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Title
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McKiernan Interviews
Description
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Stephen McKiernan's collection of interviews includes more than two hundred interviews with prominent figures of the 1960s, which were collected between the mid-1990s to 2023 The collection provides narratives of people who were actively involved in or witnessed events in the 1960s, an era which spurred profound cultural and political transformation in the twentieth century. Interviewees include politicians, artists, scholars, musicians, authors, and veterans who delve into the decade’s most prominent issues and events, including the civil rights movement, the free speech movement, the anti-war movement, women’s rights, gay rights, segregation, the Vietnam War, Woodstock, Hippies, Yippies, and individualism.<br /><br />
<h3>The McKiernan 22</h3>
<div>Stephen McKiernan interviewed legends of the 1960s. When asked in 2021 where one should start when sifting through his vast collection, he provided the following list:</div>
<ul>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/854">Julian Bond</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1866">Bobby Muller</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1175">Craig McNamara</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/910">Dr. Arthur Levine</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/837">Diane Carlson Evans</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/942">Dr. Ellen Schrecker</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/876">Dr. Lee Edwards</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/841">Peter Coyote</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1233">Dr. Roosevelt Johnson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/899">Rennie Davis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1222">Kim Phuc</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/917">George McGovern</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/833">Frank Schaeffer</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/840">Rev. Dr. Frank Forrester Church </a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1240">Dr. Marilyn Young</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/842">James Fallows</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/835">Joseph Lee Galloway</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/911">John Lewis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/839">Paul Critchlow</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/888">Steve Gunderson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1159">Charles Kaiser</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/2407">Joseph Lewis</a></li>
</ul>
Creator
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Stephen McKiernan
Publisher
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Binghamton University Libraries
Language
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English
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In copyright.
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Date of Interview
2010-10-15
Interviewer
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Stephen McKiernan
Interviewee
The person(s) being interviewed
Alexander W. Astin
Language
English
Biographical Text
<span data-sheets-value="{"1":2,"2":"Dr. Alexander Astin is Distinguished Professor Emeritus of Higher Education and Organizational Change, at the University of California, Los Angeles and the founding director for the Higher Education Research Institute at UCLA. Dr. Austin has authored 23 books and has been a recipient of awards for his outstanding research. In addition, he was apart of the National Academy of Education."}" data-sheets-userformat="{"2":8403713,"3":{"1":0},"11":4,"12":0,"14":{"1":2,"2":4995385},"15":"Arial","16":11,"26":400}">Dr. Alexander Astin is Distinguished Professor Emeritus of Higher Education and Organizational Change, at the University of California, Los Angeles and the founding director for the Higher Education Research Institute at UCLA. Dr. Austin has authored 23 books and has been a recipient of awards for his outstanding research. In addition, he was a part of the National Academy of Education.</span>
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Binghamton University Libraries
Digital Format
audio/mp4
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MicroCassette
Material Type
Sound
Interview Format
Video or Audio
Audio
Keywords
<span data-sheets-value="{"1":2,"2":"Psychology; Gettysburg College; Television; Baby boom generation; Civil Rights Movement; Women's Movement; Environmental Movement; Chicano Movement; Jimmy Carter; Activist; Millenials; Political correctness"}" data-sheets-userformat="{"2":2,"4":{"1":2,"2":13689059}}">Psychology; Gettysburg College; Television; Baby boom generation; Civil Rights Movement; Women's Movement; Environmental Movement; Chicano Movement; Jimmy Carter; Activist; Millenials; Political correctness</span>
Duration
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96:20
Subject LCSH
College teachers; Authors; Astin, Alexander W.--Interviews
Transcription
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McKiernan Interviews
Interview with: Alexander Astin
Interviewed by: Stephen McKiernan
Transcriber: Benjamin Mehdi So
Date of interview: 15 October 2010
--------------------------------------------------------------------------------------------------------------------
(Start of Interview)
0:03
SM: A question that I have been asking everyone that I have been interviewing in the process. Can you tell me a little bit about yourself, your early influences? How did you become who you are? Maybe the people that inspired you as a high school or college student, and how you chose kind of higher education, [inaudible] particular emphasis on studying students and working with them as a career.
0:33
AA: Well, a lot of it was fortuitous I have to say, I guess that I guess not-not a typical answer. I was originally very interested in music and majored in Music in college. But my, my parents represented what I liked to call the-the snows, two cultures family. My father was a physicist, and my mother was into the art, writing and theater and that kind of thing. And so, I was influenced, pretty equally by both of them. I initially wanted to go into music as a, as a career, but I got very interested in Psychology, as well during college and so quite I guess, serendipitously, I decided to go to grad school in my college route. Music, I had minor-
1:45
SM: You are fading away.
1:49
AA: Hang on a sec, let me, let me put my speakerphone on here. And this phone may run out of juice on the speaker, but I have got another phone I can-
2:02
SM: Okay.
2:03
AA: I run out of juice. But anyway, so I, when I graduated college, I decided not to pursue Music as a career and instead went to graduate school in Psychology. Very scientific Psychology, of experimentation and measurement, that kind of thing. Not-not necessarily, Clinical Psychology. Although my first job when I got out of graduate school is I had to do two years in the service. So, I was commissioned as a Clinical Psychologist, US public health service, relief Medical Corps for the Coast Guard. And other than wearing a uniform though, was a relatively painless two years, I did work as a Clinical Psychologist in a federal penitentiary. But I, while I was there, I was doing a lot of research, I was always applying for [inaudible] so pretty much stuck with that the rest of my professional career.
0:3:38
SM: Were there any people that really inspire, were there teachers- were there? Someone out there in the world that, wow, that person really impressed me and inspires me.
03:54
AA: Well, I think certainly in high school, there were, there was a music teacher that was very much a mentor for me, and I was inclined for having a good time partying, not taking school very seriously. And it was- I thought to at least to stay reasonably clean and take me under her wing, and I did have a lot of musical talent. She tried to cultivate that. But so, she was very important influence and really, in college, nobody in particular. Our choir director was very supportive, but it was not until I got into graduate school, and I did a-an internship at a Veterans Hospital that I met I say one of my first major mentor in psychology, that was a psychologist named John Holland, who was [inaudible] but sort of developed a reputation in the field of interest measurement, career development-
5:29
SM: You went to Gettysburg College, which is not far from where I live.
05:34
AA: Where do you live?
5:34
SM: I live in West Chester, Pennsylvania, just outside Philly. I go to Gettysburg four times a year to the battlefield right I know that college really well, in fact, when I worked at West Chester, we took a group of students over there, we had a leadership on the road, we met the president. He has since retired, but very nice college was very good students and what was it like going to college there? Obviously, you went in the (19)50s.
6:02
AA: At the time I went, it was still very firmly connected to the Lutheran Church, the Evangelical Lutheran Church. And I was not a religious child. Although I was very interested in religion, study to attend as many different types of religious services. But I was not a member of particular faith. I went there because of their choir, they have a world class, choir, and I was arranging choral.
6:24
SM: What were or are your views of the students who were in college in the late (19)60s and (19)70s? Yeah, in the following areas, and I will just list these and then you can just comment overall.
6:57
AA: Is it just the late (19)60s and early (19)70s?
6:59
SM: Uh, yeah, I would say from (19)65 till about the late (19)70s. Because when you talk about the boomer generation, they were those born between 1946 and 1964. But by the time they were going to college, it was around 1965 that they started college. So, I am really looking at, you know, that frontline boomers that were in college say from (19)65 to (19)75. And then you had the late-stage Boomers who were (19)75 to (19)83. But I would like your views on the students, the Boomers in these areas, just your thoughts. And I will list them. They, what, where were they with respect to their willingness to challenge faculty and interacting in class, their knowledge of history, keeping up with the news, caring about the social issues, as opposed to having fun events would seem to be very much what the (19)50s were all about with Panty raids, and all that other stuff, awareness of their world, and sensitivity toward people of different colors. How do they differ from the students that were, that preceded them? The students in the (19)50s and late (19)40s, and then the students that came after in 1983? Just your observations?
08:22
AA: Yeah, well, I guess I was a member of the preceding generation, the boomers came after I finished college. But I think the thing to remember about the boomers, and I have given this some thought, since we originally thought since we originally talked s, and I and I, it is impossible to overestimate the effects of elements. And what you see in the boomers, in many respects, the things that the ways in which they differed from previous generations. Many of these things, I think, are the result of television. And the boomers span the period from no exposure, basically, to full immersion in television, if you base it on stuff like the number of homes that had television sets ore the number of homes that have colored television sets, or whatever you want to measure it. They, if you lag it back to when these Boomers were at the most sensitive age in terms of being influenced by that kind of media, say around the age of five or six, then the early Boomers had very little exposure to television, and the late Boomers were fully exposed. And the effects of that, I think, show up clearly, in the data that we collected on the new college freshmen beginning in the in 1966. With the freshmen entering college, that year and they, they would have been born in (19)48, (19)47, (19)48. And the ones who kind of brought up the tail end, which would have been the late (19)70s freshmen entering late (19)70s, the most dramatic changes imaginable occurred in between early and late bloomers in just about every respect. You are really, if you take-take that span of years, you are talking about dramatic changes in the character, values, aspirations, etc., of 18-year-olds. And so, you know, to rump the Boomers into one category, it really kind of masks a lot of that does know these changes were in we have documented them in a number of publications, and so forth. But I do not think we will ever see anything like that, again, that massive change in the really in the population, country and the Boomers were just simply reflecting that because they were the ones, I think who were most influenced by television.
12:28
SM: Yeah, you know the Boomers in my interviews, it has come up over and over again, that people have problems with lumping people in the generation because within a generation, there is so much difference. And for example, those born after the war (19)46 to say (19)56. And the experiences of those born say from (19)57 to (19)64 is totally different. Because those later Boomers were not involved in the antiwar movement. They were they heard about it, they were the young brothers and sisters of the front runners. And so, the experiences are somewhat different. And which is I have had this theory, and I have been asking a lot of my interviewees this question, that what is amazing about the Boomer generation is that you, you have what I consider three criteria that really symbolize what they stood for as elementary school kids, that period between (19)46 and (19)60, when President Kennedy came in, and I liked your thoughts on this, I looked at them and then then you also ask yourself, Well, how did they become so you know, how have they changed so differently in the (19)60s, and the three areas are, number one, the quality of being very quiet. Number two, the quality of fear. And the third one being very naive, which is the case with most young people when they are growing up in elementary school, but the fear centers, you know, the threat of nuclear annihilation, the McCarthy hearings, the fear of speaking up, if you speak up and you were labeled a communist or it was really frowned upon the organization man was what was okay in the (19)50s. And naive because when you saw that television, over and over and over again, you did not see people of color very often, you did not see a whole lot of women, except in roles where they played moms raising kids and stuff. You see him as independent people on the road making decisions. So, there is a lot of things happening here. And then obviously, when we get into the, you do not see a whole lot about the civil rights movement, and then all of a sudden you get to the (19)60s, and things just really change your thoughts on those thoughts about those three qualities in the Boomer generation when they were very young.
15:13
AA: So, I, just to add another comment here about television again with is I think, I think what happened with television was that young people began to become more passive in their, in their recreation. And I think that remained this way ever since. And but most importantly was the message that television was purveying, which was a message of materialism. And not only in the commercial but also in the, in the program, a lot of a lot of the TV series, dialog exposed the world to material wealth, and so forth. And what we saw beginning in the late (19)60s and going on through the talking about 18-year-olds. And continuing through the early (19)80s, there was a dramatic increase in materialism. So, in a sense, the commercial message of television was having was having its intended effect, we were breeding a new generation of people who believe that material wealth was the ultimate goal in life. And whatever form it might take, in the academic, having lots of thoughts, acquiring lots of possession and so forth, so on was, was a very high value. And we were also at the same time, however, running, breeding a generation, a new population, really, of citizens, who were not very reflective. They have done studies on what happens to five- and six-year-olds who watch a lot of television. And the certain circuits in the brain are actually bypassed compared to radios, where-where in listening to the radio, you are these areas of the brain are activated, because we use a lot of you participate in radio with a lot of visual imagery and imagination, and that kind of and, and they are one of the social critics [inaudible] has written several books about this. And his view is that young people are brain damaged today, that their brains are not fully developed, so that we have all the ADD and all this kind of stuff. So, the evidence for the advent of this change in our young people is shown in the Boomers from the early to the late. All of these changes, as each new-new generation a new class, as you will of Boomers, has been more exposed to television as watch more of it. So on to the point where it became saturated, and at which point, all young people were being exposed. And what is interesting is the materialistic values that peaked out in the (19)80 have plateaued in a sense, which you would expect because the degree of exposure has remained high. So that basically the-the Boomers are the guinea pigs for this social experiment of television. They document the effects of this medium on-on our values and attitudes, this sort of thing. Now that there are some confounding factors here and you mentioned some of them, one of them is civil rights movements. So, the early Boomers, I think we were very socially conscious, very, very much more aware of some of these issues than I think the late Boomers were to tell you the truth. And they, they had experienced the Jim Crow bout, and the racist tendencies of the north and the West. And they had to confront that even-even the late Boomers really did not have much exposure to the Jim Crow world. The early ones did, and I think that is why they got so exercised about racial issues. And why civil rights movement really had a lot of white input in the early days, because a lot of thinking, young people suddenly became aware of the growth in equity that they had been exposed to growing up, and that they had taken for granted growing up. And so that began to crack. The early Boomers and so there was a lot of energy, a lot of idealism, a lot of engagement. And I think the antiwar movement was really just the perpetuation of that. The antiwar movement came a little later. But buried in all of this civil rights movement, the antiwar movement was American sexism. You know the- In the antiwar movement, the men provided all the leadership and the women provided sex, or painted signs, or whatever, but they were not really invited into positions of leadership and sharing of power in the, in the civil rights movement, and in the student protests. And so, the woman's movement became a- I think, a-a-an- that, and that really emerged in the late (19)60s that became a competing force for student activism. In fact, a lot of the energy out of the antiwar movement, a lot of it, and on and, and but the Boomers span, all three movements, kind of a tail end of the Civil Rights Movement, which really began in early (19)60s. And is to the kind of culmination of a woman's movement in the city, and in the (19)80s. Now, what, what you’ve got there, are that women were so profoundly influenced by the woman’s movement. And this shows up in the late Boomers. So profoundly influenced that the net result of this was that women and men today, because of this, much more alike than they were at the beginning of the early Boomer day. Basically, feminism effectively come become more right because the women have become much more like the men. Men have changed some, but nowhere near as much as the women. And we have all this is all documented. It is amazing when you compare men and women entering college 18-year-old in the late (19)60s, with their counterparts in years later. It is just a profound change. Even a change in politics. The men used to be to the left of the women, and they have traded places. women now a way to the left of the men. And that is true nationally, not just with college students and women's movements was I think, an impetus for that political change.
25:24
SM: Where would you play saw these other movements that also evolved around in the late (19)60s and early (19)70s. We all know that the gay lesbian bisexual movement was strengthened because of Stonewall in 1969. Then you had the Native American Movement, the American Indian Movement, which was in the took over Alcatraz, and of course, it ended sadly, in 1973. At Wounded Knee, you have Earth Day in 1970, really setting in motion the well, the environmental movement as a whole of course, I interviewed Gaylord Nelson many years back and he said they respected the antiwar movement so much that they met with them before they made the decision to have this protest with respect to the importance of understanding the importance of teaching, and then of course, you have also got the Chicano movement, then you have the Young Lords that follow the [inaudible] the Black Panthers, and you have you have all these groups of black power, all these things are happening in the late (19)60s going into the (19)70s. Is that all part of what was going on with the women's movement?
26:36
AA: So, I, the women's movement was very much of sisterhood. [inaudible] And what is interesting now is that this is a short memory we have in this country, the feminists today or the or the, you know, leading women, thinkers and theorists so forth have really forgotten. They I mean, they and women in general today take for granted the-the status of women today, as if it has always been this way. There is no question in my mind that, that is, by far, the biggest social change in our country was brought by the woman’s movement. I think there is no question about it. And every aspect of life was affected by that family life, community life, the life of the individual woman, the life of the individual man, because now suddenly, men have women as, as peers as work [inaudible]. And in the fields that you see. Nearly exclusively men of engineering, law, medicine, and so forth. You know, we have not really had a men's movement yet. That amounted to much of anything, and we may never have one. But the women have certainly been emancipated slavery [inaudible].
28:23
SM: Don’t you think some of the African American students today and people overall forget what it was like to be African American is? Back, I mean it is the same thing. It is like it has always been this way, kind of-
28:36
AA: Absolutely.
28:37
SM: And I know it has even been brought up in the gay and lesbian community with the people I have interviewed that, oh, it has always been this way. I mean, all the battles, but an extreme prejudice.
28:52
AA: I-I- My African American Graduate students, when I tell them my experience growing up in Jim Crow, Washington, DC, they cannot believe it. They think I am making it up.
29:04
SM: Wow. What, what are some of the distinctive characteristic characteristics you have seen in this group of 74 million? I will preface this, first, do you like the term the Boomer generation, do you like it?
29:19
AA: Not really, it is a rubric to refer to a particular group of people that came of age in a particular time, but I think it is. It does a lot of violence to reality. [chuckles] And as the sort of main reason is that the early Boomers were so wildly different from the late later one. And, you know, the pundits like to stereotype you know, were the Boomers, you know, the protesters of the (19)60s and (19)70s? And that is really, really not a very good description.
30:17
SM: Right, What? When you look at the generation, what do you think? Are their strengths and weaknesses? And, and what do they contribute to our society as a group that was not here before or after or during, before World War Two and the end of the war.
30:36
AA: Well, I think the certainly the idea that it is possible to have a bad war. And it is patriotic to protest about it. I think that was a tremendous contribution. Now, that value judgment I just made is not shared by everybody in the country, obviously. But you know, given the stakes involved in warfare, at all levels of it, human, the social and economic, the international, etc. The high stakes of any kind of a war would seem to me to be justify, in a democracy, some discussion and debate and dissent about the act of waiting for one thing, to have a defensive war, but to that have an offensive war where you initiate the hostility. It seems to me worthy of some discussion and debate and the Second World War [inaudible] against that, and there probably would have been a lot more of protesting about the Korean War than there was if it had not come so closely on the heels of World War Two.
32:25
SM: very good point.
32:26
AA: So, the Vietnam War. War are longer now that I think the young people did really pave the way in the draft factor I wax and wane on how important the draft was. The Senate failed with the whole reason I do not I do not really do not agree with that. In any case, that that was a, I think, a major contribution. Another one was language, the use of language, the, you know, the 30 words movement at Berkeley was one of the earliest ample this certainly seems to me, began the loosening up of our language, the freeing up of our language, and I think the use of the free or use of language has been a major contribution, that ability to be authentic and honest with each other.
33:54
SM: Good point.
33:55
AA: I think I think that, if you will forget that. You know, I remember my first trip to Europe as a young man, I had to smuggle a couple of Henry Milller books. And my wife smuggled Ulysses. That change in language is another major cont- I think providing the environment in which the woman's movement could take off was very important. In other words, with the atmosphere of questioning and protesting and with the atmosphere of equity and fairness came out of the civil rights movement and in the student protest movement. People forget that the biggest protest movements, by any measure is not civil rights was not the woman was not the antiwar movement. It was the student’s movement for students’ rights.
35:14
SM: Yes.
35:15
AA: That drew more participants, and there were more protests about student’s rights. So that was, again, an issue of fairness, of empowerment, that sort of thing. So that all of that activity provided an environment in which the woman's movements could really take off. And where it was that women felt comfortable, uh-
35:45
SM: Yeah, you know too, it is, to me, the people that I have talked to, and when I-I am in that front group, because (19)47 is when I was born. And I graduated from college in 1970. And I can remember as a young person, this feeling on college campuses, that we are the most unique generation in American history. And there was a feeling and just a feeling that the Boomers were going to make a statement call themselves Boomers either, but the generation and the (19)60 generation was going to make a big difference in the world by ending all the wars, racism, sexism, homophobia, saving the environment, making the world a better place to live. And now, I am always reflecting just like you are, when you when you reflect on the women's movement, did they? Did they make this world a better place to live? Second, was this just the liberal wing of a generation, the new left, as they always talk about and so-called liberals, and was the rise of the conservative neo cons and the new right. They also were there in the (19)60s and became really powerful in the late (19)70s. And they, they became involved due to the reaction to the movement, the civil rights movement, the antiwar, the environmental, the Native Americans, the women's, the gay and lesbian, they have been kind of reacting to it ever since the late (19)70s. So, I am saying a lot here, but [inaudible] what-what has been the overall impact? Or do they? Did they make a difference in the world by ending any of that stuff that I mentioned?
37:32
AA: Oh, they I think they made a tremendous difference. It is tremendous. I do not even think you can question the difference, because- you know, the thing is, is that the-the protests accomplish their objectives. That was really remarkable and-and they, and they have remained in force, ever since. Women were basically allowed to be like men; have the same power and privileges and opportunities as men, then African Americans, almost all the jury of discrimination was removed. In fact, that, to me, that took the gas out of the civil rights movement, because also, affirmative action became an established policy, in the workplace, in the academia, and everywhere, affirmative action was taken for granted. You know, it has been questioned and challenged the last 20 years, but basically, the same in business industry, they took it for granted. And they still do, but it is in their self-interest is to have representation from different racial groups. And so, it seems to me that that, you know, one of the profound changes, changes from the rights of women and the opportunities for women, the changes in our language, the changes in our in our racial relations and in racial- Now, you know, a lot of the cynics say oh well, you know, the situation for African Americans or some African Americans for large numbers, that is true, but that is in spite of the civil rights movement not because but the snake in the woodpile, if you will, is the materialism. I really, I really believe that is the hidden legacy of corporate takeover of our mind. And that is what television is. And we have become a more materialistic society, and we still are. But that is not something you blame the Boomers for something that happened to while the Boomers were growing up. And, and it shows up in their in their values. As a change from the early Boomers as I said. that materialism is still with us. It is what got Reagan elected. It is now going into the realm in political discourse, money, money, money. We have a political establishment, and a citizenry that’s willing to borrow and spend instead of taxing and spending. Because the, the, the appeal of no taxes or low taxes, is the selfish appeal. An appeal to our selfish. The Kennedys, the 1961 inauguration speech would not fly today. But he made that speech in a very different value climate then today's value climate and the Reagan era, for me was just simply a consequence of this change in value. Not-not, not a cause of it. It- of course, reinforced it, but-but you can see these value changes year by year by year leading up to 1980. And it was pretty clear that something was going to happen politically.
42:17
SM: So, when people say that when they talk about the Boomer generation, and they talk about the new left and-and all the groups involved in the movements that the conservative students and the conservatives were kind of never talked about, even though they were probably some say maybe even larger number than those that were main movement protests and so forth. I have had this in some of my interviews that the conservatives have been excluded when you talk about the Boomer generation and-and then of course, there is there was a national, I think Student Association, there was William Buckley's group that met and then of course, the rise your you mentioned the rise of Ronald Reagan, but it kind of started with Barry Goldwater in (19)64. And those ideas really came to fruition, the late (19)70s. That and that is why we see today, the neo cons and the conservatives and their attacks on the (19)60s. And that generation as a breakup of our society, were the conservative students of that era, which some say were more were larger in number than the new left and the liberal students and students of color.
43:34
AA: No-no, now we have now we have done surveys of that, that is a myth that is- the peak time for the left politically, in terms of political identification was in the early (19)70s. When you had the left outnumbering the right, by better than three to one, we would have never seen anything like that since. As far as defining concomitantly with the materialist because let’s face it, the left does not make a very good appeal to your individual read, right? That is not something that the left is very good at. And-and the right, of course, is all about that. And so that, that helps to account for the fact that now the left barely outnumbers the right. And it has been that way for twenty years. That the left-right balances, are pretty much even lean, tilts slightly left. And it always has, but it is- of course if you break it down by gender, the women are still significantly and then the men significantly right today, and that has been that way for-
45:23
SM: In your view what? You have made reference to several of them already materialism. But in your view, what were the main issues of Boomer generation before they reach the age of 30? And-and I asked the same question, again, what has been the main issues of this generation after the age of 30? Since the oldest are now 64? And the youngest are 49.
45:46
AA: I am not sure that-that the issues are any different for the Boomers today than they are for other people today, you know, younger people today. I do not. I do not, I think it is difficult to single out something called the Boomers in contemporary times, as really being very different from anybody else. We have all been sort of swamped by technology and by materialism and by knowledge, distribution of wealth and that has impacted all of us. I do not know.
46:42
SM: How about before the age of 30?
47:43
AA: Well before the age of 30? Certainly, I think there was, there was a legacy of the days of activism of the days of hope, for humanity, that we-we have power to make things better. I think the, you know, Jimmy Carter was a big disappointment to a lot of the Boomers. He was seen as too timid and, in a way, we were sort of seeing the same things today with Obama, I think people are seeing him as too timid, to willing compromise, who willing to sort of cave in to pressure his enemies. And I think that Carter was the same, although the whole Carter thing was so confounded by the- Iranian contraband, you know, that rumble in the desert has been-been successful. Our perception of Jimmy Carter might be entirely different. And Reagan may never have been elected. Oh, yeah, you have that little military adventure in the desert was the- such a damaging thing that Carter's image and he had nothing to do with it. Bad weather. So, you know, I but I, he was, I think, seen as timid and as a disappointment and not having the courage of [inaudible] and by the, and then Reagan pu-put sort of finality to it, that was the [inaudible] for boomers and [inaudible] and then become as popular as he did further disillusion at least to the Boomers on the left.
49:09
SM: One person told me that when they think of the Boomer generation, they think of white men and women, and they had not, they never thought of even thinking of African Americans and people of different orientation. I have only had a few people say that, but people were upfront about it saying, this is not just about white men and women. So, have you heard that before?
49:38
AA: No but I-I do think that there is a tendency for-for white people, at least, in probably maybe people of color as well to think of Boomers as white. I think that-that is what comes to mind.
50:01
SM: What? What is your- I have gotten a lot of questions here. What is your reaction to conservative thinkers who say most of the problems that Americans did to society today are due to the generation that came of age in the late (19)60s and early (19)70s? And I am referring to the drug culture, the sexual freedom, no respect for authority, lawlessness, center, a sense of no moral character or break up the American family, the idea of the welfare state, the rise of special interests, the ugly dressing and clothes that they used to wear rock and roll culture, linked to drugs, that they mocked the IBM mentality of their parents in the (19)50s. And, you know, when I say, you have heard this before, I know that Newt Gingrich, when he came to power (19)94 made commentaries and he is a Boomer. And George Well, over the years has always had articles in his books, shooting at this generation, and of course, you see it today on Fox with Glenn Beck and Mike Huckabee, and even Senator McCain made comments about Hillary Clinton, they are close friends, but made kind of derogatory comments during the campaign a couple years back. So just your thoughts on that?
51:31
AA: Well, it is sort of a revenge thing going on here. I mean, I think that all the attention that the that the activists got during the Boomers, the advent, aggravating people who did not agree with the civil rights movement, or the women's movement or the antiwar movement, or any of that.
51:51
SM: Please speak up to.
51:54
AA: Well, Yeah, I was just going to say that. But there was a lot of attention and a plane that flowed on Boomers on the left, and they did outnumber those on the Right. I think. So, it is important to realize that the psychology of the right, I think, I think, but the psychology of the right is a fear of losing control. It is all about control. And so, now, the right feels better having a big army having a tough belief, tough laws, tough courts, tough judges, you know, we got to maintain control, because we are all flawed center. And so, we need a song, ironically, a strong authoritarian government to keep people under control. And that is a-that is a big part of the psychology of people on the right. And I think, I think they saw the (19)60s and (19)70s as a time of loss of control. people got out of control, so it was very threatening. And so, you know, it is-it is the paradox. Me arguing that we have, you know, the government to say, we got to cut it down, but also to be advocating, this has always been the, the, the contradiction of right wing thought is that, there is theoretical claims of freedom and, and what that really means is freedom to make as much money as you want, and are able to at anybody else's expense is what that really means, which was very narrowly limited to the economic sphere. Right? Because the control is all pervasive on sex life on what you put in your body, so forth. And, and I think that is-that is what we are seeing is just the manifestation of that that dynamic. I think that is why the alliance was the religious right as the and the political right. It is really a pretty new thing. You know it did not exist during the Boomer’s pay day.
54:53
SM: Right.
54:53
AA: That is a relatively and I think that around this whole issue of control.
54:59
SM: You know it is interesting when I lived out in the Bay Area, I am going up to visit a couple days, some old friends, but when I lived out there, there was a minister on the radio. I was I was out there, late (19)83, (19)76 to (19)83. And I will never forget this minister, I was listening to him on a Sunday night, and he said, the world will be a much better place when the last member of the Boomer generation has died. And then he went on his whole sermon was about why because he felt that the not only that those who were the active and protesters, but he said the entire generation, even those that did nothing, were totally subconsciously affected by it. And then it could be nothing, but we create a negativity in our society down the road. It was a I almost threw the radio out the window [laughter] but-but I am. Phyllis Schlafly and David Horowitz and other critics of today's universities say that. Oftentimes they say the troublemakers of the (19)60s now control today's curriculum, and they were referring to obviously the Women's Studies Program, the black studies, gay studies, environmental studies, Asian American, Native American, Chicano, that is what they were referring to. And then, of course, they always say, they are educated. They are indoctrinating, and they are not educating by these things, your thoughts on their thoughts?
56:31
AA: Oh, right. They are, right. They, largely, the curriculum and the faculties are controlled by the troublemakers. And I think the differences in how the troublemakers are perceived and characterized. You know, if these are the people who helped to bring about equality for women, equality for African Americans, the end to an immoral war, the beginning of the end of the suppression of speech. Yeah, they are the troublemakers. And, if that is, you know, that is, that is the group that is in charge of academia right now. Then I am perfectly comfortable with that.
57:34
SM: What did what did universities learn from the students they served in the (19)60s, with particular emphasis on those who protested on campus when activism became the norm? What- I fear that today's universities have forgotten, the lessons that were that they should have learned particularly whether it be in linkage to the Free Speech Movement at Berkeley in (19)64, (19)65. And the reasons why it happened. Not being upset with the fact that it did happen but understanding the reasons why it happened. And then all the protests, obviously from babies (19)65, (19)66 through the probably the 1973 time period when activism kind of died on campuses. What-what did universities learn, or do they have amnesia?
58:28
AA: I think the one thing they learned about-about protests was a tactical one.
58:34
SM: Hold on a second. I am going to turn my tape here. Hold on one second. How is your weather out there today?
58:40:
AA: Very cloudy.
58:43
SM: We were-we were supposed to have some pretty strong 60 miles- [tape cuts] I do not know where they would be would it be, but I did not really the only reason. I am back. Go right-ahead.
58:59
AA: Okay. Well, I was going to say that.
59:06
SM: Still there?
59:10
AA: Yes, just a second, I dropped my phone. The- let us see what was on my mind, my mind was wondering-
59:35:
SM: I was wondering what the universities learned from the students and service of the (19)60s, or do they have amnesia?
59:32
AA: they learned I mean, some tactical ways of dealing with protesters, and that is stop their issues, to have a conversation with-with the protesters. And-and in many cases, they did not do that. We did a major study on that during the (19)70 and the real difficulties on campus that came when the administration refused to stop or negotiate with the protesters. That is that. And also, the other one is bringing police on the campus inventorially. Because that was always an instigator to violence. I think they are much more sophisticated tactically, because they were on the other side of the protests during the during the (19)70s, late (19)60s, early (19)70s. So, they learned that much. Not allowed to negotiate with seemingly unreasonable people.
1:01:04
SM: Yeah, I think their whole experience at Kent State and Jackson State Police and guard coming on campus, when I was in Ohio State, Dr. Philip trippy, you may have known was my well, he was-he was one of the reasons why I went to Ohio State. And then I had a great advisor. In Dr. Roosevelt, Johnson went on to Johns Hopkins University, and they were like, to close the faculty members. And we have a lot of classes dealing with the issue of illegal aspects in higher education, about who can and cannot come on a university campus. And so, you are really right down there with respect to responding to that. Still there?
1:01:46
AA: Yes, I think, I think they-they learned a lot about the tactics. You know, the problem is, is that we do not have these big, weeping social issues, that can galvanize a lot of people. You know, you enumerated all the other much smaller scale protest movements of various sorts. Not only are they not able to galvanize large numbers of students around an issue, but also the ethical and moral issues are not as clear cut. You know, just to take one example, in the American Indian distaste for team mascot name, as you know-
1:02:49
SM: Cleveland Indians, and-
1:02:52
AA: Basically, the main issue that seems to get the attention of activists in the American community, and one of my former doctoral students, devoting pretty much all of her spare time to this issue. And it does not, it does not get any attention from people outside of the community involved. Like racial discrimination got the attention of a lot of white people. And gender discrimination got the attention of a lot of men. And of course, woman was a large enough group. It did not need the men, but it nevertheless, there was a lot of attention. So, these, a lot of these more specialized protests do not seem to get that much attention. And, and also, I think the-the, what is required to deal with it is a fairly minor things like, okay, Stanford, led the way back in the (19)60s, aging, his name from the Indians to the Cardinals. And then, I mean, big deal. And of course, professional sports teams are refusing fraud. Basically, that-that is the problem is it is the issues do not get the attention, get the empathy, empathy of people outside of the group.
1:04:49
SM: Bear with me here I have a question to ask here. And we will read this thing-thing, man, we will read this one. Universities today- This is just me thinking. Universities today emphasize service learning, and really have a push for volunteerism as important goals and preparing students for the world they will face in the future, by giving them the sense of helping and caring for those less fortunate than themselves. However, I feel universities are afraid of the term activism, which is really a 24 to 24/7 mentality as opposed to volunteerism that is oftentimes required, especially in Greek life organizations, and but although others do it on their own, maybe for two hours a week, because they we because they remember a time of disruption in the (19)60s and (19)70s. Where students demand. Where students were making demands that is greater questioning of what money is or accepted or used from corporations linked to war. These are just examples. In my right in my perception that money over ideas and social conscience is the number one thing in higher ed today. Because they are constantly doing fundraising, everybody has a link to it. And if there is a threat to that, these other you know, a lecture, they want to put a lecture because of that speaker is controversial, it could affect the money coming into the university. Are universities afraid activism, the term activism?
1:06:32
AA: That is hard to say? I guess I would put it differently. I think, what the materialism has infected. Is university, far beyond what we could have imagined, back in the (19)60s and (19)70s. And it has been exacerbated by policymakers who starve the institutions. And they find out, they can get away with that, because the institutions have a way of compensating mainly to raise their fees. And so, I think the-the focus on money is-is way too powerful. And it distorts our thoughts, distort our policies. And so, you know, we-we hire fundraisers to lead our institutions rather than educational leaders. And I think that is a huge mistake.
1:08:06
SM: That was what Arthur Chickering said, when I interviewed him, about six months ago, at the end of the interview of a job and revenue, book, education, identity, in depth, comparing about the boom generation, I asked him this. Is there one final thought you would like to give me as we end the interview? Is there anyone concern you have about higher education today? And he said, yes. Corporations have again, taken over.
1:08:34
AA: He is right?
1:08:35
SM: And, and you see, that is what really upsets me as a student, the (19)60s and you think of the Free Speech Movement, you think of Mario Savio, whether you like the guy or not, he is his voice. And if you read his speeches and what he had to say, to universities, about ideas, that is why I went to school, I went to school because I loved to learn about ideas. It is not about corporations taken over. And I know and so I have interviewed quite a few people linked to the Free Speech Movement. And even though they like Clark Kerr, as a human being, and many of them because he got fired by Ronald Reagan, and that was a plus in the eyes of the movement because that was a good thing. They did not because they just did not like Reagan so much that they call that a badge of honor for-for him. But, you know, he talked about the knowledge factory, well knowledge factories, what that upset a lot of students at Berkeley, and I tell you, it worries me today that history has forgotten in the university. And those students back then we were really fighting for the students of the day because the universities of our learning and ideas of education first, will last and forever. That is just me.
1:09:49
AA: I would agree with you. And the tragedies that we seem to have come to the place now where bottom line seems to predominate over everything else. And it is, it is bad.
1:10:13
SM: I want to get this quartered here that you have a tremendous interview that I have read over the web with T. Mills, do you remember this interview? And this is a quote from you, you have already mentioned this, but I want it for the record. This is a quote from you. “The problem is really larger than that, because the society is so different than it was in 1969. Kids grow up with a different set of stimulation, their ability to concentrate, their ability to read to listen well is different. It is different primarily because of TV, and the electronic media.” [chuckles] And that is-that is a beautiful quote [inaudible]. I actually sent this quote to some of my friends on Facebook that are in higher ed, did not. You basically, that was what you have been saying.
1:11:02
AA: Yeah, and, you know, we even tested this out, we-we studied a couple of cohorts of college undergraduates to see how their materialistic values develop during college. And, of course, in general, they tend to decline. And I think that is one of the salutary effects of the college experience is, students began to reassess their values and priorities. And this has been true from the earliest studies back in the (19)30s. That the college experience tends weaken your materialistic values, but there are individual exceptions. And one of the interesting studies we did was to see what-what kinds of experiences during the college years tend to promote materialistic values and guess what it is the television that you watch in your, in strengthening your materialistic values.
1:12:25
SM: You mentioned in that interview with cane Mills that the students today, in 2010, that you stated in the same interview is as much different is a much different clientele than those in the (19)60s and (19)70s. In the year that because their values are different. There is less learning for its own sake. And we learn in order to get credentials, get a job and to make more money. And you are-you are pretty good at saying, this is not a blame game. But it is just the basic fact that our culture is different. When you talk about their values are different. Could you just explain how the Boomer-Boomer generation values are different than say the millennial values of today?
1:13:13
AA: Well, first of all, they are much less politically and gay today. They are more cynical about politics. So of course, that leaves the field to the people who want to manipulate the political world, because the populace is not that interesting. And that is reflected of course in voting patterns and a lot of other things. The- I also think that not having access to print media that you and I were used to, is another factor because I really believe that print media, getting your news, through print media is a different experience. Again, you are more reflective. I think getting it off the internet or on television, which is worst thing is- makes you much more vulnerable to being manipulated, frankly. And so, I think it is easier today to manipulate public opinion than it ever has been. The so-called mainstream media are responsible here, it seems to me again, because they are primarily out to make a buck. And so, you know, if it bleeds, it leads, and the most outrageous things that politicians say and do get the attention. And so, people who are willing to be outrageous who are willing, and the attention really is-is simply look what this person said, rather than this person made up a story or this person lied, or this person to sort of the facts, they do not have that kind of reporting anymore in the mainstream media very much more. And maybe we get a little bit of that on MSNBC. But it is not right-wing propaganda. It is a being a funnel, for right-wing propagandists, I am overstating the case, but the problem is that our brains are being watched. And we do not know it. And there are some people who-who resist it. You know, years ago, Leo Postman used this wonderful metaphor in the sidebar, you know, what education really needs is the capacity to develop our craft detectors. I think he is lifting a line from Ernest Hemingway or somebody earlier. But the idea that, particularly this day, where were barraged with opinions and, and distortions and lies and so forth, is that we need to have the capacity to sort out reality from propaganda. And I think we lacked that kind of critical capacity. People do not have it.
1:17:14
SM: You-you mentioned in-in a lot of your writings that one of the key components of a successful college career is the emphasis on diversity. And I 100 percent agree. I went to Ohio State because I knew in that program, even in early (19)70s, little (19)70s, that multicultural diversity was a very important part of their program. And I was honored to have Dr. Johnson's my advisor who really, you know, made a strong in that particular area. But there, you mentioned in [inaudible] talking about diversity, that there were several ways of talking about it, you felt it was important that if you had to preach it, then do it, you were able to incorporate it into your courses or workshops and speakers on campus. And students that are encouraged to interact between the races. And then you see the very end student outcomes that are not positive come out of this emphasis. Have you-have you again, respond to these critics? And again, I always bring this because I would have to have both sides here, who say that some that all of these activities centered around indoctrination, not education. Because when you say preaching it and incorporating it, I think you have already responded with respect to an earlier question on this, but diversity is important, but for those some students today, and I hate it, I do not like it forced down my throat. And I have had that from some of my conservative students over the past 10 to 15 years.
1:18:51
AA: Well, I do not know exactly what they mean by forced down your throat. You know-
1:18:56
SM: Well, that is, there is nothing wrong with preaching the importance of it in the university environment for its students. That could be from administrators or faculty members?
1:19:08
AA: Well, you know, the, the whole idea of a liberal education is based on this concept of exposing the students to new and different points of view, people, cultures, ideas, and so forth. That is-that is the whole idea behind it. And of course, there are some people who are do not want their kids to be exposed to a liberal learning, and so they will send them to an evangelical college or the Military Academy or something like that. Wonderful aspects of our diversity. But the vast majority of our institutions are committed to liberal learning, and to providing a liberal education. And a good part of that involves exposing the students to new and different people and ideas. And, you know, what is really interesting is that we have just finished in fact, you might want to check out the microsite he developed for the book that is coming out at the end of this month. So, cultivating the spirit, “How college can enhance students’ inner lives,” that is the subtitle. Anyway, you can just go to cultivatingthespirit.com. And the website, indorses the book and so forth. But we were very excited about this. Because what we found is that experiences that expose students to new and different kinds of people and ideas and cultures, so forth. experiences like study abroad, interdisciplinary study, service learning, and even interracial interactions. All these experiences contribute to student's spiritual development and enhances their lives. And when we have defined spirituality as-as a multi-dimensional quality of all traits like equitability and your sense of connectedness to the world, your, your ethic of caring for other stuff like that, these are spiritual qualities that we looked at. And, and, and all of these kinds of liberal learning experiences, enhance spiritual development. And spiritual development, in turn, enhances the college experience in general. Qualities developed in college, they get better grades, they are more likely to be satisfied with college, they become more interested in graduate study and so forth. So, it is a very exciting study, and we had no idea we are going to find something quite-quite exciting.
1:22:28
SM: It is amazing, because as I am reading this question here, where were the students in the (19)60s and (19)70s, with respect to spirituality, the perception is the perception that you read from the books on the (19)60s is as they were reared in large numbers going to church and synagogues in the (19)50s. And that religion was very important then. And, and of course, religion was an issue when John Kennedy was elected president there of all the concerns of the Catholics, the pope would control his thought. But as the late (19)60s, early (19)70s, showed many less organized religions, and became involved in what I call the inner spirituality. We saw it with the Beatles, we saw with rap groups, we felt with entertainers that will the media portrayed Zen Buddhism became very strong. Course people went into communes and so forth. And so, they continue their religion but not in a structured way. are your thoughts on the Boomer generation and their sense of spirituality?
1:23:44
AA: I think it was expressed in their-in their moral outrage about, about the war about racism, both myself I think, I think we are sensitive of meaning and purpose and value and that sort of thing came out in that form. And it was all self-righteousness involved, and no question about that. But I think in general, the run of the mill student protests were motivated by altruism and by concern with social justice and equity and caring about the others. And that is an important aspect of one spirituality is one sense of connectedness, and people. Some-some theorists argue that it is the essence of what spirituality is all about. But, you know, the religious engagement Actually, we found declines during college while your spatial qualities tend to get stronger. Even though spirituality is more often a quality of religious people, and is not always that question about that, but in spite of the fact that the two kinds of qualities are positively associated, one of them decline in college and the other gets stronger. And I think that has a lot to do with the fact that, to a certain extent, the entering college students religious versus a product, a heavily a product of the family experience. They get away from that he is exposed to other religions and other religious perspectives. And then he begins to wonder, well, maybe this is not the one and only fate, and so forth. And I think that because we have a measure of religious struggle and that-that does show a substantial growth during college.
1:26:07
SM: I think it was about eight years ago, at West Chester University at the Student Affairs meeting. I do not know how it came out during the round came along around any news to report and someone said, well, are you aware of the students meeting in the basement of Challenger Hall, and they are meeting at seven o'clock in the morning before classes meet students of color or sexual orientation? Male, female or all ethnic groups. And I said why? Well, because one of their fellow students was killed in an automobile accident, over the Christmas holidays. And when they came back, they were meaning to try to figure out, why did this happen to her? And what is my meaning? Why am I here? And it had nothing to do with whether you are Catholic or Jewish, you know, Muslim, Protest- It had nothing to do with any of that it had to do with the fact of they loved the students. They could not understand why she had been taken away in and acc-. the person was a drunk, that did it. And he was just coming back from Christmas break, and he was killed. And so, they were just sat over there for dinner. they were talking about why are we here? What is our purpose?
1:27:22
AA: Yeah, and that is-that is exactly what-what we call that a spiritual quest. That shows a lot of growth during college, and they begin to attach more importance to exploring questions like that the big quest of life and living,
1:27:39
SM: Right. One of the things that-
1:27:41
AA: I am going to have to take off. So, can we wrap this up in a minute?
1:27:50
Yeah, I ever run another five pages of questions, but I guess I will not be able to get them in. Can I ask two more questions?
1:27:54
AA: Okay.
1:27:55
SM: Maybe; let us see? Which ones do I want to ask you? I guess. One of the questions is that in the in the late (19)80s, and early (19)90s, political correctness was a very, we heard that all the time on college campuses, the PC, and there is a sharp attack on some of the programs we mentioned, and so forth. And then, of course, in the (19)50s, we saw attacks on trying to find communists, you know, behind every wall or whatever. Did you think when you heard all these talks about political correctness in the late (19)80s, and (19)90s. Any comparison with McCarthyism in the (19)50s trying to drown out people that in a university environment that for whatever reason?
1:28:51
AA: I have not heard that comparison, but I-I understand it, I mean, I can see the parallel and it probably has some validity to it because, like with any-any social movements, they are going to be excesses. And I think some of the political correctness, you know, represents an excess is, you know, inevitable social movement. And I, my sense about it is that is that we just should not take ourselves too seriously. [laughs] That have a bit of a sense of humor about-about that. You know, it is interesting that the phrase political correctness was actually coined by people on the web to and they would use it to joke with each other about-about being too clapper with language or whatever. The right picked it up and ended against it. Last-
1:30:02
SM: We had a-we had a conservative politician in the mid (19)90s. Coming to the university checking to make sure faculty members were in their office. And they were supposed to be looking at liberal [inaudible]. It was unbelievable. And I thought is this McCarthyism all over again?
1:30:18
AA: Listen, I know a guy in the Department of Education when the Reagan administration came in. They sent some guy with a clipboard around to one office after another, classifying people as to their politics. And I would say how they would classify you, and he says, as a communist.
1:30:41
SM: Oh, my God.
1:30:42
AA: Okay. Department of Education.
1:30:45
SM: Oh, my God. My last question here is that data has shown that less than 16 percent, were involved in any sort of activism within the Boomer generation, the (19)60s or (19)70s. And that could be conservative or liberal activism. People that I have interviewed for this book, have said it was much less than 15 percent. Do you have data to verify this? As far as values are concerned. Do you have data to show the impact that this period had on Boomer youth both consciously and subconsciously, as time went by?
1:31:20
AA: You know, it all depends on the, you know, the most widely participated in protest was, of course, first day in 1971, (19)70, (19)71. Whenever they say was, we do a national study of this of this whole issue. In the published in a book called The Power of Protest, it is a jokey book of 19- whenever that was 1980, I cannot remember exactly when it might have been earlier 1977. But a lot of it is in there. I could not dig that out right now. But there is a lot of sorts of normative data on how many participated and what impact that participation had on them and that kind of thing. And so, you might want to check that out.
1:32:16
SM: What is the name of that Book?
1:32:19
AA: The Power of Protest. There were four of us who were authors if I recollect my wife, and I think we had four authors on that.
1:32:36
SM: What do you think the legacy will be in this generation once they are all gone? What will the historians’ educators and-and the sociologists be saying about the generation and secondly, in the current way, you feel this generation will go to its grave, like the Civil War generation, with so much division, that they will not be healed. The reason I asked this question is because I took a group of students to Washington in 1995 and I cannot understand this [inaudible]. And they were very concerned that the Boomer generation that they had seen on film reminded them of the Civil War generation that they had been reading about in their books, where divisions were so strong between black and white male and female gainsay. Those who supported the war and those who were against the war that that they were going to go to their grave like the Civil War generation bitter, feeling hate remorse and not feeling like they did in the Civil War. So basically, it is a two-part question, question of healing and the question of the legacy.
1:33:53
AA: I think if they it depends on who they are going to believe. You know, the right-wing propaganda machine is well oiled and has starting with, I guess, the Nixon and on with [inaudible], with these are books that are being drowned out by the Heritage Foundation and the taser and so forth. If you want to believe those characterizations, when you know, you are going to, you know, feel like you are a failure, nothing happens, but deceit to me. We got to look at the facts. And the facts are the generation initiated a lot of very-very important, positive changes and provided an atmosphere for other social movements to take foothold. And also, they popularize the idea of a value-based approach to public policy and government, so forth, as opposed to a cynical power approach. And so, there is so many positive aspects to it. And the excesses are easy to burlesque like political correctness, like reverse discrimination, and so forth. And but I think in, all in all, it has been very positive force in our society and-and the folks who, who were part of that movement, need to step up and be counted. So, you know, we are proud of what we accomplished, and we think society is better off for it, and it is not drugs and rock and roll.
1:36:16:
SM: Much more I thank you; do you have any other final thoughts?
1:36:20
AA: I think that is about it. I really got to run.
(End of Interview)
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Interview with Dr. Alexander Astin
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Astin, Alexander W. ; McKiernan, Stephen
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College teachers; Authors; Astin, Alexander W.--Interviews
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Dr. Alexander Astin is Distinguished Professor Emeritus of Higher Education and Organizational Change, at the University of California, Los Angeles and the founding director for the Higher Education Research Institute at UCLA. Dr. Austin has authored 23 books and has been a recipient of awards for his outstanding research. In addition, he was a part of the National Academy of Education.
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Binghamton University Libraries
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2010-10-15
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eng
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McKiernan.Oral.10.2016.35
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2017-03-14
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McKiernan Interviews
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96:20
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https://omeka.binghamton.edu/omeka/files/original/c013b9ed3d88b658ac540318b3874129.pdf
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BINGHAMTON
U NAY V E R S ] ) ] 1
S TAT E U N I V E R S I T Y O F N E W Y O R K
vdec
’
D E P A R T M E N T
V IOLA P LUS !
Roberta Craw ford viola
Michael Salmi rs piano
Janey Choi violin
Stephen Stalker cello
Timothy Perry clarinet
Mary Burgess soprano
Timothy LeFe bvre baritone
Sunday, October 17, 2010
7:30 p.m.
Casadesus Recital Hall
�PROGRAM
Sonata for Viola and Piano.............cccoeeueeenn.......Robert Palmer
(19152010)
Andante con moto e sempre cantabile
Allegro risoluto
Silenced Voice for Soprano, Baritone,.............Michael Salmirs
(b. 1955)
Clarinet, and Piano Quartet (premiere)
Vanessa’s Lament
Never Shall I Forget
O You Tender Ones
INTERMISSION cx
E
l
e
1
Evocations of Slovakia
The Mountain
Night
Dance
g
y
Elliort Carter
(b. 1908)
Karel Husa
(b. 1921)
Heartfelt thanks to my wonderful colleagues who have given
so freely of their time and talent to make this program possible.
�SILENCED VOICE
Dedicated to violist, Roberta Crawford
and to the memory of Rachel Corrie
and all those who have fought oppression
with only the goodness of their hearts.
I was inspired to compose Silenced Voice after hearing a radio interview on
Democracy Now with host, Amy Goodman and guest, actor/peace activist,
Vanessa Redgrave regarding the play, My Name is Rachel Corrie. Rachel
Corrie, a 23yearold American peace activist from Olympia, Washington, was
crushed to death by a n Israeli bulldozer on March 16, 2003, while standing in
front of a Palestinian family’s h ome, attempting to shield it from demolition. The
play, based on her diaries, was to be produced in NY City, but due to the
‘sensitive‘ nature of the material and the current political climate (2006)
between Israel and Hamas, the theatre canceled the production which the
producers claim was an act of censorship.
Vanessa Redgrave o n Democracy Now:
"...the terrible thing was that it was silencing that girl, and she was killed to be
silenced....l don’t know of a single government that actually abides by
international human rights law, not one, including my own. In fact, violate these
laws in the most despicable and obscene way, I would say. But to cancel a
play, and it wasn’t really a play, to cancel a voice, because it was her voice, is
an act of such catastrophic cowardice, because we are living in times when
people are quite fearful enough about speaking out, for losing their career or,
you know, whatever, and I think it‘s—people in the theater, in film, radio,
television, dance, music, we have to do what we must do.”
Listening to the soulful voice of Vanessa Redgrave tell of this tragic event
touched me so deeply, that I began composing the first movement of Silenced
Voice for Viola and Piano—the viola being for me the closest reflection of
Vanessa’s voice.
Elie Wiesel’s horrific witnessing of the holocaust is the point of departure for the
second movement, Night. Although I wasn’t consciously trying to evoke Jewish
musical pathos, the influence of klezmer can be heard in the extended clarinet
and cello solo.
In the wake of all this pain and suffering in the world, I have to ask myself,
“Where do I stand? How do I go on with my life while these horrors continue
every day?” While I believe that one should defend human rights, whether
through words or actions, and that one should bear witness and shed light on
atrocities whenever possible, there has to be a place inside oneself where fear
and anger can be released—hence, O You Tender Ones. My wife, Roberta
Crawford gave me a gift of Rilke’s Sonnets to Orpheus many years ago. I was
always drawn to this particular sonnet and the lines:
Even the trees you planted as children
Long since grew too heavy, you could not sustain them.
Ah, but the breezes...ah, but the spaces...
These words have lived within me for over thirty years. Now they ’re released in
music.
–Michael Salmirs
Night
Never shall I forget that night, the first night in camp,
that turned my life into one long night seven times sealed.
Never shall I forget that smoke.
Never shall I forget the small faces of the children whose bodies
I saw transformed into smoke under a silent sky.
Never shall I forget those flames that consumed my faith forever.
Never shall I forget the nocturnal silence that deprived me for all eternity of the
desire to live.
Never shall I forget those moments that murdered my God
and my soul and turned my dreams to ashes.
Never shall I forget those things, even were I condemned to live
as long as God Himself. Never.
—Elie Wiesel, Night
translation: Marion Wiesel
O Yo u Tender Ones
O you tender ones, step now and then
into the breath that takes no heed of you;
let it part as it touches your cheeks,
it will quiver behind you, united again.
O you who are blessed, o you who are whole,
you who seem the beginning of hearts.
Bows for the arrows and targets of arrows,
tearstained your smile shines more everlasting.
Fear not suffering; the heaviness,
give it back to the weight of the earth;
the mountains are heavy, heavy the oceans.
Even the trees you planted as children
long since grew too h eavy, you could not sustain them.
Ah, but the breezes...ah, but the spaces...
—Rainer Maria Rilke Sonnets to Orpheus First Part No. 4
translation: M.D. Herther Norton
�ABOUT THE PERFORMERS
ROBERTA CRAWFORD, violist, performs extensively as a recitalist and
chamber musician. As associate director and a founding member of the Finger
Lakes Chamber Ensemble, Ms. Crawford has participated in over one hundred
solo, chamber, and lecturerecitals presented by the ensemble since its
formation in 1990. She has performed with the Catskill Chamber Players,
appeared frequently on the Cayuga Chamber Orchestra’s Sunday Chamber
Music Series and has been a guest performer with the Ariadne String Quartet.
Ms. Crawford has played with the Portland and Syracuse symphonies and has
served as principal violist for the Cayuga Chamber Orchestra.
An advocate of n ew music, Ms. Crawford has premiered numerous works
featuring viola and has been the dedicatee of several works written specifically
for her. She has participated in music festivals throughout the United States
and in the Caribbean and has appeared in live performance broadcasts for
public radio and television. A dedicated teacher, Ms. Crawford has served as
clinician, coach, and adjudicator for numerous music organizations and is
director of ViolaFest at Binghamton. She has been a guest faculty member at
Phillips Academy, the Quartet Program, Ithaca College, and the Eastman
School of Music and is currently coordinator of strings at Binghamton
Canadian violinist, JANEY CHOI, gave her Carnegie Hall recital debut in 1997 as
a winner of the Artists International Auditions and continues an active career
performing on chamber and recital series, and with such groups as the New York
l
l
University.
MARY BURGESS, soprano, a graduate of the Curtis Institute of Music, has
been a member of the Binghamton University voice faculty for over twenty
years. Ms. Burgess made her U. S. operatic debut with New York City Opera
while still a student at the Curtis Institute, and subsequently appeared with
Santa Fe Opera, Washington Opera, New Orleans Opera, Nevada Opera, and
many other regional companies including TriCities Opera in Binghamton. Her
European operatic debut was at the Holland Festival in Amsterdam; she has
also performed at the Spoleto Festival in Italy, at the Theatre Royale de la
Monnaie in Brussels, and with Dublin Grand Opera. Burgess has appeared as
soloist with more than two dozen U. S. orchestras, including the Boston
Symphony (with Seiji Ozawa), Cleveland Orchestra (with Lorin Maazel,
Eduardo Mata), Chicago Symphony (Sir Simon Rattle), and Cincinnati
Symphony (Klaus Tennstedt, James Conlon). She has been a frequent guest
at such prestigious festivals as Marlboro, Monadnock, Ravinia, Aspen,
Blossom, Casals, Chautauqua, and the Cincinnati May Festival. Her repertory
of forty roles in five languages ranges from Monteverdi and Cavalli to Britten
and Virgil Thomson. Her performances of Britten’s Les Illuminations and
Mahler’s Symphony No. 2 with the Omaha Symphony were filmed for broadcast
by Nebraska ETV. She has recorded for Columbia, Masterworks, CRI, Sony
Classical, and Telarc.
City Ballet, Harrisburg Symphony, and the Key West Symphony. The recipient of
numerous awards including the Ontario Arts Council’s Chalmers Performing Arts
Training Grant and First Prize in the Canadian Music Competition, she has
participated in such festivals as Mostly Mozart, Norfolk, Taos, the Spoleto
Festivals in the U.S. and Italy, Festival Musical de Santo Domingo, the Santa Fe
Opera and the Sarasota Opera.
An avid interarts and crossgenre collaborator, she is the Music Director of
Thomas/Ortiz Dance, and has performed numerous times with the Parsons
Dance Co., most notably at the Kennedy Center in Washington, D.C., and at the
New Victory Theater in Times Square. Her other interests have taken her to the
visual arts world, developing and presenting an annual “Music + Art” show
commissioning paintings based on chamber works. She has recorded and
appeared with such mainstream performers as Bono (U2) and Quincy Jones,
Enya, Elton John, Adele, Sarah McLachlan, Lisa Loeb, Lenny Kravitz, Kanye
West, JayZ and Beyoncé, on the Grammys, MTV, Saturday Night Live, The
Today Show, at Live 8, Radio City Music Hall and Royal Albert Hall in London,
England.
Dr. Choi attained her Doctor of Musical Arts degree at Rutgers University,
studying with Arnold Steinhardt as the recipient of the Graduate Fellowship
Award. She holds BM and MM degrees from The Juilliard School where her
major teachers were Joseph Fuchs and Joel Smirnoff. In addition to being on
faculty at Binghamton University, she is a Teaching Artist for the New York
Philharmonic and Chamber Music Society of Lincoln Center. In her free time,
she enjoys marathon training, swimming, playing soccer and ice hockey.
fl
1
Baritone, TIMOTHY LEFEBVRE, retum’s to Binghamton University for today’s
concert from the Oberlin Conservatory of Music, where he was appointed
assistant professor of voice. LeFebvre’s diverse operatic repertoire includes
leading roles in Amahl and the Night Visitors, The Ballad of Baby Doe, The
Barber of Seville, La Boheme, Carmen, The Coronation of Poppea, Cosi fan
tutte, The Crucible, L’elisir d’amore, Faust, Die Fledermaus,Hansel and Gretel,
Madama Butterfly, Le nozze di Figaro, Regina, Rigoletto, La traviata and
Turandot. Other operatic roles include those in The Crucible, Dead Man Walking,
H.M.S. Pinafore, Pagliacci. and Tosca. He has appeared with Central City
Opera, Opera
Delaware, Indianapolis Opera, Opera Theater of Pittsburgh, Sarasota Opera,
Syracuse Opera, and TriCities Opera, among others.
LeFebvre’s concert performances include Fauré’s Requiem (Syracuse
Symphony), Handel’s Messiah (Jacksonville Symphony), Brahms’ Requiem
�(Binghamton Philharmonic), and, with the New Dominion Chorale in Washington
D.C., VaughanWilliams’ Five Mystical Songs and Liszt’s Christus. Other
orchestras with which he has appeared are the American Symphony Orchestra
and the Minnesota, Pittsburgh, and Williamsport symphonies. He has performed
in concert at New York’s Carnegie Hall and Alice Tully Hall; at the Marlboro
Music Festival; the Berkshire Choral Festival, where he served on the faculty;
and the Rochester Bach Festival.
A winner of the New York Liederkranz Vocal Competition, LeFebvre has received
a Richard F. Gold Career Grant and an Opera Fellowship at Binghamton
University, and he was a regional finalist in several Metropolitan Opera
competitions.
TIMOTHY PERRY, conductor and clarinetist, is Professor of Music and
currently Chair of the Department of Music for Binghamton University. A
graduate of the Manhattan and Yale Schools of Music, Dr. Perry joined the
Binghamton University faculty in 1986, becoming Professor of Music in 2002,
and receiving the Chancellor’s Award for Creative Activities in 2005. As Music
Director, Dr. Perry has directed the University Orchestra (since 1986), directed
the University Wind Ensemble 19862005, and led the Binghamton Community
Orchestra from 19942004. Widely known as a clarinetist in virtuoso solo and
chamber music, he toured Latin America and the Caribbean as a United States
Musical Ambassador and has presented recitals at three world conferences of
the International Clarinet Association. During 20082009, he appeared as
concerto soloist with the Catskill Symphony, as guest conductor with the
Binghamton Community Orchestra, and as guest artist with the Finger Lakes
Chamber Ensemble. In Summer/Fall 2009 Dr. Perry will serve as Music
Director in Binghamton and Santiago, Chile for a new production of the
Brecht/Weill ThreePenny Opera and will lead the Binghamton University
Orchestra in a gala October 2009 program with the Paul Taylor Dance
Company. With longtime collaborator Margaret Reitz, he will present an All
English recital program “Sweet Albion” in April 2010. In addition to his duties
as Chair, he currently serves as President of the Northeast Division of the
College Orchestra Directors’ Association (CODA) and New York representative
to the National Association of Music Executives of State Universities
(NAMESU).
Pianist MICHAEL SALMIRS is well known as a recitalist and chamber
musician. As a founding member and artistic director of the Finger Lakes
Chamber Ensemble, he maintains a full season of chamber concerts and
lecture recitals and recently presented a series on the last three piano sonatas
of Beethoven. He has appeared as soloist with the Corning Philharmonic,
Binghamton University Orchestra, Cayuga Chamber Orchestra, and is
frequently a featured pianist on their Sunday Chamber Series. In addition to
performing most of the standard chamber music repertoire for strings and
piano, he has premiered numerous solo and chamber works, and recently gave
the world premieres of David Liptak’s and Marek Harris’s Piano Quintets. He
has also participated in such contemporary music series as Binghamton
University’s Musica Nova, Cornell University’s Ensemble X, Chiron, and has
toured and recorded for the Syracuse Society for New Music.
Mr. Salmirs studied at the New England Conservatory and Eastman School of
Music; his teachers have included pianists Leonard Shure and Rebecca
Penneys and composer Karel Husa. Salmirs has taught at the Syracuse
University School of Music and Hobart and William Smith Colleges. He is
currently a faculty member at Binghamton University where he teaches piano
and coaches chamber music. He also maintains a private piano studio in Ithaca
and enjoys teaching students of all ages and levels.
STEPHEN STALKER, cellist, teaches at Binghamton University. He formerly
taught at Colgate University, Mansfield University, Ithaca College and the
Binghamton City School District. He was the principal cellist of the Cayuga
Chamber Orchestra in Ithaca, NY, and has performed extensively with the
Catskill Chamber Players of Oneonta, NY, and in concerts at Binghamton
University. Performing with the Catskill Chamber Players he has presented
Meet the Composer concerts with prominent American composers including
John Cage, Virgil Thomson, Lou Harrison and George Crumb. The Chamber
Players appeared at Weill Recital Hall, premiering a set of four string quartets
by Henry Brant. With violinist, Janet Brady, and pianist, Walter Ponce, he
performed the complete Beethoven Trio cycle at SUNYBinghamton. He
performed with Solisti New York on their Alaskan cruise of the Inner Passage
from Vancouver to Juneau. As a member of the Madison String Quartet, he
was a finalist in the Naumberg Chamber Music Competition in New York City
and the Evian International String Quartet Competition in Evian, France. He has
performed in many recital appearances with pianist, Michael Salmirs. He
performs regularly with the Trio Amici, Trilogy, Baroque ‘n Blue, Early On and in
concerts at Binghamton University. He is a past president of the New York
State Chapter of the American String Teachers Association and was Strings
Chair for the New York State School Music Association. He is a founder of the
Southern Tier Music Teachers Association and the Binghamton Cello Festival.
He is a graduate of the Manhattan School of Music in New York City.
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�Binghamto n University Music D epartment ’s
U PC O M I N G E V E N T S
Midday concerts are held on Thursdays, 1:20pm in Casadesus Recital
Hall unless otherwise noted and are FREE
University Symphony Orchestra’s “All Creatures” Children’s Concert:
Saturday, October 16, 2010, 2pm, Osterhout Concert Theater, $$$
Viola Plus: Roberta Crawford’s “Chamber Works of the 20” and
2r° Centuries”, Sunday, October 17, 2010, 7:30pm, Casadesus
Recital Ha//, $$$
Family Weekend Concert (Harpur Chorale, Women’s Chorus and
Wind Symphony): Saturday, October 23, 2010, 3pm, Osterhout
Concert Theater, FREE
Guest organist: Michael Bauer, Sunday, October 24, 2010, 4pm,
First Presbyterian Church, Binghamton, $$$
Song of Silk: Saturday, November 6, 2010, 8pm, Osterhout Concert
Theater, $$$
Student Recital: Dan Bessel, bassoon, Sunday, November 7, 2010,
3pm, Casadesus Recital Hall, FREE
University Chorus. First Steps and Final Thoughts, Sunday,
November 14, 2010, 3pm, Osterhout Concert Theater, $$$
For ticket information, please call the
Anderson Center Box O ffice at 777ARTS.
�
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1960's - present
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Binghamton University Music Department Tape Recordings
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Concerts ; Instrumental music ; Live sound recordings
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Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
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51:54:00
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Title
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Viola Plus, October 17 2010
Recital Tape 2010-10-17
Description
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Works by Palmer, Salmirs, Carter, Husa
Creator
An entity primarily responsible for making the resource
Crawford, Roberta
Salmirs, Michael
Choi, Janey
Stalker, Stephen
Perry, Timothy B.
Burgess, Mary
LeFebvre, Timothy
Publisher
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Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-10-17
Rights
Information about rights held in and over the resource
In copyright
Type
The nature or genre of the resource
sound
-
https://omeka.binghamton.edu/omeka/files/original/1d587436c330b80ac65dbaa44edff290.pdf
94c4c06639483315c9acf4ce2aeaf50b
PDF Text
Text
BINGHAMTON
U N I V E R S I T Y
S TAT E U N I V E R S I T Y O F N E W Y O R K
zedec
D E P A R T M E N T
THURSDAY
MIDDAY CONCERT
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Ne
5,
//
OCT. 21,2010
1:20 P.M.
CASADESUS HALL
�PROGRAM
Sonata, Op. 1 7 . . . i c c a i i i i i n van Beethoven
Rondo
(17701827)
Robert Muller, horn
Margaret Reitz, piano
In dem SchattenmeinerLocken................................................HugoWolf
(18601903)
Ich wollt ein Stréusslein binden......
Das Variassone Magdle/n
Morgen..
E
l
f
e
n
l
i
e
d
Richard Strauss
(18641949)
. . . . . . . . Wo l f
verre... Strauss
W
o
l
f
Briana Sakamoto, soprano
William James Lawson, piano
“Me voila seule...Comme autrefois,".................................... Georges Bizet
from “Les Pecheurs des Panes”
(18381875)
Laura MacAvoy, soprano
William James Lawson, piano
Le Baiser de L’enfant Jesus,
from “Vingt Regards sur L’enfant Jesus”
Olivier Messaien
(19081992)
David Gaita, piano
Romance ..
Les Cloches
Paysage Sentimental
.....Claude Debussy
(18621918)
Christina Kompar, soprano
William James Lawson, piano
Emily’s Aria, “Take me Back”
from “Our Town”
Laura MacAvoy, soprano
Margaret Reitz, piano
.. Ned Rorem
(b.1923)
�Binghamton University Music Department’s
U P C O M I N G E V E N T S
M M M M M M M M F I
Saturday, October 23 – Master Class with guest organist Michael
Bauer – 10 a.m. – 12 noon – FA21 – free
F
I
Saturday, October 23 – Famil y Weekend Concert (Harpur Chorale,
Women’s Chorus and Wind Symphony) – 3:00 p.m. – Osterhout
Concert Theater – free
Sunday, October 24 – Guest o rganist: Michael Bauer – 4 p.m. – First
Presbyterian Church, Binghamton – $
Thursday, October 28 – MidDay Concert – 1:20 p.m. – Casadesus
Recital Hall – free
Thursday, November 4 – MidDay Concert – 1:20 p.m. – Casadesus
Recital Hall – free
Saturday, November 6 – Song o f Silk – 8:00 p.m. – Osterhout Concert
Theater – $15 general public; $10 faculty/staff/seniors; $5 for students
Sunday, November 7 – Student Recital: Dan Bessel, bassoon – 3:00
p.m. – Casadesus Recital Hall – free
Monday, November 8 Multimedia music performance o f
“Schlsmism: Natural Law” wi th Lisa Karrer and David Simons,
based on the life of Charles Darwin – 5:00 6:00 p.m. – Casadesus
Recital Hall – free (cosponsored by the Department of Music and
Evolutionary Studies)
Thursday, November 11 – MidDay Concert – 1:20 p.m. – Casadesus
Recital Hall – free
Saturday, November 13 – Student Recital: Briana Sakamoto,
soprano – 8:00 p.m. – Casadesus Recital Hall – free
Sunday, November 14 – University Chorus: First Steps and Final
Thoughts – 3 p.m. – Osterhout Concert Theater – $
Thursday, November 18 – MidDay Concert – 1:20 p.m. – Casadesus
Recital Hall – free
Thursday, November 18 – Friedheim Memorial Lecture/Recital
Series: Claudio Monteverdi, II lament d’Arianna – 8 p.m. – Casadesus
Recital Hall – $; free for students
For ticket information, please call the Anderson Center Box Office
at 777ARTS. To see a listing of all events, please visit
music.binghamton.edu or become a fan on Facebook.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960's - present
Title
A name given to the resource
Binghamton University Music Department Tape Recordings
Subject
The topic of the resource
Concerts ; Instrumental music ; Live sound recordings
Description
An account of the resource
Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
Rights
Information about rights held in and over the resource
In copyright.
Template: PDF / Rosetta
PDF with Rosetta audio/video link
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
1 audio
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
48:29:00
Streaming Audio
Streaming URL
<a href="https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE145705">https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE145705</a>
Accessibility
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Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
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Dublin Core
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Title
A name given to the resource
Thursday Mid-day Concert, October 21, 2010
Recital tape 2010-10-21
Description
An account of the resource
Held October 23, 2010. Works by Beethoven, Wolf, Bizet, Messaien, Debussy, Rorem, Strauss
Creator
An entity primarily responsible for making the resource
Muller, Robert
Reitz, Margaret A
Sakamoto, Briana
Lawson, William James
MacAvoy, Laura
Gaita, David
Kompar, Christina
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-10-21
Rights
Information about rights held in and over the resource
In copyright
Type
The nature or genre of the resource
sound
-
https://omeka.binghamton.edu/omeka/files/original/f9327a3e31697405a9f1a00fde35a041.pdf
5a5256289d1ef62b0ec43dfd0825b688
PDF Text
Text
BINGHAMTON
U N I V E R S I T Y
S T A T E U
N I V E R S I T Y O
F N E W Y
ORK
dee
r
D E P A R T M
E N T
Family Weekend Concert
Featuring
The Women ’s Chorus
Ta h nee F allis, conductor
William La wson, piano
The Ha r p u r Chorale
Peter Browne, conductor
The Wind Symphony
Ro be rt Sm ith, conductor
Saturday, October 23rd, 2 01 0
3:00 p.m.
Osterlzout Concert Theater
�I I. The H a r p u r Chorale
Peter Browne, conductor
PROGRAM
I. The Women ’s C horus
Sicit C
Tahnee Fallis, conductor
William Lawson, piano
Sound the T
r
u
m
p
e
t weeesses. HENTY Purcell
( 1 6591 695 )
( 18091847)
Oh. how soon the cycle ends, Spring turns into wintertime!
Oh how soon all happiness turns to sad silence!
The last sounds soon fade! The last songbirds are soon flown!
The last green is soon gone! They all want to return home!
Oh, how soon the cycle ends. Merriness turns to longing sorrow.
Were you a dream, you thoughts of love?
Sweet as spring and fast disappearing?
Only one thing will never wane: The longing that never goes.
Ah, how soon the cycle ends:
Oh how soon all happiness tums to sad silence! (Karl Klingemann)
T
R
I
N
A cere... Pablo Cassals
( 18761973)
I am very dark, but comely. O daughters of Jerusalem. . .
Therefore, the King loved me. and brought me into his chamber.
And he said to me: Arise my love, and come:
For now the winter is past. the rain is over and gone.
The flowers have appeared in our land.
The time of pruning is come. Alleluia! (Song of Solomon)
Sigh No More, Ladies
(from Sir John in Love)
Ralph Vaughan Williams
The Parting G l a s s
Traditional I rish Folksong
V
U
S
N
.. Eleanor Daley
(b. 1 955)
From an Unknown P
a
s
arr. Moses Hogan
( 19572003)
t
.
1. The Lover in Winter P l a i n e t h the Spring
2. Hey Nonny No!
3. My Blood So Red. . .
4. Suspiria
5. The Miracle
6. Tears
7. Crabbed Age and Youth
Ned Rorem
(b. 1923)
O What a Beautiful City...........c...ccoecueeueen......... Traditional Spiritual
Arr. Jeffrey L. Webb
(b. 1976)
Samantha VanAdelsberg, soloist
III. The Wind Symphony
Robert Smith, conductor
Pastime: A Salute to Baseball(1999) ...............................Jack Stamp
(b. 1954)
S h e n a n d o a h ( 1 9 9 8 )
Arr. Molly AdamsToomey
(b. 1 9 87)
E E D 8 5 G P . Palestrina
( 1 5251 594)
Upon Your Heart..
( 18721 958)
Stephanie Naru, soprano soloist
Molly AdamsToomey, conductor
Music Down in my Soul
r
As the deer longs for the waterbrooks,
So longs my soul for you. O God. (Psalm 42: 1)
. Felix Mendelssohn
Herbstlied.
e
American Folksong
arr. Frank Ticheli
(b. l 958)
Variations on “America (1891,)..
.. Charles Ives
( 1 8741 954)
Orch. Trans. W. Schuman(1963)
Band Trans. W. E. Rhoads
The Stars and Stripes Forever(1887)..................... John Philip Sousa
( 1 8541 932 )
�Tex t of F ro m A n Unknown Past
T H E P E R F O R M E R S
(Poems by anonymous or unconfirmed authors)
1. The Lover in Winter Plaineth for the Spring
Western wind, when wilt thou blow, that the small rain down can rain?
T H E W O M E N ’ S CHORUS
Christ. if my love were in my arms, and I in my bed again!
Tahnee Fallis, conductor
William Lawson, performance pianist
Jushin Choi, rehearsal accompanist
2. Hey Nonny No!
Hey nonny no! Men are fools that wish to die!
Is’t not fine to dance and sing when the bells of death do ring?
Is ’t not fin e t o sw i m in wi ne. a n d t u rn u pon the toe,
And sing hey nonny no!
When the winds blow and the seas flow? Hey nonny no!
3. My Blood So Red
My blood so red for thee was shed
Come home again, my own sweet heart. come home again.
You’ve gone astray out of your way. come home again.
[
.l
4. Suspiria
O would I were where I would be!
There would 1 be where I am not:
For where I am would I not be,
And where I would be I can not.
5. The Miracle
Behold a wonder here! Love hath received his sight!
Which many hundred years hath not beheld the light.
Such beams infused be by Cynthia in his eyes
As first have made him see and then have made him wise.
Love now no more will weep for them that laugh the while!
Nor wake for them that sleep, nor sigh for them that smile!
So powerful is the Beauty that Love doth now behold,
A s Love is turned to Duty that’s neither blind nor bold.
Thus Beauty shows her might to be of double kind;
In giving Love his sight and striking Folly blind.
Peter Browne, conductor
Weep you no more. sad fountains; What need you flow so fast?
Look how the snowy mountains Heaven’s sun doth gently waste!
But my sun ’s heav ’nly eyes view not your weeping, That now soflly lies sleeping.
Sleep is a reconciling. a rest that peace begets;
7. C robbed Age and Youth
Crabbed Age and Youth cannot live together:
Youth is full of pleasure, Age is full of care;
Youth is like a summer mom, Age like winter weather:
Youth like summer brave, Age like winter bare.
Youth is full of sport. Youth is nimble, Age is lame;
Youth is hot and bold, Youth is wild, and Age is tame.
Age. 1 do abhor thee; Youth, I do adore thee; O my love is young!
Age. I do defy thee: O sweet shepherd hie thee! For methinks thou stay’st too long.
Briana Hanson
Ashley K oo
Bora Lim
Stephanie Naru
Jessica Pyne
Hayley Rein
Julia Rose
Christine Scherer
Siobhan Sculley
Hyeyon Sco
Hannah Wentz
T H E HARPUR CHORALE
6. Tears
Doth not the sun rise smiling when fair at even he sets?
Rest you then. rest sad eyes! Melt not in weeping, While she softly lies sleeping
Elyssa Ackerman
Molly AdamsToomey
Sophie Bass
Carrie Buck
Jiaying Cheng
Meredith Collins
Rebecca Dinhofer
Annie Ferro
Sheena Finlayson
Samantha Grieco
Ashley G rumman
l
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Women
Men
Michele Aronson
llyssa Baine
Samantha Banton
Katie Besemer
Tahnee Fallis
Eliana Frim
Nuala Gaffey
Alexandra Kirby
Kerianna Krebushevski
Yiting Liang
Marisa Sweeney
Samantha VanAdelsberg
Mookey Van Orden
Adam Demetros
Brian Evans
David Frey
Matthew Francis Gawors
Ariel Hausman
Adam Hess
Tomas Kerr
Gabriel Lotto
Gavin McClelland
Glenn Parker
Mark Rossnagel
Joshua Rovou
Joshua Setren
Leander Tanner
Alexander Turo
�T H E WIND SYMPHONY
Robert Smith, conductor
Piccolo
Clarinet lll
Trumpet lll
Kathleen Spelman
Rebecca Falik
David Morrissey
Gregory Norman
Samuel Weintraub
Brian Lee
John Marschhauser
Flute
Emily Morris
Alto Saxophone I
Christopher Murdock
Trombone Il
Lauren RossHixon
Derek Moran
Kimberly Hom
Russell Feinstein
Rebecca Falik
Kevin Koes
Euphonium
Christina Peragine
Anthony DeGeIorm
Andrew Kaufman
Tenor Saxophone
Tuba
Matt Gukowsky
O boe
Bradley Alder
Eric Seaman
Stephen Kassinger
Kimberly Muller
Oboe lI
Dean Papadopoulus
Rose Steenstra
Sun Hao
Toni Bruno
John Erdmann
Clarinet Il
Mark Dello Stritto
Abby Cohen
Vanessa Kay
F Horn
Carrie Buck
Trumpet I
Kevin Hannon
Olivia Santoro
Nicholas Quackenbush
Peter Schwarz
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Alex Horspool
Raquel Goldsmith
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Drew Peratti
Lindsay Ralbovsky
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The Binghamton Community Orchestra
20102011 SEASON SCHEDULE
Sunday, November 21, 2010, 7 pm
Helen foley Theatre
at Binghamton High Schasl
Bmghamtsn Cemmunity Orrlmstra
with the Binghamtsn Yeuth
Symghom (rchestra
Bary Peters, Conductor
Saturday, April 9, 2011. 7pm
Sarah Jane Jeheson Chixch
dehason Gir, NY
Amneal STMTA Winners Concent
Tim Perry, Conductor
Frieda Abdo, Soprano
For more information:
www.BCOrchestra.com. conductor@BCOtchestra.com or 607 7569004
Binghamton University Music Departm ent ’s
S
UPCOMING E V E NT
e
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Sunday, October 2 4 – Guest organist: Michael Bau er – 4 p.m. –
First Presbyterian Church, Binghamton – $
Saturday, November 6 – Song of Silk – 8:00 p.m. – Osterhout
Concert Theater – $
Monday, November 8 Multimedia music performance of
“Schismism: Natural Law” w ith Lisa Karrer and David Simons,
based on the life of Charles Darwin – 5:00 6:00 p.m. –
Casadesus Recital Hall – free (cosponsored by the Department of Music
and Evolutionary Studies)
Sunday, November 1 4 – University Chorus: First St eps and Final
Thoughts – 3 p.m. – Osterhout Concert Theater – $
For ticket information, please call the
Anderson Center B ox Office at 777ARTS
To see all events, please visit music. binghamton. e du
Become a fan on Facebook by visiting
Binghamton University M usic Department
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960's - present
Title
A name given to the resource
Binghamton University Music Department Tape Recordings
Subject
The topic of the resource
Concerts ; Instrumental music ; Live sound recordings
Description
An account of the resource
Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
Rights
Information about rights held in and over the resource
In copyright.
Template: PDF / Rosetta
PDF with Rosetta audio/video link
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
1 audio disc
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
01:13:42
Streaming Audio
Streaming URL
<a href="https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE145521">https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE145521</a>
Accessibility
Copy/Paste below:
Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
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Single
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Family Weekend Womens Chorus Harpur Chorale Wind Symphony, October 23, 2010
Recital tape 2010-10-23
Description
An account of the resource
Held October 23, 2010. Works by Purcell, Mendelssohn, Cassals, Williams, Hogan, Daley, Stamp, Ives, Sousa
Creator
An entity primarily responsible for making the resource
Fallis, Tahnee
Lawson, William James
Naru, Stephanie
Adams-Toomey, Molly
Browne, Peter
Adelsberg, Samantha Van
Smith, Robert
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-10-23
Rights
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sound
-
https://omeka.binghamton.edu/omeka/files/original/1d699e39051640132e0d76a7df05dee8.pdf
aec7cc7f8b210640bb8a81f411e5308c
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BINGHAMTON
U N I V E R S l T Y
S T A T E U N I V E R S I T Y O F N E W Y O R K
R
E
P A R T I M N M E N I
THURSDAY
MIDDAY CONCERT
o (L T S)S ~
f; <'
eS
—
/
OCTOBER 29, 2010
1:20 P.M.
CASADESUS R ECITAL H ALL
�PROGRAM
Three Songs
Dans la Nuit
Tyndaris
L’Enamourée
..Reynaldo Hahn
( I 874 I 947)
Briana Sakamoto, Soprano
Margaret Reitz, Piano
The History of the Tango (1982)..
11. Café 1930
...Astor Piazzolla
(192 I I 992)
Prof. Timothy Perry, Clarinet
Margaret Reitz, Piano
Sonata for Bassoon and Piano (1921)
I. Moderately fast
Daniel Bessel, Bassoon
Margaret Reitz, Piano
..Camille SaintSéiens
(18351921)
Pocket Sonata No. 1 ( 1949)
1. Improvisation
2. Blues
3 ln Rhythm
Prof. Timothy Perry, Clarinet
Margaret Reitz, Piano
Alec Templeton
( 19091963)
Three original compositions................................
Christopher Morgan Loy
Homage to Robert Schumann, Op. 56, no.2
C W M Rhondda Fantasy, Op. 56, No. 3
Adventures with Max the Dog, Op. 51 No. 2
Prof. Christopher Morgan Lo y, Piano
�Binghamton University Music Department’s
U P C O M I N G E V E N T S
M
M
M
M
M
M
M
t
b
’
Midday concerts are held on Thursdays, 1:20pm in Casadesus
Recital Hall unless otherwise noted and are FREE
Song of Silk: Saturday, November 6, 2010, 8pm Osterhout
Concert Theater, $$$
Student Recital: Dan Bessel, bassoon, Sunday, November 7,
2010, 3pm, Casadesus Recital Hall, FREE
University Chorus: First Steps and Final Thoughts, Sunday,
November 14, 2010, 3pm, Osterhout Concert Theater, $$$
Student Recital: Briana Sakamoto, soprano, Saturday,
November 13, 2010, 8pm, Casadesus Recital Hall, FREE
Friedheim Memorial Lecture/Recital series: Claudio
Monteverdi, I l l ament d Arianna, Thursday, November 18,
2010, 8pm, Casadesus Recital Hall, $$$
Organist Jonathan Biggers: A Bach Celebration, Friday,
November 19, 2010, 8pm, FAZ1, $$$
Czech Vocal Music: Mary Burgess, soprano, guest artists.
Timothy Lefebvre, baritone; Timothy Cheek, piano, Sunday,
November 21, 2010, 3pm, Anderson Center Chamber Hall,
$58
Organist Jonathan Biggers: A Bach Celebration , Tuesday,
November 23, 2010 (11/19 repeat performance), 8pm, FAZ21,
$53
Percussion Ensemble, Tuesday, November 23, 2010, 8pm,
Anderson Center Chamber Hall, FREE
For ticket information, please call the
Anderson Center B ox O ffice at 777ARTS.
�
Dublin Core
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Coverage
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1960's - present
Title
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Binghamton University Music Department Tape Recordings
Subject
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Concerts ; Instrumental music ; Live sound recordings
Description
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Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
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In copyright.
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1 audio discs
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38:44:00
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<a href="https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE155339">https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE155339</a>
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Title
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Thursday Mid-day Concert, October 28, 2010
Recital Tape 2010-10-28
Description
An account of the resource
Works by Hahn, Piazzolla, Saint-Saens, Templeton, Loy
Creator
An entity primarily responsible for making the resource
Sakamoto, Briana
Reitz, Margaret
Perry, Timothy
Bessel, Daniel
Loy, Christopher
Publisher
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Binghamton University Libraries
Date
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2010-10-28
Rights
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In copyright
Type
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sound
-
https://omeka.binghamton.edu/omeka/files/original/2da27a67b2e9e15cd394a9ff307473bc.JPG
ccbad31aab85b5d28d58c73d920d5f59
https://omeka.binghamton.edu/omeka/files/original/1ad80d23a76d2e6aa6a12d0e5f8bb684.mp3
b454103bc863f1a8bb29a5d6ca4e9958
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Audio interviews
Title
A name given to the resource
McKiernan Interviews
Description
An account of the resource
Stephen McKiernan's collection of interviews includes more than two hundred interviews with prominent figures of the 1960s, which were collected between the mid-1990s to 2023 The collection provides narratives of people who were actively involved in or witnessed events in the 1960s, an era which spurred profound cultural and political transformation in the twentieth century. Interviewees include politicians, artists, scholars, musicians, authors, and veterans who delve into the decade’s most prominent issues and events, including the civil rights movement, the free speech movement, the anti-war movement, women’s rights, gay rights, segregation, the Vietnam War, Woodstock, Hippies, Yippies, and individualism.<br /><br />
<h3>The McKiernan 22</h3>
<div>Stephen McKiernan interviewed legends of the 1960s. When asked in 2021 where one should start when sifting through his vast collection, he provided the following list:</div>
<ul>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/854">Julian Bond</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1866">Bobby Muller</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1175">Craig McNamara</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/910">Dr. Arthur Levine</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/837">Diane Carlson Evans</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/942">Dr. Ellen Schrecker</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/876">Dr. Lee Edwards</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/841">Peter Coyote</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1233">Dr. Roosevelt Johnson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/899">Rennie Davis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1222">Kim Phuc</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/917">George McGovern</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/833">Frank Schaeffer</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/840">Rev. Dr. Frank Forrester Church </a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1240">Dr. Marilyn Young</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/842">James Fallows</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/835">Joseph Lee Galloway</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/911">John Lewis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/839">Paul Critchlow</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/888">Steve Gunderson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1159">Charles Kaiser</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/2407">Joseph Lewis</a></li>
</ul>
Creator
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Stephen McKiernan
Publisher
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Binghamton University Libraries
Language
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English
Rights
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In copyright.
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Date of Interview
2010-11
Interviewer
The person(s) performing the interview
Stephen McKiernan
Interviewee
The person(s) being interviewed
David Zupan
Language
English
Digital Publisher
Binghamton University Libraries
Digital Format
audio/mp4
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
2 Microcassettes
Material Type
Sound
Interview Format
Video or Audio
Audio
Biographical Text
David Zupan is an activist and former English teacher studying how to make documentaries that make a difference. So far, films he has collaborated on through Daniel Miller's class at the University of Oregon's Journalism School include <em>Hashtag Revolution</em>, <em>We Refuse To Be Enemies</em>, <span><em>Houseless Not Hopeless</em>,</span> and <em>Creatively Maladjusted</em>. He is affiliated with the Occupy Eugene Media Group in Eugene, Oregon. David Zupan is the founder and director of Progressive Voices which is dedicated to promoting the diverse voices and ideas and solutions critically needed in our global community today.
Keywords
<span data-sheets-value="{"1":2,"2":"Civil Rights Movement; War draft; Vietnam War; Political activism; Baby boom generation; Generation gap."}" data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}">Civil Rights Movement; War draft; Vietnam War; Political activism; Baby boom generation; Generation gap.</span>
Duration
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229:06
Subject LCSH
Political activists--United States; Radio broadcasting; Zupan, David--Interviews
Accessibility
Copy/Paste below:
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Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
Rights Statement
Many items in our digital collections are copyrighted. If you want to reuse any material in our collection you must seek permission, or decide if your purpose can qualify as fair use under the U.S. Copyright Law Section 107. If you think copyright or privacy has been violated, the University Libraries will investigate the issue. Please see our take down policy. If using any materials in this online digital collection for educational or research purposes, please cite accordingly.
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Title
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Interview with David Zupan
Contributor
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Zupan, David ; McKiernan, Stephen
Format
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audio/wav
Subject
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Political activists--United States; Radio broadcasting; Zupan, David--Interviews
Description
An account of the resource
David Zupan is a veteran media activist and English teacher. He currently works as an independent contractor for IPA doing broadcast media outreach and database updating. He is also director of the Speakers’ Clearinghouse, which helps progressive policy analysts find speaking engagements at schools throughout the U.S. and Canada.
David Zupan is an activist and former English teacher studying how to make documentaries that make a difference. So far, films he has collaborated on through Daniel Miller's class at the University of Oregon's Journalism School include <em>Hashtag Revolution</em>, <em>We Refuse To Be Enemies</em>, <em>Houseless Not Hopeless</em>, and <em>Creatively Maladjusted</em>. He is affiliated with the Occupy Eugene Media Group in Eugene, Oregon. David Zupan is the founder and director of Progressive Voices which is dedicated to promoting the diverse voices and ideas and solutions critically needed in our global community today.
Publisher
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Binghamton University Libraries
Date
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2010-11
Rights
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In copyright
Language
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eng
Type
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Sound
Identifier
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McKiernan.Oral.10.2016.211a ; McKiernan.Oral.10.2016.211b
Date Modified
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2018-03-29
Is Part Of
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McKiernan Interviews
Extent
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229:06
-
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https://omeka.binghamton.edu/omeka/files/original/effdd043fd89ed3a18dffa1ca41bbf3d.mp3
ba537e2697879e01c151dd6f89c92a76
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Format
The file format, physical medium, or dimensions of the resource
Audio interviews
Title
A name given to the resource
McKiernan Interviews
Description
An account of the resource
Stephen McKiernan's collection of interviews includes more than two hundred interviews with prominent figures of the 1960s, which were collected between the mid-1990s to 2023 The collection provides narratives of people who were actively involved in or witnessed events in the 1960s, an era which spurred profound cultural and political transformation in the twentieth century. Interviewees include politicians, artists, scholars, musicians, authors, and veterans who delve into the decade’s most prominent issues and events, including the civil rights movement, the free speech movement, the anti-war movement, women’s rights, gay rights, segregation, the Vietnam War, Woodstock, Hippies, Yippies, and individualism.<br /><br />
<h3>The McKiernan 22</h3>
<div>Stephen McKiernan interviewed legends of the 1960s. When asked in 2021 where one should start when sifting through his vast collection, he provided the following list:</div>
<ul>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/854">Julian Bond</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1866">Bobby Muller</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1175">Craig McNamara</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/910">Dr. Arthur Levine</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/837">Diane Carlson Evans</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/942">Dr. Ellen Schrecker</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/876">Dr. Lee Edwards</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/841">Peter Coyote</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1233">Dr. Roosevelt Johnson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/899">Rennie Davis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1222">Kim Phuc</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/917">George McGovern</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/833">Frank Schaeffer</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/840">Rev. Dr. Frank Forrester Church </a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1240">Dr. Marilyn Young</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/842">James Fallows</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/835">Joseph Lee Galloway</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/911">John Lewis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/839">Paul Critchlow</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/888">Steve Gunderson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1159">Charles Kaiser</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/2407">Joseph Lewis</a></li>
</ul>
Creator
An entity primarily responsible for making the resource
Stephen McKiernan
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Language
A language of the resource
English
Rights
Information about rights held in and over the resource
In copyright.
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Date of Interview
2010-11
Interviewer
The person(s) performing the interview
Stephen McKiernan
Interviewee
The person(s) being interviewed
Gary Y. Okihiro, 1945-
Language
English
Digital Publisher
Binghamton University Libraries
Digital Format
audio/mp4
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
MicroCassette
Material Type
Sound
Interview Format
Video or Audio
Audio
Biographical Text
<span data-sheets-value="{"1":2,"2":"Dr. Gary Okihiro is an Asian American scholar and an author of twelve books. Okihiro was a professor of international and public affairs at Columbia University and the founding director of Columbia's Center for the Study of Ethnicity and Race. He is the originator of \"social formation theory\" and a recipient of the Lifetime Achievement Award from the Association for Asian American Studies and the American Studies Association. Dr. Okihiro currently is a visiting professor of American studies at Yale University. He received his Ph.D. from the University of California and an honorary doctorate degree from the University of the Ryukyus."}" data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}">Dr. Gary Okihiro is an Asian American scholar and an author of twelve books. Okihiro was a professor of international and public affairs at Columbia University and the founding director of Columbia's Center for the Study of Ethnicity and Race. He is the originator of "social formation theory" and a recipient of the Lifetime Achievement Award from the Association for Asian American Studies and the American Studies Association. Dr. Okihiro currently is a visiting professor of American studies at Yale University. He received his Ph.D. from the University of California and an honorary doctorate degree from the University of the Ryukyus.</span>
Keywords
<span data-sheets-value="{"1":2,"2":"Pearl Harbour; Japanese Prison Camps; Asian-Americans; Baby boom generation; War draft; Vietnam War; Lack of trust; Civil Rights Movement; Nineteen seventies."}" data-sheets-userformat="{"2":769,"3":{"1":0},"11":4,"12":0}">Pearl Harbor; Japanese Prison Camps; Asian-Americans; Baby boom generation; War draft; Vietnam War; Lack of trust; Civil Rights Movement; Nineteen seventies<br /></span>
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
92:11
Subject LCSH
Asian American authors; Scholars--American; College teachers; Okihiro, Gary Y., 1945--Interviews
Transcription
Any written text transcribed from a sound, or alternative text from a visual medium
McKiernan Interviews
Interview with: Gary Okihiro
Interviewed by: Stephen McKiernan
Transcriber: Jessica Obie
Date of interview: November 2010
--------------------------------------------------------------------------------------------------------------------
(Start of Interview)
00:12
SM: My first question is a question I am asking really everyone in that— how did you become who you are? I mean, in terms of your background, your growing up years. And when you discuss this, were there—who were your kind of early role models or events that really inspired you to go on your life's path?
00:35
GO: Right. So you are speaking about my life's work basically, right? The person, but my life's work. And on reflection, I think it must have been having grown up on a sugar plantation in Hawaii and the education provided by that context of growing up, you know, among working class people. I can, you know, expand more on that. The second would be, going to Africa and living there for three years and doing research work in Africa. [inaudible] I think both events have been pivotal in my education. So let me go back to the plantations in Hawaii. Hawaiian plantations are divided largely by race and ethnicity, in terms of the workforce. Up at the top were white people. In the middle were not quite white, but they were white, there were Portuguese. And then at the bottom were workers mainly beginning with Hawaiians and Chinese and Japanese and Filipinos and Puerto Ricans. And so those were the divisions within the hierarchy and then also they were kept separate. So we lived in separate camps. So we lived basically in the Japanese camp. So that kind of education along with the exemplar of my father and grandfather working as we will call "yard boys" for the various bosses on the plantation, again, sort of impressed on me the privileges of race. So, I think that's really a very important kind of education. The second, going to Africa to do research, and also serving in the Peace Corps for three years in Botswana affected me deeply in terms of the very different environmental studying. Not only is Botswana in the southern hemisphere, so it changes the orientation of the whole sky, but also the kinds of perceptions of time and space, which transformed my ideas about time and space. And then also the kind of learning that I undertook at the university. And the kind of unlearning I had to undertake while doing research among African people.
03:24
SM: When you got your PhD at UCLA, where did you do your undergraduate work?
03:28
GO: At a small college called Pacific Union College in Angwin, California, which is in northern California.
03:37
SM: Is this also when you talk about the concept of race and power, you learned that through that experience in Hawaii, too, race as a direct link to power. And when you joined the Peace Corps— which I did not know!— was John Kennedy's speech, was that influential on you in 1960, at the inaugural or you know—
03:58
GO: Of course, yeah, for most of us— come on. By the way, you know, I am born before your generation.
04:03
SM: Well, that is fine.
04:04
GO: In (19)46.
04:06
SM: Well, one third of the people I have interviewed, were born before (19)46.
04:10
GO: All right. Not far off 1945. But yeah, of course, that was inspirational. It inspired, you know, members of my generation to service but really, service in the Peace Corps was an alternative for me for military service in Vietnam. So I applied as a conscientious objector to my draft board, which was in Hawaii. And extraordinary for a Hawaii draft board, which is very pro-military, they allowed me to use the Peace Corps in lieu of military service.
04:50
SM: My second question here was, I think you have already answered most of it, but what was it like growing up in the late (19)40s and (19)50s? But I am actually really making a commentary, too, about: what was it really like in America to be an Asian American during that period right after World War II, until about the time President Kennedy came on board, and how were Asian immigrants treated during this period as well. And I preface this by— I have kind of broken it down. So the first group I would ask you to talk about are Japanese Americans that had to go through that terrible experience of the internment camps and just your thoughts on that.
05:33
GO: Well, yeah, I mean, the post-World War II experience varied by ethnic group among Asian Americans. So for example, during World War II, Chinese and Filipino Americans were allies, to the United States. And thus they benefited, however, despite the— during the war in terms of job opportunities, educational opportunities, and so forth. Whereas, as you know, Japanese Americans were not so treated. But I also represent Japanese Americans who were in Hawaii, which oftentimes is seen as exceptional to what happened on the West Coast to Japanese Americans. But I doubt that very much because I think what happened, as demonstrated in my book Cane Fires, is that the military saw the Japanese in Hawaii as a bigger threat than those on the West Coast, because they constituted over 40 percent of the population and because the Hawaiian economy was so dependent upon their labor. So they investigated Japanese Americans much more, well, earlier and more assiduously in Hawaii than along the West Coast. So I think Hawaii actually posed as the kind of exemplar leader in terms of the treatment of Japanese Americans once Pearl Harbor occurred. What happened in Hawaii briefly was that: the leaders of the community were quickly rounded up, while the smoke was still rising from the wreckage in Pearl Harbor, and put into prison camps. And the idea was that: devoid of leaders, Japanese Americans could not rise up in rebellion or in support of the enemy. I did not know but my father's brother, my uncle, was investigated by the Naval Intelligence and was recommended for internment among those groups because he was a "kibei" or educated in Japan, just like my father was educated in Japan. But my father's saving grace was that he was in the US military. He served in the segregated one hundredth infantry from Hawaii, and that saved his brother from internment. But anyway, the reason I am describing this is because Hawaii is not an exception to the treatment of Japanese Americans during World War II. In the post-war experience, it was very similar. Even though my parents were not put into internment camps, they well knew that several thousand Japanese Americans in Hawaii were put into internment camps. And during the war, my grandparents and my parents burned and buried any trace of connections with Japan, like flags, letters, records, and so forth. So they were very concerned about being put away. And so the war— I mean, the years after the war, people like my parents tried to instill on my generation, the third generation, that Americanism was above all important to demonstrate one's loyalty. And that being quiet and so forth was the way by which to gain admittance into wider society, which is typical, also, of Japanese Americans on the continent.
09:20
SM: I remember, there is that historic picture of factory workers in the (19)50s on the West Coast that showed a picture of Chinese Americans saying, 'We're Chinese, not Japanese.' And actually there is three or four of them I saw. So Chinese Americans were treated a little better, were not they, in the (19)50s?
09:42
GO: Yeah.
09:43
SM: Even though they had not been treated that— as well in the (19)30s, or (19)40s, or whatever.
09:48
GO: Sure. Well, in (19)43, the Chinese Exclusion Act was repealed and Chinese could become naturalized citizens and Japanese could not until 1952.
10:00
SM: What did the— in terms of the Korean War, because here we are in a war against Germany and Japan and the war ends and then we— What happened to Korean Americans during this time frame, particularly in the early (19)50s?
10:17
GO: Actually, that is a really good question because most of the Korean Americans came from or have relatives in the north. But, you know, I know no study of Korean Americans during the 1950s. Which is really very [inaudible] camps. You know, there is stuff on Chinese Americans because of the cold war in China, but I do not know of any on Korean Americans.
10:47
SM: When we are talking about other Asian Americans, we are talking about Vietnamese, people from Laos, Cambodia, Thailand, Indonesia, India, Pakistan, and the Pacific Islanders— are not we really talking about— they become much more well known in the (19)60s and the (19)70s. But weren’t there people from those nations in America, even in the (19)50s, and (19)40s?
11:11
GO: Oh, even in the 1700s, we had South Asians, or Asian Indians, on the East Coast, and in US South, serving in slavery. You know, so we have that. And then Hawaiians were in the Pacific Northwest in the early 1800s, and we have several Hawaiians serving on US vessels in the War of 1812.
11:40
SM: The history of Chinese Americans, to go back to, you know, the building of the railroads and so forth. But in the American history books you do not hear— you hear about the Chinese Americans and maybe the Japanese Americans, but you do not hear about the other ethnic groups as much.
11:56
GO: Right, you know, we were in Louisiana in the 1760s, before the US revolution. [laughs]
12:06
SM: Yeah and a lot of people think that the Vietnamese came here when the boat people came. [laughs]
12:11
GO: Right.
12:11
SM: And the people that escaped, you know, Vietnam in 1975 when the war ended; the people that were lucky to escape and the boat people.
12:22
GO: Well, the first wave were intellectuals, Vietnamese intellectuals, who were brought to the United States to counteract any communism and so forth. That was during the (19)50s.
12:35
SM: Can you discuss again— because you have written a couple books. And I have my little notepad here that you wrote, Whispered Silences: Japanese Americans and World War II, and also the book on Impounded: Dorothea Lange and the Censored Images of Japanese American Internment. What were the— what was the main thesis of these books? And— basically, that is my question.
13:09
GO: Well, the main idea— well, okay, there is actually two different projects. The first one was a collaborative project with— project with a professional photographer who took pictures of the remains of the camp, not you know, during World War II. And so my comments that accompany the photographs were designed to just present the reader with a brief history of the events, largely through the voices of the internees themselves, Japanese Americans. The second, done with Linda Gordon, Linda was at the time and she already published a biography of Dorothea Lange and she was interested in Lange's photos of World War II's internment. And that is why the title is Impounded because Lange's photographs were impounded by the army and not [inaudible] down because they were considered to be possibly damaging to US interest during the war, unlike Ansel Adams whose photographs were distributed in the museums in New York here and also widely circulated. So that is what Impounded is about, about the contrast between Dorothea Lange's treatment and Ansel Adams and then the different depictions.
14:42
SM: Well, you think the— a lot of the images of Franklin Roosevelt were certainly destroyed when people read about the internment camps. Since this book will be read as oral history and many of them may not have read your book, or know very little about the internment camp experience, could you discuss the internment camp experience of the— I have got a few notes here. In terms of when the order was given by FDR [Franklin Delano Roosevelt]; the location of the camps; how many Americans were involved, that is Japanese Americans; where and when; and particularly about the job discrimination that probably took place not only during the war, but right through, you know, 1960; the effect it may have had on immigration of Japanese once the war ended; and the overall psyche, Americans of Japanese descent who were raised in a nation that had a constitution, and their rights were infringed upon. So it is a lot here but to me, my thoughts of FDR have never been the same since I read about this many, many years ago.
15:59
GO: [laughs] Well, ultimately the President was responsible for it but I do not think that he was the only one responsible.
16:11
SM: Right; I know there are many.
16:12
GO: There are a whole series of people that got involved. And my basic thesis is that it begins in Hawaii, with the military stirring over Japanese Americans in Hawaii and I briefly touched on that, because of the demography and their importance to the army. And that much of the planning on the West Coast was haphazard, by comparison. I mean, Hawaii was very well organized, in terms of what they were going to do once a war with Japan was happening. And the executive order that Roosevelt signed had to be implemented and that was stumbled along, in my opinion, and not really fully formulated until summer of 1942. So, by contrast, Hawaii was much more planned. But let me address a question about like the internment and its impact on Japanese Americans. And I think that oftentimes people miss the point about the internment and see the internment as a loss of land and the financial, you know, catastrophe that greeted them and so forth. But I see it more as sort of kind of extinguishing of the human spirit or the attempt to extinguish a people's will. And the reason I am saying that is that it seems to me that the— it was not so much the loss of property that bothered Japanese Americans. It was the loss of their humanity, their dignity as people. Because they were treated as subhuman, treated like cattle: rounded up, given tags with numbers instead of names, put into cattle trucks to be assembled in horse stalls, or race tracks and fairgrounds, then to be dumped in horse stalls that still reeked of manure. And then from there taken to these camps that were unfinished, with open sewers, and so forth, and these were photographs taken by Dorothea Lange. That sort of defeats the kind of treatment that the government had in mind for Japanese Americans and that is that they were the enemy and as the enemy they were subhuman. That sort of deprivation then— of one's past and also a sense of a future because most Japanese Americans did not even know how long they would be put there, in fact, many of them thought they were going to be executed— denies their sort of basic humanity. Now, I do not think that all Japanese Americans agreed to that. And they asserted their humanity in many ways. But it seems to me that that was the essence of the camp. So the lesson learned coming out of that was that we need to prove our loyalty to the government. And to do that, we need to just simply be quiet, not raise a ruckus and actually be "un-American" in that sense, not be you know, a democratic citizen, but just go with the flow, work hard, and eventually we would be accepted.
19:58
SM: You raise a point there that during the Vietnam War, well many of the Vietnamese were looked upon as subhuman too.
20:06
GO: Sure.
20:07
SM: And—not all. I think sometimes the warriors were taught that in training camp, but many of them, you know, just went with the flow; they did not really believe it. The overall description of Asian American Boomer experience during the following periods and I— a question that I bet— let me preface this again. I have asked this question to several people, as a person who grew up after the war myself, and growing up as an elementary school student in the 1950s. And I am always fascinated, no matter what ethnic background you were, including Asian American, in the 1950s is what that experience was like and I put three qualities and you—you have already raised one—three qualities that many Boomer children had— of all races!— during the 1950s, maybe even through 1963. And that is a sense of being very quiet,
21:10
GO: Mmhmm.
21:12
SM: A sense of fear,
21:14
GO: Mmhmm.
21:15
SM: And a sense of being naive.
21:18
GO: Naive?
21:19
SM: Naive. Someone told me, 'well, all young children are naive until they have life experiences' but when you watch television in the (19)50s, it is almost as if— there were some good documentaries of Mike Wallace and Edward R. Murrow and Dave Garroway; there were some good ones— but most kids were watching: Howdy Doody, the Mouseketeers, westerns were Indians were always bad. And you did not see very many people of color; you only saw Charlie Chan movies. You saw the slapstick of Amos and Andy in the early (19)50s. And so it was a very isolated— to me very naive, trying to protect kids from the reality of what life was about. Would you say those are three qualities that even the Asian American Boomer kids went through?
22:13
GO: I would think so. And it seems that, you know, the fear that you refer to— the fear had different aspects to it. Clearly, there was the fear of the Cold War and atomic warfare. You know, and the kind of drills that we had in school about hiding under your desk if there was an air raid, building bomb shelters in your backyard. So there was that kind of overall American fear. But there were also other fears specific to particular groups, I think. Like I said, the Japanese Americans had, I think, a particular fear because of the lessons learned during World War II, which, you know, other groups did not necessarily have.
22:59
SM: Yeah, of course, there is also the McCarthyism of the early (19)50s. And, where, you know, you speak up and—"have you ever been a member of the Communist Party?" So the fear of speaking up or any past affiliation, and— that is why Korean Americans fascinate me at times because—
23:16
GO: Right, and Chinese Americans.
23:18
SM: Yes. When you look at the— I look at the way the Boomer parents were— the overall description of maybe Asian American Boomer parents were like our parents— were like my parents, they were born between 1920 and 1945 most of them, and then the kids of course, were different ages during this timeframe— were Asian American Boomers' experience similar or different, than Boomers who were white, black, brown, and red?
23:50
GO: Well I think they had different kinds of families depending on which group, because they most—that is Asian migration was a male migration and women came later. And so like, the parents would be quite different in that way and generational. There could be a twenty year difference between the husband and the wife, purely for Chinese Americans. But in any case, you know, different kinds of families and like, women might have been more recent immigrants brought over by men. And then of course, you had a lot of "war brides"— so-called "war brides"— after World War II.
24:35
SM: One of the things that, I think, Boomer parents, you know, they instilled in a lot of their young kids, and particularly white kids, and maybe even African American kids, that people who served in World War II that had had to fight in the Pacific, they knew about the Bataan Death March and some of the really bad things and I can remember hearing— I do not, I never heard my dad say this, but I can remember hearing my mom say, you know, that they really did a number on the— on our boys. Our boys. But she forgave. She gave forgiveness. But I grew up in a community where there are a lot of World War II vets and they could never forget what the Japanese did to our American boys. And so they never changed their terminology they just kept calling them Japs. And to me that was— it is like using the ‘N’ word.
25:32
GO: Yeah. [laughs]
25:33
SM: But I can understand where the World War II— but I am wondering if you have done any studying of the effect that Boomer parents, that went through that war, had on other Americans in their attitudes toward Asian Americans.
25:52
GO: No, I have not done any study like that. Others have, but not me.
25:57
SM: A couple of things here, too. When you look at the Brown vs Board of Education decision in 1954, then you had the Civil Rights Acts, the Voting Rights Acts of (19)64 and (19)65, and the Open Housing Act of (19)68— all were centered on equality. And, I know that it was— those poor people who have been denied. Many people see the civil rights leaders with LBJ [Lyndon Baines Johnson] in 1964 or (19)65. Or they see Thurgood Marshall in 1954, winning that major decision, and they think that these were all about black people. But they were important for Asian Americans and all people of color. Could you explain and give examples of how these major decisions really helped all people of color in the United States?
26:51
GO: Well, not just people of color, you know. I mean, white folk too. I mean, the Civil Rights Movement transformed the nation as a whole. And the transformation is a fundamental one. I mean, because the African American experience since 1619 was one largely of exclusion from membership within the community, whether pre-Revolutionary War or post-federal government. So, you know, their full inclusion as citizens was a major sort of transformation of the American government and people. And that affected all people. Because I am convinced that, you know, the Constitution is only a guarantee when all people are included within its guarantees. And any erosion of Constitutional guarantees of rights and privileges devolve to all Americans. So like, by victimizing or clipping the civil liberties, for example, of Muslim Americans affects the rights of all Americans. So anyway, I think that the civil rights movement was momentous for all those reasons, the full inclusion of African Americans, which meant a transformation of the American nation and people.
27:45
SM: Well, the media may be part of the problem here in terms of perceptions. Because when you look at all the major signings, except for Senator Inouye, who has been around for a long time, and I think, Patsy Mink too is another person of—
28:41
GO: Well, she is dead now.
28:42
SM: Yes, she has passed away, but she was a person of renown. And those are two Asian Americans that most people knew about. But, we do not see Asian Americans in any of the pictures of the civil rights marches. You know, Dr. King, you see Ralph Bunche, you see Catholic priests, you see Rabbi Heschel, you see, you know, but you do not see Asian Americans. Do you feel that part of this is they were there but they were— could not be there because of some of the things you have already said, that there was a fear of speaking up or being seen?
GO: 29:15
I think people of my generation, I mean, were the only ones— meaning young Asian Americans— were involved in the civil rights movement, not the older ones, mainly. And the Asian Americans were largely in support backgrounds. I mean, they were never leaders. So you know, they were part of these struggles, but never really led them. In fact even when leading, for example, say the Chicano or Mexican American, you know, farm labor movement was begun by Asian Americans or Filipino Americans that Cesar Chavez joined on with his— and then they formed the United Farm Workers Union as the United Front. Cesar Chavez was the leader and people like its Manong, Larry Itliong who was the leader of the Filipino group. Never— they were vice presidents, they were supportive. So Asian Americans were in very few leadership positions, but they were you know, among those who supported those guys.
30:38
SM: Is not it true, if I remember— I do not have the case in front of me but— the Brown versus Board of Education, an Asian American was involved in this.
30:47
GO: Of course, the JACL: Japanese American Citizens League, joined in the suit, yeah. But earlier, you know, the NAACP and the JCL joined a suit against Mexican children in California, which is a kind of prelude to Brown v Board of Education, called the Lemon Grove, challenged segregation in schools. And of course, Brown fighted, as a kind of precedent, the US Supreme Court decision involving a Chinese American child who sued against segregation in Mississippi. So, yeah, Asian Americans were involved in Brown v. Board.
31:36
SM: See, this is where the history books need to be much clearer in terms of explaining this, because when you think about Thurgood Marshall— and I can remember Dr. King talking when asked about "what do you think of the Brown decision?" He commented that, 'well, I praise that decision, but it was a more of a gradualist approach,' and his approach of non-violent protest is: we want it now; we're not going to be a gradualist in our approach. So that was interesting. You may have already covered this, but explain how life was similar for Asian American youth in the (19)50s, (19)60s, (19)70s, and (19)80s. And I preface this by saying, explain how life may have been different for people whose heritages may have been different in the (19)50s, (19)60s, and (19)70s, including Japanese Americans, Chinese, India, Pakistan, Vietnam—
32:29
GO: Well, I think I briefly brought up the Cold War, 1950s, and the kind of particular sort of sensitivities brought to, say Chinese Americans during that time and Korean Americans. Whereas Japanese Americans were model citizens during the (19)50s because of Japan, sort of, being tutored back into the nation of civilized groups by the US, under US occupation. But in any event, so like that is sort of a kind of similarity but a difference. I think the civil rights movement also was momentous, influential. But I think Asian Americans were more caught up in the anti-war movement, because of the particularities of another war in Asia. I know I was, you know, caught up in both the civil rights and the anti-war movement, but felt a greater kinship with the anti-war movement because of this, you know, making war in Asia again.
33:37
SM: You had mentioned earlier that many scholars came over in the 1950s from different countries. So some of them went back become the leaders of their countries and then of course they became our enemies. But I find that interesting that the education took place here. Many of them, went to Harvard and they went back and you know, became leaders and then became our enemy.
34:03
GO: Right even in Japan, before World War II, many of their governmental leaders were educated in the US.
34:12
SM: During World War II, Vietnam and Korea— do you know how many Asian Americans were— fought on our side?
34:20
GO: No, I do not.
34:22
SM: Because I know there were quite a few in Vietnam. And there's many of them— many on the wall. And of course, Senator Inouye was a World War II vet.
34:31
GO: Right.
34:32
SM: And— but I am just curious. That experience there is—
34:36
GO: Oh, you can get the numbers very easily.
34:39
SM: Mmhmm.
34:40
GO: Yeah. But again, you know, each of those wars and the service meant something different because of their "Asian-ness," because being Japanese. You know? In Vietnam I know many Asian American soldiers were afraid that they were going to be killed by friendly fire. You know? Because they look like the gooks.
35:05
SM: Securing a quality education and going to college seems to be a very important goal for all Asian American groups. When did large numbers begin to— let me get my thing here— begin on college campuses? And where did that— I, again, I add this because I know many— I think even when you visit our campus, the two words that our students hate the most are "model minority". They really do. And—do not bring that up; and I do not want to ever hear that, those two words. But where did the slogan model minority come from? And why in this— why is this a sensitive issue in the Asian American community, particularly in reference to one's educational background?
35:53
GO: Right. Well, I have forgotten the precise date. I thought it was 1961; a sociologist wrote a piece in The New York Times Magazine on Chinese and Japanese Americans. And he used the term model minority. It was Peterson, was his name. And at the time, also, you know, was black urban uprisings, riots, and so forth, just on the heels of Watts. And he— Peterson— used the Asian example to African Americans, how they needed to sort of get things right. You know, to go to school and so forth, before they can burn down things. But in any case, Asians then were used as an example to discipline unruly African Americans. And so that pits Asians against African Americans and of course— well, not of course— but that leads or could lead to conflict between those two groups. And that is really quite unpleasant, I think for Asian Americans and African Americans. But the model minority idea was a false one in that— you look at the various statistics to demonstrate Asian American superiority, specifically Chinese and Japanese at the time, in terms of overall income, educational attainment, and social mobility. And the statistics themselves are skewed. Because if you look at a family income at the time, Asian Americans or Chinese and Japanese Americans might have been about white. But if you took it per capita, Asian Americans fell far behind white. And so what that meant was per household, Asian Americans had more workers than white households. The other thing is that, that sort of achievement does not fully measure acceptance or assimilation within US society. Anyway, there are a whole number of arguments against the model minority stereotype. And thus, there is a great deal of objection to it.
38:26
SM: I think part of that model minority also came from the fact that is: the (19)60s evolved particularly after John Kennedy's assassination. And as the Vietnam War was becoming a part of everybody's everyday experience on TV, that those who were protesting the war or irritating a lot of people in America early on who supported the war, and they did not see Asian Americans there so maybe they call them model minority. And the perception that many people have of Asian youth in (19)46, in America, is that they are a model minority that never speaks up and supportive of the status quo, they work very hard and secure quality education that leads to a good job, they are quiet, they never rock the boat, they are major— they major in business, math science, they become doctors, MBAs. Is this stereotyping to the max?
39:22
GO: And a recent phenomenon, also, a recent stereotype. Because previous Asian American stereotypes were hugely negative. If you can think of this as positive. Right?
39:40
SM: Yes.
39:40
GO: Japanese Americans during World War II, for example. Chinese and Koreans during the Korean War, Vietnamese during the Vietnam War, and so forth. So these images are quite recent.
39:54
SM: Part of this too is, and again it may be the media and the perceptions of picture taking units. I do not know why they picked certain pictures for every single protest, but whether it be at Berkeley or Columbia or Harvard or whatever. But the question that you have to ask is if you're really into pictures, and were Asian American protesting, the students— were they protesting with other students on college campuses in the (19)60s, were Asian Americans protesting the draft, were they linked to the anti-war, civil rights and women's, gay and lesbian, environmental movements.
40:34
GO: They were. They might not have been included within the pictures.
40:38
SM: Right.
40:39
GO: I mean, you— well, appreciate that American society is largely a binary— racial binary of black and white, and thus the features would be black and white. Thinking for example of the LA Riots— in 1993 was it? I have forgotten the date.
41:00
SM: With Rodney King?
41:02
GO: Yeah.
41:02
SM: Yeah, that was (19)93.
41:04
GO: And, you know, one would think that's an African American riot. But there are more Latinos involved in it than African Americans.
41:15
SM: Why cannot we all get along? Rodney King, and then I think he got in trouble after that too for something.
41:22
GO: Yeah, I have forgotten what. He was arrested.
41:26
SM: I think he was abusive to his girlfriend— wife or— I do not know what the story was.
41:29
GO: Well I think so yeah.
41:33
SM: One of the— this is a very sensitive one for someone who cares about Vietnam and, the Warrens as a whole in— it is the boat people in 19'—in the early (19)70s, and particularly in 1975 when the helicopter went off the top of the embassy and many escaped, and got on the boats and came back to the United States or different parts of Europe. But thousands upon thousands did not have that luxury and got in those boats and many drowned at sea and many went to camps. And a lot of the students that I know or knew at West Chester University, their parents met at these camps. It's a very sensitive issue. And they asked— they asked this question, "Where was the United States when the war ended and they knew that all these people were going out on boats? Why were not they there to help us because we did not want to live in that government under a communist rule." And so I do not know if anybody's written or you have thought about this at all, but where was the United States when the boat people issue became such a major news item and so many died at sea?
42:53
GO: Yeah. Well, the United States was nowhere to be seen, that is for sure. And I do not— in fact, we know the reason for that. But there are several books about this.
43:09
SM: I know that one of the criticisms and it is actually— a lot of people admire the boat people that came to United States because they became very successful in a very short period of time, many of them even in Philadelphia. They started on the streets of Philly selling sunglasses or small businesses, and they ended up sending their kids off to Harvard and Yale. And so the conservative community in the United States, you have heard this, is very critical of the African American community for— if boat people can become a success story since 1975, why cannot you?
43:54
GO: Right.
43:54
SM: Have you heard that too?
43:56
GO: Of course, yeah.
44:00
SM: You have mentioned here that— can you give some specific examples of Asian Americans who may be in— may have been involved in these anti-war and women's movements? Civil rights movements?
44:14
GO: Oh, there are many of them, but the most visible or prominent one who has a couple of biographies written about, her name is Yuri Kochiyama.
44:25
SM: How do you spell that?
44:28
GO: K-O-C-H-I-Y-A-M-A, Kochiyama, and Yuri is her first name Y-U-R-I. And the reason is because well, she is not only a huge activist— she was— but she also was the one who cradled Malcolm X's head as he laid dying in the ballroom here in New York. She is still alive. And she's involved in a lot of, sort of, anti-war, peace, the women's, and third world movements, campaigns.
45:09
SM: She may be a good one to try to contact. If she is still—
45:13
GO: If you can get her, yeah. She has a biography written by Diane Regino.
45:20
SM: Did that biography come out recently?
45:23
GO: Maybe about three-four years ago.
45:28
SM: Vietnam was obviously a watershed event for just about everybody in the Boomer generation, as two veterans told me they went off to war only because they wanted to be involved in the watershed event of their lives. And I, you know, other people obviously thought differently on that. But within—within your family, when you became a conscientious objector, did you have generation gap issues with your parents over the war or any other issues? Because the generation gap seemed to be across the board regardless of ethnic background between generations.
46:11
GO: Yeah, you know, that is a very interesting question because my father was a World War II vet, but I think like most Japanese Americans who fought during World War II, they were not fighting for American freedom. They were fighting for themselves, their families, and their people, as it were. But my father never expressed to me his— not that I recall, yeah, no— he is never expressed to me disagreement with my stand on the war. Meaning, Vietnam.
46:50
SM: Did, did any of your friends have that issue with their parents?
46:57
GO: Not that I know; I had high school peers who went to Vietnam. And— but I do not know of people who were like me, meaning, you know, claiming deal.
47:14
SM: Jim Webb—the current senator, but back in 1980, in a book that— he was in a symposium with five other Vietnam vets basically said that he, when they were talking about the generation gap, he said: the real generation gap in the boomer generation is not between parents. Well, he said it is between parents and their kids, but it's also between those who went to war and those who did not, within the generation.
47:44
GO: I think that is really true.
47:48
SM: And— he went so far as to say that I know that the, the boomer generation is called the service generation because many went in the Peace Corps, many went to VISTA, and many did not meet the call to action and go to war and took John Kennedy's slogan to heart. But when you were called to war, he said, you go. And so he said the real generation gap is between those who served in Vietnam and those who did not.
48:21
GO: Well, you know, and then even among those who served and did not there were generational differences, before, for example, the draft. You know, people who were privileged could escape the war. I mean, I used, for example, graduate study as an escape from the war until that expired.
48:42
SM: I think that was in the early (19)70s—
48:49
GO: But some had privileges to escape the war. And then those were eroded, and then one could not after all.
48:59
SM: When you look at the figures of three million who died in Vietnam, three million Vietnamese died. And of course, 58,200 plus Americans and God knows how many were wounded and lives destroyed and the land was destroyed and all kinds of things. Where do the Asian Americans— where does the Asian American community overall stand on this war? And where do they stand both then and now?
49:26
GO: Well, again, hugely it depends on which group you're talking about. Let us see now, because you know, there was— there were those who fought against communism; that resonated with them. So there might have been Chinese Americans in that, you know, boat. And of course Vietnamese. But then, I think by and large— I am not sure though—because I do not know of any study, actually, of like all Asian groups during Vietnam, but I think most were supportive in terms of it be some demonstrating their loyalty to the US government. That way is service.
50:17
SM: You see much—this big, powerful nation trying to take on a small rural nation and did not have any sensitivity in that particular area?
50:27
GO: Well, there were among my generation, I certainly felt that.
50:32
SM: When we talk about the (19)60s and (19)70s, we talk about the countercultural hippies, communes, drugs, rock and roll, long hair, colorful clothes, sexual freedoms, challenging authority and the status quo fighting to overcome injustice at home and abroad. And I know I am trying to— here I am trying to— I am just trying to get an Asian perspective— Asian American perspective here: how many Asian Americans were in the US in 1946?
51:06
GO: I do not know. I am not into numbers. You can find out so easily.
51:12
SM: Yep. All right. And I was wondering what the difference was in 1980. So— and following this up is was there a generation gap in the Asian American families in the (19)60s and (19)70s? Overall?
51:32
GO: Again, you know, like I said, you know, like, Asian American families are not, sort of, like the usual, you know, white American family, in terms of the ages of people: parents and children. So it is a little skewed or messed up in that way, or more complicated. But I think many in my generation were involved in all those things that you mentioned in terms of drugs, rock and roll, you know acid and so forth, peace movement, free speech movement, the war and so forth. That was very typical of my generation. Some who studied it, saw these as spoiled children, you know, people who had privileges and who were just sort of what they might call "mau-mauing." They— but in any case, yeah— but that was not always the case. I mean, people like me came from working-class backgrounds, we had no privileges— or we had not the privileges that middle class kids had.
52:43
SM: Do you, do you remember the very first time that you went to a protest? The first time that you had the courage to go to one?
52:52
GO: It was around ethnic studies at UCLA [The University of California, Los Angeles].
52:56
SM: Wow. Did, did you fear doing that when you went there for the first time?
GO: 53:02
Well of course there was that kind of fear of being, you know, arrested. But one has to do what one has to do. Let me— you know, something very interesting happened to me personally about Vietnam that I did not serve in the war. But, you know, the imprint of the war was such that when I went to Vietnam, ten-fifteen years ago, for the first time, upon landing, just the air, the feel, the sights, and the sounds were really familiar to me like I—I had been there before. And the reason was because it was so seared in my consciousness, these newsreels and so forth of Vietnam that, you know, it seemed all very familiar to me. Especially driving from the airport, seeing peasants in the rice paddies, were all very familiar. But then, for me, also there was an added thing in which my colleagues in Vietnam were really kind to me, not only as an American— which was startling to me—but also as a Japanese. Because of course, Japan wrecked a lot of havoc and misery on Vietnam during the war. They were so generous and kind to me, those colleagues. But also this familiarity, which again, to me speaks the kind of influence that the war had on people of my generation.
54:35
SM: Wow. Like, when I talk to a Vietnam vet— when they get off the plane, after they've been in air conditioning all the way over the ocean, and the doors open and they walk out into the unbelievable humidity and heat. And they said, 'I got to deal with this for the next year and two months? Oh, my goodness.' As, as a teacher, can you see some major differences between the students in the (19)60s and early (19)70s that—that you taught as a graduate student or as a professor, and the students after 1975 and beyond? If so, how were they different in the following areas? And I just throw these out and you can just comment with how are they different in respect to: their intellectual curiosity, their knowledge of history, their willingness to interact and challenge the professor, their writing skills, and in whether grades were the primary reward from learning or ideas were the primary reward for learning and, and then activism outside of the classroom. So those kind of— if you have seen those qualities.
55:51
GO: Well, I think this is a kind of caricature, but I think most people would testify to this. That I think that— the students before Reagan, were much more interested in ideas and also thinking against the grain, unafraid to speak up, and to mention, you know, disagree. The world of ideas, it seemed to me, mattered more than getting a job and getting this degree which I think was the kind of post-Reagan period. And then I think more recently, there is this return to ideas and service and so forth. Ironically, amidst the job shortage and so forth, these students today, I think, are far more interested in all kinds of ideas and also thinking of different kinds of possibilities for service for the narrow employment [inaudible] ̶
57:01
SM: Do you think— one particular area is— do you find that students really want to know history? They care about history?
57:10
GO: Oh, I think Americans probably do not care about history much. [laughs] No they do; they know. But I think yeah, I think the students are very present-oriented still. Could be a kind of age, you know, I mean, like, in your late teens and early (19)20s, I think the immediacy is much more real than the past.
57:40
SM: Just from your— I am going to change my side of the tape here, because we are two thirds of the way through here. Hold on a second, let me change my tape. How are your students this year? [tape cuts off]
57:51
GO: [tape fades in] I am excited by that. They also are thinking of, you know, international travel and living abroad and service. Which an earlier generation would not have thought of.
58:11
SM: Your college experience itself by you got— your PhD at UCLA.
58:18
GO: Yeah.
58:19
SM: And just your thoughts on— not even breaking it down into the Asian American community, just your thoughts on the generation itself that is often defined by the word anti-establishment but also known for its size, which was seventy-four million. And by the way, the students of today's college now have passed the boomer generation in numbers. The millennials are now the largest generation in American history. So boomers can no longer say that they were the largest generation.
58:53
GO: [laughs] Good.
58:53
SM: [laughs] Just your overall thought on the generations.
59:00
GO: Of my generation?
59:00
SM: Yes.
59:02
GO: Well, I think that the— it was both that my generation could be characterized by both the activities that we undertook, but also in terms of what happened all around us in terms of the world around us. And I think both of those influence, fundamentally, our lives.
59:25
SM: When did the (19)60s begin and end in your opinion?
59:29
GO: When did the (19)60s begin and end? [laughs]
59:31
SM: And end.
59:34
GO: Actually, I have not really thought about that. I do not know what it would be.
59:42
SM: Is there a watershed moment or a moment you think had the greatest impact on the generation whether a good moment or a bad moment?
59:51
GO: Well, I think clearly the war in Southeast Asia was the largest sort of thing. But you will see also regional differences. I am sure.
1:00:04
SM: Where were you when John Kennedy was assassinated? Do you remember the exact moment where you were?
1:00:11
GO: Yeah, I was a first year student at Pacific Union College.
1:00:16
SM: How'd you find out about it?
1:00:18
GO: TV. Mmhmm. People were riveted.
1:00:22
SM: Were you like a lot of the people that kind of watched TV the entire four days?
1:00:27
GO: Yeah. Mmhmm. Of course. It was a spectacle.
1:00:32
SM: What was your overall first thought when you saw that? That this has actually happened in the United States.
1:00:37
GO: Shocking, shocking to see a president assassinated. I was shocked.
1:00:44
SM: Did you witness Lee Harvey Oswald killed live on TV too?
1:00:48
GO: No, not live, but after.
1:00:52
SM: I know it is very hard. You, you have linked up with many and you have known many people in the boomer generation. Are there any overall characteristics, just— good or bad, that you put on the generation as a whole? What their strengths or weaknesses may have been?
1:01:09
GO: Well, I think an optimism, which might have been characterized as naive. But an optimism also born out of youth, I think, that is the optimism of not dying. And that also translates into doing everything that one can do. So I think that kind of optimism was good, but it was also oftentimes misdirected. Naive. Their greatest weakness probably is the kind of trendiness of following what was happening all around us. It was easy to become a hippie for example.
1:01:58
SM: When you heard terms or quotes, like—three things kind of stand out in my mind, signifying different groups of people. You had Malcolm X's "by any means necessary" which was comparable to possibly using guns or violence, if other ways could not be met, including nonviolent protest. You had Bobby Kennedy's famous words that he copied from an author from the 1900s, "Some men see things as they are and ask why; I see things that never were and ask why not," which symbolizes a more activist mentality, fighting for getting rid of all the injustices. And kind of a hippie mentality, which is—was on a lot of the Peter Max posters of the era in the early (19)70s, "So you do your thing, I will do mine. If by chance we should come together, it will be beautiful." Kind of a—hippie mentality. And there are other things like "We Shall Overcome" and "Tune In, Turn On, Dropout" with Timothy Leary and "Ask not what your country can do for you, but what you can do for your country." And Kennedy also saying that we will fight any war to protect liberty and that kind of thing. Were there any sayings that really turned you on? That really—I mentioned some that I thought were important. That really defined a lot of different segments of the boomer generation, but there— are there others?
1:03:31
GO: Well, I do not know if you mentioned "We Shall Overcome."
1:03:33
SM: Yeah, I had mentioned that.
1:03:34
GO: Yeah, well, for me that— for me, anyway, "We Shall Overcome."
1:03:39
SM: That is the— I agree. That was Dr. King, the civil rights. In 1989 Tiananmen Square happened, and it happened in the summertime. And I was shocked when I came back to school in the fall and nobody was heard talking about it. And it was this— and certainly Asian American students were not talking about it. And if you brought it up, I thought, we ended up doing a program on it. And we had to go to Temple University to find graduate students and then Asian American students did not want to be seen even around them. What did— what was that experience like? What were your thoughts about Tiananmen Square in (19)89? And why were American universities so indifferent about that particular issue?
1:04:28
GO: Well, I do not really know. But I can hazard a guess. I was at Cornell actually, and there were a lot of Chinese students who organized teach-ins and rallies, and so forth at Cornell. I think there is a kind of mixed emotion here because of not wanting or wanting to be associated with Communist China and then also wanting or not wanting the kind of pro-democracy movement within Communist China, depending on one's political orientation; that is the kind of jacked relationship I think.
1:05:14
SM: Well I know a lot of the students were afraid if they were over here on a visa that they would be sit— would be denied. And they did not— they felt that they could not even be seen in an event, let alone speak up. And I thought it was interesting that American students overall knew nothing about Kent State and things like that had happened here. And that is the whole concept of history. No now is a past history at all. And— but Tiananmen Square to me is, is a monumental historic event that should have gotten more play, more discussion, and its meaning to me still has a lot of meaning to me because it is about university students standing up and speaking up for rights and issues. It is freedom.
1:06:00
GO: Right.
1:06:01
SM: And we had a lot of the speakers on our campus. So we— we thought that the goal was that they eventually would come back to China and be the leaders in China. I am not sure if that is going to happen. So, what were the most important books that influenced you in your life as you were in college or high school, college or even since— books that you think are important for young people to read, not only about the Asian American experience, but about the American experience, or—
1:06:36
GO: Well, you see, let us see, books that I read in Hawaii, believe it or not, were from New England, and many of those I identified with about the leaders of America. Betsy Ross, George Washington, and so forth. I read huge amounts of biographies of American leaders while growing up in Hawaii, but I think that was also a kind of disidentification with Asian Americans or Asians, thinking that my ancestors were pilgrims growing up. But in any case, during my college years, and at that point I'd say the anti-war movement was more important for me, a book by Frantz Fanon, Wretched of the Earth, was like, my— our Bible. And as a kind of third world liberation orientation, which we could identify with Vietnamese people and I am not sure. So, you know, and then also the liberation movement so-called in Latin America with Che and his notoriety, but in any case, Frantz Fanon's Wretched of the Earth was I would say the most important.
1:07:56
SM: Did you find it interesting that so many people were carrying Mao's Red Book?
1:08:02
GO: Me too, you know, but I was again quite. [laughter]. It is a stupid book really. [laughs]
1:08:10
SM: Yeah, yeah Mao's Red Book. And then of course Che Guevara was the revolutionary and then Daniel Bell wrote the book The End of Ideology. Remember that book?
1:08:19
GO: Yes, yes, yes.
1:08:20
SM: Basically he said, Marxism is dead, and that was the whole and you will not be seeing too many more protests or talk about Marxism anymore ̶ But one of the— one of the issues that is the issue of trust. I can remember being a first year psychology student at Binghamton University, my undergraduate school. Professor talking about trust and kind of how important it was because if you do not have this quality, you may not be a success in life, because you have to trust somebody and some other people. But it seemed like the boomer generation was— has a quality that they do not trust leaders and they did not trust leaders no matter who they were or university president, senator—anybody in positions of responsibility. Is that good or bad?
1:09:08
GO: [laughs] I mean, well, wait a minute on trust, being it depends how you define that. I think one has to be skeptical or keep a critical mindset, and that is absolutely important for any democracy to function. I mean, one has to be of independent thinking, and also scrutinize dogma, or theory. So I think that is important, that kind of skepticism. But if your professor was talking about trust, insofar as people had to maintain their integrity, and that one has to trust in people— I mean, I have that. And I think that that is the kind of thing my parents— and I think that is important in Japanese and East Asian culture especially, that one has to maintain one's name, as it were, without sort of bringing any kind of shame or disgrace, oneself and one's family or one's group. So I instill that on my children also, I mean that, if I cannot trust you, you know, that's the end of our relationship.
1:10:29
SM: Certainly, the other area here is the issue of healing. The person I grew to know and like is Kim Phúc, the girl in the picture from the Vietnam War.
1:10:39
GO: Oh yeah.
1:10:39
SM: He brought her to our campus and she's all about forgiveness. That is what she talks about and she has got a smile that if you put her on every poster in the world, I think we would have peace everywhere. But the question I want to ask is: I took a group of students to Washington in 1995 to meet Senator Muskie. And the students that went with me had only seen videotapes of the 1968 convention where America was torn apart: the police beating up students, and of course, they knew about the whole year with Dr. King and Bobby Kennedy being killed, and all the other burnings of these cities and so forth. And the possibilities even were heard that someone said, oh, we're going to go into another civil war, the nation was so torn apart. But they wanted to find out what his thoughts were to this question, and that is: Due to the divisions that were so intense in the 1960s and (19)70s, between blacks and whites, and certainly, obviously for people of other colors and whites, between males and females, between gays and straights, between those who supported the war or against the war or those who supported the troops or against the troops— Do you feel that the boomer generation, this generation that grew up after World War II, is going to go to their graves like the Civil War generation: not truly healing; that they will carry a lot of the baggage with them, and that has psychologically affected them. Just your thoughts whether healing is an issue in this nation.
1:12:15
GO: Well, it is certainly an issue in the nation; I think that it also depends a great deal on the individual. I think also it is a matter of age, you know; as I grow older, I feel much more tolerant of things. Not certainly of injustices, but I guess, ideological tolerance, you know, for ideological differences and so forth. But in any case, yeah, healing is absolutely a necessary thing.
1:12:52
SM: Do you think you— Have you been to the Vietnam Memorial?
1:12:56
GO: Yeah. Several times.
1:12:59
SM: What— that first time you went there, what impact did that have on you?
1:13:04
GO: Well, it is moving, of course. I am into names because I think it is important to have names to remember people as individuals rather than number. So that affected me a lot. But I also felt a little uneasy, I think around the kind of patriotism that might easily misjudge me as the enemy. So, mixed feelings.
1:13:34
SM: Because when you go to that wall for the first time, that reflection sometimes brings back memories of everything—
1:13:39
GO: That is true.
1:13:40
SM:—you were involved with during the time the war was on.
1:13:44
GO: Yeah, and also the consciousness of the designer of the wall being an Asian American.
1:13:50
SM: That is right. Yep. And actually two of the three major pieces there are done by women.
1:13:58
GO: Yeah, which is remarkable.
1:14:00
SM: Well, yeah Glenna Goodacre and Maya Lin. Of course Maya Lin's gone on— does so many other things, unbelievable, from Yale University. Well, Senator Muskie's response was, he did not even respond to 1968. And they were kind of disappointed, I think, because they wanted him to go into, you know, all the stuff. Because these are students that were not alive then. And basically what he said is we have not healed since the Civil War over the issue of race. And he went on to talk about it. And then he said— just think about the fact that in the Civil War, we fought against each other. And 430,000 men died in that war, and almost an entire generation in the South was lost. And these were brothers killing brothers.
1:14:47
GO: Right.
1:14:48
SM: So, that is what he was talking about. And I think what I was getting at also is whether the— and you brought it up— the healing between those who served and those who did not, and those are the ones that have maybe in the sense of sensitive feelings, particularly if they take their families to the wall, and their kids or grandkids say to you, dad or grandpa, what did you do in the war?
1:15:14
GO: Right.
1:15:15
SM: And so, anyway, healing is certainly critical. What do you think the lasting legacy will be of the—You are a great writer; you have written ten books, and you are a great writer. And I love your Columbia Guide to Asian American Studies. I have that book; I wish I'd had it signed when you were here, but what— when the— fifty years from now, or actually when the last boomer has passed on, how do you think historians and sociologists and writers will— what will they say about this generation that grew up after World War II that went through the (19)60s and the (19)70s— what do you think they will say?
1:16:03
GO: Well, it is hard to say, by the way, because I think historians write largely from the present and so whatever is pressing or the ideas that the president will influence their perception of— so whatever they say about our generation is going to be tempered by whatever contemporary situation they were involved in. I know that's a kind of cop out I suppose, but I firmly believe that. What I would like them to say is that— not that this was the greatest generation; I think that's a really bad way to put the World War II generation. But that I think this generation was the one that tried, and tried different means, oftentimes dead ends and errors and so forth. But nonetheless, they tried, they were doers.
1:17:00
SM: Yes, I can remember and you probably remember this too, when you were young in college as an undergrad, that we are the most unique generation in American history. Because the reason is that we are going to make the world different. We are going to end the war, bring peace, end racism, sexism, homophobia; we have the environment, we are going to do it all. And then people look at America today and they say, boy, you guys have failed. But really, there's been a lot of accomplishment. But do you think this generation failed?
1:17:38
GO: No! No. Trying is not failure. Trying is doing, and doing has effect. So, yeah, the effects are with us, and they will continue. Every generation has done that.
1:17:57
SM: I think also, if you have ever been to the Gettysburg battlefield they have the statue there— this man who was the last living person who actually fought in the Civil War. He died in 1924 and they have a statue for him right there.
1:18:12
GO: I do not remember that.
1:18:13
SM: Yeah, it is as you are driving around right past Pickett's Charge.
1:18:18
GO: Yeah.
1:18:19
SM: Okay keep driving down where the old building used to be, where they had the— we went inside and saw the Civil War in the round. Which, the building is closed— well, it is right there— he was— and it got me thinking when I put this question together, because I go to give this report times a year and I was just there last weekend and it's the fact is that they used to meet there every year between North and South and they talked about all their divisions, but they never came to any true healing and then they all finally passed on. So it is a—
1:18:55
GO: Wow.
1:18:56
SM: I have finished my questions, I have this thing where I get into personalities and I ask your responses to them, but it is a little long, so maybe, I do not know if you, I will just mention a few of them because I—
1:19:09
GO: I do not trust those personality scales do not give it to me. [laughs]
1:19:13
SM: I just want to know, some of the events. What did you think of Kent State and Jackson State?
1:19:21
GO: Actually, I— it was like news items for me, but also a kind of identification with students. And a kind of "hora" at the kind of repression of, you know, protest. I am sure that our protests oftentimes went too far and really tested the wills of the older people, but then, you know, to kill people is something else again.
1:19:50
SM: And then Watergate.
1:19:54
GO: Well, now you see this suspicion of leaders and so forth. One is hardly surprised, then, from that point of view. I was not surprised.
1:20:04
SM: Same thing with U-2 when President Eisenhower lied to us. And that is the first— that is the first lie that I ever remember as a child, was one— I remember him being on TV and I always liked him; he looked like a grandfather to me— but he, you know. Well, he was— he was a decent man— I am not saying he was not, but you know, he did lie to the American public. And, and I guess the other one would be the pentagon papers, what you thought of the pentagon papers and Daniel Ellsberg?
1:20:35
GO: Wonderful. [laughs] Yeah.
1:20:40
SM: And then Woodward and Bernstein was— your thoughts? That was investigative journalism that was really beginning to take its hold at that time. And, I do not— I think we're going backwards, are not we?
1:20:53
GO: Oh, absolutely. Oh, both 9-1-1, oh, freedom of the press. None, none. And then with the takeover of the press by this foreigner from Australia, on Fox News, so called, the kind of parody is, is actually disgusting because it works against democracy to have propaganda.
1:21:20
SM: Who took over Fox?
1:21:22
GO: That guy from Australia. What is his name?
1:21:27
SM: I do not know.
1:21:28
GO: He took over, he took over the Wall Street Journal.
1:21:32
SM: My gosh, I do not know. I know that uh—
1:21:34
GO: My god, I do not remember names. That is why I am so old.
1:21:37
SM: I know that the Washington Times is Sun Myung Moon; is he—
1:21:43
GO: I do not know. No. And yeah, that is the Washington Post.
1:21:46
SM: Yeah, that is the Washington Times. Yeah.
1:21:48
GO: Yeah, Times. Yeah. Washington Times. [laughs]
1:21:52
SM: Yeah, then I will just mention a few here because we have got seven minutes left. The Woodstock and Summer of Love; just your thoughts on those.
1:22:04
GO: I love them. I could identify.
1:22:09
SM: All right; how about the hippies and the yippies?
1:22:13
GO: Hippies, yes. Yippies, enh...
1:22:17
SM: They were more political.
1:22:19
GO: Yeah.
1:22:21
SM: How about the Columbia protests of (19)69.
1:22:23
GO: Well actually I did not even know anything about it. The Columbia protests.
1:22:29
SM: Free speech—
1:22:30
GO: Kind of weird.
1:22:31
SM: Free Speech Movement—
1:22:32
GO: —And I was not even in the country. That's why.
1:22:35
SM: No; you were in Peace Corps then. What did you learn from the Peace Corps? Again, you mentioned right there.
1:22:42
GO: What did I learn? I tried to stay away from the Peace Corps as much as possible. It was another government bureaucracy that stood in the way of real people. You see that's my generational take. [laughs] It had become a bureaucracy by 1968, when I joined. And that— I tried to stay away as much as possible. But the Peace Corps enabled me to remain in Africa, and to have this deeply moving sort of transformation of my life, through the Temple teachings of African people. It was a remarkable, life changing experience. I can tell you some— I mean, I was decent out— say about sixty miles outside of the nation's capital, and into southern Africa, flew Senator Hiram Fong from Hawaii, a Republican senator from Hawaii, and he, upon hearing that I was in the Peace Corps, another Hawaii person, made the trip all the way out to the desert and it is this dusty road and so forth, to see me and I was not about to see him. So I went off into the desert and did not see him and the Peace Corps director was so pissed off with me. Activist. [laughs] Insubordination. But again, that was very typical of my generation.
1:24:06
SM: Oh yeah! You do your thing. I will do mine, if there's a chance we should come together [laughs] it will be beautiful.
1:24:14
GO: You know, as opposed to Senator Hiram Fong. He was using me as a PR.
1:24:19
SM: Yeah, that is exactly what he was doing.
1:24:21
GO: I was not about to.
1:24:23
SM: What did you think of Jane Fonda and Tom Hayden?
1:24:27
GO: [laughs] Well, I admired, Jane Fonda for her stand on Vietnam. But look what happened to her subsequently—also Tom Hayden for Chicago and so forth. And actually he's still very principled I think to today. But Jane Fonda has lost her way.
1:24:50
SM: And, of course, Abbie Hoffman and Jerry Rubin. They were the yippies.
1:24:55
GO: Yeah.
1:24:56
SM: Any thoughts on them? Or—
1:24:58
GO: No.
1:24:59
SM: How about the Black Panthers that, Bobby Seale, Stokely Carmichael, Eldridge Cleaver, Kathleen Cleaver, Elaine Brown?
1:25:09
GO: The— a Japanese American was a member of the Black Panthers in Oakland, and he just died this past year. And people do not know that Asians were part of Black Panthers. They frightened me. But I thought that their revolutionary span was really courageous and influential, moving politics.
1:25:32
SM: Black power— did you, what did you think when Black Power came in?
1:25:36
GO: Yeah, again, at first, it was frightening. Mainly, I guess, because my information came from the crowd. But quickly, I thought Black Power is really important. So Asian Americans mimicked them and yellow power and brown power and red power and so forth. But it was not to the degree of like, if you were interpreting "by any means necessary" to mean armed rebellion or insurrection.
1:26:03
SM: All right. Yeah. Stokely Carmichael challenged Dr. King as Malcolm X challenged Bayard Rustin. Basically telling them 'your time has passed. It is a new way now.' You know, nonviolent protest is not working.
1:26:03
GO: Right.
1:26:05
SM: And then, of course, the 1968 Olympics, you had Tommy Smith. And, and we had Tommy on our campus and he says, I am not a Black Panther. He never was.
1:26:33
GO: Right, right.
1:26:34
SM: It was about rights and injustice. I guess the other— last couple things is just your thoughts on people like Benjamin Spock and Eugene McCarthy and George McGovern?
1:26:48
GO: Well, oddly, you know, I was really not like Clean Gene or a fan at the beginning. I think in retrospect, I was wrong. I just thought it was a kind of bandwagon that he was trying to capitalize on. But I respect the man immensely now, but at the time I was very skeptical. Spock of course was really important, I think, in terms of human liberation. I do not know about his child psychology, but in any case, his advocacy of progressive causes and so forth were really important. And who was the other one?
1:27:30
SM: McGovern.
1:27:31
GO: Oh wait, did not I— oh, McGovern, of course was also important in terms of like, sort of like, McCarthy for many of— well, for me.
1:27:46
SM: Of course Robbie Kennedy is another one in that period that—
1:27:49
GO: Yeah, you know that he actually hit me more because, you know, I was right there. Actually, I was not in the ballroom, but just a block away.
1:27:57
SM: Oh, wow, when that happened.
1:27:59
GO: And also his identification with the migrant farmworkers, which was really important for me and so well, seeing him lying on the floor there dying was really traumatic. Worse than Kennedy— JFK.
1:28:12
SM: When you look at the presidents during that whole time frame from World War II— the end of World War II until today, you are dealing with Harry Truman, Dwight Eisenhower, John Kennedy, Lyndon Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Ronald Reagan, George Bush the first. And then you have got Bill Clinton, George Bush the second, Obama. Now, two of them were boomers— actually, the third one— there is a third one was only two when the boomers— but of those presidents, which ones do you— did you like and ones did you not like that may have had the greatest influence on this generation.
1:28:55
GO: Well, I think LBJ, both in terms of hating him and also liking him and admiring what he did.
1:29:04
SM: Even though he was the guy responsible for the Vietnam War?
1:29:07
GO: Of course! Yes, yes. But think about his social idioms and transformation of the nation, domestically.
1:29:15
SM: Did you have issues with McNamara or with Kissinger?
1:29:20
GO: Of course! Yeah. But LBJ is, you know, was really important for civil rights.
1:29:31
SM: And of course, I know your best— your favorite person was Spiro, right? [laughs]
1:29:36
GO: Agnew.
1:29:37
SM: Spiro Agnew boy he loved to attack the,— boy he loved to attack the universities, did not he?
1:29:42
GO: Really?
1:29:43
SM:' Hobnobs and' he was—
1:29:47
GO: He was a really stupid man, really.
1:29:49
SM: Yeah, he was as crooked as crooked can be. And I guess the last—the last one is just the, the women leaders: the Betty Friedans, the Gloria Steinems, the Bella Abzugs. How important were they at that particular time?
1:30:05
GO: Well, I loved them all. And I thought it was— it is I mean, they were exceedingly important. I do not think that feminism is unnecessary today. I think it is so important for these leaders of this new wave of feminism were really important. I think many of their things were wrong, but still, you know, it was important at the time.
1:30:34
SM: But when we talk about the American Indian Movement, which was basically (19)67 to (19)71—or (19)73 excuse me, and then you had the Stonewall which was the gay and lesbian in (19)69. And then you had Earth Day in (19)70. Those are three other areas that are directly linked to a lot of the events of the (19)60s and (19)70s and in Americans—
1:30:58
GO: Hugely influential.
1:31:00
SM: Yep. Are there any final thoughts on—anything I did not ask that you thought I was going to ask?
1:31:07
GO: Not really. What was remarkable was 1968, which you did not—
1:31:14
SM: Well, yeah, that was one of the things that I—
1:31:17
GO: Colombia and so forth. American Indian Movement was formed in 1968. There was the protest against the America— you know, Miss America Pageant in 1968, Richard Nixon in 1968. And—Anyway, there is a lot of things in 1968, which was a pivotal year.
1:31:38
SM: Did you ever think as a young person or actually as a heading-toward-a-PhD that we were close to another civil war?
1:31:47
GO: Not at all. No.
1:31:50
SM: Because that was out there.
1:31:52
GO: Yeah. But no, I never.
1:31:54
SM: People were burning cities down and a lot of things. All right, well, I— if you do not have anything else, I guess that is it.
1:32:04
GO: Okay, and so you are going to email me about you coming by for pictures?
1:32:07
SM: Yep, yes ̶
(End of Interview)
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Description
2 Microcassettes
Rights Statement
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Dublin Core
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Title
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Interview with Dr. Gary Okihiro
Contributor
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Okihiro, Gary Y., 1945- ; McKiernan, Stephen
Format
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audio/wav
Subject
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Asian American authors; Scholars--American; College teachers; Okihiro, Gary Y., 1945--Interviews
Description
An account of the resource
<span data-sheets-value="{"1":2,"2":"Dr. Gary Okihiro is an Asian American scholar and an author of twelve books. Okihiro was a professor of international and public affairs at Columbia University and the founding director of Columbia's Center for the Study of Ethnicity and Race. He is the originator of \"social formation theory\" and a recipient of the Lifetime Achievement Award from the Association for Asian American Studies and the American Studies Association. Dr. Okihiro currently is a visiting professor of American studies at Yale University. He received his Ph.D. from the University of California and an honorary doctorate degree from the University of the Ryukyus."}" data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}">Dr. Gary Okihiro is an Asian American scholar and an author of twelve books. Okihiro was a professor of international and public affairs at Columbia University and the founding director of Columbia's Center for the Study of Ethnicity and Race. He is the originator of "social formation theory" and a recipient of the Lifetime Achievement Award from the Association for Asian American Studies and the American Studies Association. Dr. Okihiro currently is a visiting professor of American studies at Yale University. He received his Ph.D. from the University of California and an honorary doctorate degree from the University of the Ryukyus.</span>
Publisher
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Binghamton University Libraries
Date
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2010-11
Rights
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In copyright
Language
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eng
Type
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Sound
Identifier
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McKiernan.Oral.10.2016.203a; McKiernan.Oral.10.2016.203b
Date Modified
Date on which the resource was changed.
2018-03-29
Is Part Of
A related resource in which the described resource is physically or logically included.
McKiernan Interviews
Extent
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92:11
-
https://omeka.binghamton.edu/omeka/files/original/5634ec59b1b14f9281820f622859e952.jpg
5cec64179a174808acb010f89bf3e972
https://omeka.binghamton.edu/omeka/files/original/2b498f5c680ccbfaa0f6eaa80dc44de2.mp3
1752dd40c7aa5de5decc6a8a10a3a0c3
Dublin Core
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Format
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Audio interviews
Title
A name given to the resource
McKiernan Interviews
Description
An account of the resource
Stephen McKiernan's collection of interviews includes more than two hundred interviews with prominent figures of the 1960s, which were collected between the mid-1990s to 2023 The collection provides narratives of people who were actively involved in or witnessed events in the 1960s, an era which spurred profound cultural and political transformation in the twentieth century. Interviewees include politicians, artists, scholars, musicians, authors, and veterans who delve into the decade’s most prominent issues and events, including the civil rights movement, the free speech movement, the anti-war movement, women’s rights, gay rights, segregation, the Vietnam War, Woodstock, Hippies, Yippies, and individualism.<br /><br />
<h3>The McKiernan 22</h3>
<div>Stephen McKiernan interviewed legends of the 1960s. When asked in 2021 where one should start when sifting through his vast collection, he provided the following list:</div>
<ul>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/854">Julian Bond</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1866">Bobby Muller</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1175">Craig McNamara</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/910">Dr. Arthur Levine</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/837">Diane Carlson Evans</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/942">Dr. Ellen Schrecker</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/876">Dr. Lee Edwards</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/841">Peter Coyote</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1233">Dr. Roosevelt Johnson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/899">Rennie Davis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1222">Kim Phuc</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/917">George McGovern</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/833">Frank Schaeffer</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/840">Rev. Dr. Frank Forrester Church </a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1240">Dr. Marilyn Young</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/842">James Fallows</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/835">Joseph Lee Galloway</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/911">John Lewis</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/839">Paul Critchlow</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/888">Steve Gunderson</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/1159">Charles Kaiser</a></li>
<li><a href="https://omeka.binghamton.edu/omeka/items/show/2407">Joseph Lewis</a></li>
</ul>
Creator
An entity primarily responsible for making the resource
Stephen McKiernan
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Language
A language of the resource
English
Rights
Information about rights held in and over the resource
In copyright.
Template: Simple Audio Player (Amplitude.js)
This template displays an audio player with the first attached image file as the 'cover image'. For its audio source, the template looks for the first attached audio file. If additional audio files exist, they should be combined using audio editing software, or a separate Omeka item should be made for each part.
Date of Interview
2010-11-01
Interviewer
The person(s) performing the interview
Stephen McKiernan
Interviewee
The person(s) being interviewed
Carolyn Garcia, 1946-
Language
English
Biographical Text
<span data-sheets-value="{"1":2,"2":"Carolyn Garcia, a native of Poughkeepsie, NY, is known as \"Mountain Girl\", and is a former Merry Prankster. She is the former wife of Jerry Garcia. She wrote a book on marijuana cultivation, called Primo Plant: Growing Sinsemilla Marijuana, first published in 1976. "}" data-sheets-userformat="{"2":13117,"3":{"1":0},"5":{"1":[{"1":2,"2":0,"5":[null,2,0]},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"6":{"1":[{"1":2,"2":0,"5":[null,2,0]},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"7":{"1":[{"1":2,"2":0,"5":[null,2,0]},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"8":{"1":[{"1":2,"2":0,"5":[null,2,0]},{"1":0,"2":0,"3":3},{"1":1,"2":0,"4":1}]},"11":4,"12":0,"15":"Arial","16":10}">Carolyn Garcia, a native of Poughkeepsie, NY, is known as "Mountain Girl" and is a former Merry Prankster. She is the former wife of Jerry Garcia. She wrote a book on marijuana cultivation, called <em>Primo Plant: Growing Sinsemilla Marijuana</em>, first published in 1976. </span>
Digital Publisher
Binghamton University Libraries
Digital Format
audio/mp4
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
MicroCassette
Material Type
Sound
Interview Format
Video or Audio
Audio
Keywords
<span data-sheets-value="{"1":2,"2":"Baby boom generation; Polio epidemic; Nuclear pollution; Psychedelics; Communal living; Acid tests; Counterculture; Vietnam War; Nineteen sixties; Nineteen seventies; Summer of Love; Vietnam Veterans; Assassination of John F. Kennedy; Marijuana; Golden Gate Park; The Grateful Dead at Harpur College; Sexism; The Beatles; Woodstock; Academia; Psychotherapy."}" data-sheets-userformat="{"2":3,"3":{"1":0},"4":{"1":2,"2":13228792}}">Baby boom generation; Polio epidemic; Nuclear pollution; Psychedelics; Communal living; Acid tests; Counterculture; Vietnam War; Nineteen sixties; Nineteen seventies; Summer of Love; Vietnam Veterans; Assassination of John F. Kennedy; Marijuana; Golden Gate Park; The Grateful Dead at Harpur College; Sexism; The Beatles; Woodstock; Academia; Psychotherapy.</span>
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
98:21
Subject LCSH
Merry Band of Pranksters; Marijuana; Mountain Girl, 1946--Interviews
Accessibility
Copy/Paste below:
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Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
Rights Statement
Many items in our digital collections are copyrighted. If you want to reuse any material in our collection you must seek permission, or decide if your purpose can qualify as fair use under the U.S. Copyright Law Section 107. If you think copyright or privacy has been violated, the University Libraries will investigate the issue. Please see our take down policy. If using any materials in this online digital collection for educational or research purposes, please cite accordingly.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Interview with Carolyn Garcia
Format
The file format, physical medium, or dimensions of the resource
audio/wav
Description
An account of the resource
Carolyn Garcia, a native of Poughkeepsie, NY, is known as "Mountain Girl" and is a former Merry Prankster. She is the former wife of Jerry Garcia. She wrote a book on marijuana cultivation, called <em>Primo Plant: Growing Sinsemilla Marijuana</em>, first published in 1976.
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-11-01
Rights
Information about rights held in and over the resource
In copyright
Language
A language of the resource
eng
Type
The nature or genre of the resource
Sound
Identifier
An unambiguous reference to the resource within a given context
McKiernan.Oral.10.2016.55
Date Modified
Date on which the resource was changed.
2017-03-14
Is Part Of
A related resource in which the described resource is physically or logically included.
McKiernan Interviews
Extent
The size or duration of the resource.
98:21
Contributor
An entity responsible for making contributions to the resource
Garcia, Carolyn, 1946- ; McKiernan, Stephen
-
https://omeka.binghamton.edu/omeka/files/original/d9f4d03a87298b5734d3a7452ef9ee0d.pdf
88d9b498cd119e5b1dc4c5bbccfbf5f4
PDF Text
Text
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T h e Confucius Institute of Chinese Opera at
Binghamton University ( C I C O ) is a nonprofit
organization jointly formed b y Binghamton University
a n d the N at i o n a l A ca d e my of C h i n es e Theatre Arts
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( N A C T A ) , a n d is sponsored b y the C o n f u c i u s Institute
Headquarters in Beijing, China. Like all Confuci us
Institutes a ro u n d the world, the CICO teaches C h i n e s e
language a n d culture. As a specialized C o n f u c i u s
I nsti t ute, it al so foc uses on p ro m o t i ng Ch i n ese ope ra,
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m u s i c a n d p e r f o r m i n g a r t s . I n a d d i t i o n t o o ff e r i n g
c o u rs e s o n the B i n g h a m t o n c a m p u s , C I C O o r ga n i ze s
lectures, w o r k s h o p s a n d va r i o u s o t h e r activities. It has
also fo r m e d S o n g o f S i l k , a C h i n e s e performance group.
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Silk, native to China, signifies m usic in Chinese culture
d u e t o i t s a s s o c i a t i o n s w i t h s t r i n g e d i n s t r u m e n t s . I n
a d d i t i o n , “ S i l k R o a d ” refers t o t h e a n c i e n t ro u t e o n
w h i c h C h i n a interacted w i t h the M i d d l e East and
the We st . I n a b ro a d e r sense, S o n g o f Silk h o p e s
to b r i d g e the Ea st a n d We s t b y p re s e nt i n g C h i n e s e
p e r f o r m i n g arts. S o n g o f S i l k features C h i n e s e vocal
m u s i c , i n st r u m e nta l m u s i c , dance, and B e i j i n g opera.
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��SONG OF SILK: A CHINESE CONCERT
ONFUCIUS INSTITUTE FOCHINESE OPE
Program Notes
1. The Purple Bamboo 2 1 4 i
This lively tune is popular south of the Yangtze River. Traditionally, the
main melody is played alternately by the flute instruments and the stringed
instruments, which is typical of the Silk and Bamboo music.
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7. Birds amid Tree Shadows 75 EliQ
The sound of flute is bright and crisp, which
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8. Autumn River #451
2. Descending the Mountain TLL
In the Song Dynasry (1 1271279), scholar Pan Bizheng stays with his aunt at
a Taoist temple. Pan falls in love with the Taoist nun Chen Miaochang. His
aunt discovers the love affair, and forces him to leave the temple and to go
to the capital to take the civil service examinations. When Chen Miaochang
finds out that Pan was sent away, she runs to the riverbank, where she hires an
old fisherman to take her across the river to follow him. In the end, they a re
reunited and go to the capital to get married. This excerpt is the scene where
Chen Miaochang rushes to the riverbank and hires the old fisherman. The
humorous fisherman senses what she is going after and mocks her as he rows
the boat to catch up with that o f P ans.
A young monk named Ben Wu escapes from the Buddhist temple. On the way,
he encounters a nun, Se Kong, who happens to escape from her temple as well.
Both of them contemplate resuming secular life. Having a lot in common , Ben
Wu and Se Kong develop feelings for each other and plan to get married. This
excerpt is the scene where Ben Wu expresses how much he longs to be a husband
and a father, and decides to escape from the temple when no one is around.
3. Spring Arrives at the Qing River $21] 5? S I
Beautiful melodies describe a spring scene along the Qing River in Hubei, China.
9. Peach Blossoms # t X
4. Moon over the Placid Lake F # F
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The music depicts the breathtaking tranquility and brightness of the autumn
moon shining over the mirrorlike lake.
5. Step by Step 2553???
This famous Cantonese piece is cheerful and enthusiastic, and is usually played
for festivals.
6. New Song of the Herdsmen 4% RR #7 &
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This famous flute music depicts a herdsmen’s happy life.
A traditional dance of the Han Dynasty’s (220206 BC) style, which is based on
the classic Chinese poem “The Luxuriant Peach Blossoms.” The dance is filled
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1 0 . F l y i n g S o n g s o v e r t h e E
a r t h x i h 3x (brief translation of the lyrics)
Walking on the mountains, I sing mountain songs; casting the fishing net, I
sing fishing songs. When I sing pastoral songs, sheep and horses grow, more
than the stars in the sky. Peonies bloom, I sing flower songs; lychees ripen,
I sing sweet songs. After the spring songs, I sing autumn songs; after the tea
songs, I sing wine songs. I sing of the beautiful scenery before my eyes; good
days pass, one by one, in my songs.
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1 1 . H e a v e n l y R o a d x i (brief translation of the lyrics)
I stand on the high mountain at dawn, watching the railroad built in my
hometown. A huge dragon flies through the mountain peaks, bringing lu ck
and prosperity to our snowy plateau. That is a wonderful road to the sky —
the mountains are no longer high and the roads are no longer far. The wi ne is
sweet, the tea is fragran t; happy songs fly everywhere.
1 2 . B e a u t i f u l M o o d E
m B 9 0 1 H (brief translation of the lyrics)
W i n d sends the doves to the starry sky; the moon shines upon our happy dancing .
Let our d reams grow auspicious wings; let beautiful moods follow us everywhere.
13. Moonlight over the Lotus Pond fi
IESE OPER
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This is a love story between Princess Chai and General Yang Liulang of th e
Song Dynasty. W h e n the Emperor and Princess C h a i are captured b y enemies,
Yang Li ulang rescues both of them. The princess gives Li ulang a poem and
a pearl shirt as tokens of her affection. Mistaking Liulang with another
nobleman. the E mperor orders the princess to marry him. Fortunately, with
help from a top scholar, all turns out well : Li ulang and the princess eventually
marry each other. This excerpt is the scene in which Princess Chai is reflecting
on how she fell in love with Li ulang. She then prays for a better future for
herself a n d for the S o n g Dynasty.
18. Love Song of Kangding & E 1 x5
While the music develops from a famous folk song with the same name,
This delicate piece resem bles lotus flowers in the wind.
this dance portrays pret ty Ti betan girls in their vivacious youth ful spirit,
14. Tune: Zhengfan bacha E l i / t e a r s
CXPress t h e m .
who tease each other about their love feelings and the lack of courage to
Jinghu is a stringed instrument that accompanies singing i n Beijing opera.
T h i s tune is played to reflect characters’ inner thought, memory, narrative,
monologue, dialogue, etc.
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15. Tune: Xipi xiao kaimen E l i / M m g h i
One of the most famous Beijing opera tunes. it is usually played in scenes of
welcoming relatives and friends, hosting banquets and parties, and wedd ings.
A
16. Joy of Spring $96 B
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This dance descri bes a Uyghur girl enjoying life during spring. She calls to her
friends to join her in em bracing the beautiful season.
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�SONG OF SILK: A CHINESE CONCERT
About the Performers
Ta n g n u e r ABUDULA was born into a Uyghur/Uzbek family and grew up
in Xin jiang, China. Having learned ethnic dances in her childhood, she was an
active member of the dance group of the Southwest Ethnic University and has
performed dance solo and choreographed for various events.
J I Hong is a famous yangqin (Chinese hammer dulcimer) player with Melody
of Dragon. She graduated in 1978 from Shenyang Academy of Music (Yanan
Lu Xun Academy) and became a principal yangqin player for the Liaoning
Provincial Song and Dance Troupe. Since moving to the United States in 1999,
she has performed at Lincoln Center and Carnegie Hall as well as on ABC News
and Channel 51 in New York. She has been interviewed and received extensive
coverage by US Digest Magazine, The Washington Post, World journal and Ming Pao.
JIANG XII'I is a jinghu expert and a National FirstRank Artist in China.
He has been teaching at NACTA since 1976 and is a professor of its Beijing
Opera Department and a distinguished research fellow of the Chinese Opera
Music Institute. Author of books on the art of jinghu, he is currently a visiting
associate professor of music at Binghamton University.
CONFUCIUS INSTITUTE OF CHINESE OPERA
Mama Theater, the Metropolitan Museum of Art and other New York venues.
In 2002, she collaborated on the movie music recording of “Hero” composed
by Oscar winner Tan Dun with world famous violin master Itzhak Perlman.
P e j REITZ is currently on the faculty of Binghamton University and
Ithaca College School of Music. She holds degrees in piano performance
with accompanying emphasis from Boston University, the New England
Conservatory and Binghamton University. She has accompanied throughout
the United States and in England and Austria, and has performed in concerts
with clarinetist Timothy Perry in South America, France, Belgium and Japan.
CHEN Tao, founder and director of Melody of Dragon, is a wellknown
Chinese woodwind musician. The New York Times called him a “poet in music”
and his playing “a miracle of the oriental flute.” Conductor Herbert Von
Karajan praises him as an artist who “performs with his soul.” A graduate and
former associate professor at the prestigious Central Conservatory of Music in
Beijing, he was the winner of the 1989 National Folk Instrument Competition
in China and has performed on tours of the United States, Germany, Italy,
France, England, Holland, Finland, Singapore, Hong Kong, Taiwan and Macao.
and a master’s degree in theatrical performance in 2004, both from the National
Academy of Chinese Theatre Arts. He has been teaching at NACT A since 2002.
A winner of national performance competitions, Jiao specializes in playing chou
(clown) characters. He is currently teaching two Beijing opera courses in the
WANG Tien J o u is a Chinese twostring fiddle virtuoso and member of
Melody of Dragon. He graduated from the Guangdong (Canton) Conservatory
of Music, where later he became a faculty member. Since moving to the
United States, he has performed and lectured throughout the country. He has
performed at the Lincoln Center, New Jersey Performing Arts Center, Carnegie
Hall, Merkin Concert Hall, Columbia University, Peabody University and with
different ensembles in New York City.
LIU Ku i ra n graduated from the National Academy of Chinese Theatre
Arts in 1998 with a bachelor’s in Beijing opera performance and completed
her graduate studies in theatrical theories in 2006. She specializes in playing
qingyi characters (female with gentle and refined dispositions) in the style of
Zhang Junqiu. A master teacher and actress, she is currently a visiting associate
professor of theater at Binghamton University.
H o n g Z H A N G holds a master o f m
usic degree i n voice performance from
Binghamton University, and a bachelor of music degree in voice performance
from the University of WisconsinMadison. Currently a senior lecturer of
Chinese, she is the founder and director of Song of Silk. Her recent and
upcoming performances include solo concerts at Purdue University, Elmira
College, SUNY College of Optometry, Western Michigan University and the
University of Michigan.
LIU LI is a guqin and ruan soloist for Melody of Dragon. Since moving to the
United States in 1994, she has performed and lectured frequently throughout the
country. Her collaboration with the New Music Consort of the Manhattan School
of Music’s Chamber Orchestra received high critical praise. She has also performed
at Lincoln Center, New Jersey Performing Arts Center, Japanese Society, La
A m b e r D a n c e Tr o u p e is a student dance group founded at Cornell
University in 2003. Amber promotes the beauty of Chinese culture through
traditional and contemporary Chinese dances that represent a variety of genres
and ethnic groups in China. Over the past seven years, Am ber has become a
rising star that claims the national spotlight.
JIAO J i n gg e received a bachelor’s degree in Beijing opera performance in 2002
capacity of visiting assistant professor of theater at Binghamton University.
�BINGHAMTON
U N I V E R S I T Y
S T A T E U N V f ‘ l ’ s 'V O
F N E W Y
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ORK
�
Dublin Core
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Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960's - present
Title
A name given to the resource
Binghamton University Music Department Tape Recordings
Subject
The topic of the resource
Concerts ; Instrumental music ; Live sound recordings
Description
An account of the resource
Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
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In copyright.
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1 audio disc
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01:18:16
Streaming Audio
Streaming URL
<a href="https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE154635">https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE154635</a>
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Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
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Title
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Song of Silk: a Chinese concert celebrating the first anniversary of the Confucius Institute of Chinese Opera at Binghamton University, November 6, 2010
Recital Tape 2010-11-6
Description
An account of the resource
Held November 6, 2010. Works by Weikang, Guangyi, Qing, Qingyun, Peidong,
Creator
An entity primarily responsible for making the resource
Jingge, Jiao
Kuiran, Liu
Zhang, Hong
Reitz, Margaret A
Xin, Jiang
Abudula, Tangnuer
Publisher
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Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-11-06
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In copyright
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sound
-
https://omeka.binghamton.edu/omeka/files/original/0c4dd6c57c2234e5952d616ac6fc8203.pdf
bf736dce7aa3dada467fb574a8d0815a
PDF Text
Text
BINGHAMTON
U N T V E R S T T Y
S T A T E U N I V E R S I T Y O F N E W Y O R K
M E T
A
zedec
N
STUDENT RECITAL
D A N I E L BESSEL, BASSOON
W it h
Pes Reitz; Prano
Martha Weber, Bassoon
llicott; Bassoon
Pa i g e E
Melinda Lewis; Bassoon
S u n d a y , November 7 , 2 0 1 0
2.00 p . m
Casadesus Hal
I
�PROGRAM
Sonata, Op. 168 Bassoon and Piano
l. Allegretto Moderato
Camille SaintSeans
(18351921)
Sonata Bassoon and Piano .......................... ..........Alvin Etler
I. Moderately Slow
(19131973)
IL. Fast
III. Slow
IV. Fast
=INTERMISSIONcs
Impromptu, Op. 35, N09
..........Reinhold Gliere
(18751956)
Humoresque, Op. 35, N08
..........Reinhold Gliere
(18751956)
Sonata in C minor Poco Adagio..................... E
Son ata
I. Cantabile
II. Spiritoso
III. Largo
IV. Allegro
V. Vivace
S Bach
(16851750)
Johann Emst Galliard
(16871749)
I was a Teenage Bassoon Player ...David Carrol & John Miller
Martha Weber, Bassoon
Paige Elliot, Bassoon
Daniel Bessel, Bassoon
Melinda Lewis, Bassoon
From the Studio of Martha Weber
A
B
O
U
T
Daniel Bessel is a senior at Binghamton University from East
Meadow, NY, and is majoring in Management with
Concentrations in Marketing, Consulting & Leadership. Daniel
currently performs with the Binghamton University Symphony
Orchestra, and studies under the studio of Professor Martha
Weber. He has previously performed with the Metropolitan
Youth Orchestra, Long Island Youth Orchestra, Nassau
Suffolk Wind Ensemble, AllCounty Orchestra’s, and studied
under Mr. Bill Katz. Daniel is also currently involved in the BU
Student Ambassador Program, the Professional Business
Fraternity Alpha Kappa Psi, and is a Marketing Assistant with
the TriCities Opera. He would like to thank his teachers,
family, and friends, for all their help and continued support.
Hope you enjoy the show!
Pej Reitz is a monster piano player that graciously teaches at
Binghamton University and Ithaca College. We are so fortunate to
be able to work with her.
Paige Elliot studied with Edward Gobrecht during high school and
here at Binghamton with Martha Weber. She has performed in
the Binghamton Youth Symphony Orchestra, All State, Area All
State and BCMEA organizations as well as with the Binghamton
University Orchestra under Timothy Perry. As a junior pursuing
degrees in Social Anthropology and History, she enjoys
performing and participating in various musical opportunities
which include Summer Savoyards and local musicals.
Melinda Lewis is thrilled to be playing with Dan on the quartet
portion of his recital! She is the director of bands at Vestal High
School and freelances on bassoon as frequently as she can in the
Triple Cities area. Melinda earned a Bachelor of Bassoon
Performance and Music Education from the Eastman School of
Music and a Master of Music Education degree from SUNY
Fredonia. Melinda wishes Dan the best of luck in all his future
endeavors!
Martha Weber, Adjunct Professor of Bassoon, is actively involved
as a teacher and performer of the bassoon. She is so very
happy to be participating in this Merry Band of Bassoons!
�Bin gham tonUniversit
y Music D epariment ’s
M P o e/ w n v q E V E N T S
m e a
s
l
y
a m
m o
Midday concerts are held on Thursdays, 1:20pm in Casadesus
Recital Hall unless otherwise noted and are FREE
University Chorus: First Steps and Final Thoughts, Sunday,
November 14, 2010, 3pm, Osterhout Concert Theater, $$$
Student Recital: Briana Sakamoto, soprano, Saturday,
November 13, 2010, 8pm, Casadesus Recital Hall, FREE
Friedheim Memorial Lecture/Recital series: Claudio
Monteverdi, I l lament dArianna, Thursday, November 18,
2010, 8 pm, Casadesus Recital Hall, $$$
Organist Jonathan Biggers: A Bach Celebration, Friday,
November 19, 2010, 8pm, FA21, $$$
Czech Vocal Music: Mary Burgess, soprano; guest art/sts:
Timothy LeFebvre, baritone; Timothy Cheek, piano, Sunday,
November 21, 2010, 3pm, Anderson Center Chamber Hall,
$33
Organist Jonathan Biggers: A Bach Celebration, Tuesday,
November 23, 2010 (11/19 repeat performance), 8pm, FA21,
$38
Percussion Ensemble, Tuesday, November 23, 2010, 8pm,
Anderson Center Chamber Hall, FREE
For ticket information, please call the
Anderson Center Box Office a t 777AR TS.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960's - present
Title
A name given to the resource
Binghamton University Music Department Tape Recordings
Subject
The topic of the resource
Concerts ; Instrumental music ; Live sound recordings
Description
An account of the resource
Binghamton University Music Department recordings is an audio collection of concerts and recitals given on campus by students, faculty, and outside musical groups. The physical collection consists of reel-to-reel tapes, cassette tapes, and compact discs. The recordings <a href="https://suny-bin.primo.exlibrisgroup.com/discovery/search?query=any,contains,Binghamton%20University%20Music%20Department%20tape%20recordings&tab=LibraryCatalog&search_scope=MyInstitution&vid=01SUNY_BIN:01SUNY_BIN&mode=basic&offset=0&conVoc=false">have been catalogued</a> and are located in <a href="https://www.binghamton.edu/libraries/about/special-collections/">Special Collections</a>. In addition, the collection includes copies of programmes. <br /><br />The Libraries have begun making some of the collections available digitally on campus. These recordings are restricted to the Binghamton University Community. Please contact Special Collections for questions regarding access off campus.<br />Email: <a href="mailto:speccoll@binghamton.edu">speccoll@binghamton.edu</a>
Rights
Information about rights held in and over the resource
In copyright.
Template: PDF / Rosetta
PDF with Rosetta audio/video link
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
2 audio disc
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
21:19
25:10
Streaming Audio
Streaming URL
<a href="https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE147316">https://eternity.binghamton.edu/delivery/DeliveryManagerServlet?dps_pid=IE147316</a>
Accessibility
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Binghamton University Libraries is working very hard to create transcriptions of all audio/visual media present on this site. If you require a specific transcription for accessibility purposes, you may contact us at <a href="mailto:orb@binghamton.edu">orb@binghamton.edu</a>.
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Single
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Daniel Bessel, Bassoon Recital, November 7, 2010
Recital Tape 2010-11-7
Description
An account of the resource
Works by Saint-Saens, Gliere, Bach, Galliard, Carrol
Creator
An entity primarily responsible for making the resource
Reitz, Margaret
Weber, Martha
Elliott, Paige
Lewis, Melinda
Publisher
An entity responsible for making the resource available
Binghamton University Libraries
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-11-07
Rights
Information about rights held in and over the resource
In copyright
Type
The nature or genre of the resource
sound