college, and the pride associated with Black History. He recalls the lasting impact of Benjamin F. Cox and his wife, Jeanette, on Avery's student body with their emphasis on striving for academic excellence and counseling. He further remembers the American Missionary Association's involvement as well as the dismay of the white community towards Avery, and its degradation into a public institution. Hunt lastly emphasizes the impact of Avery graduates, such as Septima Poinsette-Clark, not only on Charleston's black leadership, but on a national level throughout the Civil Rights Movement. He also recalls Burke High School under Principal William Henry Grayson and its rivalry with Avery. During the second part of the interview, Hunt elaborates on numerous social conditions and discrimination faced at the time, especially racial inequality concerning teacher salaries, the implementation of the national teacher certification examination, as well as an ordinance prohibiting public school teachers from being a member of the NAACP. During the November interview, Hunt focuses extensively on the equalization of teacher salaries, detailing the lawsuit filed on behalf of the NAACP with litigants Malissa Burkhalter and, subsequently, Viola Duvall. The interview concludes with a description of Hunt's participation in the Harvey Gantt case, in which Gantt became the first African American student to be admitted at Clemson University and, through his attendance, desegregated the South Carolina university system.