Dutchess County Historical Society Yearbook Vol. 086 2007 2008 by Bill Jeffway

DCHS yezzrBoole . Volume 86

Dutchess County Historical Society YEAR BOOK 2007

lffilTH O'NEILL, EDITOR

D.C.H.S.YEARBOOItvoLUME86 Published anmalley Since 1915

Copyright © by The Dutch.ess County Historical Society, 549 Main Street, Poughkeepsie, New York, 12601, and Post Office Box 88, Poughkeepsie, New Yorkm 12602. Individual copies may be purchased through the Society. Selected earlier Year Books are also available. ISSN 0739-8565

Manufactured in the United States of America

CALL FOR PAPERS The Publications Committee i§ now soliciting articles for finre Year Books. Articles should be no longer than 7500 words, double-spaced typescript or on disc, in Microsoft Word. The 2008 edition will mark Dutchess County's 325th year, and the 2010 edition will celebrate the Hudson/Fulton/Champlain 400th anniversary. Inclusion of photographs or other illustrative material is encouraged. Manuscripts, books for review, and other correspo.ndence relevant to this pubrication should be addressed to: Dutchess County Historical Society, PubHcations Committee, P.O. Box 88, Poughkeepsie, NY 12602 The Society encourages accuracy but does not assume responsibility for statements of fact or opinion made by. contributors. The Dutchess County Historical Society was formed in 1914 to

preserve and share the county's history and tradition. The only countywide agency of its kind, the Society is an active leader and promoter of local historical works, and the collection and safe-keeping of artifacts, manuscripts, and other priceless treasures of the past. The Society has been instrumental in the preservation of two preRevolutionary landmarks, the Clinton House and the Glebe House, both in Poughkeepsie. In addition, the Society has educational outreach programs for the schools of Dutchess County. The Society offers a variety of activities and special events throughout the year. Contact the Society for further information: by phone at (845) 471-1630, or at the address above. COT/E:R:`. Eleanor R!ooJeuelt with unide„tified members Of the DCC Interrldional Relations Chb during a 1959 campus Visit. For more irfo, see the |Jboto essay ky

the DCC History Chb om Pg 91 ) Photo courtey the Dutcbess Commundy College Afcbives.

Tdele Of Coritents

I. The Founding of the College Women's Activism and the Founding of Dutchess Community College, 1955-1960 ray Andrew C. Rieser

The Dutchess County Board of supervisors and the Appointment of Dutchess Community College Trustees /ey Beth

An Interview with Dr. James Hah, Founding President of Dutchess Community College

An Interview with Joseph ]iudice, First Chairman of the Board of T1.ustees for DCC

-.........................41

11. The Growth of the Conege The Legacy of the Ritz: A History of the DCC Library /ay Tom Trinchera

Uniorization at Dutchess Community College /ay Howard

DCC's Campus and the Foundation rev Ann Winfield and F. Kennon Moody ...................................

Ill. People of the College Coming Apart: The 1960s ray RIchard Reitano ............................... 83

Student Activies Through the Years: A Photo Essay ray the DCC

History club A Surv.ey of Dutchess Alumni fay Cathy Furlani .......................... 113 Historian Has the Last Word rey]oyce C. Ghee ........................... 119

AFTERWORD ray D. David Conklin CONTRIBUTORS

INTRODUCTION Inthefollowingessays,thereisasolidsenseofboththehistor; of Dutchess Community Couege as weH as a ghimpse at `the citizens that have peopled its campus for the past half-century. It is a great pleasure to participate in putting together a volume for an institution that has had. such a positive impact on its students, its employees, and its local community in general. I write this not

just wearing my hat as Editor of the DCHS yGc7r Boofe, but from the relatively unique perspective of being a former student and current member of the faculty as well. In what fonows, there are dramatic narratives, such as the stories of the founding of the college and the way it weathered the social changes of the sixties. There are eloquent te.stimonials from some of the founding members of the school, as wen as detailed discussions of how the cgnege has grown into the complex institution it is today. Perhaps best of all, from this

professor's perspective, there is even an example of historical research .and writing by curren-t Dutchess Community Couege students. The photo essay selected, researched, and written by the DCC History Club is an example of the student learning referred to by so many of the other essays in this volume. I can't think of a better way to celebrate]the history of the couege than t:o see a specific and successful example of the college's main goal in print.

As Dutchess Community College enters its second fifty years, it is esp.ecially appropriate that the college is taking its history seriously. After an initial study by the coHege's Archives Advisory Committee detailing a need for a formal and permanent college archives, the conege is now entering a fundraising campaign, charred by former Academic Dean Mary Louise Van Winkle, for what win eventually be called "The Terry Lee Memorial College Archives." The current volume is just skimming the surface of the rich history of the conege, and a

formal archival space is precisely what the institution needs as it enters the next phase of its history. I want to acknowledge gratefully a generous grant from the DCC'Foundation that helped make this issue possible, and also the writers who contributed to the issue, al of whom waited without complaint as the period between their submission dead]ine and the publication date tc,grew longer and longer. I also want to mention especiany Andrew RIeser and Werner Steger, who have been involved with this project at every level. One could not ask for two more rehable and admirable coneagues. Finally, on a personal note, I want to thank my wife, Bretagn6, for both her input and patience as I worked on this volume. a.

Keith O'Neill Editor

I. THE FOUNDING OF TIIE

COIELGE

W7omeyi'S Actiuism tm!d the Founding

of Dutcbess Community Colleg/e, 195 5 -196di Andl-ew C. Rlesef

In September 1955, Poughkeepsie resident Helen Ostrow sent

an enthusiastic letter to feuow members of the Tacoric District of the Parents-Teachers Association (FTA). Her prose was peppered with exclamations. "If the job is worth doing," she enjoined, "it is worth doing well!!'' The "job" was the countywide distribution of a survey that posed a simple question: "Do We Need a Community Couege in Dutchess County?" To Ostrow and her compatriots, the answer was patently obvious. The puapose of the questionnaire was to provide evidence objectively for what they already knew subjectively: the families of Dutchess County desperately needed a community college. "We said we wanted it," she concluded: "Now let's prove.it!"

This portrait of determined womanhood will not surprise anyone familiar with Dutchess Community Conege's @CC) history. The pivotal role women played in founding the college and leading it through its first years is often mentioned. A recent book on the college's history highlights the unique vision of Martha Riefler Myers, often credited as the progenitor of the idea to make a community coHege in Dutchess County. Her awareness Without the help and encouragement of my DCC coHeagues Tina REeman, Patricia Prunty, Richard Reitano, and Keith O'NeiH, this article would never have been attempted, let alone finished. Special thanks go to DCC student Brittany Bush, who made a number of vital discoveries as a research assistant for this project.

ANDREW C. RIESF.R

of the issue dated to 1950-seven years before the couege's founding-when she first learned about the concept of a community conege from a newspaper article. The conege's official documents also give prominent mention to the PTA, which, along with `Vassar College personnel" and other community groups, "assumed leadership in the move to establish a county-sponsored couege."* Finally, the college's institutional memory is steeped in lore about Eleanor Roosevelt, who supported DCC and made several appearances on campus from 1957 until her death in 1962.

Women's contributions to DCC's founding have not been overlooked. However, there is much more to say about the "mothers" of DCC. For while their role has been duly noted, they have not received the critical attention they deserve. This essay will attempt to fill some gaps in our knowledge. Lest I raise expectations too high, I must caution readers about what they will not fifld in the pages to follow. First, they will not find indepth biographies or an otherwise exhaustive treatment of the topic. The subject is rich enough for a short books and I have space here only to scratch the surface. Second, readers looking for a triumphal account of Poughkeepsie's mid-century women piofleers and civic leaders, written with the explicit purpose of reallocating credit where credit is due, win probably be disappointed. That worthy story is also waiting for its author. I am striving here for something else: to deepen our understanding of the campaign for a community college in Dutchess County' by situating it in the context of economic, social, and cultural trends in the 1950s. Specifically, their story helps us puncture the myth of female domesticity that pervades our historical memory of post-war America. The pro-conege women attivists of 1950s Dutchess County did not accept sequestration in the kitchen, or what historians call the "domestic sphere." To the contrary, they were deeply engaged in the "pubric sphere" of politics and led the battle for DCC. And they were not * F. Kermon Moody and Ann Winfleld, "The Founding of a College: Dutchess Community College" @utchess Commurrity College, 200P; "History of the CoHege," Sec. 1.1.1 (updated August 2007),

Professional Staff Poughkeepsie, N.Y.

Handbook,

Dutchess

Community

Conege,

WOMEN'S ACTIVISM AND THE FOUNDING OF DCC

alone. Despite the pop-culture stereotype of the house-bound suburban wife, thousands of married women throughout the country in the 1950s were deeply engaged in pubHc fife.* And while the 1950s are frequently portrayed as a decade of stability and order, we find httle evidence for that in Dutchess County. Men and vyomen in Dutchess County were gripped with anxieties about the future. Pro-conege advocates frequently touted the public community conege as a cure to the county's ius, a means of protecting the family from au threats to its stabirity. Fear of social disorder, as much as hope for the future, propelled the pro-college argument and helped give it the edge over its opponents. Consisteflt with its philosophy of smau government and low taxes, and reluctant to create a massive new government agency, the county's Repubrican leadership class moved warily, even slowly, on the issue between 1954 and 1957. But in 1957when it was clear that anxiety about educational access trumped anxiety about taxes-the last objections were cast aside and a community coHeg`e was born in Dutchess County. Pidneen, riot Rgbels: The Womerl's Pro-College MoueuneM!t im Dutcbess

County i

ThehighlypubliceffortsofmarriedwomenrikeMarthaRiefler. Myers and Helen Ostrow seems to go against the prevailing understanding of gender in the 1950s. Mass culture in the 1950s was marked by an obsession with female domesticity. Movies and television sit-coms celebrated the stay-at-home mom, while Dr. Benjainin Spock's best-sehing B¢/ey ¢#J C4z-/J C¢r€ (1946) advised

mothers to sacrifice everything for their children's welfare. Viewed against the backdrop of a culture that exalted women as domestic helpmeets, the accomprishments of the county's procollege activists seem all the more impressive, even heroic. Tenacious and committed, these women seemed to have

* Also, they worked for a wage. Between 1950 and 1960, women's

participation in the national labor force increased from 17 to 30 percent. SAIa M. Ewans, Born for Liberty: A History Of Wo"zeii in Azmerica O{ew York: Free Press,1989), 252.

ANDREW C. RIESER

bottomless reserves of energy, time, and resources. There is no doubt that the women who created the consensus for a commuflity conege in Dutchess County were gender pioneers. However, some qualifications are in order. First, these were pioneers, not rebels. While the pro-couege movement was cleady by and of women, it would be a stretch to describe it as a women's movement, per se. Theirs was a single-issue coalitiofl. Its great success came in 1957, when the college was estabfished; thereafter, the coahion's power declined. It is also important to note that they operated mainly from within institutions that had already been defined as "female," such as the PTA, the League of

Women's Voters

qwv), the Young Woman's Christian

Association (YWCA), and the American Association of University Women (AAUW). Dutchess County's public institutions in the 1950s were effectively (although not legally) sex-segregated into "women's organizations" and all of the other "men's organizations." The assumptions undedying this sex-

segregation were deeply embedded. I think it is significant that I found no evidence of any of the pro-college women ever questioning this gender system (at least, not pubricly). Furthermore, it would be an overstatement to describe the pro-college movement as a "bottom-up" social movement, at least in class terms. These women were, after all, pretty well off. Nathan Reifler, for example, owned a large electrical supply company. Finely, I found no evidence of the pro-conege movement addressing issues of race in Dutchess County. There is a big difference between their activism and the activism that marked the New Left radicalism of the 1960s, when issues of racism, patriarchy, and poverty were fmally tackled head-on. •Agaln: these were pioneers, not rebels.

That said, I do flot think it would be an overstatement to describe the pro-college movement as proto-feminist in nature. It is worth remembering that in 1957, when DCC was established, feminist author Betty Friedan was conducting surveys of her former Smith Conege classmates hving in the New York City suburbs and compiling material for her landmark feminist tract T4c FCAVz-#z.z7e A/gr¢.¢z/G (1963). She began writing articles about the

"problem with no name," a vague and formless discontent that overshadowed the lives of so many educated, married, suburban women-like the women who helped to create DCC. We might 6

"{`

WOMEN'S ACTIVISM AND THF.I.`0 UNDING OF .DCC

view the pro-couege movement in Dutchess County as a sman, tentative step towards the more direct assault on patriarchy that marked the women's movements of the 1960s and 1970s. Certainly, later activists took many lessons-both positive and negative-from the public women of the 1950s. Most remarkable, I think, was the ability of the pro-college women's movement in Dutchess County to make an argument for educational access that did not overtly challenge the biases of class or gender. They pushed just hard enough to build consensus, but not so hard that they could be branded "feminists," '"aaltators,'' or worse. Their strategy, brimantly executed, was twofold: flrst, to mobilize a coahition of women's

groups large enough to change the pohtical discourse in Dutchess County; second, to subtly expand the female space of these women's groups ifito "male'' realm of county politics. Gender was rarely expricit, but always implicit. Their concerns, emanating from a shared experience as middle-class wives and mothers in post-war, suburban America, were highly gendered: will the county's prosperity last? Win parents be able to afford coflege for their children? Will there be jobs for the kids after they graduate? By refusing to take no for an answer and forcing the county to change its poricies, they made sure that men in power would not ignore the needs of women and their families. Their efforts form an excellent example of how the mass mobilization of people who aren't in power can' change the minds of people who are. How did the idea for DCC oriednate? In November 1955, Dr. Leshe Koempel, a Sociology professor at Vassar College, sat down with several of her sisters in the carnpalgri for a community

couege. The title of the document they produced"Chronoloalcal History of Action Taken to Determine Need for Community Couege in Dutchess County"-suggests their ambition to set the historical record straight (even with only one year of history to tell). According to Koempel and her colleagues-Mrs. D. M. A]lardyce, Mrs. Albert Drake, Mrs. C. H. Pennock, and Mrs. Nathan Reifler quyers)-the idea emanated from an October 1954 conversation between Reifler Myers and Fox Holden, the Superintendent of Schools in Poughkeepsie. Over the next year, the women subscribed the leaders of several women's groups into a pro-college coarition: the Poughkeepsie 7

ANDREW C. RIESER

YWCA; the Poughkeepsie branch of the American Association of University Women (AAUW), led by Allardyce; the Taconic (i.e., Dutchess County) PTA, led by Drake; and the League of women

Voters qwv). This tripartite coafition-AAUW, PTA, and LWV-proved to be a successful union. I am convinced that without the coaltion's advocacy, DCC may not have been founded unul the 1960s, if at all. The pro-conege coahtion leapt immediately into the fray of county politics. Between October 1954 and November 1955, the coaltion staged a coordinated campaign to place the issue of a community college on the county's pohical agenda. For pubhc meetings, they refied on three pro-college speakers: Dr. Lawrence L. |arvie, Executive Dean of the SUNY system; Walter E. Sind]inger, Dean at Orange County Community College (OCCC); and their own Dr. LesHe Koempel of Vassar Conege. These speakers attracted crowds and provided the activists with the arguments they needed to overcome objections of officials in a Republican county, who were traditionally skeptical of any plan

to expand government. During that first year, both the county Board of Supervisors and the City of Poughkeepsie, fearing runaway costs and higher taxes, were reluctant to make any commitment to the community conege project. Rebuffed by the county and the city, the group tried another approach: taking the issue directly to the schools. In September 1955, the coalition made the brilliant decision to sponsor a county-wide survey to gauge (and in the process, build) public support for a community conege. The task of managing the survey fell to Dr. Leslie Koempel, the Vassar socioloalst and expert in fieldwork. The survey would be co-sponsored by three organizations. The PTA would survey the families; the LWV would survey educators; and the AAUW, working with county Chambers of Commerce, would survey industrialists. IBM offered financial and technical assistance for the massive job of processing thousands of hand-written survey forms. I.ike all surveys, "Do We Need a Community College .in Dutchess County?" was bifled as an objective assessment of opinion. But its organizers understood its real purpose-to spread the good word. Appended to the survey were anegediy neutral "fact sheets" that provided information while phrasing the community couege proposal in a favorable right. One 8

WOMEN'S ACTIVIsivl AND THE FOUNDING OF DCC

document from the LWV, appended to the questionnaires' to the educators, included whole. paragraphs paraphrasing Walter Sind]inger's glowing report on OCCC: "The couege is an active part of the community and since its opening many high school students have felt for the first time a real reason to study since continuing their education is now economicaly possible."* The propagandistic quality of the 1955-56 survey was not coincidental; it was the whole point. Few citizens in Dutchess County knew what a community college was. The community coHege was a relatively new invention. Orange County Community College, founded in 1950, was the first such institution to be formed under the SUNY flag. The women organizers unapologetically viewed the "fact sheets" as an opportunity to frame a new issue in terms likely to giv-e positive results. Helen Ostrovy, who volunteered to lead the huge PTA su.rvey effort, remembered driving all over the county with hundreds of questionnaires rohing around in the back of her Dodge Dart. She visited scores of PTA meetings to make sure the questionnaires were being distributed, fined out, and collected. Her letters reminded volunteers to "leave the information sheet" behind, "so that they may think over the project and talk it over at home arid [with] their frieflds."I Even before the results were in, the September 1955 surveys had a dramatic impact. Twelve months of prodding had produced little response from county leedslators. But suddenly, in

* "The Community College Story" (1956), with handwritten note, "Distributed with professional questionnaire," in Vassar College

Folder. What I call the "Vassar College Folder" is a compflation of about 100 pages of documents dated 1955 to 1957, enclosed in an untitled black three-ring binder, currendy in the author's possession. The provenance of the Vassar College Folder is unclear. In 2006, it

appeared mysteriously, with no note of explanation, in the Vassar College mailbox of DCC faculty member RIchard Reitano. Correspondence in the Folder suggests that it may have been compiled by PTA leader Helen Ostrow or Vassar professor Leslie Koempel. I am indebted to RIchard Reitano for lending .me this valuable resource for the purposes of researching this article. t Interview, Helen Ostrow to Andrew Rieser, 20 September 2006, Ostrow residence in Poughkeepsie, New York. •9

ANDREW C. RIESER

October, the Board of Supervisors took its first official step when it invited Dr. ]arvie to appear before the Board to explain the concept and structure of a SUNY community college. Now blessed with official imprimatur, the issue began to appear on the agenda of the male-dominated institutions that ran the county. In November, Reifler Myers organized a fact-finding mission to OCCC in Middletown, New York. The all-women Dutchess delegation was favorably impressed. For the next few weeks, Reifler Myers talked up the idea of a community college with a number of community leaders, including city officials and two men at IBM, William Malr (Vlce President) and Hal Woolf

educational Chairman). During the first phase of the movement, which lasted from 1954 through 1955, women activists and volunteers dominated the pro-conege campaign. The effort bene`fited from the eflthusiastic membership and able leadership of the PTA-LWAAUW coahtion. They gave speeches, wrote editorials, did site visits, secured friendly speakers, and forged a coalition of female1ed associations to change the. political discourse of Dutchess County. But then, the movement itself began to change. The County's decisiofl in November 1955 to appoint an official committee signaled the start of a new phase in the movement. The county Board of Supervisors, led by Republican Supervisor Robert I. B]inn, formed an official fact-fmding group entitled, awkwardly, the Committee to Consider the Need for a Community College in Dutchess County (it was quickly redubbed the "5 C's Committee'). Kenneth Utter qlpawfin® was selected to chair the committee. If nothing else, the arrival of an official government committee dramatically changed the aesthetics of the pro-coflege campaign. The 5 C's Committee shifted the debate from the matriarchal women's groups to chambers of county government, an dominated by men. Thenceforth, the staccato drumbeat of those eady months was replaced with the slow rhythm of county

governance, with its stentorian rituals of committees, studies, reports, and votes. In the society that was Poughkeepsie in the 1950s, such a transition might be described as both expected and necessary. 10

WOMEN'S ACTIVISM AND TI.IE FOLNDING OF` DCC

However, little prepared the women's coaltion for what came next. When it cane time to appoint members, B]inn named eight men and only two women-Martha RIefler Myers of Poughkeepsie and Madeline Johnson of Beacon, only one of whom was involved in the pro-conege coalition. There's s-ome evidence to suggest that this was not an accidental oversight. BIinn's decision to appoint of Dr. Charles Kovacs to the committee surely raised soque eyebrows. Kovacs, president of the Poughkeepsie Tax and Renq)ayers Association, was known to be skeptical of the project. At a public meeting in November 1955, he cautioned the county against moving too quickly on the community college, observing that the whole idea was "rather new" and "still somewhat in experimental stages," and that in some communities they were "not working out as intended.'* In addition, the 5 C's Committee explicitly rejected the coarition's choice of speakers and chose different ones. In a letter to business groups, the 5 C's Committee announced that it was not inviting Dean Sindinger of OCCC to speak, because his talks had focused on the "educational aspects of the community conege." Instead, the Committee had invited President Philip Martin of Westchester Community Conege, who would "put his emphasis on the financial problems and their solutions.'* These sfights did not go unnoticed. Immediately after the 5 C's Committee was announced, representatives from the three women's groups formed their own committee, competitively entitled the "Steering Committee to Consider the Need for a Community College," with .Allardyce as Chairman and Koempel as Secretary. The all-women's Steering Committee, composed of thirteen of the most dedicated activists met at Vassar Couege on 3 November 1955 to plan out their course of action and to determine "the relationship of the Steering Committee" to the "official committee appointed by the Board of Supervisors."

Although I was not able to find notes from this meeting, one * "Brinn Names

10 to Special Committee to Study Proposed

Community College Here," Po¢fg4feccpj7.G Ne" yofiieer, 19 November 1955.

I Secretary for the Committee to Consider the Need for a Community College in Dutchess County to Leshe .Thorley, President, Red Hook Business Men's Association, 5 December 1955, Vassar Conege Foldei.. ill fl

ANDREW C. RIESER

possible result became manifest in December. When the 5 C's Committee planned its own fact-finding visit to OCCC, Leshe

Koempel-although apparently not invited-insisted on going too.

Impatience with the Board of Supervisors' slow pace of action grew throughout 1956. The Supervisors did little beyond authorizing an official committee, focusing their efforts instead on solving the county's looming housing shortage. Ifl June, hoping to spark more action, Allardyce started a letter-writing campaign. Leaders of civic groups were asked to write Utter and Bfinn and request faster progress on the community conege issue. Although the letters never made overt political threats, the imphication was pretty clear: "Since the Supervisors want to carry out the wishes of the electorate," A]1ardyce wrote, "commuflications from groups and individuals are important in helping them reach a decision." Others took a more direct

approach. According to Helen Ostrow, some PTA members called Supervisors with a blunt message: if you fur to support the conege, "we're going to vote you out of office.'* Ostrow went back to her PTA volunteers and asked them to start a letter-writing campaign. PTA leaders in each school in the county were asked to tell Utter and Blinn that their organization "has gone on record in support of a Community Conege for Dutchess County." Using a tactic that advocacy groups have since turned into a science, she included a sample letter. But she cautioned that "form letters are never as meaflingful... Therefore, we urge you to re-word, shorten,

lengthen, anything you wish-but do not just copy this sample letter!"I According to Dr. Koempel, the women made direct appeals to "some eighty individuals and groups," including men's organizations, over the summer of 1956 ur§ng them to write to

* Untitled meeting agenda on Vassar Coil?ge stationary, 1 November 1955, Vassar College Folder; "Orange College Termed Ideal by Utter After Tour of School," Poz;g4fae¢j7.c Ncev Yo7ilecr, 16 December 1955.

i "Fact Finding Committee fo.r a Community College," June 1956, Vassar` College Folder; Interview, Helen Ostrow to Andrew RIeser,15 September 2006, Poughkeepsie, N.Y. I Helen Ostrow to PTA President,1 June 1956, Vassar College Folder. 12

woMEN's ACTlvlsM AND T.HE FouNDING Or.` Dcc

their elected officials.* Those efforts bore fiat. A key endorsement came in April 1956 when the Dutchess County American LeSon went on record as supportive of the project.i

The AAUW and the Taconic PTA-which strangely, had not yet endorsed the project officially-voted unanimously to endoi.se the project in May 1956.

The women also received a big boost from the survey results, which showed overwhelming support for the idea of creating a community coflege in Dutchess County. The results were triumphantly announced in a series of meetings sponsored by the PTA, LWV, and AAUW. Koempel again proved her value to the movement. Nat only did she prepare the surveys and ensure that women were represented; she also led the way in interpreting the results. Koempel was especially effective at making a family-based argument for the founding of a community college. The family's need for affordable education, she insisted, was just as important a consideration as the other oft-cited rationale for a college: the business community's need for skilled workers. ~

In May 1956, she announced that 2909 completed

questionnaires were received, representing families "in which there were 3269 .children." Of these famines nearly 80 percent berieved that the college "will be worth the cost to the taxpayer" (an especially important locution for a Republican county). A similar percentage of parents said that they would "in all

probability need financial aid if they are to attend a college away from home," and more than half expressed doubt about "whether they can afford to send their children to couege at all."I

The survey also revealed that 94 percent of the famines believed that "a high school education today isn't enough to prepare their

* Leslie Koempel to Emmet Murphy (IBM), 9 June 1956, Vassar Cc)llege Folder.

t Erizabeth Nugent to Kenne`th Utter, 18 Apul 1956, Vassar College Folder. I "College Backed by PTA Group: Survey Shows `Need' in County," 15 May 1956, newspapel-clipping in Vassar College Folder. 13

ANDRF.W C. RIESER

chfldren for adult responsibhities."* In Koempel's rendering, the survey objectively confirmed anxieties that so many women felt: that if their children were to have a chance to be successful, the county would have to create more opportunities for higher education. By late 1956, just two years after Martha RIefler Myers

got the ball fo]]ing, women in Dutchess County had made an irresistible case for a community college. "I±kgaTidalWave":T13eColleg!easCure-AllforPost-WarAmxiedes

By the time the. Bowne Hospital site was secured and a president Games F. Hall) hired for the new college in 1957, one thing was clear: the path to a community conege in Dutchess County was carved by women who refused to stay sequestered in the domestic sphere. However, the pro-conege movement was not exclusively female. One of the signal successes of the women-led pro-conege movement was its skill in forgng alliances with sympathetic men in positions of influence in business and

government. Indeed, the most powerful and compelling argument for a community conege in Dutchess County appeared to have little to do with gender, at least on the surface. Increasingly, the commuriity college was put forth as a solution to a demographic crisis that affected both men and women, albeit in different ways. While the 1950s are frequefltly portrayed as a decade of stability, the reality was quite different. The endue realon was experiencing rapid social and economic change. Consider the dramatic population increase in Dutchess County: 120,542 lived there in 1940, compared with 176,008 in 1960, a jump of neady 500/o. 1950 represented the high point of the C:ity of Poughkeepsie's

population. It reached 41,023 that year, only to decline during the years of middle-class flight and suburbanization, to its present 2.9,000.

The driving force behind these demographic changes was the post-war Baby Boom. In the late 1940s, the sight of returning * "County Lacks Community Conege Site Offer; Albany Conference Scheduled for June 1," 20 May 1956, newspaper clipping in Vassar Couege Folder. 14.

WOMEN'S ACTIVISM AND THI?..F`OUNDING OF DCC

veterans and a profusion of babies symbolized the sunny optimism of the age. But by the 1950s, that optimism was tempered with anxieties about the future. In 1955, the first wave of the Baby Boom generation entered middle school. Their huge numbers placed an enormous burden on the school systems. The maturinon of the Baby Boomers also sparked fears about the ability of the economy to sustain the one-income, nuclear family-tpe gold standard of post-war suburban affluence. It is perhaps not coincidental that the pro-college campaign began in the same year as the box-office hit Rfde/ H7rz.Z4oz£/ cz Cc7ztfc (1955), a movie about misunderstood youth

starring James Dean. The fever-pitch obsession with juvenile delinquency hinted at a ,deeper anxiety: society was failing to

provide for the psychic and material needs of the new genei-ation. E'choes of these anxieties could be heard as late as 1965. In March of that year, Dr. Herman Sapier came to DCC to speak on the worsening scourge of juvenile delinquency. Four times as many boys as edrls were delinquents, he argued, concluding simply: "Working mothers are a primary cause of derinquency.''* Such crude analysis rings untrue to us today. But this was not an unusual formulation in the mid-century discourse of

juvenile derinquency. Keeping kids "off the streets" meant keeping. women in the home and their husbands gainfully employed. The community coHege was offered as a magic bullet that could solve all of these problems simultaneously. The college would keep kids off the streets while offering job-retraining and continuing education for their parents. W. Wendell Heilman, an attorney in Poughkeepsie who was active in the public schools, expressed this idea with memorable imagery: We have seen in our pubric school system a tremendous increase in the number of students. This is sweeping hke a tidal wave through the grades into the high schools. This tidal wave represents the future leaders of the communities of Dutchess County. It is the young people .... who will either be eager because they have had

* "Sapier:

Poverty Breeds Delinquency,"

T4c ,fpc4zzJor @utchess

Community College, Poughkeepsie, N.Y.), 29 March 1965, p. 3. 15

ANDREW C. RIESER

an opportunity to improve themselves or disgusted because opportunity was denied..*.

qncidentally, Heilman admitted in the same letter that he supported the community conege "even though my general trend of political thinking is that of conservatism.'* This represents a rare pubfic acknowledgement of the discomfort conservatives felt in espousing a government solution to a social problem.) The "tidal wave" to which Heilman referred had already sparked emergency action in Albany. The SUNY system was created in 1948 in part to accommodate thousands of Gls returning from action in WWII and the Korean War. Now, a new

problem. Even as some Korean War veterans continued their educations, the system would soon face the burden of educating their children. "Existing colleges," explained the "Community Conege Fact Sheet" going out with the 1955 surveys, "already seriously overcrowded, are being forced to [tum] down many able students." It is not coincidence that the PTA's 1955 survey was geared toward parents of children in grades 6, 7, and 8 (e.g., born in 1945, 1946, and 1.947, the leading edge of the Baby Boom). "It

is hoped," the Fact Sheet continued, "that if the need exists a College would be built by the time their children have graduated from high school."I With the first Boomers expected to arrive .as college freshmen in 1963, the clock was ticking. Just as fears peaked over the student overage, companies in Dutchess County were complaining about a worker shortage. This concern gave rise to a second potent argument for a public community college in Dutchess County: without a supply of trained workers, the ecohomy of the county would grifld to a halt. Respondents to the 1956 industrial survey complained of a "current shortage of qualified personnel," especially in technical fields where training was not locally accessible. hike the rest of the country, Dutchess County in the 1950s was experiencing a transition from an unskilled blue-conar labor force to jobs that required technical and managerial skills. From IBM's point of * W. Wendell Heilman to Kenneth I. Utter, 21 June 1956, p. 1, in Vassar CoHege Folder. t Heilman, p. 3.

[

I "Do We Need a Community College in Dutchess County: A Survey of Opinion of Parents," Vassar College Folder. 16

WOMEN'S j\CTIVISM AND T[1E FOUNDING 01.` DCC

view, the creatic>n of a pubhc community coHege made perfect sense. It would ensure a constant flow of skilled workers whfle freeing the company of some of the Costs associated with training them. The companies needed skiued "organization men" who could oversee the bureaucracy and mechanics of automated

production. Hei]man cautioned that "more than one industrial leader" had been heard asking "where can we get the college students for future managerial positions?"C*

It is worth noting that not everyone bought the "worker shortage" argument. In October 1955, editorialist Beatrice C.

Johnson observed that companies seemed to have no problem finding candidates for their training programs. The county was spending only $4500 per year sending students to other community colleges. So "why are we so concerned with a twoyear community conege?" Johnson insisted that the 50% high school dropout rate from high school was the greater concern, and should be the county's first pi-iority.t Another concern about the "woi-ker shortage" argument stemmed from a concern about what type of college Dutchess County would create. Some feared that if the college was intended only to supply skilled workers, the result would be a technical or business school with no liberal arts component. The stress occasionally placed on vocational training raised some alarm among the editors of the Po#g4faccj7j7.c Ncz„ yorfecr Cater renamed T4G Poz/g4ACGPJz.G Joz/777cz4, who in July 1956 wondered if

the school would be a "college" in anythiflg more than name.I E.K. Fretwen, the state assistant commissioner for higher education, did little to quell those concerns when he cautioned a

group of lGwanis cl.ub members that until the community college has established a reputation, "there is frankly a risk" that the courses they took there would not be accepted at four-year coneges.§ *- Heilman, p. 3.

I "Beatrice C. Johnson, Letter to the Editor, Po¢fg4feG¢j7.c j\r#z/ Yorfecr, 25 October 1955. I "Half-a-report on Community College," Pozfg/pAccpj7.G j\r„ey yofifaGr, 12 July 1956.

§ "Community College Lauded by Speaker at lGwanis Session," Po%gbheapsie New Yodeer> 2] June 1956. 17

ANDREW C. RIESER

It is significant that women were generally less likely to use the "worker shortage" argument when they made the case for a public community conege. Koempel preferred the euphemism "adult responsibilities" to the vocational phrase "job

preparation." As a woman academic with a Ph.D., she knew well the obstacles arrayed against young women interested in science, ensteering, or other professional studies. She must have known that the benefits of a technical school would surely have accrued to men, at least initially. A look at the gender make-up of the first DCC class of 1959 inustrates the point. The vocational programs of Pre-Ensteering, Accounting, General Business Management, and Industrial Electronics were almost completely male (104 men and 3 women). But the Ijiberal Arts program was more balanced, with 69 men and 28 women. Those who made the case for a strong fiberal arts component did weft by their daughters.* The Cold War suppried a third rationale for a public community college in the 1950s. In late 1957, visitors to the hilltop Bowne Hospital site, the conege's future home, would have had the perfect vantage point to witness the slow movement of Sputnik. I across the night sky. The 1957 appearance of the Soviet-built Sputnik, the world's first artificial satellite, symbofized the anxieties of life in the early Cold War. For years, the U.S. government had been reassuring its citizens that its great affluence confirmed the material and spiritual superiority of democracy over Soviet communism. Sputnik served as a rebuke to America's confidence in itself. It also spurred fears that the U.S. was falling behind the Soviet§ in science education. To close the alleged "enalneer gap," the Eisenhower administration boosted investment in science and engineering education. This Cold War imperative set the context for deciding who should supply more higher education in Dutchess County: the public or the private sector. Recall that major employers-notably IBM, a major component of the * The presence of DCC in the community also gave rise to new opportunities for young women. The Poughkeepsie Business and Professional Women's Club organized events in 1962 to coincide with the National Business Women's Week, including fundraisers, dinners, and picnics. DCC Scrapbook, Sept. 1962-June 1963, p. 22, Shelf 31,

DCC Archives, Poughkeepsie, N.Y. 18

WoiME.N'S ACTIVISM AND TIIE FOUNDING OF DCC

nation's military-industrial complex-were complaining of a potential "worker shortage." If that were true, one might well expect the corporations themselves to invest more in private training programs. But Cold War imperatives strengthened an alternative claim: because DCC would supply the country (i..e., IBA0 with the engineers it needed to defeat communism, taxpayers should support the community college as a patriotic duty. More than one respondent to the 1956 survey of businesses mentioned the "national shortage of scientists" as a reason for supporting the creation of a pubric community conege.* All three major justifications for the community collegethe "tidal wave,'' "worker shortage," and "endneer gap" arguments-worked to the advantage of the women's pro-conege movement. All three implied doomsday scenarios that added a sense of urgency to the women's cause. The PTA volunteers, in

particular, saw firsthand what happened when the demographic "tidal wave" hit the middle schools. They did not want to see opportunities closed to their sons and daughters at the high school and college levels. The women did not want a college eventually; they wanted one now. The decision to risten to the urgent cau for a college from DCC's "mothers" set the stage for the next half-century of Dutchess County's history. Corichsioir

In this essay, I have argued tha-t DCC was in substantial part shaped by gender and created by women. The college they helped create, however, was not exclusively for women. Indeed, a look at the gender breakdown of the first matriculating class in 1958202 men and 52 women-suggests the opposite. Of the women attending DCC full-time, virtually all were enroned in the liberal : arts.

Female students did eventually arrive. In the mid-1960s, when the leading edge of the Baby Boom arrived at DCC, woinen continued to find a home in the hiberal arts curriculum. In 1967, 410/o of the 1,865 full-time enroned students were women. * "Summary: Survey of Business Organizations," p. 2, Vassar Conege •Folder. 19

.ANDREW C. RIESER

About 400/o of the female students were enrolled in the fiberal

arts-about the same ratio for the male students. By then, DCC had created a number of two-year programs that catered to the demand for women's labor in Dutchess County. Of the nine nonhbefal arts programs at the college, four @nalneering, Architectural Design, Accounting, Business Administration) were popular among men. But five programs were almost completely female: Secretarial Science, Dental Assistant, Medical Office Assistant, Nurse Education, and Nursing (274 women, and only 9 men, were enrolled in these programs). Although not designed specifically for that purpose, DCC quickly emerged as a path to economic independence for a new generation of women in Dutchess County. That trend line only grew more pronounced in the next forty years. By 2006, women represented 56°/o of the DCC student body and 630/o of its graduating class. The women and men who founded DCC are frequently lauded for their foresight and vision. Certainly, they had both quahies in abundance. But it is useful to recall that their visiofl was as much reactive as it was progressive. Before creating an institution that could serve the children of future generations, they first had to take care of a pressing crisis that threatened their own. The college was designed to defend, against all threats, a democratic way of life predicated on economic opportunity and the stabifty of the nuclear family. Such concerns even found their way into the conege curriculum. A course at DCC in 1961, entitled `The Family," was described as an exploration into "courtship, marriage, children in the family, aedng, divorce," and

other "threats to stabirity of the American home.'* The college's symbofic significance helps us explain an historical conundrum: how was it that one of New York State's most Republican counties becaine one of the first to create a pubHc community conege? In the abstract, at least, it is odd that county leaders did not allow the free market to supply the needed expansion in higher education. As I argued earlier in this essay, the triumph of a government s6lution to the county's education

problem can be explained in large part by the tenacity of the procouege women activists and the particular confluence of * "Conege to Offer Course on `Family'," PoztgbAe¢j7.c Jo#r#cz/, 25 January 1961.

woMEN's ACTIvisM AND TrlE FouNDING oF DCc

economic and social conditions that gave rise to urgent calls for

government action. It also can be explained by the nature of the SUNY system. The state was offering most o.f the initial capital and more than a third of ongoing support needed to sustain a pubric community college. The county's conservative leadership class and corporate ehite knew a good deal when they saw one. And so, in 1957, with concerns about educational access trumping concerns about expanding government, Dutchess Community Conege was born.

The D%tcbess Comnty Board Of

SMpervisors and the 4:Ppointment Of D utcbeJs ComflM%yldy Co[leg!e Trmsiees Beta Kolp Would the course of Dutchess Community College history have played out any differendy if Eleanor Roosevelt had been one of the first Conege Trustees? The question is not an entirely idle one, because in 1960 Mrs. Roosevelt was pro.posed, but never selected, as a member of the DCC Board. The estabrishment: of Dutchess Community Couege was set in motion in 1956, when the State approved the selection of

nine Trustees: five to be appointed by the county and four by Governor Harri.man. The selection of the county's appointees proceeded according to a verbal agreement operative in the Dutchess County Board of Supervisors, the precursor to the County Lectslature. Two of their five appointees would be Republicans from the community, two would be Democrats, and one would be a member of their own body, the Board of Supefvisors. PawHng Supervisor Kenneth Utter, a Republican instrumental in the creation of DCC, filled this last slot. Gov. Harriman's four appointments ulould also be balanced by party.* When founding Trustee Stephen Bock decrined to seek reappointment at the expiration of his term in 1960, controversy arose over his replacement. At the heart of the dispute lay the * Po#gAfeecpjz.c NG" yozleGr,11 October 1956; 9 July 1957. Po#g4ieecjijz.e

Ne2„ yorfaGr articles are from the clipping file in the RItz Library Archives at DCC.

BETH koLP

political composition of the Board of Trustees, as established in 1957. Bock was a Democrat, so the application of the oristal agreement would result in the appointment of ariother Democrat to succeed him: a resolution the Republican majority on the Board of Supervisors resisted. They began to lament the interjection of "pofitics" into the appointment of Trustees and to urge instead that Bock's replacement be selected on the basis of merit: not party affhiation.* They argued that the balance-by-party formula of 1957 was not legally binding and was never intended to extend to fi]]ing vacancies three years later.t Some Repubfican Supervisors. promoted the appointment of Martha Reifler, a Republican who had been active in the founding of the College.I While the Republicans defined "non-partisanship" as dispensing with the 1957 agreement, to Democrats it meant adhering to that agreement. "Non-partisanship," to them, meant bi-partisanship. An editorial in the Pozfg4feGcj>rz.c I\rG7gr yo#facr agreed,

contending that "a gentleman's agreement produced a nonpartisan board" and that that party "balance" should be maintained.§

The sentiment expressed by the editorialist carried the day, and by July, 1960, Republican Supervisors had become resigned to a Democrat as replacement for Bock. By then the focus of the debate had shifted to who would select that Democrat: the majority on the Board of Supervisors-in which

case Republicans would make the call-r the Democratic Caucus. Democratic Supervisors argued that in th`e spirit of the 1957 agreement, the appointment of Democrats was their prerogative. Their candidate, as announced in a Poz/g4feGej>J?.c Ncz„ yo77€Gr article of June 2, was Eleanor Roosevelt.** However,

Republicans succeeded in putting forward another Democrat: Roger Corbetta ("Mr. Concrete"), a pioneer in cement construction whose firm constructed the beautiful terminal of Dulles International Alrport `and who lived on a farm in

Pougbkeepsie Nen/ Yonder, 2 June 1960. t lbid. 9 June 196-0 I Ibid. 4]une 1960 § Ibid. 9 June 1960 ** Ibid. 2june 1960

THE DUTCHESS COUNTY BOARD OF SUPERVISORS

Millbrook.* Corbetta won the appointment and served as .Trustee until his de.ath in 1974.

Two years later, the question of political balance on the Board of Trustees resurfaced. The term of Red Hook Democrat William Walsh expired, and the Board of Supervisors decrined to reappoint him, on the grounds that "trustees should be rotated."

(However, founding Trustees Edna Macmahon and Madeline Johnson remained on the Board until 1974 and 1977, respectively.) They replaced Walsh with Repubrican William

Love, jr., of LaGrange, creating for the first time a Board compl-ised of six RepTbricans and three Democrats. Denunciation of the appointment spread beyond the Democratic Caucus t:o the larger community, where educators and citizens of both parties cared it "the baldest kind of political intrusion in

public education." Petitions urged the Governor to resti.ucture the community conege system statewide so as to free colleges from control by local Boards of Supervisors.I Reflecting in 1976 on his years at Dutchess, founding President]ames Hall @y then President of Cape Cod Community Colleg.e) expressed his admiration of "the orialnal Board of Trustees," whom he saw as committed to creating an insrfution sorely needed in the community. Among the `dissatisfactions of his tenure as President, on the other hand, he cited politically motivated actions of'the Board of Supervisors and a change in the tenor of the Board of Trustees as the years passed.I I • As for Eleanor Roosevelt, although she never served as a

Trustee, she was a friend to and supporter of Dutchess Coinmurity College. She visited the campus several'times as the guest of the International Relations Club, speaking to students about her experiences as a world traveler and stateswoman and her views on the United States's role in the world. In one address * Po;rg/pleecpjz.c N"gr yorfecr, 6 June 1960; I\rcz, yorle Tz.zz7Gr, 28 May 1974, p.

42. ("GOP `Prepared to Recommend Roger Corbetta,' Millbrook''); "Concrete: Fifty Years Ago." Concrete Construction Online, May 1214' 2008.

t Nc7fy yorle Tz.ng "Politics Charged in State College: Dutchess

Supervisors Stir Controversy by Replacing a Democrat as Trustee."

EUE:€36tr:|6Zi::o2;.project:|nterviewwithDr.JamesHall. 25

BETH KOLP

she defined education as "learning to five" and explained that its

purpose was "to help us...understand the world today." When President Kennedy estabfished the Peace Corps in 1961, she engaged to return to the college the next year, the year of her •.* death, to educate students about the new organlzatlon.

* DCC Archives; Mz.//¢roofe Roz;#c7Zzz4/c, October 26,1961.

An InteruieuJ uJitb Dr. James Ilall, F omndingpresident Of D%tcbess Comm„y,dy Co[]egfe Interview by Dana Dorrity Transcribed by Brittany Bush

Inthespringof2006,Dr.IamesHanandhiswifeBettyretumed to Dutchess Community Conege for the dedication of the James and Betty Hah Theatre in Dutchess Hall. Professor RIchard Reitano contacted me and asked if I would be interested in interviewing Dr. Hall for the SUNY Oral History project. He thought that I might want to videotape the interview with the help of some Communications and Media Arts students, and that eventually we could use Dr. Han's interview in a documentary about the founding of the college. At the time, I was still pretty new to the campus. I was A hired as an assistant professor of Communications and Speech in the fan of 2003. I was aware of the dedication of the Dutchess faculty and the enthusiasm of Dutchess students, but ristening to Dr. Hall talk about his career choices in the late nineteen fifues

gave me a renewed sense of the importance of community colleges. I became particularly obsessed with his motto for DCC, "Education for a Democracy of Excenence." Although I really enjoyed conducting the interview for the oral histofy project, I knew that I wouldn't be able to use his comments in a documentary project for the general public. His answers were too specific and detailed. So after I sent in the CD of his commeits to SUNY, I asked Professor Reitano if I could contact Dr. Hall again and continue our conversation. I traveled out to his beautiful home on Cape Cod later that summer and 27

JAMES HALL

asked him more general questions about the importance of pubhc education to maintaining a working democracy in the United States. Although Dr. Hall's ideas al]out education aren't radical, it seemed to me that they aren't part of the pubfic dialogue anymore, and I certainly can't imaalne anything like a public education system with community colleges being started in the United States today. Listening to Dr. Ham made me think how we have reaped the benefits of the hard work of an earlier generation and are so quick to complain that the system is broken without ever realzing how lucky we are to have any system at all. After the interview with Dr. Hall, I returned to the DCC campus and have continued interviewing faculty and students about Dutchess and the iinportance of community coneges to maintaining a working democracy. I hope to complete this project in the next few months and it should air on Pubfic Access stations in Dutchess County in the summer of 2008. I began the interview for the oral history project with a few technical difficulties and a question about the founding of the first community colleges. Dr. Hall had a tome on hand on the history of community colleges and his first response highlighted some of the work of this historian. /¢zz7GJ Hcz//: This is the commission of higher education set up by

Harry Truman in 1946. This is what started al of this. Just wanted you to know that in the sense that they were here before. Not here, but in Calfornia. But the point is that the movement of community colleges really began with this commission report because there are four pages in this document that deal with the community college for the first time in building it into the structure of pubHc higher education. Up to then, you were not very well known and then you ended up building ofle a week. When I was here, one a week in the United States and now 1300 of them. Dcz#cz Doow.fy: Dr. Ham, please tell us about how you first became

associated with Dutchess Community Conege. What year it was and what the campus was like when you arrived?

INTERVIEW

/H: How far do you want me to go back? Well, when I started in my education-and this is what I was talking about this morning with one of the questions we saw on your agenda-when I came back from the Second World War and ended up in Wayne State University, I lived with my mother and father and in fact I met Betty at Wayne State University. One of the professors I had there, Dr. Alan Broadback was very instrumental in claiming me with what was then known as the Junior CoHege Movement, and when I graduated with my master's degree and practiced teaching and then I had my first position in teaching history in Highland Parkjunior College; in those days we caned them junior colleges. They were originally started by a gentleman who was in Illinois, who set up the first junior college in the United States, which was somewhat of a European concept, but mostly an American idea. He moved to California and there are now one hundred and- five community colleges in the state of CaHfornia, which indicates that is where it all began, and each state was in this study of Mr. Truman's and his commission to higher education asked each state to set up a program for community college education, but I'm jumping ahead of my story. Carifornia has set up districts and if you go to Ca]ifomia, you win find junior conege districts, yet it is the motivation for the building of the junior college that eventually changes its name to the community college.

Wen anyways, getting back to my story. I got interested in my teaching at Highland Park Junior Conege and the superintendent of schools, who also ran the junior college, is part of the j`urisdiction in the city of Detroit. He said, "I want you to

go for your doctorate young man, and I want you to do it either at UCIA or you will do it at Columbia. One or the other, I don't want you to go back to the University of Michigan," where I was at before the war started. "Not because I don't like the university of Michigan, it's a wonderful university, it's a pubhic university, but I want you to have the experience at either Columbia or UCLA." I was fortunate to go` to Columbia at teacher's college and I will mention four names, which win mean nothing except to me, but they .will mean a lot to the community college movement. I wrote them down, so I don't forget them all, but I think I can remember them: Dr. Paul Essert, Dr. Carl Bigelow, Dr. Ralph Fields, and Dr. George Counts. Those four guys got 29

JAMES HALL

me started in community college education and I majored in educational administration in higher education with an emphasis on community conege program, in particular Dr. Ralph Fields, and when I graduated from Columbia with my doctorate, my first position was at Orange County Community. college in Middletown, New York. By then, I was fuuy committed to the two-year public community college and I was four years at Orange County. I first taught history and then I ended up as Dean of Students. Again, I was fortunate to come out of the Second World War with seventeen mihion returning veterans and there were no spaces for everybody to go back to conege. Of course, if you counted all seventeen million, not that they all went back to conege, but we suddenly flooded the market and there was no place to go. Again, and another emphasis on the public community coflege because you came back to your family and maybe couldn't go to an expensive private coflege, and maybe even though you may have had something very fortunate at that time, the GI Ball of RIghts, which paid for your tuition, and it was a marvelous advantage for the young people returning from the Second World War. Betty and I were very fortunate because this whole time the thing was expapding. This was the 400th community college that was built, and at that time they were building one a week; there are now thirteen hundred, and, as I say, there is a whole basis of that and that's why I wanted to mention

this

book

called

Co7z7zz7#.#z.ty

Cozzz¢z-+I:z.c)#

Hz4¢cr

E47z;ftz#.o#, which Harry Truman set up in 1946; Sarah Blanding

was the first person to be appointed from Vassar Couege and wondered why this county was interested in community colleges, and I think she did a great deal to promote that and other things, which had been researched out of the organization in this county that promoted it.

DD: So tell us about the beSnning of Dutchess Community Conege. How did the county decide that it was time to build a community college? JH: There are some organizations, prominent organizations that Professor Reitano has risted from his experieflce at Vassar College. This was before I arrived and this is what I would can 30

INTERVIE\V

the early community activists. They were not only individuals, but they were groups of American Association of College Women. . .and then all of the other organizations within the state, any number of them in the county that were promoting this idea. Because again this report came out in `47 and indicated that the states had the responsibility of promoting the c6mmunity college movement and not the federal government. The federal

governmeflt would support the financial rehief and the bills that Mr. Truman and his commission recommended, not aH of them were, but they did say that each individual state would set up its format of how to organize it. . New York State chose fortunately a very wonderful formula that was 'promoted by a gentlemen by the name of Sebastian Martorana with a very prominent two-year conege

promoter coming out of the state of Florida and I've known him for years before he passed on. He taught at Florida and came up and set up this program in this state as a counselor for the twoyear colleges and the state of New York did a very wonderful thihg; they chose the counties. So each county was the promoter of the community colleges that they were interested in or they were promoing the idea. Now this all happened before Betty and I ai-rived between 1954 and 1957. People were talking about this concept; the state had organized its plan. Also, something else that Martorana did, he set up the formula, the operating budget, the 1/3 county,1/3 tuition, 1/3 state, capital budget half and half, much better than what we have in Massachusetts, we have all of the money from the state, that means fifteen college presidents run to the state legislature and fight with each other, but here you start with the county. You promote the college at the county level. You

promote the budget committee of the county and when you get that 1/3, you got your students and hopefully you got your building started. Then you start your community college. New York was not first in line, can I say that California was. Many of the Midwestern states were ahead, but after the Second World War, this state went right to the top, or at least to the top with the others.

JAMES HAI.L

DD: Can you talk a little, what it was like when you got the phone call from Dutchess that they wanted you to come and be the first

president of Dutchess community conege?

JH: Scared to death. Well, we were young.,.after I left Orange County Community Conege, I didn't come here. I. went to Ferris State College that maybe you haven't heard of, or anyone in New York State has heard of, which has an interesting history, which is now a four-year, as ; matter of fact it is now a university. It started out as a two-year college, a technical instit:ute that was set up by a gentleman, W.N. Ferris that started in 1884. I was invited back because of Dr. Ralph Fields... was watching me very carefully when he saw that I was alerted to what was happening in the field and I became the assistant to the president at Ferris State College. Then it was just called Ferris Institute. . . it became eventually a four-year college and I had the opportunity to be the assistant to the president and the history of W.N. Ferris, who was a prominent educator who came from New York State and graduated at Oswego. Back before 1884, back in the 1870s, he came to Michigan and ended up starting up that institution on the edge of the lumber industry between the upper state Michigan and industrial south and now that college is grown to be one of the most famous, pubric, technical universities in the Uflited States. While I was there, and suddenly Ralph Fields shows up one day to visit and he says that I have an opening that I've heard about and that I would like you to apply for in Dutchess County and I know you like New York state very much, even though we were born in Detroit. I applied and they came and asked me for an interview in 1957. Then I carne and for some reason, they

picked me. Then we got scared and moved.

DD: Did you get to meet some of the members of the faculty and staff once you arrived here at Dutchess? /H: There was nobody else here except Bea Sheffield and she and I started the college. . .She was my secretary and assistant and was the first employee of the college and we were in what's called over here where Taconic Hall now sits was a building called now what we referred to the offices as the little red school house that ran a program for poverty and for children who needed help and 32

INTERVIEW ,

counsehing and so forth and it was run by the county. They used some of the rooms in that old building that were eventually just tom down. That Was our first office and you can't imagine what this looked like when Betty and I arrived; three abandoned buildings, except for some offices and a little red schoolhouse and what it looks like today. I think it is one of the most beautiful campuses in the community college program. Well, we arrived and we came with the children, who were very, very young. Christine was, hovi old was chris? `. Betty Hall. Seven. ]H.. ALnd Jay wzLsp

BH.. Four.

JH: Four. We arrived and the house lo.oked just like the rest of the buildings and it was snowing and this was in 1958 in

January...So, that was the beSnning and I had the opportunity then to be involved with a very wonderful Board of Trustees, which were appointed by the county and the state, four from the state and five from the county. . : They were wonderful people.

DD: How long was it before the flrst group of students arrived and how many students were there? /H: Weft, we started interviewing students pretty rapidly and we wrote the first catalog, I wrote it, and we had no faculty yet. We were in the business of interviewing people and emploring them, that's the other part of the story, fourteen of the most 1.emarkable people you win ever meet .... Well, the first faculty was the most marvelous people that

we employed and the students were being interviewed and we started with two hundred and fifty two students in the day and four hundred students at night, who were part-time students. We started out wit-h six hundred students on the day we opened in 1958 and we're now at what? Eight thousand full and part time?

DD: Were there any town problems in the beednning? Was the town supportive? 33

JAMES HAI.L

JH: Well, yes and no... The biggest problem here, it was a conservative county and if I may use a name .without sounding too pohical, it was very Republican except for the Roosevelts, who rived in Hyde Park and they were not very well accepted at this time because this was a very Republican county and if I may say so, very, very conservative, in the sense of spending money. The biggest problem we faced was still convincing the board of supervisors that this was worth spending taxpayer's money and I had lots of debates and I had a lot of support and we won most of them. DD: So you started as a class. of six hundred students and now we have about seven thousand. How quickly did the campus grow?

JH:Thisoneoranyone; DD: Wen, how quickly did Dutchess Community. . .

JH: Wen, it increased every year ;hfle I was here, modest increases. I mean we were growing and eventually when I left we were around four thousand students and when I left in 1972, it was a steady growth and as the county grew, the college grew. . .I think I may say to the historians, if you are a pohician to this county, don't attack this conege. DD: What was the breakdown of students? Was it mostly male? /H: Wen, I think it was mostly balanced .... I think there are more women than men at th.e two-year cofleges. . .So, women began to

get more and more involved with the conege and the education and that's true with what's happening in the United States. You gals are going into everything, including football and boxing.

DD: So, what were some of the most exciting times in your twelve years . . .

]H.. Fifteen

INTERVIEW

DD: Fifteen years, what were some of the most exciting experiences, situations and incidents that] happened whfle you were pi-esident here at Dutchess Community College? jH: Wen, there were so many. Wen, it was au so exciting as I say again, I think it was so exciting to see it grow and it was fun to see the students, get to know them and have the conege as a

permanent part of the community. There were tough times, we had a couple of fires on the campus that scared us to death and I don't know whether yop heard about those. We went through the Vietnam experience with the students, with the activities of the anti-war movement, with the students with both our graduate coneges and universities with the undergraduate colleges here with the famous flag incident here with our campus. We were going to tear a flag down because they wanted to commentate the shooting of the students on the. campus, where was it? At Kent State?

The night that they sat in at the Students Center building and drank liquor out of our closet, which I thought that was fun. Those were exciting times; in the sense that we were trying to resolve those terrible issues and I hope we don't have one over Iraq. Anyways, I think of those and then I just think of the total

program over the fifteen years over the course of the college and the building programs and those are pretty much it, I think.

DD: What do you think are the most significant impacts of Dutchess Community College on this community? /H: Well, I think community colleges are integrated into the community fife because of the nature of the students coming from fahi]ies which are part of what I call the middle class and the poor students, who .cannot afford forty thousand donars a year at Vassar, Harvard, or Yale or even fourteen to eighteen thousand at our public universities. That's one part and I think we're integrating into our community financially and fandies see it as an opportunity. I think community colleges are not only involved in the educational programs, but the wonderful things that they do . . . We are integrated into this community and I think that is the impact of these 1300 community coHeges. They belong to the 35

i JAMES HALL

people and, I've used the term the people's college. Another term that I hav; used is a comprehensive community coHege, that means we serve the needs not oflly of a liberal arts and sciences, but we have this total array of technical programs that lead to the associate degree. . .

We don't just service the "elite" concept. There's been an ehist concept in the higher education, since the bealnning of the university in Rome and Oxford, Cambridge, English universities and so forth, but that is where everyone goes who`are the brightest and who are the most successful, not true. It's comprehensive and that's what I think the community conege has done more than anything else. DD: How essential are community coneges to democracy itselff

/H: I think they're the basis of it and I think the whole concept of pubric higher education. Like I said last night, K-12 are primary and secondary schools and our pubHc higher education systems •with the 1300 community coneges are the basis of our pyramid. Without them, this democracy does not succeed, period.

DD: Was there anything you wanted to achieve at Dutchess Community CoHege that hasn't been achieved? j:H: Weft, I'm sure there were probably a dozen things. First of au, be the best in the country. We haven't done that yet, but I think we're near. No, I can't think of anything totally that I would say; I in:an quality education, excenent faculty and public support were constant problems, and I think we achieved some of it. There is always more to move aliead; keeping alert on the changing economy, keeping our curriculum alert to changes that are needed. These are things that are never totally achieved, but it's like personal rife. I mean how many things have you set as

goals and you get some of them, but not all of them and they're still here. . .You just keep trying. . . I

DD: Do you think the relationship with community coneges has changed at all within the last fifteen years?

J-

INTERVIEW :

/Hi WeH, I think some of it has been forced upon the community , college. I get back to the word "comprehensive". I'm getting concerned at the moment...I am also concerned about the lack of comprehensiveness because our economy is losing its multipuapose facets. It's becoming singly driven by what I call service technoloales. We are losing our manufacturing base and I guess that is my Detroit background. We are losing our manufacturing base to India, to China, to Pakistan and to Vietnam, by al those four. But I can also say that Western Europe is in the same

problems that we are in: France is showing it, England is showing it, Germany is showing it, and we are involved in it. . . We are turning people out in technology, software, nursing, dental assisting, dental hyalene, year programs, which is marvelous, but I still think we are losing our comprehensiveness. We are losing it in our economy and the college is suffering from it. You can't have programs where there are no jobs. Well anyways, that is one of my concerns. DD: What programs or college services, such as student services, I

community involvement, athletics or other programs of study were important to you while you were here? JH: Why, I think all of them were and~v;e certainly are sell involved in aft bf them. I think our student services are one of the big things that community conege has done and I don't think the. big universities or the ehist colleges, I don't think foudw our counseling program, our concern for students, not only in their academic programs, but their entire lives. Their whole rife, where ire can be supportive and helpful... I'H get back to something that I feel strongly about. I feel strongly about the curriculum. I feel strongly about the campus. I feel very strongly about the counseling and what happens to the students. . . I did something else which I am very proud of. We set up a scholastic committee that I think still exists and if you get in trouble academically, you go in front of that committee and one, or two, or three things could happen to you. You could get a chance to reenter the following fall; we'll say it is in the spring when you get in trouble academically. You go before that committee, which is made up of the president, members of the faculty and o`ne or two things could happen to you. You could 37

JAMES IiALL

come by for a year and come back. In other words, I can sum it up by saying riberal admissions, selective retention, you do the job when you are here and we'11 help. If you don't, try something else for a year and come back. . .Wen, I think that interests me more than anything that community colleges do. We're not alone in that, the other 13,1400 do it too, I think.

DD: How has Dutchess's relationship with SUNY changed over the fifteen years?

/H: . . .With SUNY. Oh I think probably, weu I imaSne, I might be wrong, but I think the relationship with SUNY is stronger now than when it first started because it was so new. I think SUNY is involved; you have a great deal of support and help from SUNY. They're interest in for example, history of the community colleges and the education of that. What I've heard, wen, we've been away for thirty-two years or thirty-six years, but I think that there is a stronger relationship now than there was before. I think the state universities; they are much closely tied together as a pubfic institution and its totality. I think it takes a great deal of communication between [current DCC President David Conklin's] office and the SUNY office in regards to the

problems and how to get around them, but I think the state university has been very supportive of this conege. I think more so now than ever before. In the eady beSnning, you were pretty much on your own, fighting the battle at a county level. DD: Just tell me a httle bit about when you came, what year it was, just a little bit of the basic information.

/H: Okay, now we cane, I came for my interview in 1957 from Ferris State College where I was a Dean of Coneedate Technical Division and I also was assistant to the president. Then I had previously been at Orange County Community College and my doctorate at Columbia, so we came in `57 with that background and then arrived as a finily in the winter of 1958. The college officially began in September of 1958 with the first class.

Interesting enough, we wrote the first two catalogues that summer with the first one had the orialnal board in it and there were additional new faculty members and a new board member, 38

INTERVIEW

which was a replacement as weu as some new curriculum and so we had a second catalogue. Then the fifteen years that followed and I have the complete fist at home o.f the fifteen catalogues that I was involved in. So, it began in `57 and in `58 and we were here until 1972. So, that's the history of our be.ginning and the fifteen Very, very wonderful years. DD: Can you tell me a little bit, what was it hike selecting the first faculty members? flow did you choose them? Were they people who came here long-term and what were some of the new departments that were established?

•/H: Well, we set up, we started wit:h the catalogue, and of course,

emulating my own background a great deal at Orange County and at Ferris State, I implemented this idea of comprehensiveness. The first building we built after the renovation of Bowne Hall was a technical building, which had never been done before. By the way, we had something else in the state; we had now its either four or five technical institutes that were started as experimental programs, one at Hudson Valley, for example, which then became a community college. They started as technical institutes. Well, the first curricula we started were a combination of that comprehensiveness, riberal arts and sciences, and I think we had eight or six technical programs the year we opened, including out. business technoloales, the bealnning of our nursing program, the new associate degree program .,.. and a very fine evening program, which had what I said, four hundred students. We called it evening or part-time in those days, I guess now its caued community services or I don't know what term they give, but it was our evening adult education program. /H: I want to quote from this... "In 1946, President Harry S. Truman, 33rd President of the United States...he set up this commission Higher Education for American Democracy: A Report of the President's Commission on Higher Education." It's got six volum.es and in volume four, for the first time it is mentioned in the history of the federal government, I believe, maybe I'm wrong, but I think I'm right and correct in that statement for the first time, the mention of the pubric community college. . .

39 /

JAMES HALL

I just want to read the first couple of sentences, "Only a few decades ago, high school education in this country was for the few. Now most of our young people take at least some high school work and more than half of them graduate from high school. Until recendy, college education was for the very few. Now a fifth of our young people continue their education beyond high school. Many young people ivant less than a four-year college course, a two-year college that is the thirteenth and fourteenth year of our education system. It is as needed today as the first four-year high school was a few decades ago. Such a college must fit into the community fife as high school has done."

Am Intervieru muitb I ose|)b Jiwdice,

First Cbalrman Of the Board Of

TrwsteesforDCC Interview by Ben Weaver Introduction by Joyce Enen ]iudice Onthefirstdayofkindergarten,hismotherwalkedhintothe front steps of the Nativity School on Uflion Street in the City of Poughkeepsie, kissed his cheek and promised to be there to collect him a few hours later. The small boy pushed open the door and began to walk down the long hallway. An enormous flgure stood at the first classroom door. The boy looked down at the black lace-up shoes. His eyes followed the long black dress up to the black habit. The stern-faced nun said, "Good morning, son." Panicked, he turned and ran out of the building, down the road, turned the comer on Columbus Street, and headed for the Poughkeepsie School District's Columbus School, where he had

played ball in the schoolyard many times. At the age of five, he completed his own enronment in the City of Poughkeepsie Pubhc Schools that day. Thus began the career of Judge Joseph ]iudice as a forward-thinking pioneer in education. Later, he left The Citadel to enlist in the U.S. Army. After serving four years with honor as a soldier in the European Theater of WWII, Judge ]iudice benefited from the G.I. Bill, which assisted the returning troops to restart their lives through education, after sacrificing their prime years in service to our country. He knew that he and so many others would have been unable to achieve their dreams and seiv: e their communities without the benefit of affordable education. Accepted to Yale 41

josEPH jluDICE

Law School and NYU Schc;ol of Law, Judge ]iudice chose the closer cornmute on the train from Poughkeepsie to NYU every day, returning at night to study in his father's attic. He understood the importance of accessibhity to educational institutions. These experiences led to a lifelong befief that providing

quahty, affofdable higher education, and professional and technical training close to home is key to having career and fife building opportunities for all segments of our society and building a stronger community. Judge ]iudice's part in founding Dutchess Community College and his long service as Board of Trustees Chairman was a result of his devotion to this goal. Ever humble about his role, the following interview retraces some of the history of the creation of our great local institution and the many people who participated in estabfishing and growing D utchess community college _/oj,„ E//c# /z.z/47z#c

Bc# H7rcczzig# This is Ben Weaver. I am here interviewing the

Honorable Joseph ]iudice, who is a former Chairman of the Board of Tmstees for Dutchess Community Conege and retired judge of the New York State Supreme Court. Could you please ten us how and when you first became associated with Dutchess Community Conege and how long you were associated with it? /orGP4 /z.z/47z.ce: It was in 1957 that I became a trustee of Dutchess

Community College and I was a trustee for 32 years. BH7r: How long did you serve as the chairman?

J7: A twenty-year period. BH7T: Do you recall some of your colleagues or contemporaries at

the college, and what do you remember best about them? J7: Wen, the trustees were all very interested in making the start of the conege a success. Dr. Hall, who was the first president of the college, really put it all together and made the conege work because he started from ground zero with basically nothing. He

INTERVIE\V

had to recruit faculty and he had to prepare Bowne Hall for classrooms, he had to hire the professors. So basically, the hard work came from him, but we supplied the money. BH7r: Do any other names come to mind when you're thinking back? J/: WeH, the chairman before me was C. B.J Schmidt, who was a tremendous asset in starting the college. Community colleges were fairly new 'even in 1957 because New York State had only started community coneges in 1948. So we were really late starters. California was way ahead of us and we were trying to catch up.

81% Did you`get to knpw any members of the faculty or staff? jt:-Not reauy. The presiden.t really had the association with the staff. BH7r: And were you ever aware of any town-gown problems, or

problems between the community and the school, or the community and the sponsor of Dutchess County?

Jy: Well, there were always problems but they were minor problems., Everyone was working toward the same end, to make sure that this college got a good start and that it would become successful. So we all had one thing in mind. I don't remember any terrific problems. We had problems but they were all `small and all conquerable.

8171: I see. As a trustee, were you aware when couective bargaining came to campus?

Jy: I think it was in the 1960s that the United Teachers came. But we always had a good relationship with the individuals who represented the union. .We knew we had to make it work and basically the discussion was always about salaries. What problems ensued were that the Board of Supervisors of Dutchess County would have to appropriate money each year in the budget, and there was a rattle infighting at those times until we ironed out the 43

josEPH jluDICE

amount of money that the county would need to raise in taxes to pay for the additional responsibhity of running the college. B}J7; Do you recall how the college worked to develop the campus and the buildings? Was it always at the same site?

JJ: We tried to get buildings up quickly because it was so inportant to have the buildings so that'.there would be a place for the students. So as fast as we could build a building, we built a building. We had an athletic building cared Falcon Ham and we had a technology building. I think that's where the physics and sciences were located. And then came the fibrary. And then we built a very large building called Hudson Hall.

BJy: Do you know how the school acquired the land that it built the campus on? Or what it was formerly? J7: It was caued the Bowne Memorial Hospital for Tuberculosis. In those days, before World War Two, this was thought to be one of the cleanest alrs in the state of New York. So they built this hospital to take care of the TB patients. Then penicillin was discovered, and penicillin is the treatment for tuberculosis. So it basically eliminated patients at the hospital. So in Dutchess County we had this hospital, which vyas closed and not being used and was being vandalzed. So we thought this was the appropriate spot for the college setting. So the land was appropriated for Dutchess Community Coflege. BH7r: Did they reLuse the hospital building or did they tear that

down?

: I/: We tore it down in the sense that we left only the framework up. In other words, the steel franc stayed but everything else was tom down. 81% So you were able to re-use that?

J7: Yes, to make classrooms.

lNTERVIE\V

817: Is that what became Hudson Hah or was that a different b ulding. ,

Jy: No, that became Bowne Hall. Bowne Ham after the grantors of the land. BH7r: I see. Was the conege foundation active while you were at the coHege?

J7: Yes. But that started about ten years late£. From 1957 it probably started in the late '60s. BH7r: Was it successful?

J7: Oh yes. It was successful right from the bealnning. People made contributions and it was terrific. Very, very good. BH7r: Who were some of the leaders who participated in founding I the foundatiori?

JJ:. One of the trustees, Gene Gilbifi, and Francis Rltz, another trustee, were involved in raising money for the foundation. Patricia Gee, another trustee was involved as well. 8171: And for' you personally, what were some of the most exciting times you remember about being involved with Dutchess Community Conege?

//: Getting it started. We had nothing up unul 'that point and we were aware that many of our high school graduates were not going to college because of the cost and they just didn't have the money. So if we could get the two-year program started and get it accredited so that the credits earned at Dutchess could be transferred to a four-year conege, it would be terrific for the people of Dutchess County. It had to be that way because they couldn't afford to go to a four-year conege. That's why the community coneges were so important. 817: RIght. So the mo.st exciting time for you would be helping to open the doors? 45

josEPHjluDICE

/y: Yes, yes. The beginning was the important part. Once it got under way, it had sort of a movement an by itself because success breeds success.

BH7r: You said that Dutchess Community Conege really offered a way for students in Dutchess County to go to college who might not otherwise be able to do so. Was there any other impact of the conege on the community?

J7: No. That was the biggest impact and basically that said it all. That's what the college was all about. 81% So you would educate these students`and would they tend to stay in Dutchess County?

J7: Yes. They would come back and that's why it was so important to get the four-year colleges to accept the credits of Dutchess Community Coflege. 81% So you got a more educated community. Is there anything that you wish had been achieved that wasn't at Dutchess Community College? J7: Not really. It's going along by its own success. Year by year it's just gotten bigger and better. I can't really add anything to it. It's got a momentum an its own.

BJP: We talked a httle bit about the most interesting times, the most exciting times. What were the most difficult problems that you faced while you.were associated with the college?

/y: Weu, the difficult times are always money. The budget had to be approved by the Board of Supervisors of Dutchess County. Those are always difficult times but they're not insurmountable. They were ironed out by discussion and finauy the budget would get approved. We never had a falure of the budget. We jTst did the preliminaries in getting it done. But this is a normal event. There's very little I can add to it. 46

INTERVIEW

817: Were there any special programs of study oi. student services or community involvement? Anything that really stood out to you as unique?

Jy: I'm sorry. None. Not really. Blpr: During the first ten years what was the most popular field of study at the conege?

J/: I don't know. I can't answer that. BH7r: OK. In your opinion, what was it about Dutchess Community Conege that attracted the students. Before you mentioned mofley. Was that the big drawing factor?

JJ: The big drawing factor was cost. Yes. I mean the only reason they couldn't go to a foTr-year couege was that they couldn't afford it. So here we are with a two-year coHege and the tuition was extremely low compared to what four-year colleges were charang. So it was up to the student to eriroll in Dutchess Community College because it was there and it was successful and it would accept any high school graduate, which was a terrific asset.

817: You mentioned the importance of being able to transfer from Dutchess to a four-year conege. Was that always the case? Was that a struggle of was SUNY pretty good about accepting the students?

J7: In the beginring it was kind of slow. It took about six years for the accreditation to be complete, so we were accredited, which. was a first step to having the four-year colleges accept the credits that were earned at Dutchess Community College. So they would accept them so that the youngsters who left Dutchess Community College would enter their junior year rather than a lesser year at a four-year college.

BH7r: Are you aware of how the refationship was between the college and SUNY Central Administration in Albany? 47

josEPHjluDICE

/7: As far as I know, the relationship was always excenent. The State Education Department up in Albany was always very helpful and couldn't do enough for us. They were always there to help us accomphsh whatever we were discussing. They were very helpfiul with budding buldings. They were a big help in getting each building started and paid for. BH7r: You already talked a tittle about the need for the college in Dutchess County. Were there any opponents when the couege first started? Was there anybody who didn't want to see the college in the town?

J7: Well, there was some opposition only in the sense that they knew that taxes were going to be increased substantiany to pay for this. That was the only reason for the hesitancy. But once the conege was approved, everybody came on board and we didn't really have any detractors. But every year we would have to go through the budget process, and each year because the students started increasing it would cost more. Therefore we would have to go to the board of supervisors and ask for more money. So there was always that dichotomy taking place regarding money. BJ7: You said that Dr. Ham was the very first president at the college. Do you know how he was selected?

J7: Yes. We went to Columbia University, and they had a department there, and they were educating potential p.residents for community coneges. Dr. Hall was one of those who was highly recommended by the professor who was running that department. We interviewed him as well as some others, but Dr. Hal just stood out. He was the fist president and he was just great. He was perfect to be the first president. BH7r: And what attracted you to being involved in being a trustee?

J7: I was a supervisor and so for years prior to 1957, each year the subject of whether Dutchess County could start a community college would come up. And so there was a discussion each year about the formation of a community college and ultimately in 48

lNTERVIE\W

1957 we got the Board of Supervisors to approve it. Prior to that I was a supervisor so I was involved in all of this discussion.

817: So you were involved froin the very beednrring in the concept of the coneg:? JJ.. Yes. Yes.

BH7r: Terrific! Those are au of the questions that I have. Are there any other questions that you feel I should ask or did I leave anything out?

J7: No. Just that I was a trustee with Dr. Hall and after hin Dr. Conneny came and after Dr. Connelly came Dr. Lee and I was present as a trustee with them all. And now they have a fine president, David Conklin. He is terrific. And the college is going on and being so successful by attracting thousands of students each year. I hope I haven't talked too much. B'H7r: No. This has been great. Thank you very much.

J7: AI right. Thank you.

11. GRiow7TH OF TIIE COIIf GE

The Legaey Of the F{1tz: A Ilistory Of

the DCC Lebray Tom Trinchera `T befiiei)e that the libray is tlJe bay center Of lecunirlg at a colleg/e."

-Dr. I an;I Hall, President, Dmtcbess Comununity Colbge,1957-1972.*

I was quite. pleased to learn, while conducting my interview with Dr. Hall, that he and I share the same philosophy on the purpose of an academic library: everyone, whether they are faculty or students, makes use of the fibrary at some point in their education or during their tenure. From professors that assign reserved readings or structure their assignments based upon ribrary resources, to students looking for a quiet place to study or needing a computer with internet access, the library is a central facihty. The library at Dutchess Community College, having existed in several different forms, has been a vital part of the college community. With the founding of the college in 1957 and the first classes. being held in 1958, then-President James Hall and his administration quickly realized that a campus hbrary was required to meet the needs of students and faculty. The first iteration of the campus library was a temporary office in the Little Red Schoolhouse building in August, 1958. About ten days later, library services and the librarian were moved to another office in the Student Center Building. According t6 a report submitted by

Personal Interview with Dr. James F. Hall,15 November 2007.

TOM ThlNCHERA

the couege's first ribrary director, Wihiam Nichols, shelving for books consisted of "cinder blocks and wood planks."* The next iteration of the library was located in Bowne Ham. At a cost of $450,000 and occupying a mere three rooms on the second floor, the fachity contained seating for only 141 students and staff consisted of two librarians, one secretary, and four student assistants who contributed approximately 36 hours pefweek.i Crowding and

congestion

quickly lead

various

problems, among them students being turned away at the door when the library was filled to capacity. Limited space also meant limited shelving for books; the library's maximum capacity was approximately 12,000 books, a number that virtually exceeded available shelf space. Hal stated in a 1962 proposal that "increased enrollment to 900 students [for the Fan 1962 semester], creates a gross injustice to the student body which cannot count on access to required reading or seating space for study in between classes." Hal went on to say that a new Hbrary would be necessary for the conege before the Middle States Association would grant the conege its certification.I The fibrary building was completed in April 1966. It was described by then-Hbrary Director, William I. Nichols, as "combining distinctive architectural beauty with functional

efficiency... an outstanding example of contemporary design, construction and furflishing." Nichols went on to say it was "centrally situated ofl campus... an inviting building because of its

air-conditioning, attractive carpeting and color design, and the general feeling of spaciousness." The total floor space of the

:oTu¥egs¥na:s3e4a':£:sS:fufi=£eenfteefit:r¥2[5u:=ogp]Se:§e]A¥gth:°i7e°,'°£: total cost for the construction of the library was approximately Wihiam I. Nichols, "Report of the Librarian of Dutchess Community College to The President," 4 August 1958 -24June 1960 t James F. Ham, "Program for Proposed Library Building," September, 1961.

I James F. Hall, "Program for Proposed Library Building,'.' July 1962. § William I. Nichols, "A Report to President John I. Connolly From

William I. Nichols, Director of the Library," 15 January 1973.

A HISTORY 01.` THE DCC LIBRARY

$1,540,000, a figure that included the cost of furfliture, library equipment and television equipment for the media studies department in the basement. {

=``--iiba?-`}t\y:

51-_ r__----EEEEEEiii

5 .-t-----.-i --------.-'ILJ=`1 i =`^bt..y

icoco= a},,i.&?,f

F(.3€.:„ ys.S,:se

i..leer;

^,:`

The plan above shows the basic layout of the library's main floor. Interesting to note is that the area marked "Typing Room" eventually housed the photocopiers and that the Circulation Desk was then referred to as the "Loan Desk." A model of the eastern face of the finished ribrary building can be seen in the foHowiFg '

photograph, taken from T74c Lfpcc/zz/or, the conege's newspaper :

* Jane RIch]in, "Construction Begins on New College Library." TZc JPcc/zzJor,. 30 October 64.

TOM "NCIIERA

One of the lesser-known t.raditions practiced when a library moves is the planning of a book passing, a symbohc event consisting of a line of people who pass all or a portion of the individual volumes of the coflection from the old fachity to the new one. Such an event took place in April of 1966. As reported in the Poz494feGcpjz.e /ozf77zcz/, the book passers were 150 volunteers

who worked during their Easter break. During the book passing, 21,000 volumes were carried from Bowne Hall to the new fibrary budding in canvas bags.*

Sometime in the late 1970s a master plan was drawn up for expansion of the hbrary building. The increasing number of books and limited space for additional shelving necessitated an additional wing to be added to the existing structure. The concept would remain in ]inbo for neady twenty years until architectural

plans were presented. However, the orialnal plan of expansion would be discarded in favor of renovation of two floors of Hudson Hall and the transfer of the library there. In 1996, the Facilities Master Plan for expansion of the library and its relocation to Hudson Hall was approved by the Board of Trustees. Current DCC President D. David Conk]in said that "the critical need at that time was to increase the size of the Hbrary."i In the same interview, Df. Conlrfu mefltioned that funding for the project came from capital funds included in the 1996 .Master Plan: 500/o from the SUNY Construction Fund and "150 Move 21,000 Books to New Dutchess Library," Poztg4AG¢jz-G Jozfowcz/, 11 April 1966.

t Personal Interview with Dr. D. David Conklin,13 December 2007. 56

A HISTORY 01.` THE DCC LIBRARY

500/o from Dutchess County. Construction of the new facility on the second and third floors of Hudson began in 2000. Concerns arose over the existing foundations in Hudson Hall; six inches of concrete had to be laid in the future stack area to accommodate the weight of over 90,000 volumes and their shelving. To reduce the number of books to be moved, library staff weeded much of the collection, looking for books that had been unused or were outdated. From mid-December 2000 to january' 16, 2001, the endue tibrary was moved to the second and third floors of Hudson Hall. Ifl the last few weeks after the Fall semester ended and before the Christmas holiday, the staff of the ribrary and Arnoff Moving and Storage of Poughkeepsie began a mulrfude of tasks required to transfer not only the library's collection of approximately 80,000 books, but also the periodical collection, micro forms, computer equipment, and the contents of staff offices.` existing furriitufe was to be auctioned off and new furniture would be provided in the nevi facirity.) While the vast majority of the physical labor involved was performed by Amoff's professional crew, library I staff were closely involved in overseeing the proper placement of materials and equipment. The most daunting task was the transfer of the book collection itself into the new shelving, meticulously overseen by then-Head of Circulation, Pat Sheehan. Books were placed on shelved carts, wrapped with large rolls of plastic, loaded onto one of Amoffs moving vans and driven the short distance to Hudson Hall. The move was a smoothly-run process; it was, however, briefly interrupted by a snow storm that moved through the realon the first week of January 2001. Part of Arnoff's crew and their moving truck were disabled temporarily by the storm when they had gone out for the day's lunch break. Fortunately, they received assistance relatively quickly and the move could continue. The library officially opened its d6ors to students on January 16, 2001, the fist day of Spring classes. Current Library Director, Barbara Liesenbein said that the library had been "exceptionally well received by students, faculty and staff."* With

the ribrary now in a more central location on campus, and within

Dutchess Community College Library Annual Report, 2000-2001. 57

TOM ThlNCHERA

the sight of Hudson riall's fourth floor hallway, a primary area for classes and traffic, students now flocked to the fibrary to research their class assignments, inake use of the computers in the reference area, or simply find a place to study or socialize with friends. Circulation Services reported "a total of 141,342 entries... b`etween June 2000 and May 2001,"* more than double the previous year's statistics. On October 13, 2001, a ceremony was held to dedicate the library's art collection. Consisting of about 25 works by Hudson Valley artists housed within the Hbrary itself and a

collection of photographs by W. Eugene Smith exhibited just outside the library's entrance (a site now known as the Martha Reifler Myers Gallery), the collection was the culmination of many hours of research and acquisition, private donations of

pieces, and much planning as to the placement of the artwork. On May 11, 2002, the library was dedicated to Francis and Mary RItz, two of the conege's long-term supporters. A ceremofly was held unveiling the new name of the hbrary, the Franci§ U. and Mary F. Ritz ljibrary. Attending the ceremony were the Ritzs, their family, the library staff, members of the conege's Board of Trustees, and several members of the college administration, including President Conklin. 1

Thelibrary'sfrstDirectofwasDr.WilhamNichols.Appointed directly by James Hall when the conege was founded, Nichols had, according to Dr. Hall, "the proper credentials for the job." Perhaps the most notable accomplishment of Nichols's term as Director was overseeing the construction and movement of the library from its initial home in Bowne Hall to the separate building -where it would remain for 25 years. However, in a broader sense, Nichols' term saw the building of an academic library both riterally and figurative,ly from the ground up. Having started with little or no resources, both Nichols and Hall were tasked with creating the primary research center for students on Campus.

* Ibid.

A IIISTORY OF THFiTi DCC LIBRARY

William N j[l.iok, first Director Of the library, ulitb a Sllldeflt

In the summer of 1974 Nichols resigned his position due to health difficulties. His successor was Michael Pope, previously an Assistant hibrarian, who had returned to the area upon completing his doctorate at Rutgers University. Dr. Pope was

appointed "acting" Director. In an interview with Dr. Pope, I asked him to talk about some of his most memorable staff members. Among the ribrarians that worked under him, Dr. Pope remembers the efforts of Mary Kay Schnare to be "patroncentered" in reference services. Interestingly, Dr. Pope informed me that Mrs. Schnare, upon completing her MBA, left the library, 59

TOM TRINCHERA

exp'ecting conflict to arise between herself and Dr. Pope over the management of the library itself. Dr. Pope was also quick to mention Schnare's dedication to the fibrary even after she left; she continued to aid in the selection of books from ljz.4rzzay/ozfow¢/ after her resignation. Dr. Pope also spoke highly of David Oettinger, a reference librarian, who was also "strongly patronoriented" and had a pleasant personality that lent itself to the

position. Overall, Dr. Pope was committed to "[tralninal a staff that was strongly geared towards serving the pubfic and providing a couection of materials that was as good as you could get with the money available."*

Micbaelpope

Pope, Dr. Michael. Personal Interview. 17, Nov. 2007..

i,+i

A HISTORY OF THE DCC LIBRARY

Upon Dr. Pope's retirement in 1995, Barbara Liesenbein became Acting Director. She later was appointed full Director, a position she holds to this day. Libraries, especially academic ones, are ever-evolving,

perhaps with more immediacy than any other campus department. Currently, the RItz Library meets the Middle States Commission on Higher Education requirements for technology. The Reference Services Department maintains subscriptions to neady four dozen online databases that provide access to minions of articles, books, and other media necessary for student, faculty and staff research. Several databases offer books converted to electronic format, allowing students access to them anywihere they use the World Wide Web. Students also have remote access to these databases off campus through th; conege's web portal, MyDCC. However, computers and online databases have not been the only significant advancements in the hbrary's history. In my conversation with Dr. Pope I asked him what he berieved to be the greatest technoloctcal achievement of his term. I found his answer somewhat surprising: the conversion of the periodical conection from paper to microfilm and fiche. To prevent the theft of books, a 3M security system was installed in the summer of 1978. Michael Pope reported that "in

:b:Suttri±aer;Sp¥rhceernetsou:hths:S::fts::ebuosoef;.,t,?ego:aevew:::::Wt: say, however, that the effectiveness of the system installed in the DCC library could not be fully reported unul it had been in place long enough and a full inventory of the collection had been done.t Pope later said in his 1981-82 Annual Report that the system appeared to be greatly reducing the theft of books.I With the rise in popularity .of personal computers, academic ribraries seized upon the chance to better organize, store, and retrieve information. In the late 1980s the DCC ribrary received its first computer for staff use. According to Jane * Michael Pope, Annual Report of the Director of the Library, 19781979.

t Ibid.

I Michael Pope, Amual Report of the Director of the Library,19811982.

TOM TRIN CHERA

Sinimons, then secretary to Dr. Pope, the computer was used mainly for word processing. It would be several more years before the use of computers by students to retrieve articles or search for books and by staff to perform circulation functions would be widespread within the library. If we travel even further. back to Dr. Nichols's Annual Report of 1973, we discover that "high-tech" in the hbrary while occupying its own building consisted of equipment that would be considered outdated in our modem age. Nichols makes mention of a room dedicated solely to typewriters, seven in total. The room eventually would house three of the library's photocopiers. In 1973 the hbrary had one photocopier for patron use, made by a company caued Apeco. The micro form room housed seven standard microfilm readers, one microflche reader and one microfilm reader/printer. At the time, the cost of printouts from both the photocopier and the reader/printer stood at ten cent.s Per Page.

Discussion of the instanation of computers in the ribrary to perform many standard tasks first came up about 1984-85. Dr. Pope and his staff drew up a report that was presented to the conege administration. The fibrary staff saw the potential of computers being applied to several key functions of the library, most notably for the book and periodical conections. In the area of periodicals, there is a mention of a database on disk called Periodical List. About the same time the library provided a new service called DIALOG, a periodical index database offering access to over 200 indices and textual databases. Initially, most searches were performed for faculty and. administrators. Budgetary constraints were the driving factor the acceptance of automated systems by realonal fibraries or library systems and were also a factor in DCC's decision. The idea of an automated system would remain in rimbo for the next several

years while state lawmakers debated the SUNY budget and reedonal "clusters" of fibraries explored the process of moving to a SUNY-wide library system. When Barbara Liesenbein became Acting Director in fad 1995, the "Library Automation Committee" was formed to explore the project further. Matt Finley, then Associate Dean of Academic Affairs, chaired the

group, which consisted of Liesenbein, cataloSng staff Alice MCGovern and Evelyn Rosenthal, then-Head of Circulation Pat 62

A HISTORY OF TIIE DCC I.IBRARY

Sheeharl, and Maureen Mackey of the campus's Computer Center. Several vendors of library automation systems presented their products to the committee. The system that was selected was caued `Winnebago." With the migration of the library card catalog to the Winnebag'o system underway, a new project had to be undertaken: the `Cbarcoding" of the books themselves. The concept of book barcoding (and other automated library circulation systems) had been a standard practice in academic and public libi-aries for several years by the time the DCC ribrary

A large group of volunteers worked on over 80,000 of the ribrary's more than 100,000 volrimes, placing barcodes that were later tagged to the electronic records already contained in Winnebago. Immediately following the initial wave of barcoding, there was a large project charged with "cleanup" of these records 63

TOM"NCHERA

(referred to as "no matches') a process that ran over several months. Despite many books missing barcodes or records needing correction, the system was up and running by the time students returned for the Fall 1996 semester. In Spring 2005 the library's online catalog was upgraded to a new system called "Aleph." Named for an ancient Hebrew character, the new system, which was also adopted SUNY-wide, represented an upgrade in efficiency from Winnebago. The last recent technoloalcal advance made to the library was the installation of a wireless Internet access system. A couege-wide initiative, the wireless system was first introduced in Fall 2004. It has since made student access to the internet more widely available through personal laptop computers. As the conege moves further into the 21St Century the role of the tibrary in the college community will certainly evolve. New library-oriented technologcal developments will emerge, and, as society moves toward a wireless-based system of communication, the Ritz and its staff wfll undoubtedly embrace them. Whatever challenges the conege faces, the Ritz Library and its staff will maintain the quality of service the college community '

requires.

U yiionigrcndon al D %tcbess Comm%7iity Co[leg!e Howard Winn The organizing of a labor union at Dutchess Community C.onege for fac+ty and professional staff .cane about when it did primarily because of the existence of three conditions that spurred activists to beedn making plans for unionization and ultimately to the creation of what became the Dutchess United Educators. One event was the passage in 1967 of the Pubhic Employees Fair Employment Act, known as the Taylor Law, which defined the rights and limitations of unions for public employees in New York State. The parts of the law that defined the rights of pubric employees to organize and to bargain collectively were essential to support the growing mifitant mood on campus. The Taylor Law, named for labor .researcher George W. Taylor, also authorized a governor-appointed State Public Employment Relations Board to resolve contract disputes for

public employees. Mediation and binding arbitration was intended to give voice to unions, although work stoppages were made punishable with fmes and jail time. It was the legal

governmental support for union activity that was most important at that moment in the history of Dutche§s Community Conege. In spite of the strike ]initations placed upon the unions and their members, it was a significant eventLgiving the faculty and professional staff of Dutchess Community College the right to organize and to give voice to their working and professional rights through contract negotiations with administrative management and the Board of Trustees. Defining these rights 65

HOWARD VINN

was vital in the face of the founding conege Administration's stated position that there would never be such benefits for faculty as tenure, due process for non-renewal of employment contracts, or a faculty senate organized under an academic governance. The second factor that contributed to the support of unionization was the membership of some instructors in the American Association of University Professors, primarily because of previous employment or graduate study in higher education. These faculty members saw that this membership gave them the ability to create an AAUP chapter on the Dut:chess Community College campus. Such a chapter could provide a ready-made parent organization, though the AAUP had historically not been involved in labor negotiations. The AAUP concerned itself with maintaining professional standards and preserving academic freedom on college campuses, of which an acceptable tenure policy and effective faculty governance were keystone items. The third reason was an occurrence in 1969 that: was referred to by some in the conege administration as "the nonretention" of a faculty member, an Assistant Professor who had served without official criticism for over seven years, a period which AAUP defined as sufficien.t to require granting tenured status whether the conege had such a poficy in place or not. A significant number of faculty members saw this act as an impricit attack upon academic freedom for teaching staff-as did the

AAUP-and

unwarranted

administrative

move

that:

undermined the rights and obligations of professional teachers, as well.as denying "due process" to the faculty member involved. Furthermore, this arbitrary act could estabhsh a precedent for future administration/ faculty relations. The members of the newborn AAUP chapter took the matter t`o the national organization, which was wi]]ing to take up an investigation and issue a ruling by its standing committee on Academic Freedom. An investigator from the national office,

Jordan E. Kurland (who went on to become a major leader of the AAUP and to be its Executive Secretary), came to the campus for prelininary investigations and recommended a faculty committee, made up of outside teaching professionals, be authorized to make a full investigation, interview all relevant faculty and administrators, request pertinent documentatibn, and issue a 66

L'NI0NIZATION AT DCC

report to the fun membership of the natioflal AAUP. The investigation and the subsequent decision by the AAUP national membership later in 1969 to censure the college, it's administration, and its Board, informed the professional staff and teaching faculty as to the power and authority the support of such a prestiedous group gave to that staff and faculty, if they would organize to use it. Such demc;cratic rule would support not only acceptable working conditions, but insure democratic professional input in such matters as curriculum development and revision, and the creation of a college governance which would meet AAUP standards. Since at that time the AAUP was not set up to be a bargaining agent (as it has now become), the members of the DCC AAUP chapter decided that it was incumbent upon them` to explore affiliation with organizations that would represent faculty and professional staff in bargaining, as mandated under the recently passed Taylor Law. The American Federation of Teachers and the National Education Association both seemed possible vehicles to various faculty members, and membership in these two organizations was explored. Approximately three quarters of the faculty preferred the AFT as a parent body for a Dutchess Chapter. Approximately one quarter chose to create an independent "company" union for bargaining, which could be loosely affiliated with the NEA. This latter group preferred what they saw as a "professional" organization. The former, a majority of faculty, preferred the strength of a .national labor union and its resources as well as its experience in tough collective bargaining. They saw the NEA as an association comprised of a large proportion of pubric school principals and district superintendents viho. did not share the economic or professional concerns of class room faculty and in some instances would work in opposition to them. Turning for advice and aid to Dr. Israel Kugler, a union organizer of conege faculty, teacher of social sciences at New York City Community Conege, and President of the United Federation of College Teachers at that time, best known for leading the faculty strike against St. ]ohn's University, and to Albert Shanker who was head of the American Federatiofl of Teachers as well as a president of the UFT, the majority of 67

HOWARD VINN I

Dutchess Faculty joine.d the UPI-/AFT. The much smaner group of faculty became a chapter of the NEA. A question was raised as to exactly which group would take the lead in the conective bargaining. The administration appeared to some faculty to encourage the sense of conflict between the two groups as a bargaining ploy - a divide and conquer technique that would clearly disadvantage the faculty. As a creative move, the President of the UFT/AFI- chapter suggested that for this first conective bargaining with the Administration. and the Board, the two groups join as a „#/gc7crzz/z.o# to be known as Dutchess United Educators and that a negotiating team be selected that would represent both faculty

groups. This amalgamation was effected and DUE was born. Incidentally, at a much later date the NEA of New York State elected to merge with !the UFT/AFT of New York State to become NEA-NY and the initial conflict over representation became a moot issue as far as Dutchess Community College faculty and professional staff were concerfled. Embarrassed by the AAUP censure and the adverse pubHciry that it engendered about this relatively new community college which had been proudly proclaiming the high quality of its education, the conege admiflistration made a reasonable money offer to the ill-treated instructotr who was by this time on the faculty df a local four-year college, .created a college

governance with a Professional Staff Organization, created elective committees to consider curriculum, promotion and tenure issues as well as other professional matters such as sabbatical poficy, and salary schedules tied to professional ranks that had been dealt with before this time by administrative flat. Censure was lifted by the AAUP in 1972, three years after the investigation was initiated. If we could identify one important motivation behind the desire to bring genuine academic standards and concerns to Dutchess Community Conege it would be the realization that we cannot

teach

c7Gzz7ocrjz#.c values

students

czz4/z7orzzjz.f

iflstitution. The hypocrisy would .be blatant and contrary to the mission of the College. In addition, it would make suspect the educational lealtimacy of the instruction and the instructor. The Dutchess Community College motto, emblazoned in due Corfue:ge sad, Edecalion for a Democrciey Of Bxcellerice, tyed I:alren 68

UNIONIZAHON AT DCC

on the depth of meaning it imphed when first selected in 1958emphasizing both Excellence and Democracy.

DCC's Cunp%s and the Fo%yidcndoyi* Ann Winfleld and F. Kennon Moody Dutchess

Community

College

now

institution

encompassing 170 acres, with 13 buildings and 323,799 square feet of space for academic programs and support services. DCC has developed extensively since the evening in February 1958, when President James Hall arrived to begin his tenure as the first

president.-Dr. Hall later described that evening: "W.e arrived on a

¥:¥acosL:o¥nstf:v:I:t::h:::8;e¥etho:fyet¥r::t:nfindif:g¥a::eroe£ which were abandoned." The forty-acre site was isolated and overgrown. Formal gardens where I:ubercu]ar patients had gathered to enjoy the clean air were abandoned. Lawns were untended and bushes and undergrowth had taken possession of the grounds. Bowne Hospital itself was a challelige of renovation, with wards and labs all in need of reconflguring to turn the building from a place of sickness into a place of hope and brightness. During the ensuing 50 years, enrollment has grown fl.om 714 to 8,250 full- and part-time students. Over the decades, numerous academic building were built, renovated, or expanded. As the conege's enrollment grew and facilities were added, more land was acquired and today the college encompasses 130 acres, 90 more than its oriednal of 40. While the college became the college of choice for the residents of Dutchess County-12°/o of the county's 17-29-year-olds attend DCC-its financial impact was being felt in the local community through its local purchases,

Th:rs givece is 2Idrpred fro:rn The Founding Of a College.. Diitcbess Comianndy Col[eg/e,

7j7;7-2007, written and researched by F. Kennon Moody, edited by Ann Win field @utchess Community College, 2007), pp. 23-32, 43-45. 57-59. 71

ANN VINFIELD AND F. KENNON MOODY

including wages paid to faculty and staff; through attracting outof-county students and their spending to Dutchess County; through a human capital effect stemming from an increase in the skill base of the local workforce; and through $57 million in capital expenditures in the past 15 years that utilized local contractors and workers. The first years of Dct were a time of exceptional growih and expansion. In the beSnning, Bowne Hall was the only conege building. The first floor contained the main lobby, the student lounge, the fibrary, and the cafeteria. The second floor housed administrative offices and classrooms. The bookstore was in the basement. Dutchess Hall and Tacoflic Ham were dedicated in October 1963 and were followed by the Library and the physical education center, Falcon Hall. Both buildings were dedicated in October 1967. To move the old fibrary from Bowne Hall, a book

brigade-a long line of students, staff, and faculty-stretched from Bowne to the new library as bags of documents, books, and magazines were passed from person to person as the old Hbrary emptied and the new one filled. In 1972 work began on a new academic building, Hudson Hall, which had 185,479 square feet of academic space. The building was completed under the presidency of Dr. John Connolly, who succeeded Dr. Hall, and it was dedicated in May 1975. Drumlin Hall, in which the student cafeteria is located, was completed and dedicated in October 1976. During the tenure .of Dr. Terry Lee, who carne to Dutchess in 1982, the DCC Bookstore, now located in Dutchess Hall, underwent a major remodeling. DCC South, which serves the southern part of the County, was renovated and opened for classes. In 1989, Dr. Lee dedicated the Center for Business and Industry, connecting it with an aerial walkway to Dutchess Hall and the new bookstore. In the summer of 1991, a long-standing landmark, the water tower, was taken down. Succeeding Dr. Lee in 1992, Dr. D. David Conklin embraced the opportunity to build on the foundation set by his predecessors. Physical expansion was keeping pace with the needs of a growing student body, but attention had to be paid to the expansion of academic programs as well as vocational

programs for the good of the community. During Dr. Conk]in's 72

DCC' S CAMPUS AND TIIE FOUNDATION

tenure came the opportunity for using major alfts from friends and supporters to build new buildings and renovate`` campus spaces that would be named in honor of the donors. In 1994, a donation by Dutchess County philanthropists Francis and Mary RItz supported the remodeling of the student lounge in Dutchess Hah. Mr. Ritz had been appointed to the conege's board of trustees in 1971 and served as chair from 1989-1999. In fact, Mr. Ritz became the second-longest serving couege board member in the SUNY system, serving for over 35 years at DCC. A major edft frorh Allyn I. and Mildred I. Washington was responsible for the first major construction project since Hudson Ham opened in 1975. The Allyn I. Washington Center for Science and Art was dedicated in October 2000, has 80,000 square feet of space equipped with the latest technology, including 24 Smart Classrooms, which feature PCs, data projectors, sound systems, microphones, and visualizers. In addition, this building houses the art department and an art gallery that holds shows from regional, national, and international artists, as well as from DCC students and faculty. Professor Washington was a founding faculty member at the conege and taught from 1958 through 1979. He also served as executive dean for a one-year period. In 2005, the art gallery was named in honor of his wife, Mildred. . The Stein-Connor Lounge in the Washington Center was named in memory of Rochel Stein, Professor of Bioloedcal Sciences (1975-1989) and RIchard O'Connor, Professor in the Department of Physical Science (1966-1989). In 1995, the conege conducted a comprehensive review of its facilities. The catalyst for this Facilities Master Plan was the undersized condition of the Library, which had been built in 1966, when the enrollment was two-thirds of the student population in 1995. Since that time, $57 million has been spent on improving the campus facilities. The 45 capital projects added a major academic building to the north end of campus and allowed for major renovations to existing buildings, the implementation of a technoloedcaHy advanced teaching, learning and administrative computer infrastructure, the installation of an energy saving heating and cooling system, and numerous other improvements to campus, most of which utilized local contractors and workers. 73

ANN VINFIEID AND F. KENNON MOODY

In October 2000, the Fitness Center in Falcon Hall was dedicated in honor of Philip Arnold. He was a Professor in the Recreation Leadership Program and also taught a variety of courses in health and physical education.

The new Francis U. and Mary F. Ritz Library was built into the structure of Hudso.n Hall and dedicated in May 2002. The hibrary houses state-of-the-art learning and information resources, numerous study rooms and lounges, and a substantial art conection. The former Ijibrary was. remodeled and dedicated in September 2002, as the Jack and Llelanie Orcutt Student Services Center. The Center houses the offices of admissions, reedstration, financial aid, higher education opportunity program, disability services, and academic advising. Jack Orcutt was among the founding members of the conege staff and served as the first director of student activities. Diagnosed with spina biflda, he demonstrated that a physical disabfty need not hamper a person's spiritual, intenectual, or motivational potential. Another major building was dedicated on June 17, 2003. The Louis Greenspan Day Care Center doubled the space available for day care activities to 4,776 square feet. Child day care first opened at DCC in the fall of 1976. Its availabihty has made a college education accessible to many students who have been able to attend classes knowing .they had a safe and educational place for their children. Staff and faculty also make use of these facilities.

In 2003, two special spaces were remodeled and named. The Dr. Mary Louise Van .Winkle Professional Staff Teaching Learning Center is located in Hudson Hall and was a edft of Dr. Van Winkle, Academic Dean at DCC from 1984 to 2000. The Center provides technoloedcal resources and training for faculty. The second space, in Dutchess Hall, was dedicated in October 28, 2003, as the Joseph H. and Miriam 8. Genert Music Suite.

Joseph Gellert served on the board of trustees for 17 years. The College has had an active and rigorous music program for o.vcr fortyyears. In 2004 an additional gift from the Greenspan Trust made possible the remodeling of the Dining Room in Drum]in

Hal. 74

DCC' S CAMPUS AND THE I``OUNDATION

The lobby in Bowne Hall was remodeled into The Founders Lobby in 2005 with a alft from John and Nancy O'Shea. John O'Shea is the chairman of Mat-shall and Sterling Enterprises. The Founders Lobby includes a timehne display that chronicles the opening of Bowne as a hospital in 1928, the inception of the Conege in 1955, the conversion of the building into DCC, and first years of DCC through 1960. The Library Entrance Gallery was named in honor of Mat-tha RIeflef Myers in October 2005. Mrs. RIefler Myers had worked diligently in the mid-1950s to help organize public support for the creation of a community conege in Dutchess County. In January 2006, the staff dining area in Drumlin Hall was remodeled and dedicated in honor of the Bernard Handel Family. Mr. Handel has been a strong supporter of the Conege for many years.

The physical development of DCC returned to i`ts bealnnings in April 2006, when the Dutchess Hall Theatre was dedicated to honor the College's first president, Dr. James F. Hal and his. wife Betty. A major alft from Professor Emeritus June Roush Pierson made this naming possible. Dr. Hall has maintained his relationship with DCC over the years and in 2003 he served as honorary co-chair of the DCC Foundation's Maintaining Excellence Campaign. In addition to the naming of buildings and special spaces, others have been honored. for their contributions to DCC. In 1995, the Pine Grove Patio was named in honor of Edgar M. Petrovits. Mr. Petfovits was a former County highway superintendent and commissioner of pubfic works who was deeply involved in the eady development of the Conege. On April 25, 1999, the Conege's baseball field was dedicated in memory of RIchard L. Skimin, a founding faculty member who retired in 1996. In 2005, the soccer field was named in honor of George A. Strba and the tennis courts were named in honor of Manzoor Ansari. The facihies also have dimensions that cannot be seen but contribute to the comfort of the buildings and enhance the financial operations of the Couege through the efficient use of energy. Under the lawn in the rear of Bowne Hall is a geothermal system used to heat and cool Bowne Hall. The system includes 75

ANN VINFIELD AND F..KENNON MOODY

forty wells, each 40 feet deep and six inches in diameter forming the essential part of the heat pump system. In 2003, the Conege was awarded the EPA Partner of the Year Energy Star Award for its work to use energy efficiently, thereby saving money and helping the environment at the same time. At the time, DCC was the only community conege ever to win this prestialous award. Over the past five decades, the Couege has shown a

commitment to the acquisition of art - in the form of more than 200 paintings, prints, and photographs. A substantial sculpture conection adorns the campus grounds. The pieces were created by international, national, and local a.rtists, some of whom were students at the College. In 2001, Dutchess Community Conege was awarded the Dutchess County Executive's Award for Art in Pubric Places. As the Couege facilities grew, especially during the last 15

years to better serve students, faculty, and staff, so too did the Dutchess Community College Foundation that raises funds in support of student scholarships, faculty/staff mini-grants, endowed faculty chairs, and other enhancements to the academic atmosphere of the Conege. The Foundation was incoaporated on April 11, 1975, and, in 1992, became a 501.c.3 coaporation.

During that period there was no paid staff and only a few directors. Today the Foundation is guided by a 30-member board of drectors. In 1992, under the direction of present College president, Dr. D. David Conldin, the Foundation began a fifteen-year period of sustained growth. In 1992, the Foundation had assets of $280,069. By 2007, the assets had risen to $5,211,603. Money

raised by the Foundation is not meant to supplant state. or county support, but to enhance the educational experience for DCC students. A "Maintaining Excellence" Capital Campaign was initiated in 2003 that exceeded its campaign goal of three mi]]ion dollars by almost forty percent and allowed for the funding of four endowments. This focus on the role of the Foundation has enabled the College to provide scholarships and grants in excess of $300,000 each year. From 2001-2006, more than $1.9 million has been distributed in scholarships and grants. The successful Capital Campaign has ensured that the College can continue to offer the Charles E. and Mabel E. 76

Dcc' s cAMpus AND THE r<`OuNDATioN ;

Conklin Scholarship for Academic Excenence into the future. This scholarship provides two year's full tuition to any Dutchess County graduating high school student who graduates within the top ten percent of their class. In addition to scholarships, the Foundation armuaHy provides grants to faculty of approximately $50,000 t:o support special programs. The Faculty Mini-Grant program provides

grants to faculty in support of projects related to academic programs and community outreach. Many of these projects have become much anticipated annual community events. Fro example, the Math and Science Matter for Young Women Fair hosts over 300 young female students for a day of mathematics and science leaning and experimentation; the Punkin' Chunkin" Festival pits local high school and college teams against each other in competition to s.ee which team can hurl a pumpkin the furthest using hand-made trebuchets and physics; and the Architectural Competition invites budding architects to submit their designs for awards and recognition. A Faculty Program Initiative enhances the Disinguished Faculty Chair Program which was initiated in 2003. Each Chair requires an endowed fund of $50,000 with an annual stipend of $5,000. The purpose of the Endowed Faculty Chairs is to provide funding for extraordinary work by a faculty member. The recipients of the Chairs traditionally invite a distinguished speaker from their academic field to campus for a public lecture and student discussions.

In 2004, student government. leaders petitioned the College's board of trustees for the opportunity to parti`cif)ate in the Capital Campaign. Subsequently, the student body passed a referendum that allowed for a small refundable fee to be paid by each incoming student to endow a Technology Fund that will en.;ure future students have access to state-of-the-art teaching and leaning technology. This student-led initiative was the first of its kind at any community conege in the nation. Endowment funds are now available to provide for equipmeflt purchases, with emphasis on technology, including computers, programming, and software. Equipment will also be purchased for the Francis U. and hoary F. RItz Library and the Mary Louise Van Winkle Teaching-Leaning center. I 77

ANN VINFIELD.AND F. KENNON MOODY

The successful Capital Campaign has also anowed for an endowment for facilities and campus improvements. This first flfty years has witnessed a journey that began with one renovated and two deserted buildings and has led to a vibrant, academically excenent college with thirteen major academic buildings. Each decade has brought not only new programs and new buildings but also enhancement of the landscape setting that has created a scenic campus with spectacular views of the Hudson River Valley. The campus sparkles with art, sculpture, and decorative

plantings. This fourth fund provides an endowment to ensure that the campus will continue to be enhanced and maintained. Other initiatives have provided gifts and purchases that have improved the Dutchess campus and made it unique among community coneges in the state and in the nation. Outdoor sculpture has created numerous places for relaxation and contemplation. Many people have purchased benches in the names of loved ones for students to sit and study when the weather permits. The tradition of honoring an individual by naming a building on the campus in his or her name has beefl very successful. By supporting the Couege with a gift of funds or resources, an individual or coaporation can choose to have a name placed on a building, a room, a professorship, or a scholarship .at Dutchess.

Each year the Foundation presents an annual fund-raising campaign. Staff, faculty, students, alumni, and friends use that opportunity to express their satisfaction with the educational opportunities provided by the Conege and mak-e their support tanedble. The Dutchess Community Conege Foundation has become an integral part of the Conege's drive to maintain excellence and to`. improve the educational experience for students. Today, Dutchess Community College is well situated to successfully embrace the next fifty years. Strong community

support of the institution has enabled the Conege to become a valuable resource for Dutchess County and the entire Hudson Valley. Each year, $807.4 million of the current Dutchess County economy is attributable to the cumulative impact of DCC's 50year presence. This represents 7.5% of Dutchess County's total yeady income each year. DCC's economic contribution includes spending by the Conege, spending by out-of-reedon students, 78

DCC' S CAMPUS AND TI]E FOUNI)ATION

and-most significantly-the current contribution of DCC's alumni in the workforce of Dutchess County and New York State. The present-day Dutchess County economy nets roughly $30.9 million in labor and non-labor income each year due to DCC operations and capital spending. The accumulation of these credits results in higher wages for students, greater returns to business and property owners, and enhanced worker productivity. Altogether, the contribution of DCC instruction explains some $768.1 mihion of total income to the current economy of Dutchess County. For every douar of state and local tax money invested in DCC today, the pubhc at large sees a cumulative real return of $26.60 over the course of the student's working career, in terms of added income and avoided social costs.

Ill. PEOPIE OF TIIE COIELGE

ComingApart..Tbel960s* RIchard Reitano

In his book about the 1960s, Boozay, journalist Tom Brokaw

writes, "I berieve that for many, the Sixties, like beauty and bias, is really in the eyes of the beholder...When and how we go to war, how we measure and respond to authority, what is culturally acceptable, how we treat each other across racial and ethnic lines, and, most of all, how we hve together and advance together, are all questions that linger from the Sixties and still demand our attenti6n and await our answers.''t I was really a kid when. I was hired by Bob MCKinney± and Dr. James F. Hall§ to teach .courses in Political Science at Dutchess Community College in 1966. Historians often argue about when the 1960s began. Sorie suggest that the Sixties start€d with the inauguration of John Fitzgerald Kennedy as the 35ch President of the United States on a freezing cold January 20,

* The title of.this essay is from a superb book about the 1960s by Wi]hiam L. O'Neill, Cozzz?.#g £4jJczrf. The book offers a sober analysis of

the era without romanticizing either its positive or its negative aspects and consequences. t Brokaw's book, Booz/ Lroz.car O/TZ}c Jz.x¢.cr, is, in many ways, a memoir

by the broadcast journalist who lived through, reported on, and broadcast reports about the 1960s.

I Bob MclGnney was the Executive'Dean of the College in 1966 when I was hired. He filled in for]im Hah, the founding president who was ill when I was hired. § Nci one ever dared to can Jim Hall anything other than Dr. Hall. 83

•RICH.ARD REIT/uno

1961. "We observe today not a victory of party but a celebration of freedom," Kennedy said. Others maintain that the Sixties began with the President's assassination on November 22, 1963 in Dallas, Texas. Ifl afly event, we did not know that a "tittle" waf in a

place most Americans could not find on a map if their lives depended on it, would have such drastic consequences when the President observed that January day, "we sham pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of fiberty." The 1960s were, however, more than just about the war in Vietnam. It was a truly revolulonary period in this nation's history because the era was characterized not oflly by an unpopular war, but also by the civil rights struggle by African Americans and their supporters, by demands from women for more equality in American society, by a sexual revolution that repudiated the moral boundaries of the 1950s, and by the widespread use of drugs among young people who did drugs, they maintained, for "self discovery" and as a protest against the values which their parents represented. They hstened to rock n'

I::te(nwahi::hiac::¥o:dso:£gyan°dfp::=cfarper:ttse)st;:d]::sfi:¥rem::1: hair long, they dressed in clothes that offended the sense and sensibilities of adults, and they espoused revolutionary values accompanied with "appropriate" rhetoric, "One, two, three, four, we don't want your [expletive deleted] war." Dutchess Community Conege was less than a decade old

¥a:;:t]±;8fi=stt:caecv¥g],?i:aoc:'r:ent:::e[dw(Z:?h:ey::uS:ys)t¥:res:: in the class. The "older" students were- kind to me, fortunately, * Beacon resident and folk singer Pete Seeger sang "Waste Deep in the

Big Muddy," a critique of LBJ and US. involvement in the Vietnam War, at a taping scheduled for broadcast on the Smothers Brothers Hour in September 1967. CBS re.fused to broadcast the segment. Seeger was eventually allowed to sing the song on the show in February 1968.

t In those days, there was clear demarcation between day and evening classes. Traditional age (18-21 years old) mosdy attended during the day, while "older" students attend classes in the evening.

COMING APART

and no one made an issue of my youth. We were eventually affected by the turmoil in the nation as was virtually every one else in the United States. In my International Relations courses, I taught about Eisenhower's "Domino Theory" Cater adopted by Kennedy and Lyndon Johnson) in Southeast Asia. The reality, however, was that there were dominoes falling all over this Country.

Tinngs that we had taken for granted were now suspect (Why not do drugs?); institutions that we were taught to revere, were now routinely derided by the media and by ordinary citizens ("Hey, hey, LBj, how many kids did you lull today"?), and the family life on TV that we were brought up to emulate (`~`Father Knows Best" -a 1950s sitcom) was now considered to be shauow and just plain wrong. 1968 began with the Tet Offensive in late

January in Vietnam, and it continued with the assassinations of Dr. King in April and Senator Robert Kennedy in June. In August, as WiHiam O'Nein observed, "Everyone (mew) what happened when the beards and bigots met that week (in Chicago)."* The Democratic Party national convention was characterized by anti-war riots in the streets of Chicago ensuring that the Republican candidate, RIchard Nixon, would win in the November presidential election against Hubert Humphrey.. Martin Luther .lting, ]r.'s murder in Memphis in April 1968 and Rot;er.t Kennedy's murder in Los Angeles in June 1968 devastated my colleagues and my students at the College. IGng, many of us believed, was the apostle of racial justice through non-violence, and Kennedy was the best political leader of our

generation. Ifing's message, "I have a dream that my four little children will one day five in a nation where they will not be

judged by the color of their skin but by the content of their character," resonated on the Dutchess campus. Kennedy's response to King's death, "what we need in the United States is not lawlessness and violence, but...love and wisdom," and the themes: of his presidential campaign helped move a nation and our campus. They both died too young, and they left us with still much to be done. To this day at the Conege, we know that we must do better by recruiting a more racially diverse faculty and

P2ige 7 -rn Coiming AficlTt.

RICHARD REITANO

staff, and by responding better to the needs of a more racially diverse student body. There's an old Greek saying that who the gods love, die young, and stay young unul the day they die. When King and Kennedy were killed, a part of all of us died. Somehow, we had lost our youth forever. If the 1960s really ended in 1973, again as some historians suggest, with a decision by Congress to halt au U. S. mhitary action in Southeast Asia, 1970 was truly a watershed year in the history of the Vietnam War. On May 4, 1970 four students at Kent State, protesl=ing the April 1970 American "incursion" in Cambodia, were killed and fline were wounded by Ohio National Guardsmen. The President's Commission on Campus Unrest,

appointed by President RIchard Nixon, concluded in its report: "Even if the guardsmen faced danger, it was not a danger that caued for lethal force. The 61 shots by 28 guardsmen certainly cannot be justified." In response, students at Dutchess Community College demanded that the American flag on a pole in front of Dutchess Hall be lowered. The Conege .faculty was divided, reflecting the deep divisions in the country. Dave Lax, who chaired the Aft Department, and Gene Sheridan, my department coueague and a friend, opposed any lowering of the American flag. Dave was a brilliant combat artist during World War 11, and Gene Sheridan was a veteran of World War 11 and the Korean War. It was Jim

Harr, our Dean of Students, and Jim Hal, who suggested a compromise that prevented a serious confrontation between students and older faculty. They stated that the American flag would be lowered while the assembled group said a prayer (Harr was a minister and a wonderful man), and when the prayer ended, the flag would once again be raised. That decision satisfied everyone. Jim Hall also wore a black arm band at the May 1970 graduation at the behest of Dutchess students (and contrary to prevalent conservative thinking in our community) to honor the memory of those slain and wounded at Kent State. Ofle of my former students and a Vietnam veteran, Jim Kelly, recently wrote to me and told me, I remember... about... when Cvets'-myself includedarrived on (the DCC) campus-(in 1968-1969)... we were greeted at reedstration... by jeers-a few nasty

comments and a few eggs-all this happened BEFORE 86

COMING APART

(the conege's) Vets' Club was established... AFTER a few months and some great dialogue and a FEW SUPER Vet-sponsored parties-- the majority of students and vet students were basically a pre-Sofidarity student body . . .What's more important, future returning Vets attended DCC --due to groundwork laid by Vets' Club and interaction with (the) student body in general--they received not only a GREAT education but a smoother transition back into civilian rife --with political action at their disposal.

I wish that I could state we an understood that there were differences between the policy makers and the young men who fought in Vietnam. We tried, but we were not always successful in recognizing these important distinctions. We faded to understarfd that many of these young men, who were drafted and served in Vietnam, were really just doing their duty as they saw it. Tom Brokaw relates the story of his friend and contemporary Gene lGmmel who wrote to his father while serving in Vietnam and before he was killed in action, "I'd like to think I have made an

;t:erEptti£:tthth°eu8:es[mhaaud.i,t,*may be9 to leave a safer more secure My favorite story of this period goes back before Kent State and reflects the decency; leadership, and compassion of Jim Hah, who kept us from "coming apart." I was realstering students in the gym for the upcoming term when one of my students, a Vietnam veteran, approached me. There had been some kind of mix up in his benefits from the Veteran's Administration, and he had not received the "check" to cover his tuition at the College. Business Office officials, who sat at a table in the College's gym, denied him permission to enron because he had no money. I spotted Dr. Hall, I introduced my student `to the College

president, and I informed Hall about what had happened. Jim Hall, a visionary and a great man, took my student by the hand (they were both over 6 feet), and proceeded at breakneck speed with the studeflt in tow to the Business Office table. Dr. Hall then instructed the clerks to put my student's tuition on his "tab" while the VA cleared up their clerical error. This story reflects

Brokaw, p.134.

RICHARD REITANO

leadership, but it also reflects the humanity of a man who helped

prevent us from "coming apart." I would be remiss if I did not briefly write about one incident that occurred in the spring of 1970. One of our student campus revolutionaries was addressing a packed audience in the conege theatre about the events of Kent State. A faculty member arose and asked the student if he was a male or female (given the young man's very long hair). The young man said then he would prove that he was, indeed, a male by exposing himself in public. Fortunately, the faculty member and the kid backed off, but Jim Ham, who was not present, scolded the teacher (in private) for

provoking the student, and for nearly causing him to "show his thing in public." It was Dean Bob MCKinney who suggested a compromise with the demands by students that finals be cancened to protest the violence at Kent State. He recommended that students who engaged in a socially constructive project be given the option of taking their final exams later with the concurrence of their faculty. Faculty and studeflts at the convocation accepted MCKinney's recommendation, and it worked. The war in Vietnam was never based on equal opportunity for those who served. I began teaching, and a colleague, about my age, was hired at the same time. My draft board in Massachusetts occupationally deferred me from the draft. I had told my family that I would not serve in this war, and many family members were outraged. One of my brothers had served in the Marine Corp and my uncle (whom I adored) had been at Pearl Harbor on the Uj:Lf P4oc#z.x on December 7,1941. The vessel escaped damage by the Japanese only to be sunk in the 1982 Falkland Islands War after the Phoenix had been sold to the Argentine navy by the US in 1951. I was spared a.jail sentence afld the wrath of my finily because of my draft board's decision. My friend's draft board in New York State, however, drafted him. At boot camp, he made "soldier of the month" two months in a row, and after basic training, he was ordered (no surprise) to go to Vietnam. He told the Army "no," he would not serve in the war. His lawyers successfully argued at his trial that he was "conscientious in his objection" despite the fact that he belonged to no "organized reliedon." The standard had always been that one could not claim "conscientious objection" unless 88

COMING APART

there was a clear history of participation in an "organized reriedon." The verdict in his case affected other young Americans who refused military service on moral grounds, but were not active participants in established religous organizations. My friend readily admitted that the outcome would have been different if his family had been poor and not socially and

pohicauy well connected. I should note that the Sixties also included its share of "far out" episodes at the Conege. One morning while I was in the Conege cafeteria having coffee, one of my students in a casual conversation told me that he was planning to hijack a plane to Cuba. This comment was in response to a question I had posed to him, "what are you going to do after you graduate"? I dismissed his response as silly, but, sure enough, at the end of the semester, I tuned into a radio news broadcast discussing a young student from Dutchess Community College in Poughkeepsie, New York, who had attempted to hijack a plane from Miami to Cuba. The plane never made it to. Cuba because the pilot managed to convince my student to accept Christ while they were in the cockpit together. The student's "vieapon" turned out to be an aerosol spray can. The pilot spoke at his trial, and my student received a reduced jal sentence. Dr. Hall i.nterrogated me after the incident, and he posed a question. "What did we do that caused the young man to attempt the hijacking''? I did not have an answer then, and I do not now. The Sixties were not always characterized by rational behavior, and things happened that often defied rational analysis. In retrospect, Dutchess Community College was as divided o.n the issues of the day (some large, some small) as was the nation at large. The Conege did not come apart because there were enough people of good will on the campus who bought us through very difficult times by acting reasonably, by rejecting fear mongering, and by listening and responding to reasonable (and not so reasonable) criticisms and demands about what was happening to and ;in our country. As Toin! Brohaw writes, however, "the contest wll (sti]]) be waged between candidates (for president in 2008) who were shaped. . . by their personal and

RICHARD REITANO

political experiences in the Sixties." * Perhaps, the most important lesson from the 1960s, as reflected at Dutchess

Community College, is that, as a nation, we can leam, we can change, and we can even muddle through, if we are wiring to work together. Or, as Brokaw suggests, issue remains whether or not aH of us will "attempt to move America to a new landscape that has the common concerns about the future instead of the fault hoes of the past"?t

* Ibid,125.

t Ibid..

I twdent Aaluities Tbro%g!b the Years A Photo Essay Compiled, Researched, afld Written by The DCC ELstory Club @rittany Bush, Jade Sprauer, David Sema, Veronika Golova, Lizbeth Flonc, ]ocyln Walace, and ]oanna Croshier) Iutrod„ctiorl

Dutchess Community College has been providing higher education to students for just over fifty years. Even though it is a community college, the students still get a sense of belonging through various activities and academic pursuits. For many years, DCC has been providing club activities for the students to join, such as the Masquer's Guld, the hiterary Magazine, Student Government Association, the History Club, as well as many others. Some clubs even focus on the student's career choice: for instance, the Paralegal Club as well as the Architecture Club. One of our oldest clubs is the Masquer's Guild, which happens to be as old as the college itself and is stiH around for students to join and take part in play productions. Throughout this photo essay, readers lou see that there were various student activities that took place throughout the history of Dutchess Community College. The pictures embody what Dutchess Community College is all about, which happens to be its students. Furthermore, Dutchess Community College has had the pleasure of having many guest speakers, but there was one in particular that stands out in memory. Eleanor Roosevelt came to visit DCC twice, and both times she addressed important topics that are still relevant today. In addition, there are many-aspects of this college that are still as applicable today as they were fifty years ago. In 1966, students were offered courses in painting, drawing, and fine arts. Students today can still 91

DCC HISTORY CLUB

experience this kind of program at DCC and are not as limited as they once were. Dutchess Community Conege has always been recognized for artistic excenence. In 1973, the fl]m Lfzfow7.»tz/, which

was produced by DCC students, won second place in a film festival. Although more advanced equipment is used in making fihais today, students can learn all aspects of movie-making here at DCC. There are many innovative extra-curricular activities that DCC offered to students in the 1960's and 1970's, including: golf, Jazz Ensemble, Basketball, as weH as a Fashion Show that was held every spring by the Retaihag Club. This all led to a grand social life for students. With common interests, students banded together and many Could be seen hanSng out in various areas such as in front of Dutchess Ham, known today as the Student Activities building. Some things never chaflge because still today

people continue to hang out ther.e. However, the most important part of attending Dutchess Community Conege has always been graduation. In 1968, DCC saw the largest graduating class since they had opened the college. Today, 96°/o of DCC students that go on to pursue their Bachelor's Degrees graduate. DCC has been successful historically as wen as presently and a sense of community that is not found in most coneges is overwhelming at Dutchess Communfty Conege.

2. Bashetbcill (1965)

The Blue Falcons in one of their basketball games. Although they suffered from height problems in the 64-65 season, they fought courageously against many difficult opponents. Some of their opponents at the time included local community coneges such as Westchester, New York City, Nassau, Rockland, and Ulster.

•a£-i-`:I:i-'i!-.*

>--,

`!f(i.±'E..: i

3. Tbealer (1965)

Theater production has been an important part of Dutchess tcommunity College. Ijimited by the number of classes in the eady 60's, the classes oflly gave a basic introduction to theater, such as play production and the fundainentals of theater. Although there was a lack of a major at the time, the Masquer's Guild gave people the opportunity to act in plays )

p.roduced for the public. These plays were produced one per semester, add gave people an opportunity to act in plays.

4. Fashion show (1969-1970):

This fashion show at the college could have been the "I've Got to be Me" show, which was hosted by the Retailing Club. This fashion show was an annual event held by the Retailing Club every spring. Because the purpose of the Retailing Club was to lean about the retailing field, the fashion show was a way for the members to show what they learned.

5. Ja*3,Eacemble (1974): \

The 1974 Jazz Ensemble was directed by Robert Thoape and was first organized in 1971 by Dutchess students. In 1974, the group played in forty concerts around the community and had nineteen members. The students approached Thorpe to lead the band because they knew of his background playing trumpet with the Glenn Miller and Woody Herman bands. The money that was earned at the concerts went to a music scholarship fund that at that time had reached $3000. The Jazz Ensemble focused on music from the `CBig Band" era of the 1930s and 1940s.

11. ACADEMICS

6. Bng!ineerimg StHdeyit§ (1965):

The Enalneering program is designed for students who want to transfer after Dutchess Community Couege to pursue their major in enSneering. This program was a unique asset to the college, in that there are specific requirements that had to be met as part of the deal to enter the enctneering program. Students had to take all of the required college entrance exams and have four years of mathematics courses in high school. These requirements enabled the students to transfer successfully fr6m Dutchess Community College to another institution.

7. Pairiter (1966):

The student in the photograph could have been taken one of many art classes offered in 1966 including: Advanced Painting, which focused on many different representations of art; Fine Arts Speciarization, which was an independent study course in the fine arts; or Life Drawing and Painting, which focused on the human form.

9. Film Gay (1973):

The year 1973 was an important year for the film students of Dutchess Community Conege because of the opportunities that arose for them. The film "Survival," was produced by DCC students and won top honors at the Mt. Watchusett Community College Film Festival. There were 24 fflms entered aid "Survival" won two first place awards and one second place prize. To help these students to make their fiha, there were two different classes offered: "Moviemaking and the Camera" and "Animated Films and Tithag." Each of these classes helped to teach students how to use the camera to create effective footage.

10. Biology

Biology.., at Dutchess Community College, paid close attention to the study of the microorganisms and their place in nature. Attention was given to beneficial and injurious forms. Techniques used in their study were demonstrated and employed in the laboratory. Furthermore, the Biology Club under the skinful direction of Professor Bemard was

primarily for those students who intended to pursue some career in the Biologcal Sciences, such as medicine and dentistry.

Ill. SOCIAL LIFE

11. St%dent§ HavingFHn

As a new addition to the school, a cafeteria.to seat 800 along with smaller dining and conference rooms was completed in 1975. In October of 1976 the building was given the name DrumHn Hall to represent the `Drum]in' hill it is situated on. The cafeteria promotes the goal of the coflege tQ provide for the many and create diversity with varying educational and career goals. The efltire student body is provided with a place to eat and meet with friends while knowingly, or unknowingly, encouraedng involvement in campus activates and classes by sharing interests.

IV. EVENTS

12. BleaM!or Fhooseuelt •-`®

Mrs. Eleanbr Roosevelt was iflvited to appear as a guest speaker in the Dutchess Community Conege Studeflt Center by the International Relations Club on April 13, 1959. The International Relations Club provided an outlet for those with an active interest in world affairs. By inviting Mrs. Roosevelt they hoped to share their interest with the rest of the student body as weu as the community. Mrs. Roosevelt captured the audience through a discussion of her own

experiences with world affairs-a presentation that helped to facilitate a greater understanding of the complex situations arising around the world. Paul Donahue, Club President and Robert Conroy, Club Vice President presented Mrs. Roosevelt with a corsage as a token of thanks and appreciation for ? wonderful opportunity to broaden horizons through a powerful speech.

1 3 . Eleanor Fhoo§euelt

On May 23, 1961 Mrs. Eleanor Roosevelt addressed an audience outside of Bowne Ham on the topic of literacy, education and democracy, an event sponsored by the Political Science Club. Mrs. Roosevelt warned students and community members .that the world was entering a "dangerous period" with the power to destroy the human

civifization. In order to prevent this downward spiral, Mrs. Roosevelt stressed the importance of becoming educated for rife, rather than for a single employment objective. According to Mrs. Roosevelt, education represents the freedom to think and allows for freedom in the form of Democracy; freedom and democracy together maintain world order. The topic of Mrs. Roosevelt's speech can easily be appfied to modem times and supports the efforts of Dutchess Community College to provide further education opportunities to the adult world.

14. 1968 Gradrcition:

This graduation ceremony was held on June 9, 1968 and involved 394 graduating students for associat:es and applied science and associates in arts degrees. At this graduation ceremony, there were many depressing themes. The guest .speaker was Dr. Nell Eurich, the Vassar Dean of Faculty, twhose speech concentrated on the theme of `The Graduate Today" as wen as the increasing amount of violence in American lives in the late 1960s as a result of the Vietnam War and the Counterculture Movement. The president of the college, Dr. James F. Ham addressed the death of Senator Robeft F. Kennedy and caused the graduation to be tuned into a memorial service as weu as a celebration of the graduating class. The year 1968 saw the largest graduating class up to that date and was a serious as well as joyous occasion for the graduates.

A Swavey Of D%tcbess Almmni Cathy Furlani Whatdoesapoughkeepsieattorney,asupremecourtjustice and the Dutchess County Executive have in common? One answer may be that they are an involved in the law of our county, but the answer I was looking for hit-s closer to home and is something that they have in common with thousands of other people in our area. All three are graduates of Dutchess County Community College. Not only did they attend Dutchess, transfelto four-year coHeges and beyond after graduation, they stayed in the community and have become a few of many successfiul graduates from our school. Jonathan Symer, a local attorney, began his educational career at Dutchess in the late 70s whfie working full time for an ambulance company. He chose to attend Dutchess full time because DCC allowed him to keep his full time job, attend school and "still have enough of my paycheck at the end of the week to sustain myself." Christine Sproat, a Supreme Court Justice in Dutchess County Supreme Court, started at Dutchess in 1976 as part of the Education program. After graduation from high school and a year at Krissler Business Institute, she came to Dutchess. "Krissler was something our Dad made all of us do," Sproat

remembered but came to Dutchess with plans on obtaining a Nursery Education degree. . County Executive William Steinhaus remembers being an immature seventeen-year-old when he began his career at Dutchess in the late 60s. With no plans for his future and a come-what-may attitude, his squeaked out a 2.0 his first semester. It is now in retrospect that he remembers Dutchess as a place •113

CATHY FURLANI

"to catch your breath about growing up." He berieves it is the

guidance he received at DCC that has made him the person that he is today. The counselors helped hin find a four-year college that suited his needs and his budget. Brockport accepted all his DCC credits on transfer and he even met his wife there. He thanks Dutchess for that as well. Steinhaus is not the only former student that thanks the staff and teachers at DCC. Sproat remembers June Pearson from her Human Development class fondly. "She pushed you when

you though you couldn't make it any more," Sproat remembered. It was teachers hike her that set the tone, making it possible for Sproat to graduate in 1976 cur laud after two years of being a

full ire student. Sproat also gave back as much to the school as it gave her during her time there as a student afld after. As a student she was a peer tutor in behavioral sciences and after graduation she spent six years on the Board of Trustees and is currently on the

paralegal advisory board. Her own daughter is a graduate of Dutchess and is currently in her second year of law school. Symer remembers the teachers as being exceptional and has become friends with many of them after his graduation from Dutchess. In particular, he remembers his time with RIchard Reitano the best, along with Jack hippman, Judy Cole, and Julia MCGrew, for whom his eldest daughter is named. He recalls the friendship that formed with .Reitano over dinners at Reitano's home working on Model UN Club resolutions. The club represented Mexico and activities partialy included dinners at Mexican restaurants to learn more about the culture. Symer also remembers visiting Yale to participate in a Model UN where DCC placed wen among the other Ivy League schools in attendance. Placing well was a big accompfishment for a small community college, which was the only participating community couege at the Yale competition. Symer also thanks the counselors and teachers for helping him being accepted to Vassar Coflege and New York Law School after his 1978 graduation from Dutchess. The professors at Dutchess guided him through the application process, particularly the essays, and sent him off with wonderful letters of recommendation. 114

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Steinhaus recaus that one of his fist classes at DCC was political science with Jack Lippman. Although Steinhaus acknowledged that Lippman has his own place in history at Dutchess and the county, it is because of Lippman that Steinhaus is the current County Executive and has been for over seventeen years. In 1.967 hippman chained a Charter Committee that rewrote the c6unty's governmental sy?tern, changing Dutchess County to an Executive form of government. Steinhaus is so

grateful and has such adoration for hippman that there is a plaque in the Dutches`s County Office budding on Market Street dedicated to Jack Lippman `commemorating this event. Steinhaus still laughs about hippman being his first teacher the year the referendum was passed and here he is today the County Executive. Would any of these people change anything about Dutchess Community College? Not really. When Symer attended there was no Hudson Hall and Bowne Ham was still used for classes. He remembers the bookstore was in the basement in Drum]in Hal along next to a small lunchroom. He was glad to thear that now there is a fun cafeteria and the spectacular RItz Library for the students to use. Sproat praised crirrent President Conklin for his dedication to the grounds and building improvements. Since she attended, the addition of the Was.hington Science Building has been a real asset to the campus. Steirihaus noted that during his time as County Executive the county has invested more than 50 million doHars in improvements to the campus, making Dutchess one of the nicest campuses in the state and an asset to the local community. The renovation of Bowne Ham and the parking lots and the construction of the Washington Science Building were completed with major commitments from the County budget whfle keeping their promise of keeping Dutchess affordable to al students. As part. of his job as County Executive, Steinhaus often gives speeches at local area high school graduations where he always discusses ,Dutchess Community Conege as a "perfect

parachute to the next level." In our interview, he told me that as soon as he mentions DCC, the parents in the high school audiences become animated. He is well aware that many of the parents in the audience attended Dutchess at one time or another, and in fact that many of them still attend Dutchess. He '115

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recaled that in the early 1990s when IBM was beednning to lay off people, Dutchess helped many adult non-traditional students

get back on track with their careers by leaning new skflls and "technically saving the County.'' He adds that one of the greatest assets of Dutchess Community Conege is its "contributions to the economic infrastructure." Many graduates stay local, giving the skflls they learned right back into the community. Some of Steinhaus' fondest memories of .Dutchess involve Spriflg Weekend where more than 200 students traveled to the Catskills for an overnight. He was part of the group that organized this formal school event. He was also a student senator and president of the Varsity Club. Symer was pleased that he was able to take golf and archery instead of gym class while he attended DCC. He admits, he was "more academic than sport oriented," but still enjoyed those classes and still plays golf to this day. He also remembers a microbiology lab where he grew and isolated an organism "in the bottom of his sneaker." Symer, Steinhaus and Sproat also remember the hins on campus well. The groans about parking in Lot E with no Hudson Hall elevator to take to the campus level can still be heard hike ghosts on campus. Sproat remembered it fanned on her graduation day and she worried before the ceremony about her mother walking up the hills in the rain. Looking at "College Hill" from his office, Steinhaus recalls the wind on the hills but says that was "nothing compared to his winters at Brockport." AIl three gave me the same closing thoughts about Dutchess - a great place and a great local resource. Symer reminded me that with any school, "it is what you make of it," but Dutchess allows you to find your place. He also added that along with its professors, DCC also is a great place to make the transition from high school to a four-year couege. Sproat agrees. She thinks is it the professors that the students remember the most. They let the students be themselves and encourage them to keep going. She cared Dutchess a "gem of a conege in the Hudson Valley." Steinhaus echoed their sentiments. He feels that the fiftieth anniversary of the school is a perfect time to reflect "on the success of the County," and the school. The diversity of •students at Dutchess adds a certain richness and life experience 116

A SURVEY OF` DCC ALUMNI

to the clas<ses. He also knows that the students have great pride at being students there. He feels DCC has a very "nurturing culture," from the professors as wen as the support staff. He also feels that DCC "lets people develop as people," and not just students. DCC is concerned with the "totality of the person,"

giving them a sense of belonalng that is different from other community colleges. Symer wanted me to add this message to RIchard Reitano when I mentioned the rumors of his retirement after more than forty years of service at DCC. "Best wishes and I hope that you continue your afffiatiori with DCC." I bet he does. It seems that the people who leave Dutchess Community College want to give as much back to the school as they received from it, and it shows.

Historian Has The Last Word.. ANon-Grad%cite'JMemoir/Trib%te to D%tcbess Comunundy Colleg!e Joyce C. Ghee Dutchess Community Couege @Ct) is weu named. It has been part of County .hfe for over fifty years. Its direct and indirect influences on a wider area are many and varied. Even the most

general, unscientific review of everything from the personal and educational to the broader economy, history, and culture makes one rearize its salubrious impacts. Since its opening in 1958 DCC has changed many fortunes for the better, at times when individuals and families faced daunting crossroads in their lives. : Student body, graduates, its nearby un-enroued neighbors, members and leaders of our civic and social institutions, and the work force at all levels have experienced its impacts and gained

power by having a growing and vital two year conege in their midst. Its leadersh.ip and students have quite hterally effected historical change simply by existing and doing an excenent job of educating and supporting a broad constituency. DCC has been a

good friend not only to members of its internal community, but has encouraged dependable partnerships with fellow academic

=stEt;g::g ¥::spa]re, ¥nadr£:i,d:rars€Lge¥s¥se¥£=gptalotzc,hertjg, owrorre¥sne: educational and personal goals. There is hardly one among my generation in the area who . has not an immediate family member or relative who either began his/her conege work here; completed a two year course of study for an Associate's Degree; added skills needed by a current career; 119`

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or worked toward changing to a new field in the workplace. DCC is a magnet for those in fleed of credits, information, enrichment, upgraded employment skills, or wishing to satisfy curiosity. Three of my four children have benefitted directly from DCC programs as the beednning of higher education or before making a career choice. Three daughters-in-law also receivedS aft or part of their educations here, and, at the moment, a grandson is working to complete his Associate's degree at DCC before taking the next step. Recahing their experiences at the college (a sometimes painful activity for a pareflt) has made me appreciative of the patience required by faculty and staff in dealing with the as yet un-formed and often !±]±rriflformed visions of young students when they enter couege. This is true also of the confirmation needed by older students when they join .the ranks of recent high school graduates as classmates. As I fecan, one of my children said to me as I fretted about his decision to drop out and pursue another

path: "Don't worry Mom, if it doesn't work out, they 4¢¢g to take me back!" This "truism," often shared by young people, casts a whole new right on the courage and commitment of DCC staff. As the cost of all conege education skyrockets, a goodly part of the rationale for DCC as a starter conege, for many, is economics, but an even better reason is the quality of the education and guidance students receive from an excellent and caring faculty, staff, and administration who work together to see to it that those with the desire or real need to continue further, have available both opportunity and support. Cbang!irlgDirectiou§Alorigllife'§UunappedRDute-Apersorialprehde

"Whatdoyouwanttobewhenyougrowup?" This question, asked frequently by adults of children, is one we should continue to ask ourselves, periodically, all our lives; especially when we find our footsteps meandering along a

path without a sense of an ultimate destination/goal. Two very brief forays into the academic offerings of the college as an adult changed the course of zey /zyg. at a crucial

personal crossroads. They marked the beSnning of a continuing \

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personal and professional relationship with DCC leadership, a partnership that has enriched my own rife immeasurably and also left the community culturally and historicafly richer. I hope that recamng these experiences and their impact may reinforce the

point for others; DCC makes a huge difference in this community. It begins, hke the experiences of many DCC students, with youthful dreams that do not always materiahze as reaHries.

I always thought I khew what I wanted to do when I grew up. Becoming a public historian and historic preservation advocate was #oJ on the list. Please bear with me along the side road, which also led back to the main road. When I graduated from Roosevelt High School in Hyde Park in 1948, I had two goals in mind: I wished to sing professionally, and/or be a successful artist/inustrator. A glance at T4G Ofi¢z.Z, the class Year Book, and its L.I:Z a/ prz./zz/ J/zz/z.i./z.4f,

reminds me that my primary goal at seventeen was to become a "concert singer," but I also did Yearbook art work. Scratchboard

illustrations of those who were "Best/Most" something or other among my fellow classmates were pure pleasure to do. As class Valedictorian, full academic and vocal music scholarships to Vassar waylaid my youthful plans for ]ulliard or Pratt, but did not keep me from pursuing the vision as parallel sidelines. My own college experience, as a Vassar student on fu]] scholarship and later as a supportive alumna/graduate thereof, after .1952, was weH behind me when the community college first opened its doors. As does today's wartime environment, the Korean War and the draft pressed marriage plans to my flanc6, Bill Ghee, soon after graduation from Vassar. With his return from The Army overseas our young but growing family put personal career thoughts behind. Our three sons and one daughter, for whom we had high hopes of academic achievement, forced us as caring parents to keep an eye on what was and would be available to them as they grew older. With the support of two doting grandmothers who babysat willingly during those eady years after college, I sang semiprofessioqally for many years as a mezzo-soprano lituredcal solo121 I

A NON-GRADUATE'S MEMOIR/TRIBUTE

ist and as part of paid area churcri staff quartets. This:led to helping to organize Camerata Chorale and singgivg as a member. Another of the chorale's eady members, Lyn Bumstine, helped me to gain an appreciation of a totauy different music field, Folk Music. The interest of another chorale member, Doris Adams,

prompted the birth of a folk trio. Our initial presentation for the Y Wives Club of the YWCA dubbed us "The Merry ® Wives'' as a joke, a name that stuck, minus the "y" for almost twenty years of lecture/folk song performances. Given our initial boost by Pete Seeger in his successful Sloop Festivals, we squeezed in weekend and evening "gigs" for all those years at area museums, schools, coneges, and folk festivals. Brinedng up children, housework, part time jobs, volunteer and other required tasks competed for and eventuauy won our attention as individuals. Nevertheless, we enjoyed exploring with audiences the history and fun of the folk and traditional music of the American Northeast. Lyn did our arrangeinents involving a battery of folk and hybrid instruments and I developed and researched program formats related to the venue. In the process we got to know many area academics and staff of historic sites; learned a lot about the institutions and museums, all of which has come in handy, in retrospect, as I segued, unwittingly, and slowly into the historian/history advocate role. Concurrently, I also studied painting with respected artist/explorer Emile Walters, producing a sizeable body of work in several mediums, with occasional opportunities for shows and sales. However, the youthful vision of a serious career i`n either music or art was siderined by family needs, which had to come first for many years. Both interests have continued, however as an integral and supportive part of a different hoe of work as a historian and occasional author. YTWC:A and DCC Encouf2ters

MyownpersonalencounterswithDCCfaculty,administration and students have beeL decidedly wide-ranging over the years. They began, serendipitously, in the 1960s when I was recruited by the YWCA of Dutchess County to serve as its Director bf Adult 123

joYCE C. GHEE

Programs. My experience thereto fore had been as a volunteer and Board member with oversight of the agency's programs. Practice teaching in conege, a number of years subbing in Hyde Park's Haviland Junior High School, and in district Adult Education Programs, made me feel competent to teach. However, my administrative slalls were limited, so when I discovered that DCC had weekend and evening courses .in management available, I decided to give them a try. The UM!expected and..Iiife-Cbang!irig Crossroads.. DCC'S Mandgemerit Courses

first, non-credit course was with Ralph Plant, an IBM

manager, who helped develop internal department teams to work on various scientific and electronic information projects. While I knew absolutely nothing about computers, or the specifics of the tasks they dealt with, I discovered that this mattered not one iota. •.Ralph's expertise was in human relations, group dynamics and problem-solving; ski]1s that could work miracles with any subject matter with which a team had to deal. I was hooked! My next course was an evening, certificate course with Df. Jack Steingart, in A4lcz774gzgere#J /zy Or/.Gc/z.„c, based on the work

of Carl Rogers. Learning to trust and to listen, 1earfling to articulate, and to work with groups to set goals and objectives were all part of the curriculum. At coufse's end, I found myself with a whole new set of skills, with an enormous personal and community value I could not foresee at the outset. Jack became interested in what I was trgivg to do. with my colleagues at the YW and with the membership for which I was responsible. Although he was very well paid for what he did for IBM, he volunteered to work with me and an ad hoc committee from the YW to see what could be achieved in the fast chanSng social and cultural environment women then were beSnning to experience. The preparation I received from these courses helped me and my coueagues through the first of a number of challenges the organization faced in the 1960s and early 70s as it lost its Poughkeepsie building to Urban Renewal and was pressed by funders and supporters to take de-centralized services to the entire County and to meet the needs of a fast chanSng society. 124

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IBM meant "I've been moved" to traditional housewives/IBM famifies, moved here by the corporation from all over the globe. Whether from California, New Delhi, or Paris, these women came with either language challenges or cultural crevasses to span as large as the Grand Canyon. Other women members from the area were struggling with a chanSng job market and earning a Hving; ,trying to balance work/careers with marriage, cooking, childcare, and housework. All these women and their famihies, swimming in unfanrihar waters, were my constituents, who needed to find their own strengths as individuals exploring new and alien environments. Management and ristening shi]ls were essential; as was patience and trust. Part of my job was running a decentrahzed program in Hyde Park, ofle day a week. I was a " one man band," on site at St. James Parish Hall, planning , scheduhing, derivering, and/or finding part time -staff, with the help of participants. While I loved the job and was being groomed by the YW Executive Director to take her place as she looked forward to retirement, family challenges with the teen-age component forced my unexpected decision to return to the volunteer force. One of my final challenges for the YW, .once again as a supportive volunteer, was directing its capital fund drive to provide a new home for the agency. Francis U. Ritz... IBM's

prime authority on Community Development, and valued DCC Trustee, was my Guru through that period, leadiflg to a successful outcome in a building that sheltered the agency for another generation. Fran, as a conege trustee, has long been recogriized as one of DCC's, and this community's, greatest assets. Orie TbingDoes Seem to IAcid to Aflotber

Thecoursechoicesandrelationships;ormedatDCCthatflrst nourished my latest career path led from that YW weekly program held at St. James Church, to deeper personal involvement in community development within my own hometown, Hyde Park. A YW weekly program called "Lunchbox Di.scussions" brought out both local men and women concerned witri keeping the history and former rural character of the town ahve during a planning process that was just. tentatively beggivning. 125

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Over bag lunches, its members began to explore enormous community cultural, historical, and political change, with invited speakers and experts from the area. When the YW capital fund drive ended, a Hyde Park friend, Pat Weber, induced me to join an ad hoc planning interest group §ponsored by Cooperative Extension called the Visual Environment Committee. Attendees, speakers and advisors of the YW's "Lunchbox Discussions" became its constituents, as wen. These were among those who formed the Town's first successful historical society and worked with me, another friend,

Joan Spence, and Comen Cooperative Extension Service staff to incorporate Hyde Park Visual Environment Committee. Now known as HPVEC , th'e organization would become a permanent non-profit 'community educational organization with educated planning advocates as members. An .HPVEC architectural study of Hyde Park Landmarks established collaborations with DC Landmarks Association and the National Park Service. Joan Spence and I served as Executive Producers for a film,'' Fnyc7G P¢zle," sponsored by HPVEC and directed by Vassar filmmaker Ralph Adyck. When released after three years of production, it won national awards. It was shown frequently ofl National Pubfic TV and shook up the town to the reahies of lack of planning and to the rearization that its history and environment were its chief assets, in need of protection and development. The organization's next effort was to rally the towfl to save Eleanor Roosevelt's home, her beloved Val-Kill, for the benefit of the town and the American people. Once again, we started by brinalng the entire community, including elected officials, the National Park Service, the FDR hibrary and County Planners into the discussion. A "Repoct to the Community" in 1976 at FDR High School was planned and organized by representatives of these groups. They made up HPVEC's ad hoc "Cottage Committee," which I co-chaired with Nancy Dubner, a n.ew friend from the NYS Lt. Govemor's Office. By entisting actress Jean Stapleton's help in a portrayal of Mrs. Roosevelt as an advocate for Val-Ki]l's preservation, we won over any who doubted the importance of the concept. Encouraged by positive community response and a flood of offers to volunteer, we reached out for NYS and 126

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P!oto at Variderbilt Site RBc€Ptiom Following `Val-:Kill RPort to C_o_mmw_ndy".. It trmley avas "a darle arid stori'ny riig!bt" u/ben -Hyde Parle

Yiswal Flwirounlemt Com2mittee unueiled the idea Of sc[ing Eleanor

Rflosevelt's bolme" Val-xpll" to an erltbwJiastic, if avet, audience that

ou_eiflo.wed the FPR__High School awditoriwm im the Sping Of 1976. Jean

S_tapletor:, a§ hA:iI. RooJeuelt, Sealed the bargivn, belfi;d b;grJandsom Euti§

Rooseuelt and NYS 11 Gouettior Mcnyanrie Kfwpsdle. L to I+ : Cwnds Pooleu:lt, D.C Planrier, Keririetb I+ To.ole, Com7mittee Chair ]eyce Gbee, L!. Gou. Krwpsale, Jean Stcipletori, Co-Chair Nanny DWJirer, Of IJ.

Gouerrlor+ §t¢f f ¢boto ky Rchert Niles, Poug|bhe€P§ie Jouna[)

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JOYCE .C. GHEE I

Congressional support of federal lealslation. The promising

personal interest and offers of help from Roosevelt finily members, the National Park Service and FDR I.ibrary enabled us to incoaporate the ad hoc committee as a non-profit coaporationEleanor Roosevelt's Val-Kill, @RVIq. With Curtis Roosevelt as its first Chairman of the Board, County Planner, Kenneth Toole as President and Nancy and I as Vice-Presidents, ERVK served as lead agency to work with and promote Congressional action. ERVK's efforts spurred the estabhshment by Congress in 1977 of the first National Historic Site to honor a First Lady, the Eleanor Roosevelt National Historic Site in Hyde Park. As an ERVK Board member, offlcer, and volunteer for another more than twenty-year period, I witnessed what can be done by those who work together to reach a common goal. DCC's c.ourse in A4l¢#czge%#Z P2y Or/eczz.ae once again triumphed.

And I might add that, more than oflce, Fran RItz was available as an advisor and supporter.

I,ocal ELstory Mdj2aged ky Obyealue

In 1981, the next adventure began for me with my appointment I

to the municipal post of Dutchess County Historian, a chapter in my life's journey that brought me back to a renewed and closer relationship with DCC students and faculty. The need for good management skills and friends at DCC was never more apparent than the years spent in this job. As I waded through seven area, state, and national historic celebrations with county significance, in addition to all the regular duties required by law of a municipal historian, I oflce again found myself assisted by DCC. I credit Professor Richard Reitano's history classes and departmental colleagues for

providing me with my department assistant and good right hand, as well as an almost free workforce of lively student-interns, through most of the decade. Claudia Archimede came into my office one day to be interviewed for a part time secretarial position supported by a Mccann Foundation grant. As an adult with business experience exceeding the secretarial, she intended to beSn the conege studies 128

A NON -GRADUATE'S MEMOIR/TRIBUTE

she had wanted for years, at DCC, but she needed a part time position to support conege costs. Her skills were many and she became the assistant I really needed for the next eight years, eventually aided by the skills of Vera Edstrom as a part time clerk. Both women were capable of doing just about anything required, from bookkeeping, fihng and budgeting, dealing with

genealogy needs and serving as department librarians, to helping mount a parade of old cars or a festival. Claudia's classes with Professor Reitano inevitably made them both my partners in the promotion, use, care, and celebration of local history. Several years later, the partnership also led to .their marriage. With their help I did not lack for interns for a decade. Through their good offices and recogniti.on of talented young budding historians, internships supported cooperative ventures between Dutchess County Department of History and DCC on studies, exhibits, programs, and inventories. Everyone says that they "love history" but the young DCC scholars who worked for me found that history-keeping is indeed a real job. They did everything from office work to photography, research, editing,

graphic art work, and exhibit installation. They were "go-fers" for programs and conferences.-The editor of this yearbook was among the chosen. They were also wildly excited witnesses to history as exemplified by their coverage of the march by Reverend AI Sharpton to the Dutchess County Courthouse during the Tawan.a Brawley Case trial. Our office overlooked Market St. and the interns dashed for the cameras and notebooks as the crowd surged up the street from the Bridge and Armory. As young

persons, they found a look-out/perch for their historic photographs on a nearby telephone pole (that I would never have managed). Their photos, along with Claudia's, were placed in the County Historian's archival files. That departmental archive contained a photographic record of every celebration and pi-oject done during the ten year period I served as Dutchess County Historian, including as well, the other .occasional ideoloalcal/ poritical protests mounted in the vicinity of the Courthouse and County Office Budding. I hke to think that the work that they shared with the small staff of the Dutchess County History Department also 129

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contributed to the scholarships several of the interns received to continue at Vassar and SUNY four year colleges. Other DCC departments also contributed considerably to the work of the County Historian's office. DCC Arts Departtnent

provided staff us with the talents of graphic artists, for a number of important projects. Artist Sherley LaDue, who won a contest that the County and DCC co-sponsored for a Tercentennial Logo and poster, went on to a contractual position with the Department, funded by grants, to handle design of exhibitions and pub fished materials. Brian Schill, also DCC trained, followed in Sherley's footsteps when her family moved to Florida. Brian's and Sherley's art, initially sold by the department to support celebration costs, was placed at DCC by me for permanent exhibit. Another of Brian's posters was sold later by Dutchess County Historical Society .@CHS). With their talents to guide us, the department created an average of three to four in-house exhibits annually and cooperated with DCHS and other agencies on one or more traveling exhibits for each of those major celebrations. Briar worked with me on the format and design of Historic Driving Tours done under contract with DC Tourism Promotion Agency. His maps and design components, supporting my researched text, were used for almost a decade in DCTPA reprints distributed in the thousands to visitors. Reprints and portions of his work are still part of the re-edited tours, still printed in the thousands annually. When I decided to step down as County Historian, Professor Reitano prevailed upon me to place another of the Department's exhibits at DCC. It had been curated for us by Elaine Seaman for the Bicentennial of the 1788 Ratification of the US Constitution by New York State, here in Poughkeepsie. The absence of either a County Historian or a county archival repository for a number of years made DCC the wisest choice of a venue. Now Chapters / Neu) OPSorlunities

Themostrecentchapterofm-yexperiencesworkingwithDCC staff, students and leadership over many years carne after my retirement as County Historian, when my volunteer work with 130

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Dutchess County Historical Society @CHS) began in earnest. I soon found that pas.t relationships formed with insrfutions and individuals were still alive and well as community assets in any further projects I undertook as part of yet another institution. As a former committee member and Chair of DCHS's Pubhications Committee, I had done a fair amount of browsing and using of its collections' various materials. One of the first needs that I perceived as a user of DCHS's archival and bibriographic treasures was a serious effort to update the

gathering and writing of local history. I discovered that the keeping of local history. of any significance appeared to end, for those who wrote it, at the end of the 19th century. The very best lengthy local histories, and shorter studies in any of the area repositories, were completed, at the latest, in the eady 20th century, before WWI. Smith's history of the County and Platt's history of Poughkeepsie, which ended before that date, were re-

pubtished by DCHS for the County's Tercentenary. DCHS Yearbook articles, and its own institutional records recorded in the yearbooks, provided the few clues available to a sense of the broader rife of 20th Century Dutchess County residents. The five books that I co-authored for Arcadia Publishers with Joan Spence, in the 1990s and eady 2000s were done cooperatively with DCHS, to encourage a season of "catching up" for the area, by local historians. Our initial efforts to encourage others to share the histories of their communities has succeeded. Almost every town in Dutchess has since done at least

:rneeas,P];:::.±alse¥::iry;t£:fc°:oar¥:n_a:;Pthe.r2Socchmc=y[o:£S£::;fij studies have, thankfully, also emerged. Two of our pictorial history books on Poughkeepsie and one on Eleanor Roosevelt featured snatches of DCC history as

part of a visual overview of community change and changemakers. However, DCC deserves much more than we were permitted to do by the publisher's strict format and word limits. This Yearbook is a joint venture between DCHS and DCC, celebrating a key moment in the history of .public education in New York State at a time when New York's early community coueges were opened, and documenting the progress since. It will ensure that an hist:oric understanding of the 131

joYCE C. GHEE

influence that this institution has: had on the people of our community will flot disappear. DCC, as. the venue fir the county's important 1983 Tercentenary History Conference contributed to the production o£ C`Tran§f iormgdeon§ Of an American County-Dutcbes§ County, Now Yorle,

7683-798j." This useful text, despite its occasioflal print errors, wa.s pubrished jointly by DCHS and the DC Historian's office. It covered many aspects of Dutchess County history and clarified the relationships of local history to broader state, national and world history and culture. I wrote the Dedication and an article on music. It recans one of my .sub-themes: "One thing ( my past as a folk-singer and music teacher) does indeed lead to another." That Tercentennial publication was used for a number of years by DCC classes and is still available in print. Hopefully, this

publication, too, will also find its way into class curriculum and libraries as a permanent historical record. In various capacities, as my work with the historical society changed with every season, from worker bee volunteer to Board President, and back to worker bee, I have always found the welcome mat out at DCC. Its staff, faculty a`nd facirity have always honored DCHS program and institutional requests. When the Society has needed a meeting place, or a partner in planning for an amual history conference, required assistance with a special project, or sought a speaker for a program or simply wished suggestions for committee and board talent, help has always been available from DCC. In turn, student interns from the college have been` welcomed at DCHS in history-related enterprises and also used in exhibit preparation and graphics production. DCC's Graphic Arts

program provided ire Society with one of its most recent choices for a logo and an exciting reality-based project for a DCC class, at

the sane ire. As DCC celebrates its Golden Anniversary and DCHS nears its Centennial, both will recall a supportive fellow institution, whose leadership, constituents, members and staff have walked together along much of a shared historic pa,thway. I am pleased'to have had a sman part in their celebrated joint history and have good memories of friendships shared with companions from each institution along the walk. 132

AFTERWORD

Dutcbess Comm¢%yldy Colle.g!e

S tudents Malee a Dif f irence D. David Conklin The success of a conege or university can be measured by the success of its graduates. Using that criterion as a measure, Dutchess Community Couege is not only successful, but blessed. During this past year, as we celebrated the 50th anniversary of the conege, I have used those phrases many times to describe the impact that Dutchess Community College has had on Dutchess County. While it is difficult to measure how successful the graduates of a college or university are, there are some indications concerning the contributions of college

graduates that equate to their success. These indications include economic contributions, professional contributions, and civic and social contributions. As part of Dutchess Community Conege's celebration of its 50th anniversary, Ccbeneflts, Inc. was contracted to conduct a college socio-economic impact study. The purpose of the study was to detail the role that the couege plays in promoting economic development, enhancing students' careers, and improving quality of life in Dutchess County and beyond. Ccbenefits has conducted similar studies for other community coneges across the country, but the study for Dutchess Community College was the first one to examine the economic contribution of a college over the course of five decades. The study concluded that support of DCC is a worthwhile pubhc investment. Every doHar of state or local tax money invested in the college returns $4.40 to the state and local government in higher tax receipts and reduced government expenditures.

133

D. DAVID CONKLIN

For students, a Dutchess Community College education is also a sound investment. A DCC student who graduates with an associate degree earns 390/o more income per year than a high scho ol graduate. What the study also found was that Dutchess Community Conege graduates, even if they leave the area to Cam a bachelor's degree at a four-year conege elsewhere, tend to work and settle down in Dutchess County. And, once the couege's graduates become active in the workforce, they promote increased business output, raise consumer spending, and boost property income in the realonal economy. Each DCC graduate who enters the local workforce expands: the tax base by generating higher earnings and reducing social costs. In fact, avoided social costs include savings associated with improved health, lower crime rates, and reduced welfare, all social benefits attributable to education. Ccbenefits coflcluded its study by analyzing the total of Dutchess Community Conege's impact on Dutchess County, including the productivity effect of graduates of the college. While Dutchess Community College accounts for $807.4 million, or 7.50/o, of all realonal income in Dutchess County each year, the productivity effect of the coHege's graduates is $768,098,000 of

that total, by far the largest and most important impact of Dutchess Community College. The report's author concluded that this impact is due to the many years of accumulated activity that have led to higher incomes for Dutchess Community College graduates and their employers. The annual income in Dutchess County would be substantially lower without the educational activities of Dutchess Community Conege and the contributions of the college's graduates. It is estimated that the present-day Dutchess County workforce embodies about 2.9 mi]]ion credit hours of past and present DCC training. These added skills serve to promote business productivity and enhance the quantity and quaHry of the workforce. What have Dutchess Community College graduates contributed to Dutchess County? We know that the college's

graduates have a significant impact on the local economy but they also contribute in non-economic ways that are noteworthy. DCC's graduates are ir}volved extensively in all aspects of community activity and volunteer in support of the many not-for-

AI.TERWORD

profit organizations that contribute to the county's quahity of Hfe that residents and newcomers to the area find so attractive. As I travel around the .county, I meet many Dutchess Community Coflege graduates who have made a mark `in their professions, be it law, medicine, education, business, or government and service, among others. Ho.wever, they also are outstanding role models for county youth from all segments of society.. The college proudly courits among its graduates many..: political, cultural, and civic.leaders,.'such as the County Executive, the Chalaperson of the Dritchess County Ledslature,.a supreme court justice;: the Mayor of the City of Poughkeepsie, several ! . town supervisors, the first female head of the medical and dental. staff of Vassar `B.rothers .Medical Center, senior couege . adininistrators, and in.any others who positively contribute to the . quality of life that we all enjoy. ,[ • Au of. these outstanding individuals h.ave .one thing in

common: they got their start at Dutchess Comminty College and all credit their current posirioris of influence and authority to the education they received there. ` Dutchess Cominunity College is justifiibly proud 6i the .•contribhtions of these outstanding graduates. Our graduates are •i

the mark of our success, and the college would not have the . reputation for academic and professional excellence thalt i.t erijoys today ,wit.hout them. Their success, and the success of many thousands of other graduates, is really what has. made Dutchess Community college the college. of choice for the:residerits of the . !County and one of the most successful community coueges in the ,. state, the reedon, ancl the nation.

135

Index 5 C's Comlhitte.e 10

Adans, Doris 123 Allardyce, Mrs. D. M. 7, 11, 12

Allyn I. Washington Center 73 American Assoc. of Couege Women 31 American Assoc. of university Professors (AAUP) 66 American Assoc. of university Women (AAUW) 6, 8,10,13, 23 American Federation of Teachers

(AFT) 67 Ansari, Manzoor 75 Arcadia Publishers 132 Archimede, Claudia 128-130 Adyck, Ralph 126

Amoff Moving & Storage 57 Amold, Professor Philip 73

Cape Cod Community College 25 Center for Business & Industry 72 City of Poughkeepsie 41,134 Cold War 18, 19 Cole, Judy 1 1 4 College Hill 93,116 Colurnbia University 29, 30, 38, 48

Columbus School 41 Conklin, Charles E. and Mabel E. 76

Conklin, President D. David 38, 49, 56, 58, 72, 76

Comelly, Dr. John 49, 54, 72 Conroy, Robert 106 Corbetta, Roger 24 Counts, Dr. George 29 Danas, Texas 84 DC Landmarks Association 126

Bard College 119 Beacon, N Y 1 1

DC Tourism Promotion Agency

Bemard, Professor 104 Bigelow, Dr. Carl 29 . Blanding, Sarah 30

DCC Bookstore 72 Dean,James 15 Donohue, Paul 106 Drake, Mls. Albert 7

Blirm, Robert].10-12 Blue Falcons 94 Board of Supervisors 8

Board of Supervisors of Dutchess County 43, 46, 49 Bock, Stephen 23 Bowne Hall 42, 45, 54, 56, 58, 72, 74, 75,108,115

Bowne Hospital 14,18, 44, 71 Brawley, Tawana 129 Brockport (SUNY) 114,116 Brokaw, Tom 83, 87, 90 Bumstine, Lyfl 123 Bush, Brittany 3

130

Drumlin Hall 105,115

Drunhi Hall 74, 75 Dubner, Nancy 126-128

Dulles lnternational Airport 2 Dutchess Community College @CC) 4, 6, 21, 23, 28, 31, 35, 36, 42, 46, 47, 53, 65, 68, 71, 89, 90, 91,116,119,120,128,

132,133,134

Dutchess Community Conege Foundation 76-7 8 Dutchess County 3., 5-7, 12, 20, 32 Dutchess County Court House 129

Cambridge University 36 Camerata Chorale 123 Cape Cod 27

Dutchess County Dept. of History 129

Dutchess County Historian 128, 129

Dutchess County Historical Society @CHS) 131-133

Dutchess Hall 72 Dutchess United Educators 65, 68

Haviland Junior High School 123 Heihaan, W. Wendell 15,16.

Herman, Woody 98 Highland Park]unior College 29 History Club 91

Holden, Fox 7 Hudson Hall 44, 56-58,116 Hudson RIver Valley 78,116

Edstrom, Vera 129,130 F,dHf ation for a Demoaney Of F.xcellence 6R]

Eisenhower President Dwight) 85 Eleanor Roosevelt National Historic Site 128 Essert, Dr. Paul 29 Eurich, Dr. Nen 11 Evans, Sara M. 5

Humphrey, Hubert 85 Hyde Park Visual Environment Committee (HPVEC) 126-128 Hyde Pads (ELm) 126 Hyde Park, N.Y. 34, IBM 8,16,116

International Relations Club 24, 106

Falcon Hall 44, 72 Falkland Islands War 89 FDR hibrary 126,128 F e}millille Mystiqlle 6

Ferris State University 38, 39 Ferris, W.N. 32 Fields, Dr. Ralph 29-31 Finley, Matt 62 Francis U. and Mary F. Ritz hibrary 58, 61, 64, 74, 77 Fretwell, E.K.17 Friedan, Betty 6

]arvie, Lawrence L. 8,10 Jazz Ensemble 92, 98 ]iudice,judgejoseph41-49 Johnson, Madeline 25 Johnson, President Lyndon 84, 85 Johnson, Beatrice I.16 Johnson, Madeline 11 jumard 121

Kelly,Jim 86

Kennedy, President I ohn Fitz.gerald 25, 83, 84

Gee, Patricia 45 Gellert,Joseph H. and Miriam 8. 74 Ghee, Bill 121 . Ghee,Joyce C.127,130

Gilbin, Gene 45 Greenspan Louis 74 Greenspan Trust 74 ;

86,111

Kent State 35, 86, 88 REeman, Tina 3 Kimmcl, Gene 87, 88

lfing, jr., Martin Luther 85, 86 Koempel, Leslie 7, 8,11,12,18

Hall, Betty 27, 75 Hall, Christine 33 Hall, Jay 33 Hall, President James 25, 27-40, 42, 48, 49, 53, 58, 71, 75, 83,

Korean War 86,121 Kovacs, Charles 11 lfrissler Business Institute 113

Ifrupsak, Lt.Gov.. Mary Am 127 Kugler, Dr. Israel 67 Kurland,Jordan E. 66 Ladue, Sherley 130 Lax, David 86

86-89, 111

Handel Family 75 Handel, Bemard 75 Harvard University 35

Kennedy, Senator Robert F. 85,

League of women Voters qwv) 6, 8, 9,10

Lee, Dr. ]erry 49, 72 IjbrayJounalco hiesenbein, Barbara 57, 61, 62

Orange County Community College (OCCC) 8, 9,11,12, 30, 32 ,

Lippman, Jack 1 14, 115

Orcutt, Jack 74

Literary Magazine 91 Little Red Schoolhouse 53 Love, William 25 Mackey, Maureen 63

0rcutt, IJelanie 74

Macmahon, Edna 25

Paralegal Club 91 Pearl Harbor 88 Pennock, Mrs. C.H. 7 Petrovits, Edgar M. 75 Pierson, Professor June Roush 75 Plant, Ralph 124

Mair, William 10. Manag!enerit ky Objealue T2A, T2:8 Marist College 119

Marshall & Sterling Enterprises 74 Martha Reifler Myers Gallery 58 Maria, Philip 11 Martorana, Sebastian 31 Masquer's Guild 91, 9.5 Mccann Foundation 128 MCGovem, Alice 62 MCGrew, juria 114

0strow, Helen 3, 5, 9,11,12 Oxford 36

Political Science Club 108,116

Pope, Dr. Michael 59-62 Poughkeepsie 132 Poughkeepsie 4, 7, 10 PoHgbke€PJie]ounal56 Poug!bkeaprieNowYorherT1,T],2A

Mclfroey, Bob 83, 88

Poughkeep sic Tax/Rentpayers

Merry Wives 123 Mews, Heinz 93 . Middle States Association 54, 61 rmller, Glen 98 Model UN Club 114

Poughkeepsie Urban Renewal 124 Poughkeepsie, N.Y. 8 Poughkeepsie, City of 8, 93,134

Moody, F. Kennon 4 Mortorana, Sebastian 31

Mt. Watuchusett Community College 103

Murphy, Emmett 13

Assoc.11

Pratt 121

Prunty, Patricia 3 PTA, Taconic District 3, 4, 8, 9-1.3 Pubfic Employees Fair Employment Act 65 : Punkin Chunkin Festival 77

Myers, Martha Reifler 3, 5, 7, 10, FLebel Without a Cause 15

11, 24

Red Hook Businessmen's Assoc.

Nadonal Education Assoc. QIEA)

Rcifler, Nathan 6, 24

National Park Service 126,128 Nativityschool41 . Nichols, Dr. Wiltiam I. 54, 58, 59, 62

Nixon, President Richard 85 NYU School of Law 42,114

Reitano, Richard 3, 9, 27, 30, 114, 116,128-130

Retail Club 92, 96 RItz, Francis 45, 58, 73,125,128 Ritz, Mary 58, 73 Rogers, Carl 124 Roosevelt High School 121,122,

0'Connor, Professor Richard 73 0'Neill, Keith 3

Roosevelt, Curtis 127, 128

0'Neill, William 85.

Roosevelt, Eleanor 4, 23-25, 91,

O'Shea, John and Nancy 74 0ettinger, David 60

126

103,108,132

Rosenthal, Evelyn 62

Rutgers University 59

Thorley, Leslie 11

Sapier, Dr. Heman 15 Schin, Brian 130 Schmidt, C.B. 43 Schnare, Mary Kay 59 Seaman, Elaine 130 Seeger, Pete 84, 123 Shanker, Albert 67 Shaapton, Rev. Al 129 Sheehan, Pat 57, 63 Sheffield, Bea 32 Sheridan, Gene 86 Simmons, Jane 62 Sindlinger, Walter 8, 9, 11 Shimin, Richard L. 75 Smith College .6 Smith, W. Eugene 58 Smothers Brothers 84 Spence,Joan 126,132 Spock, Benjamin 5 Sproat, Hon. Christine 113, 114,

Toole, Kenneth R.127,128

Thorpe, Roger 98

116

Tranofbr7mafiolls Of an Americaii

Co~7giv133

Truman, President Harry 28, 30, 39

U.S. Army 41

UCLA 29

UFT/AFT 68 United Federation of Teachers quFT) 68 United Teachers 43 USS Pboellix 88

Utter, Kemeth 10,12,16, 23 Val-lGll 126,127

Vanwinkle, Dr. Mary Louise 74, 77 Varsity Club 116 Vassar College 4, 8,11, 35,114, 119,121,126

St.James Church 125 St. ]ohn's University 67 Stapleton, Jean 126,127 State .Education Dept. 48 State Public Employees Board 65 Stein, Professor Rochel 73 Steingart, Dr. Jack 124 Steinhaus, William, County Exec. 113-116

Strba, George A. 75 Student Government Assoc. 91 SUNY 38, 47 SUNY Q{ew Paltz) 119 SHnriual T03

Symer, Jonathan 113,115-117

Vassar College Folder 9, 11-13 Vassar Brothers Medical Center 134

Veteran's Administration (VA) 87 Vets' Club 87 Vietnam War 84, 86 Walsh, William 25 Walters, Emile 123 Washington Science Building 115 Washington, Allyn I. 73 Washington, iVIldred I. 73 Wayne State University 29 Weber, Pat 126 Westchester Community Concge 11

Taconic Hall 32 Taylor Law 65 Taylor, George W. 65 TercentenaryHistory.Conference 133

Winfleld, Ann 4 Woolf, Hal 10 World War I 132 World War 11 86 World Wide Web 61 i

The Citadel 41 The Community College Story 9

Y Wives Club 123

T4G ofi47./ 121,122

Yale University 35, 41, 114

The Sfiectator55

Young women's christian Assoc. (YWCA, Yvy 6, 8,123,125,

126

Contirb%tors 87z-#zz7g/ B#T4 is a second-year DCC student in the Liberal Arts and

Sciences program. She plans on transferring after this semester to study English and History. D. D¢z¢.J Co#f/z.# became the President of Dutchess Community College in September 1992. He earned his doctorate in higher education from New York University and his master's and bachelor's degrees from The Pennsylvania State University. He has pubrished several articles on community colleges, and .has been a presenter at numerous realonal and national conferences including the College Board National Fomm, the Middle States Association of CoHeges + and Secondary Schools Annual Conference, and the American Association of Community Colleges Annual Conference. Dr. ConkHn serves on the board of directors of a number of charitable and civic organizations in Dutchess County, including Vassar Brothers Medical Center and the Poughkeepsi€ Day School. He is the Chairpel-son of the Empire Zone Administrative Board, and the past chairperson of the Couege Board National Advisory Panel, the Dutchess County United Way and the St. Francis Hospital Board of Trustees. Dcz#zz Do777.giv is an assistant` professor of Communications and

Media Arts at Dutchess Community College. She was a fellow at the American Fflm Institute Conservatory and gained an MFA in Screenwriting in 2001. She has a BA in English from Grinnen College. Before returning to film school and coming to Dutchess, she was Vice-President and Senior Producer for Robert Chang Productions, a corporate video production company in New York City. C4Z+ey F#z/¢#z. is a student at Dutchess Community Couege. You can contact her at cathyfurlani@gmail.com or by visiting her blog

at www.Iaughingearth.blogspot.com where she writes about being a non-traditional student while juggling family and a career. In 2008, Joj/cc Co#7zc/ky G4cc and husband, retired hospital

pharmacist, W7i]lian D. Ghee, celebrated 55 years of marriage with their four grown children. Successive "careers" since

graduating from Vassar included: 1iturstal soloist, substitute teacher, YWCA Program Director/fund raiser, piano teacher, Merry Wives folk trio member, planning/historic preservation advocate, and member/officer of many non-profit agency boards. Appointment as Dutchess County Historian in 1981 fouowed successful efforts as a founder of ERVK to estabhsh the Eleanor Roosevelt National Historic Site in Hyde Park. After a decade of celebrations and advocacy of good archival practices as a Governor-appointed member of three NYS Archives advisory committees, she left office in 1991. She resumed partnership with Joan Spence as Associates with Hayes Briscoe, national consultants to non-profits. The partners also wrote five local

pictorial histories for Arcadia Pubhshers before ending the business to return to volunteer status, a first love. Her favorite non-profit, for which she still volunteers, is I)CHS. JojJcg E. /z.zfc7z.fe, Ejg. is an Assistant Regional Attorney for the New York State Department of Eflviroflmental Conservation. She is

the daughter of Judge Joseph ]iudice, one of the founding members of the Dutchess Community College Board of Trustees. BcZ4 KOAP is.a professor of English at Dutchess Community

College and a resident of Hyde Park. F. Kc##o# j\4loo/ay is an independent researcher specialzing in the archived documents afld photographs of the Franklin D. Roosevelt Library. Before retiring in 1997, he held various

positions at Dutchess Community College, including Dean of Student Personal Services and Dean of Community Services. R;.c4¢7iJ R£7z.Jzz7zo is Professor Emeritus of Government at Dutchess

Community College. He is still teaching courses at the Coflege, and he is an Adjunct Professor of Political Science at Vassar College. Professor Reitano has contributed to many pubrications,

and he is a co-editor and contribritor to Mzf/Zz./cz/€rzz/ D¢/ozny 4#J Z4c U#z.JgJ Ncz#.o#r To47cz/r . His course on the National Model United Nations, jointly offered at DCC and Vassar College, was

recognized by the Camegre Foundation for the Advancement of Teaching as part of three-year national study on political engagement of American college students, which involved 21 conege courses nation-wide. The course is featured in a book published by Carneede, EJ#fjz#.#g/or Dezz?oarzzg/. An endowed chair has been estabrished at Dutchess Community Couege in Professor's Reitano's honor. 4z7c7rgzy C.

R;.eJer received his Ph.D. in U.S. Cultural and

Inteuectual History from the University of Wisconsin-Madison (1999). He teaches history and is chair of the Departmenf of History, Government & Economics at Dutchess Community College. Tozr7 T77.77c4crz7 is a reference Hbrarian at Dutchess Community

College. When he's not watching movies from widely varying

genres he enjoys world travel and fmding just the right moment to shoot a photograph. £4## 17/.z¢/c# is the Director of Community Relations and Gfaphics at Dutchess Community CoHege. Prior to working at DCC, Ms. Winfield was the director of pub.lications at New York University's School of Graduate and Continuing Studies. Born and raised in Coventry, England, she and her husband maintain a home in C]intondale, New York, and in Chonburi, Thailand. Hoz"zzfiJ 17z.#z7 is Professor Emeritus of Engfish at Dutchess

Community CoHege, Poet and Author, and Past President of DCC chapters of the American : Association of University Professors, American Federation of Teachers, and Dutchess United Educators.

2007 DCIIS Board if Tr%stees

Wern`er st.eger, City ofpoughkeepsie, President , RIchard Birch, Town of Poughkeepsie, First Vice President Steven A. A. Mann, Rhinebeck, Second Vice-President Mary Bagley, Town of Poughkeepsie, Recording Secretary

James Smith, Hyde Park, Treasurer

Marguerite Berger, Hopewen Junction Cathy CoThs, Hyde Park Ann Davis, City of Poughkeepsie David Ion Greenwood, Mi]lbrook Reynold Maharaj, Hyde Park John Pinna, Town of Poughkeepsie Patricia Prunty, Pleasant Valley George Stevens, City of Poughkeepsie Bernard Tiegef, Tivoh

Dutcbess County Historical S ociety

Donors for the Year 2007 Minennial Circle Anonymous Marguerite V. Berg€r Frank Doherty Shirley & Bernard Handel Benjamin & Eileen M. Hayden

Steven A. A. Man Joan &]ames Smith Mr. & Mrs. Nigel Widdowson

Sponsor Mark C. Tanardy

Everett Ken Weedin, jr.

Patron Bernard 8c Patricia L. Tieger

Sustaining Claudia Archimede &. RIchard Reitano Mr. & Mrs. Ronald R. Atkins David & Mary Bagley RIchard Birch Charles L. Brieant Robert P. Carte.r WflHam I. & Pauline S. Egan Mr. & Mrs. Joseph W. Emsley Arthur L. Geuert Michael & Phyllis George WilliamJeftway Robert Maar

Dennis J. Murray

John Mylod Mr. & Mrs. E. RIchard O'Shea Anne 8c John R. Pinna Patricia L. Prunty Andrea L. Reynolds Springside Landscape Restoration Wernef 8c Christine Steger The Three Arts Barbara & Phhip Van Itauie

Norma W. Van laeeck Vassar Couege Library Richard Wager Rosemarie & Jeff Wi]]iams Margaret R. Zamierowski

Memorial Monetary Donations In Memory of Ronald Berger of Hopewell Junction In Memory of Glare arts) Conway of Poughkeepsie In Honor of Arthur and Nancy V. Kelly of Rhinebeck From the Estate of Denise Lawler of Poughkeepsie In Memory of Edward L. Mann, ]r. of Catski]l In Memory of Ella Claire Quinn of Watertown In Memory ofJanet Q. Quinn of Rhinebeck In Memory of Alvin 8c Erma Sherman of Catski]l Geraldine Schlobach Charitable Trust of poughkeepsie The Society encourcig!e§ tlJe use Of memorial doriatiori§ to reapembe'r a lowed

orle, or the g!ift Of a apedal dontalon ill borlor Of orie'S hirlbday, ciyiriverscny, or Jfiedal occdsiott. Please be cl§§ured tbclt all Sucb remembrances will l}e

approf)rialeley ackmowledg/ed with a s|)ecidl letter from the Society expressing our Siflicerest tbanh§.

It ba§ beeri the Polity Of the Dutcbes§ County Historical Society to flint onley the categ!orie§ Seen choue die to apace lii#itdeon. We certaimley uahe all Of our_

members

and

dorior§,

iricluding Ilifetiune,

Indhideal,

Fcimiley,

and

Org!aniapatiori. We cipprecicite each and euery orie Of )low. Tbanlejow i ;or)our condn'ued .§'apf)ort as we move forward toward one buridred incredible )iear§!

MUNICIPAL HISTORIANS OF DUTCHESS COUNTY COUNTY HISTORIAN

FISHKILL TOWN

Stanley Mersand County Records Center 170 Washington Street Poughkeepsie, NY 12601

HISTOREN Willa Skimer Town Hall, 401 Route 52 Fishkill, NY 12524

(845) 486-3669

(845) 831-7800/831-6040 (H)

AMENIA TOWN HISTORIAN

FISHKILL VILLAGE HISTORIAN

Arlene Petterson 82 Separate Road Ameria, NY 12051

lfaren Hitt Village Hall 91 IMain Street Fishkill, NY 12524

(845) 37308155 (H)

BEACON CITY HISTORIAN Robert Murphy

(845) 897-4431/896-9836 (H)

-EpAirTOwN

City Hall One Municipal Plaza Beacon, NY 12508

HISTORIAN Ave Maria Clark

(845) 838-5000

Town Hall 627 Albany Post Road

CLINTON TOWN HISTORIAN

Hyde Park, NY 12538 (845) 229-2103

Craig Marshall

Town Hall

LAGRANGE TOWN HISTORIAN

1375 Center Road Rhinebeck, NY 12572 (845) 266-5853

DOVER TOWN HISTORIAN Donna Heam Town Hall

Georgia Herring-Trott Town Hall 120 Stringham Road LaGrangevine, NY 12540 (845) 452-1830

126 East Duncan Him Road Dover Plains, NY 12522

MILAN TOWN HISTORIAN

(845) 832-6111

Town Hall

E. FISHKILL TOWN

Route 199 Mlan, NY 12571

HISTOREN

(845) 758-5133

Caroline Plage

Town Hall 370 Route 376 Hopewelljctn., NY 12533 (845) 221-9191/226-.1924 (H)

patrick Higedns

MILLB R0 0K VILIAGE

HISTOREN

PLEASANT VALIEY TOWN HISTORIAN

DavidjonGreenwood

Fred Schaeffer

Village Hall Merritt Avenue Millbrook, NY 12545

Town Hall Route 44

If845) 6n7 -3if )TD / cm -5] €n ¢H)

(845) 635-3274

MILIERTON VILIAGE HISTOREN

pou GHI}mEpSIE clT¥ HISTOREN

Diane Thompson

George Lukacs City Hall

Vinage Ham Dutchess Avenue, Box 528

Pine Plains, NY 12569

Mnerton, NY 12546

82 Civic Center Plaza, Box 300 Poughkeepsie, NY 12602

(518) 789-4489

(845) 451-4225

NORTH EAST TOWN HISTORIAN

POUGHREEPSIE TOWN HISTORIAN

Diafle Thompson Box 516, Maple Avenue NIerton, NY 12546

Jean Murphy Town Hall Overocker Road

(518) 789-3778

Poughkeepsie, NY 12603 (845) 485-3620

PAWLING TOWN HISTORIAN Robert Reilly

Town Hau 160 Charles Coleman Boulevard Pawhag, NY 12564 (845) 855-5040

RED HOOK TOWN HISTORIAN I. Winthrop Aldrich Town Hall 109 South Broadway Red Hook, NY 12571 (845) 758-4606

PAWLING VIILAGE HISTORIAN Drew Nicholson 18 Valley Drive Pawring, NY 12564-1140 (845) 855-1122 ®

PINE PljAINS TOWN

RED HOOK VILIAGE HISTORIAN Vacant Village Hall 24 South Broadway Red Hook, NY 12571 (845) 758-1081

HISTOREN Little Nine Partners Historical Society

PO Box 243 Pine Plaifls, NY 12567 (518) 398-7155

RHINEBECK TOWN HISTORIAN Nancy V. Kelly Towfl Hall 80 East Market Street Rhinebeck, NY 12572 (845) 876-3409

RHINEBECK VII±AGE HISTORIAN

WASHINGTON TOWN

Nancy V. Kelly VIllage Hall 76 East Market Street Rhinebeck, NY 12572

David J. Greenwood Town Hall Reservoir Drive

(845) 876-7015

(845) 677-3419

STANFORD TOWN HISTORIAN Dorothy B urdick Town Hall Route 82 Stanfordville, NY 12581 (845) 868-1366

TIVOLI VILLAGE HISTORIAN Bernard. Tieger 96 Broadway Tivtohi, NY 12583

(845) 757-2021

UNION VALE TOWN

HISTOREN Fran Wallin

Tymoof Park 249 Duncan-Road LaGrangeville, NY 12540 (845) 724-56oo/677:5646 (rD

WAPPINGERS TOWN HISTORIAN I anice Hilderbrand Town Hall 20 Middlebush Road Wappingers Falls, NY 12590 (845) 297-2744

WAPPINGERS VILIAGE HISTORIAN Brenda VonBerg Village Hall 2628 South Avenue Wappingers Fans, NY 12590 (845) 297-8773

HISTOREN

mbrook, NY 12545