|
The Rise and Fall of Community Services
Submitted by Clyde Allen
Chabot College
One of the original, legislated, functions of the community college
system was to provide Community Service. To achieve this, a special
tax was authorized so that community college districts could have a
source of funds to develop community service activities and
programs.
The initial activities of the Office of Community Services were
under the direction of Dr. Lee Hinckley and his assistant, Santiago
Garza. Dr. Hinckley was soon transferred to the Office of
Instruction and Mr. Garza took over the leadership function. After a
few years, he was joined by Dr. Clyde Allen. Within a few years, Mr.
Garza was transferred to another position and Dr. Allen, without an
assistant, became the ruler of the realm.
Dr. Allen believed that the Office of Community Services was more
than a means to provide an opportunity for the immediate area public
to experience professional entertainments. Community Services was at
best also instructional. While the Office provided high quality,
professional entertainment (Shirley Jones, Mel Torme, Les Brown), it
also sought out events to add to the cultural as well as the
entertainment value of the community. One of the early programs
brought in was the Western Opera Theater. This, at the time, was the
touring arm of the San Francisco Opera Center. Fully staged opera
was sung in English. A significant adjunct to this was the
opportunity to also include an abbreviated, one-hour version with
narration designed for school children. This became a yearly part of
the schedule. 1500 school children each year from throughout the
district were introduced to opera in this way. At no cost to the
schools.
The Performing Arts program was received well by the community at
large. Almost all of the programs were sold out. As a result, the
sale of season tickets usually took care of fully half and more of
ticket sales. During the last three years, the income from ticket
sales covered the contract costs of the programs. Contract costs are
only a part (a major one) of the total cost. No performing arts
series can survive without additional funds.
Another innovation introduced by Dr. Allen was to include each year
programs from foreign countries. This brought in such programs as
the Chinese Acrobats and a program of Russian Children presenting
dance and music. With that program, the Office arranged to have area
school children create a picnic in the park for the Russian
children. In this way, there was an informal, one-on-one,
cross-cultural interaction.
An additional event added by Dr. Allen was the introduction of a
summer theater production involving a guest artist. He produced a
series of plays that involved both local actors and crew and a guest
“star.” The play was mounted using the talents of the Chabot Drama
Department and set designers from San Jose State. The cast was
local. This enabled students to interact with, as an example,
Marjorie Lord, and (former Chabot College student) Tom Hanks who
appeared in Charlie’s Aunt.
The Office also took over the responsibility for College for Kids.
The location was moved off-campus (No room at the inn, as it were.)
to an elementary school. The structure and pricing of the classes
was arranged so that the program fully paid for itself. Indeed,
there was always a surplus of income so that some of the ancillary
costs within the Office of Community Services were also covered.
The cumulative effects of Proposition 13 severely affected the
financial condition of all schools and colleges. In spite of the
clear success and service to the community who created the college
district, the powers that be decided that the Office of Community
Services was something the District could no longer afford. Programs
were shut down and the office was closed.
Return to Table of Contents
|
