14 40 755 https://www.ssmp.mdocs.skidmore.edu/files/original/a29cee28316369a53c4847eb0c390ab7.jpg 05689b9a3157974c5b6bba595f93d46e https://www.ssmp.mdocs.skidmore.edu/files/original/3ae6e456236033358e0607a638b5e450.mov 090298b5af9f87ede0effdeea0538580 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Marques, Allison Interviewee The person(s) being interviewed Lauir Marques Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Lauir Marques Date A point or period of time associated with an event in the lifecycle of the resource 3/19/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Larry talked about how moving as a young boy affected how he views his own identity and others identity. Language A language of the resource English Type The nature or genre of the resource oral history Abstract A summary of the resource. This is an interview between a father and daughter, where they discuss his experience of moving from Brazil to the United States when he was still in grammar school. He moved in 1971, to Garfield, New Jersey with his mother and step-dad for the economic opportunity. They talk about his struggle of moving to a country without speaking or understanding the native language. He gained friends despite the language barrier and proved himself to his peers as someone who is intelligent. Since he moved at such a young age, his view of identity and nationality never became a central idea to how he defined himself or viewed others. He found himself transcending ethnic lines and able to connect with everyone, never finding the need to seek out those within the Brazilian community. assimilation bilingual Brasil Brazil family identity language Latinx migration oral history Phenotype https://www.ssmp.mdocs.skidmore.edu/files/original/f861993b114c100c3263b37845a092c0.jpg c567d45deea3a7a40f90b4fc5c337722 https://www.ssmp.mdocs.skidmore.edu/files/original/76435908edb223aba598d3c046c4a656.mp3 c9cc240c82a791c9e84da66dda16fc63 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Mulhern, Hayley Interviewee The person(s) being interviewed Beatriz Loyola Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Beatriz Loyola Date A point or period of time associated with an event in the lifecycle of the resource 3/30/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Language A language of the resource English bicultural culture education family Gender identity immigration language Latinx Mexico migration Nationality oral history Skidmore College Skidmore faculty work https://www.ssmp.mdocs.skidmore.edu/files/original/9c7785a845311869cfa3e9230982d755.jpg ee45cb3daf65ddb9189468ee9d591e3e https://www.ssmp.mdocs.skidmore.edu/files/original/f71d57ac659af55e3ca037490acbf1c7.mp3 049063cbe0cecdb29a4550a5b426c3ed Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Nuesi, Chelsea Interviewee The person(s) being interviewed Elvira Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Elvira Ramirez Date A point or period of time associated with an event in the lifecycle of the resource 3/18/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Elvira talked about her experience with racial and linguistic prejudice in Puerto Rico and in the United States. Language A language of the resource Spanish, English Class language Latinx Nuyoricans Prejudice Puerto Rico race https://www.ssmp.mdocs.skidmore.edu/files/original/1c293cbef03a391c6f751f04a04758b5.png ccbe890d506667c0168dcd449a03f81c https://www.ssmp.mdocs.skidmore.edu/files/original/da34013c3eaefbe09c7b257eedf054b9.mp3 ce15a804d86b18a4ff7da38288dd05d6 https://www.ssmp.mdocs.skidmore.edu/files/original/f3ae8c28636eea1743b1569456748e27.mp3 e51a1151d072a5b43b0005e9c5c01fe2 https://www.ssmp.mdocs.skidmore.edu/files/original/fe373d2e0ff8206d252c5213e22f0472.mp3 cef187a6cdb381959dd06a31fb2c3e66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rodriguez, Daisy Interviewee The person(s) being interviewed Samantha Velez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Samantha Velez Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Samantha shared her experiences, what she know of her parents' experiences, and the role that being Chicana has played in different parts of her life. Language A language of the resource English Abstract A summary of the resource. Samantha Velez is a Chicana born in Bushwick, NY and raised in Ridgewood, Queens. Towards the beginning of the interview, she gives background information of the experiences her parents have shared with her. Both of her parents crossed the border from Mexico to the United States at seperate times, to get a better life for themselves, and for Samantha's older sister. Both of them came during the 80s and they became documented in 2008. This is during the time of the Great Recession where undocumented immigrants were seen more as the source of the economic struggles of Anglo Americans. This is also two years after the first marchs, opposing the Sensenbrenner bill, and encouraging the need for legalization. As the interview progresses, Samantha talks about her familial ties, the influences this has had on her, her cultural ties due to her parents, and she gives a general comparison of the experiences she's had in school up until Skidmore college. Chicano culture ethnicity family Gender identity immigration Latinx machismo Mexico oral history race Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/a7e75766fdbe52280c48ade1a10d6f04.jpg cfaa27bdd6bdb2ff4770d57c92227d7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rojas, Isabel Interviewee The person(s) being interviewed Karina Gonzalez Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Karina Gonzalez Date A point or period of time associated with an event in the lifecycle of the resource 4/5/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Language A language of the resource English Abstract A summary of the resource. Karina Gonzalez is a first generation graduating Skidmore student, double majoring in Business and Sociology. Her mother migrated from the Dominican Republic and they currently live in Harlem, NYC along with her older brother two older sisters. In the following interview, Karina speaks to her fellow student, Isabel Rojas, about what it means to be a second generation Latina; together, they explore the complexities of her identity as an Afro Dominicana, as well as family dynamics, beauty, gender, and bi-nationality. Afro-Latinx Beauty Bi-nationality bkcultural culture Dominican Republic family Gender immigration Latinx New York City race Second Generation https://www.ssmp.mdocs.skidmore.edu/files/original/d497ba3cb00ddeaa20a030400a0faa81.jpg dcc0f6ff7ceb2708f063716778c72fe6 https://www.ssmp.mdocs.skidmore.edu/files/original/08a8cccca0bc25914b62ced8f98ba55c.mp3 3f4f7b031f4fb8421b4ad66dd2b42256 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Sandoval, Alicia Interviewee The person(s) being interviewed Arielmy Morel Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Arielmy Morel Date A point or period of time associated with an event in the lifecycle of the resource 3/28/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Arielmy (Ariel) talked about moving from her home country of the Dominican Republic to the U.S. and life as an Afro-Latina in both the U.S. and D.R. Language A language of the resource English, Spanish Abstract A summary of the resource. Arielmy was born in the Dominican Republic in 1998 and moved to the U.S. at the age of three with her older brother and her mother to join her father in New Jersey.  In this interview we discuss her migration story and the reasons for her migration north, yet the focus is her life and experience in the U.S. Ariel identifies herself as an Afro-Latina. Ariel reflects on what it means to be black and latinx in the U.S. as well as how she is seen and treated by U.S. society. Ariel also speaks about her education and her experience with bilingual education and as a latinx person in the education system.  Finally, Ariel reflects on her identity as a mixed-cultural being, as a bilingual being, as a person of color, as a woman, as an immigrant, as a U.S. citizen and as a student. https://www.ssmp.mdocs.skidmore.edu/files/original/a57beaee0088c74ff5f8ae6e0c76784e.jpeg dc68dc0127979af1ef772cdfdaaec1ef https://www.ssmp.mdocs.skidmore.edu/files/original/83f19109e3855d945e1d2c9f287f6419.m4a 409ddf3608e7d09b63fe0a190a77a7e4 https://www.ssmp.mdocs.skidmore.edu/files/original/19ebc8fe1c7418a3c211d974c58b8a4b.m4a 9dc5d09db586a2753b9787d2fc0921d5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Smith, Clare Interviewee The person(s) being interviewed Esteban Acosto Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Esteban Acosta Date A point or period of time associated with an event in the lifecycle of the resource 3/27/17 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Esteban discussed being the child of immigrants from the Dominican Republic in the United States Language A language of the resource English Abstract A summary of the resource. Esteban Acosta is a First Year Skidmore student , who grew up in New York City. Both of his parents came to the United States in 1994 from the Dominican Republic. His parents decided to come to the United States to receive greater economic benefits. In his interview , Esteban tells the story of his parents immigration story. He discussed his identity as a child of immigrants and as a child of immigrants from the Dominican Republic. Additionally, Esteban discussed issues of race and racial profiling. bicultural culture Dominican Republic family identity immigration Latinx Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/cc0a57de6b7f5a64d11ad86c4f3cce23.jpg 80b47f090ebb7d9a1eac7bce32a28cb3 https://www.ssmp.mdocs.skidmore.edu/files/original/ac6545dd2a7e210889e3dda6a442147d.mp3 37a2c28a987db6b947bc59dcd34e7664 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Tierney, Elise Interviewee The person(s) being interviewed Yessica Alcantara Record Contributor Individual who prepared the item and/or edited it. Elise Tierney Record Creation Date Day/Month/Year of record creation/edit 23/04/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Yessica Alcantara Date A point or period of time associated with an event in the lifecycle of the resource 3/30/2017 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource Yessica talked about moving to the United States from the Dominican Republic and it's impact on family dynamics, racial/ethnical self-identity, and future opportunities/dreams. _ Language A language of the resource English Abstract A summary of the resource. Yessica immigrated to New York City from the Dominican Republic when she was 4 years old. As she explains, immigrating to the United States was always part of the plan for her family but it wasn’t until her father passed away that her mother began taking serious action to make that dream a reality. Yessica explains that her family immigrated to New York for better economic opportunities with the help of her uncle who already lived there. Yessica discusses her transition to the United States; the fear of deportation before she got a green card when she was 10 years old, her conflict with belonging both domestically and in the Dominican Republic, and the impact of immigration on her family structure and relationship. Yessica spoke about her struggle with identity both racially and ethnically based both on stereotypes and standards place upon her by her family which she internalized as well as external societal pressures and perceptions. Finally, Yessica discusses her longing to be back in the Dominican Republic which she looks back on fondly but concedes that she has experienced a lot of opportunities that would not have been afforded to her in the Dominican Republic. Dominican Republic ethnicity family gender_ identity Latinx migration oral history race Skidmore College Skidmore student https://www.ssmp.mdocs.skidmore.edu/files/original/1d0decd7cae4c8d9a9cf92264140ab8a.jpg 185661567a4eee1e90ba5472de63fc8e https://www.ssmp.mdocs.skidmore.edu/files/original/91b2e1568aae5055163a8066e45bc9fa.jpg 93b17503f47209eb550474d315dfac68 https://www.ssmp.mdocs.skidmore.edu/files/original/bec16166dc13cdee04ba6bfff7561d69.mp3 dca55be6b4bf9e3e7f0f75b931343105 https://www.ssmp.mdocs.skidmore.edu/files/original/80022f46ff004e89bae726a6f81e2703.m4a c2f648c11b50f43b4e7fcbcbeccfcc47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Zepeda-Carranza, Bryan Bailon, Charles Interviewee The person(s) being interviewed Maria Lander Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Maria Lander Date A point or period of time associated with an event in the lifecycle of the resource 3/27/17 3/31/2017 Publisher An entity responsible for making the resource available HI251C: History of Latinx in the U.S. Description An account of the resource In one interview Maria Lander discussed the impact of U.S. culture in Venezuela. In the other, Maria talked about her experience living in the U.S and how she has trouble with identity because of the way that people in the country view her and the Latinx community. Listen and watch: <iframe src="https://player.vimeo.com/video/214432592" frameborder="0" width="640" height="360"></iframe> <p><a href="https://vimeo.com/214432592">Interview with Maria Lander</a> from <a href="https://vimeo.com/user39722229">MDOCS</a> on <a href="https://vimeo.com">Vimeo</a>.</p> Language A language of the resource English Abstract A summary of the resource. Maria Lander is from Caracas, Venezuela and emigrated to the United States about 20 years ago. She is currently an Associate Professor for Spanish and the Chair of the World Language Department at Skidmore College. In this interview, Maria talks about her experience in the U.S and her identity playing a huge role in her life. She explains the reason behind why she is conflicted with her identity and how sometimes she feels guilty using the term Latina. This is connected to the way people in the U.S portrays the Latinxs community and the stereotypes the people in the countries have for these groups of people. Maria Lander is a professor here at Skidmore who emigrated from Venezuela to pursue a PhD at Brown University. After finishing her studies, she decided to settle in the U.S. after meeting her future husband and starting her own family. On occasion, Maria has visited her native country again allowing her to experience a unique perspective as a woman that was raised in the country before the effects of a political transition that shook the country. Maria still communicates with her friends and social acquaintances from her undergraduate studies through social media as a medium to discuss and debate various topics including politics. As an immigrant from Latin America, Maria’s perspective of the U.S. is imperative in analyzing the latinx identity. bicultural culture foreign identity immigration influence Latinx Oral hisotry Skidmore College Skidmore faculty Spanish Professor Venezuela https://www.ssmp.mdocs.skidmore.edu/files/original/0008fd0ac11a76ebc4d76dca03714b7e.jpg 3718650964828b85926b5fe2b5953cca https://www.ssmp.mdocs.skidmore.edu/files/original/3ee53e2f304a422a3266cdfccec1e5d2.m4a ab9af81cc478461143753bd311a96a88 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Latinx Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Viva Matthews https://www.ssmp.mdocs.skidmore.edu/files/original/ec88d135ade2b930e1c292066aee076f.jpg 90ffae5537b23de0daeea064b86f11ab Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data postcard Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 26/04/2017 Date Depicted (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the content date field that will display. 1930-1945 Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Religion and Spirituality Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bethesda Episcopal Church Date A point or period of time associated with an event in the lifecycle of the resource 1930-1945, ca. Is Part Of A related resource in which the described resource is physically or logically included. <a title="BPL Digital Commons" href="https://www.digitalcommonwealth.org/search/commonwealth:6w924h25v">Boston Public Library Tichnor Postcard Collection</a> Publisher An entity responsible for making the resource available Tichnor Brothers Description An account of the resource Title: Bethesda Episcopal Church, Saratoga Springs, N. Y. 1 print (postcard) : linen texture, color ; 3 1/2 x 5 1/2 in. Permalink: http://ark.digitalcommonwealth.org/ark:/50959/6w924h25v Terms of Use: No known copyright restrictions. No known restrictions on use. Language A language of the resource eng Bethesda Episcopal Church Christianity postcard religion Saratoga Springs https://www.ssmp.mdocs.skidmore.edu/files/original/655c9466dd2e86eab05c984e713b1a2d.png 95261c8fd0513963ff6ba56fba40b775 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Harry T. Burleigh 150th Commemoration Date A point or period of time associated with an event in the lifecycle of the resource 2016 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data newspaper article Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 26/04/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jack's Revue Among Hot Spots in City Date A point or period of time associated with an event in the lifecycle of the resource 1939 Is Part Of A related resource in which the described resource is physically or logically included. The Saratogian Description An account of the resource A brief article describing Jack's Cabaret, and proprietor Isaiah Jackson's plans for the upcoming 23d season Language A language of the resource eng https://www.ssmp.mdocs.skidmore.edu/files/original/3081bdedc3e73020aa74452180f8db9f.jpg 8869f64df1d9fc9e987387dff877a623 https://www.ssmp.mdocs.skidmore.edu/files/original/be858e860befcec07fd69dda47ec889d.mp3 bc75d3d47960924b58771e55820e5a56 https://www.ssmp.mdocs.skidmore.edu/files/original/3bf3ab72698aa14d1b4e5b7e47ca9a2f.wav 2a005eb0f720cb9afe4cccf4f2f80015 https://www.ssmp.mdocs.skidmore.edu/files/original/2abd52655158f56eef842464f5084abd.pdf 79da71e07be34a13f33e8aeee90c5812 PDF Text Text Interviewee: Barry Goldensohn Years at Skidmore: 1981-2003 Interviewer: Lena Drinkard Location of Interview: West 55th Street, NY, NY Date of Interview: 6/16/2015 00:00:00.00 Header 00:00:33:00 Born in Flatbush Brooklyn, in an immigrant community. Attended a diverse and eclectic James Madison High School with many famous graduates. 00:01:21:00 Barry’s Sister is the famous choreographer Deborah Hay. 00:04:44.24 Went to college at Oberlin University. Met his wife Lorrie Goldensohn and many close friends. 00:7:52.00 Rob and Peggy Boyers found out that Barry could be hired at Skidmore College because Hampshire does not have tenure. 00:8:31.20 Barry takes us through a day at Skidmore as a Professor. Taught two literature classes and one workshop a week and saw students in between and after classes. Discusses senior thesis informal meetings for a potluck dinner. 00:11:17.00 “A perfect professor of poetry.” 00:15:51.15 Barry discusses the students he stays in touch with. 00:19:03.08 Discusses Skidmore’s approach to education. 00:24:57.13 Barry talks about the writing critiques and workshops he led for students. 00:27:22.15 The writing process. 00:27:26:20 “If there’s one thing I know about my friend Barry Goldensohn, it’s that he dislikes sweet food, sweet music, sweet literature” - Peg Boyers. 00:29:23.22 Rob Boyers and the liveliness of Salmagundi and other faculty members is what kept Barry at Skidmore. “Saratoga’s a one horse town and you’re the horse.” 00:32:22.17 Barry on what makes a successful marriage. 00:39:50.28 Barry ended up teaching three to four classes a semester with students who know him and one another very well. 00:45:44 “I only retired from teaching not from writing.” The way he taught took a lot of time, so he needed more time for his life. � https://www.ssmp.mdocs.skidmore.edu/files/original/65e7c7c64e3013ecb9f169b96e98fcb1.pdf 430983a94293ac4a42e5bcafda2e9139 PDF Text Text Interview with Barry Goldensohn by Lena Drinkard, Skidmore College Retiree Oral History Project, Saratoga Springs, New York, April 1, 2017. Lena Drinkard: This is Lena Drinkard, interviewing for Skidmore Retiree Memory Project. I am with Barry Goldensohn in New York City and it is April 1st, 2017. Barry, I’d like to start off my giving you a chance to introduce yourself and talk about where and when you were born. Barry Goldensohn: I was born in Brooklyn, in an area that used to be called something like Flatbush, and now is probably called something else. Went to grade school and high school in an overheated, immigrant-family community—extended community. Pretty varied, my closest friends in high school were a mixture of Italian, German, Greek and Jewish. The—My high school was just a neighborhood high school but its graduates are Ruth Bader Ginsburg, my sister who’s a very famous choreographer Deborah Hay, and Chuck Schumer, Norm Coleman (used to be governor of Michigan or Minnesota, something like that), five nobel prize winners—Ruth Bader Ginsburg did I mention her? And… full of second and first generation immigrant families where there was a lot of pressure to succeed on the part of the kids. My family came from, my mother’s family came from Odessa, and my grandfather was an officer in the (...) army. They left Odessa after the great purge, the great pregome, that drove all the jews out of Odessa in 1905, after the potential episode. And, it was a family that followed the pattern of Odesza families. There was one gifted child in the family, that was my mother, so the family all sacrificed and sacrificed so she could have her ballet lessons. She studied with a student of Magnitsky who would drive up to the mental hospital that Magnitsky was at at the Hudson and bring him down to teach classes. Which was spectacularly for my mother because he really took a shrine to her, regarded her as very special, sent her off to work at an LA company in New York. Then, she got rheumatic fever, which damaged her heart so she taught ballet for the rest of her life. But my sister had no choice. Choice of a career. Nor did my daughter. My mother started on my daughter right away, working on her flexibility. As an infant, Mind you. [Laughs] But my sister stayed with it my daughter didn’t. I got brought on and put into ballet classes when I was a kid because it was cheaper than getting a babysitter. It took for my sister but it didn’t take for me. I left at thirteen. Being dragged to the studio, I had no ability whatsoever. But again, this was James Madison high school. And then in my junior year I took a national test where the Ford foundation early admission scholarship and I wound up at Oberlin. I wanted to go to Columbia but they had no dorm room’s for students for the first couple of years and it would have been three hours a day commuting from Brooklyn. And Yale had pulled out of it at that point. And I was forbidden to to go University of Chicago by a father of one of my close friends who persuaded my parents that the school had been ruined by John Maynard Hutchins. Remember him? He turned it into a very progressive, wonderful school, but I wound up at Oberlin in the process of elimination. Met my wife and got married there and met my closest, my oldest friends. �LD: Did you start studying poetry at Oberlin? BG: In High School. And had a very good, wonderful teacher. Very inspiring and sophisticated. LD: So how did you end up at Skidmore? BG: I was the Dean of Humanities and Arts at Hampshire College before I was at Skidmore and decided that I was writing too little and was persuaded by a psychiatrist friend, that if I wanted more time at writing I should quit my dean’s job which was too engrossing. So I applied to Skidmore and got a job almost by accident as it turned out. The committee chose me but then it went up to the dean and the president and they said oh we can’t accept him, he’s a dean and he’s probably got tenure and we can’t hire people with tenure. Bob Boyers was giving some lectures at Northwestern University and was sitting on a poetry segment and of all things, the teacher was teaching a bunch of my poems. So Bob walked into the faculty lounge with that teacher, and said to him as he entered the room, oh we tried to hire him but we couldn’t because he’s got tenure at Hampshire. And a voice in the back of the room said, “they don’t have tenure at Hampshire.” So Bob called up Peggy, asked her to confirm that, and if that was in fact the case, tell the dean and tell the committee and I wound up getting invited for an interview [Laughs] That’s enough background. LD: Can you take me through a day at Skidmore as a Professor? BG: Well, a day, interesting. Just teaching literally two literature classes and one workshop a week So, and then seeing students in between and after classes. And I wound up often teaching three or four classes a semester because I had a bunch of students who wanted to do their senior thesis in writing poetry, poetry writing. So they met as an informal group but as a class. And we’d meet in the meaning so there wouldn’t be schedule conflicts with their other classes. Often over a potluck dinner. Then it would go on sometimes into the wee hours at either my house or one of their apartments. So it was kind of a senior seminar, right? Every semester I taught a course I loved which was The Introduction to Poetry. I taught it sort of half as a history of English poetry class and half as a course of methods and different types of methods, different historical periods. Starting with Chaucer and winding up with contemporary poets, spending a lot of time with seventeenth century and nineteenth century. I mixed up along the way. And then I taught seventeenth century poetry. My first lecture in that class was Shakespeare’s greatest plays. Al of the work of John Milton was written in the seventeenth century. Some of the greatest poets in language and we’re not going to look at them at all [Laughs] You’ll have to get them in other courses and I focused on the lyrical poems of the seventeenth century. And then writing workshops, and other intro fiction classes. �LD: When I spoke to Professor Goodwin she described you as the “perfect professor of poetry.” BG: What could she have meant by that? LD: I’d like to know what you think! BG: Well, I was actively involved in making it, and reading it, and teaching it as well. So I brought together a pretty full background in the literature and of course the poets concerned with making poems and how poems are made. Looking at the students, how poems are made, how these particular poems are made. LD: Can you talk about your relationship with the students? BG: As my wife puts it describing her students at Vassar, “Oh you fall in love with a few students every year” and I think that’s pretty true. And I like students and in general, I liked teaching them. I liked expanding their minds, and expanding their knowledge. And I was trying to teach them to love what I love, and maybe that’s what Susan was talking about. Also, teaching writing courses at Skidmore, generally I worked with students for 3-4 years and they got to be my friends. You know, ordinary lit teachers don’t have that experience, working semester after semester with the same students. You know you’ll take one course with Professor Boyers maybe the intro to fiction course and another fiction course but that’s about it. Or a victorian lit course, you’d take a three courses in the course of four years. Anyway, my students worked with me semester after semester after semester. Because you could repeat workshops and so, it was the especially nice part of the kind of teaching I’ve done over the years, that you got to know the students very well. LD: Can you think of one student in particular that you had that had an impact on you during your time at Skidmore? BG: That had an impact on me yeah. Well, Mark Woodward, who stayed around working at Salmagundi. Mark did a lot of work with both Bob and me, and has stayed writing and writing. But in this neighborhood there are a couple of students who, anyone you really know and care about has an impact on you. And I went to a reading earlier, or last weekend, by one of my Skidmore students who lives in Austin now but, showed me a draft of her book, she said, it doesn’t have the dedications in the book so I’ll have to send you a regular copy!. Jardeen Lebair, is a wonderful writer, only student I remember who won both our jury poetry and fiction prize in the same year. Remarkably talented student. But there are a lot of students I stay in touch with. �One of my former students, Laura Marshall lives a few blocks up on the west side. Bruce Baker, who’s a very very gifted student, star of the hockey team and he’s now coaching… he’s deeply involved in the city since he’s graduated with minority education, education of the deprived. So he coaches for different hockey teams ad well as teaching. He started off on the ground floor for Teach of America. He was the recruiter for Teach of America and then he said, “Why am I recruiting people to do something that I should do myself?” So he wound up teaching in the city schools, but one because he was male and because he was white, and because he is movie-star handsome, he became a very popular teacher. So popular, that he decided to have a semi-pro hockey career while he was teaching, so they’d keep him on a semester a year while the other semester he’d be playing hockey. He explained to me how, he lives on this block, so we see him, and of course in his hockey career he’s broken every bone—small—bone in his body. He’s also a coach for Columbia's informal hockey team, it’s not a varsity sport. But I don’t know there’s been a lot of students over the course of the years I’ve come to love and stayed very close too and it’s a significant part of our social life, my relationship with former former students, not only from here but from Hampshire and Goddard. Now, Goddard in the mid-sixties when I got there was a magnet school for the daring and the adventurous student. That resident undergraduate program no longer exists. But my students there were spectacularly good. A lot of them are pulitzer prize winners and guggenheim winners and you know major award winners. One of you I’m sure you know of, the playwright David Mamet, and I’ve had two students while we’ve been here in New York. Naomi Wallace who was a Hampshire student and Mammoth. LD: How would you describe Skidmore at the time that you taught, if you describe Goddard as the school for the, can you fill in the blank for Skidmore? BG: Skidmore had a much more traditional approach to education, like the schools I went to, like Oberlin than Hampshire or Goddard. My Hampshire students—I don’t want to slight them either, two of my senior thesis students went on to win Macarthur Genius awards. Naomi Wallace was one of them and Peter Cole who has been teaching one semester at Yale and the other semester living in Jerusalem and running a press for Israeli and Palestinian poets, crossing a lot of boundaries. But Goddard was more a traditional education in a way for someone who has devoted his life to advanced, progressive schools. Like the progressive high school we started early in the sixties, in the Bay Area with a bunch of quaker friends. That was at the very beginning of a whole rash of progressive high schools that were starting to emerge and people would come, we’d often have more visitors than students. LD: What year was this? �BG: That was ‘62-’65 and I graduated with the first graduating class I wanted to go back to college teaching. But my first graduating class of students went to Reed, Stanford, Santa-Cruz. They were on the board of the student-faculty administration group that was defining Santa-Cruz which is interesting. And other schools within the california system. Interesting group of students. That school, after the people that started it passed it on to other faculty members, it got sort of swept up as a southern most adjunct of the haight-ashbury counter-cultures and it was destroyed basically by that it became a fairly destructive place and only lasted a few years. But it was good for the students who went there. One of the student went to Oxford with a grant and got first in PPE, Politics, Philosophy and Economics, that’s degree you get if you want to be prime-minister. Almost all of the proceeding prime-ministers and most of the subsequent prime-ministers had that degree first. LD: It seems like you really knew and understood each student you had— BG: Oh, I would never say that [laughs] LD: Do you think the types of students changed at Skidmore from when you first got there to when you retired? BG: I’m not sure. I taught for about twenty-two years. There seemed to be always, a leavening of very committed and very serious students. I taught fairly esoteric courses. Seventeenth century poetry, poetry writing, and the Intro to Poetry course, that was the longest draw class of the largest cross-section of students. But by and large, the students who went on to work with me, were a largely self-selected group, so I find it hard to generalize about the general run of students. And I heard one of my students saying to someone else, “Oh I would never dare offer Shitty work to Professor Goldensohn.” With a self-selected crew that knew I expected a lot from them, they worked hard. So, I don’t know if that’s the whole student body it’s hard to generalize but they were always enough of those to keep my classes full. LD: Is it challenging to grade someone else's creative writing? BG: Oh, I hardly think of grades. The really challenging part is discussing them. And how you talk it over in the group, in the workshop and individually. What to say, often the harsh things to say, that will help them see the problems that they are running into. [Laughs] Another overheard conversation. I was talking to one of my students in my office and three of my students were right outside my office, having a raucous so I couldn’t help overhearing, conversation about “You know what he said to me?” “ You know what he said to me?” You know, like throw this away or that’s terrible! Or start over again! But if you’re going to teach writing seriously, you have to be candid about what they’re doing. And it’s hard, you try to be rigorous but teaching �poetry writing, which is the main thing at Skidmore has these contradictory elements. You want rigorous attention to what you’re doing, but you don’t want to lose as in any art, the sense of play in getting there. Because a lot of the most creative work comes with playing with it. Play with it play with i! I told my students. You have to catch your mind at its most expansive and least predictable moments. Often this is helped by just lying down. You know, your mind often releases itself more creatively, at the moment before you fall asleep or at the moment you’re waking up. Or when you’re just lying down. I remember one of my students saying “Oh he thinks we do our best work on our backs!” [Laughs] But it’s being open to the mind at play and not working in predictable grooves. And then showing it to people that will tell you the truth about what you’re experiencing. LD: How do you experience criticisms? BG: Well, Peggy Boyers. Just last week, I showed her a draft of a poem. And she said, “Barry, it’s too sweet!” [Laughs] And I said Peggy, you’re the person I remember saying,” If there's one thing I know about my friend Barry Goldensohn, It’s that he dislikes sweet food, sweet music, sweet literature. I think she’s right. And as a matter of fact, I had written the word “sweet” a number of times and swept them out. She was right, I was giving into the sentimental side of myself. It had to do with being eighty and losing a lot of your friends. You know? And that comes with being eighty. It’s in some ways an apologetic… and how do you keep going when people are dying? People you love are dying? So I took some sweetness out. It didn’t belong in that poem. LD: So it sounds like your identity as a writer… well everyone’s identity as a writer changes throughout their lives, in what specific experiences they are going through, but when you were at Skidmore as a professor, how did you divide your time between teaching and writing? And because you were surrounded by Peggy Boyers, and Rob Boyers and all these faculty members that were passionate about poetry did that inspire you? BG: It’s what kept me at Skidmore. It was Bob and the liveliness of the Salmagundi world he created. I used to tease him by saying, Saratoga’s a one horse town and you’re the horse. [Laughs] But Salmagundi brought conferences together every year, it brought fascinating people every year, so I got to know and be friends with Susan Sontag (who I had actually known earlier from my New York City Days) and George Steiner, and all sorts of fascinating people, intelligent people. I got an offer for both Lorrie and I to teach at University of Florida, just move down there from Iowa, (oh I left out that I taught at the Iowa Writers Workshop for a couple of years) and it enabled Lorrie to get a free PHD because she was a faculty wife. LD: And at the time you were at Skidmore she was at Vassar. �BG: Well we lived in Saratoga, and I would drop her off Tuesday morning on this train and pick her up Thursday night. And she would teach all day Tuesday, all day Wednesday, all day Thursday. As the president of Hampshire said to me, when she found out, “Oh my god that sounds like the kind of relationship where your marriage is going to last forever.” Because there’s just enough space between you. And it happens, we have our sixty-first anniversary coming up, LD: What’s the secret to a long—? BG: Hanging in there. LD: Can you elaborate? BG: Becoming one another’s best friend. My wife says, “learning to understand the things that are difficult about the person you’re with,” which is profounder than “hanging in there.” LD: And she writes poems as well… BG: Yes, she’s my first reader always. LD: What were some of the things you guys did in Saratoga at the time? Because as you said, it’s a one horse… BG: Hanging out with Bob and Peg and the other writers. One of my former students from Goddard, Catherine Davis, I recruited her for teaching poetry at Skidmore and we hung out a lot. And, she called me up and told me I was offered a job at University of Washington for half the work and twice the pay, what should I do? And I said, if I ever heard of a no brainer in my life.. LD: Was there anything about Skidmore that you disliked during your time there? Or what was challenging? BG: Well, it’s hard to say. I’m not a good hater. Let me tell you one of the things I liked a lot. The English Department was very congenial, there was not a divided part department. As a Dean at Hampshire, none of my senior faculty were on speaking terms with one another. That happens in schools and departments. I was the Dean of Humanities and Arts. I mean that’s ridiculous!. Lorrie’s Vassar department was which she called a “dysfunctional family.” We saw one of her colleagues recently and I said, “Oh how is so and so?” and she says, “Urg.. She’s still teaching…” [Laughs] “I mean this is a woman in her late seventies I’m speaking to, still carrying �over the animosity from her teaching years, and it deeply divided… that’s never been the case in my years at Skidmore. The only experience I had like that was when I was at Iowa. The Writing Workshop was loosely related to the English Department. And the English Department had a wonderful guy.. was what the rest of the school called “happy valley” because he was just great at human relationships. He then moved to take over the English Department at Suny Albany, I think his name was John Gerber, and when i took over the Hampshire job, I brought him down to Albany and asked him how did you do it? How did you create such a peaceful environment and unified community? And he said, it wasn’t me, it was the years. It was in the sixties and seventies when everything was expanding and I never had to get rid of anyone for budgetary reasons and all I could do was hire people, and set things up. It was the time, but that underlies his genuine openness to people that made that experience at Iowa so wonderful. What he had to do at Albay was very difficult which was cut down the undergraduate programs because Albany had no right offering a doctorate. LD: What do you think made the English department at Skidmore such a unit at that time? BG: I don’t know, I asked Bob Boyers at the time if it was always like that and he said during the Vietnam war, political divides really split up the department but then they got back together or at least by the time I got there it seemed like a congenial group of people. LD: And then did you watch, sort of, new faculty members come in throughout the years and it shifter? BG: Yeah. One of them, Susannah MIntz, who is chair is getting married so I offered her (.....) LD: And those sort of soirees you mentioned, where you would sit with students and have a seminar at houses? Did that happen the entire time because— BG: Yes, pretty much. After a year, the pattern became that I would have a bunch of students. Say six- ten independent students wanting to work on poetry as their senior projects and I realized I would be dead meeting with them every week as a service session and that they had a lot to learn from one another, so they would sign up for an independent study but we met as a group. The faculty thought I was crazy for teaching three, four classes. But that was fun. It was students who knew me well, and one another well, which means they could speak very cANDIDLY TO one another. I remember students saying once in class about a poem, “that’s the stupidest poem I’ve ever read in my life!” In a thick New York accent and the student who wrote it said, “Oh you know… I wrote it on my way to class and I really shouldn’t have offered it. [Laughs] And You know, students could hear one another say things like that, and they didn’t have to be mandy-pandy with one another. You try to create in your class a series with a respect �one another, as people who are trying to learn to do something very difficult, to write a poem. They had to be able to speak to one another and say I think you should change this. And then those exchanges would be very illuminating. LD: I’ve wondered if we’ve sort of lost something over the years because the relationship you describe with your students, *Lorrie walks in * it feels like there are more boundaries implemented at Skidmore between the Professor’s and the students and each other. It feels like there are more unspoken rules about you know, a maybe more professional relationship established today? BG: Well, I thought my relationship with my students was very professional ​about​ writing poetry. Uh, a greater, are you talking about a greater area of things you can’t talk about? LD: Mhm, yeah. BG: You know, I’ve thought about that a lot. [Lorrie talks to Barry] BG: No one taking a course in seventeenth century who has been sexually traumatized should take a course in Shakespeare’s tragedies or comedies for that matter, or seventeenth century poetry which is often playful and its respect for women was less accompanied with attitudes about male and female roles. Very unusual. One of my favorite eighteenth century poets, was about one of the great boundary breaking woman who was irreverent and a giant figure in her age, her name was Aphra Bayne. I would blush now to recite her most famous poem. You know it’s really hard to say. The pre-selection process that I was talking about I think would have… and also the atmosphere, the free give and take served as a kind of barrier for people whose vulnerabilities would now allow them to do that. Because they were open. It was an open secret, so to speak. Very much self-selected. Just as it is an open secret that terrible things happen in Hamlet and Othello and Macbeth. You can’t taming of the shrew for the instance, is a brilliant comic fantasia on sex roles or gender roles. And the women keep their power. The shrew says you “marry me you marry my tongue.” LD: Okay, well we’re reaching the end of the interview. I’m wondering if there's anything we didn’t get to that you’d like to talk about or share. Maybe a story or some piece of information that you’d like to end with. BG: No, I’d just like to say I really liked teaching at Skidmore. But I put a lot of work into dealing with student papers and was eager to retire at sixty-five to have more time of my own for my own writing. I’ve written three books since then. Lorrie’s written three ever since she’s �retired. We’re… as much as I like teaching, I only retired from teaching ​not ​from writing. Because the way I taught took a lot of time, and I wanted more time for myself. LD: That’s a great place to end .Thank you so much for taking the time to talk to me today. I really appreciate it! BG: I enjoyed it! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore College Retirees Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Lena Drinkard Interviewee The person(s) being interviewed Barry Goldensohn Location The location of the interview New York City Record Contributor Individual who prepared the item and/or edited it. Lena Drinkard Record Creation Date Day/Month/Year of record creation/edit 4/26/17 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview With Barry Goldensohn Date A point or period of time associated with an event in the lifecycle of the resource April 1, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource eng Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. "Interview with Barry Goldensohn," Skidmore Saratoga Memory Project, accessed April 26, 2017, http://ssmp.skidmore.edu/admin/items/show/620 Description An account of the resource Barry Goldensohn came to Skidmore in 1981 as professor for poetry in the English department. In this interview, he discusses everything from the diverse Brooklyn community in which he was raised, to his experiences teaching and writing alongside his wife, Lorrie Goldensohn. He also describes his close relationship with his students—many of which went on to find immense success as writers. Despite his love for teaching, Barry left Skidmore so that he could devote all of his time to his true passion—writing. Academic Rigor Campus Culture Curriculum English Department Faculty and Administrative Relations Faculty and Student Relations Salmagundi https://www.ssmp.mdocs.skidmore.edu/files/original/cebc75c0763e4696d1989ba590d0ca57.jpg 608b865f56066cebbbd1d387e005451f https://www.ssmp.mdocs.skidmore.edu/files/original/0cd5b07100cd3d4c80820fdd8df87960.mp3 e55df6db374ed2d8e2c241bea025e143 https://www.ssmp.mdocs.skidmore.edu/files/original/30fe028ce5e2094ee9a34a8ec3501f55.pdf 69c5c72bd1b234c425cefbefb9965fe6 PDF Text Text Interviewee: Ken Hapeman Years at Skidmore: 1981-2005 Location of Interview: Scribner Library, Skidmore College Date of Interview: April 5, 2017 00:00:1:09 Born in Hudson New York, 1944. Grew up in Hudson and went to Hudson High School. Father and grandfather were both from there. 00:00:1:25.00 Upon graduating high school went to RPI College. Brought an artifact from college- a slideroom. Example of how the times have changed. 1962 -no calculators no computers. 00:04:02.00 Graduated from RPI with a degree in psychology. This was unusual, therefore were only seven people in the department. Then went to work in Albany. Got a job right out of RPI at IBM and worked there for 7 years. Then worked at state university of NY then moved onto Skidmore. 00:0:08:05.00 Had the opportunity to go to SUNY to be a technical specialist. Was there for 6 months in this position until the boss left and offered him his job. 60 people were working for him for 7 years. This is where he got management experience. In the end he couldn’t handle this working evirornment so looked at want ads. Skidmore popped up. 00:11:11.00 1981 arrives at Skidmore. As a new employee the college’s endowment was in bad shape. Skidmore received an annual audit saying you might want to consider bankruptcy. Then the campus was given as a donation. At this point everything was basically moved from downtown-few classes maybe still downtown. 00:14:06.00 When coming to Skidmore he was attracted by the thorough interview process. He met everybody and thought it feels like a family. Very easy to make his feelings known and make recommendations. “Closeness is what attracted me to the college.” 00:12:46.00 Thinks Palamountain is a wonderful speaker. “Very commanding and inspiring leader but not sure if he was the best managerial leader.” Extremely likeable which was important to the college at the time. “In the chaos, he was grounded and the right man for the times.” 00:17:22.00 1962-1981.“Times have changed so much.” Only two computers on campus. One supporting academic activities- newly installed in 1980. Data sheets were sent out to Springfield, Mass to be analyzed by consultants. Reports then came back to Skidmore for alumni to look at. �Hapeman controlled both of these computers. 00:21:19.00 The college was in its infancy. “Task was to take all the stuff and put it into a reasonable computing environment for the college” There were computers around the size of a washing machine with 20mg of data – very small amount. At Skidmore there were two small computers and few people had access to them- everyone else had nothing. 00:24:47.00 – His position was director of computer services . It was the first IT position that the college had. 00:27:05.00 Hiring people was important- getting support was helpful. Needed to make it so more students can interact with the computer at the same time. He and others did a thorough investigation to find the right software- in the end they bought a new computer. 00:31:25.00 Everybody was squeezed in. Staff space was in inadequate offices and conditions but eventually things changed. 00:33:20.00 in 1983 AMES came to campus- academic information management system. The administrative system wasn’t perfect but they modified it to fit Skidmore’s needs and hired additional programmers to help out unify the system. 00:36:15.00 David porter- wonderful man – “felt his humanity when you talked to him” “great punner” In the faculty unrest he helped unify them. 00:41:09.00 Interacted with students who worked with him – students who ran the computer system for the high school- amazing kids, used them for lab assistance. Had a “small sampling.” 00:42:29.00 1st half of the 1990s – personal computer started to show up “rocked our boat in many ways.” Everybody wanted a mac but didn’t have the budget. The faculty and staff just began to have their own computers in their offices--- first presence of this technology was in offices. 45:37.00 “Technology was booming of course…” the source of all knowledge resided in the computer center in the 80s and in the 90s that spread to be somewhat of common knowledge. This was a difficult transition psychologically. 48:53.00 By 1995 everything had changed- online registration - nothing is really done by paper �anymore. All automated. 52:52.00 Started with a new system. Banner- works well with an institution like Skidmore – but he doesn’t like banner. It’s successful to be on the same page as other institutions/colleges. 55:47.00 Since leaving Skidmore still converts things from AMES to banner, still has his technical connections here. � https://www.ssmp.mdocs.skidmore.edu/files/original/f95d49ad4072e26b90d757cb9ecfe693.pdf 276b037d8844667a37a3ffc5f0235c0e PDF Text Text Interview with Ken Hapeman by Max McDermott, Skidmore College Retiree Oral History Project, Saratoga Springs, New York, April 5th, 2017. Max McDermott: Hello, this is Max McDermott interviewing for the Skidmore retiree memory project. I am with Ken Hapemen in a study room. Study room 126 in the Scribner library on a Wednesday April 5th 2017. Ken, Hello How are you today? Ken Hapeman: I’m good how about you? MM: Now to begin our interview, I’d ask if you could tell us- just to be able to get a bit of context of where your story began -could you tell us where you were born, a little bit about that and if you don’t mind, when? KH: Sure, (cough) no I was born in Hudson, New York which is about 30 miles south of Albany in 1944. So I’m 72 years old right now. I grew up in Hudson, um I went to Hudson high school and uh my parents had lived there. My father at least had lived there his whole life so we had deep roots in Hudson. I believe his father had lived there as well. Upon graduating high school, I went to RPI to college. And, actually, brought an artifact with me today maybe this is the time to show it. How things have changed. Of course, this won’t show on the interview but I brought a sliderule. Because as a freshman in engineering at RPI we had to all purchase a sliderule. And we look at the high tech equipment today- the equipment I’m sitting here talking to you with which is made available to you. We had to buy these things. They weren’t that expensive. I think it was 50 or 60 dollars but this was as close as you could come to something that would do a lot of complex math. And these things, you could do a lot with these things. You could multiply, divide - you know logarithmic kind of computations and so this thing which I bought for say 50 dollars back in 1962. I haven’t used it in a long, long time. It sits in my room I pull it up just to bring it up as an example as how the times have changed. MM: Wow, looking at this um I’m seeing I mean I am a complete layman in terms of anything mathematical, anything to do with calculations. I’m seeing a ruler. I see a piece in a middle that slides… KH: Right, yup, and different… MM: I can’t even begin to guess how it works. KH: Well let’s do something really simple. Let’s say you want to multiply 3x2…. It can do a lot of stuff. You put the one over the 2. So that’s the kind of thing it can do. It does a lot of computations. (laughs) So this was the tool that all engineering students had to use. There were no calculators, no computers; this was it. And so, we bought this. I was an engineering student for a few years. I changed majors eventually and so this has sat unused. I really never used it beyond a few classes. And now it’s an artifact. (laughs) �MM: Wow KH: So that’s me. I got to school at RPI. I graduated from RPI. I went to work in Albany. So I spent my whole life in the capital district basically. MM: Ok ok. And you always had an interest in mathematics. Sounds like engineering. KH: Right I went to RPI as an electrical engineering major. I decided along the way that engineering was not for me. I actually would have become a math major. I was very interested in math, but as an engineering major we had to take something called engineering drawing. Which is essentially what you can do with a CAD program today, but we had to do a long hand with a big T-square and a giant board which we also had to buy. And because I spent 2 years taking engineering drawing classes I didn’t take what would have been required to be a math major at RPI which was two years of German or two years of Russian. (laughs) And so there was no way to make that up. So, I switched out of engineering and actually graduated from RPI with a degree in psychology. So, I was unusual, I was about one of seven people in the department at that point. Um hmm it was unusual anyways. And so, I got a job right out of RIP with IBM in Albany and worked there for about seven years. Then I went to State University of NY and worked there for about seven years and then I came to Skidmore. MM: Wow. Before we move onto Skidmore I just want to briefly ask. Could you sum up- what did your experience teach you? From IBM from SUNY Albany? KH: SUNY Central actually MM: SUNY Central, right KH: Um right. This is the office that administrates for all the SUNY colleges and all their campuses. MM: Right, right KH: It’s not on a campus; it’s a central hub. It did a number of things- like centralized application processing at that point and probably still today. If you are going to apply to SUNY you filled out a common application and that was sent to SUNY central, the staff at SUNY central, with data entered the common app and send it to the colleges you said you were interested in. So, we did that service along with, you know, a bunch of other stuff. We ran some site contracts we had a contract with a national library in Memphis to run something called the Medline system, which was a very early search and retrieval service for medical information. And a couple of other things. So, we did that. But anyway, my experiences when I graduated from RPI, again, computing was in such an early phase that while I was at RPI I had taken one course in digital computer design and one course in Fortran programming and that was it. That was my total IT exposure. �Most employers at that point in ’67, when I actually graduated, were looking for students in various engineering majors, which I didn’t have, so I agreed to interview anybody who would talk to any student. I really wanted a job I did not want to go to grad school. So, IBM was one of those companies and I interviewed with them and a couple of others, got offers, decided to go with IBM and they immediately sent me off to 16 weeks of training, which really taught me everything that was the base of my knowledge of computing of IT. It was great. We did programming at a machine level which meant we were actually writing machine instructions for the computers at the time, which were IBM system 360s - big refrigerator like boxes - many of them. And 3 months of that I went back to work for IBM. I was assigned to an IBM customer site, where I had to help them install systems and that taught me again a great deal more. After 7 years things had changed in the IBM working environment so an opportunity to go to SUNY came along and I went as sort of a technical specialist. And I had been there maybe three or four maybe 6 months, I don't know, and my boss the person who had hired me left and recommended me to take his job. So, suddenly I was in charge of this computing center in SUNY central without really ample good experience to do it. But I muddled along and I had about 60 people working for me at that point. And I did that for about seven years. So that taught me a lot about management. I had no management experience. I had a good technical background but I didn't have the management background. About 1980 or so I started warning my bosses at SUNY that the National Library of Medicine contract that we were operating was in danger. We were going to lose it, and the computer center that I ran was built on a structure that depended on funding from a variety of sources, one of which was the National Library of Medicine and was a couple hundred thousand dollars. It was a chunk of money, a significant piece so we lost that contract. And despite the fact that I had been warning my bosses about it, that we had to restructure the financing of the computer center, they told me in 1980 when that contract went away that I had to fire 12 people who didn't deserve to be fired. Who were doing good work, but the money was just not there, so I did my job I fired 12 people. and I immediately started looking at the want ads. That was too much. I could not remain in that environment. And I hadn't started looking more than a month when an ad for a position at Skidmore College came up. I made the jump. MM: You made the jump KH: Yeah MM: Alright, so that's how you came to Skidmore. KH: mhm MM: So you arrived at Skidmore this year is 1981 KH:Right, yup �MM: Ok now I want to know exactly the history of Skidmore from your point of view. Now, aside from technology, aside from any computer science, just as new employee - I'm wondering how you saw the college. As I understand that at this time the move from the old campus was still ongoing. The college had put itself in financial danger from that project and when Leo [Geoffrion] was talking to me he remembered President Joseph Palamountain announcing proudly that after an ambitious fundraising campaign the College could boast an endowment of 12 million dollars. Can that be right? I mean today i looked it up. Today we have an endowment of 330 million could we really have been in a state that far away? KH: Well actually, I really don't remember the number but I know the general feeling was that the colleges endowment was grossly inadequate. So, the number’s probably right. It’s certainly in that ballpark. The college was in bad shape before making the move. They had received an annual audit. A what was it called… let me see if I can come up with the terminology… there’s an auditor's term for this… a non…um, uhh gee I'm not going to come up with it. MM: I’m hoping you're not about to say bankruptcy… KH: No, no, but you know it’s..what it is, it’s a letter from the auditors that says you don't really have the structure to be a successful business and you want might consider, you might want to consider bankruptcy. So it was pretty serious stuff. And the college had a few breaks at this point. They got this campus as a donation I believe from J Eric Johnson and his family. And by the time I came here actually the move was really complete. The only thing that remained downtown were a few students and a few dorms but basically everything was…and I guess there were a few classes taught downtown... but everything basically was here, most of the campus was in place and complete. MM: Ok. Could you tell me about your impression of the school when you first arrived as a place to live and work? KH: Yeah its interesting because where I had been at SUNY central; well, let’s go back to IBM. In IBM I worked in an office in a huge corporation and the layers of bureaucracy above me appeared endless. You know, I knew the people in my office but I didn't know anybody else. When I went to SUNY it didn't seem quite so big, but it did seem extremely bureaucratic. Everything had to go through a process; everything kind of ground to a halt every time you tried to do something. Nothing was easy to do. So, when I came to Skidmore one of the things that really attracted me, on the days that I interviewed here, were first of all the thorough interview process. I met virtually everybody including the President, all of the deans, the department heads of significance. I met everybody, and I felt, wow, this is a place which will feel to me more like a family or a unit I can feel close to. In the sense that I’ll have some contact with everybody from the top down and that was really my biggest impression at the time. It’s a smaller, tighter unit than what I had been in and that I would work.… If I wanted to do something I could explain it to my boss who was at the time was the Provost. It was a position that was done �away with but he was a provost; but essentially, he was the Vice President for Academic Affairs. And his boss was the president. I was two layers down from the top, so it was very easy to make my feelings known and get recommendations and put action on it. Not that the recommendations were always accepted, but many of them were, and I always felt I had a say. So, that feeling when I came here of closeness was really what attracted me to the College. MM: Excellent; happy to hear that. I'm wondering for more documentations of landmarks in Skidmore history. As for President Palamountain whether Skidmore was heading in the right direction under his presidency. Did you have an opinion on him? KH: Yeah well, I had some opinions about him. He was a great speaker so he was very commanding when he stood up in front of a group and talked and so that was inspiring. I would say he's an inspirational leader I'm not sure if he was the best managerial leader. If you get my opinion.... He uh spent a lot of time dealing with data and minutia. He was very interested in data, so well we would get calls to his office because he was working on an old electric typewriter- metal electric typewriter a data entry machine and had a problem with a word processing machine. So, you wouldn't think he would be involved with that level of detail but he was. But I liked the man. He was extremely likable and he was extremely inspirational which was important to the College at that point. MM: That’s good, so he kind of kept everyone together as the chaos was going through. It sounds like it took a lot of effort to move that campus KH: Right yeah I think he was the right man for the time. MM: Now I'm gunna move on. Now your first impression of Skidmore as a computer scientist. where did we stand in 1981. Were we up to date? KH: Well, you know up to date is a funny way to think of it because the times have changed so much. You know, as I brought my little slide rule with me from 1962 (when I bought that slide rule) to 1981, there was a lot of change, but computing and information technology was largely main frame systems with terminals tied to them. When I came to Skidmore what I found was there were two computers on campus. and I was going to be in charge of both of those. One supported academic activities; one supported administrative activities. The one supporting academic activities had been newly installed in the past year, I would say, so 1980. It was a Texas Instruments 990 which was a very inappropriate computer for academic activities, unfortunately. So, the choice I think had been influenced by JR Johnson as head of TI who had given the college so much land. I don't know exactly how that happened, but at any rate they had a computer that they had high hopes for - the academic side of the house- and it was not really doing the job. I would say it was pretty inadequate. On the other side of things - in the administrative computing arena there was a Sperry Univac System 3, which was about half the size of this table were sitting at. It was funny-shaped; it �might have been almost as long as the table but not as deep. So, you know, 5 or 6 ft long by 3 ft wide. It had sort of a desk built in and it was being run by a consultant so there were no employees there except a part-time clerk in the business office. There was an IT consultant who ran it for the college, and they had three or four, maybe five, terminals up in the business office in Barrett Center and nothing anywhere else, and the rest of administrative computing like the Alumni Office and Registrar’s Office, all of which have big needs, were relying on external consultants. The Alumni Office would mail data sheets to Springfield, Massachusetts where there were data entered by the consultant on their computers in Springfield, Mass. and then the reports that came out of the computers came back here for the alumni staff to look at. So, it was pretty slow pretty crude. The Registrar’s Office had a similar kind of arrangement with an external consultant arena. So, the administrative computer only served Barrett Center and it only had about 5 or 6 terminals. The academic computer was located on 3rd floor Palamountain Hall. I just walked by it today to see what it looks like up there and it actually looks remarkably similar. There are offices in the area where there were some computer terminals and there’s a closet that has a computer that’s still sitting there, so things don't look that much different up there. The terminals were two four, I believe, CRT display terminals and a couple of typewriters hooked up to this machine that was it. On the wall there were still a couple modems that were used apparently prior to that purchase to connect over to Dartmouth, which is the way they used to get their service. So, the College was in its infancy to say the least. But you know to say that things were so different..., nobody had an iPhone; you know, nobody had a personal computer.Tthere were no such things; they didn't exist. So, my task was to take all that stuff and try to figure out how to grow it into a reasonable computing environment for the College. MM: Ok for the sake of having images. I always loved having images in my head. I'm a very visual person. When I hear computer, I'm picturing a screen with a keyboard and I type and letters appear on the screen no.… were talking heavy bags of chips and wires. a lot of things that would seem pretty incomprehensible to the average person. KH: Right, yup. The TI 990 was sort of a rack monitor machine that looks like a tall version of that thing behind you, and it had a disk drive which was I believe 20 meg of disk, which is an insignificantly small amount, and it was roughly the size of a washing machine. MM: And uh compared to IBM I'm wondering and SUNY Central, or where else you saw, how do they compare? KH: The IBM environment that I left behind at SUNY Central had a huge computer room; it was probably 300 x 300 ft. And it was huge and it was full of large IBM machines each one of which was about the size of a refrigerator and there probably were 20 or 30 boxes the size of a refrigerator that made this up. Some of them were tape drives. They had huge tape drives; some were big disk drives that look like washing machines again and some were the computer itself. The machines back then were huge and they provided time sharing services only. That �was it, if you had a computer terminal hooked to one of these computers with a video display. That’s was the best you were going to get. A lot of people did what was called batch submission. They didn't have a computer terminal if they wanted to do something; they had a program that would do it for them. They would write data that were instructions on a key punch sheet and would give it to a couple of girls in the department I was working at at that point, which was the Department of Motor Vehicles. That’s where IBM had assigned me. They had two women who were full-time key punch operators. All they did was take the sheets from programmers and others and type that stuff up on punch cards which would get fed into the computer through a card reader. So, that environment would also be crude by today’s standards. Very extremely. But it was huge. But with Skidmore the difference was it was tiny. You know it was (laughs) two small computers, um virtually you know there was no key punch operators there was no card reader there was none of that. Few people had access to the computers and everyone else had nothing. MM: So, I’m happy to hear you say when you arrived at Skidmore on the personal side it did feel very welcoming. It did feel very friendly so that’s nice but as for the computer science side you said, well I have a lot of work to do. So, you were head of what is today known as the IT Department and was then known as Computer Services. KH: Right. It was known as Computer Services when I was hired. The position I was hired into was called Director of Computer Services. And, it was new in the sense it was the first IT position that the College had. The academic computer had been operated by two part-time faculty members who probably got a little course relief for doing the work they did. I'm not sure that was it or if they were still teaching too. MM: I’ll interrupt you here. Leo mentioned the name Margeret Riper is that… KH: Guider it was Guider. She was a math professor and the other professor who spent quite a bit of time on the equipment was someone named Robert Jones who may still be here in the Economics Department. He was here last I knew. MM: Ok, ok ok; and just before moving on Leo also… I haven't confirmed with you what Leo said in the basement of Barrett there was a Burrows B800. KH: No, it was a Univak system, 3 system 80, that was the administrative computer. That was the one being run by consultants. There were two full-time people there from the consultant. Really one full-time person who came and went a lot, was there quite a bit in the basement of Barrett. Thats how we started. When I was hired it was just me that was it. I was the first person and I shortly thereafter hired Leo [Geoffrion], who mostly worked with the academic computing side of the house, and another person Sam McGaughey who worked on the administrative side. �MM: Alright excellent that was what my next question was going to be. So what were the first actions you took as head of Computer Services and would you be making those hires? What else comes to mind of the first steps … KH: The hires were important. I realized very quickly that one person wasn't going to be able to do the job, so I worked to hire those guys which helped a great deal. Another thing was looking for where the weaknesses were in the current system and trying to figure out a preliminary plan for moving forward more effectively. Even before hiring the staff, I knew first of all with the academic computer that we needed to have more terminals hooked to it, so that more students could interact with it at the same time. It was four terminals in the first year (I was hiring Leo at the same time), so I don't exactly know the sequence or anything but within a year we had that four up to 12 ,which was helpful. The computer wasn't particularly good for the jobs it was asked to do or could do, but at least people could get at it. That was the best we could do as sort of a first wave and we did do that. On the administrative side, I didn't like the whole plan cause what they were doing was they had spent probably a couple of years by the time I got there developing software for the Business Office, the accounting software. Written it from scratch and their plan was to once they finished that to move on and go to the Registrar’s Office and write a registration system from scratch for the Registrar’s Office then move to the…. The experience I had in software development at that point told me that that was going to take them 20 years. You know it was just not going to get done, and perfectly adequate software was available for purchase and so right away I decided I was going to press for elimination of the contract for the consultants. Scrapping the work they had done which was going to be a hard sell because there were a couple proponents in the Business Office that believed in it. And buying a set of packaged software that would serve the entire administrative college environment. That was a struggle that took a lot of time for the first couple of years. I did convince my boss that continuing on the way you were going was not good. He put together… he had me put together a committee of people to go out and look at software and make a recommendation, and we spent a year maybe traveling around to different colleges talking to people who had package software installed already and doing those investigations. We did a thorough investigation and we terminated the agreement with the consultant, bought a new computer, put system on it, and moved forward from there. MM: Wow sounds like some bold moves. It’s what needed to be done, I guess. KH: It felt like it did. You know and they were fairly bold, I think. MM: Ok, well you had the experience now. Now we know a bit more about your projects. I'm wondering about these first years 1981, 1985, I'm wondering more about what daily life would look like ,...where was your office. �KH: I moved around a fair amount. My office was originally on the end of the little corridor I referred to earlier on the 3d floor Palamountain. Basically, if you took the center steps of Palamountain where you come in the front door facing west, I mean north, I mean you go up the big stairs turn right and go down into the first corridor that goes to the right. My office was down that corridor around a corner. I don't know who’s really now. It’s mostly English Department, I think. MM: Yeah, that’s right. KH: And as you go down that corridor you see some very funny shallow offices.... Those are the area we had our computer terminals in those early years. So, that was that. We were in that location for a few years. I'm not sure quite how many, for a few. The other area was the basement of Barrett center. I never had an office down there but once I hired Stan and we began and transition of system from the consultant to our new software, Stan’s office was down there and he was actually… (LAUGHS) he was in a totally unacceptable space. But he didn’t complain. I mean, literally, you go in the basement of Barrett Center; there was an office there. There was also a step up and a door that led to a totally unfinished basement. That was his office and you know it was unfinished concrete pipes hanging down all kinds of weird stuff. MM: Any windows? KH: But no windows; no windows. It was a total cave. The only window was out in the hall on the door and that was it. MM: It makes me wonder, do you feel like the administration respected the work that you did as a computer scientist? Were you important to them? KH: I never thought of it as a reflection of our importance; it was a reflection of growing pains and lack of space. The college campus in general was very crowded everybody was squeezed in. You know, there were numerous buildings that didn't exist at the time. So, a lot of staff was squeezed into space that was inadequate, so we kept it. We took it and we lived with it. And you know as I said what I don't remember is how many years it was but eventually things changed and we moved along. MM: So, correct me if I'm wrong but it seems like we have a picture of the early 80s. I wonder if it’s time on our timeline now to move onto to around 1986 from what I understand is that when AIMS came to campus? KH: Actually it was 1983 that AIMS came to campus.. MM: Ok..., AIMS, for those listening, Academic Information Management System. This is the computing system that you brought to campus. This is what you brought to campus to have everyone run on. �LH: To replace the UNIVAC that was running the administrative application. It didn't do direct academic support at all. It was all administration stuff, but it was it was a very all-encompassing administration system. It included an alumni development software area, a registrar’s system, a student affairs, business office, pay roll personnel. I mean it really every major administrative area to the college had a module that came with AIMS. They weren't all perfect with Skidmore’s operation. As something general never could be, so we modified it a bit to meet Skidmore’s needs in certain areas. Some areas needed more modification than others, and we added a number of modules on our own. It had a nice tool kit that came with it, so along the way I had hired a couple of additional programmers. I'm not sure I could tell you the years that happened. In administrative computing we had a couple of extra people who began modifying the system and enhancing it to meet Skidmore’s needs. MM: I’m hearing that you gave administrators, department heads they each have their own computer units? KH: Well, it was an integrated software system but there were modules- I guess that’s a better way to put it - AIMS itself was an umbrella that had a dozen modules perhaps. Each module supported a different administrative area. And they were all consistent in terms of the user interface. They all looked the same, operated the same way, shared the same set of data. One of the things that AIMS had that was kind of important back then, that a lot of systems did, was called people files. You entered data if it was an alumni request to enter somebody’s information, it went in the people file. The basic demographic information was kept in a common database and then more sensitive information was attached separately. It was a unified system which was helpful. MM: Ok, ok. We’re going to hit another landmark around here. Around July 1987 we got a new president, President David Porter. KH: Wonderful man. I love David Porter. He was great. He wasn't the sort of stand-up inspirational kind of person that Joseph Palamountain was, but he was a wonderful human person. He was just an average guy, an everyday guy. He was funny. He would sit up in front of the faculty, he punned -he was a great punner. He was important because there was some faculty unrest and the kind of thing that was not unusual in an academic environment and he helped unify the faculty. Made the faculty happier than they were perhaps. I might be overstating it, but David Porter was a wonderful person. I have great respect for him. He was a tremendous intellect and a sad loss actually I… we lost him recently and it’s a great shame. MM: That was one of our first assignments for interviewing class..to practice what a good interview was. This same project interviewing him …sounds like a great guy. Moving on let’s wrap up the 1980s. So, at the end of this decade-I mean when we started this decade-the administration seemed kind of like a mess. You're telling me that the administration and registrar work was contracted outside companies. Campus wasn't doing a lot of its work on its own campus. �KH: No, no - almost none of it. And again, the times were different you have to keep in mind that by installing AIMS we at least started to get around that problem and bring everything in house and by the mid 80s we had accomplished that. We had also Leo and his staff, we had a couple of extra people there by now too. Realized that the TI990 was never going to do the job for academic support that we needed on that end of things and most of our sister institutions were using digital VAX machines. And Leo no doubt talked to you about this, but sometime in the 80’s we managed to jettison the TI990 and replaced it with a couple of digital VAXes that were much more appropriate to academic computing. There was software available that had been developed on other colleges that you could get that did things that our faculty wanted to and students wanted to do. It was a great move going to those digital VAXes. I thought by that point, by probably the late 80’s we were well aligned with where we ought to be. We still might have been behind in sense that we had a lot of catch-up work, but we were going in the right direction. Also, somewhere along the way we moved. You asked about space. We kept the space in the basement of Barrett but, at some point, we moved our operation down to the library walkway area which was rehabbed to hold us. There was a merger with telephone services somewhere along in there too. The dates are really hazy for me. But I took over running the telephone system, which was essentially a computer. There was virtually nobody else who had that experience so we moved in the telephone switch that was down in that basement area. We moved the computer center in there and my office and most of the other offices wound up there as well. MM: Ok, ok KH: That was probably in the 80’s well it might have been 1990 I'm not sure. MM: I don’t know if you were in touch with student body. Student culture was like, what the spirit of campus was, if things were more optimistic than they were? KH: Well, I don't know. The biggest exposure we had to students was the students who worked for us, and we always managed to find a good group of students. There weren't huge numbers interested in technology at that point in time, but there were a few. There were amazing ones, students who had in their high school run a computer system for the high school, and we managed to hire them as they came along and use them as a lab assistants and so forth. So, we had that kind of experience with students, but it was a small sampling. From my perspective, I think there’s always a certain amount of turmoil on a college campus - as there should be. I think a college campus without turmoil wouldn't be a college campus. I don't think it was all that different, but my world was smaller. MM: Ok. I wish we didn't have to go through things so quickly but we do have 20 minutes left till we reach our 1-hour mark. So, I'm going to ask about the first half of the 1990s. What were you working on at this time? �KH: Well somewhere along the line personal computers started to show up and that really rocked our boat in many ways. Everybody wanted one. Everybody wanted a Mac or actually even earlier ones. Because we had established relationship with Digital for our VAX computers, Digital was going to come out with an early IBM PC clone called the Rainbow and we agreed to purchase a bunch of those. And it was a serious error. The Rainbow never sold. It was not successful. And I don't think we purchased more than a dozen or so, but that was not successful at all. So, we backed away from that. We were sort of stumbling and fumbling with what to do with this because we didn't have the budget to get everybody a new Apple 2 or whatever the early technology had been or even a Rainbow. We did what we could. We got some out there; we tried to adapt and bring in new ones. So that was kind of a turmoil for us, getting from a sort of time-shared environment with a central computer and bunch of terminals to one where people had on their desktops personal computers that were a little imitation of what we have today. MM: You were talking about faculty and staff having their own computers in their offices? KH: Right, that was just starting. Students were still probably getting most of their computing time through labs that we had set up. You went to a lab, you used a computer or a terminal that connected to one of our VAXes, and that was your academic support, but faculty were eager to get the micros: Apples, whatever. So I’d say the first presence of that kind of technology on campus was in various offices. The administrative computer stayed kind of a time-shared system too, so we weren't doing that in administrative areas. MM: Ok ok and so first the computer took up a lot of time. What else is going on any updates on AIMS? KH: Well actually have to go back to the 80s to go back to AIMS. The company we purchased AIMS from went out of business, so we committed to continuing with the software and modifying it to meet our needs, so it really satisfied 80-90% of our needs. We figured we could keep it up to date; we could modify it and go forward from there. We modified AIMS we kept it going and in fact it ran through the 80’s, 90’s until 2005, so we got wonderful service out of AIMS and uh yeah what can I say. (laughs) MM: Any other the pace doesn't have to be as aggressive. Are there any special incidents or stories that are coming to mind that you feel like you have to share to give us a good picture of what this time was like? Anything special? KH: Hm that’s a good one. um MM: You don't have to have any stories, but if so they're good to like… KH: Odd things happened. You know, we… MM: what odd things? �KH: We had a…technology was booming of course. And Xerox, I think it was, came out with a wild photographic printer that was; I'm not sure if it was Xerox but I think it was. It was supposed to be wonderful, and we managed to get a grant to get one of those. So, we got it and we opened it up, set it up, and really could not figure how to make any decent use of it. So, we boxed it up put it away and about 2 years later one of the faculty members of the art department came over and asked about it. And they were incensed that we had stuck it away and not used it. We had that kind of stuff that was going on; we were adapting to technology and learning new things just like everybody else and in some cases. What was interesting was the source of all knowledge on both computers resided in the computer center in the 80’s, and then as we got into the 90’s knowledge spread, and so there were people out there in faculty departments who in a particular narrow area knew more about computers than we did. So, it was a difficult transition psychologically for us to do that. MM: I’m curious, what did the arts faculty member want with that computer? LH: He thought we could have done something with it. And didn't really realize we had it. I think it was a question of the thing just got lost in the shuffle. He thought it could have been useful. We couldn’t make anything good out of it but that was the kind of thing that was happening, cause expertise was popping up in faculty areas and usually in a very narrow disciple. But nonetheless, it was expertise, and as computers got more and more capable by definition everybody knew a little bit less about certain areas. So, it was that kind of a conflict. Some of that was going on in that point in time as well. There was a faculty member who was into Next computers. They were kind of a black box. A Steve Jobs company that got kicked out of Apple, and we decided that we didn't think those were in the best interest of the college but there was a faculty member in the music department who did. There was that kind of conflict that happened periodically it was about growing pains and direction and a variety of things of that sort. MM: We’re at 1995 now, when you arrived Skidmore was in the era of doing everything by paper. Course registration you know, you get called, every department has its table, you have an index card to pick which class. You pick them all up hand it to the registrar that was your schedule admissions; everything all the records for all papers. By 1995 how much of this changed? KH: By 1995 it had all changed. I wouldn't say i think they might have still been doing the area registrations even though the software we have was capable of doing online registration. They had a variety of reasons for that. They hold onto things for a long time, but virtually everything else was moving forward with online support. Admission was done greatly in an online application. But , you know, the data entered it when it got here and from that point on was pretty much handled online. The alumni office had all their records online. So, by 1995 everything was really greatly different than it had been in 1981. Running a lot smoother and much more automated. Yeah. �MM: Alright now I'm asking about this particular time 1995 because there is a big change here I want to ask about. As Leo has informed me, his story goes that the school decided that AIMS as a system by mid 90’s the administration, as Leo tells me, our old custom system that’s not really sustainable, We need a standard system that’s more universal. They started talking and decided to phase out AIMS looking for something else. Leo tells me that you approved that and that was as the director of the computer science department. Do you have anything to day about that? KH: No, you know, it wasn't a sudden thing. AIMS, we were supporting AIMS, it was doing the job but technology was changing as technology does, so AIMS at its heart was a time-shared system where terminals provided access to a central computer. To change that so that it fully integrated desktop technology, desktop computers, would have been definitely a major rewrite, and we weren't doing that. What we were doing was supporting it if the registrar needed to be able to have a report of students that was not a standard report, we created one for them. If an office needed to be able to do a process differently this year from the way they did it last year, we would make that change. But the change would always be within the limitations of the technology. Which meant there was time-share with the terminal access. When people started saying I want to put my MAC on my desk, and I want to have it do this and integrate with the system, that was another ball game. It was a really big technology ball game. So, we could see the handwriting was on the wall…you clearly had to...we could keep AIMS doing things that people needed, but in a way that was very old fashioned. So, I agreed that it needed to be done. And we all did what Skidmore does best, form a group, went out and did a lot of time looking at alternatives. Spent quite a bit of time looking at ways to go. At that point in time, we decided to become… affiliate with Oracle on a pilot project, which again was in hindsight a mistake, but Oracle up to Larry Ellison was committed to education as a marketplace and we would on the ground floor helping the software develop. So, we did that; we jumped in and that was actually…the seeds of that may have begun in 1995 but the actual conversion from AIMS to oracle occurred in 2005. MM: And to continue that particular storyline as for computer system…turns out Oracle didn't really do the job because people…? KH: Larry Ellison’s commitment turned out to be not as strong as one would have thought. He basically said he was committed to education no matter what. He bought People Soft and said this is our solution. People Soft at the time and he looked at it thought it’s too big it’s something that’s meant for hugeness … Oracle was, too; I think that’s part of the mistake there. We need to start from scratch we need to take a look. And the system that the college wound up purchasing, Banner at that point was one we had looked at numerous times in the past. It was a system of old. It had been around a long time, but they had a big staff. They set it up to date they modernized it. There are merits to being in an environment where similar institutions are using the same piece of software. �MM: We’re not done yet. I just want to just come to the modern day. We’re still on Banner, aren’t we? KH: Banner is what we’re in. I assume we'll be on Banner for a long time. Now we’re committed to it. Banner is a product that is successful in the marketplace and therefore gets updated. So. I think the College will use Banner for a long time. It’s not a perfect product by any means, but it does seem successful, and one thing I've done since leaving Skidmore is worked on a consulting basis to convert a lot of that old AIMS data into Banner. Especially the student data. So much of the data going back to 1983, and in fact some that was converted earlier back into the 60s, is now in Banner. MM: Have you still been coming to campus? KH: I come up here. I come up to walk my dog up here a lot. I do some consulting as I said. So, I come up periodically to meet with the staff in the IT department. I do some software development, mostly data conversions stuff at this point. I support a couple of systems that I wrote in the days before I left Skidmore. So yeah, I still have technical connections here and i still love the place. I still come up here and walk around. Skidmore was very good to me and I love the place. MM: Ok, so we’re going to be around modern day, so I'm going be asking about some of the reflections you have. One thing, what made you decide to retire when you did? KH: Um one of the things that we had to do in the late 90’s, again we were still supporting AIMS even thought the idea of moving beyond AIMS was there at that point; that was still 5 years out. And as we approach the year 2000 there was tremendous pressure about computer systems failing. A lot of people thought it was going to be a disaster. Many systems only stored a 2-digit year and once you got to the year 2000… It got an amazing amount of press but there were issues there and in AIMS in particular there were some Y2K issues, as they were called att that point. So, my staff and I did a tremendous amount of work in that last year trying to get AIMS ready for Y2K, and it involved changing programs throughout the system, and while we were doing that we also had to keep up with the flow of requests for new things. Everybody always wants something new or different, and one of the things the College wanted was to develop a new purchasing support system. All this was happening at once. So, it was a tremendous amount of work through 1999 and into 2000. I felt burned out quite honestly. I decided i was ready to retire. So, I stepped down and was convinced by my boss to work an extra 5 years on a part-time basis. Which was very nice for me and I helped get some things done for the college. MM: when that time did come to retire, you left the campus a whole college than when you first found it? KH: I do believe so �MM: Alright and you deserve some credit for changing that. KH: i do (laughs, oh yes MM: I’m wondering how you changed over those times. Did your relationship change to the college? Did you remain static the whole time you were here? KH: No, I had different bosses. My unit got moved around a little bit. I inherited some areas. like I mentioned - telephone services and those things. So, my experience grew. I learned a lot of things; I learned to work for different people. When I came I worked for the Provost, who was the Academic Vice President, so i was connected to the academic side of the house, but I always had to balance this administrative computing and academic computing things. Initially I reported to the Academic Dean. Somewhere along the line I was transferred to work for the business operations, so suddenly then my boss was the Vice President for Business Affairs. I had great working relationships with both those people. So, working for an academic dean there was a lot of concern about academic computing issues. Working for the business vice president there was a lot more concern about administrative issues. So, I watched that kind of shift occur and adapted to it as I went. I actually enjoyed it; it gave me some different perspective. You know, an academic institution like any institution has to have a structure to support it to keep it going. The administrative stuff can be mundane. You have to have a human resources department; you’ve got to have an accounting department. Those things are mundane, but without them, they're the structure of the institution, without them you don't have an institution. On the other hand, the main purpose of an institution is an education so the academic side of things is very important. So, I got a nice view of that from different working arrangements with different bosses in different departments. MM: Nice so, sounds like you definitely had to learn a lot. You look back often to think about the things you would have done different knowing what you know now? KH: Well certain things. Might not even have gone with AIMS, given that their company was going out fairly quickly. I mean the product worked; we can’t complain. It worked from 1982 or 3, when we purchased it, up till 2005. That’s a tremendous lifetime for a software product, but we would have committed to something that had ongoing support so that’s a decision. I guess I would say I would do differently in hindsight; I knew what was going on. The other one was going with Oracle. We definitely shouldn't have done that; that was a mistake. So, those two big administrative things were different. In terms of academic computing i don't know that i would have done a lot differently. I mean moving from the TI990 to the digital VAX computers was a good decision, and it was important. And we did the best we could to deliver the onslaught of computer interests and I think we did that fairly well. So, my regrets were few I’d say. I think we did well. �MM:Alright, sounds like an excellent career I mean when you did step down from head of IT, did you meet the next head of IT? Did you have any advice? KH: I did i don't have the feeling he was interested in any advice, but I did meet him and we chatted occasionally. I would go talk to him at least once a week, and he was very different from me. His style was very different and his interests and so forth were very different, so i can’t say I agreed with him but that’s to be expected. Things change when you get a new leadership. MM: Advice in general as a computer scientist do you think there’s things the IT department remembers from your time? KH: Well, I think the biggest thing in an environment like Skidmore is listening to your constituents, go out and talk to them, that would be my advice to today’s IT staff. Get as much input as you can. Meet with people. Set up little groups, perhaps, of people with special interest and commonality. Meet with them. Stay in touch with thinking at the academic department level. uhh and in administrative computing I don't think that…it sort of happens by itself; it’s more of a structured environment. The academic environment can be very unstructured. Faculty departments can be little fiefdoms in a way, so they can kind of go off on their own. You really need to keep in touch and bring people together as much as possible. MM: i just realized, actually, that sounds a little bit familiar. It’s kind of the same you first found when you came to Skidmore. Think you'd help continue that and do you think it’s still around today? KH: It’s a little hard for me to judge, I guess, but i think so. I think the place is hugely different from the way it was. There’s always certain amount of dissent again, but a college environment should have that. I think the place is pretty similar. By the time you're retired you do see some changes, though. The building of the Tang, the building of Tisch and a lot of other … a lot of student body got more diverse, a lot more prestigious. It still pretty much feels the same. From my limited perspective it seems very much the same. A lot of people turnover has been really great, but very few of the people who represent the old Skidmore to me in terms of leadership aren't around anymore. So, it’s all different people, some of whom I don't know. But it still feels the same when I come up here. So, yes, i think it hasn't changed a lot. MM: We’ve reached the end of our hour. Before we go I’d like to ask is there anything in our quest to create a good portrait of your career contributions, Skidmore from your eyes, is there anything we've missed in creating this portrait? KH: I think we really covered it pretty well. I mean, I think i came to Skidmore at a time of great change in the technology industry and in Skidmore, so it was an interesting moment in time. The college needed a lot more computing. Students were expecting it, clamoring for it, and �computers were changing dramatically. So, I came here at the start of something. It’s one of those things that always meant a lot to me. I was able to get in on the true ground floor. I was the first IT, so I participated in hiring. By the time I left here in 2000 I had participated in hiring everybody who worked for IT at Skidmore, and that would be it I’d say. I think we covered it very well. MM: Ken, thank you so much for coming in today. � Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Max McDermott Interviewee The person(s) being interviewed Ken Hapeman Location The location of the interview Scribner Library Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Recording Record Contributor Individual who prepared the item and/or edited it. Michelle Cohn Record Creation Date Day/Month/Year of record creation/edit April 26, 2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Ken Hapeman Date A point or period of time associated with an event in the lifecycle of the resource April 5, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource Eng Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. "Interview with Ken Hapeman" Skidmore Saratoga Memory Project, accessed April 26, 2017 Description An account of the resource Ken Hapeman was born in 1944 and grew up in Hudson New York. He went to Hudson High school and RPI College where he graduated with a degree in psychology. At Skidmore College Hapemen was the director of computer services, the first IT position the school ever had. He worked to provide more opportunities for students to use computers as well as updating the software the college used in order to advance its technical processes too. Hapeman worked at Skidmore from 1981 until he retired. AIMS Campus Move Computer Science David Porter Engineering Program faculty relations Information Technology Joseph Palamountain Palamountain Technological Changes https://www.ssmp.mdocs.skidmore.edu/files/original/304d387294a9afb608981560bc0cb78f.jpg 195e856df84f1c798ef34b41c5702c15 https://www.ssmp.mdocs.skidmore.edu/files/original/5a95f8598a92c15cfc02e134cf5c3f33.mp3 038e222696e81a336fa8991738e51d1d https://www.ssmp.mdocs.skidmore.edu/files/original/e79692af62e27b8350fb91fb9e687686.pdf e53727de878f873acf60c0c34b98a18f https://www.ssmp.mdocs.skidmore.edu/files/original/7f4ea665237fe2bd85aa7f626d483d7c.pdf d32cd0c33d356de4121dd3b02b28f8f2 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Ethan Reardon (Class of 2020) Interviewee The person(s) being interviewed Mary Ellen Fischer Location The location of the interview Scribner Library, Skidmore College Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Audio Recording Record Contributor Individual who prepared the item and/or edited it. Ethan Reardon Record Creation Date Day/Month/Year of record creation/edit April 26, 2017 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 1:00:49 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Mary Ellen Fischer Date A point or period of time associated with an event in the lifecycle of the resource April 3, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Retiree Memory Project Language A language of the resource English (en) Description An account of the resource Mary Ellen Fischer came to Skidmore in 1975 as a professor of Soviet politics in what was then the Government department, now Political Science. She would later head the department and chair numerous college committees, leaving behind a legacy of intellectual excellence, commitment to community and an enduring work ethic. In a background interview, former colleague Ronald Seyb praised her for her leadership in their department and at the College. In this interview, Mary Ellen describes her experiences in these positions and her relationships with campus colleagues. She also reflects on the transition between campuses and the introduction of coeducation, as well as her scholarly travels. Subject The topic of the resource Retiree Oral History Project Type The nature or genre of the resource Oral History Campus Move coeducation Departmental Relations Diversity Eric Weller Government Department Intergenerational Faculty Relations Labor Relations/Benefits Town-Gown Relations https://www.ssmp.mdocs.skidmore.edu/files/original/5140f159c8ab8a976e02d4c305222759.png c4ff69b948b2e8c11e855dd0556c6dda https://www.ssmp.mdocs.skidmore.edu/files/original/b35e8c22190640b045f44be7deb09b0e.png 3f71189e701277c8cbdfedae276ad426 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). Adult and Senior Center of Saratoga Subject - Details This subject field describes the amount of detail in a map. For maps: (or layers) included on the map itself. This field might denote that the map includes information about, for example, Mountains, Railroads, Soundings, Elevation, or Population. These are controlled-vocabulary terms developed locally. The cataloger should be generous in assigning these terms -- even if only one canal is visible on the map, it should receive a "Canals" subject in this layer. Some of these terms are less specific than others and may warrant expansion in the Abstract field. For example, the "Businesses" term might be included here while the Abstract notes that the map shows mills and stores. Multiple terms can be used in this field. Saratoga Springs (NY) -- Adult and Senior Center Saratoga Springs (NY) -- community organizations Subject - Name Names of individuals associated with the item. Last name first. For Maps: People represented on the map itself. In nearly every case, this field will be used when people are pictured on the map (several maps in this project are decorated with photographs or engravings in the margins). Use authorized versions of the name from the Library of Congress Name Authority File where possible. Celeste, Lois Radcliffe, Phoebe Dym, Jordana Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Civic Life Subject - Organization Names of individuals associated with the item. Please put "Tje" at the end: University of Chicago Press, The Adult and Senior Center of Saratoga -- Saratoga County -- New York URL Article appears at <a title="Skidmore Student Reveals Archive" href="http://issuu.com/saratogapublishing/docs/st051217-web?e=2012074/48618404" target="_blank">http://issuu.com/saratogapublishing/docs/st051217-web?e=2012074/48618404</a> Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 13/05/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Skidmore Student Reveals Two Year Archiving Project of Senior Center Date A point or period of time associated with an event in the lifecycle of the resource May 12-18, 2017 Is Part Of A related resource in which the described resource is physically or logically included. Saratoga Today Publisher An entity responsible for making the resource available Saratoga Today Description An account of the resource An article describing Phoebe Radcliffe's presentation of the 60 Years Young archive project and video at the Adult and Senior Center of Saratoga on May 5, 2017. The project is the culmination of a two year collaboration between MDOCS and the Center as part of the Skidmore-Saratoga Memory Project Subject The topic of the resource Adult and Senior Center of Saratoga Type The nature or genre of the resource newspaper article archive exhibit Phoebe Radcliffe Senior Center Sixty Years Young SSMP https://www.ssmp.mdocs.skidmore.edu/files/original/a5fab781dc7a3c1d29e1a1ebe7da073e.jpg 07db1e243b9d9977008bda51412abcf0 https://www.ssmp.mdocs.skidmore.edu/files/original/a0fd2aad76c6cba59087b36adf439923.jpg 0fab5bb1c3a9f84f9a2f6fd63ba2934a https://www.ssmp.mdocs.skidmore.edu/files/original/590ef8db18e7ab03dd32dbef91b277e9.jpg 13cb163fc16126ad96b67edd4f8393b7 https://www.ssmp.mdocs.skidmore.edu/files/original/5ab8fae722c0ffa51c08107bece955ca.jpg c0daf65bf43a1620b6e9092a16a35cd0 https://www.ssmp.mdocs.skidmore.edu/files/original/5dc2f9f418db273188a5684969662f9d.jpg 2af846a39c51994c094f7108979406ac https://www.ssmp.mdocs.skidmore.edu/files/original/e06412c34ac9040a006f4de82f83976d.jpg e25c83dc52b7a531d77d9e9276c36f8e https://www.ssmp.mdocs.skidmore.edu/files/original/2358e00b4ff3b3d5353f47c0bcfec19f.jpg 144fdcf416c1c7066b136806a7e68432 https://www.ssmp.mdocs.skidmore.edu/files/original/fb5bb149246187ec002d24fcf4c5fc02.jpg b039ee78e5b3e5a0b270a52faa50c164 https://www.ssmp.mdocs.skidmore.edu/files/original/a05688903655edeb1168283e0a7cea52.jpg 4a892fd3102c7877b0fcf89d520b195e https://www.ssmp.mdocs.skidmore.edu/files/original/0613edd36b023b313561b674310c3457.jpg 58101f0ed0f1ce0af58a6e7c134f12e2 https://www.ssmp.mdocs.skidmore.edu/files/original/fa450d1e955c9e22eff1b4e836f81552.jpg edec9e05d48ab07f51076e41fb455d07 https://www.ssmp.mdocs.skidmore.edu/files/original/bad897332f1828bb7d46c5a5f7203352.jpg 07db1e243b9d9977008bda51412abcf0 https://www.ssmp.mdocs.skidmore.edu/files/original/d6b234bd9af9bee5302e674e4642843e.jpg 28751a34e75fb0005430a1594e42a384 https://www.ssmp.mdocs.skidmore.edu/files/original/d96cc152c8b5a45aa9f161a9e1b57ff3.png 8ef18dd6bdcdbe08710de763df1217b2 https://www.ssmp.mdocs.skidmore.edu/files/original/6577d14c34400b5148f6d51f7cf1cede.JPG 852e99c6ba7c8e60c5676910cc68d750 https://www.ssmp.mdocs.skidmore.edu/files/original/ff35ae03fadcd770e17b84270e0a6b15.JPG 3b9dd57d5299b8be5e94e577d1d96441 https://www.ssmp.mdocs.skidmore.edu/files/original/4a3c363e08aa29e3a9f1c6b316faa8eb.JPG 41f506f7f872a3f9e80f831de273aef8 https://www.ssmp.mdocs.skidmore.edu/files/original/8db8fa62192b39284aef8818751fa153.JPG 41f14c9c886176dfda3d74834c0f39df https://www.ssmp.mdocs.skidmore.edu/files/original/8a00458f10986f4407beee19f6357aa9.JPG 2bbaa70fc69423d43c5e13a318aca863 https://www.ssmp.mdocs.skidmore.edu/files/original/5c5244f61883548291f2610f273cf958.JPG 1752da94cd910895816d10233098c6bb https://www.ssmp.mdocs.skidmore.edu/files/original/7426e341efcc1e8676c5cc526c6765fb.JPG 29410ca290265191a982dc73848e60e6 https://www.ssmp.mdocs.skidmore.edu/files/original/efe74447b0a5997e94ef37b5c91b90bc.JPG c6d2cd4c4163e7171d794c87cab18ff9 https://www.ssmp.mdocs.skidmore.edu/files/original/8e37e1a8a9f869b157a549563c0275cd.JPG cbecbd017fd3f999077fcf2f4d41d230 https://www.ssmp.mdocs.skidmore.edu/files/original/0bdf62ba07f60de8805c1e5033c131ad.JPG e67a3acf23b87cf3260b773a8160db30 https://www.ssmp.mdocs.skidmore.edu/files/original/0ee9c1897cc08eca9abbbe72cb2aa4ac.JPG 33252656acf7fdcccb1c4553072195fd https://www.ssmp.mdocs.skidmore.edu/files/original/00347f57e72c7101701196ed3a3bbb6e.JPG 4221739ddd7f6cfb43bbe4daf433c101 https://www.ssmp.mdocs.skidmore.edu/files/original/5fc4f978197a47f66ec3b47cd9ced9ee.JPG 67fc9ecad4c5ccbf4af5e9d484af7180 https://www.ssmp.mdocs.skidmore.edu/files/original/90a8d40173da5ddad0deb8d6bd224f64.JPG 69bec8ea18b2edeca387555dc7fc656d https://www.ssmp.mdocs.skidmore.edu/files/original/0c0c91ba7f311181e741877433262659.JPG c5518f9ed1046f32a298a79629ba1195 https://www.ssmp.mdocs.skidmore.edu/files/original/32c983f43671aef06bc5724a0e367809.JPG afab04f4b3f55e2b4730b27acc329a5b https://www.ssmp.mdocs.skidmore.edu/files/original/6b0746aed9cd063c96d06280eb817230.JPG adf6ed6f87a948c6e164ad83fd057695 https://www.ssmp.mdocs.skidmore.edu/files/original/0e38075f64f5d77adf8bd54b5547155e.JPG 4a4d2cdf4a27caeb25817f25368e09d0 https://www.ssmp.mdocs.skidmore.edu/files/original/5954e5afee08d9a121d94b062e5c49ce.JPG 746b1e641f6540b0ee788ecbe9683d6e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Gala Photos Date A point or period of time associated with an event in the lifecycle of the resource November 6, 2015 https://www.ssmp.mdocs.skidmore.edu/files/original/0acfe582d79b4634e88893567d02dd09.pdf b2916709026ca0bb124f7613593c82c7 PDF Text Text     1976   About  the  Exhibit   1964   Notables   Golden  Age  Club  organizers   Minnie  Borneman  &  Edna  Hogan   Board  of  Directors   First  Board  (1955)   Norman  L.  Ritche,  President   Rev.  Paul  Hydon,  Vice-­‐President   Minnie  Borneman,  Secretary     Fred  W .  Dunson,  Treasurer   Claude  van  Wie,  President  (1959-­‐1960)   Robert  Gass,  President  (1976-­‐1988)   Executive  Directors   Marjorie  Vokes  (1961-­‐1970)   Sylvia  Newcomb  (1984-­‐2002)   Bill  Davis  (2002-­‐2010)   Lois  Celeste  (2010-­‐present)   In  its  first  60  years,   the  members  and   staff  of  the  Adult  &   Senior  Center  of   Saratoga  collected   photographs,  news-­‐ paper  articles,   minutes,  news-­‐ letters  and  mementos  of  the  Center’s  rich  life.  Early   member  Sabra  J.  Hook,  perhaps  the  archive’s   original  organizer,  stamped  several  items.   Sixty Years Young Stories  from  the  archives         From  Golden  Age  Club  to     Adult  &  Senior  Center  of  Saratoga     1955-­‐2015   At  the  request  of  Executive  Director  Lois  Celeste,   Skidmore  College’s  MDOCS  program  supported  five   students  –  Phoebe  Radcliffe,  Eli  Ruben,  Natasha   Thaler,  Rebecca  W alker  and  Tracey  Wingate  –  as   they  drew  on  these  materials  to  d evelop  a  history   of  the  Center  and  to  create  materials  for  this  exhibit   and  a  short  film  on  the  Center’s  past,  present  and   future.    Faculty  Crystal  Dea  Moore  (Social  W ork)   and  Jordana  Dym  (MDOCS/  History)  advised  this   part  of  the  Skidmore-­‐Saratoga  Memory  Project,   http://ssmp.skidmore.edu           The  Adult  &  Senior  Center  of  Saratoga   1973   5  Williams  Street   Saratoga  Springs,  NY  12866   �2 1 Timeline   1955   Saratoga  Golden  Age  Club   est.;  48  charter  members   1957     Senior  Center  of  Saratoga   incorporated   1958       162  Circular  Street  bought   1959       Meetings  begin  at  Circular   Street   1960   Saratoga  Senior  Center   officially  joins  Senior   Centers  of  America   1975   Saratoga  Springs  Senior   Services  begin   1978   November,  new  Center   opens,  5  Williams  Street   1979   New  Senior  Center   dedicated  (April  1)   1993   Kilmer  Pavilion,  funded  by   bequest  by  Margaret   Kilmer  of  Greenfield     2012   New  entrance     (Price  Chopper  grant)       New  carport  (Alfred  Z.   Solomon  Trust  grant)     The mission: to empower seniors to achieve and maintain personal independence and individual well-being by providing the program structure and support services necessary for healthy recreation, companionship social involvement, and problem solving. In the 1940’s, the concept of community centers designed for seniors --“Golden Age Clubs”-- in the US. New York State senator Thomas C. Desmond was a leader in this movement, who championed the “Age of the aged” and “oldsters” “ rebelling against idleness, learning new tricks, & changing our economies.” In 1955, Saratoga Springs seniors and community organizations met at the Saratoga Springs Public Library, Veteran’s Home and other locations to plan. Mrs. Minnie Borneman sent a letter to senior citizens inviting them to meet on March 28, 1955 in the office of Saratoga County Health Association to explore forming a Saratoga Golden Age Club. By July, the Club was airborne with 48 charter members, including co-pilots Edna Hogan & Minnie herself. The Club set out to serve seniors 60 years (soon 50) and older because (as she wrote) “we oldsters have a job to do. And do you know, we can be very potent in our community and in our country – for good—if we learn how to work together to achieve that goal.” In 1958, the Senior Center, Inc. incorporated to be able to purchase a home, 162 Circular St. and laid down a mission: ”promote the best interests of the seniors” of Saratoga Springs & Saratoga County. By 1964, its fifth anniversary, the Center was open 5 days a week, 10am - 4pm, offering a “variety of programs… [so] each person is able to find some activity of interest.” The list included ceramics, painting, chair-caning, rughooking, card playing, billiards, singing and sewing. plus events from hobby and flower shows to dinners, picnics, field trips & weekly film screenings. Today many (not all) activities continue, with Tai Chi, dance, and other mental & physical activities. But they do so in a new home. By 1969, with the initial mortgage paid off, and the center – serving around three dozen of its 300 members a day under the leadership of Executive Director Marjorie Vokes, sought a new home. Robert Gass, a lifelong Saratogian and Center Board President, spearheaded funding and building a new Senior Center at 5 Williams Street. Today, the Center supports many activities and over 1200 members. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper brochure Abstract (& Historical Note) Natural language description of the map itself, providing a general summary of the map and noting significant features. This is the place to introduce keywords and proper names that might be of interest to researchers, but do not warrant a separate subject heading of their own. Inset maps should also be described here, with their full titles given. Whenever historical or explanatory information is available, it should be included here as well. This includes information about items or events that are larger than just the map itself; for example, information about cartographers, a description of the map's historical significance (for example, "This is the first printed map of Saratoga Springs"), notes on the laws leading to a map's creation, descriptions of changes in state or county lines, information about the organization that created the map, how often maps were updated, and information about the map's creation and publication. Many State Archives maps have historical information in the catalog record -- that should be captured in this field. An overview history of the Adult and Senior Center of Saratoga, with a timeline. Graphic elements taken from the poster designed by Michael Zhou. Repository Name of the repository that holds the original item. Saratoga Adult and Senior Center (Saratoga Springs, N.Y.) Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 14/05/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young: Stories from the Archives Exhibit Brochure Date A point or period of time associated with an event in the lifecycle of the resource November 2015 https://www.ssmp.mdocs.skidmore.edu/files/original/b1334f91b2f974db3a8fada3bf57ad48.jpg baaf515533d48776e4af5a6332f28efb https://www.ssmp.mdocs.skidmore.edu/files/original/cc3c2b3369aa423f6aceec20e4e8305e.jpg 6d60cd007cf5cabc1c54254f5a511398 https://www.ssmp.mdocs.skidmore.edu/files/original/b99467499816da75a68ce05fb66d1c6b.jpg 68d0b96072bf1047e4fe3bf954958ec9 https://www.ssmp.mdocs.skidmore.edu/files/original/381e06813775bdef27ec6f3d1a479018.jpg 6bfd07341de1311558161df1cd75e0df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Planning Meeting Date A point or period of time associated with an event in the lifecycle of the resource January 26, 2015 Description An account of the resource Adult and Senior Center director Lois Celeste, Dee Sarno, Crystal Moore (Social Work), Jordana Dym (MDOCS/History) and others meet to discuss the memory project and planning for a gala in November 2015. https://www.ssmp.mdocs.skidmore.edu/files/original/0b605e252036c0049649cf6a4c0ef2b8.JPG e753342d458650785ea6f8926a6798dc https://www.ssmp.mdocs.skidmore.edu/files/original/ca6a4d9dfc07c140ee6ed078e2a592ef.JPG 8a8f17f09d4658663b10f167ae14f6fb https://www.ssmp.mdocs.skidmore.edu/files/original/fb1241129c669b22f2a7d924ac5443ea.JPG e2f60117cbe419b05d3a500e312e5abb https://www.ssmp.mdocs.skidmore.edu/files/original/5c4c78c61c2c9e343b5e96a199d89443.JPG c190fa99dae4b22998658b25eaa7112c https://www.ssmp.mdocs.skidmore.edu/files/original/ce9cb99396c64b44eaed85a3936761ad.JPG f2a6edde32f783965bb0c920e1108101 https://www.ssmp.mdocs.skidmore.edu/files/original/20138709dbf62451c51445a0a97029fc.JPG 6e16004d4d66f35759cba6831427495c https://www.ssmp.mdocs.skidmore.edu/files/original/e8f0f96a296deb3b44747d3f0b75e8d7.JPG 3fca34d4d22314f17f2ae71c779275c0 https://www.ssmp.mdocs.skidmore.edu/files/original/1eebef3b4323cc987eead3b935411dbe.JPG 44727b02968c6fe494ebe272c400be95 https://www.ssmp.mdocs.skidmore.edu/files/original/1479f2f5e083e47458930f23cddcb3cb.JPG 58c1766f63c23c90c92672ed6c161932 https://www.ssmp.mdocs.skidmore.edu/files/original/6b399c963c276d0e2a0cc59df8a0806f.JPG 090fc428931222c81cc1872e7f4dd4a0 https://www.ssmp.mdocs.skidmore.edu/files/original/3c363ec054ea4d73f8167ddae8614a35.JPG f9507585527c6a8715fd923cba73c3f7 https://www.ssmp.mdocs.skidmore.edu/files/original/ee4d83a2688a1b880afc6548a172c09d.JPG fe52e7bbf823c34c4b62438d95187cc5 https://www.ssmp.mdocs.skidmore.edu/files/original/0c3c802564316fc516cc1582b6c6eac7.JPG be947eebb4c42f0f81f3001bcf6e5ba6 https://www.ssmp.mdocs.skidmore.edu/files/original/f84a98f1d7334392e7e440a55adf5513.JPG fdf44a3a08e59ce141cb5c0e82c2d634 https://www.ssmp.mdocs.skidmore.edu/files/original/4f5b69e6d0e4fb8d999c019fe28c2695.JPG 3556190e5a50393a4c64a3adffe3fb72 https://www.ssmp.mdocs.skidmore.edu/files/original/8945dea06ae110a9e4635067ae928a83.JPG 26dd6bfc3085fa13abe7e8d6648c22a6 https://www.ssmp.mdocs.skidmore.edu/files/original/f1f1838f5fed612261c2f7bdacdd605c.JPG c2d0fec4035e07b68f4d5835a62b0378 https://www.ssmp.mdocs.skidmore.edu/files/original/d8e7e5275c2186548dcf4e34f68e7f8f.JPG 8bba99cd40224ea277fb9f8cb12403f9 https://www.ssmp.mdocs.skidmore.edu/files/original/6f3b533ac04e877804cc5728a4d138ec.JPG e28fe34bf04cb1ce08adf68f423e901b https://www.ssmp.mdocs.skidmore.edu/files/original/b79c8d7b3083a4637f23f6eb71dd262e.JPG a8e949968711a2088a24be6f0a0e829e https://www.ssmp.mdocs.skidmore.edu/files/original/b5a91ed223eb9e480bebb2c75969228e.JPG db78acb6a0f7c81e1fa50a023d7f712a https://www.ssmp.mdocs.skidmore.edu/files/original/604883fddf3652a254eb39097e90862d.JPG adb5b180bbd990458e6406abaf66452c https://www.ssmp.mdocs.skidmore.edu/files/original/87157a98706d7ca812502aeaa67083cb.JPG 71e0345e346816b9597eb79e358e8c9f https://www.ssmp.mdocs.skidmore.edu/files/original/19127d2c09a55096d4c6cb81f698c27a.JPG 48a4c2ae96fa03a71d136fb0757b9acb https://www.ssmp.mdocs.skidmore.edu/files/original/13a444a1e61a75a4e85188595aa8e788.JPG de5e721c04d8b9b6865bebbf18b4b53b https://www.ssmp.mdocs.skidmore.edu/files/original/40d671e693b0a4f1d5dde3730db0df8b.JPG 852e99c6ba7c8e60c5676910cc68d750 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sixty Years Young Class Photos Date A point or period of time associated with an event in the lifecycle of the resource October 2014 - November 2015 Description An account of the resource Photographs of students and faculty in Archival Storytelling preparing the archive, taping an interview with Lois Celeste, and learning the principles of audio recording with Nat Cabrera, '17, who worked as a student assistant in LIB 113. Contributor An entity responsible for making contributions to the resource Dym, Jordana Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1973-60YearsYoung-Cardplaying Title A name given to the resource Concentration Date A point or period of time associated with an event in the lifecycle of the resource 9/16/73 Description An account of the resource A newspaper clipping showing three women playing cards at the center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper activities cards Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/9aff216255b9fd2804e73fb68c5183ef.jpg ef2cac02da67a3a796065e2c007736a8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1990-60YearsYoung-ComputerClub Title A name given to the resource [Senior Center Computer Club Members, 2005] Date A point or period of time associated with an event in the lifecycle of the resource 06/12/2005 Description An account of the resource A group of seniors who comprise the Computer Club Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph computers Saratoga Springs Senior Center technology https://www.ssmp.mdocs.skidmore.edu/files/original/ccd546135e1eb9eb8534180903cce931.pdf 5603b7a664e2afe1ffe89c383df00a95 PDF Text Text flnt president of the club, 1econd from left, was the ln1talllng officer, who inducted the following, proceeding, left to right, Mn. Edna Hogan, president; Dominick J. Lambert, vlcepresident; Mn. Lam· bert, secretary, and Mn. Anne Dicklon, treuurer. GOLDEN AGE CLUB INSTALLS-Officer1 of the Golden Age Club were Installed at a dinner meeting Wednesday night at the Presby· terian Church. Everett V. Stonequlst, left, of the Skidmore faculty, was the master of .:eremonies. Norman L. Ritchie, a founder and Mrs. Edna Hogan Installed Golden Age Club President Law Day Reminds Citizens Of Rights,Dutie_s,Sherman Say. Mrs. Edna Hogan was installed Joseph Tarantino, whose father is County Judge Richard J. Shent1an In this connect.i<Jn Hid that th he as president or the Golden Age Club a member of the club, and Albert praised the setting aside of May 1 judge and ooherofficers of bhe COIJTI at a dinner meeting Wednesday in K. Braim, local lawyer. Tarantino at Law Day in a statement Thurs· including the jurors share ~he n the serviee rooms of the Presby- and Braim· repre.5ented a group of day at a special term of County ibil't f ' . t tl 1Y terian Churoh. Norman L. Ritchie, local men who made possible C,ooi,t. _ spc_ms o p~ervmg, s reng first president of the club and one program presented at the dinner. Not.mg that it was the first enmg, and passmg on to futu11 of its found«s, inducted he~ for her The special guests congratulated national observance of its kind, generatioos our judicial systen second term. _Second president of the olub on i.t.saccomplishments and Judge Sherman reminded tnat "the which unconditiooally guarantees the club esta:bl~ three years ago wished it ~uocess. pul1)0Se is to~ every citi~'s equal justice under law." He said 1 was Mrs. M!11" B~eman. e . The Rev. Howard R. Foye, Pres- ~warertess 0 ! the r1ghts and pnv- that this was a guarantee of our Other officers mstaMed were. byterian pastor gave the invoca- deges he enJoys by reasoo of our . . .. vicepresident, Dominick J. Lam- f 10 . • system of law and court." He added heritage as Amer1c;m c1Uzens. end that "it is designed to strengthen Urging that all citizens .rededicate bert; secretary, Mrs. Lambert, and :· Cl St k g ctirs_. ar.a Judi~ s~nV selavnds the nation's dedication to the rule themselves to the task of passing on treasurer, Mrs. Anne Dickson. I:!• ist , ohat rman se 1 .. • meedish e ons S ng arm "L • of law to the foundation of our to , .. Ct zens of t omorrow t h . E verett V. ......onequ . . ..,e 'ti of the department of ~iology at ~ 8 w G'ft society." t heritage of liberty under law, h Skidmore, was . the master of cere- B ,,,rd se· ! ~ M ~..... t Remi,ndi""' that "freedom under said that to keep this ideal alive · . mgmg. . t rs. nuuer the 1aw is .,,. of the greatest bless- th'lS era of diet.ators, " we n eed t morues. He was introduced bY Mrs . Hrown Id f' .... and M ooe Hogan, w~ we!corned the guests. st:t: ie s~tc~::15 :.Sweet a~ ings that ean be bestowed u,pon sa~e passi~te love of liber ~:~ said t1fit eve1;;;l~:! Low." Both are members of the mankind," Judge Sherman said, d~tcr~ .to d1~~I. re~pectda l .for .vme gm nee w .ar in 8 sma way ~ club however, "that it is something for ~ . at II m 1 be believes the Golden Age Club 1s · . which we . must continuously msptred our plOlleer forefathers the begimiing-of a great movement. Mrs. Foye played the piano ac- tru 1 .. found this free nation as an exam ~augh- s gg e. to liberty loving people ev< He pointed out that with the i,n. companiments for her Nin:e erease In the average span of life we ters, Betsy, flute; Peggy, violin, and Cites Critical Period where. ere becoming a nation of older Susan, ceHo. Thek numbers were Noting that during this critical --~ pe1'90DS.He said that, while the "Trio Sonata in D minor" by Tele- period of history "when Jaw is -energy and enthusia/m of youth are mann, and "AJilThrough the Night." flaumed or perverted m some of important, $0Ciety needs the judgJames Gosch, principal of the the countries of the world," Judge ment and wisdom CKolder people. Zoller School in Sehe..ectady, pre- Sherman added that "it is particuSpecial guestsincluded Mayor sented a program of magic. Mem- larly appropriate that the people of end Mrs. Addison Mallery, Miss bers of the audience who assisted Amerioa should proclaim anew their Kathryn H. Starbuck of the Spa him were William Owen, Joseph dedieatioo to its great principles." Authority; Mrs. Joseph Lebowich, Christopher, Betsy, Peggy and Susan "This is the first time," he said, executive secretary of the Friendly Foye and another member of the "that the nation has set aside a day Red Door; Mrs. Leland Cooley of club. His program was riimaxed by to honor llhe law and what it has ~. who assisted in the or- a cooking lesson which resulted meant and can mean to Americans, ,anization of the loeal club; Miss in the appearance of Peterkins, a yet Jaw is the intangibte foree that oatherine Keogh, dh'ector of guid- Dutch rabbit. makes freedom and progress posance in the public schools, who rep- The chicken dinner was prepared sible." resented C~ude VanWi~, superin- by a committee of Pre9by1e1"i~ He explained that law brings tendent; MISSBeverly Field CKthe women, Mrs. James Krumal, chair· order into the affairs of men, enM-r~ Harry Bennett, Mrs. ab}ing them to lift t:hei,r sights .. Skidmore facu~y; M_rs.A. V. Des ~; Forges, executive director (ff. the R~x~ G~f1ths and Mrs. James above mere survival. At the same . Sarttoga County Health Assoc18*n: ZeJStng. Grr-lsfrom Y served. wne. oontinued, it giws the inlie dividual citizen security tpat he o'therwise could not obtain and it also protects the family ,and other organized groups. "It is the cement that holds our society together," he said. "The Judges of our court-from the lowest to the highest are subject to conlrol ,ooly by the law of lhe land and are accountable only the1r own consciences and to !mighty God," he said. tw :°~ ..~1 I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 195x-60YearsYoung-Hogan-InstalledAsPres Title A name given to the resource Hogan Installed as President Date A point or period of time associated with an event in the lifecycle of the resource 195x 1950s Description An account of the resource A newspaper clipping relaying Edna Hogan's installment as President of the Golden Age Club Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper leadership president Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/3526a0b3cdf90d00475f36f617e2aec1.tif 64347434f705181c9b14fbd86978de7b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1988-60YearsYoung-GassSignsBudget Title A name given to the resource Gass Signs Budget Date A point or period of time associated with an event in the lifecycle of the resource 1988 Description An account of the resource A photo of Robert Gass signing a United Way budget Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph funding leadership Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/8ba910a46377c955004bb6c6b748a0cb.pdf 9bfbf36f8f12281b07cebdb661f37cfc PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1968-60YearsYoung-AnnualReport Title A name given to the resource 1967 Annual Report Date A point or period of time associated with an event in the lifecycle of the resource 1967 1968 Description An account of the resource An annual report outlining the 1967 year for the Center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Document History Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/c004a67c4897ea7e5f606736558792b9.jpg 4340bf0391751c8c533e54d9c05e3d4e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1964-60YearsYoung-CircularClosed Title A name given to the resource Circular Closed Date A point or period of time associated with an event in the lifecycle of the resource 11/12/1964 1964 Description An account of the resource A newspaper clipping about the center's lack of funding leading it to close Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper 162 circular Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/83f358a7e554795ef71edf4e17e14855.jpg 49127b2a2f0bd05ea97fa7f82b10e01c https://www.ssmp.mdocs.skidmore.edu/files/original/66dc2520fa3cf171cfb595ab1ad16d98.jpg 01b0669d457b30039b2a36be49493e93 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1980-60YearsYoung-Sign Title A name given to the resource SCCSS Sign Date A point or period of time associated with an event in the lifecycle of the resource 1980 Description An account of the resource A photograph of a man standing with the sign outside the center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph Saratoga Springs Senior Center sign https://www.ssmp.mdocs.skidmore.edu/files/original/e06004c9867c3227fd7407993d3e0ead.jpeg 931092b4bbfea76e4819679ec22e6144 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1969-60YearsYoung-Bylaws Title A name given to the resource 1969 By-laws Date A point or period of time associated with an event in the lifecycle of the resource December 1969 12/1969 Description An account of the resource The Center's by-laws as of December 1969 Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Document document Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/212bb07fbf1ac5985c9190352f1ea1d1.jpeg 463321719e8d91c9bdc142af6e9517ef Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 196x-60YearsYoung-Vokes Title A name given to the resource Senior Citizens Project Date A point or period of time associated with an event in the lifecycle of the resource 196x Description An account of the resource A newspaper clipping of Mrs. Arthur Vokes during her directorship at the Senior Center. In this image, Mrs. Vokes is sharing a project made at the center. Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper Is Part Of A related resource in which the described resource is physically or logically included. The Saratogian leadership president Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/eea7b0f957fa3c8f6c1d3656db3d3b69.jpg 2c9ed8c2728876c95a5448ff1926aef6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1977-60YearsYoung-BreakingGround Title A name given to the resource Breaking Ground Date A point or period of time associated with an event in the lifecycle of the resource 09/09/1977 1977 Description An account of the resource A newspaper clipping showing the beginning of construction for the center at 5 Williams St. Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper 5 Williams construction Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/7b6c14b10a4151d7423093e224087e98.jpg ea647fc95c4ab680474019723aff8c7d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 197x-60YearsYoung-ThenNow Title A name given to the resource Then and Now Date A point or period of time associated with an event in the lifecycle of the resource 197x Description An account of the resource A side-by-side of 162 Circular and 5 Williams Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper 162 circular 5 Williams construction Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/d55c46083c690460fe895b1ba95cfb34.jpg 0c497e1675d16da12a0925339de5efc7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1964-60YearsYoung-CitizenCenterisActive Place Title A name given to the resource Citizen Center is Active Place Date A point or period of time associated with an event in the lifecycle of the resource 11/2/64 1964 Publisher An entity responsible for making the resource available The Saratogian Description An account of the resource A newspaper article reporting on the Center as an active place for seniors in the community Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper active Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/be659e977eb1d77b9e764994c6a18b8d.jpg deb9a7647599346b30321d75092039f1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 196x-60YearsYoung-NeedlePoint Title A name given to the resource Needle Point Date A point or period of time associated with an event in the lifecycle of the resource 196x Description An account of the resource A photograph of three women doing needle point at the center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph activities art crafts Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/3e466d373aee4425916f7746f5a0f0ad.jpg 5a579350ae1cc4e84a4d4c3041be3141 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Getting Ready for Fundays Publisher An entity responsible for making the resource available The Saratogian Creator An entity primarily responsible for making the resource Bell, Clark Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 196x-60YearsYoung-Ceramics Title A name given to the resource Getting Ready for Fundays Date A point or period of time associated with an event in the lifecycle of the resource 196x Description An account of the resource A newspaper clipping showing Allice Fay and Lillian Williams, two Senior Center members, painting ceramics at the Center to be showcased at the "Fundays" Fair on August 22 and 23. Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph Is Part Of A related resource in which the described resource is physically or logically included. The Saratogian activities art crafts Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/70e2cbb3b06f7acff39c4955fa0d8838.jpg ae5cdb17f1e6d8af86d58b2db0589c08 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 197x-60YearsYoung-Dancing Title A name given to the resource In a Dancing Mood Date A point or period of time associated with an event in the lifecycle of the resource 197x Description An account of the resource A newpaper clipping showing two seniors, Agnes Roman Czuk and Victor Szumachowski, people dancing in Ballston Spa Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Newspaper Publisher An entity responsible for making the resource available [The Saratogian] dancing events Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/4c60ad283de3420b99ae850cd578b925.jpg c5dc885f291ae9be00b0983599f24238 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1980-60YearsYoung-ValentinesParty Title A name given to the resource Valentine's Party Date A point or period of time associated with an event in the lifecycle of the resource 198x Description An account of the resource A photograph from a Valentine's Day party at the Center Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Photograph events Holidays Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/bf4892c31620231c859aeffcd09944bd.pdf 67ae2365a8d4dc642ae41a995f4d9323 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Record Creation Date Day/Month/Year of record creation/edit 5/12/17 Record Contributor Individual who prepared the item and/or edited it. Phoebe Radcliffe Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context 1959-60YearsYoung-FundraisingLetter Title A name given to the resource Fundraising Letter Date A point or period of time associated with an event in the lifecycle of the resource 7/16/59 Description An account of the resource A letter from the Board of Directors asking people to donate to the Cetner Provenance A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource. Adult and Senior Center of Saratoga Language A language of the resource English Format The file format, physical medium, or dimensions of the resource Document funding Saratoga Springs Senior Center https://www.ssmp.mdocs.skidmore.edu/files/original/4f046262aaf90f34e9fc004f313bb724.png 4cd6619bf11b74d074ca5f79d9d87afc https://www.ssmp.mdocs.skidmore.edu/files/original/195ec1de2acc9611f67f3284f37399dc.pdf 75e715ac5e8b758ebd238983aded5999 PDF Text Text � https://www.ssmp.mdocs.skidmore.edu/files/original/0fe87b5346cad42cf059011828c53619.pdf ac957063f94ca10fb397efb2ad35afef PDF Text Text ����� https://www.ssmp.mdocs.skidmore.edu/files/original/72ec167d3131bb0e2a9b02925028fddb.pdf 538b202ea24a0b6940943fe9d907be4c PDF Text Text � https://www.ssmp.mdocs.skidmore.edu/files/original/bb2eebc0aa338d8daa3b54de0b155a66.pdf 3c1434181ee1f9d45f25aa502388e67c PDF Text Text � https://www.ssmp.mdocs.skidmore.edu/files/original/0ab66d862b89402ea06d86b18e35b284.pdf 337e8fe2fd2987ffc3166e08270b596f PDF Text Text � https://www.ssmp.mdocs.skidmore.edu/files/original/29aa571e6cb3fa28a5ef0dda4119d027.pdf 4a6d01fb4bf1c1c94f593f7e992c6426 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data article Creator - Organization Company, government agency, or other organization responsible for creating the item (the publisher should not be listed again here unless the same organization had a role other than that of publisher in sponsoring or creating the map). Kipler's Magazine Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Civic Life URL Link to <a href="https://books.google.com/books?id=lQYEAAAAMBAJ&amp;lpg=PA34&amp;dq=kiplinger's%201951%20changing%20times%20for%20oldsters&amp;pg=PA31#v=onepage&amp;q=kiplinger's%201951%20changing%20times%20for%20oldsters&amp;f=false" title="Kipler's Magazine, July 1951" target="_blank">July 1951</a> issue of Kipler's Magazine. Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 19/05/2017 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource More Work for Old People Date A point or period of time associated with an event in the lifecycle of the resource July 1951 1951 Is Part Of A related resource in which the described resource is physically or logically included. Kipler's Magazine Description An account of the resource This article, More Work for Old People has as its tag line "they need hte jobs and hte jobs need them, so why not break down the barriers." In other words, it argues against age discrimination, and that men and women in their 1960s benefit from "purposeful activity" and need work for physical and psychological reasons. The article outlines supposed problems with hiring "old people" and answers to them. The document offers advice to jobhunters from 45-65 as well. Language A language of the resource english https://www.ssmp.mdocs.skidmore.edu/files/original/fa66e39cd7c7a2aeca7f3caf726918d0.pdf f4f7bfd9646935bcada18cc143395ee2 PDF Text Text Pensions are Not Enough: The Individual Company and Its Older Workers Author(s): Edwin Shields Hewitt Source: The Journal of Business of the University of Chicago, Vol. 24, No. 2 (Apr., 1951), pp. 127-140 Published by: University of Chicago Press Stable URL: http://www.jstor.org/stable/2349911 Accessed: 01-11-2015 14:05 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp 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 support@jstor.org. University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Business of the University of Chicago. http://www.jstor.org This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH: THE INDIVIDUAL COMPANY AND ITS OLDER WORKERS EDWIN SHIELDS HEWITT AND ASSOCIATES" SOME employers have provided of society of a policy of retirementat age who a pension plan for their employees consider that they have met the problemof their older workers.Actually, in the light of present knowledge of the individual needs of older workersand of the implications of an aging population fromthe viewpointof both the individual company and the economy as a whole, private pension systems should be considered as merely one approach to the problemof older workersin industry. CHANGING POLICIES ABOUT RETIREMENT I930-50 Ourthinkingabout the problemof the aged has undergoneconsiderablechange within the last two decades. Because of the changing age distribution of the population and the growing percentage of the population over sixty-five, considerable thought has been directed to the problem of the older worker.During the decade of the thirties wide-scaleunemploymentled to agitation for compulsory retirement of workersat age sixtyfive as a device for making room for younger workers. The enactment of a national system of compulsory old age insurance and a supplementaryfederalstate program of old age assistance for the needy aged gave promiseof a partial solution of the problem of financial insecurity for those over sixty-five. The desirability from the viewpoint sixty-five or even earlierand the advantages to the individual worker of a period of well-earned rest and leisure were generallyaccepted. It was assumed that the availability of old age benefits would give each worker an opportunity to choose between continuingto work or retiring from the labor force. It was expected that, given such a choice, most workerswould prefer to retire.2Such an expectation was, of course, based upon the assumption that old age benefits would be sufficient for the support of aged workers. The war years, with changedeconomic conditions, brought modificationsin attitudes and practiceswith respect to the employment of older workers and the policy of compulsory retirement. Manpowershortagesopenedthe door to older workers. Industry, which had for some time discriminated against olderworkers, now hired older persons and urged retired workersto return to the job. Many older persons who had stopped work gladly applied for new jobs or returned to their old jobs. During the war years, because of the restrictionson wage increases,becauseof tax incentives, and because profitable business made it easier for those selling pension plans to convince employers of their desirability, many employers established pension plans. In the postwar period many of the by This reportwas prepared the staff of Edwin older persons who were employed were Shields Hewitt and Associates of Chicago, indeI 2 William H. Stead, "Trendsof Employment pendentanalystsand actuaries,underthe direction in recently Relation to the Problemsof the Aging," Journal of Sydney B. Scoville, directorof research, Universityof Chicago. assistantprofessor, of Gerontology,IV (October, I949), 294. I27 This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I28 THE JOURNAL OF BUSINESS reluctant to retire, and the high level of economic activity made it possible for many of them to remain productively active. Even with an economy operating at peak levels, however, many older workers wereunableto find employment. This situation, along with the rise in prices and the consequent minimization of the real benefits provided by the old age insuranceprogram,led to increased pressurefor enacting amendmentswhich would provide more substantial old age insurancebenefits and, in the absence of such amendments,to increasedpressure for private pension plans to supplement social insurance. The acceptance by certajn strong labor unions of pension benefitsas a presumablynoninflationary economic gain and the decision of the National Labor Relations Board requiring employers to bargain collectively on pensions and benefit plans accelerated the trend toward the establishment of retirementplans. In the meantime the medical profession had turnedits attention to the growing problem of chronicillness and physical and mental impairment among the aged. Psychiatrists, interested in the mental health of the aged, saw clearly the severe emotional stress induced by premature retirement and the possible disastrouseffects upon the individual of compulsoryretirement. Social workers, in daily contact- with aged persons in financial need or with emotional difficulties, were concerned about the need for individualizedtreatment of the aged. Psychologistsstressed the need for using the conceptsof physiologicaland psychologicalage ratherthan chronological age, as a basis for hiring, retaining, and retiringworkers. Threemajorquestionswere repeatedly raised: (i) the effects of compulsoryretirement upon aged persons who were psychologically unprepared for retirement; (2) the growing economic burden of the support of the aged whether throughsocial insurance,private pension plans, or other means; (3) the effect upon society and the economy of the lost productivity of many workers forced or encouraged to retire at sixty-five or before. A growing body of knowledge based upon medical research concerning the physicaland mental problemsof the aged has changed long-standing concepts about the desirability of retirement for all those who reach a designatedchronological age. Growing concern about the economic as well as the personal effects of compulsoryretirementhas led to considerableexaminationof the problemand to attempts to enact legislation to prevent discriminationagainst the aged in employment. One of the most active groups interested in the problem, the New York State Joint Legislative Committee on Problemsof the Aging, in its I949 report noted five basic shortcomingsin current employment practices concerning the aged:3 Wide-scale prejudice againsthiring workers overforty-five of 2. Compulsory retirement workersat sixtyfive withoutregardto their ability to work, need to work,or desireto work facilities in govern3. Lack of job-counseling mentorindustry 4. Inadequacyof existing industrialpension plans which sometimesthwart the employmentof the elderly,fail to providesufficient sumsto coverthe cost of living, and provide little protection the oldperson for whowishes to changeemployment beforeretirement age workin 5. Lackof job analysisor classification into industryto fit elderlyworkers jobs they can do profitably i. 3New York State Joint Legislative Committee on Problemsof the Aging, NeverToo Old (Legislative Doc. No. 32 [I949]), p. I3. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH Some of the reasons given by employers for their failure to hire older workersdo not stand up under examination, as they have no basis in fact or are basedupon exaggeratedor unusualsituations. Some of the reasons for failure to hire older workersfollow. ratesgo up i. Workmen's compensation are whenelderlyworkers employed.-This belief has no basis in fact, since age does not enter into the determination of workmen's compensation rates. In the main, rates are determined by the relative hazardsof the industry and the accident experience of the individual company. The formula for determining the premiumrate does not considerthe type of personnelinvolved, nor does the insurance contract say anything about the age of the workersemployed. 2. Older workersare subject to higher otherworkers. accidentratesand endanger -As a matter of fact, accidentfrequency rates tend to declinewith advancingage. Although older workers are involved in fewer accidents, the duration of the period of disability tends to increase with age. Thus the accidents sufferedby older workers,while less frequent,are likely to be more severe, and the healing process is slower. According to Dr. Nathan W. Shock: "The diminished accident rate for older workersmore than counterbalances this longer healing period so that, in general, it may be concluded that older men have proved less expensive from the standpointof accidentcost than younger men."4One survey in this area, made by the U.S. Bureau of Labor Statistics during the war, showed that disabling injuries (those involving a permanent impairment or disability for work for at least one -full shift) occurred 4 Nathan W. Shock, "Older People and Their Potentialities for Gainful Employment," Journal II of Gerontology, (April, I947), 99-IOO. I29 slightly less frequently among workers over fifty than among those under fifty, while handicappinginjuries (those which usually requireonly first aid) were much less common at age fifty and over than in the younger age groups. Once injured, however, older workers generally took longer to heal.5 3. Elderly workers cannot produce so much as younger workers and are not so profitable.-Nathan W. Shock, in discussing the alleged reducedproductivity of older workers,states: Since there are few occupations in which a substantial number of workers are employed on work of equal difficulty, the speed of which is governed by the worker himself and for which individual production records are available, it is almost impossible to determine the role of age in industrial output. However, on the basis of our physiologic knowledge, it seems probable that work output may diminish in older workers. Hence it is important than an educational program be instituted which will make it possible to place the older worker in positions where speed is of lesser importance.6 Ewan Clague, the United States commissioner of labor statistics, lists reducedmuscularstrength, slowerreflexes, decreasedkeenness of sight and hearing, and various chronic disabilities as the most obvioussourceof difficultyfaced by older workers because of physiological aging. He adds, however, that the extent of physical impairmentis exaggerated in popular thinking: Many of the physical changes associated with age not only tend to occur more slowly than we once supposed, but also interfere less than 5 Max D. Kossoris, "Absenteeism and Injury Experience of Older Workers," Monthly Labor Review, LXVII (July, 1948), I7-I8; gee also Ewan Clague, "Some Industrial Aspects of Aging" (address before the tenth annual Congress on Industrial Health, sponsored by the Council on Industrial Health of the American Medical Association, New York, February 2I, I950), p. 8. 6 Shock, op. cit., pp. 99-I00. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I30 THE JOURNAL OF BUSINESS we would expect with performance on the job. There is evidence, for example, that experience on a given job often tends to maintain the particular kind of vision that the job demands after other visual functions become impaired. Moreover, . . . many an oldster has keener hearing and better vision than an average man twenty or more years his junior.7 Claguebelievesthat the often mentioned psychologicalaccompanimentsof aging, such as reduction in learningspeed, lessened adaptability to new ways of doing things, and the tendency to become unco-operative in ordinary working relationships, are also often overestimated.8 there is a generalfailureto Furthermore, that many older workersexunderstand cel in jobs requiringlong training, experience, knowledge, and skill and have positive qualities of dependability,judgment, and loyalty. Accordingto Thomas C. Desmond, the chairman of the New York committee, the older worker has four basic advantages over the younger which employee.He has moreexperience, motions; he is less ineliminateswasted clined toward outside distractions;he is more conscientious because of his long service and mature attitudes; he appreciates his workmore and tries harderbecause he has more at stake than the neweryounger employee.9In many jobs at the professionaland manageriallevel, maturity is an asset. This is also true in many of the skilled crafts and in certain types of service jobs where reliability is especially important.'0Thus in factory production,where speed is often an importantfactor, the older workermay not be able to hold his own on an assembly I Clague, op. cit., p. 7. 8Ibid. 9 Thomas C. Desmond, "Industry Needs the Older Workers," in New York State Joint Legislative Committee on Problems of the Aging, op. cit., p. 96. IO Clague, op. cit., p. 8. line. On the other hand, among professional people, the older worker may be very successfulbecause of his experience and maturity. Ewan Clague points out that it is between these two extremes, in the vast numbers of intermediate situations, that prejudiceand misinformation appear as serious complications in the older worker's employment problems." 4. It is unprofitableto invest in the training of older workersbecauseof the short work-life-expectancy.With increasing life-expectancy, many persons over fifty-five or sixty have a considerable number of years ahead of them in which they will be well able to continue as productiveworkers.The man of sixtyfive has an expectancy of over a decade more of life before him. 5. Thereis an increasedlaborturnover among older workers.-Actually, the reverse of this is true. The increasein stability of older workersis of considerable importance to industry, since the training of new employees is often very expensive. 6. Thereis increased absenteeism among older workers.-In the population as a whole, there is more illness among older persons than among younger. On the other hand, in a survey made during the war by the Bureau of Labor Statistics of absenteeismrates by age groupsin manufacturingindustries,there was very little variation in the absenteeism rates because of illness. However, older workers tend to be absent from work for a longer period of time because of illness than do younger workers. There is less absenteeism attributable to causes other than illness among older workers.The survey showedthat the absenteeismrates for all reasons (illness and others) were lowest in the fifty-five to fifty-nine age group II Ibid. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH and that, while workers over sixty-five had a slightly higher rate than those of fifty-fiveto fifty-nine, they lost much less working time than did workers in their teens and twenties and somewhat less than those in their thirties and forties.12 7. The public prefers youngerworkers in jobs requiringpublic contacts,such as waitresses, clerks, office workers, salesmen.-This is a commonbelief, but there is no conclusiveevidence to prove or disprove it. 8. Pension systems make it difficultto hire older workers.-It is alleged that undermany of the pension plans paying flat monthly sums at retirement, employers who hire older workers face a heavier future pension liability. It is also argued that companies hesitate to hire workers for short spans of time, for example, from fifty-five to sixty-five, since this would be insufficient time to accumulate money in the pensionfund to pay suchworkersreasonableretirementbenefits. As a matter of fact, most pensionplans do not operate against the hiringof older workers. First, many pension plans do not pay flat monthly benefits, but vary the benefits with years of service. Thus older workers hired for short spans of time would rece'ivesmall benefits. Second, some pension plans exclude shortservice workers, that is, they require a mininum numberof years of service for eligibility for benefits. Third, some plans contain a maximumage provisionso that workershired when older than the maximum age are ineligible for inclusion in the plan. Fourth, in some plans with no specific exclusion of older or of shortservice workers, the company will have no pension liability for such workers, since the benefit formula provides for a t2 op. Kossoris, Cit., p. I7; see also Clague, op. cit. I31 companypension less social security and the company pension for short-service workersis so small that it is completely or largely offset by the social security benefit. Thus there are several ways to adjust a pensionplan formulaso that the hiring of older workersdoes not place an undue burden upon employers. ADEQUATE RETIREMENT BENEFITS What does all this mean as far as the individual company and its interest in its older workers is concerned? In the, first place, if older workers are to be treated as individuals, they should be allowed to exercise some choice between retiring and remainingproductive members of society. Furthermore,if management is to manage, it must have the right to determine what constitutes an effective working force. Both selections, to be free choices, depend upon the existence of adequateretirementbenefitsso that retirement does not constitute a drastic cut in standards of living. It is contemplatedthat old age benefitsunder the Social Security Act will provide a minimum of subsistence for all retired workers. To the extent that social security benefits do not provide adequate income, adequacy will be achieved only if supplementary benefits are provided throughprivate plans. FLEXIBLE RETIREM1ENT AGE In the second place, the pension plan adopted should preferably not require retirementfor all workersat a fixed, arbitrary age, such as sixty-five, since there in differences the rate are wide indivridual and degreeof aging. Selectionof the time for retirement should be determined as nearlyas possibleby inability to continue as a productive worker. This is impossible to establish in advance for indi- This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I32 THE JOURNALOF BUSINESS viduals, but the span of time during which such a condition is most likely to occurfor a groupis predictable. One of several alternatives for introducingflexibilityin retirementplans may be chosen. For example, a pension plan may provide for a normalretirementage with optional earlierretirementpossible. The normalretirementage may be set at sixty-five, sixty-eight, or seventy. Factors influencingthe choice of an age later than sixty-five are the larger benefits whichmay be providedat later ages; the fact that a later normalretirementage is more acceptable, since, with increased longevity,workersare reluctantto retire; and the fact that a retirementage can be lowered more easily than it can be raised. A provision permitting optional earlierretirement at any time after age sixty furnishes some latitude for recognizing individual differences.Benefits at an earlier age can be provided without increasingthe liability of the plan, but in such cases benefitsmay be reducedto 50 per cent or less of what would have been paid at normal retirement. A second possibility is to permit employees to retire over a span of years (such as from sixty to seventy) with benefitsbased on years of service at the time of retirement. Such a span recognizes individual differencesand is more practicaland useful than is a fixed retirement age. An employee continuingat his regularjob beyond the youngest age at which he is eligible to retire would increasethe ultimate pension benefitshe is to receive.The plan may provide that no largerbenefitsare earnedbeyond a limiting age, such as seventy, and that an employeemay continue his employment beyondthat age only with the employer's consent.Such a provisionassists the company in maintaininga certain amount of control over the maximum retirement age. Since the span of years selected will in part determinethe ages at which most retirementsoccur, the employer'sability to meet the liability produced as well as individualdifferences must be considered in establishingsuch an age range. A third possibility is to provide for a span of years over which employees can retire but provide for full benefits in event of retirement in the early part of the span, such as ages sixty to sixty-five, only with the company's consent and permit no increased benefits for years workedbeyond sixty-five. In the absence of a compulsory retirement provision and in considerationof the currenttrend to keep workersproductive,many workers actually retire later than age sixtyfive. Therefore, the funds released because of retirement after sixty-five can in many cases be used to provide the increased cost of the earlier retirements. Even though the total of all provisions for a worker's retirement, including his own accumulationsfor pension benefits and his benefitsfrom social security,may be adequate to make a workerself-sufficient during his period of retirement, it is important in the effective operation of a flexible retirement system that the level of pensions remain such that continuation on the pay roll continues to be more attractive than retirement at a reduced level of company and social security benefit. From the standpoint of the funding of a pension system, it is, of course, uneconomical to fund for an earlier retirement age than will be called for by actual retirements. While it is possible to establish in advance an expected rate of retirement under such a system providing for a variableretirementage, funding in future years will be governed by revision of this rate according to the experience of the system. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH SELECTIVE PLACEMENT OF OLDER WORKERS A company which realizesthat a fixed retirement age does not conform to the realities of individual differencesamong its older workers will provide for some flexibility in its retirementpolicy and in the retirementage of its pensionplan. In addition, such a company will be interested in other aspects of dealing with its olderworkers,such as the selectiveplacement of older workers, the selection of workersfor retirement,and the preparation of workersfor retirement. In a survey conducted by the National Chamber of Commerce and the National Association of Manufacturers among large and small companies of many types, it was found that a considerableproportionof the companieshired and retainedolderworkersand that most of these companiesreportedfavorablyon the job performance of older workers. However, proper selection of older workersand carefuljob-placementmethods were emphasizedas highly important if companies are to enjoy the greatest success with the employment of older workers.13 I33 who are not so productive as formerly can continue at the same job only at reduced pay. For some of this group, adjustments may be made, such as a less rigid schedule of attendance or hours or a change in responsibility or type of work. A third group of workerscan better be transferred to a new job more suitable to their capacities, for which they may need some training.Such a job may be at the same or at reduced pay. Dr. Nathan Shock comments that the success in developingpersonnelselection at the intake side of industryleads one to regard with optimism the prospect of developing similar techniques for selection in retirement.'5 The proper placement of the older workerrequiresan evaluationof his experience, skills, and physical capacities in relation to the demands of the job. The first step in the adequate utilization of the potentialities of older workers for gainful employment should be careful and complete job analysis. Jobs should be analyzed as to the skills required to performthem and with respect to factors such as speed, energy requirements,fatigue effects, judgment, and experience.'6 Aging produces certain changes, such as sensory impairment and reduced speed of reaction.Thus olderworkersshouldbe placed in jobs in which these factors are of minimal importance. According to WilliamH. Stead, industry shoulde-valuate its jobs in an effort to fit its aging workersinto positions that would be advantageous both to industry and to the Dr. Edward Stieglitz states that basing retirement upon chronologic age alone results in a double source of waste by discarding workers who are physiologically younger than their years and by making obligatory the retention of many workers who have become senile prematurely.'4Some workers at sixtyfive can continue at their regularjob at the same pay and be as productiveor in- workers.'7 creasingly productive. Other workers I5 Dr. Nathan U.S. Chamber of Commerce, Department of Manufacture, Employment of Physically Handicapped and Older Workers (Washington, I949), pp. 5, 20. '4 Edward J. Stieglitz, The Second Forty Years (New York: J. B. Lippincott Co., I946), p. 287. '3 W. Shock, "Physiological Capacities of Elderly Workers," in New York State Joint Legislative Committee on Problems of the Aging, Op. cit., p. I33. I6 Shock, "Older People and Their Potentialities for Gainful Employment," p. ioo. I7 Op. Cit., p. 296. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I34 THE JOURNAL OF BUSINESS When a man reaches a certain period where Clifford Kuh suggests that there be analysisby the job analyst of the physi- he is not able to produce what he formerly procal and environmentaldemands of par- duced or what the employer wishes him to produce, we allow him to stay in that plant at a ticularjobs.,8 For example, jobs may be lower salary, where he may keep at work doing classified as involving mechanical fac- things which the employer would ordinarily tors, such as lifting, carrying, handling, allot to, say, a semi-skilled worker. We have pushing, climbing, seeing, hearing, etc., a semi-skilled branch in our union for those and environmentalfactors, such as in- who have neither the experience nor the qualifications of a journeyman and their rate of pay side, outside, high temperature, low is about half the rate of pay of a qualified temperature, vibration, noise, working journeyman printer. If the man wishes to realone, working with others, day shift, tain a job and can't quite do the work he used to, we allow him to stay there at that seminight shift, etc. the skills and capacities of skilled rate.20 Next, workers necessary to perform the parWhile seniority is the governing conticularjobs shouldbe determined.Some- sideration in choosing employees to be times a simple matter of re-engineering laid off in most collective bargaining is possible to suit the job to an aged per- agreements,many of these contractsproson. For example, Kuh suggests that, if vide for exemptions from layoff on the a machine operation requires too much basis of seniority. One of the likely expulling, the plant engineercan rearrange emptions is that of efficiencyconsideraor alter the length of the levers to reduce tions. In some contractsseniorityis given the effort required, or if a job requires equal consideration with other factors, too much stooping, the work area may such as ability or skill, experience or be moved nearer to the level of the physical fitness. In a third group of worker'sshoulder.19 job re-engineering agreements, contract provisions state If is impossible,the older workershould be that seniority provisions shall be contransferredto work he can do, with the sidered where other factors are equal. necessary training for the new job pro- Such other factors include differencesin vided. ability and physical fitness.2' The objections of some unions to the Shock suggests that individualtests to of downgrading workersmay present an assess the physiological age of various obstacle to such a practice. Many collec- organ systems must be devised, as well tive bargaining agreements, however, as individual tests for performance affordspecial transferrights for aged or capacity: handicappedpersons. For example, the Because of wide individual differencesin agreement may state that "employees physiologicaging among personsof the same who have given long and faithful service chronologicage, it is essential that tests of and can no longerhandle their duties are physiologicage be developedfor variousorgan to be given preference or consideration systems. It will also be necessary to devise for such lighter work as is available." Charles W. Views Its CharlesW. Campbell,of the New York Elderly Workers,"Campbell, "LaborJoint Legisin New York State TypographicalUnion No. 6, states: lative Committee Problemsof the Aging,op. cit., on 20 p. ioo. 18 CliffordKuh, "Selective Placement of Older Workers," Journal of Gerontology,I Uuly, 3I4. '9Ibid., p. 3I6. I946), 2! Bureauof NationalAffairs,"Seniority, Layoff, Promotion, and Transfer," Collective Bargaining Negotiationsand Contracts,No. I24 (March io, I950), pp. 43-52. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH more adequate methods of health examinations which will permit the early recognition of chronic disease. Methods of assessing performance capacities in individuals need to be developed as well. It is in this area that research is most urgently needed.22 As changes in the worker's abilities and interests make it necessary, the hours, arduousness,and difficultyof the job can be reduced. As Lawton points out, workersshould be placed on a modified schedule when the necessity is proved by tests and by objective standards of working ability, not by a particular birthday or at the employer's whim.23 In order to determine which workers should be retained at the same job and same pay, which need job modification, and which should retire under a flexible retirementplan, severalpossibilitiesmay be considered. In some companies the personnel bureau is used not only to hire and fire workers but to shift them from one type of activity to another. One suggestionmeriting considerationis the establishment within a company of an impartial panel to evaluate older workersperiodicallyfrom the standpoint of health, productivity, emotional attitudes, and personal factors. In accordance with the findings of such a panel, the olderworkercould remainin his present job, be placed in a less arduoustask, be placed on partial pension with shorter hours and a correspondingdecrease in This would constipay, or be retired.24 a more logical approach to retiretute ment than the class approachof throwing into a mass all those sixty-five years I35 of age or over; it would be a case-by-case approach, examining the actual rather than the presumed capacity of men to performtheir jobs adequately.25 ProfessorErnest W. Burgess speaks of an indexof aging, an instrumentdesigned to ascertain the actual process of aging in its physiological, psychological, and social aspects. Physiological aging, he says, would be concerned with organic conditions, such as heart trouble; psychological aging with decline in mental ability; and sociologicalaging with contraction of social activities and interests: The value of this index of aging is obvious. When it has been designed and standardized, retirement could be based on the scientific determination of the physiological, psychological, and social efficiency of the person rather than on the number of years he has lived. Part time work might be assigned also with consideration of functional rather than of chronological age.26 To some employers automatic retirement at a fixed age appears to be easier and kinder than singlingout individuals. William G. Caples questions the advisability of selective retirement on the of recommendation a panel because "one man is judging another man's fitness to work and that can be cruel, if human errorenters in.'27 He argues, in support of a fixedretirementage, that it gives advance notice of the time of retirement and allows a workerto plan accordingly; it prevents favoritism; it avoids grievances; it is an incentive to youngermen; 25Clark Kerr, "Social and Economic ImplicaRetions of Private Pension Plans," Management view, May, I950, p. 297. 26 ErnestW. Burgess,"The Growing Nathan W. Shock, "OlderPeople and Their Problemof p. the Potentialitiesfor GainfulEmployment," I00. Aging," in Clark Tibbits (ed.), Living through 23 George (NewYork: Later Years (Ann Arbor:University of Michigan Lawton,AgingSuccessfully 22 Columbia University Press, I946), p. 73. Press, I949), pp. 24HowardRush, "When Are We Too Old To Work?"TownMeeting(TownHall, June I3, I950), P. 5. WilliamG. Caples,"WhenAreWe Too OldTo TownMeeting(Town Hall, June I3, I950), Work?" 22-23. 27 p. I3. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �136 THE JOURNAL OF BUSINESS it results in general imnprovement the of average productivity of the working force;it avoids the worker'sbeing termed unfit and the consequentloss of prestige with family, fellow-workers, and friends. It may also be arguedthat individualdeterminationsand adjustments are troublesome and may be costly; that possibilities for transfer of workers to other jobs arelimited;28 that compulsoryretirement automaticallyopens up new opportunities for younger persons; that it decreases pay-roll costs and eliminates the worker who is not producing efficiently in an equitable and standard manner.29 Moreover, employers may fear that, under a policy of individual consideration they might be accused by unions and individual employees of favoritism and discrimination.30 It should be noted that compulsory retirement does not always decrease costs; it may add to them by eliminating efficientproducers and substituting untrainedworkersfor trained. Compulsory retirementmay also create considerable ill-will among retiredworkers,especially those who are retiredwhen they are well able to produce as efficientlyas before.3' GeorgeLawton points out that industry spends large sums on technological research and should devote an equal amount to the study of changeswith age in patterns of vocational interest and abilities, problemsof human relations in industrial situations, types of occupa- tions most suitable for older people, and methods of rehabilitation.32 There is great need for researchand experimentation on a company-by-company basis to develop methods for the selection of employees for job transfer and retirement. Objective, measurable factors which could be used to determine which workers should retire, which should be transferred,and which should remainin their formerjobs wouldgreatly simplify the problem. A critical clinical medical examination, including blood pressure, blood counts, chest X-rays, urineanalysis,visual and otologicaltests, would help to measure the individual's physiological age. This could be combined with a measure of factors such as attendance, promptness, accidents, errors, spoilage, reworks,complaints, output, and individual morale, weighted in terms of their relationshipto costs. PREPARATION FOR RETIREMENT Even though retirement is discretionary rather than arbitraryat any definite chronologicalage, for those workerswho retire some preparationis desirable.Dr. Anthony Lanza points out that it is inconsistent to follow an elaborate ritual for conditioning a man for his employment and to give no thought to preparThere is a ing him for his retirement.33 growingbody of opinion that no healthy man should retireuntil he is fit both economically and emotionally to retire. 28 Charles A. Pearce, "Present Employment Emotional acceptanceof retirementmay Statusof OlderWorkers," New YorkState Joint require considerablepreparation.A proin LegislativeCommitteeon Problemsof the Aging, gram for retirementorientation, counselop. cit., p. 4I. ing, and preparation tailored to the 29 New York State Joint Legislative Committee on Problems of the Aging, op. cit., p. i6. 32Lawton, op. cit., p. 98. 33 Anthony J. Lanza, "The Industrial Physician's Role in Geriatrics," in New York State Joint 3INew York State Joint Legislative Committee Legislative Committee on Problems of the Aging, on Problems of the Aging, op. cit., p. I6. op. cit., p. I42. 30 Pearce,Op.Cit., p. 4I. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH needs of the individual should be set up in all companies. In some companies organized lecture courses and study groups have been instituted for discussingadjustmentsin old age. Such educational meetings, combined with an informalsocial hour, may lead workers to think as a group about the period of retirement and thus increase their emotional acceptance of it. In other companiesemployees are interviewed some years before the normal retirement date to indicate the date of retirement, the probable amount of the pension, the pension options available, and to discuss possible future plans. Service may be offered in helping the employee find part-time employment if such employmentis essential. The counseling of workers about available positions outside the plant may be of great service to them. Furthermore, many workers, for whom retirement means retrenchment in living expenses, are in need of help with budgetary,investment, and other financial and economic problems. The success of the preparation of the worker for retirement through periodic interviews will depend to a large extent upon the skill of the interviewer in stimulating the workerto think about the problems of retirement. Besides these planned interviews, which are usually the responsibility of the Industrial Relations Department, other opportunitiesmay be offeredfor a discussion of retirement problems. For example, the visits made to the medical department provide opportunities for counseling by the doctors about retirement problems. In any pre-retirenient counseling, emphasis is usually placed upon stimulating the workerto think of retirementas a change in activity rather than as the end of activity. I37 Hobby showsput on by companiesfor all their workershave sometimes been a stimulusto olderworkersto develophobbies which will be of great interest to them in their retired years. Articles on retirement in the house organ, a dinner for the employee at the time of retirement, service clubs for employees with long service records, a diminishingwork load with increasingtime off as the retirement age approaches, and vocational training for a differentkind of work are all used by companiesin their programs designed to prepare workers for retirement. An increasing number of books dealing with the subject of retirement has been publishedwithin the last few years. Most of these offer suggestionsas to the proper use of time during retirement, with emphasisupon planningretirement, including the enjoyment of leisure, hobbies, travel, and new vocational and avocational interests. Many retired workerswill be happiest if they can perform some kind of useful and remunerative activity. For example,an interesting suggestion for the use of the services of retiredofficialsof bankingand industrial concerns is as counselors to small businesses with young and inexperienced owners. Retired officialscould be on call several times a month on a fee basis. Such counselorsmight be very useful to small businessesin procuringbank loans as well as consulting on financial and This wouldpremanagementproblems.34 vent the economic waste of retiring a trained and competent business executive at sixty-five to completeleisure and would provide great satisfaction to the retired official himself. Some sort of 34 Suggestionmade by Philip S. Shoemaker, of Cleveland, cited in Burroughs, Clearing House, July, I950, pp. 6-7. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I38 THE JOURNALOF BUSINESS communityclearinghouse to bringabout substantialreductionor at no cost. Some contacts between the small business and companieshave an annual free picnic or the retiredofficialwould be necessary. dinner for annuitants. Some maintain a service annuitants clubroomin the plant FOLLOW-UP AFTER RETIREMENT for the use of retiredemployees.The proA company which has carefully se- vision of medical service through the lected its workersfor retirement,tried to company medical department and comprepare them for retirement, and pro- pany visiting nurseis still anotherservice vided a pension benefit during retire- sometimesprovrided retiredworkers.35 for ment can perform a still further funcSUMMARY tion. Contact should be maintainedwith In conclusion, an employer who has retiredworkers,who may be encouraged to comein to discuss their problemswith provideda pensionfor his employeesmay counselors,and a representative of the believe that he has adequately disposed industrial relations department may of the problem of the older worker. Acmakeperiodicvisits. In case of economic tually, he has taken only one step in the hardship,aid may be offered to retired solution of this problem. Employers workersin helpingthem locate part-time should make the age of retirement flexjobs or in granting them financialassist- ible and eliminate the barriers within ance. Any company employee notices pensionplans which may operateagainst and company publications may be sent hiring and retaining older workers.Jobs to retiredworkers.Articles on the activi- should be analyzed on an industry basis ties of pensionersmay be includedin the to determine the skills, physical ability, house organ. Letters from company ex- training, and related factors required. ecutives at periodic intervals, informing Objective tests should be devised to dethem of developmentsof interest in the termine the individual worker'sphysioplant, may be sent with the pension logical and psychologicalage, as well as check. Also Christmasletters and letters his productivity. Plans should be estabof congratulationsor sympathy help to lished for transferof olderworkersto less keep alive the association between the demanding jobs, to allow for part-time retiredworkerand the company.Retired employment, and to retrain workersfor workersmay be invited to company get- jobs better suited to their capacities. A togethers which would be of interest to programof pre-retirementcounselingto them, both social affairs and special help workers prepare for retirement meetings of employees for policy an- should be established. There should be follow-up of those workers who have nouncements. Accordingto the interesting survey of retired. Much of this can be effectively companypre-retirement practicesand of accomplishedby industry on a plant-bypracticesin relation to retiredemployees plant basis. The co-operationof governprepared by Socony-VacuumOil Com- ment, of unions, and of the public is pany, some companies have granted needed, however, if the problems of the honorarylife-membershipsin employee older workerare to be solved. 35Socony-Vacuum Oil Company, Employee or company clubs and have continued Service Section, Industrial Relations Department, memberships in company musical or Survey of Pre-retirement Practices (New York, dramaticgroups or other activities at a October,I949), p. 8. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �PENSIONS ARE NOT ENOUGH Within the area of government activity, for example, the development of special facilities within the public employment service to care for the vocational needs of older workers would be very helpful. Arnold S. Askin, in discussing the work of the Federation Employment Service, a free nonsectarian guidance and placement agency devoting its primaryattention to personswho are hard to place, suggests that special facilities within the public employment agency might take the form of a special office for older workers or special staff consultants within each public employment office.36 The Sub-committee on Low Income Families of the Joint Committee on the Economic Report recently recommended: The Joint Committee on the Economic Report request the appropriateGovernment agenciesto study the incidenceand extent of existing restrictions employment of older and workersin Government industry,and report to the Committeeon their findingswith may be regardto ways in whichthese barriers to removedand older workersencouraged remainin productiveemployment.37 I39 partment of Laborin this field,.In an address deliveredon December 3, I949, he commentedas follows: The problem calls for a fundamental reexamination of industry practices regarding the hiring and utilization of older workers. Labor unions and the older workers themselves must be willing to cooperate, as many of them have, in the adoption of a more flexible approach towards the shifting of older employees to jobs for which they are more suited. And we, in the Department of Labor, can cooperate too by making available the facts on how these older workers are actually utilized, their productivity, and the types of work they can best perform. We have had a long-standing interest in the employment problem of older workers, and are committed to assembling as much pertinent data as we can, within the limits of our resources.38 On another occasion he said: We, of the Department of Labor, are especially conscious of the need for much more research into the many facets of these problems. There is a great dearth of current and comprehensive data on a number of key points. We need to know more about the actual practices of employers in hiring and separating older workers, and in reassigning superannuated employees. We require more information on the actual work performance of older people. How does the quantity and quality of their work compare with that of younger people? This kind of information for various industries and occupations could indicate the kinds of work for which older persons are best adapted, and least adapted.39 One of the "appropriategovernment agencies" is the Department of Labor, which has recognized its responsibility for research in this area. Ewan Clague, commissionerof labor statistics, in nuIn the area of union activity, there are merous addresses and articles on probaged worker, has spoken of many labor-management agreements lems of the the need for further researchby the De- which protect the aging worker on the job. Seniority rules offer protection to 36 Arnold S. Askin, "Can We Expand Employworkersin some industries.In the buildment of the Elderly? If So, How?" in New York State Joint Legislative Committee on Problems of ing trades the union contract may rethe Aging, op. cit., p. II 4. 37U.S. Congress, Senate, Joint Committee on the Economic Report, Sub-committee on Low Income Families, Low Income Families and EconomicStability (Senate Doc. No. I46 [8ist Cong., 2d sess.1) (Washington: Government Printing Office, I950), p. I3. 38 Ewan Clague, "The Background of the Pension Problem" (address before the Machinery and Allied Products Institute, Washington, December 3, p. 7. I949), 39 Clague, "Some Industrial Aspects of Aging," p. I0. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions �I40 THE JOURNAL OF BUSINESS quire the employment of an older man foreachfive, seven, or ten journeymenon the job. However, as Clague points out, the senioritysystem, which increasesjob securitywhen a workeris employed,may work to his disadvantage when he is unemployedand looking for a job. The desireof employersto care for their own aging workers may freeze out the older personwho no longer has an employer.40 The co-operationof older workers, of private and public agencies, and of specialists in the field is needed to institute 40Ibid., p. 9. the necessary research in this area and to develop a comprehensiveprogram to meet the needs of older workers. Public education as to the strengths and potentialities of older workersis essential. Certainly, the problem is nation-wide in scope, and its solution goes beyond the efforts of any individual company or union and requires the co-ordinated efforts of all groups in the community. It may well be, however,that the individual company has the basic role to play in contributingto the solution of this pressing and highly significantproblem. This content downloaded from 141.222.2.81 on Sun, 01 Nov 2015 14:05:44 UTC All use subject to JSTOR Terms and Conditions � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Edwin Shields Hewitt, "Pensions are Not Enough: The Individual Company and Its Older Workers," The Journal of Business of the University of Chicago, Vol. 24, No. 2 (Apr., 1951), pp. 127-140. University of Chicago Press Stable URL: http://www.jstor.org/stable/2349911 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data journal article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Pensions are not enough Date A point or period of time associated with an event in the lifecycle of the resource 1952 https://www.ssmp.mdocs.skidmore.edu/files/original/630e3fdb58f9cb2a3ae29de63b077d77.jpeg 61022fb04fc703b4e89fd8f299c4c715 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adult and Senior Center of Saratoga Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Opening of the New Senior Citizen's Center at 162 Circular STreet -1959