7 40 755 https://www.ssmp.mdocs.skidmore.edu/files/original/745f0730cd37fb8cb837fcdfdee36694.jpg 121f376bf3035819e8d876a6da25f8b5 https://www.ssmp.mdocs.skidmore.edu/files/original/929d62ce27166cad1c83b8565713c1e0.m4a 8c5c0771aa9aca275334946c61ba3731 https://www.ssmp.mdocs.skidmore.edu/files/original/72884b2f97d7e29e264c8bee0b1140d4.jpg 6996ce0101f9959b285b20315192948a https://www.ssmp.mdocs.skidmore.edu/files/original/86ac753ae12344d373f4f886fba59b22.pdf 3982fb6ceeb301292b73e94aca4f657f 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rizzo, Emily Interviewee The person(s) being interviewed Blodget-Holberton, Anne Location The location of the interview Lucy Scribner Library, Skidmore College, Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 6/27/18 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio recording 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1-Jun-18 Creator An entity primarily responsible for making the resource Rizzo, Emily, 18 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Format The file format, physical medium, or dimensions of the resource audio recording Title A name given to the resource Interview with Anne Blodget-Holberton, 73 alumni oral history Skidmore College https://www.ssmp.mdocs.skidmore.edu/files/original/74b9baeccc5e0fd9426516fa3c5d44be.jpg c46c38cc106a037a6b33dfcffd42e8b8 https://www.ssmp.mdocs.skidmore.edu/files/original/96f76eaa5d4f1d8846cd96582ada1323.m4a 521c96a16d0d85f70c5cf6a8a2c84e2e https://www.ssmp.mdocs.skidmore.edu/files/original/02fac18fad0022bf75f2c5cd7f205938.pdf eba65f8d0bd8f749c309fa1529ea60b7 PDF Text Text 1 Title Jacob DeLeon Navarrete Interview Date June 2nd, 2018 Language Eng Interviewer Emily Rizzo Location Lucy Scribner Library, Skidmore College, Saratoga Springs, NY Original Format Audio Recording Duration 39:13 Tags Alumni , Oral history , Skidmore College , Tour guide , Admissions �2 ER: So, you can you say your full name and your graduating year and your major or minors? JV: Sure, my name is Jacob DeLeon Navarrete. I graduated in 2008. I was a double major in psychology and history. I focused on existential psychology with Sheldon Solomon and I worked with Jennifer Delton in American History, mostly focusing on the civil rights era all the way back to colonial period. ER: Wow that's amazing. And where are you from? JV: Dallas, Texas. ER: Dallas, Texas. Wow I always wanted to take an existential psychology class with Sheldon and I never got to fit it in. JV: Yeah, he's... I got really lucky because he was my advisor when I first started as a student. So I took LS1 with him, I don't know if you guys still do LS1 or not, but he was my LS1 teacher and I really just connected with him. At the time I wasn't going to be a psychology major. I had come in interested in doing pre-med but quickly learned that other peoples' blood freaks me out so being a doctor was not necessarily the best path for me. And I had always been very interested in human behavior and what drives human choices and an intersection of psychology and philosophy seemed really cool and anyone who’s ever seen Sheldon Solomon knows that he’s a captivating person. So it was kind of hard to not have chosen that. When I think about the person that I was coming to college and then having the opportunity to engage with such interesting minds, I was very influenced by those elements more so than a real passion for the subject matter, that grew as I began to dig deeper into the actual academic component of it. ER: Wow that's really great. I guess since we already started talking about it... Can you talk about what it was like being head tour guide? �3 JV: Oh. So I... When I got to Skidmore I really didn't know what to do. Being from Texas, not knowing anyone here, I tried very hard to make sense of the community and that meant I did a lot of activities I tried to learn where buildings were, and I saw an opportunity to be a tour guide. They made the first option available to first year students in second semester. So I applied for it and I was really excited about it. I was hired as a tour guide and there was something about being able to share my passion for Skidmore that I really enjoyed. And so, I was a tour guide pretty much in the earliest moment possible. And because I was from far away I spent some summers on campus and I was a summer tour guide. And by the time I was a Junior I had been hired as one of the co-head tour guides. And I spent my junior and my senior year running the tour guide program. It was really interesting to see that element of higher education because it wasn't about me. It was about these other people. And I think a lot of students view tour guiding as a job. And it is, it's a great way to make some extra cash, have an opportunity to pick up a couple skills if you haven't already. But very few people I think approach it as community service. And that's kind of how I approached it. Don't get me wrong, enjoyed the pay check, very much appreciated the work. But I loved it because I was giving students the opportunity to see the institution the way that I did. And I knew it wasn't going to be right for every student, but the student who it was right for, they would fall in love. And it was also really cool to see students come in as first year students, during my third or fourth year, who I had given a tour to and who really responded to the way Skidmore was presented to them. So, it was a lot of fun and I really enjoyed being able to share my experience in the community with people who probably would have never thought to ask me about Skidmore because I don't think I represent the average Skidmore student, particularly not in 2000. ER: Wow I have so many questions. So, you loved Skidmore a lot? JV: Oh yeah, I was a student senator right out of the gate, they always have the three spots, at least my time it was three spots, available for freshman students. So I ran. The funny thing was only three of us ran and I had the lowest number of votes. It was really interesting. �4 ER: Yeah. JV: But I got really involved with student senate. I was the very last coordinator of diversity affairs before there was a vice president of diversity affairs, that was the person who followed me. But I eventually realized that student government was not what was right for me. And that's when I shifted from having my hands in a bunch of things to focusing on working in the admissions office and as I got older I just spent less time doing things that were for the sake of doing it and more time focused on the things I was really interested in. And student government was fun, but I think it's best done by the people who want to devote energy in ways that I don't think I have the patience for, in a certain sense. But tour guiding is... the patience that you have to have is a very different kind of patience. ER: What do you mean by that? JV: So the patience you have to have for student government I would say is the same for politics. ER: Yeah. JV: You have to suffer everyone. No one is wrong. Everyone's opinion and perspective is important because you're representing everyone. And so, student government being representative of government, you have to listen you have to take into consideration things that you don't believe, people that you don't agree with. And that's great that we have individuals that are willing to put themselves through that. I think the saying is, "People who are willing to suffer fools." As a tour guide, you suffer fools in a completely different way. Your goal is to help people see what you see. And for a lot of tour guides, they just lie. I'm not saying that happens at Skidmore per say, but just in general you go to a museum they're going to spin the best story possible. But you don't have to. A really good tour guide doesn't lie. They find ways to respond to your question in truth, but hopefully, if they're perceptive enough, they �5 know what you're really asking and can come around to address how the school handles that issue. When parents ask questions about drinking, what they're really asking about is safety. No parent thinks that kids don't drink in college. It happens. It's just what happens in the United States. So, the real question is, "Is my child going to be safe while they're participating in activities? Are they going to feel like they're forced to participate in activities? So a tour guide who isn't thinking that far ahead will say, "There's no parties." Or, "Nothing is under age." Or, "People get in trouble." But that's not true. A smart tour guide would respond that Skidmore is the type of place where students can make whatever choices that they feel comfortable making, that Skidmore provides a really safe environment to do so, there are tremendous amounts of opportunities for students who don't want drugs or alcohol, all sorts of programming... That's how you respond to that question. You don't say people don't party. You don't say everyone parties. Or whatever the easiest answer is. And that's just one example of why I think I was much more interested in being a tour guide than being in student government. ER: Yeah definitely. Yeah, I think tour guides sell Skidmore as more diverse than it actually is. Because Skidmore includes in its numbers, in its percentages, international students, everyone who's international is counted in the diversity percentage, which doesn't make sense because not everyone who's in the international percentage... some of them are white and they're thrown into that percentage to make it seem more inclusive than it is. So it's like, "Are you lying? Are you giving that percentage?" But I think some tour guides try to give that number and pretend... or try to tell this lie. JV: I think that's also a reflection of the difference between the institution internally and the institution externally. So, I ended up being an admissions officer here for three and a half years. So I was a tour guide and then got hired as an admissions officer. And I think when institutions utilize percentages to craft a certain narrative, it's usually a reflection of the industry more than an individual office. It's very common for schools to include international students in their diversity numbers because colleges try to have the most broad definition of diversity. And that �6 can be problematic sometimes when people are really asking, "How many white people are here?" Right? And I think it's fair to ask that question, versus how diverse are you? Because diversity is a cop out word. Right? You can have diversity with a bunch of white men. There can be a lot of diversity in the way you think, how you see the world, right? So including international students in the diversity number makes sense if what you're saying is, we have a lot of different people from different experiences and walks of life. But we also know that that's not what people are really asking when they say diversity. And so that's the internal versus external tension. It's the same thing that when we use graduation rates. We say it out of six years but it's really out of four. But four isn't as nice so everyone does it out of six. ER: What's the out of six? JV: So most four-year graduation rates are actually out of six years. ER: Oh oh. JV: Yeah. But they factor in taking breaks, going abroad, switching your major. ER: That's okay. JV: Right but people think it's the four-year rate. ER: Yeah. JV: And it's not the four-year rate it's the six-year rate. That's what the government does for a degree. So being an admission officer gave me the opportunity to learn a lot about how colleges function as institutions relative to how they function for students. And it gave me a really good view into how a class is made. And I think a lot of students have a completely misguided notion as to how they got into college. I think if you were to ask the average �7 Skidmore student, "How'd you get into college?" "Oh yeah I worked hard. I did well in school." It's like, "No that's not why you got into Skidmore. It isn't. You fit exactly what the institution was looking for at that year." And at a place now where they're taking 25% of the students who apply, it's even more so, "We need this particular subset of people to have the class that we're looking for." You didn't get in, it's more of a reflection, not of your ability or not of your strengths, it's, "You just didn't have what we were looking for this year. If you apply next year, you might get in. If you applied the year before, you might get in. It's just this year. There were a lot of girls with brown hair and blue eyes who played soccer and were violinists. Sorry." That's the flip side of access. Everybody's going to apply. That's what makes it much harder to get in. Admissions officers are humans. They're not machines. Some students are just going to stand out to them. So, it was an interesting experience to learn. It helped me better contextualize myself instead of thinking, "Oh I have this because..." I could step back and say, "Well, there are probably plenty of other people who were just as good or whatever the reason." I'm a college counselor now, among other things, and so having that knowledge in the back of my head really helps when I talk with students who don't get into their schools of choice. It's not a reflection of you, it's a reflection of the school. ER: Yeah so, I wanted to ask, that's actually a good leeway, what are you doing now? JV: So right now, I am the associate head of upper school at the Auckland School in Dallas Texas. It's a Montessori and international baccalaureate school, educating students from 18 months to 18 years. And we actually just had our first graduating seniors. So the schools been around for over 50 years but had stopped at 6th grade for a long time and stopped at 8th grade about 15 years ago. That's when they opened the middle school and so we opened the upper school four years ago. And so I handle all the college counseling, student life, and now as the associate head, pretty much everything. I'm just very deeply involved with what goes on. And I feel very happy to say that I had a student who was accepted to Skidmore. She didn't choose to attend but it was nice to have that be one of our first seniors apply and then be admitted to Skidmore. So that's what I do. �8 ER: Wow that's amazing. Yeah it feels like, from what you've said, everything that you've done at Skidmore helped you get to... JV: Where I am? ER: And then your admissions position at Skidmore and now you're really a... leadership role... JV: There's no doubt that my time at Skidmore was fundamental for who I am as a person. I just finished my masters degree at Stanford and the most interesting element of that was how often my undergraduate experience was really useful. And I think that my belief in creative thought mattering has really been an important perspective when dealing with problem solving, dealing with people. Just remembering that you have to be creative. And usually when you remember to be creative it reminds you to be patient. And that has been really valuable for me as a person. Skidmore has really been critical to the person that I am. I wouldn't say that it defines me, but I also can't think of myself without it. So I wouldn't be surprised if I find myself with a job here again as my last job or something. Like I really did love my time here and I love what they do for students. And that's why I do what I do, because I had a great college experience and I want that for every other person. I want every human to have the time of undergraduate experience that I did. Because if you had asked me at 17 if I'd be doing what I'm doing now... No, not at all. A 17-year-old Jacob would look at 32 year old Jacob and say, "What are you doing with yourself? Working at a high school? With teenagers?" But 32-year-old Jacob can look back at 17 year old Jacob and say "You just don't know enough about life. You don't know enough about you yet." And my time at Skidmore helped me learn so much about myself. Because there's something about the community and the campus that encourages you to explore internally and externally. ER: Something about the campus? �9 JV: I think that the combination of the campus layout, all the trees, the green spaces, the Northwoods, the general approach to student development and student learning, mixed with... at least this was my time, I can't speak for Skidmore today but... When I was a student there was some sort of open mindedness, of not necessarily non-judgmental, but much more flexible with what you chose to do. A certain unspoken encouragement to figure out what you wanted to do and to be okay with that. I will also admit that in 2004, the entering class, the standards shifted dramatically from the class of 2005. Just from an admissions stand point., the selectivity was dramatically different. So a lot of us that graduated in 2008, we feel like we're the last class of the old Skidmore, before Skidmore became a place where everybody wanted to go, and no one got in. I think my freshman year, our acceptance rate was something like 40% and now it's like 20%, in ten years, 15 years. That's a really big difference and that says a lot about the type of student that goes here. And I don’t think that that shift, I hope not, has not impacted that desire, that curiosity, that openness to explore yourself, to figure things out. The number of people I saw who came in Skidmore one way and left Skidmore a very different way, but so authentically... I don't know if that was just the common college growth that happens everywhere... I don't think so. I think what happens here is very special. And places like Skidmore... I don't think Skidmore is the only place on the planet that does it. I think there's something about a liberal arts college on a beautiful campus with faculty who really want to engage in the learning and development of students. That produces something special. But I think you add that to Skidmore's history as an all-women’s institution, Skidmore's history as an art school, Skidmore's history as an institution believing in creative thought. I think all of that together allows for that internal exploration, almost a permission to explore yourself. And then externally I think that marketing itself to students who are looking for something different it does produce more opportunity to dig. And maybe not be so afraid about it. Because I feel like a lot of students at giant universities, they kind of wake up and realize they’re not the person they want to be. I’m not saying that doesn't happen at Skidmore, but for the kids that that does happen here, there's more opportunity for you to be like “Oh okay I’m going to find some new people.” I just don’t know if that happens in schools that are more anonymous. �10 ER: I think it's been changing, a lot of people have been coming for the business department. JV: It's very famous. ER: Yeah and I don’t know if it was the same when you were here...? JV: It was just starting. Because I think also... I think a big factor was Fall 2008, the economy crashing, Leeman Brothers, all of that., changes the world. when I was a senior in college you didn’t have to have a job, you didn’t have to know what you were doing. I had a summer job. I fell into the admissions office. That was normal 10 years ago. Now, if you don’t have everything lined up in January you're completely screwed. So I also think the changes in the students coming to Skidmore is a reflection of both how strong the business department actually is but also because you can do business here and art and it’s not going to pull you one way or the other. A lot of other schools that have a business school or business program the other things are secondary, they just are, but here it’s not. And so I do think that that’s probably part of why that shift has been happening but hasn’t completely over thrown the college. Because I think in the world we live in today, it could be even more of a business orientation. But I think it’s the strength in music, the strength in visual art, the strength in dance, the strength in the social sciences, the strength in the foreign languages, the strength in English. There's so many quality nonprofessional programs here, and I mean that in relation to professional degrees like an MBA or a Doctor of Social Work or a doctor of exercise. that’s what I mean by professional as opposed to the more general term, allows for that dichotomy and the slowing down of the change, because you do see a lot of liberal arts colleges, there’s a big shift. you see a lot of liberal arts colleges just get eaten up bigger universities because people don’t see the value anymore because people don’t see the value anymore. ER: Yeah, I hope that it doesn't change, I'm worried. JV: It's fair to be worried I think. �11 ER: Is there any memory that has come up as you've been here? JV: I mean that was the crazy part. Myself and a friend who came up, when we first got to campus we just walked around. And that’s what happened for 45 minutes, just like "Oh my god this" and "Oh my god that." And I think a lot of stuff occurred, a lot of memories, a lot of crazy memories, but I think the one that probably shocked me the most was., or surprised me by how overwhelming it was, was actually something that I didn’t even remember until I was reliving the experience. So as a psychology and history major almost all my classes were in Tisch (Learning Center). I was a Tisch kid. I was always in Tisch. I called it the “ology building” when I was a tour guide, even though history isn’t an ology, and I would literally say that, "although history isn't an ology." There is the walkway out of Tisch leading to Palamountain (Hall) where the early childhood center is, right there’s that L covered walkway and all the honey suckle. The smell of the honey suckle got me. Because I forgot how much that smell was constant, how strong that smell is, and how often I smelled it. In context to walking from one building to the other. I was frozen when the smell hit my nostrils and all of these memories just washed over very quickly. Particularly I used to do observation in the early childhood center. I was a sophomore and I was taking a child development class. Because at the time I thought I was going to be more focused on childhood development but not at all, I ended up not doing that at all. But that was a really interesting semester for me because I had never engaged with children, and so the combination of the smells and just how much that time influenced me, one way or the other. So I think that was probably the biggest memory. It was also just to go walk around and see which professors were still here and which ones are not still here. It was also nice to see there was more diversity in the faculty, I can tell there’s not much now. but when I was here there was none. I didn't have a single male of color teach me at Skidmore. Maybe I had one female of color teach me. I knew there was a male psychology professor, Hassan Lopez, who I didn’t have until my final year. He was actually the first male of color that I had I’m pretty sure. I could be wrong about that, but it was so few that... but then looking around and seeing that there were a handful more teachers of color, said something. now, I’ll be honest, two percent of the population has a PhD. so were already looking at a very small section of �12 people. when you look at the cross section of education, there just aren’t that many PhDs that are black, or Mexican, or anything that isn’t white. so that’s not necessarily a reflection of Skidmore, but Skidmore could work harder at really finding diverse faculty if they wanted to. so, there’s always a tension one way or the other. But it was nice to see new faces, it was nice to see new scholarship from people who are not the standard professorial type. that was really cool to see. ER: Yeah Skidmore needs to work on its retention. JV: Yeah it does. ER: What else would you like to see improve at Skidmore? JV: I love this place. I just want to see Skidmore not be so slow about what it does. I loved seeing the signs on campus letting visitors know, this is renewable, or this is sustainable, or we have this goal. I saw the goal of 25% food sustainability by 2025. why isn’t it 50%? why isn’t it 75%? obviously that’s ambitious and it would require a lot of thoughtful changes, but Skidmore is the type of place in my opinion where there are so many creative people here that there’s no reason why they shouldn’t be pushing themselves harder. I would love to see the administration push back on some of the faculty who are not as tolerant as they think they are. that’s one thing that I do know is true. I have kept enough in touch that there have been some issues in town with students of color and I was very disappointed in how the administration responded to that. I was very disappointed to see that there was not a 100% defense of the students. Period. The students were students. Even if they were wrong which they weren’t. but even if they were wrong, I feel like if they were rich white students, it would have been a whole different response. and I don’t think that anyone made that decision deliberately, but that’s what bias is. you don’t see that you would treat someone else differently because of some immutable factor. If they were rich white kids, "Oh we have to be careful about the parents. the politics involved...". well why isn’t that same consideration given to a poor brown or black kid? �13 they have just as much value as a person right? and again I’m not saying that this is Skidmore only, this is the world we live in, but I think Skidmore could do a better job. particularly since they have a commitment at least in words, to bring in diversity, to bring in a variety of people. like I loved seeing that the opportunity program is now one big unit. Because when I was a student it was HEOP and AOP, no one really knew what AOP was, all the HEOP kids were clumped together because they were from New York City. And it was nice that they were on campus, but they were completely ostracized from everyone else. No one intended to do that but that’s what it was. And so as a student of color who was in neither program, it was weird. So now to see that all the opportunity programs are all together, there’s a whole place for them. That just made me feel like okay this is the kind of action that I want to see. Why did it take so long? I was sad to see that some of the administrators who have left, why they’ve left… That made me kind of sad. But I think it is important to remind the Skidmore community that you can’t rest on your laurels. That just because you are better in a lot of ways than other institutions that doesn’t mean that you get to slow down, that doesn’t mean you get to set targets that everyone else should set. That I’m disappointed by. But not disappointed enough to not care, but just be like, “Hey.” Like you know when you get disappointed in your friends who don’t live up to their potential? That's kind of how I feel sometimes. That we could be pushing ourselves more. We could be doing more. We could be having more courageous conversations with ourselves, with each other, around these sensitive issues. Like it was great to see a Black Lives Matter thing in Case Center. That’s great. But do the Black lives here actually feel like they matter? Because there was a time when I was a student where a lot of black lives didn't feel like they mattered as much. I never really felt that. But just because I don’t doesn’t mean it’s not true for other people. So that’s why I would say I would want to push Skidmore, particularly in a place like Saratoga Springs that's very different than the people who come to school here. We could be fostering more education, more awareness. I don’t mean tolerance in the sense of just accepting. But I really mean like, “You have wrong beliefs because you’re not educated in the right things so let’s provide you more education.” Let’s give you more opportunities to step outside your comfort zone. Because people believe things �14 because they don’t have anything else to counter that belief. They have no experience, no exposure. There is so much here that could make Saratoga better and they don’t do enough. ER: We really don’t engage in Saratoga. JV: And I will admit, I know enough to know that the town doesn’t really want them to. But that doesn’t mean you accept it. That doesn’t mean you say, "Okay you don't want us then fine." There are enough educated, thoughtful, powerful, rich people in this community, Skidmore's community. They could be on seats in the board in town. They could be actively engaged in changing Saratoga. But they don’t want to. So that’s what I mean by pushing more. ER: And it's even true for pushing faculty more. Faculty and staff showed up though... JV: That must mean they want to try. I feel like, the one thing that I want younger people like you to hear, because I was where you were at some point, I'm on my way to that other point, young people are impatient, you are. Because for you, you see the way... It’s like "This is how it should be! Why is it not?" And that's great, never lose that. But just remember that as you get older, you begin to understand why things are older, that doesn’t just defy it. But I guess try to find the wins. Because the story you just said, makes me think, "Okay, at least the staff want to engage." Maybe enough kids didn't come, but the fact that there were a lot of staff members who came, that says that there's a willingness to have the conversation and that’s huge. And my fear is that young people, the younger people, haven’t lived enough to recognize, haven't lived enough to recognize how much it is to get someone to come to the table. And that open mindedness is a lot more difficult than you think. I have found a lot of progressives and liberals are some of the most closeminded people I’ve ever met because they think they’re right. And I’ll admit I use to be like that when i was young, I was like, " I’m right. Why would I be openminded? I’m open-minded because I’m right!" Actually, if you think that you're right, you’re not open-minded. So let’s talk about... Do we really want open-minded-ness? Is it actually a good thing? Or do we want closemindedness that’s correct? I don’t know I’m just saying that it’s important that young people just recognize that experience does dictate how you see the �15 world. And even in my own job, I had seven things I wanted to do this year, I got three of them done and I learned, I was like, "You know what? I’m going to be proud of those three things because everybody else is super proud of them. I’m the only one that’s mad that I didn’t get to do all seven. And my boss was like, "Jacob, we only have room as people, for three things a year. You want to do more than 3 things? take away something," just, that’s something that I’ve had to learn and grow with. But don’t ever lose the passion. just, almost forgive yourself as you move through it. Because you’re going to get a point where you’re going to be 30 and you’re going to realize, "Oh there's so much more." And that’s not to excuse slowness, that’s not to excuse behavior, but I think it does help from becoming a state of despair. I feel like a lot of young people after the election were in a state of despair. And rightfully so it was a despairing moment for a lot of people. But it’s been almost two years now. were in the second year, right? were still here, were alive, people are fighting. it’s an awareness now and that’s valuable. That’s more valuable than if she had won and people didn’t know that they lived in the world they live in. And so being able to have this dialogue about Skidmore, if nothing else, the people who are interested in making change at Skidmore listen to all the different people have all these different opinions and stories and histories about Skidmore, if you really want to make it a better place, listen to what people have said. Don’t just take what they’re saying as truth, but listen to the whole thing. What’s the points that seem to be sticking out? And how does that relate to what the students right now are saying? What’s the parallel? What’s the dissonance? It’s hard to be a leader. It’s easy to want to lead. It’s very hard to actually lead. But I’m excited to see how Skidmore plays out over the next 10 years, see what kinds of students come here, what changes happen, what changes don’t happen. Because there’s some things what just shouldn’t change, but it shouldn’t not change simply because they don't want it to. There should be a reason that it stays the same. If you can’t come up with that reason, then it’s got to change. And I think any alum would be okay with it changing for the right reason. So I’m excited to see how it all plays out. ER: I’m excited to see what you do. �16 JV: Oh well thank you. That's very nice. ER: Thank you so much. JV: My pleasure. ER: This was really great. JV: Absolutely. 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewee The person(s) being interviewed Navarrete, Jacob Location The location of the interview Lucy Scribner Library, Skidmore College, Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 6/27/18 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio recording Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 39:13:00 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1-Jun-18 Creator An entity primarily responsible for making the resource Rizzo, Emily, 18 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Description An account of the resource Navarrete, '08, from Dallas, Texas, graduated with a double major in psychology and history, focusing on existential psychology with Sheldon Solomon and American History with Jennifer Delton. He started working with Prof. Solomon in LS1 (Liberal Studies 1, an interdisciplinary course formerly required of all students), and soon began work as a tour guide. Eventually running the tour guide program, Navarrete both made connections on campus and was able to share his passion for the college. He joined SGA as a student senator in his first year, and was the last coordinator of diversity affairs, before the position became a Vice President of diversity affairs. After graduating from college, he worked in admissions and learned about how classes are shaped and chosen, and is current the associate head of upper school at the Auckland School, a Montessori school, in Dallas Texas. He recently finished a master's degree at Stanford University. He particularly values what he felt was a non-judgmental atmosphere with "unspoken encouragement" to experiment, have curiosity, 'explore yourself, to figure things out." He noted a shift in recruitment between 2004 and 2005, with Skidmore becoming increasingly selective, and wonders how classes following his fare that way. Back on campus, the smell of honeysuckle outside Tisch Learning Center, brought back memories of observation in the Early Childhood Center next door in Palamountain Hall. He welcomed increasing diversity on the faculty, as he had taken no classes from a male of color and only one female of color as professors. He would like to see more, faster, change on diversity, and welcomes the combination of the AOP and HEOP (opportunity programs) on campus. Title A name given to the resource Interview with Jacob Navarrete, '08 admissions alumni Diversity Latinx Opportunity Program oral history Skidmore College tour guide https://www.ssmp.mdocs.skidmore.edu/files/original/393ea90fa1e883c6b7e004f29c580a91.jpg b530347483447f5d22a2813a7e9bda2b 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 CDTA unveils bike-share program in four cities Date A point or period of time associated with an event in the lifecycle of the resource 7/28/17 Creator An entity primarily responsible for making the resource Robarge, Mark Source A related resource from which the described resource is derived The Saratogian Subject The topic of the resource Transportation Description An account of the resource Local officials gathered in the rain Thursday morning in Washington Park to formally kick off CDPHP Cycle!, a new initiative that will allow people in Albany, Schenectady, Troy and Saratoga Springs to rent bicycles from any of 41 stations as what the authority is billing as 'healthy, affordable and fun mode of transportation. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation https://www.ssmp.mdocs.skidmore.edu/files/original/a28e63cd06a4bce9bd1f8183929f135c.JPG 7fa939ac5c74761e99b4c3177e7a1fb3 https://www.ssmp.mdocs.skidmore.edu/files/original/71001550334bddb169707d64f59e7c6f.JPG 9f0fe8bf54170cabe757d75156354412 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 Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez 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/. Creator An entity primarily responsible for making the resource Rony Fernando García Delgado Title A name given to the resource Sobrevivir/Survival Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Rony Fernando Garcia Delgado_2017_1.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Guatemala Description An account of the resource Y de pronto te das cuenta que el más fuerte se come al más débil, reglas de vida pero la vida puede cambiar, no es algo estático. And suddenly you realize that the strongest one eats the weaker one, rules of life, but life can change, it is not static. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx race track Saratoga Race Course Spanish https://www.ssmp.mdocs.skidmore.edu/files/original/1d72e093bed504e9ff016ea565e8c7d5.JPG 067373322fcf2651b62e85197fd6bc76 https://www.ssmp.mdocs.skidmore.edu/files/original/f0ebd7f1fad51778a04c4f38de2501fb.JPG 9f0fe8bf54170cabe757d75156354412 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 Contributor Individual who prepared the item and/or edited it. Krystle Nowhitney Hernandez 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/. Creator An entity primarily responsible for making the resource Rony Fernando García Delgado Title A name given to the resource Con el Pensamiento en el Cielo/With Your Thoughts on the Sky Alternative Title An alternative name for the resource. The distinction between titles and alternative titles is application-specific. Rony Fernando Garcia Delgado_2017_2.jpg Date A point or period of time associated with an event in the lifecycle of the resource 2017 Subject The topic of the resource Guatemala Description An account of the resource Se te va el pensamiento, de pronto dejas de estar aquí, estás en cuerpo pero no en pensamiento, pensando en los que no están contigo y que quisieras que estuvieran y cuando de pronto reaccionas que estuviste ya ha pasado la belleza del lugar donde estabas. You are thinking, you suddenly stop being here, you are in body, but not in thought, thinking of those who are not with you and that you wish were, and when you suddenly realize, you were there all along, but the beauty of the place where you were has passed. License A legal document giving official permission to do something with the resource. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Format The file format, physical medium, or dimensions of the resource Digital Photograph, JPEG art bilingual Estamos Aqui immigration Latinx race track Saratoga Race Course Spanish https://www.ssmp.mdocs.skidmore.edu/files/original/57d08e4ad6cb7545ba35b102bfb00734.jpg 132511ed2d207cc2661dc8fca6bce113 https://www.ssmp.mdocs.skidmore.edu/files/original/4ac22e1dc72aa54d332218874d5a56b3.mp4 14382406027d8f68e4a8495dc6adcabc https://www.ssmp.mdocs.skidmore.edu/files/original/9e4fc6a346942127c16d3bffd5febb6e.pdf 1dc29cea790eb1479789ea644f4de798 https://www.ssmp.mdocs.skidmore.edu/files/original/b21e4254d348eadaee87971336d82f0c.pdf a80176cf039b0bd061cacc92885cbaa7 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Samantha Murphy Interviewee The person(s) being interviewed Joe Levy Location The location of the interview Lucy Scribner Library, Saratoga Springs N.Y Record Contributor Individual who prepared the item and/or edited it. Samantha Murphy Record Creation Date Day/Month/Year of record creation/edit Nov. 1, 2019 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 Joseph Levy Date A point or period of time associated with an event in the lifecycle of the resource October 26, 2019 Creator An entity primarily responsible for making the resource Samantha Murphy, '23 Contributor An entity responsible for making contributions to the resource Joseph Levy Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Description An account of the resource This is an interview with Joesph Levy, a photographer who moved to Saratoga in the 70's. He is known for is photography at the Saratoga Race Track, and also ran for state senate with the Green Party. Levy has made an impact on the arts community in Saratoga and is keeping the Green party alive for future generations. In this interview, you will learn about his life growing up, his life in Saratoga and his work in politics. Arts Photographer Green Party Hyde Collection Photographer Photography Saratoga Arts Saratoga Arts Workshop Saratoga County Saratoga County Green Party Saratoga County Politics Saratoga Race Course St Yaddow Track Photographer https://www.ssmp.mdocs.skidmore.edu/files/original/f67e977987e212781464bbef39fe48bd.jpg 511ec29e738ae41ba816f1f238e5b872 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Creator - Individual Name of the person or people responsible for creating the item. Mott, Samuel J. 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. 1949 (revision of 1939 map) Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1949 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1949 (revision of 1939 map) Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1949 Repository Name of the repository that holds the original item. Geography and Map Division, Library of Congress Saratoga Room, Saratoga Springs Public Library Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City 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. This map is an updated version of the previous 1939 version. A few differences included are depicted with zone numbers the city reservoir, new, library, casino community center, junior high addition, new playground, two possible playfields, new housing, new street, possible highway, possible parking area, improved sewage pump station, and a village brook drain. Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. City Plan Outline maps Property maps Road maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Cities and Towns Civic Life Property and Development Recreation Record Contributor Individual who prepared the item and/or edited it. R. (Zach) Mooring Jordana Dym Emily Sloan 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. City Reservoir (Saratoga Springs, N.Y.) Saratoga Springs (N.Y.)--Corporation Line Saratoga Golf Club (Saratoga Springs, N.Y.) Congress Park (Saratoga Springs, N.Y.) Public works (Saratoga Springs, N.Y.)-- water works, water supply Recreation-- Athletic Field Saratoga Race Course (Saratoga Springs, N.Y.) Greenridge Cemetery (Saratoga Springs, N.Y.) St. Peter's Catholic Cemetery (Saratoga Springs, N.Y.) St. Faith's School (Saratoga Springs, N.Y.) St. Clement's Church (Saratoga Springs, N.Y.) Skidmore College (Saratoga Springs, N.Y.) City Casino (Saratoga Springs, N.Y.) Saratoga National Bank (Saratoga Springs, N.Y.) State Baths (Saratoga Springs, N.Y.) Saratoga Harness (Saratoga Springs, N.Y.) Transportation--railroad Transportation--highways City Hall (Saratoga Springs, N.Y.) Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Excelsior Lake (Loughberry Lake) (N.Y. : Lake) Physical Dimensions The actual physical size of the original image 14''x 12'' Record Creation Date Day/Month/Year of record creation/edit 6/23/2014 2/28/2015 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 City Planning Board Map of the City of Saratoga Springs N.Y. Date A point or period of time associated with an event in the lifecycle of the resource 1949 Is Part Of A related resource in which the described resource is physically or logically included. "Saratoga Springs Looks to the Future" Publisher An entity responsible for making the resource available City Planning Board of Saratoga Springs Description An account of the resource This updated version of Mott's 1939 map includes multiple proposed changes to the city of Saratoga Springs. Language A language of the resource English Creator An entity primarily responsible for making the resource Samuel J. Mott Subject The topic of the resource Saratoga Springs Urban Development Type The nature or genre of the resource Map Abstract A summary of the resource. This map is an updated version of the previous 1939 version. A few differences included are depicted with zone numbers the city reservoir, new, library, casino community center, junior high addition, new playground, two possible playfields, new housing, new street, possible highway, possible parking area, improved sewage pump station, and a village brook drain. The map shows a mid-20th century focus on urban development and rejuvenation in Saratoga Springs. Bibliographic Citation A bibliographic reference for the resource. Recommended practice is to include sufficient bibliographic detail to identify the resource as unambiguously as possible. “City Planning Board Map of the City of Saratoga Springs N.Y.,” Skidmore Saratoga Memory Project, accessed March 23, 2015, http://ssmp.skidmore.edu/items/show/99. Rights Holder A person or organization owning or managing rights over the resource. Geography and Map Division, Library of Congress Saratoga Room, Saratoga Springs Public Library https://www.ssmp.mdocs.skidmore.edu/files/original/4d33950c94bc655985c40dc76031f4b2.jpg 2f2a9859cb417db2e4810ec0bf4cfc1b 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. 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 Aldo and Dennis-Cenus Creator An entity primarily responsible for making the resource Sarah Coburn https://www.ssmp.mdocs.skidmore.edu/files/original/8444139072e711b47e6d656476755e9d.jpg 9586bbe014d52fd0f899ecfeffc1f6fa 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. 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 Aldo and Dennis- Are Latinx United? Creator An entity primarily responsible for making the resource Sarah Coburn https://www.ssmp.mdocs.skidmore.edu/files/original/2b84cdb53eece17da7d7f21050775a95.m4a bc893e4c21c40b06823b4867171e42b3 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 Daniel Valencia: Language https://www.ssmp.mdocs.skidmore.edu/files/original/1f0e3c5dc51323dcf5ec2fd7f60e74c9.m4a 27315d18d8078ab3df9772394d834084 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 Daniel Valencial Culture - Mom & Dad https://www.ssmp.mdocs.skidmore.edu/files/original/7a02cb72edc3c2851b83ec3cb973f5ef.m4a 0f31e196eb586472a69e2c1e210568c0 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 Daniel Valencia: Two Cultures 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. Record Contributor Individual who prepared the item and/or edited it. Sarah Coburn Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 Interviewer The person(s) performing the interview Sarah Coburn Interviewee The person(s) being interviewed Daniel Valencia Location The location of the interview Skidmore College, Saratoga Springs, NY 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 Daniel Valencia Interview Creator An entity primarily responsible for making the resource Sarah Coburn Date A point or period of time associated with an event in the lifecycle of the resource 04/02/2016 Description An account of the resource Danny Valencia is a college student and route setter at The Rock Club in New Rochelle, NY living in White Plains, NY. He spoke with Sarah Coburn on April 9th, 2016 about his memories of living in and visiting Colombia and experiences of being a Latino immigrant in the United States. bicultural Colombia culture family language Latino Latinx oral history Skidmore College student https://www.ssmp.mdocs.skidmore.edu/files/original/bce5c9303ddcf12bb1b466681925a1c3.jpg 4a764c2a8b653bd94b59fd267bb1b282 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 Peg Boyers and Dog Creator An entity primarily responsible for making the resource Emma Dodge Hanson https://www.ssmp.mdocs.skidmore.edu/files/original/d00f61792e3a7b0e5e7400b457407656.m4a 8315cd4521b13d60393b20c6286072fc 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 Peg Boyers From Venezuela to Cuba Date A point or period of time associated with an event in the lifecycle of the resource 03/25/2016 https://www.ssmp.mdocs.skidmore.edu/files/original/06883a235e04dc1e7ec11275a48c6b6d.m4a 39dbfacf2202682ed408265cbdae173a 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 Peg Boyers Identity Date A point or period of time associated with an event in the lifecycle of the resource 03/25/2016 https://www.ssmp.mdocs.skidmore.edu/files/original/85bc110106171961494309e7c292e05f.m4a 0aff49cfa30df59697cfcea62e616a75 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 Peg Boyers Migrant Community/Immigration Date A point or period of time associated with an event in the lifecycle of the resource 03/25/2016 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 Sarah Coker Interviewee The person(s) being interviewed Peg Boyers Location The location of the interview Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Sarah Coker Record Creation Date Day/Month/Year of record creation/edit 04/26/2016 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 Peg Boyers Interview Date A point or period of time associated with an event in the lifecycle of the resource 03/25/2016 Creator An entity primarily responsible for making the resource Sarah Coker Language A language of the resource eng Description An account of the resource <div>Peg Boyers is a Skidmore alumni and faculty lecturer in the English Department, as well as executive editor of Salmagundi Magazine. She spoke with Skidmore Student Sarah Coker at her home in Saratoga Springs on March 25<span>^th</span>&nbsp;2016 about Cuban identity, Cubans in the United States, and her travel experiences as a child.</div> <div>&nbsp;</div> Cuba Cuban culture family identity immigration Latin America Latina Latino Latinx migration oral history Skidmore College Skidmore faculty https://www.ssmp.mdocs.skidmore.edu/files/original/96065ce3b2b7b509b0e26517a4d69aa8.jpeg 11e7be1f22956e73a5fedc1c64ba9b1e 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 Aquatic Habitats Date A point or period of time associated with an event in the lifecycle of the resource 2013 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 Saratoga County Map Cartographic document 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). Saratoga PLAN Record Contributor Individual who prepared the item and/or edited it. Zack Kouli Record Creation Date Day/Month/Year of record creation/edit 9 May 2021 Creator - Individual Name of the person or people responsible for creating the item. Seleen, K. Trabka, M. 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. 2013 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 2013 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 10/25/2013 Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 2013 Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. County Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Digital maps Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Environment and Conservation URL Saratoga Plan, <a href="https://www.saratogaplan.org/conserve/landscape-saratoga-county/">https://www.saratogaplan.org/conserve/landscape-saratoga-county/</a> 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 Aquatic Habitats Description An account of the resource A map of the aquatic habitats in saratoga County. Includes a legend that ranks water system quality based on species, habitats, connectivity, and natural/impervious land cover types. Creator An entity primarily responsible for making the resource Saratoga PLAN, with help from GIS consultant Seleen Associates https://www.ssmp.mdocs.skidmore.edu/files/original/eb84bb2f882d892082268c7402aae0ef.jpg 842f45e0aa6ec4711966cea2db440f3c 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 Railroads grew with Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource ND Creator An entity primarily responsible for making the resource Saratoga Sketches Source A related resource from which the described resource is derived Community Development Office 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. Saratoga Springs Subject The topic of the resource Transportation Description An account of the resource Architecture is the direct result of the growth of a city. Each structure built in Saratoga Springs is a response to the changing economy and the expansion of a city. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- 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 Advertisements by Saratoga Spa Authority Date A point or period of time associated with an event in the lifecycle of the resource 1930s-1940s Language A language of the resource eng Creator An entity primarily responsible for making the resource Saratoga Spa Authoirty https://www.ssmp.mdocs.skidmore.edu/files/original/a199583afe1dc40e0d270298ae9238f8.jpg 890b0a50fc0773225ab1b11b20b1c016 https://www.ssmp.mdocs.skidmore.edu/files/original/14e1b16a54f7327f60a323f61670246d.jpg 6d2f4a7b8bac7a0432926ecce459d882 https://www.ssmp.mdocs.skidmore.edu/files/original/fd675ad782f32a17a388aff48489397d.png 1456afd273c710e00af89c81d38d500e 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document 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). Saratoga Springs Chamber of Commerce Publisher Publisher of the item, or of the book or atlas in which it appears. Saratoga Springs Chamber of Commerce Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs, N.Y. Repository Name of the repository that holds the original item. Geography and Map Division, Library of Congress Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1950 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. ca. 1950s Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1950 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. ca. 1950s Caption This field will include transcriptions of text that appears on or around the item, at the discretion of the cataloger. It should include relevant bibliographic information that is not given in the title, for example, "Top of map: 'EXAMPLE NEEDED' Publisher and printer information might also be included in this field: "EXAMPLE NEEDED.'" Note that the location of the printed text is given in the field itself and that the caption information is always included in quotes. "Bottom of map: 'For information on hotels, guest houses, and restaurants: Write for Chamber of Commerce List or Ask at Information Center' and 'Bus service provides easy access to all parts of the city.'" 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. This color pictorial map is a fold-out brochure created by the Saratoga Springs Chamber of Commerce to serve tourists. Recto: The brochure titled "Visit Saratoga Springs: King of Resorts, Queen of Spas" promises "Recreation and Relaxation" in Saratoga. The top panels of the brochure detail some of the summer highlights of Saratoga Springs (eg. Saratoga Lake, horse racing, golf courses, spas, and historic sites). There is an inset map that details the modes of transport to access Saratoga Springs (by motor, rail, or air). The bottom half of the brochure outlines winter attractions in Saratoga (eg. skating, Skidmore College Winter Carnival, bowling etc.) as well as year-round activities (eg. ice fishing, baths, concerts, and dining). Black and white drawings accompany each activity/site outlined in the brochure. Verso: This side of the brochure includes a colored map as well as a list of "points of interest." The map focuses on downtown Saratoga Springs and offers an outline of streets (not drawn to scale) and modes of transport to and from the city. Larger than life-size drawings depict iconography of Saratoga Springs (eg. golf course, race horses, colonial solider from the Battle of Saratoga 1777, boating on Saratoga Lake, and mineral springs). The points of interest key (that uses numbers to mark important sites) offer brief explanations of the attractions/activities of Saratoga during the summer as well as offer information about the public or private accessibility of the attraction. Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Pictorial maps Tourist maps Color maps 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. Bathing Beach (Saratoga Springs, N.Y.) Boston and Maine Railroad Canfield Casino (Saratoga Springs, N.Y.) Congress Park (Saratoga Springs, N.Y.) Convention Hall (Saratoga Springs, N.Y.) Delaware and Hudson Railroad Corporation Grand Union Hotel (Saratoga Springs, N.Y.) Iconography--mineral springs Iconography--race track Iconography--horse McGregor Golf Club (Saratoga Springs, N.Y.) Petrified Gardens (Saratoga Springs, N.Y.) Saratoga Battlefield (Saratoga Springs, N.Y.) Saratoga Golf Club (Saratoga Springs, N.Y.) Saratoga National Historical Park (N.Y.) Saratoga Springs (N.Y.)--Broadway Saratoga Springs Public Schools (Saratoga Springs, N.Y.) Skidmore College Yaddo (Saratoga Springs, N.Y.) Transportation--airport Transportation--railroad Transportation--highways N.Y.S. Forest Nursery (Saratoga Springs, N.Y.) (formerly Tree Nursery) Saratoga Springs Chamber of Commerce Saratoga Racing Association Inniscarra (Chauncey Olcott Cottage) (Saratoga Springs, N.Y.) Ash Grove Farms (Saratoga Springs, N.Y.) U.S. Government Fur Animal Experimental Station (Saratoga Springs, N.Y.) Saratoga Spa State Park (N.Y.) Geyser Park (Saratoga Springs, N.Y.) Saratoga Springs Public Library (Saratoga Springs, N.Y.) Lincoln Baths (Saratoga Springs, N.Y.) Recreation Washington Baths (Saratoga Springs, N.Y.) Broadway Drink Hall (Saratoga Springs, N.Y.) Post office (Saratoga Springs, N.Y.) Congress Theatre (Saratoga Springs, N.Y.) Iroquois Indians Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. City Record Contributor Individual who prepared the item and/or edited it. Deirdre. Schiff Allie Smith Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Travel and Tourism Recreation Transportation Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Hathorn Spring (Saratoga Springs, N.Y.) High Rock Spring (Saratoga Springs, N.Y.) Lake Lonely (N.Y. : Lake) Loughberry Lake (N.Y. : Lake) Saratoga County (N.Y.) Saratoga Lake (N.Y. : Lake) Saratoga Springs (N.Y.) Record Creation Date Day/Month/Year of record creation/edit 6/1/2014 3/21/2015 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 Visit Saratoga Springs, King of Resorts, Queen of Spas Date A point or period of time associated with an event in the lifecycle of the resource 1950s Publisher An entity responsible for making the resource available Saratoga Springs Chamber of Commerce Language A language of the resource english Creator An entity primarily responsible for making the resource Saratoga Springs Chamber of Commerce business color map nature parks race tracl railroads recreation schools transportation https://www.ssmp.mdocs.skidmore.edu/files/original/b864b2536dce686a5a0bad5a49a4f796.jpg 957b4197ddd19bd619f6011c9541cd37 https://www.ssmp.mdocs.skidmore.edu/files/original/5d4571d90a85cf1c172fde48e23651ca.jpg 802030343ad13084ea49a614adbd8bd5 https://www.ssmp.mdocs.skidmore.edu/files/original/6ae09c381d4b4fef0c5d33c6b4aa5b72.jpg 2b777dd11e23f6677cb054fc5540ecac 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Physical Dimensions The actual physical size of the original image col. map 185 x 141 cm. on 3 sheets 70 x 148 cm. or smaller. Scale The scale of the item (if known) ca. 1:322,000 Record Contributor Individual who prepared the item and/or edited it. J. Dym Record Creation Date Day/Month/Year of record creation/edit 3/29/2014 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 A chorographical map of the Province of New-York in North America, divided into counties, manors, patents and townships; exhibiting likewise all the private grants of land made and located in that Province; Date A point or period of time associated with an event in the lifecycle of the resource 1779 Description An account of the resource Scale ca. 1:322,000. Hand colored. Prime meridian: London. Relief shown by hachures. Depths shown by form lines. Inscribed: To His Excellency Major General William Tryon ... "Advertisement. The tracts of land coloured red, are military grants ... Those with a green edge are manors, and those coloured yellow are townships ... " Appears in Thomas Jefferys' The American atlas. 1776 Language A language of the resource eng Creator An entity primarily responsible for making the resource Sauthier, Claude Joseph Publisher An entity responsible for making the resource available William Faden map https://www.ssmp.mdocs.skidmore.edu/files/original/c99368253e9c1340349334dda4881f08.jpg fbb2fe4ab21685b99d422a6757b741e4 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1810 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. ca. 1810 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1810 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. 1810 Related Maps There will be many cases where multiple maps are in effect only slight variations on a single original. If we are certain, or even pretty sure, that one map is just a slightly altered version of another,the related versions should be listed here. A 20th century copy of this map, with the same title and several additions/modifications, is in the Saratoga Springs City Historian's Office. A brittle contemporary copy, is in the Saratoga County Historian's office. Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. City Plan Early maps Manuscript maps 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. Plats – scale divisions of land or property – are an important form of urban cartography. Three versions of this 1810 plat, one of the earliest of Saratoga Springs, show founder Gideon Putnam’s properties shortly before his death, mapping out Saratoga Springs’ transition from rural land to urban settlement. Putnam and his wife Doanda settled in the area 1789. As he cleared his several hundred acres, Putnam found a number of springs along the fault line, realized their potential, and established Putnam’s Tavern and Boarding House in 1802, beginning Saratoga Springs’ rise as a tourist destination and thriving resort center. The Scott map is both foundational and influential. It exists in as an elegant original, drawn in red and black, in the New York State Archives. There are at least two later versions, all of them manuscript (hand-drawn): an 1825 copy, drawn by G.G. Scott, son of the original surveyor and held by Saratoga County; and a twentieth-century tracing, with a few buildings added for good measure, in the City Historian’s Office. This plat continued to be cited in property cases well into the 20th century. Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Property and Development Manuscript Maps Religion and Spirituality Creator - Individual Name of the person or people responsible for creating the item. Scott, James Repository Name of the repository that holds the original item. New York State Archives Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. Property Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Saratoga Springs (N.Y.)--Maps 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. Scott, James. Saratoga Springs (N.Y.) Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Deirdre Schiff Emily Sloan 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 Map of a number of building lots near the Congress Spring in the town of Saratoga Springs in the county of Saratoga : being the property of the heirs of Gideon Putnam deceased as the same was surveyed in April 1810 Format The file format, physical medium, or dimensions of the resource Manuscript Language A language of the resource English Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant POLYGON((-8214665.9307504 5324326.5962501,-8214594.2710364 5324030.4027655,-8213591.0350403 5324087.7305368,-8213586.2577261 5324560.6846492,-8214665.9307504 5324326.5962501))|15|-8214063.9891528|5323966.2822506|osm Date A point or period of time associated with an event in the lifecycle of the resource 1810 Creator An entity primarily responsible for making the resource Scott, James Medium The material or physical carrier of the resource. Paper Description An account of the resource Three versions of this 1810 plat, one of the earliest of Saratoga Springs, show founder Gideon Putnam’s properties shortly before his death, mapping out Saratoga Springs’ transition from rural land to urban settlement. Putnam and his wife Doanda settled in the area 1789. 19th century Gideon Putnam manuscript plat springs https://www.ssmp.mdocs.skidmore.edu/files/original/919b211cb5f4f8a75f590732ceabc7d1.jpeg 9badfc2c1145556485041c66258692f2 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/. Description An account of the resource Photo courtesy of <a title="Michael McCabe" href="http://michaelmccabe.com/">Michael McCabe</a> https://www.ssmp.mdocs.skidmore.edu/files/original/290d1e2947d6d835fdadaa4879df2249.jpg d60b801e0c5d01ff3c29919201ef3bd2 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- Map Cartographic document Repository Name of the repository that holds the original item. Saratoga County Historian's Office (Saratoga County, N.Y.) Date Published (Numeric) Date the item was printed. This will be set as a date field, accommodating only numbers. The field will be able to handle single dates or date ranges. This will not display, but will be indexed and searchable. 1825 Date Published (Display) Text version of the date field -- can handle non-numeric characters (ca. 1850s, [1844]). This is the date field that will display. 1825 Date Depicted (Numeric) Date that the information on the item depicts. In many cases, this will be the same date as that in the date field, but there will be exceptions. For example, a historical map drawnin 1890 might show Saratoga Springs as it was in 1820. Or, the information on the map itself might include detailed information that enables us to extrapolate a date, for example, "based on a survey done in 1841." Many State Archives map catalog records refer to this as the "situation date." 1810 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. 1810 Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Allie Smith Type For Maps: This subject field describes the purpose of the map. This is a controlled-vocabulary field using terms developed for this project. It is important to note that Map Theme and Map Type are not hierarchical, thus it is possible to have the two fields overlap or even duplicate each other. In determining the purpose of the map, the cataloger should consider the publisher, and, (if known) original use of the map. For example, a map that shows a wide variety of information might be a candidate for General in the map_type field, however, if it was prepared by the state geologist and contains, in addition to everything else, substantial information about the geology and topography of the state, it would be classified as a Geological map. Multiple terms can be used in this field. Aerial views Property maps Related Maps There will be many cases where multiple maps are in effect only slight variations on a single original. If we are certain, or even pretty sure, that one map is just a slightly altered version of another,the related versions should be listed here. This is an 1825 copy of the 1810 Scott map, with the same title and several additions/modifications, It is in the Saratoga Springs County Historian's Office. A 20th century illustrated copy, is in the Saratoga City Historian's office, and an elegant, colored ms. is in the NY State Library. 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. The original Scott map is both foundational and influential. It inspired at least two later versions, all of them manuscript (hand-drawn): this 1825 copy, drawn by G.G. Scott, son of the original surveyor and held by Saratoga County. Since the map is cited in the 1826 charter incorporating Saratoga Springs, perhaps G.G. Scott made it to help establish the corporation line. This map, drawn to indicate the properties belonging to Gideon Putnam, served as a document to detail the inheritance of his heirs after his death. This map is particularly damaged and several tears have compromised the readability. Road widths are indicated in some instances. This copy is drawn by G.G. Scott, son of the original mapmaker, It includes pencil annotations suggesting later city planners or agents consulted this original as property ownership changed and the lot was further divided. Scope Tiered geographical location (for example: United States, New York State, Saratoga County, Saratoga Springs, Congress Park). This field is here for two reasons: first, to present, at its narrowest level, the scope of the entire item (in other words, not every place name has to be listed here). Second, this field will allow for accurate and helpful narrowing and broadening of geographic searches. Property Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Property and Development 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. Bath House (Saratoga Springs, N.Y.) Boarding House (Saratoga Springs, N.Y.) Compass rose Congress Bath (Saratoga Springs, N.Y.) Meeting House (Saratoga Springs, N.Y.) Property School House (Saratoga Springs, N.Y.) Subject - Geographic Library of Congress subject headings. For maps: for major geographic locations depicted on the map, followed, in nearly every case, by the "Maps" genre subheading. (For example, "Saratoga Springs (N.Y.) -- Maps.") This field will be especially important when the records from this collection are incorporated into larger databases and catalogs. Saratoga Springs (N.Y.) 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. Putnam, Gideon, 1763-1812. Landowner, Developer, Entrepreneur. Saratoga Springs (N.Y.) Place of Publication The city (and if necessary) state or country of publication. Saratoga Springs (N.Y.) Record Creation Date Day/Month/Year of record creation/edit 5/27/2014 2/9/2015 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 A map of a number of building lots lying near the Congress [Spring] in the town of Saratoga Springs and county of Saratoga : [being] the property of the heirs of Gideon Putnam [deceased] as the same was surveyed in April 1810 by James Scott Surveyor By G.G. Scott, Ballston August, 1825 Subject The topic of the resource Saratoga Springs (N.Y.)--Maps Putnam, Gideon Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 1825 Creator An entity primarily responsible for making the resource Scott, James Description An account of the resource Three versions of this 1810 plat, one of the earliest of Saratoga Springs, show founder Gideon Putnam’s properties shortly before his death, mapping out Saratoga Springs’ transition from rural land to urban settlement. Putnam and his wife Doanda settled in the area 1789. manuscript plat Putnam springs https://www.ssmp.mdocs.skidmore.edu/files/original/65322976e2ea0bb7c213d35628ea6ea1.JPG 900ecf2d0032defa0f3112a486cfcbf3 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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 Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 Planning Board opposed to housing proposal Date A point or period of time associated with an event in the lifecycle of the resource 12/12/74 Creator An entity primarily responsible for making the resource Shapiro, Seth Source A related resource from which the described resource is derived The Saratogian Subject The topic of the resource Urban Renewal Format The file format, physical medium, or dimensions of the resource text SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/3e98792ca1efdae8579b64616c063253.JPG 88a338d32c6c079490e27748e6d24be2 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 HUD Grants $364,248 to Spa URA For Gaslight Square Area Project Date A point or period of time associated with an event in the lifecycle of the resource 26806 Creator An entity primarily responsible for making the resource Shepard, Judy Source A related resource from which the described resource is derived The Daily Gazette 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. Saratoga Springs Subject The topic of the resource Urban Renewal Description An account of the resource The Urban Renewal Project Agency has received a $364,248 grant from the Department of Housing and Urban Development (HUD) for the local agency's Project 1. The Project 1 area includes the Gaslight Square complex at Broadway and Hamilton Street and areas on Congress, Division, Woodlawn Avenue and Railroad Place. Work will include construction on sidewalks and curbs and the installation of tree wells and minor drainage work. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/f849e95b6e36513d5aff78bc729cca5d.JPG 19c87bb6e2128998979f5dead8bd3f03 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 Saratoga URA Approves Bids for Bldg, Demolition, Tree Removal Date A point or period of time associated with an event in the lifecycle of the resource 27638 Creator An entity primarily responsible for making the resource Shepard, Judy Source A related resource from which the described resource is derived The Daily Gazette 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. Saratoga Springs Subject The topic of the resource Urban Renewal Description An account of the resource Bid awards for demolition work and tree removal were approved at last night's Urban Renewal Agency Meeting. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/c3e84a6551ce6f9226136077043871ea.jpg 70f6b6981a9cedde8ca7dcc8780ba8e5 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Record Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 600 at Spa City Greet Amtrak Adirondack Date A point or period of time associated with an event in the lifecycle of the resource 8/5/74 Creator An entity primarily responsible for making the resource Shepard, Judy Source A related resource from which the described resource is derived The Daily Gazette 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. Saratoga Springs Subject The topic of the resource Transportation Description An account of the resource Close to 600 persons were on hand when Amtrak's Adirondack train pulled into the West Avenue railroad station yesterday in its inaugural run from New York to Montreal. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings transportation https://www.ssmp.mdocs.skidmore.edu/files/original/7e5c13e43e677d87c43b74188e4fb4e9.pdf f31768b04ec38f22b487bfc84f781358 PDF Text Text Mapping a City 1915: Incorporating a City Early 20th century Saratoga Springs faced a decline in its popularity as a resort and conference destination. Seeking to reinvent its image and assert its place as an upstate New York hub, town leaders started several projects, working with state officials, to conserve the mineral springs and bring the visitors back. A defining moment for the town’s revitalization came with its incorporation as a city in 1915, which capped a period of municipal conservation efforts and a new era of mapping and zoning. 100 years since the city charter was signed, this exhibit tells the city’s origins and growth through its maps. Map Stories of Saratoga Springs Maps chart the tale of Saratoga Springs' settlement, establishment as a separate district within the town of Saratoga in 1819, erection as an independent village in 1826, and receipt of a city charter from New York State in 1915. Maps also reveal what mattered to visitors and residents: parks and parking, routes and roads, attractions and business, land and buildings, planning and development, what worked and what should change.. 250 Years of Saratoga Springs History Saratoga Springs History Museum 1 E Congress St Saratoga Springs, New York 12866 www.saratogahistory.org Exhibit Website: http:://ssmp.skidmore.edu/ Centennial Anniversary of the City of Saratoga Springs �2 1 Timeline The Past Through Maps The citizens of Saratoga Springs, N.Y., might think of making a map in order to influence policy (Figure 1) or of consulting one to plan a trip or to showcase in homes, schools and libraries (Figure 2). But maps also reveal a lot about the communities that made them--their ideas and values, their way of seeing the world, their hopes and dreams. In other words, maps tell stories. Accessible by Native American trails as early as the 17th century, the springs of Saratoga and the settlement that grew around them began to find their way onto many kinds of maps--official surveys, city plans, tourist guides, and real estate brochures with late-18th c. European settlement. Small-scale and large scale, businesslike or humorous, black & white or color, these historical maps provide details or data about the city's past. Maps takes us through Saratoga Springs' history from its origins as a crossroads between Canada, New York and New England and a draw for the healing power of its mineral waters to its present day as a lively spot for meetings, nightlife, and recreation. 1777 Battle of Saratoga 1789 Gideon Putnam arrived in Saratoga Springs 1791 Saratoga County established 1803 Putnam’s Boarding House built 1819 Saratoga Springs becomes a district, town of Saratoga 1824 United States Hotel opens 1826 Saratoga Springs Village Charter 1833 First steam locomotive to Saratoga Springs 1863 Racetrack opens 1893 Convention Hall opens 1911 Racetrack closes for two seasons 1913 Village Park – later Congress Park – opens 1915 City Charter adopted by NY State Legislature 1918 Saratoga County Chamber of Commerce forms 1923 First zoning map 1951 Saratoga Springs casinos closed 1963 Northway (I-87) opens 1966 Saratoga Performing Arts Center opens 1984 City Center opens 2004 Saratoga Gaming & Raceway opens 2015 Centennial of City Charter � https://www.ssmp.mdocs.skidmore.edu/files/original/c5cdd93dc6e9e0791c5eaa066f0f8bb8.pdf e807efaa7237edb34552a90ddd14ed4a PDF Text Text       Visit  the  Exhibit’s  Website   To  find  out  more  information  about  Saratoga  Springs’  maps  and   history,  or  to  take  a  closer  look  at  the  maps  and  objects  in  the  exhibit,   please  visit  us  at:   http://ssmp.skidmore.edu/exhibits/show/mappingsaratoga   Many  Thanks     The  curatorial  team  worked  with  the  Spring  T eam:  Deirdre  Schiff  ’15,   Eiko  Franklin  ‘16,  Erik  Morrison  ‘15,  Giulia  Morrone  ‘15,  Elana  Scaglia   ‘15,  Emily  Sloan  ’15,  and  Allie  Smith  ’15    to  convert  ideas  to  exhibition.     Contributors  and  Brain  Trust:  It  takes  a  village  to  mount  this  kind  of   show.    We  relied  on  many  area  experts,  including  Lauren  Roberts,  Alex   Chaucer,  Bob  Jones,  Beth  Dupont,  Lauren  Shapiro  ’15,  Mark  Olson,   Martin  Brückner,  Field  Horne,  Matt  Veitch,  Harvey  and  Cassie  Fox,   Donald  Carpenter,  the   Corporation  of  Yaddo,  Michael   McCabe,  the  Alfred  Z.  Solomon   Charitable  Trust,  JIMAPCO,  and   many  more.   Saratoga  Springs  History  Museum   1  E  Congress  St   Saratoga  Springs,  N Y  12866     saratogahistory.org   Surveyors’  Tools     Mapping  A  City   Saratoga  Springs  Seen  Through     250  Years  of  Maps                April-­‐December  2015   �   About  the  Project   A  Brief  Saratoga  Springs  Timeline     The  Foundation:  From  Town  To  Village     • • • • • • • • • • • • 1777  Battle  of  Saratoga     1789  Gideon  Putnam  arrives  in  Saratoga  Springs   1791  Saratoga  County  established   1803  Putnam’s  Boarding  House  built   1819  Saratoga  Springs  becomes  a  district  in  the           town  of  Saratoga   1824  United  States  Hotel  opens   1826  Saratoga  Springs  Village  Charter   1833  First  steam  locomotive  to  Saratoga  Springs   1863  Racetrack  opens     1893  Convention  Hall  opens   1911  Racetrack  closes  for  two  seasons   1913  Village  P ark  –  later  Congress  Park  –  opens   A  City  Rises   • • • • • • • • • •   1915  City  Charter  adopted  by  NY  State  Legislature                          Trolley  station  (now  Visitors  Center)  open     1918  Saratoga  County  Chamber  of  Commerce  forms   1923  First  zoning  map  adopted  by  the  City  Council   1941  Trolley  station  becomes  state  park  drink  hall   1951  Saratoga  Springs  casinos  close   1963  Northway  (I-­‐87)  opens   1966  Saratoga  Performing  Arts  Center  opens   1984  City  Center  opens   2004  Saratoga  Gaming  &  Raceway  begins   2015  Centennial  of  City  Charter   To  celebrate  Saratoga  Springs'  centennial  as  a  city,  the  Saratoga   Springs  History  M useum  presents  this  exhibit  that  tells  the  story  of  the   city  through  historical  maps.  This  exhibition  is  the  fruit  of  two  years  of   collaboration  between  Skidmore  and  the  Saratoga  Springs  History   Museum,  Saratoga  Springs  Public  Library  (Saratoga  Room),  City   Historian,  and  County  Historian.  Thanks  to  the  many  Saratogians  and   Skidmore  community  members  who  helped  bring  it  together,   transforming  an  idea  to  class  project  to  exhibition.   First  Steps   A  committee  led  by  Teri  Blasko  (Saratoga  Springs  Public  Library).   Jordana  Dym  (Skidmore),  Mary-­‐Ann  Fitzgerald  (City  Historian),  Jamie   Parillo  (SS  History  Museum),  and  Rachel  Seligman  (Skidmore)  identified   materials  at  their  institutions,  the  Saratoga  County  archives,  Duke   University's  Rubenstein  Library  and  Library  of  Congress,  and   brainstormed  exhibit  goals.  In  summer  2014,  Deirdre  Schiff,  '15,  and  Allie   Smith,  '15,  joined  the  team  with  a  summer  collaborative  research  g rant.   Duke  University’s  Mark  Olson  led  a  workshop  on  Omeka,  the  platform   used  for  Skidmore-­‐Saratoga  Memory  Project  exhibits,  including  this  one.   It  Takes  a  Class   In  Fall  2014,  Dym’s  Mapping  the  Americas  class  (pictured  below),   worked  with  selected  materials,  researched,  learned  Saratoga  Springs   history,  and  prepared  the  story.  In  Spring  2015,  more  than  half  the  class   continued  with  the  project,  developing  exhibit  materials,  conducting   research,  and  contributing  to  labels  and  activity  planning.   Back  row:  John  Kolios,  Maggie  Clark,  David  Florence,  Brandyn  Solano,  Giulia  Morrone,  Dierdre  Schiff,   Hannah  Smith,  Sam  Kogan  ,  E rik  Morrison.  Front  row:  Elana  Scaglia,  Emily  S loan,  Allie  Smith,  Eiko  Franklin.     �   A  City  and  its  Mapmakers   Saratoga  Springs  became  a  city  at  a  time  when  reinvent-­‐ tion  and  renewal  were  on  state  and  local  leaders’  minds.     The  1915  State  Reservation  Commission  report  mapped   out  plans  to  preserve  and  revive  use  of  the  town’s  mineral   springs,  in  a  new,  modern  resort  in  what  is  now  the  Sara-­‐ toga  Spa  State  Park.    The  City  Charter  reconfirmed  the   territory  of  Saratoga  Springs  and  its  “corporation  line.”     The  Spirit  of  Life  celebrated  the  contributions  of  Spencer   Trask  and  marked  the  newly  public  space  of  Congress  Park.   Over  its  history,  Saratoga  Springs  has  produced  many   maps  that  tell  the  community’s  story.    Two  generations  of   Motts,  father  Jesse  S.  and  son  Samuel  J.,  served  as  village   and  city  engineers  (1894  –  1942),  mapping  infrastructure,   plans  for  the  future  and  property  maps.    The  plans  and   maps  of  the  Lester  Brothers  real  estate  firm  (1860s-­‐1930s)   plot  development.  Charles  F.  Dowd  (whose  daughter   married  into  the  Lester  family)  was  an  owner  and  professor   at  the  Temple  Grove  Seminary;  he  is  perhaps  best  known   for  proposing  standardized  time  zones,  creating  maps  from   the  1860s.    More  recently,  civic  organizations  like  the  Lions     Club  and  Chamber  of  Commerce  produce  city  maps.   A  Word  About  the  Space  of   Saratoga  Springs   Saratoga  Springs  began  as  a  settlement  in  the  town  of   Saratoga  in  land  originally  part  of  the  Kayaderosseras   Patent.  In  1819,  an  act  of  the  New  York  State  Legislature   officially  divided  the  town  of  Saratoga,  adding  the  town  of   Saratoga  Springs  within  it.  The  new  township  received   about  half  the  land  of  the  original  municipality,  located  on   the  west  side  of  the  Kayaderosseras  and  Fish  Creeks.   Within  Saratoga  Springs  there  are  two  distinct  “districts”   created  by  an  1826  act  that  incorporated  the  village.     Saratoga  Springs’  territory  today  remains  largely  the  same   as  that  described  in  the  1819  act.  The  1915  city   incorporation  act  confirmed  that  the  city  retained  the   town’s  “present  boundaries,”  making  government  and   administration  “coextensive  with  the  territory  above   described”—in  other  words,  the  same.   �     Maps  and  Civic  Life   Maps  and  Urban  Development   Streets,  buildings,  and  land  divisions  may  be  the  most  obvious   features  on  a  map,  but  each  of  these  physical  elements   reflects  how  a  community  creates  and  uses  its  public  and   private  spaces.  Maps  help  us  understand  what  matters  to  the   people  who  live,  work,  and  play  in  a  town  or  city.  The  maps   displayed  in  the  exhibit  and  online  give  a  taste  of  some  of  the   most  enduring  features  of  civic  life  –  including  schools  and   voting  districts,  parades,  and  parks.   A  walk  through  Saratoga  Springs  today  reveals  glamorous   buildings  of  distinct  styles  that  range  from  simple  red  brick   facades  to  decadent  Victorian  mansions  and  even  southern   antebellum  porches  that  make  you  question  how  a  hint  of   southern  hospitality  made  it  so  far  north.  Fine  dining  is   everywhere  you  turn,  and  a  horse  will  always  be  displayed  to   remind  you  of  the  track.  Behind  the  city’s  current  lively   atmosphere  of  health,  history,  and  horses  lies  a  complex  history   of  urban  development.  Changes  in  planning  maps  dating  from   the  city’s  earliest  years  to  today  reveal  how  maps  since  the   1800s  have  shaped  the  city  into  what  it  is  today.   Maps,  Tourism  and  Travel   Since  the  1830s,  when  trains  began  to  deliver  summer  visitors,   Saratoga  Springs’  growth  and  development  moved  in  lock   step  with  ground  transportation.  Maps  reveal  how  Broadway   retains  its  role  as  the  city’s  spine,  despite  efforts  by  developers   to  entice  visitors  away.  They  also  track  today’s  familiar  routes   –  9,  29  and  50—from  a  network  of  trails,  roads  and  rail  tracks.   Dreamers  from  real  estate  developers  and  civic-­‐minded   residents  to  city  planners  and  college  professors  map   transportation  and  tourism  to  imagine  the  city  of  the  future.     Tourist,  urban  development,  and  transportation  maps   provide  complementary  sides  of  a  story  about  the  city’s   plans  for  growth  and  adaptation  to  changing  times.   � https://www.ssmp.mdocs.skidmore.edu/files/original/4e0c85b461951085db053479a2e124c4.pdf 25c744fbb71c28dfcf1110d8adb78459 PDF Text Text     Visit  the  Exhibit’s  Website     To  find  out  more  information  about  Saratoga  Springs’  maps  and   history,  or  to  take  a  closer  look  at  the  maps  and  objects  in  the  exhibit,   please  visit  us  at:   http://ssmp.skidmore.edu/exhibits/show/mappingsaratoga   Many  Thanks     The  curatorial  team  worked  with  the  Spring  T eam:  Deirdre  Schiff  ’15,   Eiko  Franklin  ‘16,  Erik  Morrison  ‘15,  Giulia  Morrone  ‘15,  Elana  Scaglia   ‘15,  Emily  Sloan  ’15,  and  Allie  Smith  ’15    to  convert  ideas  to  exhibition.     Contributors  and  Brain  Trust:  It  takes  a  village  to  mount  this  kind  of   show.    We  relied  on  many  area  experts,  including  Lauren  Roberts,  Alex   Chaucer,  Bob  Jones,  Beth  Dupont,  Lauren  Shapiro  ’15,  Mark  Olson,   Martin  Brückner,  Field  Horne,  Matt  Veitch,  Harvey  and  Cassie  Fox,   Donald  Carpenter,  the  Corporation  of  Yaddo,  Michael  McCabe.         Support  by  The  Alfred  Z.   Solomon  Charitable  Trust,  and   JIMAPCO  made  the  exhibit   possible.   Saratoga  Springs  History  Museum   1  E  Congress  St   Saratoga  Springs,  N Y  12866     saratogahistory.org   Surveyors’  Tools     Mapping  A  City   Saratoga  Springs  Seen  Through     250  Years  of  Maps                April-­‐December  2015   �   About  the  Project   A  Brief  Saratoga  Springs  Timeline     The  Foundation:  From  Town  To  Village     • • • • • • • • • • • • 1777  Battle  of  Saratoga     1789  Gideon  Putnam  arrives  in  Saratoga  Springs   1791  Saratoga  County  established   1803  Putnam’s  Boarding  House  built   1819  Saratoga  Springs  becomes  a  district  in  the           town  of  Saratoga   1824  United  States  Hotel  opens   1826  Saratoga  Springs  Village  Charter   1833  First  steam  locomotive  to  Saratoga  Springs   1863  Racetrack  opens     1893  Convention  Hall  opens   1911  Racetrack  closes  for  two  seasons   1913  Village  P ark  –  later  Congress  Park  –  opens   A  City  Rises   • • • • • • • • • •   1915  City  Charter  adopted  by  NY  State  Legislature                          Trolley  station  (now  Visitors  Center)  open     1918  Saratoga  County  Chamber  of  Commerce  forms   1923  First  zoning  map  adopted  by  the  City  Council   1941  Trolley  station  becomes  state  park  drink  hall   1951  Saratoga  Springs  casinos  close   1963  Northway  (I-­‐87)  opens   1966  Saratoga  Performing  Arts  Center  opens   1984  City  Center  opens   2004  Saratoga  Gaming  &  Raceway  begins   2015  Centennial  of  City  Charter   To  celebrate  Saratoga  Springs'  centennial  as  a  city,  the  Saratoga   Springs  History  M useum  presents  this  exhibit  that  tells  the  story  of  the   city  through  historical  maps.  This  exhibition  is  the  fruit  of  two  years  of   collaboration  between  Skidmore  and  the  Saratoga  Springs  History   Museum,  Saratoga  Springs  Public  Library  (Saratoga  Room),  City   Historian,  and  County  Historian.  Thanks  to  the  many  Saratogians  and   Skidmore  community  members  who  helped  bring  it  together,   transforming  an  idea  to  class  project  to  exhibition.   First  Steps   A  committee  led  by  Teri  Blasko  (Saratoga  Springs  Public  Library).   Jordana  Dym  (Skidmore),  Mary-­‐Ann  Fitzgerald  (City  Historian),  Jamie   Parillo  (SS  History  Museum),  and  Rachel  Seligman  (Skidmore)  identified   materials  at  their  institutions,  the  Saratoga  County  archives,  Duke   University's  Rubenstein  Library  and  Library  of  Congress,  and   brainstormed  exhibit  goals.  In  summer  2014,  Deirdre  Schiff,  '15,  and  Allie   Smith,  '15,  joined  the  team  with  a  summer  collaborative  research  g rant.   Duke  University’s  Mark  Olson  led  a  workshop  on  Omeka,  the  platform   used  for  Skidmore-­‐Saratoga  M emory  Project  exhibits,  including  this  one.   It  Takes  a  Class   In  Fall  2014,  Dym’s  Mapping  the  Americas  class  (pictured  below),   worked  with  selected  materials,  researched,  learned  Saratoga  Springs   history,  and  prepared  the  story.  In  Spring  2015,  more  than  half  the  class   continued  with  the  project,  developing  exhibit  materials,  conducting   research,  and  contributing  to  labels  and  activity  planning.   Back  row:  John  Kolios,  Maggie  Clark,  David  Florence,  Brandyn  Solano,  Giulia  Morrone,  Dierdre  Schiff,   Hannah  Smith,  Sam  Kogan  ,  E rik  Morrison.  Front  row:  Elana  Scaglia,  Emily  S loan,  Allie  Smith,  Eiko  Franklin.     �   A  City  and  its  Mapmakers   Saratoga  Springs  became  a  city  at  a  time  when  reinvent-­‐ tion  and  renewal  were  on  state  and  local  leaders’  minds.     The  1915  State  Reservation  Commission  report  mapped   out  plans  to  preserve  and  revive  use  of  the  town’s  mineral   springs,  in  a  new,  modern  resort  in  what  is  now  the  Sara-­‐ toga  Spa  State  Park.    The  City  Charter  reconfirmed  the   territory  of  Saratoga  Springs  and  its  “corporation  line.”     The  Spirit  of  Life  celebrated  the  contributions  of  Spencer   Trask  and  marked  the  newly  public  space  of  Congress  Park.   Over  its  history,  Saratoga  Springs  has  produced  many   maps  that  tell  the  community’s  story.    Two  generations  of   Motts,  father  Jesse  S.  and  son  Samuel  J.,  served  as  village   and  city  engineers  (1894  –  1942),  mapping  infrastructure,   plans  for  the  future  and  property  maps.    The  plans  and   maps  of  the  Lester  Brothers  real  estate  firm  (1860s-­‐1930s)   plot  development.  Charles  F.  Dowd  (whose  daughter   married  into  the  Lester  family)  was  an  owner  and  professor   at  the  Temple  Grove  Seminary;  he  is  perhaps  best  known   for  proposing  standardized  time  zones,  creating  maps  from   the  1860s.    More  recently,  civic  organizations  like  the  Lions     Club  and  Chamber  of  Commerce  produce  city  maps.   A  Word  About  the  Space  of   Saratoga  Springs   Saratoga  Springs  began  as  a  settlement  in  the  town  of   Saratoga  in  land  originally  part  of  the  Kayaderosseras   Patent.  In  1819,  an  act  of  the  New  York  State  Legislature   officially  divided  the  town  of  Saratoga,  adding  the  town  of   Saratoga  Springs  within  it.  The  new  township  received   about  half  the  land  of  the  original  municipality,  located  on   the  west  side  of  the  Kayaderosseras  and  Fish  Creeks.   Within  Saratoga  Springs  there  are  two  distinct  “districts”   created  by  an  1826  act  that  incorporated  the  village.     Saratoga  Springs’  territory  today  remains  largely  the  same   as  that  described  in  the  1819  act.  The  1915  city   incorporation  act  confirmed  that  the  city  retained  the   town’s  “present  boundaries,”  making  government  and   administration  “coextensive  with  the  territory  above   described”—in  other  words,  the  same.   �     Maps  and  Civic  Life   Maps  and  Urban  Development   Streets,  buildings,  and  land  divisions  may  be  the  most  obvious   features  on  a  map,  but  each  of  these  physical  elements   reflects  how  a  community  creates  and  uses  its  public  and   private  spaces.  Maps  help  us  understand  what  matters  to  the   people  who  live,  work,  and  play  in  a  town  or  city.  The  maps   displayed  in  the  exhibit  and  online  give  a  taste  of  some  of  the   most  enduring  features  of  civic  life  –  including  schools  and   voting  districts,  parades,  and  parks.   A  walk  through  Saratoga  Springs  today  reveals  glamorous   buildings  of  distinct  styles  that  range  from  simple  red  brick   facades  to  decadent  Victorian  mansions  and  even  southern   antebellum  porches  that  make  you  question  how  a  hint  of   southern  hospitality  made  it  so  far  north.  Fine  dining  is   everywhere  you  turn,  and  a  horse  will  always  be  displayed  to   remind  you  of  the  track.  Behind  the  city’s  current  lively   atmosphere  of  health,  history,  and  horses  lies  a  complex  history   of  urban  development.  Changes  in  planning  maps  dating  from   the  city’s  earliest  years  to  today  reveal  how  maps  since  the   1800s  have  shaped  the  city  into  what  it  is  today.   Maps,  Tourism  and  Travel   Since  the  1830s,  when  trains  began  to  deliver  summer  visitors,   Saratoga  Springs’  growth  and  development  moved  in  lock   step  with  ground  transportation.  Maps  reveal  how  Broadway   retains  its  role  as  the  city’s  spine,  despite  efforts  by  developers   to  entice  visitors  away.  They  also  track  today’s  familiar  routes   –  9,  29  and  50—from  a  network  of  trails,  roads  and  rail  tracks.   Dreamers  from  real  estate  developers  and  civic-­‐minded   residents  to  city  planners  and  college  professors  map   transportation  and  tourism  to  imagine  the  city  of  the  future.     Tourist,  urban  development,  and  transportation  maps   provide  complementary  sides  of  a  story  about  the  city’s   plans  for  growth  and  adaptation  to  changing  times.   �       � https://www.ssmp.mdocs.skidmore.edu/files/original/f05e6a1f8454e7d1a2f48a7cb8206a59.pdf c089f8335a8c5008aec700c3ca28ecea PDF Text Text Mapping a City 1915: Incorporating a City Early 20th century Saratoga Springs faced a decline in its popularity as a resort and conference destination. Seeking to reinvent its image and assert its place as an upstate New York hub, town leaders started several projects, working with state officials, to conserve the mineral springs and bring the visitors back. A defining moment for the town’s revitalization came with its incorporation as a city in 1915, which capped a period of municipal conservation efforts and a new era of mapping and zoning. 100 years since the city charter was signed, this exhibit tells the city’s origins and growth through its maps. Map Stories of Saratoga Springs Maps chart the tale of Saratoga Springs' settlement, establishment as a separate district within the town of Saratoga in 1819, erection as an independent village in 1826, and receipt of a city charter from New York State in 1915. Maps also reveal what mattered to visitors and residents: parks and parking, routes and roads, attractions and business, land and buildings, planning and development, what worked and what should change. Saratoga Springs History Museum 1 E Congress St Saratoga Springs, New York 12866 www.saratogahistory.org Exhibit Website: http:://ssmp.skidmore.edu/ 250 Years of Saratoga Springs History April - December 2015 Sponsored by the Alfred Z. Solomon Charitable Trust & JIMAPCO �2 1 Timeline The Past Through Maps The citizens of Saratoga Springs, N.Y., might think of making a map in order to influence policy (Figure 1) or of consulting one to plan a trip or to showcase in homes, schools and libraries (Figure 2). But maps also reveal a lot about the communities that made them--their ideas and values, their way of seeing the world, their hopes and dreams. In other words, maps tell stories. Accessible by Native American trails as early as the 17th century, the springs of Saratoga and the settlement that grew around them began to find their way onto many kinds of maps--official surveys, city plans, tourist guides, and real estate brochures with late-18th c. European settlement. Small-scale and large scale, businesslike or humorous, black & white or color, these historical maps provide details or data about the city's past. Maps takes us through Saratoga Springs' history from its origins as a crossroads between Canada, New York and New England and a draw for the healing power of its mineral waters to its present day as a lively spot for meetings, nightlife, and recreation. 1777 Battle of Saratoga 1789 Gideon Putnam arrived in Saratoga Springs 1791 Saratoga County established 1803 Putnam’s Boarding House built 1819 Saratoga Springs becomes a district, town of Saratoga 1824 United States Hotel opens 1826 Saratoga Springs Village Charter 1833 First steam locomotive to Saratoga Springs 1863 Racetrack opens 1893 Convention Hall opens 1911 Racetrack closes for two seasons 1913 Village Park – later Congress Park – opens 1915 City Charter adopted by NY State Legislature 1918 Saratoga County Chamber of Commerce forms 1923 First zoning map 1951 Saratoga Springs casinos closed 1963 Northway (I-87) opens 1966 Saratoga Performing Arts Center opens 1984 City Center opens 2004 Saratoga Gaming & Raceway opens 2015 Centennial of City Charter � 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- 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 Mapping a City Brochures Date A point or period of time associated with an event in the lifecycle of the resource 2015 Description An account of the resource Descriptive pamphlet and brochure for Mapping a City Exhibit Language A language of the resource eng Creator An entity primarily responsible for making the resource Sloan, Emily (Skidmore College, ' 15) https://www.ssmp.mdocs.skidmore.edu/files/original/8cbed90fc5eb3db636dbf12b243b823a.JPG b04b4ffae057227bc0df44c21bf6dde8 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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 Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 Housing study: Low-income residents priced out of Saratoga Springs market Date A point or period of time associated with an event in the lifecycle of the resource 7/26/90 Creator An entity primarily responsible for making the resource Smero, Sarah M. 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. Saratoga Springs Subject The topic of the resource Urban Renewal Description An account of the resource The number of low-income people in Saratoga Springs has dropped because they are being priced out of the housing market. Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/9bbfda8ea17be775e07af5cd07d3a853.pdf 57c42d447d97018af58acee9e7df8db5 PDF Text Text ����������������� https://www.ssmp.mdocs.skidmore.edu/files/original/177c864a91d7d980782b864ae395f380.jpg b623a655fc6632eebe1538c98411fba1 https://www.ssmp.mdocs.skidmore.edu/files/original/73da690f412f57c9e58e8cb097d3d612.jpg ddd9ec71d91ed0de48fac042caf2f4d6 https://www.ssmp.mdocs.skidmore.edu/files/original/18f5b8bdab4b46f8da67d25b56022d2a.jpg f616b163bd18a38cf066d3a465405f5e 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 Mapping Saratoga Springs Date A point or period of time associated with an event in the lifecycle of the resource 1700- 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 Pamphlet 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. The 1960s in Saratoga Springs was marked by a need for change to combat years of previous decline. Saratoga Springs fell into a period of decline after World War II and urban renewal was the clear response to update the city’s reputation. The Federal Housing Act of 1949 set a standard for American cities to be beautiful and aesthetically pleasing. As cities across the country at this time were seen as centers of urban decay, an economic boom generated the funds for rebuilding. Federal subsidies allowed local governments to invest in urban renewal projects and in turn local governments receive money for public infrastructure. A pamphlet created in 1965, “Urban Renewal in Saratoga Springs,” proposed to citizens that “beautiful” and “new houses” were needed in a core area downtown, off Broadway. The Agency distributed 1,000 copies to property owners to provide basic knowledge of “urban renewal.” The main objective as described in a March 24, 1965 article by the Saratogian, was “to provide the plasma to inject the incentive for private investors to revitalize both residential and commercial segments of the heart of the city. Repository Name of the repository that holds the original item. Saratoga Room, Saratoga Springs Public Library Creator - Individual Name of the person or people responsible for creating the item. Smith, Benjamin L., Consulting Engineer DeLisle, Kenneth R., Planning Consultant 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. Urban renewal Theme For browsing purposes, we are borrowing and adapting themes from the Library of Congress's American Memory project. Property and Development Record Contributor Individual who prepared the item and/or edited it. D. Schiff Record Creation Date Day/Month/Year of record creation/edit 4/6/15 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 Urban Renewal in Saratoga Springs: A Glance at the Present...A Glimpse of the Future... Date A point or period of time associated with an event in the lifecycle of the resource 1965 Creator An entity primarily responsible for making the resource Smith, Benjamin L., Consulting Engineer DeLisle, Kenneth R., Planning Consultant https://www.ssmp.mdocs.skidmore.edu/files/original/92637a302d763b7aca4b34756fca4fb4.png b5c1ab1a581c3576b1cbdc4963900a41 https://www.ssmp.mdocs.skidmore.edu/files/original/de5dfa3e5054ca3d727696343078fc4c.mp3 49469dba0c1a4932facb2fef9a1febf2 https://www.ssmp.mdocs.skidmore.edu/files/original/4f734966b92b1f0d61fad28ac159e5c4.pdf 56077aba05c538b94d503f382d438d1c https://www.ssmp.mdocs.skidmore.edu/files/original/115566a603ddb65e7b7cc090ce97d2be.pdf 8e09d0a66766973b790704c32d9f6634 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Sophia Spelman Record Contributor Individual who prepared the item and/or edited it. Sophia Spelman Interviewee The person(s) being interviewed Herta Spencer Location The location of the interview Skidmore College, Saratoga Springs, NY (via Zoom) & Saratoga Springs, NY (via Zoom) Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:09:54 Record Creation Date Day/Month/Year of record creation/edit 13/11/2020 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 Herta Spencer Language A language of the resource English (en) Contributor An entity responsible for making contributions to the resource Herta Spencer Sophia Spelman Lois Celeste Nursing Home Staff Member Creator An entity primarily responsible for making the resource Sophia Spelman Type The nature or genre of the resource Oral History Date A point or period of time associated with an event in the lifecycle of the resource October 27, 2020 Description An account of the resource This interview was conducted by a student in Skidmore College’s oral history class and is part of the Saratoga Senior Center project, “Preserving Our Past.” Herta Spencer—originally from Austria—has lived in New York City, New Jersey, Switzerland, Connecticut, and the Capital Region of New York State. In this interview she recounts fleeing Nazi-occupied Austria, attending college and medical school, and working as a psychiatrist during the mid-twentieth century. Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Date Created Date of creation of the resource. November 29, 2020 https://www.ssmp.mdocs.skidmore.edu/files/original/4d57898603b72738ff894de389ad7638.jpg 452da83dfb11516e1b239d188fe45731 Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. 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 Style Shop Bag Source A related resource from which the described resource is derived Brookside Museum Description An account of the resource Pastel-flowered plastic bag with solid plastic carrying handle; black lettering A shopping bag from The Style Shop, 26 Front Street, Ballston Spa. Closed, now pool hall. Also known as Caplan's, had branch in Mechanicville. Creator An entity primarily responsible for making the resource Specialty Box & Packaging Co., Inc. 1040 Broadway, Albany, N.Y. 12204 bag county fashion History purse style shop https://www.ssmp.mdocs.skidmore.edu/files/original/ba9e0a4a1c18b780829770b2fcb21002.mp3 02c236a9adb5311329626f9efdf25f0f https://www.ssmp.mdocs.skidmore.edu/files/original/d07535096f3ef0b580cda8eea464de2b.jpg fbc61a7d9d9c4d35313132759b71a87e 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 Relais sur glace, ou abalakov. Date A point or period of time associated with an event in the lifecycle of the resource January 18, 2014 Publisher An entity responsible for making the resource available <a title="Wikimedia File" href="https://commons.wikimedia.org/wiki/File:Abalakov.jpg">https://commons.wikimedia.org/wiki/File:Abalakov.jpg</a> Description An account of the resource Ice climbing gear taken at 45° 34′ 11.78″ N, 7° 19′ 31.87″ E Creator An entity primarily responsible for making the resource Fanny Schertzer Contributor An entity responsible for making contributions to the resource J. Dym Rights Information about rights held in and over the resource Creative Commons Medium The material or physical carrier of the resource. digital photograph 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. 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 Ice Ice Bébé Date A point or period of time associated with an event in the lifecycle of the resource April 29, 2016 Description An account of the resource An interview with Skidmore Biology faculty member Erika Schielke by Stephen McCann, '16, as part of Producing Radio Doc, Spring 2015, taught by Eileen McAdam Language A language of the resource eng Creator An entity primarily responsible for making the resource Stephen McCann Subject The topic of the resource Skidmore College -- Faculty -- Oral History Skidmore College -- Documentary Project -- Student Skidmore College -- Documentary Project -- Audio https://www.ssmp.mdocs.skidmore.edu/files/original/a78b73ca5f1ef2c77534f84dda7fc119.jpg 9e8f68358234541a754b6beaacdab222 https://www.ssmp.mdocs.skidmore.edu/files/original/bd4cd4fc43b9e627170effa398127c0b.jpg a05a3fad0bc28eb5e76afc32626d6809 https://www.ssmp.mdocs.skidmore.edu/files/original/6e3c37674b44daf5aed44aa7874eba60.jpg 3b273cfe7e6fff2ef73898fb37d8f004 https://www.ssmp.mdocs.skidmore.edu/files/original/d9e4e508132a89f5d9a610b5c2205594.jpeg a840e28a2e91a4026a0e25719b712a21 https://www.ssmp.mdocs.skidmore.edu/files/original/9f6ececc484d8f5d5d1ee25588ff8652.jpg 7b475becfcadd023568fc5fcb2966386 https://www.ssmp.mdocs.skidmore.edu/files/original/73d6495223e79a43a0f211f83ab56fd5.zip dbfe21b956e09f045f29ab7220de86fd https://www.ssmp.mdocs.skidmore.edu/files/original/e599aad7b90889339f4f9021aae281fb.zip 21e2d0efebaf5cfcd74ea3f95404c2f8 https://www.ssmp.mdocs.skidmore.edu/files/original/603a56e14bbe5f1b3a7fc59f0dde5ff0.m4a 957ccf2788fce239514ee6fa31565486 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Location The location of the interview Woodstock, VT 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 Stacey Gerrish Interview Date A point or period of time associated with an event in the lifecycle of the resource August 30, 2015 Language A language of the resource eng Creator An entity primarily responsible for making the resource Stern, Rebecca Dym, Jordana Subject The topic of the resource Skidmore College -- alumni -- student days Contributor An entity responsible for making contributions to the resource Gerrish, Stacey Rights Information about rights held in and over the resource (C) MDOCS Relation A related resource Interview with Ms. Gerrish' grandmother <a title="Barbara Stroock Kaufman" href="http://ssmp.skidmore.edu/document/241" target="_self">Barbara Stroock Kaufman</a> Format The file format, physical medium, or dimensions of the resource audio interview Type The nature or genre of the resource oral history Abstract A summary of the resource. An interview with Stacey Gerrish, '87, about her college days at Skidmore College. MDOCS interviewed Ms. Gerrish' grandmother on the same day. Date Copyrighted Date of copyright. 2015 Description An account of the resource An interview with Stacey Gerrish, '87, about her college days at Skidmore College. MDOCS interviewed Ms. Gerrish' grandmother on the same day. Ms. Gerrish talked about teaching a friend to drive, her work reading the news at WSPN and other memories. alumna alumni interview oral history WSPN https://www.ssmp.mdocs.skidmore.edu/files/original/3bce122b764ea6ba4bef43a6d162e506.jpg dade20f81fe2ea7696bbfae2e8147b30 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 Jan Saglia Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/cc26cefe6902787734243e39745b0bf0.jpg f06cf85dd3ae28b09279743737b239af 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 Three generations of Skidmore, including Elana Scaglia, '15 https://www.ssmp.mdocs.skidmore.edu/files/original/7cf9d4f8806eada1260b61a21e81da53.mp3 8eb704c31241c989b9a5d369e0380876 https://www.ssmp.mdocs.skidmore.edu/files/original/9689ad18e91c96bcda526ec460cd5778.docx ca1f1a4bca54d74e201e0cf72440852a 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Jan Scalia '86 Location The location of the interview Skidmore College 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 Jan Scaglia '86, Interview Date A point or period of time associated with an event in the lifecycle of the resource June 3, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio Description An account of the resource During her time at the College, Jan Scalia '86 majored in Studio Art and enjoyed helping with dance activities. In this interview, she discusses her tri-generational family: her mother graduated in '59 and her daughter in '15. She also discusses drinking culture, January term, and a professor "scandal." Language A language of the resource English (eng.) Date Modified Date on which the resource was changed. June 4, 2016 Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 Alhambra alumna alumni art history arts Barclay's caring faculty close-knit community coed Connecticut development dormitory drinking age Elana Scaglia friendships J-Term Jonsson Tower new campus old campus Pat's Saratoga Springs Scribner Village second generation Skiddie Skidmore child Skidmore College Skidmore parent social life tri-generational https://www.ssmp.mdocs.skidmore.edu/files/original/efc8c15eac9a46497ab0e5edabe7dc8a.jpg 9b8474f88e40e88878009d56330441ee 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 Matthew Rosen, '76 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/3930cfd2ce9c6fabbf9d13b04d9e7f97.mp3 01b2d2713471176bc41514c79cc695fd 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Matthew Rosen '76 Location The location of the interview Skidmore College 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 Matthew Rosen '76 Interview Date A point or period of time associated with an event in the lifecycle of the resource June 3, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio Description An account of the resource During his time at Skidmore, Matthew Rosen '76 participated in Student Government as senior class president and played recreational tennis. In this interview, conducted on Alumni Reunion Weekend, Rosen recollects vivid memories on the Wilmarth Dorm fire, where one student died, and the process of choosing Carl Sagan as his class' commencement speaker. Language A language of the resource English (eng.) Contributor An entity responsible for making contributions to the resource Stern, Rebecca Zosia, '16 Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 alumni arts business cafeteria campus job Carl Sagan Clare Oles class president coed commencement speaker Dean Oles downtown campus history major John Harris lifelong friendship new campus Ohio old campus Peabody dormitory Pete Sipperly Ralph Sciancio reunion weekend SGA Skidmore College Spanish student government tennis tragedy Wilmarth dormitory fire https://www.ssmp.mdocs.skidmore.edu/files/original/e20f32f9d25f8c56cb58d59bc0151c01.jpg 0f156de29d7b56e4389b5034a104be36 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 Janet Copeland Eschenlauer, 56 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/9a382b1c56813ac827798d09bd4f2f08.mp3 0bbd541cb344d3f97a30cfa52c21c447 https://www.ssmp.mdocs.skidmore.edu/files/original/7b39ab9034693fbaf8a406e19726aae4.docx 7fdfd2f2d1cb829bdb8a7bad1df71064 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Janet Copeland Eschenlauer '56 Location The location of the interview Skidmore College Record Contributor Individual who prepared the item and/or edited it. Rebecca Stern, '16 Record Creation Date Day/Month/Year of record creation/edit 04/06/2016 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 Janet Copeland Eschenlauer '56 Date A point or period of time associated with an event in the lifecycle of the resource June 3, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 alumna alumni arts ballet bibs for first year students biology chapel coed dance dormitory downtown campus East House mathematics Melissa Hayden modern dance New Jersey physical education reunion weekend Skidmore College student clubs welcoming community https://www.ssmp.mdocs.skidmore.edu/files/original/5882d776f20a7a4b1f00d24a3896b0c7.jpg 3166bb475303964fd41c7784615ee8f3 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 David Miner, '91 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/2fec22ee965a24a00d538db5dd661498.mp3 8742e22086c7197468182688f23a6cbe https://www.ssmp.mdocs.skidmore.edu/files/original/ee97184191ad81bdd66d082ee1734fde.docx 3b1b8e9ad099424044c915062bf22fb6 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed David Miner '91 Location The location of the interview Skidmore College Record Creation Date Day/Month/Year of record creation/edit 04/06/2016 Record Contributor Individual who prepared the item and/or edited it. Rebecca Stern, '16 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 David Miner '91 Date A point or period of time associated with an event in the lifecycle of the resource June 3, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 alumni Arthur Miller comedy ComFest David Porter Skidmore College Skidmore marriage student club https://www.ssmp.mdocs.skidmore.edu/files/original/b4f493d322fb53d53350d115432f846d.jpg 08f645048ac2169b988afeaf90d49038 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 Randy Abreu, '11 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/0b179e93a2b299b90cba5833d9f05c3b.mp3 1b38b2b7a436a9443d690d394312c6d4 https://www.ssmp.mdocs.skidmore.edu/files/original/9b132b9aca681a587491145bbd0638c1.docx 80a8dcb3e9ead00f78cc4d3d203b1a11 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Randy Abreu '11 Location The location of the interview Skidmore College Record Contributor Individual who prepared the item and/or edited it. Rebecca Stern, '16 Record Creation Date Day/Month/Year of record creation/edit 04/06/2016 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 Randy Abreu '11 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng,) Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 alumni Bronx reunion weekend SGA Skidmore College Skidmore Green student government https://www.ssmp.mdocs.skidmore.edu/files/original/f4fbab6e647d09430ff6d2ebfdea20eb.jpg bd3e791cb07cde14c111602ab788abcd 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 Javier Calederón, '11 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/53d97d704a3b14df629200f391a1a83c.mp3 4c766ede4a3637b06174501debd0d05f https://www.ssmp.mdocs.skidmore.edu/files/original/a487b0b842c677ccc3acc6393741318d.docx be68962a14445128e3d861ee1ab2b51a 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Randy Abreu '11 Location The location of the interview Skidmore College Record Contributor Individual who prepared the item and/or edited it. Rebecca Stern, '16 Record Creation Date Day/Month/Year of record creation/edit 04/06/2016 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 Javier Calderon '11 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/e54f87b9607d255c07bda330b49f9c89.jpg 10132045e7f7dbfd3c55690cbfed818e 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 Emmily de los Santos Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Creator An entity primarily responsible for making the resource Dorothea Trufelman, '16 https://www.ssmp.mdocs.skidmore.edu/files/original/f0db8d37fda539bab37eb53f1aeffe7e.mp3 d7e820716d8d74b1cbd182d9c91b7a7f https://www.ssmp.mdocs.skidmore.edu/files/original/c302153e39d6033635c792dbd86a0f7d.docx 2be272e5dbde72fb38eab824589f24b4 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Rebecca Zosia Stern '16 Interviewee The person(s) being interviewed Emmily De los Santos Location The location of the interview Skidmore College 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 Emmily De los Santos, '11 Date A point or period of time associated with an event in the lifecycle of the resource June 4, 2016 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng.) Creator An entity primarily responsible for making the resource Stern, Rebecca Zosia, '16 alumna alumni Cornel West New York City Saratoga Springs Skidmore Skidmore College sociology Washington Heights https://www.ssmp.mdocs.skidmore.edu/files/original/5391745d7c83ab3caf70086ec3600f62.JPG c535add9808ad2fcba8b45be3e1dc37a 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 Saratoga Springs History Date A point or period of time associated with an event in the lifecycle of the resource 1706- 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 Contributor Individual who prepared the item and/or edited it. Jillian Seigel Record Creation Date Day/Month/Year of record creation/edit 43270 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 West side to get group home Date A point or period of time associated with an event in the lifecycle of the resource 2/6/91 Creator An entity primarily responsible for making the resource Stevens, Rik 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. Saratoga Springs Subject The topic of the resource Urban Renewal Description An account of the resource 6 people to move into a group home; some neighbors welcome to the idea, some not Format The file format, physical medium, or dimensions of the resource text EnvironmentalJustice SaratogaSprings UrbanRenewal https://www.ssmp.mdocs.skidmore.edu/files/original/4262baf4ddabc6b514e0e6c6dbd98eb9.jpg 6ebe93ac34bfaa0076fea6ba3c8ece45 Physical Object An inanimate, three-dimensional object or substance. Note that digital representations of, or surrogates for, these objects should use Moving Image, Still Image, Text or one of the other types. 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 Stewart's Milk Date A point or period of time associated with an event in the lifecycle of the resource 1991 Source A related resource from which the described resource is derived Brookside Museum Creator An entity primarily responsible for making the resource Stewart's Dairy ballston county dairy industry milk stewarts https://www.ssmp.mdocs.skidmore.edu/files/original/6f601da325c53c4807cfa75b5ead75e5.jpg 653268a7c4eca6bc7088db2d16fbaaec https://www.ssmp.mdocs.skidmore.edu/files/original/d9649161ded7395b963578a5047412ef.m4a 92a3ecfebe2e75423552e3fc8d0175af https://www.ssmp.mdocs.skidmore.edu/files/original/9a6b78c72f22d934d5346ed9d85b0b23.pdf 26758711ce848bfa6279c6da13abad1d PDF Text Text 1 Hess Interview with Gregory Hess by Harry Sultan, Skidmore College Saratoga Memory Project, Skidmore College, NY June 1st, 2018 Harry Sultan: So we're all set to get started. If I could just have you introduce yourself. Gregory Hess: Sure. My name's Gregory Hess, or Greg, and I'm from the class of '78. HS: And uh what did you major in when you were at Skidmore? GH: I had a double major in biology and in chemistry and then a minor in business. HS: What is it like to come back to this campus that you graduated from all those years ago. GH: It's a little odd in that it reminds you of how old you are. I can't believe I graduated forty years ago from Skidmore and I think most people my age all say the same thing that when we look in the mirror, we imagine someone in their twenties or in their thirties but can't imagine someone in their sixties. That usually strikes me when I come back to campus. And the other part is that it's grown tremendously and it's still very vibrant which is great. HS: Is this your first time back? GH: No, I've been back several times. HS: And is it different every time you come back? GH: I would say so, you know it continues to grow. I mean literally there are new buildings, things are being renovated. I was back just giving a small lecture to one of the classes about a month ago and I'd been back for a number of occasions, so I always see change which is part of Skidmore's motto HS: And walking around on campus, is there any spot that you see that brings you immediately back to when you were a student? GH: Um, you know probably the dining hall. It's much nicer now in terms of when we were here physically. Although I have to say at the time, Skidmore food was still pretty renowned in the northeast as one of the better places to go to college and have a good meal. But it's much more upscale now. HS: What does it feel to see the dining hall as it is now and remember what it was like back then? GH: You know, very positive. Great experiences there, shoot the breeze about what had happened during the day and what was coming up. So it's just a great place to socialize. And the food, again, was pretty good so you can't complain. But now you look around and they have all the food stations and �2 Hess HS: GH: HS: GH: HS: GH: a lot of different options and variety and you realize the school has changed but I think for the better. And outside of chemistry and biology and science classes, what other types of classes did you take at Skidmore. Probably the most odd one in a way was, I took ballet when I was here. That's the type of thing that I of course didn't anticipate when I first came to Skidmore What was it like to take a ballet class? It was very funny at first. You may know the history, but when I was here, Melissa Hayden was a prima ballerina for the New York City Ballet and was very very well known. And it was shortly after she left that position that Skidmore was able to recruit her which was considered quite a coup at the time and I had no familiarity with ballet at all - I'm not even sure if I had ever seen a ballet. So we were starting the Skidmore Hockey Club and after one of our later night practices had ended, we all sort of barged into one of the faculty get togethers that was going on to see if we could scarf down the last appetizers and things that were still there. So uh - they were fine about it - you know it had dwindled down to a small crowd and I started talking to this one woman, you know, more interested in the hors d’oeuvres than chatting, but I was trying just to be social. And so as I started asking her questions, things along the lines of "oh are you a faculty member here, or are you the wives of one of the faculty?". She said "no I teach here" and started telling me more - someone later said, you know thats Melissa Hayden, the prima ballerina of New York City - and part of our conversation when I said I was teaching skiing up the road at West Mountain and Gore and on the hockey team, she was explaining to me how athletic it is to be a ballet dancer and so I was really more just kidding I said, 'yea that'd be great to take ballet, yea.' So next thing you know I got in those days we didn't really have email - I think I got a note in the mail from the registrar saying 'you're failing phys-ed something-or-other' and I'm not sure how it happened, but apparently she signed me up for ballet. So she wouldn't let me out without trying at least a couple of classes, so that's how I got into ballet. And do you think it helped you in skiing and hockey? It really did, I was amazing at how much strength it took to do that. You know, I was a horrible dancer, but it was a great activity for me. And I must say, it helped me get into medical school eventually which is one of my primary professions. She wrote me a great recommendation, and when I was being interviewed in fact, they remarked on it. That they were �3 Hess HS: GH: HS: GH: HS: GH: HS: interested in diversity and were pleased to see that I took something out of just science and biology. And so you took a lot of science, biology, dance; outside of academics what sort of things did you do? I was fortunate that Skidmore gave me a great deal of financial aid to come here but at the same time when I came - so I'll put it in context, I was a bit overwhelmed by the ratio of men to women so I think as part of that and also though still having a lot of financial need, I ended up getting a job bartending downtown, that was when the drinking age was still eighteen in New York - and I was actually seventeen when I first came here but they didn't think to ask for an ID, my birthday is late October. So I ended up bartending at a number of places in town and waiting tables and that gave me another dimension. A lot of the Skidmore students would come there but a lot of friends who were quote townies as we referred to them at the time, but you know, great people. And then I had a lot of friends that I developed, again, from teaching skiing, so that was a great experience to have sort of a foot in the Skidmore Saratoga Springs environment and also at the ski centers. So what was it like, maybe not having two separate lives, but two separate social scenes, one on campus with Skidmore students and one downtown with the locals. It really was the best of both worlds. Because I bartended downtown and Skidmore was about 2,000 students at the time - fairly similar to today you get to at least know by recognition, if not name, most of the students. And the bars I was a bartender in were extremely popular at the time, so you know a ton of students would come up and I'd know them, and we'd chit-chat briefly. So it was a great way to see the students and at the same time I did a number of things with the folks from town. In fact there was one group of guys that were recent grads from other colleges who had just migrated here to have jobs and they were in their early 20s and were quite a cast of characters. So they actually got written up in the New York Times as an example called the TI's which stood for 'terminally immature'. And you know, they had their pros and cons but they were largely hysterical guys in many aspects, and it was great had a great group of guy friends that gave me, again, another dimension. But had a lot of great guy friends on campus too. So you said you were part of the hockey club? I was. I was one of the founding members, yep. And is that the same hockey club that's around today. �Hess 4 GH: It is. I think it's morphed into, if I understand right, into division three hockey here. So yea, at the time ya know, it was a great experience. I grew up in the time when we were still influenced by John Kennedy in the sixties and even in the Vietnam days in the seventies when people said, 'ya know, we can make things happen'. So I think at Skidmore at the time, part of the reason they made it clear that they were - if you would - sort of recruiting me, and they were great in the admissions process, made it clear that they would value me coming here, and made it possible for me to come here was they were looking for men to help really create the co-educational environment and that included things like starting sports. Cause when I came here there was soccer and that was the only sport. So they encouraged us to start clubs so we did with the hockey team. You know, we went to the phys-ed head and said, 'ya know, we wanna do this' and one of the Kennedy sayings I liked at the time was, 'if not us, then who. And if not now, then when?". So we started a lot of things like that. We also started the baseball team and it was just a bunch of guys that got together and it was great. And we actually had women on our hockey team by the way, that time we had so few guys we had two women who had come from some of the New England prep schools and we were actually quite good which I think surprised some of the clubs that showed up to play us from Union and Hamilton and other groups. HS: Did you play hockey and baseball in high school or did you start just for the sake of starting a team. GH: Almost really for the sake of starting the team. Mostly I played a lot of hockey, pond hockey as we would call it, so it was pretty familiar to me that way. I didn't play baseball in school, I did play soccer and tennis and periodically I played one year on the tennis team here, and played on the soccer team three or maybe four years here. HS: Are there any special memories from starting the club, I mean what was it like being the founder of something that is now something so big in Skidmore culture? GH: You know it was just a ton of fun. I was just, to be clear, I was one of a number of guys that got together and founded it but I would say one of the things I think about is because ice time is cheapest late at night or early in the morning, we were last on the peg. We played on a rink down on East Avenue or just off it if I remember, and really it was an outdoor rink that they just had enclosed it in wood. It was pretty rustic. So we would get really hot and sweaty playing through the periods and when we were sitting on the benches because it wasn't a fancy arena and pretty cold it was very common that many times after sitting out for the period you'd get up and �5 Hess HS: GH: HS: GH: HS: GH: HS: GH: you'd realize there were icicles hanging off your hair literally. And we'd be breaking them off. And there was no locker room, we'd change up here and go down. And it was just a lot of fun, a lot of great contact. I ended up playing goalie, was one of the funnier things that happened at one point because our goalie, if I remember right, got his wrist broken or sprained in a slap-shot and no one else wanted to be goalie and it was something like I stepped out for a second and came back and they said, 'great, we just elected you our new goalie'. And I was horrible. And no surprise I think my nickname was a sieve which was very appropriate. And so did this all happen during your freshman year that you started the club? Ya know, I really don't remember. I think it was probably more my sophomore year or junior maybe. And do you remember your first night at Skidmore? I don't remember my first night, I do remember my first day. Vividly. Could you talk about that? Sure. The first class I walked into was an english seminar class in Case Center at the time, so those were relatively small rooms. And it was an oval, or oblong table, sat maybe twelve-to-fourteen people. And when I walked in I realized, and we sat down, we were waiting for the teacher who was a bit late, and we're all sitting there in silence, no one really knew each other and everybody was feeling a little awkward. I realized there were two guys and there were twelve women. And I was like, 'oh my god, what have I got myself into'. I don't think I'd even had thought to ask really what's the ratio before I came here, so at first that was really overwhelming. The other thing I remember though is my roommate who was very very quiet. We had nothing to do, we were just sitting in our room so I said 'come on, let's just go out and take a walk around'. So we were walking around, and most people as well I think were feeling pretty awkward so you know, you'd walk towards someone, and they'd look up and we just started saying hello, and most people would say hello back, and that was great, we were getting the reaction you'd anticipate and hope for. And then we came upon one person and, it was a woman, and I remember we both said, ya know, 'hi, how are you' and we got no response and we were a little puzzled and put off and they walked another ten feet past us and we both looked at each other and he turned around and said 'what's your problem?' So we got still no response, but I still remember that cause my roommate just cracked me up. Did you ever find out who she was? I didn't. I didn't. Mystery, yea that's right. �Hess 6 HS: And what was the adjustment like being that there was so few men at the time going into this recently co-ed school. GH: You know, at first for me it really was overwhelming. I was I think relatively shy at that time and hadn't had a serious girlfriend in high school et cetera, so I'm not sure but I think all that combined and the lack of sports, there wasn't even a locker room for men there wasn't a male dorm on campus, there was a floor on the 7th story of the tall dorm here. And in fact we used to call it heaven on the seventh floor. Ya know it was overwhelming. So I actually transferred, or actually applied to transfer out but by the time I was accepted and then gotten the acceptance in the spring, I had made enough good friends and kind of adjusted to the amount of women that were here, and a lot became good friends of mine. You know I love the place and decided to stay. HS: Was there one thing in particular that made you flip that switch to loving Skidmore? GH: I don't think there was one thing. I think there was that combination. I mean among other things, I guess a specific example I was accepted at Cornell for transfer, and they had two electron microscopes. And in Skidmore we still have - I think it might even be the same one, it's probably a newer one than when I was here. But that was pretty amazing that a school of 2,000 people had an electron microscope worth at that time hundreds of thousands if not more than that dollars. And yet I could go in and use it almost virtually any time so that was great and it really was a great learning experience. But I went to Cornell and they had two and I thought 'oh that's great' and I mention it to one of the people almost as a question of how to get access to it. And they said, 'well undergrads really don't get access to that, you know once you're a grad student you might get access to it but you have to be on a waiting list and there's only so much time'. So I started to realize things like the professors here were primarily dedicated to teaching and not so much research and Cornell as I started to really look at it, you were taught more often by grad students who were really teachers assistants and the professors were really more interested in publishing, in research, in grants, in really not teaching. So things like that really made a difference for me. Here, the students, the night life downtown was just hysterical, it was great. HS: Were there any teachers that stick out in your mind as really helping you move on throughout college and what you ended up doing afterward? GH: Ya know, there were a lot. I still remember Bob Mahoney was head of I think biology, and head of the department. And then Roy Myers at the time was here. And they were great, fully accessible. At the time I was not your �7 Hess HS: GH: HS: GH: HS: GH: HS: GH: typical student by any stretch and they put up with me and were encouraging and they were great. Why weren't you the typical student? Well I think probably one of the examples was I worked two-to-three jobs when I was here because I had to make ends meet. As part of that, when I graduated from Skidmore I had a pretty high GPA fortunately and had a pretty rigorous schedule with the double major and a minor and so on. So the logical thing to do was to apply to medical school. And at the time it was pretty competitive at the time to get in, I think it was roughly twelve applicants for every one acceptance so they had said, 'ya know where are you applying' and I said 'I'm not applying, I've always wanted to see how good a skier I could be, so I'm going to go out in Colorado and teach skiing and race full time and see what I can do'. And ya know so I think most of the people would shake their head and in fact one of the faculty members said 'you'll never get into medical school'. And ya know Roy and Bob Mahoney said, 'look, totally get it and ya know it's a bit of a risk, but you need to do what you think's best and ya know, go for it' Were your friends at Skidmore also naysaying? Oh no I think they were all, they said 'great, go for it' and were they all also in the same, bio-chem sphere or from sports, or ballet? Ya know, it was such a small campus of 2,000-or-so and only I think about 200-or-so guy, actually when I left it was maybe like 300. I think I had friends across the different environments. There were only I think twelve biology/chemistry majors at the time on campus and I think almost all of them were women, probably statistically. So I had friends who were taking english studies and all sorts of other things, so it was a pretty diverse group. For example, my roommate who only stayed a semester was in fine arts and became a fine arts painter, ya know still makes his living today in Connecticut and has had a lot of very high priced paintings that he's done that've been accepted, but he decided after six months he really just wanted to paint, but still we've stayed in touch and he's a great guy. So what was your average week like between classes and skiing and hockey and two jobs? One of the things I learned was I actually do better on almost all measure for me, including happiness and certainly academics, when I was scheduled. So I'd say during the busiest parts of the year which was winter for me, I would typically have a pretty full day of class because science classes start early in the morning with labs and things and when I finished up with them, a typical, I'd play a sport so say, we'll say late in the season �8 Hess HS: GH: HS: GH: HS: GH: HS: GH: HS: GH: HS: GH: HS: maybe before winter, we'd still have soccer that'd be four to five-thirty. By the time we got up to the dining room it was about ready to close, we'd all pile in and eat dinner quickly and then I'd go to the library from six to ten I think was my routine and just really study and then, again the drinking age was eighteen, to reward ourselves, we'd hop in the car and zip downtown for a beer at Tin and Lint or Harold J which was a big bar then. Barclays was pretty big later on. So we'd have a beer, back in bed by 11, go to sleep around 11:30 or so, wake up and do it all over again. And what was your typical nightlife on the weekend? The weekends for me was pretty much when I bartended and waited tables so for me the busiest weekend would be - and some weekends I just played, but mostly I was working - when I was working at the restaurant after class, I'd be there at 4 to set up. I'd wait tables from 4 to 10 and then I'd get out of there and I'd go to one of the bars and then I'd bartend at Harold J's from about 10:30, 11, till about 4 A.M. when they closed and then I'd get back, maybe take a quick nap, shower then I'd go up to West Mountain, teach skiing Saturday and then I'd come back, usually wasn't waiting tables and I'd go back and bar tend again from 11 till 4AM. And then Sunday I'd sleep in. That's a schedule. It was, it was, but when you're young you know, you can do it. Did you do that all four years? Pretty much, you know it changed a little here and there over the years but I pretty much had two or sometimes three jobs, part time, just piecing them together. And do you feel like you were able to learn in your jobs to help academically or things academically to help your jobs at all? Ya know I think so in a bit because it taught you the basics like show up on time, ya know, be responsible, fundamentally do the right thing. So I think so, ya know Skidmore really I thought was a highly ethical place, for a better term, people were trying to do the right thing. Did you study abroad? I didn't. What made you choose to stay on campus? I don't think they had many abroad programs at the time. And my academic schedule was so packed that I don't think, if I remember right, it would have really worked for me to go abroad to get the biology/chemistry requirements and the business requirements that I had I didn't have many electives open. And did you have one go-to best friend? �Hess 9 GH: Ya know, it probably changed, well it did change a bit over time. The first was my head resident a guy named Allan Braunstein, so one of the earliest guys. And he was a great guy and he was classic open door policy so his apartment, the head resident apartment of course was pretty big and it was like Grand Central Station, so he was a great guy and later his brother actually transferred in from BU or BC, I can't recall, and he became a good friend too, Ron Braunstein. HS: What made you so close to these guys? GH: Ron and I played hockey together, just in general they were involved and organizers. Allan Braunstein being a head resident organized everything; we had a water festival at the time, I'm not sure if it still goes on. He was a big skier. We actually had a ski rope tow when I came in fact. So we would take a few quick runs down there, it was pretty small but we would ski over there. And we were just involved in all the antics like going downtown was again a big part of campus life here. Thursday night was one of the more interesting nights, you would go down to a bar that, if I understand right was the one portrayed in Animal House where they showed the guys in the road trip and go into this bar with a couple of girls from a college. Well the guys are coming supposedly from Dartmouth in real life and it's Skidmore girls that they meet up with and the bar that they go into used to be called the Golden Grill and it was a predominately blacks or African Americans during the week if you would. And Thursday night for some reason at midnight - I think the cover became free or they had some beer special that at midnight it would all change, so all the Skidmore people would pour in, which at that time was predominately pretty homogenous white, Caucasian class. And it got to be the point that the bartenders that the Golden Grill - we used to call it the Golden Griddle - would call it white night. And looking back it was probably politically incorrect but it was literally as much as you saw in Animal House. You saw lots of town people who were not Skidmore people dancing with Skidmore girls there were African American guys with white upper middle class Skidmore girls, and it was hysterical, everyone was relaxed and had a lot of fun. HS: And this was an every Thursday night thing? GH: Pretty much. I might have the night wrong at this point but I think so. Tuesday night was Tin and Lint, ten cent or nickel beers; hard to look back on that. Wednesday night, I can't remember what that was. But Thursday night I'm pretty sure was Golden Grill white night and it would just go on from there. HS: And so as you went through the years was there anything you wished you did differently? �Hess 10 GH: I wish I'd spent more time getting to know other people better. You know we were all busy and as I mentioned my schedule kept me pretty busy but I remember feeling a little uneasy about coming back to reunion and thinking 'what was it going to be like' and 'how many old friends will show up'. And some friends show up and that's great, but what I've found out at one of the early reunions was that I actually met people from my class that I barely knew. And I might have known their face but almost didn't know their name or might have known their name, and when I had a chance to finally sit down and talk with them, no surprise they're great people; really smart, really kind, great people. And I thought, 'man I wish I got to know them when I was in college'. HS: And as you were approaching graduation, did you and your friends feel optimistic about post graduation, post college world? GH: I think there was probably both, but I think in a way, for me, I was pretty optimistic. I think we were so dumb we didn't know what we don't know. So I think we felt pretty much like, 'look, we got a great education behind us, we're healthy, we've got the ability and the tools to go out and really do something'. I wasn't quite sure what it was going to be, I didn't know at the time that I would apply to medical school, I didn't do that until years after I came back and worked in admissions so I really didn't know how things were going to turn out but I think I felt optimistic overall. HS: What was it like being on the other side of Skidmore, going from a student to an employee? GH: It was great, it really was great. It was like working at a country club in a way I realized one day, in that I was just a few years older, I came back after I had ski'd for a few years and had one other job. It was still the same dean who had accepted me and she said, 'look, you really know Skidmore, you'll be a great asset et cetera' and I remember the time, because I was so naive that I probably shouldn’t have said this but at the time there were rumors that Skidmore was lowering its standards for men because they wanted to get co-educational more quickly. So I think it was probably inappropriate in the interview me saying, 'I want to be clear though, I'm not gonna accept students if I read their folders, or recommend acceptance, for students who are sub par'. And I was so refreshed, she said, 'no, we are holding men to the exact same standard as women, and we're in this for the long haul and we want to build a thriving long term campus'. So being on the other side of the coin was refreshing in kind of the same sort of ethical environment from professors in doing the right thing and students as well and the same thing I saw in the administration. And you know they weren't �11 Hess HS: GH: HS: GH: HS: GH: perfect, none of us are perfect, but they really had their hearts in the right place. So what is it like now seeing that there are 2500 kids up from 2000, it's a 60/40 split, how does that feel looking back from where you're coming from? It does feel great in many ways. I mean we had some special experiences that can't be repeated because it was the time, someone, sometimes it was the ratio that made certain things, I don't think would happen anymore in a positive way. But I think looking now, change is right the only constant in life, and Skidmore has changed for the better. It's academically stronger than when I was here - even though it was a strong school. It's got many many more sports, it's hopefully better endowed, its got tremendous facilities, I think it's got a great vision. SO I'm proud, it's a great college, and I'm very glad I came here and it gave me the tools to be a constant student so thats probably the best tools that it gave me, to be a constant student. That's what I see when I come here, is that students are learning how to learn and be a lifelong student. And if you meet someone today that is thinking about going to Skidmore, what would you tell them? Yea I would certainly recommend it. In fact I've got a daughter in high school, I don't know where she'll go, it'll be her decision, but yea I used to be an interviewer, an alumni interviewer. I think for the right person it's a great school. I think the question a number of people get is, 'what can you do with a liberal arts education?', and my view is the reciprocal, almost what can't you do with a liberal arts education? When you think about, I think it's not so important what you come out of Skidmore with in terms of your degree, but I think if it teaches you to be that constant constructive, inquisitive person to realize that learning doesn't end when you leave your undergrad or even your grad degree, goes on forever. I'm not sure if that was a hyperbole for that example, but I think Skidmore really instilled in me, I have three degrees, two masters and a doctorate and that's partly how I'm hardwired but Skidmore really encouraged me to keep learning. I think I did three or four, four fellowships after that and ya know I think I'll continue to go on learning until they put me in the ground. What are those degrees in? I'm a physician so I have an M.D., and then I have a masters in Health Care Services Research which is kind of a combination of how health care systems work; epidemiology, statistics. And then I have an MBA from Wharton in Health Economics. �Hess 12 HS: And when you were a freshmen did you ever imagine yourself where you are now? GH: Not at all. In fact I really thought seriously about being a full time bartender forever. It seemed liked a great lifestyle and in fact one of the guys from town I worked with who was ancient at the time - he was in his thirties basically said, 'do this for life, it's great. When I go home, I go home' There were a lot of plusses, so I had no idea where I was going to head. HS: Do you have any anecdotes about a time that the liberal arts mentality directly affected how you thought about something that came up while you were getting your masters degree or in your career that had you not had the liberal arts education you would not have been able to approach the same way? GH: Ya know I'm not sure if this is directly on point with kind of your question but ya know maybe. And maybe it's a bit in the way I'm hardwired, but I think Skidmore encouraged or allowed that. So maybe a good example is when I left Skidmore, although I wasn't happy 100% of the time with everything that happened here I really thought my money was well spent, their money was well spent, they gave me a great education, faculty were dedicated to us and teaching was the primary role of the instructors and professors. And when I went to medical school years later which was a lot more expensive and presumably a lot more competitive I really had high expectations that this is going to be the best experience I've ever had. And I would say that I was almost aghast at how poorly I thought the educational system was in medical school. So I guess my point is, it lead me to do two things that were pretty unusual even for my medical school classmates at the time. One was I got a grant from the American Medical Association that allowed me to do almost any constructive project over the summer between my first and second year and I wrote a literature-based review on teaching principles and teaching techniques and I even talked to some of the teachers here, but I wrote a pretty constructive but scathing review of how the medical school educational system was set up and why it was so dysfunctional and why it was a poor set up for teaching our future physicians and the school did not like it to say the least. They literally stuck it in a drawer.When I went to the office to see, and I asked the dean if he had read it and he said, 'yes i did', he pulled out a drawer, showed me the paper and said, 'and this is where it's going to stay'. So I think in part it in encouraged me to constructively question things and not just to complain but to propose constructive solutions and in fact thats what I did, I think, in that review. I think the other thing it did to do was to be a little non conventional, so in medical school I felt the school was so poor in terms of �13 Hess HS: GH: HS: GH: HS: GH: HS: GH: HS: GH: its instruction it was mostly just memorization that I actually got a job full time again, but I got a job as a financial planner and I would pretty much not attend class at medical school for the first two years because it was just memorization and I would go off and do my job, go home at night and memorize the text and come back and take my tests and progress on. Really until your third year when you're seeing patients, yea you could be taking it anywhere. So I think if it wasn't for Skidmore, I'm not sure where I would have really had the confidence to do that. And if you could go back and tell yourself as a freshmen one word of advice, what would it be? Enjoy And did you have any regrets? Other than not meeting more people? Other than that, really not, I think I was one of those really fortunate kids in college that at the time there were some college colleagues who really weren't happy they were just marking their time ya know handing in their homework, their parents sent them here, they felt like they needed to get a degree and ya know they really were just marking time. But now I think I was one of those fortunate, probably the majority who said, 'you kidding? this is incredibly great, I've got a place to sleep every night, I've got great food, I've got a job, I've got lots of friends, I mean what could be better.' It was a great environment I would say 95% of the time. It felt like we were living the dream. And looking back is there anything you're happy has remained the same at Skidmore from then all the way until now? Since I'm not here day-to-day it's a little hard to say yes, for sure, but I get the same spirit of the college is really dedicated to the students and I think that's the primary way it should be. I'm a senior fellow at Penn, I'm the faculty there, I'm a faculty at Drexel College of Medicine and I've been to many institutions for the degrees as I've mentioned, so I've seen other colleges first hand and they don't all operate that way. So I'm really impressed that Skidmore, again, I think is really focused on the students and I think that it's primary mission and how it should be. What about the opposite, is there anything that you wish was not still around? No I don't think there's much I could add? So maybe to wrap up if there's just any last stories that you want to share about something that happened at Skidmore or something that happened downtown? Well you know, there were a lot of fun times that we put it in context because most of the students here were studying hard and doing �Hess 14 academically well but there's no question that we had a social life, um so I guess one of the funnier times I do remember was that when spring vacation would roll around, it was a big deal everybody wanted to take off and either go to Florida or go someplace else to get some sun, it's a pretty cold winter up here, lots of snow. So given that whole feverish environment you'd see on probably a barely 50 degree day with the sun out there would be girls in their bathing suits and guys in their bathing suits behind the dorm, I can't remember the name of the dorm, but trying to lay down on the ground so the wind wouldn't freeze them to death trying to get some base tan before they went to Florida. And then it was usually right before the spring break but it was also for the kids who couldn't afford to go on spring break or just couldn't logistically, we would have these unbelievable beach parties downtown. So the one I remember probably the best was at a bar that's not there anymore called Barclays, it was an old bank that's not a store downtown. And myself and some of the other employees there went out to the dump - the illustrious dump - and we got a bathtub and we found a plug at the hardware store, put it in the bathtub. And a lot of the places had a cover charge at the time and that night cover charge was you brought in liquor and we put in sour mix and some liquor but everybody who came into the door would poor their liquor into the bathtub and of course the concoction got more and more odd and more and more potent as the night wore on. So - and you had to come in beach attire - at the end of the night, it had a very high bar because it was the teller spots, and on top of that bar just spontaneously people put on of the bar stools and people eventually began climbing on top of the bar stool, standing on top of that so you were a good 15 to 20 feet and fortunately with the right crowd, and the right music, the DJ, the people were doing Acapulco bar diving where they would dive off the bar stool into the crowd - people knew you were coming - and people would hopefully catch you before you hit the ground. So it was just a hysterical, between the bathtub concoction and the Acapulco bar diving, it was just one of those parties you just shook your head at and said, you know this will just never be recreated. � 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Sultan, Harry Interviewee The person(s) being interviewed Hess, Greg, '78 Location The location of the interview Lucy Scribner Library, Skidmore College, Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 6/27/18 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio recording 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 Greg Hess, '78 Date A point or period of time associated with an event in the lifecycle of the resource 1-Jun-18 Creator An entity primarily responsible for making the resource Sultan, Harry, 17 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng,) Description An account of the resource Hess, a double major in chemistry and biology, and minor in business, describes how he came to take ballet classes and starting the Skidmore Hockey Club. He also worked as a ski instructor at West Mountain and Gore. Hess recalls that the letter of recommendation from his ballet instructor, former New York City Ballet prima ballerina Melissa Hayden, helped him get into medical school. Working in downtown Saratoga Springs as a bartender gave him a different perspective on his education. As one of the college's early male students, he understood his role was to help "create the co-educational environment and that included starting things like sports." For Hess, this was part of growing up in the 60s and 70s, with the influence of John F. Kennedy, the Vietnam War and 'making a difference.' Format The file format, physical medium, or dimensions of the resource audio recording alumni ballet hockey team Melissa Hayden oral history sciences Skidmore College https://www.ssmp.mdocs.skidmore.edu/files/original/3aff948070e5ec89a96f823efb4a0bec.jpg dc5224e6215ae7a0cccf896c560e38ee https://www.ssmp.mdocs.skidmore.edu/files/original/c4cf925ee4b65fdec31f5dd5439dd4f6.m4a 217f5d3ac941f72d96b6ff1e87e70336 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 Bill Ladd Interview https://www.ssmp.mdocs.skidmore.edu/files/original/1a9bb39223da7c413d7200ee47dee61d.pdf d23b0809cfbedf3ce7a4650ec81f5ae3 PDF Text Text Ladd 1 Interview with Bill Ladd by Harry Sultan, Skidmore College Saratoga Memory Project, Skidmore College, NY June 1st, 2018 Harry Sultan: Who are you? Bill Ladd: Better question. Like, why don't we try... you know, I have so many stories, just you need to be more direct. HS: Okay, let's just start, if you could introduce yourself. BL: Sure, my name is BIll Ladd, I'm class of '83 and I am a trustee on Skidmore's Board of Trustees. HS: Where are you from? BL: I'm originally from Wayne, Maine, 04284. And I live in, currently, Framingham Massachusetts. HS: What does it feel like to be back at Skidmore? BL: I'm here a lot. I love it, um I was just here two weeks ago for the trustees meeting and commencement but this is nice because I'm with my classmates. And it's a great, we've just have always had a great class. So I love seeing not only my classmates but also the people I encountered my six years on the alumni board as chair of reunions so I would come every year and meet - oh, and I also called every single alum who had a reunion, and that's 29,000 people and I started with my 8th grade teacher Mrs. Jane Chilcott. HS: Even if you come back so often, is there one thing you look forward particularly for coming back to Skidmore? BL: Well first of all, the campus is georgious; but it's always the people, because the people make the college. And from every spectrum of groundskeeping, - they call it campus safety now, but for me it'll always be campus security - to everybody, it's just a great place to be. I mean literally, it changed my life, and I owe Skidmore my life. It's always great. HS: Was there one specific moment at Skidmore that you felt like was really pivotal in changing your life? �Ladd 2 BL: There are so many. Skidmore; I just had breakfast with a couple of my professors and they always raised the bar just a little bit higher than I ever could touch. And they brooked none of my charms which - I can be pretty charming - but um, and I owe them that, because they always taught me to do my very best and in fact, the late and great Phyllis Roth used to say, "is this your very best work?" and I'd have to roll my eyes and just "ugggggh no". And she'd say, "okay, you have until 5 o'clock to make it better", and I'm like 'okay'. And that has lasted me all my life. HS: What kind of classes were you taking with these great professors? BL: Um English, Psychology, History - Tudor History. I just saw my professor, Pat Lee, and literally she's just phenomenal. Susan Cress, um Joanna San Grando, of course I was a theater major so I would say Caroline Anderson, you know instilled in me, real pre-professional standards and yea, I will always be in debt to them. HS: So what was your average week like? BL: (laughs) Psychotic. As a theater major we were just happy to see the sun, cause we were always - if you weren't in class, you were in rehearsal, or getting ready for rehearsal or in performance and it was just non stop, so. There's a story of my senior year, I was just running like a gerbil on a treadmill and I get this letter from Academic Advising and I though 'oh noooo'. And I'm standing there in Case Center staring at Ladd Hall which was named for my grandparents and I'm thinking, 'how do I tell my grandparents I'm getting kicked out my senior year?'. So I sucked it up and I opened it and it said, 'congratulations, you've made dean's list' and I'm like 'get out of here, that can't happen'. And I went up to Academic Advising, and they said 'no, here're your grades' and I'm like, 'how did that happen? I don't know'. So that was a good moment too. HS: So is there any feeling, explain what it must feel like to go back into that place where you spent so much time as a student and know that after all those years you made Dean's List. �Ladd 3 BL: Yea, you know I never thought of myself as a good student. But it was just, every corridor has a memory and I think about how I grew as a person, my classmates, both who are here and not here anymore and just like, I never saw myself as a trustee, and here I am a third generation trustee which is kind of weird; it's kind of like getting kicked up to the grownups table at thanksgiving. You're there and you're like, 'am I really supposed to be here?' but the answer is yes, I am. But it's a really humbling feeling because I served the college and the students and I have the kids, I meet as many kids as I can and I ask them to call me either Bill or Uncle Bill but if you call me Mr. Ladd, I'll slap the taste out of your mouth. C'mon, let's get away from that because when you have your name on a couple of buildings people can get kind of freaked, so I'm like, 'everybody breathe. And unclench. All is well'. I'm just paying it forward. HS: And when you walk around campus all these times you've come back, is there one place that really evokes-- BL: There're so many. Kimball, my freshman dorm and the pantheon of champions, is always wonderful. It's, I just take the time, you know when I drive up onto campus, especially as a trustee they don't allow you to have a whole lot of free time so I just look and take it all in, the green, the quad, it's definitely georgious. I think about, we used to always have to perform in the field house, course now you have a theater - not that I'm bitter - but I spend so much time in Colton House where Alumni Affairs is, and in North Hall where Advancement is and it's just, you know, I'm really honored to be able to come back in the capacity that I am and be the leader that I am, which is something I'm always trying to work with. HS: Do you remember your first night in Kimbal? BL: I do. When I pulled up in my orange Volkswagon Rabbit diesel. The first two people I saw were Jim van Law and Mark Venter and I remember going and meeting my roommate for the very first time who, spoiler alert, teaches here now - Peter McCarthy. Country mouse, city mouse, it was kind of like that. And it was just, yea, we all just kind of gathered and went to the dining hall, which is �Ladd 4 lightyears in difference from the palace that you have now. I don't want to hear nobody complain about no food cause it was not like that back in the day. And we just all coalesced. HS: And did you ever for a second think, as a freshmen back then that this is where you'd be now. BL: (laughs) Oh sure! Not hardly, are you kidding? I was just happy to graduate and then it was like, you know, it was just not even on my radar. Just wasn't. HS: And so other than some theater classes and some english classes, what other activities did you take part in? BL: Do you know anything about being a theater major? Hello? It's um, I remember all the movies on campus, you know they had a lot of horror pictures back in the day like when a stranger calls and the tag line is - the original, not the horrible remake - it's, 'have you checked the children' and so what we would do is, after the movie, we would wait about an hour and then we had extension phones in each of the suites around campus and we would call ya know, Penfield which is an all female dorm and somebody would pick up the phone and we'd say, 'have you checked the children', and you'd hear screaming, and we were like "yes, yes! Good stuff!", we'd get really immature stuff like that which I'm very - I wear with a badge of pride. Dressing up as Frankenfurter for Rocky Horror Picture Show, um it was just a lot of work in theater and going downtown, I wasn't really a bar guy because we didn't have time. You know? But we did go to the Exec which had amazing steak fries, that's where the theater crowd hung out. We went to the rafters - disco, woot woot - good stuff. Yea, but it was wonderful, and we get to talk about these situations with our classmates who are here at reunion which is nice. HS: Did you study abroad? BL: No I did not. I couldn't figure that out in my head; how I could do that and then come back in and get plugged in for the spring shows, if you had left in fall. My son did, he figured that out, but I did not. So, but I lived abroad, it was okay. �Ladd 5 HS: So what was your senior year like, wrapping things up did you have a senior project or senior performance? BL: It was a play, it was you know, coming to grips with, well what're we going to do after graduation and during my - in 1980, I did my first movie while I was still a student here. And back in the day, in the theater department movies were looked down upon - it's all about the theater - well I like movies, I like TV, so just trying to figure out what my next steps were but also, when I graduated I was there with like my dad who was a trustee, my grandmother who was the very first alum to be a trustee and I'm thinking, 'okay'. And of course my amazing class, and it was just trying to be able to put those pieces together and, but I'll tell ya that senior year went by in a snap. When you tell the kids, 'look, just stop, look around, try to be present, remember this moment right now because it'll be gone' and all of a sudden, they're in May and they're walking up in front of you. HS: So if you could talk to your freshmen year self right now, what would you tell him? BL: That's a great question. Um, I don't know, just be you. And thankfully I was, but just relax cause, well I am the first openly gay trustee at Skidmore, and I didn't come out until I was 25. But at that point it wasn't really, there wasn't really the atmosphere to be okay with that. So I would just say, just you know, as my grandmother used to say, 'you don't always have to tell all you know'. Which is one of my, I have a collection of sayings from her. I would just say, you know, 'continue to be you' and, 'you are enough'. That's what I tell my son all the time. Sometimes he listens, sometimes he doesn't. HS: Did you have a core group of friends? BL: I was very blessed to have a lot of friends in varying degrees, I mean different majors and it was just a good group of, I mean I'm still here, one of my sophomore roommates, we were in the only sophomore triple on campus, um two art history majors and a theater major - hilarity ensues - you know, some of the things we did. You know we just collected friends. And um, we were never in the �Ladd 6 popular crowd, and I still couldn't figure out how that happened, but um these many years later we're making new friends, ya know we're not the same people as we were when we were students, thank god. Some of us have grown up and gone very different ways, I mean, I was a theater major, so naturally after 35 years in motion pictures I'm a pastor. Yes. Gods got a sense of humor. But no, that was the great thing, I didn't have time for sports, though I should have played tennis but I couldn't figure out a way to get another couple of hours in the day. Just wasn't gonna work. HS: Could you bring it back to that sophomore year triple for a little bit? BL: Oh god it was great. Well we had a really sucky number, and we were like, okay what do we do? Well there's one way to keep on campus, we should become a triple, we kind of looked at each-other. We all lived in Kimbal, and we said, okay let's do this. And then we had, we got our number, we got our room, and I chose the modular unit, it was my little perch. And it was really terrific. We had such a great time. There's a famous comedy album called, When You're in Love the Whole World is Jewish and we would play that nightly and we would just laugh ourselves to sleep. It was just so much fun. We did have some, there were some romantic exploits of my roommates that were interesting, but you know it was just terrific, and our other roommate who cannot be here, he lives in the next town over from me in Massachusetts and so that's really great. Yea we were just in, they were like "they put you three in a triple?". Well that's what triple means, three. Um, and it's just the stuff of legend, we would terrorize parents during parents weekend by opening up a window and going, 'Mommy? Mom, I'm lost' and watching the, ah so good. So naturally the ministry called. It's one of those things, why did they put them together. And 35 years later, we are still very close so that's terrific. HS: So what was a normal Friday night for you? BL: No such thing, they all kind of blended. Are you in rehearsal, okay you go through classes and then literally you had like maybe five or ten minutes to gobble down �Ladd 7 your meal and then run back to rehearsal and then, and that's, I do have a bad eating habit because of Skidmore. I can eat a meal in five minutes which is not always good. But, yea it's like 'what's going on this weekend? What're the movies? Anything good?". Or sometimes we'd drive out and, you know, to the old Pyramid Mall and see horror pictures like the Fog - that was really great - and the original Friday the 13th, you know, always fun. American Warewolf and yea, it was just, kind of one of those moments. Back in the day, McDonalds used to have the shamrock shakes and we would go downtown cause thats where McDonalds was, and get a shamrock shake and would say, "look! it's the exorcist" and go "bleaah". Again, not the high mark of taste in humor, but we were young and stupid. Um, that would be, we would make our own fun but it was, we spent a lot of time on campus ya know, the whole bars and drinking thing just wasn't mine. HS: So did you ever interact with the locals and the local businesses? BL: Always, cause you know, when you did go downtown that's just who you were with and coming from a very small town you really don't want to show yourself off not to be a good neighbor, let's just put it that way. And in fact, Steve Sullivan who's class of '78, he'd graduated before but he was always very connected to Skidmore and owns Old Bryan Inn, and Longfellows and connected me to the folks in town and so I just always looked at Saratoga as an extension of Skidmore and really great relationships. And I still do, I really love coming back, I think Saratoga is just an amazing place. HS: Are there any establishments that you went to in college that you look forward to coming back to now BL: Well a lot of them are closed. Theres The Parting Glass, always was great. Of course Old Bryan Inn, hello, nat'(urally). But a lot of the, Mrs. Londons, a lot of the places have since gone by the wayside because that's what happens as time passes. And oh, sorry OBI still has the best french onion soup. Old Bryan Inn. It's in a little crock and it's got that molten cheese over the top, forget it that's just, �Ladd 8 forget it. That's all I have to say to my classmates, they're like "oh my god, so good". HS: Is there anything, outside of academics that really stuck with you as a life lesson that stuck with you from being at Skidmore? BL: I have to go back to 'Is this your very best work'. Because, in the industry, motion picture industry, no one is going to ask you that. It is that personal kind of standards and scholarship that you always carry. And you know if something is your very best. You know if you've kind of shined something on and it's just not right. And of course I would pair that with what my grandfather said, 'there's two ways of doing something, the easy way and the right way' and in this world you have your word and your name. No one will ever ask you that, but you know. And so all those cobbled together and that has lasted me all these years because it's just, you are yourself and if you don't hold yourself to higher standards, no one else will. HS: Is there one thing from back during Skidmore that you wish you could change? BL: Yea. I wish I hadn't contemplated suicide my freshmen year. It was a very dark place you know, being in the closet, in fact this is the last thing - I don't have many more closets to come out of - but I just talked about this in the latest board of trustees meeting, and I did. And Skidmore saved my life, I mean literally my house counselor, my RAs got me into counseling and that actually started the process of me coming out. But I wish I hadn't had done that, um I wish I hadn't pretended but that's, that's where I was, and that's where the country was at the time so now, thankfully that served me to be first of all, me, and like I said, the first to be openly gay trustee which I don't really think much about and it's like, "oh, that's right, I guess I am" but like, well you know, they look like me, and I'm like "well you know, looks can be deceiving" and it allows other people to tell their stories. So in a roundabout way, I hope I've answered your question. Something like that. �Ladd 9 HS: Do you think Skidmore today is more of a safe place for young men and women to be themselves? BL: I think it is. You know, that's a journey, it's not like a destination, once we're there, we're there, because as the world changes you know, this environment has to change in being reflective of that change and having a place where people can be themselves authentically 100% and that's a goal and it's a continuing process that the trustees are very aware of - excuse me - and the college is very aware of. Yea, it's remarkable. HS: And is there anything you hope does change with Skidmore? BL: I hope we get more endowment money? Sorry, just you know. I want to see - I'm not a big fan of the word diversity, because I think it's kind of limiting, or like the word multicultural, I like the word reflective - the reflective of the world, because I want to be in that world, I don't want to be in just a very anglo-centric environment, cause frankly it bores the teeth out of me and that's not where I've lived. I've lived in the world, and I like the world being reflected. In fact Lynda Jackson Chalmers and I were sitting next to each-other at commencement and said, 'ya know' she's class of, oh golly, nineteen seventy-, I want to say nineteen seventy-one or seventy-three, and she said, 'I remember when, you know I first came on the board, there were maybe twelve students of color and as we sit there and as we sat in this commencement - which was cold, and rainy, and wet - we had lots of time to just huddle together and there was just wave after wave of children - sorry, they're children - they're grownups, in quotes. But kids from Asia and African countries and it was just so enlightening and heartening that it's like, imagine, and then she goes "I don't even count anymore because there are so many kids" and I just said, 'ya know, imagine the courage it takes to not just go to a different state, go to a different country or continent. And these kids from China and the Asian countries, as well, and that's very in-strata of me, the Asian countries as well as the African countries'. All I had to do was come from Arizona and look what they've done and look who they are, and we were just sitting there �Ladd 10 welling up with pride. And also humility and gratitude that these kids felt safe enough to come to Skidmore and just rock the place, so it was a very big moment - still we were freezing to death, but there we go. HS: And when you were going up on that stage to graduate, what was the world like that you were going into BL: Let's see, '83? Ronald Reagan. It was the early 80s and it was a surreal moment. You know materialism, at least in my life, it was all about stuff and achievement rather than being the person and it took me a while to figure that out so I just, ya know, right after I graduated I started getting work on All My Children, which was a soap opera back then. But it wasn't about doing good acting work, and I didn't get that until later and I went, 'Oh, okay', I was ill-prepared but that was because of my own development. Yea, it was a different time but I'm glad I did it. HS: Was there, amongst your friends, was there general optimism about the prospect of post college? BL: I don't really, I think we all just though, sure we can do anything cause you know when you're young and arrogant, 'hey, you know, I can do that'. And that's what we did. We were just talking about that actually last night, there were two classmates of mine who were making $11,000 out of college and they're one dream was to make their age in thousands and you know, we just thought well we can do that and it was, you know, I guess that's kind of the Skidmore motto, 'hell, I went to Skidmore, I can do anything' or that's always been my motto. But you figure it out, and I think that's um, there was the optimism. There certainly wasn't the divisiveness that is, well back in the old days you know Russia was a communist country, not colluders anyway. Just, things have changed and its a different environment now. HS: So if you meet someone today who's thinking about going to Skidmore BL: Well yea I'll interview them. Yea. HS: What are some of the things, if they ask you "should I go", what's your boiler plate �Ladd 11 BL: I don't really have a boilerplate. I grill them pretty hard because I love this college, look ya know, if you're someone who wants to be a member of this world, a conscious member and who's willing to take risks in their education to really stretch themselves, then this is the place to go. If you're looking for a backup school, bye bye, no no. You know just go somewhere else. But if you really want to be a stuck in citizen, then this is where you want to be, cause it will change you in ways you cannot foresee and you can't study for it. You can't take a test for it. And just get ready, cause you think 'yup, this is what I'm going to do, I'm going to business school, business school, business school', and then ding, you're over here doing something else, 'yes, I'm in environmental science, how did that happen?' This is being prepared to being a conscious member of this planet and I think it'll help to be, to have that liberal arts education because people change careers, not jobs, at least nine times and baby you gotta be able to pivot cause if you ain't got pivot you got diddly and that's the nicest thing I can say. And that's been the hallmark of my life because of all the different careers that I've had and here, ya know, when I think I can't be surprised anymore (laughs) I called the ministry, 'are you fricking out of your mind', but you have to have, like all those skills? Trust me I use my education a lot. HS: Can you give me an anecdote about how Skidmore has affected not just your life in theater but your life as part of the ministry? BL: Oh absolutely, you have to be able to write. In fact I just finished my ordination paper after a year and I defend it on June 21st so, you know - include prayers here - but you have to be able to write and tell a story and that goes into crafting a sermon, and mine are not only crafted pretty well but are under 15 minutes. You go in, you make your point, you get the hell out, but also it looks at fundraising, stewardship. Again, it's all about storytelling, how you tell that story. I also used my filmmaking tools for not only for Skidmore, but also for the church. Because it's about, not only reaching out to the church community but also to the wider community. Again, it's story, it's communication, it's also being conscious of your �Ladd 12 environment and in the world environment, psychology, sociology, economics, publicity, vision, you know, and empathy, all those, it's just like, I use my education every day. HS: I'm trying to be mindful of the time, but do you have any last just profound great, unbelievably best stories from Skidmore? BL: I think that'll have to be in our volume 2, because I have a lot of stories. Some I can share, and some I cannot. HS: Can you share one? BL: It's like, 'be funny!' oh thanks, thanks for that. Um well, first day I walked on thet set of Ghost Story, I was an extra with some lines that eventually got cut, I was scared ridiculous. And then, cause it was January, it was twenty-below, yea, and I'm like 'okay', just trying not to throw up and there is this famous actor, producer, director, John Houseman standing outside and I have my first scene with him. And I'm like, I wanted to die. And I just said, 'um Mr. Houseman, my name is Bill Ladd, and I'm going to be working with you today, and it's a true honor' and he kind of gave me a side look and I went 'oh crap, I'm done' and I said, 'I'm a theater student here' and I said 'I'm a very devout member of your history and what you have done.' He says, 'Like?' I said, 'well you produced The Bad and the Beautiful with Lonna Turner and Kirk Douglas' and he said, 'Really?' and I said, 'yea I'm a huge fan' but also 'Mercury Theater, it's I really admire you' and so it put a big smile on his face, the ice was broken, cause you know frost was forming on our limbs, and we sat down for the next couple of hours until they set up the shot and started to work. And that's how I didn't have a heart attack on my first day in motion pictures. � 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 Oral History Description An account of the resource Many people who have worked or studied at Skidmore College or lived in Saratoga Springs or the surrounding area carry the memories that help us tell the stories of our communities. This collection offers a glimpse into our past in the voices of those who have shared their stories. Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Interviewer The person(s) performing the interview Sultan, Harry Interviewee The person(s) being interviewed Ladd, Bill, '83 Location The location of the interview Lucy Scribner Library, Skidmore College, Saratoga Springs, NY Record Contributor Individual who prepared the item and/or edited it. Jordana Dym Record Creation Date Day/Month/Year of record creation/edit 6/27/18 Original Format The type of object, such as painting, sculpture, paper, photo, and additional data audio recording 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 Bill Ladd, '83 Date A point or period of time associated with an event in the lifecycle of the resource 1-Jun-18 Creator An entity primarily responsible for making the resource Sultan, Harry, 17 Is Part Of A related resource in which the described resource is physically or logically included. Skidmore Saratoga Memory Project Source A related resource from which the described resource is derived Audio, Photo Language A language of the resource English (eng,) Description An account of the resource Ladd, '83, was a theater major who studied with Carolyn Anderson. He hails from Wayne, Maine, and currently lives in Framingham, Massachusetts. He recalls faculty including Phyllis Roth and Pat Lee pushing him to excel, acting in a movie while still in college, and being the third generation in the Ladd family to serve as a Skidmore College trustee. He notes that he is the first openly gay trustee at the College. His social life included friends, movies at the old Pyramid Wall, and alum Steve Sullivan, '78, who owns the Old Bryan Inn and Longfellows. Ladd also opens up about the one thing he would change about his time at Skidmore, was contemplating suicide during his first year of College. He also describes how Skidmore helped him accept himself and has become a safer place for "young men and women to be themselves." Now finishing a transition to a career in ministry, Ladd talks about how the writing and storytelling skills honed at Skidmore have served his work in theater and now for the church. Format The file format, physical medium, or dimensions of the resource audio recording alumni Helen Ladd Joanna Zangrando oral history; Pat Lee Peter McCarthy Phyllis Roth Skidmore College Susan Kress; Kimball Dormitory