Kelsey: When and where were you
born and raised?
Founds: I was born in
Drexel Hill, Pennsylvania,
and I spent quite a few years there before I went to
college. And then ultimately my father was
that time it was
Allied Chemical and Dye
Corporation. So we then moved to
continued my education at
graduated from there, and then began teaching at a
local private high school for four years. During
that period I went for my
Institutes of Health] had a program for high
school teachers to get a
masterís degree in
biology at the
University of Notre Dame.
So I spent quite a few summers taking courses at
Notre Dame. And
then ultimately in 1967, I saw an advertisement for
a position here at the
getting its start. I applied for the position, even
though at that time I didnít have my
masterís degree in
hand. So I interviewed and was hired as an
instructional assistant, until I got my
which happened to be the very year I joined the
faculty here. So I served as what they called an
instructional assistant in biology for the first
year, and then I was promoted to instructor in the
Kelsey: Where were you teaching when you
decided to start going for your
Founds: The name of the high school, which is
now closed, was
Bayley-Ellard High School
Kelsey: Were you in college when your family
Kelsey: So you were already going to
Founds: Yes, I was going for my
at the time.
Kelsey: What subject was your
Founds: I had a major in biology and a minor in
Kelsey: And that was true for both your
bachelorís and your
Kelsey: And so then you were an instructional
assistant when you started in September of 1968?
Founds: Right. There were two of us in biology
at the time. Tim Patschkewas
the instructor, and he had his
masterís at the
time, and I was the instructional assistant. So my
duty was Ö I think I did some teaching, but my
responsibilities really centered around getting the
department up and running, as far as the
laboratories were concerned.
Kelsey: Why did you decide to teach?
Founds: Well, I always wanted to teach. I felt
that that was a career choice that I had made when I
was in eighth grade, believe it or not. A lot of
kids today donít know what they want to do. I knew
exactly what I wanted to do, and I pursued that.
But I knew that ultimately I would want to teach at
a college level, and I got four years of experience
teaching at a private high school, which was very
good experience, but this became a dream for me,
that when this school opened, I thought, ďWow, this
is a brand new school, brand new facilities,Ē and it
looked like an exciting opportunity, so I decided to
apply and determine if this was for me.
were brand new, at least on the East Coast, in the
Kelsey: What drew you to a
Founds: Well, first of all, to teach at a full
four-year college, you need a
Ph.D. They donít
hire many people with
And I knew what the salaries were at the four-year
colleges, and they donít hire you so much to teach,
as to do research. And to do that, you really need
Ph.D. So the
County College of Morris
was more of a teaching institution than a research
institution. And it seemed to be a school where
there was going to be quality stressed, in a lot of
different ways. We were very proud as a
faculty when the school
opened, because the school was, I think, founded on
a lot of quality principles.
Kelsey: How do you think that came about, that
it had that kind of a reputation, even when you were
Founds: Well, I think that a good part of that
was that the school had money to spend, and the
institution, as you could see from its founding, had
buildings that didnít look like something out of
World War II. I
mean, they built solid buildings, they were
architecturally nice-looking, very sound and
efficient inside. The laboratories were all new,
and all the equipment was new. I think the
faculty felt that they wanted
to have this school be the best of the two-year
colleges in the state.
Kelsey: How old were you when you started
Founds: I was twenty-six years old.
Kelsey: And you had been in college pretty
much straight through.
Founds: I continued my education. As I
graduated from my
and teaching, I immediately applied for this
NIH grant to
continue my education. So my goal was always to
continue my education.
Kelsey: What year did you graduate with your
Founds: I was a
B.S. in 1964, and I
masterís when I
joined the college in 1968.
Kelsey: What was the physical
campus like at that time in í68?
Founds: Well, there was only one building, and
that was Henderson Hall.
Everything was located there. And I had the
unfortunate problem of having to equip the
laboratory. There was only
one biology lab that I can remember, in that
building. And I think I was also involved in the
chemistry laboratory as well. But I remember that I
had to make sure that everything was safe, and one
of the elements of that building was shower heads,
showers, in case someone were to spill something on
themselves that was caustic or whateveróunsafe.
Actually, we had started teaching before those
laboratories were complete. So the president was
downstairs, under the
laboratory. So I asked the guy to pull the
chain to make sure that the shower head was working
properly, and of course what they didnít tell me was
they had not plugged all the holes in the floor
around the drains. And the shower went off, as it
was supposed to, but it didnít turn off. So it
basically filled the container that was supposed to
collect the water, and continued to fill, and they
could not get the thing to turn off, and they didnít
know where the valve was. So as a result, there was
a flood on that floor, which
went right directly down to the president, on his
head! So that was kind of a joke for the time
being. He was baptized in that building by me.
Kelsey: Thatís a good story. What was it like
around, outside of
Henderson Hall, in terms ofÖ.
Founds: I donít remember clearly, but it was a
beautiful campus, and we knew
that more buildings were going to be built. I donít
remember if they had started more buildings at that
time or not. But it was a wonderful place to teach
and to come, to just be here.
Kelsey: Was there a
Founds: I think everything was in Henderson
Hall. I donít know that they had the building
across the way built yet, the cafeteria building. I
donít remember that. I think Henderson Hall served
all of those purposes.
Kelsey: Where did you all eat?
Founds: Well, as I said, I think there was a
cafeteria in that building, in Henderson Hall,
because there werenít many
faculty members or students,
so it didnít require much of a room to cater to
these people. Now, there was another buildingóin
fact, my office was thereóit was the
because this was part of the Dalrymple Estate, if I
remember correctly. That building still exists.
Itís down below here on the campus.
I donít know what itís serving the purpose for now,
but at that time it was faculty
offices. And then ultimately as Henderson Hall was
completed, we moved to Henderson, and then
ultimately the science wings were built, and we all
moved up there.
Kelsey: What were the rules regarding
smoking on campus
and in the classrooms or the labs?
Founds: I never
smoked, so I donít
know, but I donít think
smoking was allowed
in the rooms, in the classrooms. Whether it was
allowed in the building, I donít know, at that time.
Kelsey: What about the labs?
Founds: Labs you could definitely not
smoke. That was a
Kelsey: What was the atmosphere like on campus
during that first semester?
Founds: I think it was very positive. People
were excited about the expansion that was going to
take place. The student
body, I thought, was very good. I mean, it was your
average college group. I think the makeup, as time
went on, could be described as sort of bicameral.
There was a group of students that were solid
college students, and there was a group that didnít
quite have what it took to compete at the college
level. And I would notice that in my grades, when
it came time to grade the students: There always
seemed to be a population, about two-thirds of the
students, that you would probably find at any
college, four-year school. But then there was
another third that struggledóprobably more so than
what you would see for students
in a four-year school, only because they probably
would not be able to get into [such] a college. But
this was an open enrollment school, they were given
an opportunity to try.
Kelsey: During that first semester in the fall
of í68, a lot of things had happened right before
that, in terms of the world at large.
Martin Luther King,
Tet in Vietnam. Do
you remember any of those incidents, the fallout
from that, showing up on the
campus and in what the
Founds: No, I think the major issue was the
Vietnam War. And I
think a lot of students probably had that in mind,
that if they didnít do well in college and continued
their college education, they may have been
called up for that
war. Now, they did
change the way in which students were treated.
Later on, people joined, they had a
later on that was developed. But if you were a
college student, you had a
waiver, you werenít
called up, unless they absolutely needed you. But
that was really the only fallout. The
and all of that occurred before 1968, so that really
didnít have much of an effect, I donít think.
Kelsey: I meant
Founds: Yeah. I think that people were shocked by
that, but I donít remember what the fallout might
have been at the time. I still think the
war was probably
the biggest issue here on campus.
Kelsey: Do you remember any
Founds: Yes, there were certainlyÖ. This was a
rather conservative county, so therefore
protests were not
as active as you might find in more liberal areas.
But there certainly were people
war, certainly as
it went on. So that did occur. I donít remember,
we didnít close school, to my recollection, because
of it. And there werenít any riots or anything of
that nature. These were generally peaceful
Kelsey: Do you remember if there were any
veterans going to school?
Founds: There probably were, but I donít
remember specifically having contact with them, or
talking about the
war with any
veteran that I knew of anyway.
Kelsey: What was the world like for you in
1968, what concerned you personally?
Founds: Well, not much. I mean, certainly the
war was on my
mind. But I knew from the
draftboard, in which
I had to appear to discuss my situation, which was
my chances of being [drafted]
were pretty slim. So I wasnít really concerned
about having to go to
war. If I had to,
I was going to, but it seems as if I was going to be
exemptóand for particular reasons: because I was
teaching science, because I was teaching nurses,
they felt that teaching that particular population
was important to the
war effort. So for
that reason, they basically took other people
besides myself. But other than that, I think it was
a pretty nice time all around. I donít ever
remember being stressed. We were very busy here,
and excited about the college, and I think it was a
nice timeóexcept for those poor people that had to
go to the
Kelsey: Because you taught
biology, practically everyone who had a
nursing major would pass through.
Kelsey: What was the demographic of the
nursing class like?
Founds: Well, I think most of the
students were older than
your typical student, four-year college population.
It was a mix. There were some younger people, but I
think the average age might have been around thirty,
thirty-five, somewhere in there. So it was an older
group. It wasnít a group of students coming
directly out of high school.
Kelsey: And what about in terms of
Founds: Oh, all women. There were very few
Kelsey: But there were a few?
Founds: There were a few.
Kelsey: How did they do vis-ŗ-vis the women,
in terms of class work then?
Founds: I would have to say that they were
probably the brightest crop of students on the
campus. Very hard working.
They had a goal. They knew after two years they
would become a nurse. So they worked very hard,
they were excellent students, and there were very
few that I remember having a problem. I mean, they
worked very hard. The nursing department, I think,
was a very sort of exclusive group here, because
nursing as a career was highly valued. A lot of
studentsthat go to four-year schools or even
two-year schools, really donít know what they
want to do, whereas this
group of students knew what they wanted, knew that
when they got out they would have a job, and a good
Kelsey: What was the
social life like for faculty
and other people who were working at the college?
Founds: Well, they had parties here, I
rememberóactually for the
students and the faculty, for the faculty to mix
with the students and the
administration. They were very nice. I think
that there were some groups of faculty that would
get together from time to time. Usually the heads
of the departments would have members of the
department over for a picnic or whatever during the
summer. But as I said, the first year was really a
very hard-working year, so we didnít do a lot of
socializing, that I can remember.
Kelsey: Were there any local hot spots?
Founds: Because I wasnít much of a beer
drinker, I didnít really frequent many of those
places that I can remember, but we would go to a
place down here on Route 10,
which was an Italian restaurant. A lot of our
affairs were held there. It burned down. I canít
even remember the name of it now. But itís just
down below the college, as you go east, on the west
side of Route 10.
Kelsey: How did you dress
to go to work?
Founds: Hm, thatís a good question. Honestly,
I donít remember whether we wore suit coats and ties
at that time or not. I donít remember. We
certainly didnít dress down. I mean, we wore
business clothes. But whether we wore a suit coat
and tieÖ. I think in the beginning we did. It was
a requirement of the college that we come dressed in
professional business attire. But as time went on,
I think they changed the rules.
Kelsey: How did you
get to work?
Kelsey: And what kind of a
car did you drive?
Founds: Ah! (laughs) I think at the time I
was driving a 1968
Pontiac LeMans, if
I remember correctly.
Kelsey: Where were you living?
Founds: Well, I lived at home, because the high
school where I taught was right next door to where I
Madison. But when
I joined the faculty here, I
started looking around to see if there were any
faculty members interested in sharing an apartment,
and lo and behold, Jerry
Luboff, who was in the English department, was
looking for, I think, a third person to join him at
an apartment in
Morristown. It was
in a two-bedroom apartment where three of us shared
the rent. We couldnít afford the rent by
ourselvesóit was too expensive at the time. Today
it would be cheap. So three of us essentially lived
out of that apartment for a while.
Kelsey: So you drove west then, from
Kelsey: Describe what
Route 10 looked like at that time.
Founds: Believe it or not, I think there were
farm fields on both sides
of Route 10, that I can rememberóopen fieldsówhich
now are occupied by buildings.So it was pretty well
open. I mean, it wasnít as populated with places as
we see today. So there was still a lot of open
land, not many buildings.
Kelsey: What about the traffic?
Founds: The traffic was lighter than I think it
is today, but then the highways, if I remember
correctly, werenít that great. I think they widened
Route 10 as the traffic became heavier. But I still
think at rush hour it probably was lighter than it
Kelsey: What about the intersection at
Center Grove Road
and Route 10, where you
would turn in to the college?
Founds: Nothing strikes out in my mind. I
canít remember that there was any difficulty there.
I think they always had a left-hand turn lane there
for those of us coming west. I think they made that
additional lane. But nothing particularly stands
out in my mind.
Kelsey: And what was on those four corners?
Founds: Actually those four corners looked
pretty much the same, except for what is on the
right side going west, which is now an
center. That was not there. And I honestly donít
remember what was there.
Kelsey: What were the
Founds: I think at that time, when I first
joined the college, they were
very hard-working, a little older than your typical
four-year college student. Many of them couldnít
afford a four-year college education, but they could
certainly have easily gotten into a four-year
school. So this afforded them an opportunity to
come here for two years and then transfer to a
four-year school, and not have to pay four yearsí
worth of a four-year tuition. And this school was
reasonably inexpensive at the time, and a bargain,
so I think that attracted a lot of students.
faculty, if you looked at the
degrees they held, were as good as any faculty at
most four-year colleges that you could go to, and
represented a broad range of schools:
Ivy League and
state schools, etc. So I think the faculty were
excellent. Certainly the facilities were new, and
the price was right.
Kelsey: Describe a
typical day in the classroom.
Founds: Thatís really hard, because Iíd have to
remember what it was like forty-some years ago. It
probably isnít much different than it is today:
students would show up for
class, we told themóI think this was developed early
onóthat we would give them a syllabus, let them know
what we expected of them for the semester, and it
was lecture. I think for the most part it was
lecture-centeredócertainly in science anyway. They
would take notes, and we would give tests. The
classes werenít too large, so there was a lot of
give and take, students asked a lot of questions.
And I think in general it felt like any other
school. I had done some teaching at a four-year
school, so I knew a little bit about what to expect
in the freshman year. I was teaching at
Rutgers when I was
going for my graduate degree there, so I got an idea
of what that was like.
Kelsey: Describe what was considered cutting
edge classroom technology
Founds: Well, the
(laughs) was as cutting edge as I can think of. We
may have had
at the time, too, if I remember correctly.
Certainly the technology has changed a lot. We had
a printing department, which you donít have that
anymore, Iím sure. So you would take your tests
that youíd typed up on
paperóthat was another thing we hadóyou would take
it to the printing center, and they would
mimeograph off your
testsówhich, of course, was all ink-based
technology. Then it went
copy machines, I
think in the end. In the eighties they had new
was the new technology. So it was pretty
primitive. And we had
that I remember using. Ultimately, if I remember
correctly, while we were there,
made our desks. But I donít remember if that
happened while I was still here.
Kelsey: Describe student
behavior and dress.
Founds: Itís very difficult to remember that.
I think that because the students were a little
older, they were more serious. If you go to a
typical state four-year college, you might find the
students to be a little immature. I think this
group was a little bit more mature. However, there
were students who were not good students. They
didnít come from classrooms and high schools where
they learned much. So as I said, about a third of
the class had difficulty. But overall, I would say
the students were serious, mature, and interested in
learning. But remember, there was a different
motivation for that. If they were to fail out of
college, then they probably would have been
Kelsey: So the students who were having
difficulty, did they really try hard to be able to
make it through?
Founds: Some did, not all. Some were not very
serious. They were just here to bide their time and
hope that they wouldnít be
Kelsey: What do you remember most about that
Founds: Well, the fact that we were all very
proud, that the
college had such a
quality faculty, quality
campus, and that we were all
interested in making this an excellent school. And
we worked very hard. I mean, it was a really tough
year, because everything was new, so we were
starting from scratch. So we were a very close-knit
faculty. And I remember it
being a lot of fun, because we felt that we were
really contributing to something that was important,
and that would be here for a long time.
Kelsey: You left
CCM in 1983.
Kelsey: Did you also leave teaching?
Founds: Yes. I had gotten my
Rutgers University in
1981. In 1983, I was recruited to join a
of all places,
There was a group out of
that had started this company. It was cheaper to
start it in
Maine than it was
Boston was only
three hours away. So I decided I would test the
waters to see what this was all about. The biotech
revolution had just started. Back in the seventies,
some of that technology
laid the foundation for development of products in
the late 1970s and early 1980. So I joined that
company, and that was quite exciting.
Kelsey: Have you been on the
campus recently, other than coming for this
Founds: No, this was the first time in a long
Kelsey: How do you think
have changed since 1968?
Founds: Well, certainly because of the number
of years of existence, theyíve grown in size, and
certainly physical plant. I mean, this place seems
bigger than it was when I was here. I really canít
say much more than that, because I donít have any
[recent] experience teaching here, so I donít know
what itís like. But I would say it probably has
become, and will become, a more important component
of an individualís education, as time goes on,
because four-year colleges are getting totally out
of sight for most families. They just canít afford
them. So I think that as an alternative for the
first two years, I think a lot of
students will look toward
the two-year college to fulfill those first two
years of education. And theyíll certainly find that
the quality is here for those first two years. And
then theyíll go on to a four-year school, finish off
in two years. In actual fact, thatís what my kids
didóespecially my daughter
wasnít sure what she wanted to major in. So I sent
her here for the first two years. That was a while
ago. She then went to
and majored in English. And to this day, she said
that she felt that she had better teachers hereóas a
wholeóthan she had at
Rutgers. So that
speaks well for the college.
Kelsey: Is there anything else youíd like to
Founds: No, not really. I think thatís about
Kelsey: Okay, very good. Thank you.
Founds: Thank you.