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Earth Words

“. . . we go to poetry … so that we might more fully inhabit our lives and the world in which we live them, and that if we more fully inhabit these things, we might be less apt to destroy both.”  – Christian Wiman, poet

Gabriella Donofrio ’13 (left) and Alice Bowe ’13 sort and plant lettuces at Harvest of Joy Farm in Shelbyville, MI.

Amy Newday plants seeds in soil (she runs her own farm), and she plants seeds in students (she directs K’s Writing Center and teaches classes in the English department). Some seeds grow green crops. Others grow green poetry.

Newday recently completed a winter term course called “Ecopoetry,” and is currently teaching a spring term senior Capstone class called “CSA (community-supported agriculture) and Sustainability.” The two courses are an integral part of Kalamazoo College’s ongoing creation of a Center for Environmental Stewardship, teaching students about the impact of human life on their world.

“I feel a strong call to be of service to the earth and the non-human beings we share it with,” says Newday. “As I get older and get to know myself better and as our ecological crises worsen, this call becomes stronger. What I was curious to explore with my students in the ecopoetry course was—what does poetry have to do with ecological crises? Can poetry be a vehicle for transforming our relationships with the ecosystems in which we dwell?”

A farmer and a poet, Newday grew up on dairy farm in Shelbyville, Michigan. Her “Ecopoetry” course drew thirteen students, all of whom participated in a reading on campus to draw their class to a close. Each student read a poem from the textbook that had especially moved or inspired them.

Emily Sklar ’15 was one of those students, a biology major with an interest in ecological issues. “I love biology, although I’m not quite sure yet what I will do with it,” Sklar says. “I also love being outdoors, and I’m concerned about the environment, so I’ve been wondering how to combine all that. Science comes short on the ethical and moral aspect of ecological issues, so that’s why I took the poetry course. Poetry gives me another way to understand what’s around me, and the course has given me a blend of language that builds collaboration between scientists and poets.”

“Ecopoetry” is a relatively new term, if not quite a genre in its own right, Newday explains. “Writing about daffodils is no longer enough. Critics beat up poets like Mary Oliver for being what they call a ‘nature poet,’ writing about birds and trees. Writing about birds and trees is important, but ecopoetry includes the bulldozer that knocks the tree down and destroys the bird.”

Poetry can help us imagine possibilities … possible solutions to ecological crises.

Three main groupings of poetry compose the new genre, Newday says. As defined by Ann Fisher-Wirth and Laura Gray-Street, the editors Newday’s class textbook, The Ecopoetry Anthology, poetry that explores nature and the meaning of life falls into the first group. A second group includes environmental poetry with a more political slant that may address social justice issues and is often related to specific events. The third group includes poetry about ecology, often in more experimental forms.

“In this course we explored how the language of poetry has shaped and reflected changing perceptions of nature, ecology, and humanity over the past two centuries,” Newday says. “We looked at what poetry can contribute to current cultural and cross-cultural conversations about environmental justice and sustainability.”

Students at the reading in March read favorite poets they had studied, such as, yes, Mary Oliver, and also Alicia Suskin Ostriker, Ralph Black, G. E. Patterson, Deborah Miranda, Tony Hoagland, Robert Duncan, Lucille Clifton, Lola Haskins, Sandra Beasley, and Linda Hogan. Some students also read their own work.

“I’m not a big reader,” Sklar admits. “But I fell in love with this poetry. What I had hoped would happen, happened. The facts in science are great, but poetry gives us a way to connect to people who aren’t scientists.”

The ecopoetry course, Sklar adds, helped her to solidify an idea for her Senior Individualized Project that she’d been mulling over for about a year. Her interest in nature, biology, ecology, and human responses to all three came together in a plan to hike the entire Appalachian Trail. Along with a K alumna, Margaux Reckard ‘13, Sklar began 2,200-mile adventure a few days after the poetry course concluded (see “Where the TinyTent AT?” in this issue of BeLight).

“Poetry can help us question,” Newday says. “We are losing all kinds of diversity in our world, and cultures and languages are being lost along with biodiversity. Languages each give us a unique way to see the world and add perspective. Poetry can help us imagine possibilities … possible solutions to ecological crises.”

Harvest of Joy farmer John Edgerton (left) discusses with students (l-r) Chandler Smith ’13, Caroline Michniak ’13, and Alicia Pettys ’13 different techniques for organic and sustainable planting.

In her senior Capstone course, “CSA and Sustainability,” Newday digs even deeper into building connections between students and the earth. Along with textbooks, she hands them trowels, hoes, shovels and watering cans. She takes her students to her own CSA operation, Harvest of Joy Farm, where she and partner John Edgerton practice sustainable and organic methods of farming.

The Capstone course, Newday says, offers students the opportunity to explore and experience food systems, agriculture, community building, education, economics, business, and food justice as an alternative to the mainstream food economy. If that sounds like it’s dealing with a great many topics—it is, and that’s the everyday life of a farmer.

Part of the course will take place in the traditional campus classroom, and for at least three hours each week students will work on the farm. They will help plan the CSA business, prepare the soil for planting and then plant a wide assortment of seeds and plants, maintain compost and learn about permaculture, and maintain and harvest the garden. Students will also experience the business aspects of running a CSA, the marketing and selling of vegetables to community members, and the relationships built between farmer and community members.

The course will also involve an ongoing blog of farm activities, and a student-generated on-campus collaborative project. Students will participate in discussions about their experiences and observations working on the farm.

In informational sessions held prior to the beginning of the course, Newday and Edgerton met with students interested in learning more information before making a decision to enroll.

“I was surprised how much I loved running a CSA,” Newday says to the students gathered to hear about the course. “The relationships we developed through the CSA were very rewarding. There’s an instant gratification when you give good food to people, and you see how excited they are to receive it, taste it, and share it.”

The concept of a CSA, Newday tells the students, is not the traditional business model of trading cash for product. “A CSA offers people the opportunity to invest in the kind of world they want to live in.”

The Harvest of Joy Farm is in its fourth year. At the beginning of last summer’s (2013) growing season, 45 members paid for 28 shares and half-shares in the operation, which provided the funds to cover the costs of farming. In return, shareholders receive vegetables and fruits each week during harvest.

“The course will help students to better understand the economics of farming, especially on a small scale, and to consider how small farms fit into the larger agricultural economy, in the United States and across the world,” says Newday. “Along with learning about sustainable agricultural practices, students will learn how to critically consider what it means to make environmentally, socially, and ethically sound food choices.”

To learn more about the Kalamazoo College Capstone CSA experience, read student blog entries, and view photos, visit kzoocsa.blogspot.com.  To learn more about Harvest of Joy Farm, LLC, visit harvestofjoyfarm.wordpress.com.

Uncommon Reading

Before first-year students even arrive at Kalamazoo College they are shaping their class into a cohesive educational community. By way of K’s Summer Common Reading program, now in its 15th year, incoming first-years read the same book at the same time, connecting not only with their classmates through this common-but-uncommon experience but also with the many faculty and staff and the significant number of current students who also read the book and together share their insights afterwards.

The 2013 Summer Common Reading author Vaddey Ratner greets a Stetson Chapel audience with the namaskara, a Buddhist hand gesture that evokes utmost respect and adoration for the divine in everyone.

“It gives the students something to talk about, something besides ‘where are you from?’” says Dean of the First Year and Advising Zaide Pixley. “It’s all part of the teaching moment.”

Pixley helped launch and expand the Summer Common Reading program in 1999 and subsequent years.  “I love to read,” Pixley says. “And I wanted to give students a way to enter the world of ideas.” In 2000, with the support of the Provost’s office and Student Development, the program became official.

“The first book we chose was Animal Dreams by Barbara Kingsolver,” says Pixley. “But we didn’t ask the author to come to campus. We soon decided that should be one of the criteria—that the author be here for orientation, meet with the students, and later, if possible, return for that class’s commencement.”

The book of choice in 2000 was Independence Day by Richard Ford, an author whom then-Provost Greg Mahler knew personally and had invited to attend. Writer-in-residence Diane Seuss, Professor of English Andy Mozina, Mahler, and Pixley were the original members of the committee that chose the books and organized the events. Membership on the committee has changed over time. Associate Professor of English Marin Heinritz was a member for many years and was responsible for bringing to campus journalist David Finkel, the program’s first nonfiction writer. Neither she, Seuss, nor Mozina are active members of the committee today, but Pixley’s presence has been a constant.

Is the reading experience relevant, even (or especially) when a book’s protagonist differs significantly from the predominantly 18-year-old readers?

“Oh my,” Seuss chortles, recalling the first-year students meeting the Ford. “A student asked Richard Ford how he expected young people to relate to his middle-aged, white male real estate agent protagonist. His answer: ‘Are you a Danish prince? If not, then don’t read Hamlet!’”

Mozina nods. “I’ve seen great discussions happen. I often see the energy grow during the course of the author’s time on campus, with students saying that now they understand and like the book a lot better than they thought they would, or did initially. By the time some authors left, the students seemed ready to adopt them.”

As the criteria for the book choice developed, Pixley made one point immoveable.

“The author must come to campus,” she says. “We look for someone who makes a good guest, who is an engaging speaker and enjoys interacting with students. That’s what makes our summer reading program different than the programs at many other schools—the presence of the author.”

Committee members meet to discuss new and upcoming authors that fit the bill.

“New book and author choices are challenging,” Pixley admits. “We have no flexibility on dates. They have to be here when the first-year students come in. We look for books that have been nominated for prizes, books that are being talked about. Although she isn’t on the committee this year, Di [Seuss] is very plugged in, she has 2,000 Facebook friends and they are almost all writers. An A list and a B list begins to take shape, and we get student peer leaders involved, too.”

Committee members read lots of books and talk about authors who might be an appropriate and feasible guest. Criteria include the content of the book, of course, the way in which it can represent a boundary-crossing for the students, and an author who is willing to be here and participate in person. “We all keep our eyes out for ‘the next big one,’” said former committee member Seuss, “often finding the perfect fit with a younger author on the rise, like Chimamanda Adichie, who visited us with her first novel, Purple Hibiscus, and has since won the Orange Prize, the National Book Critics Circle Award for Fiction, and a MacArthur Fellowship.”

Gail Griffin, professor emeritus of English, has been involved with the program since its inception. She adds: “We’ve often joked about it: either the day before or the day after an author visits, she or he will get a MacArthur award/Pulitzer Prize/National Book Award nomination. The track record is quite amazing; it defies logic.”

The 2014 Summer Common Reading author NoViolet Bulawayo signs books after her Thursday evening reading. More than 300 students waited in line to speak with Bulawayo, and she signed everyone’s book.

“It has to be good literature,” Pixley states. “We look for something that is engaging to young people and doesn’t come with 400 pages of footnotes. Coming of age themes are good, and we want a book that is intercultural in some way, and that doesn’t have to mean that the book has to be about different countries. Detroit can have a different culture from Kalamazoo, too. We look for books that can foster intercultural understanding.”

The book choice of summer 2014 covers that cultural boundary, in fact. Incoming members of the class of 2018 read We Need New Names by NoViolet Bulawayo. The 2013 debut novel depicts the impossible situation of the person in exile, in this case a child leaving a beloved homeland beset with political turmoil and violence, poverty, starvation, and illness. As she grows to adulthood in a new place she realizes that she is caught between two cultures without being home in either. Bulawayo won the 2014 PEN-Hemingway Award, the 2011 Caine Prize for African Writing, and the inaugural Etisalat Prize for Literature in 2014. The novel was a finalist for the Man Booker Prize.

Anna Gough ’15 is a first-year experience coordinator along with Bryan Olert ’15. Both experienced the value of bonding over a book that often pushed their comfort zones.

“I still think about the book we read when I was a freshman,” Gough says. “In 2011, it was The Good Soldiers by David Finkel. I would never have picked it up on my own.”

“It’s really the whole idea of liberal arts,” Olert, a history major, adds. “The Summer Common Reading program challenges you to read outside of your field, all over the field.”

Now seniors, Gough and Olert helped plan all of this year’s first-year events, and both consider the reading program their favorite.

“As an English major, it was fun to organize something I enjoyed so much in earlier years,” says Gough. “I felt like I was a part of creating the future for the new students.”

“And it’s great job experience in event planning, networking, organizing,” Olert adds.

Beginning to end, the Summer Common Reading program has drawn together not only freshmen, but the entire campus, as older students find themselves picking up the chosen book as well, wanting in on the hot topic of the campus. Faculty and staff are involved, too, teaching to the book or participating as discussion group leaders.

“The program asks a lot of faculty,” Pixley admits. “Yet K faculty members are always game. I’ve been asked—how do I get people to read the book and lead discussion groups? People here are willing to step out, willing to try new things.”

“We prepare the peer leaders and discussion leaders, write a lesson plan, host the guest, and do all of the often complex negotiations with agents and publishers to bring the next writer to campus,” Seuss says.

“I can tell you that very few people comprehend the work involved,” says Griffin. “In choosing the book, in negotiating with the writer to come to Kalamazoo, in organizing the visit and the sub-components of the visit, in turning around the students’ submitted questions and consolidating them for the author, in shepherding the author around. That detailed, thoughtful, exhausting work is what has made the program go.”

While the committee does prepare a lesson plan and suggested questions for the discussion group leaders, Pixley says that “everyone is free to improvise as they see fit.”

Reading contemporary books rather than classics, Pixley says, is another aspect of the program that differentiates Kalamazoo College from other institutions that have started similar programs.

“The National Association of Scholars singled us out as being subversive in our book choices,” Pixley smiles. Challenging students to think and question, however, is part of the program’s goal.

Says Seuss: “Each book lands differently, and each entering class receives it in its own way. What I love is that the reverberations continue long after the writer has left campus; students live with the book, in one way or another, for the rest of their lives. Students in my first year seminar often refer back to the book or something the author said, and I hear seniors doing the same thing. Maybe the best sign of the program’s success is when we witness students struggling to make connections, to approach and understand differences.”

“Our student body is more diverse than ever,” says Stacy Nowicki, library director at Kalamazoo College’s Upjohn Library and a member of this year’s committee. “We have students from many different areas in the United States and the world and from different socio-economic backgrounds. The Summer Common Reading book helps students learn to interact with someone different than themselves. It gives them entry to each other. This summer’s book is about the immigrant experience, and any student coming to Kalamazoo College may feel like they are immigrating to a new community. Through discussing the book, they can bring up their own issues.”

Nowicki joined the committee this year because of her involvement with the Reading Together program. Reading Together is administered by the Kalamazoo Public Library and has much in common with Kalamazoo College’s program. In both, an entire community reads the same book, joins in discussion, and meets the author.

“Success is [the] struggling to make connections, to approach and understand differences.”

“The important thing is for students to feel connected,” Nowicki says. “It’s a good way for professors and staff to get introduced to the incoming students, too. I’m guessing in that way it helps retention. And the discussion groups help students learn how to express their viewpoints and defend them while listening to the viewpoints of others.”

Griffin adds: “If you lined up all the books that have been chosen, they cover an amazing array of contemporary writers and a mighty inclusive list of perspectives and issues of the sort that we want our newest students to begin thinking about: race, economics, global politics, gender, sexuality, nationality, international issues, American issues, immigration, ‘home’ and leaving home, you name it.”

Bonnie Jo Campbell, author of the 2012 Summer Common Reading book, Once Upon a River, offers her perspective as a participating author. “It was a great honor and a thrill to have all the freshmen and many of the upper class folks read Once Upon a River. Kalamazoo College students are conscientious scholars and careful readers, and they had a lot of smart questions to ask. The world I presented in the book was very different from the world of the students, so it was interesting to see how they grappled to understand the choices my protagonist made, which were often so different from what they would have chosen. As an author it is always great fun to be surrounded by smart people who have read your book.”

Pixley smiles to recall some of the discussion around Campbell’s book. “Oh, I’m still hearing complaints about Margo, Bonnie’s character in the novel. Why did Margo do this, why did Margo choose that. But Margo had different circumstances in her life, and it was a different time. It’s wonderful how invested students can get.”

The interaction between author and students, all agree, can be one of the most rewarding parts of the experience.

“So often their first reactions to the texts have been resistant, defiant, because the committee has rightly selected challenging texts at the forefront of current fiction, and that material is often difficult, not easy reads,” says Griffin. “And then you watch them come to terms with it, chew on it, hear the author, stand in line for hours to meet the author, and suddenly—the book is theirs. I have seen an incoming class become a class over three days because of this program.”

Seuss lists favorite memories of students interacting with authors: “Chang-Rae Lee flying out of New York City and joining us just a few days after September 11, 2001. The students starting a Chimamanda Adichie Adoration Facebook page. Junot Diaz’s sass. Vaddey Ratner talking about her childhood as a captive of the Khmer Rouge in Cambodia, the way she greeted people with the namaskara, her beauty.”

Heinritz most strongly recalls the moments “students got turned on by what they’d read or something the authors said. Often, years later they would bring up something Junot Diaz or David Finkel had said about writing when they were on campus, and it would become part of the fabric of that day’s class discussions.”

She also cites the generosity of the authors. “So many of them agree to offer a craft talk for student writers while they are on campus,” Heinritz says. “David Finkel got real with journalism students about what the profession requires and where it is headed. Bonnie Jo Campbell gave practical advice to aspiring fiction writers.” Finkel even offered to read and critique Heinritz’ writing, “which he did and was very helpful,” she says. “I consider him a friend. I know Di has also developed this kind of relationship with a couple of the authors, especially Chimamanda.”

Pixley nods. She remembers many of those moments, and more. The Summer Common Reading program is her labor of love.

“It’s a thrill,” she says. “To hear an author reading to the students, and the students are so quiet, listening so carefully, that you can hear the pages turn.”

SIDEBAR

Summer Common Reading Program Books

(1999 Barbara Kingsolver, Animal Dreams)

2000 Richard Ford, Independence Day

2001 Chang-rae Lee, A Gesture Life

2002 Ha Jin, Waiting

2003 Ann Patchett, Bel Canto

2004 Aleksandar Hemon, Nowhere Man

2005 Chimamanda Ngozi Adichie, Purple Hibiscus

2006 Jonathan Safran Foer, Everything Is Illuminated

2007 Edward P. Jones, The Known World

2008 Junot Diaz, The Brief Wondrous Life of Oscar Wao

2009 Rachel Kushner, Telex From Cuba

2010 Colson Whitehead, Sag Harbor

2011 David Finkel, The Good Soldiers

2012 Bonnie Jo Campbell, Once Upon a River

2013 Vaddey Ratner, In the Shadow of the Banyan

2014 NoViolet Bulawayo, We Need New Names

Where the TinyTent AT?

Hundreds of miles in, with thousands more to go—one would think these two women would be nicknamed Blisters and Wails. Instead, Emily Sklar ’15 and Margaux Reckard ’13 are known along the trail as Giggles and Chuckles, respectively.

Hikin’ Hornets Emily Sklar ’15 (left) and Margaux Reckard ‘13.

The two laughing hikers are at this very moment somewhere along the 2,200-mile Appalachian Trail, hiking from Amicalola Falls State Park in Georgia to Mount Katahdin in Maine on an adventure that began on March 24. The adventures of Giggles and Chuckles are being recorded, step by step and with vivid photography, on their blog, Where the tinytent AT?

“My SIP [senior individualized project] is an exploration of the relationship between humans and their natural environment on the Appalachian Trail,” wrote Emily, a.k.a. Giggles, in early April, from a point near Springer Mountain, about 164 miles into the hike.  She is a biology major with an interest in ecological issues, and she started thinking about hiking the Trail while on her LandSea expedition at the beginning of her freshman year. Her interest in nature, biology, and ecology came together in her SIP plan.

My SIP will explore what people gain from their experiences on the trail.

“I am conducting interviews along our hike to discuss individuals’ experiences, and what people gain from their experience on the trail,” Emily said. “The trip thus far has been really interesting. I’ve met a lot of people. Everyone has a different story and comes from a different place. Folks come from different geographic regions, levels of fitness, and experience levels.”

Emily Sklar ’15 encounters a wild pony in Grayson Highlands, a portion of the 2,200 mile Appalachian Trail hike she is doing for her Senior Individualized Project.

New friends (and SIP subjects) include hikers with such trail names as The Captain, Grandpa Chops, Roadrunner, Hearsay, LAF and Slim.

Emily added: “I’ve really enjoyed a lot of the company that we’ve found at the camps, although the sites very over crowded our first week. There were around 20 tents a night at each campsite. The groups are beginning to thin now because folks either leave the trail or move at different speeds.”

The two hikers have at this point hiked through the state of Georgia, and yes, there have been blisters, and rain, and frustrations along with the laughter.

“The biggest frustration that we’ve met so far has not been the rain,” said Emily. “We’ve felt like we have something to prove, being women out here. A lot of folks in camp haven’t taken us too seriously, but as soon as they learn that we’re some of the most experienced hikers out here, that changes a bit. All in all, we’re happy. We’re a little bit sore from the recent increase in mileage, but we’re having a lot of fun, making a lot of friends, staying dry (for the most part), and laughing frequently. “

As the weeks go on, the miles accumulate, and the blisters heal into calluses, the two write on their blog that they are feeling stronger. The goal of reaching Katahdin in Maine, wrote Margaux, “feels more and more possible.”

Follow their adventures and view the photos of Giggles and Chuckles at Where the tinytent AT?

Blazer and Believer

It’s late afternoon, and De’Angelo Glaze mills about the Richardson Room Café in the Hicks Center, slapping high fives, giving hugs, laughing so hard his eyes close. A faux rabbit fur bomber cap frames a boyish face that can’t stop smiling. He seems to know everyone, and everyone seems very happy to know him.

De’Angelo played two years of football for the Hornets, and his program photo, though appropriately serious and fierce, belies the senior’s friendly and caring spirit.

In a way, he’s been wrapped up warmly here, swaddled in the comforting ebb and flow of college life—playing football for the Hornets, focusing on academics, surrounded by caring friends, professors, coaches, teammates.

It’s a far cry from the life in which Glaze, age 21, was steeped in the years growing up in a tough neighborhood just north of 8 Mile Road, a neighborhood where there is a predetermined path for many young men, one that doesn’t include study abroad and late night study groups.

In 2009, his cousin was shot dead over a dice game. Sometimes, while hanging out on porches in his Royal Oak Township neighborhood, De’Angelo would hear the crackle of gunfire break apart the night. Many of his peers—the ones with talent, potential, intelligence – would choose a life bound to the streets, he says, a future concerned with hustling, dealing drugs, pushing the edges of life, and flirting with an early end to it all.

Glaze blazed his own trail.

“It’s become clearer to me recently that we shouldn’t have to choose between these two paths because it’s a false choice,” he says. “No one really wants to choose a road that leads to crime, to possibly being killed. But for many it’s all they know. I wanted something different.”

Rarely does one get out alone. There’s almost always an encouraging believer, a loyal and loving friend or relative who sees something in us and pushes us to see it, too, to imagine ourselves in a better spot.

For Glaze, a business major, that encouraging believer was his mother.  That Glaze would go to college was a foregone conclusion in her eyes, he says. The way out— the way to making a better life—was through education. He will be the first in his family to graduate from college.

“I didn’t see anyone do this. It was trial and error. I didn’t have any one in front of me,” he says. “I had to pave my own way. But people pushed me because they saw something in me. My mom always said, ‘Education is the key.’”

Not everyone was so involved. One afternoon, Glaze was sitting on his front porch with a few friends when his father drove by. He stopped the car, rolled down the window and shouted to his 13-year-old son, a boy with whom he had scarcely been involved.

“He said, ‘They won’t give me a blood (paternity) test for you. You’re not my son,’” Glaze says. “Then he drove away. I don’t remember what I felt at the time. I was in shock. It rattled me.”

Still, he sloughed it off, tried to stay strong, for himself and for his mother and little sister. He’d need to.

A few years later, his mother developed an ovarian cyst, and had to quit her fulltime job at an auto parts manufacturer to focus on her treatment. The loss of income meant that the family lost nearly everything except their house. She found part-time work at Target, but it was barely enough.

For a year, the family fought a monthly battle to keep the gas on. The house routinely had no heat or hot water. To get to sleep that winter, they huddled under mountains of blankets in rooms warmed with space heaters. Pinching pennies, they would store bulk food in a chest freezer in the basement. It was a dark year, the lights turned off whenever they could be. But something burned bright in him, a fire to keep going.

“I had to be the man of the house,” Glaze says. “I had to take care of my mom and sister. I learned a lot at a young age, I guess.”

That Christmas, his mother told her kids that there wouldn’t be many gifts. Times were simply too thin.

“Right then I said, ‘Don’t buy me any gifts.’ I still say that. I’ll take care of my own responsibilities. My motivation in almost everything I do is so my mom doesn’t have to work hard ever again. She sacrificed for me. She gave up a lot so that I could have what I have. Getting a job, making some money for her, that will make me feel like I’m playing my role.”

Glaze was developing a maturity seen in few teens, but he was still a high school kid, still needed the outlets through which the pulse of youth surges. In sports, he found his spark.

At Ferndale High School, he was a multi-letter athlete: an all-state shot-putter, MVP of the boy’s track team, captain of the football team. His talents on the gridiron caught the attention of Jamie Zorbo, head coach of the Hornets football team, who recruited Glaze.

His college choices came down to Michigan State University and K. He saw himself succeeding at either institution, and in the throes of trying to decide talked it over with a calculus teacher.

Having an opportunity like I did shouldn’t come down to luck.

“She told me, you can have relationships at school anywhere. It’s the ones you develop with other athletes that will last forever,” Glaze says. “The next hour I finished my application to K.”

He toiled in the trenches, on both the offensive and defensive line, for two years. Then he decided football wasn’t for him anymore.

“My time with football had passed,” he says. “It was taxing more than fun. It was time to move on from it.”

And Glaze made the most of the time he gained after leaving the sport. If anything, life might have gotten busier.

He became a resident assistant, became involved in a host of student activity groups, and spent spring term 2013 on study abroad in Bonn, Germany, an experience that taught him “a sense of being adaptable to any situation, of being able to be independent in a different culture with different people.”

“In many ways, De’Angelo represents the liberating power of the liberal arts,” says Sarah B. Westfall, vice president for student development and dean of students “He’s an intelligent, bright, curious, enthusiastic young man who has the freedom to make a range of choices and think broadly about who he is and what his life can be. All of that is exactly what a superb liberal arts education helps a person do. It’s about freedom.”

De’Angelo Glaze (right) and friends (l-r), Alex Dietrich ’15 and Cameron Goodall ’15, took time to display some Hornet pride during study abroad in Europe.

His K educational experience has also been about friendships based on reciprocal love and a deep desire to serve. For four years, Glaze has been deeply connected to K in part through friendships with students from Los Angeles. Many students from LA attend K as Posse Scholars, a scholarship program that supports public high school students with extraordinary academic and leadership potential often overlooked by traditional college selection processes. Each year during winter quarter the Posse Foundation-Los Angeles convenes a “working retreat” of all the K Posse Scholars and their invited guests. The latter include fellow K students, faculty, staff, and, every year he’s been here, De’Angelo Glaze—a testament to the depth and breadth of his friendships on campus.

Serving others is important to Glaze. “De’Angelo, or any other student from a challenging background, adds unique perspectives to class discussions,” says Amy MacMillan, the L. Lee Stryker Assistant Professor of Business Management, who has had business majors in several classes. “There is a desire in many of these students to give back.  I’m moved by how much I see this desire in De’Angelo. He is an excellent example of the social justice spirit that makes K so special.”

Glaze has seen different sides of the education system, from the resource-thin environment of an urban school system to a college like K, where students are free to focus on developing their potential because their needs are consistently met.

“Education is the only way out,” he says. “Supposedly everyone has equal rights, but that’s not so as far as opportunities. Your background has a heavy influence on that.

“I feel like there are an endless amount of opportunities because I went to K. I can talk to different kinds of people, adapt to different situations, learn from others who are not like me. Going to school here awakened me to a lot of hidden abilities. But I know that in a way I’m lucky. And having an opportunity like I did shouldn’t come down to luck. It should be a right for anyone who has talent, ability and a desire to work hard.”

When Glaze graduates this June, his mother and sister will, of course, be in attendance. And when he looks out to see them, in some ways, he says, he will be looking back as much as forward, thinking about challenges met, sacrifices made.

“It will be an emotional day full of tears of joy,” he says. “There will be a sense of accomplishment, I’m sure. But it really will be about knowing that this is the beginning of where my life’s heading. It’ll be a day when I can say that I came a long way, but have a lot further to go.”

Sneak Peek

What might life after Kalamazoo College look like?

Keith Garber '16 (left) did a summer 2014 discovery externship at Texas Heart Institute in Houston thanks to Michele Zacks '89 (center) and Carl Alexander (right).

Throughout the summer months, first-year and sophomore students answer that question by living and working with Kalamazoo College alumni and friends. The students seize the opportunity offered through the Discovery Externship Program, a component of the Center for Career and Professional Development.  From arts to animals, accounting to agriculture, some 50 Summer 2014 externs have learned first-hand about the professional opportunities open to K graduates.

Kendal Kurzeja ’16 (hosted by Jenn Feuerstein ’93 at Save the Chimps, Inc.) “The experience challenged my preconceived notions of what it meant to be a human being who coexists with other animals, and I think that is the most valuable lesson for anyone to learn.”

Grady Schneider ’16 (hosted by David Leonard ’71 and Jeff Hollenbeck ’11 at Ryzome Investment Advisors)

“Now I know that being an investment advisor is more than knowing price and earnings ratios, returns on equity, and the other numbers that allow you to extrapolate. Although these will always be important, and the skill that is the most important at Ryzome is being able to connect with people. For me this is the skill that makes the job truly meaningful.”

Emily Kowey ’17 (hosted by Karman Kent ’07 at the Morehead-Cain Foundation)
“I learned a great deal about the running of non-profits and the wide variety of jobs that are available in this field. This experience showed me what it was like to work for a foundation that was very collaborative, exactly the type of work environment I would love in the future. I am still inspired by all the work that the Foundation and its scholars are doing.”

Austin Sroczynski ’17 (hosted by Adam Gravley ’84 at Van Ness Feldman, LLP)
“My expectations were very high. It turned out to be a great experience. I thought that lawyers were in court more than what they really are. From the lawyers I talked to, I learned that their goal is to stay out of the courtroom.”

Dana Page '16 “externed” with Amy Darrow '99 at the Monroe Carell Jr. Children's Hospital at Vanderbilt University, and she has the hospital ID to prove it!

Jessica Hansen ’17 (hosted by Bethany Whitehead ’98 at Banfill-Locke Center for the Arts)
“Before the externship, I was afraid that if I got into the art museum and gallery business I wouldn’t be able to make a difference in the world. I wouldn’t be able to create any change. Not so. It was really helpful for me to talk to my host. Her perspective on K helped me appreciate the school even more. She also helped me figure out what I want to do after college. It made me feel much more relaxed about my future.”

Greta Herrin ’17 (hosted by Stephanie Willette ’08 at Capella Farm)
“My host went out of her way to make sure that I was experiencing every part of an agriculture and food systems career, including the ways in which it can vary through meeting people and businesses.”

“Before the externship I was afraid…I wouldn’t be able to make a difference in the world.”

Grace Smith ’17 (hosted by Geralyn Doskoch ’84 at Charlevoix Area Hospital)
“For someone looking to be a doctor, this is a cool experience because you are in a hospital setting and you get to observe everything going on there. At the same time, it is a small hospital, so my sponsor had time to talk me through everything she did and teach me a lot.”

Kaylah Simmons ’17 (hosted by Addell Anderson ’78 at University of Michigan-Detroit Center)
“I learned that the theatre arts field has so many different positions, many more than acting, directing, and stage-managing opportunities.”

Hannah Kim ’17 (hosted by Sanford Schulman ’85 at Schulman Law Center)
“Watching my sponsor has encouraged me to try to think out of the box. I’ll strive to be more active in classes, take initiative to speak to professors, and try to think more critically about things, all because of this externship. I’ll also strive to become a more concise, articulate speaker.”

“Next” Questions

May 2014, the first ever Kalamazoo College Economics and Business Development Senior Individualized Project (SIP) Symposium was underway, and the excitement at Hicks Center was palpable. President Eileen B. Wilson-Oyelaran walked from project to project, leaning in to examine the details, taking time to question the seniors. The economics professors mingled, glowing like proud parents.

President Eileen B. Wilson-Oyelaran asks senior economics and business major Kari Paine about her SIP.

“For me, seeing these SIPs is seeing the culmination of a K education,” President Wilson-Oyelaran said, pausing between posters. “We are seeing the power of faculty mentorship. I’m thrilled the department of economics and business is doing this. I hope it will become a tradition.”

“It will be!” assured Ahmed Hussen, the Edward and Virginia van Dalson Professor of Economics. “This is our new tradition. We had workshops with the students and saw great improvements—we had only 14 of our majors participate this year, but we expect the symposium to grow over the years.”

Topics varied greatly: crowdfunding and the lean startup; new growth opportunities in Detroit; economic analysis of property rights in outer space; measuring the effectiveness of a buy-local campaign; economic impact of hosting the Olympics; analysis of produce pricing dynamics in Kalamazoo; effects of patient protection and the Affordable Care Act on the medical cost trend; a marketing plan for a luxury travel planning business in Spain; and more. Something for everyone, yes, even those who might one day prefer to live in outer space.

Among students, faculty and administration, and here and there the proud family members of seniors, wandered Will Dobbie ’04. A decade from his own school years at K, where he majored in economics with a minor in political science, he has made a name for himself as a result of his research on school effectiveness. Dobbie today is an assistant professor himself, teaching economics and public affairs at the Princeton University Woodrow Wilson School of Public Affairs. He was back on campus to deliver the keynote address for this inaugural symposium.

“When I received the invitation to speak at K,” Dobbie said, “I wondered – about what? Then my fiancé reminded me. She said, ‘Everything you do, Will, everything you are today is because of K. Talk about that.’” Dobbie smiled. Obvious. His talk on this evening at K would be about the value of a liberal arts education in business.

“We raised the bar immeasurably this year,” said Timothy Moffit ’80, associate professor of economics and business, in his remarks at the dinner that concluded the symposium. “All in the spirit of learning,” he said. “Friction was natural in this process of making improvements. It was the friction of change.” Then Moffit introduced Hussen, who serves department chair as well as (in Moffit’s words) “the SIP czar.”

Senior Katie Moffit answers discusses her research with “SIP Czar” Ahmed Hussen.

“I loooove talking about my former students!” Hussen crowed, and his audience laughed. “It’s a way for me to brag about what I’ve done, to claim that everything this former student has done is because of me,” Hussen smiled. Then he became more serious.  Will Dobbie, was special. Will, Hussen explained, earned the highest grade he had ever given a student.

“Will Dobbie’s SIP on the decentralization of government in Kenya is one of the best, still, that I’ve seen,” Hussen said. After K, Dobbie earned his master’s degree in economics at the University of Washington, and his Ph.D. in public policy from Harvard’s Kennedy School of Government. Just a few weeks prior to the economics department SIP symposium, he had been in Kalamazoo to receive the W.E. Upjohn Institute Dissertation Award for best dissertation on employment. In addition to his teaching at Princeton he serves as a research fellow at the Education Innovation Laboratory at Harvard University.

Dobbie’s speech that evening was titled “The value of an (economics) liberal arts education,” and Dobbie illustrated that value by talking about his November 2011 study, “Getting Beneath the Veil of Effective Schools: Evidence from New York City,” in partnership with Roland G. Fryer, Jr.

In their study, published by the National Bureau of Economic Research, Dobbie explained, the two professors compared 39 New York charter schools to find out if the charter schools were any more effective than traditional models of education. Did class size make a difference? Would spending more money per pupil improve quality of education? Did teachers with more credentials and advanced degrees teach better?

Quite simply: no.

Dobbie and Fryer state in their study: “Improving the efficiency of public education in America is of great importance. The United States spends $10,768 per pupil on primary and secondary education, ranking it fourth among OECD (Organization for Economic Co-operation and Development) countries. Yet, among these same countries, American fifteen-year-olds rank 25th in math achievement, 17th in science, and 12th in reading.”

When the two conducted interviews with school principals and teachers, studied lesson plans and conducted student surveys, made video observations, and examined homework assignments, the usual remedies to improve the quality of education made no measurable difference in student outcomes.

“We looked at social outcomes, we looked at health outcomes, we looked at crime outcomes in terms of incarceration,” said Dobbie. “The conventional solutions were ineffective. We seem to be spending a lot of money on education, but not getting a lot out of it. Everything we’ve tried, if it worked at all—it was barely.”

What Dobbie and his research partner did find was that looking at a child’s life in the classroom was not enough. Other influences in that child’s life could have just as much, if not more, effect on how well a child does in and after school, throughout life.

“Community programs also seem to have little to no effect,” Dobbie continued. “Yet they are fantastically expensive. Head Start, for instance, as popular as it is, does show some positive effect, but it’s very small.”

“Everything you are today is because of K. Talk about that.”

So what does make a difference? What are the magic buttons of quality education? Dobbie smiled as he gave the answer, and more than one audience member reflected that smile. What he described often sounded like a description of a Kalamazoo College education.

“It’s basic stuff,” he said. “The five tenets of effective schools are: extended day, week, and school years; individualized tutoring; rewarding teachers for performance and holding them accountable if they are not adding value; data-driven instruction, with students being assessed frequently, then being retaught the skills they haven’t yet mastered; and students buying into the school’s mission that education will improve their lives.”

No surprised faces lit up in the audience. Preaching to the attentive choir.

“Charter schools educate only about five percent of our kids nationwide,” Dobbie said. “Can we duplicate their success in traditional schools? When similar policies were implemented in 20 of the lowest achieving schools, they worked. They worked everywhere. Having high expectations for kids, expecting them to go to college, was effective. Making them fill out just one college application, that alone increased the number of students going on to college by 10 percent.”

More: in schools where the five tenets were implemented, incarceration rates dropped to zero. Education proved to be the solution to keeping kids away from crime. Teenage pregnancy rates also appeared to take a dip.

Dobbie then flashed the next question on the screen above him. It said: “The value of a K education?”

“Passion,” he began. “Intellectual creativity and flexibility. Critical thinking, or asking the ‘obvious’ question. Professors at K really care about their students. When I was at K as a student, when there were speaking events, we had standing room only—people were that interested. People at K study what excites them, not just what they should be studying. That’s passion.

“We develop critical thinking skills. When we wrote a paper, we didn’t just write the facts, but how they fit together. As it turns out, that is remarkably rare out there in the world. Asking the obvious question seems normal to us at K, but out there,” Dobbie raised a hand and held it out in a gesture that would encompass the world beyond the campus, “out there, asking that obvious question is incredibly rare. Even rarer is what K students learn to do well: ask the next question.”

Dobbie’s words seemed to resonate with the K students in the audience. When he opened the room for questions, the passion to which he’d referred was evident. He was peppered with “obvious’ questions and “next” questions.

Why is education not a priority in the United States the way it is in some other countries? How to get past the political pushback of extending the school year? What about funding? What is corporate responsibility and how does one get corporations involved? What are the incentives? It was a lively interchange of passionate inquirers.

“So many people do things by default,” Dobbie concluded. “People choose their jobs because that’s where Dad worked or what Mom did or wants. I wanted to do what I wanted to do.”

For Dobbie, what he wanted to do and what still drives him as a lifelong learner today is to keep asking the next question.

Jewish Life at K

When Associate Professor of Religion and History Jeffrey Haus came to Kalamazoo College nearly a decade ago, the Jewish Studies program was almost non-existent.

Associate Professor Jeffrey Haus with students.

With just a handful of classes that focused on Jewish faith, culture, and history, Haus got to work building a comprehensive, multi-disciplinary curriculum from the ground up. Today, he directs a Jewish Studies program that boasts 14 classes, ranging from beginning and intermediate Hebrew language courses to “Women in Judaism” to the “American Jewish Experience.”

“I’d like to say it’s all been my doing,” jokes Haus, who came to K from the University of North Carolina at Greensboro. “But you can’t start a program if nobody cares. The College made a commitment to support the program; the administration made a commitment, too. There’s an openness on the campus to Jewish students.

“It’s indicative of how K has changed over years and become more diverse. The Jewish Studies program is part of that change for the better.”

It’s hard to pin-down exactly how many Jewish students there are at K, Haus says. The College does not ask students their religious affiliation and doesn’t keep track of such information. But his best estimate puts the number somewhere between 100 and 150 students.

It’s a demographic that has more opportunities than ever before on campus to celebrate their faith, engage with other Jewish students, and feel a sense of inclusiveness.

“I have heard from Jewish alumni from the ’70s and ’80s who said when they were students here, they didn’t feel out of place, but there was no real organized Jewish life.” says Haus. “It’s different when you know you have a critical mass of Jewish students to support one another and create some cohesion.”

The history of Jews is a history of extraordinary communal creativity ….

During the 2013-14 academic year, six students (Jewish and non-Jewish) signed up for the Jewish Studies concentration. As the program continues to grow, its deepening reach bodes well for the College in many ways. In addition to increasing awareness of and appreciation for the Jewish history and traditions, the concentration’s courses provide an arena for discussing issues of identity, power, and social justice.

“Jewish Studies,” says Haus, can therefore “serve as a nexus where K students can connect different parts of a liberal arts education. Studying Jewish history and religion, they can apply lessons learned from other subjects.”

In addition, the College’s curricular emphasis on social justice increases the relevance of Jewish Studies courses. “Social justice, human rights, and the relationships between majorities and minorities are central themes in Jewish history, religion, and culture,” Haus says. “Jewish communities the world over have always been committed to caring for the less fortunate. The history of Jews is therefore a history of extraordinary communal creativity in areas such as education, economics, and charity.”

Currently, there are two study abroad sites in Israel for K students—one at the Rothberg International School at Hebrew University in Jerusalem and the other at the Ben-Gurion University in Be’er Sheva, located in the Negev, a starkly beautiful desert region in the south of the nation. Both sites have their advantages, Haus says, but the Be’er Sheva site might provide a bit more authentic experience—and a better deal.

“Jerusalem is where the action is, but it’s also more expensive, and there are more limits when it comes to course offerings,” says Haus. “There are also many more Anglophones in Jerusalem, and you can get by just speaking English. In Be’er Sheva, you have a little more diverse course offerings and it’s a bit more cost effective. There are also more chances to use and learn Hebrew and hang out with Israelis. You can get by with English, but you need to use Hebrew.

“I think that no matter how many Jews there are on campus, there’s never been a better time to be a Jewish student at K,” adds Haus. “Between the strong support from the Office of Religious and Spiritual Life, strong support from the administration, and growing number of Jewish activities on campus, as well as this program, it’s leaps and bounds better than what was seen here decades ago. It’s great to have that in a liberal arts setting.”

Jewish students looking for a sense of belonging have traditionally become a part of the Jewish Student Organization, which is open to Jewish and non-Jewish students and has been on campus for decades.

Claire DeWitt '14 prepares for the Passover Seder.

Claire De Witt ’14 is deeply rooted in K’s Jewish student culture and community. The East Lansing native and double major (history and religion with a concentration in Jewish Studies) is the president of the JSO.

About 10 to 15 students are part of the JSO each year, De Witt says, and they are involved with organizing campus-wide events for Jewish and non-Jewish students, faculty, and staff. Many events center around Jewish holidays, when traditional meals are prepared, such as baking hamentashen for Purim. Other activities include building a sukkah on campus for Sukkot and donating trees to Israel for Tu Bishvat.

The biggest event the JSO organizes is a Passover Seder, with a full dinner and service put on by student members. About 60 K community members annually attend the Seder, De Witt says, a time when JSO members can educate other College members about the Jewish faith.

“I enjoy JSO because of the community I am able to cultivate through our events and weekly meetings,” says De Witt. “We are a close-knit group that enjoys movie nights and cooking events together throughout the year.  As a Jewish student I truly appreciate having a safe space to gather, celebrate, and share the cultural heritage with which I so strongly identify.”

JSO isn’t the only group that has become a support network for students of the faith.

“Even six years ago, you didn’t have an option about what kind of Jewish student you wanted to be on campus. Today we have Jews from many different traditions,” says K Chaplain and Director of Religious Life Elizabeth Hakken Candido ’00. “There is more diversity among Jews. JSO used to be the primary vehicle for support, and in the past there was a feeling that if you were Jewish, you needed to be involved with JSO. There is enough room now to not have to be in JSO, if you don’t want to, and still feel supported.”

Madeleine Weisner and Jennifer Tarnoff feel that sense of belonging. The two seniors will graduate in June and have seen the campus become more inclusive and supportive of those who share their faith.

Several days a week, you can find Weisner, from Minneapolis, and Tarnoff, from Chicago, in the basement of Stetson Chapel in a cozy, albeit cramped, space called “The Cavern.” It’s a safe spot for sharing stories, hanging out and sampling free cookies and tea, or picking up “George,” the Cavern’s communal acoustic guitar. Although not tied to any particular religious tradition, there is an element of faith that permeates the space.

Currently, there are eight Jewish student chaplains, the most ever, Hakken Candido says. Student chaplains are the primary volunteers who help organize activities for the Office of Religious and Spiritual Life. Haus recalls that when he arrived at the College there were no Jewish students in those roles.

Tarnoff is a student chaplain, while Weisner works a paying job as a chapel intern.

“My dad wanted me to look at big state schools that had Hillels (a well-known Jewish campus organization),” Tarnoff says. “But I wanted to find a school that could continue the community feeling I had growing up Jewish. There were many other things that trumped going to a big school. There’s a lot of Jews at K. There’s definitely a community here.”

All too often, the Jewish high holiday of Yom Kippur occurs during orientation and move-in week. Although there is not an official College policy for them to do so, many professors and teaching staff will let Jewish students out of classes to attend services if they wish to, Hakken Candido says, and her office works with JSO to provide free rides to the synagogue of their choice. There are two synagogues in Kalamazoo—the Congregation of Moses, affiliated with the United Synagogue of Conservative Judaism; and Temple B’nai Israel, a Reform temple. Similar efforts are made for Rosh Hashanah, which also takes place in the early part of fall term.

The Office of Religious and Spiritual Life also hosts a “Break the Fast” dinner after Yom Kippur for new and returning Jewish students. The event is a great opportunity for freshman Jewish students to meet their older counterparts on campus, develop connections, and find out about Jewish life at K right at the beginning of the year.

“I didn’t grow up perhaps as religious as Jennifer. I didn’t really seek it out,” Weisner says. “But as my college life went on, I looked into my faith more. Having the college support me meant that I had room to grow in my own spirituality.”

Ghost Voice

You know you want to. Go ahead, do it. Just don’t get caught.

Sneak into your sister’s room while she’s out to the party, fish under her fluffy ruffled pillow—and there it is, with its tiny gold key attached by a thin orange and black ribbon. Read her diary under the bedcovers at night, using a flashlight to skim her rounded handwriting. All her secrets …

A picture of Claire Wight Payne from the scrapbook of her classmate, Lydia Buttolph ’16.

It’s a lot like that. Only these diaries are one hundred years old, they’re available online, and the girl sharing her secrets on the written page is Claire Wight, Kalamazoo College Class of 1916. She’s a student (and athlete) at K, walking the Quad with her boyfriend Ralph, tennis racket under her arm, telling him how she’s pretty darn sure that “Tuffy,” her math professor, is going to flunk her this time.

Some things change and some never do.

The diaries, nine of which may be viewed by appointment at the Kalamazoo Valley Museum, are dated between 1909 and 1938. In 1909, Claire Wight is 15 years old and attends Kalamazoo Central High School. “Mamma gave me a lovely new diary,” she writes. And she writes in her diary most every single day.

“She’s at the stage of figuring out who she is, what love is, what she wants to do with her life,” says Lisa Murphy ‘98, College archivist at Upjohn Library Commons. Wight’s diary entries about her years  at K begin with 1913. Her entries for the year 1912, when she was a freshman in the fall, are missing.

September 17, 1913:

“College opens! It seemed good to see all the students back and it was regular ‘pandemonium’ with them all talking at once.  I have a very stiff program. The hardest there is and I don’t know how I will come out with it. I have 7:55 math, 9:15 german 10:15 public speaking, 11:15 history 1:30 Chemistry besides Lab work gymnasium etc. I have Prof. Williams, Prof Bacon, Prof Dagistan, Dr. Balch, Prof Smith, This P.M.  E & I went down town and got our books then came home & went over to the gymnasium & practiced tennis against the brick wall Oh I hope I can beat Miss Gregg, It was quite fun watching the Freshmen and helping them out of their dilemas [sic]. This evening I studied a while then Ralph & I went walking through town out onto East Main got some ice cream & candy then came home.”

Murphy has been in close contact with Paula Metzner, assistant director for collection and exhibit services, who has been meticulously transcribing the diaries to the Kalamazoo Valley Museum website, entry by entry, with spelling and grammar mistakes intact for authenticity. In the Kalamazoo College archives (third floor of Upjohn Library Commons) are collections of photographs, programs, notes and various mementos from Claire Wight and from her school years at K in general.

Reading these diaries is a great way to get an idea what K was like a century ago.

“Claire Wight was the daughter of a Baptist minister, Rev. Wallace Wight, who also went to K and graduated in 1892,” says Murphy. “The Baptist roots of Kalamazoo College were very strong during that time, so it makes sense that she came here. Women had few career choices back then—maybe teachers or nurses—but a minister would have thought it was important for a young woman to be educated.”

Students back then, explains Murphy, would not have declared majors and minors, but rather designated a course of studies. It appears Claire Wight studied chemistry along with Latin and German, and other general courses, including what was then known as “hygiene class.”

“Hygiene class promoted health and efficiency,” says Murphy. “It would have included gymnastics, dancing, graded physical training, and games.”

Claire Wight ’16 donated her many MIAA tennis medals to the K archives.

Wight made her mark most, however, in tennis. She won eight MIAA medals in Tennis Women’s Singles throughout her years at K, one silver and seven gold, all but one of which are in Kalamazoo College archives. She credited her father with teaching her how to play and notes elsewhere that he was “an instigator” of building the tennis courts at Kalamazoo College.

Lillian Claire Wight was born in South Dakota in 1894, but moved to Kalamazoo, where she lived on Ingleside Terrace with her parents when her father was appointed to minister at First Baptist Church and later Bethel Baptist Church.

“Women lived in the Ladies’ Hall at that time,” says Murphy, “but Claire would have lived at home since she was from Kalamazoo. The men lived at Upper Hall.”

During Wight’s years at K, Herbert Lee Stetson was president; she writes in her diary at times about her friendship with his daughter, Elizabeth, who was also a student at that time. The student body included 253 students; some 22 were women members of the senior class. A master’s program was available, but with only one graduate student attending. Two students from Egypt attended Kalamazoo College during the same years.

“Reading these diaries is a great way to get an idea what K was like a century ago,” Murphy smiles. “I can identify with some of the pressure she feels about doing well in class, her panic over exams, and how busy she is. Like Claire, I had a professor tell me that I can do better.”

In an entry dated December 6, 1913, Claire writes:

Claire often alluded to her math professor, C.B . Williams, as “Tuffy” in her diary entries.

“Well diary I’m going to College and we do have the parties and spreads and receptions and stunts that you read about and I guess I’m in my share all right but somehow it’s different from what I supposed it would be. I think the books of college stories hide the hard work of college life too much because really most of the time we’re working away at our books and recitations and then too [it] isn’t just having a banquet but we have to get busy and wash the dishes same as ever and sometimes I get so tired out that I feel like the old woman… but I love college just the same and we do have grand times.”

All in all, Claire seems to have done well in her studies, although she was not beyond playing occasional hooky. She was also apparently popular with the boys, although one in particular, Ralph Payne ’15, was most attentive and persistent. Claire wrote about his frequent attentions, as he often asked her to go walking with him, or to attend various events or parties.

“She kept writing in her diary that she had doubts about her feelings for Ralph,” Murphy concedes, “but as often as she went walking with other boys, she kept coming back to Ralph. Eventually, in July 1917, she married him, and she writes in a note later that they had a good marriage for 59 years.”

The diaries illustrate a time very different from today in terms of women’s rights and choices of lifestyle. Claire writes on February 11, 1914:

“This evening Helen and I and Mother and Gene & Mrs. Weaver went to a woman’s meeting at the 1st Baptist Church and heard Evangelist Drum speak on the subject ‘How to chose[sic] a husband.’ It was a fine address but I thought it was more of a womans duty than a man’s to talk of such things and while the address was helpful and good I wish a woman had given it. I’ll jot down some of the points that appealed to me. Have the home tidy when your husband returns. Always be tidily dressed and dress young and wear a bit of color. Get what you want done by your husband by indirect suggestion. Don’t tell your Mother the faults of your husband. After the lecture Mother & Helen & I stayed down town to see the new gas lighting system, chester lights, turned on. It was beautiful and a pine tree in the park was all wired with red, white and blue lights and flooded with water so it was just a mass of sparkling icy crystals when it was turned on   the display of soft and sparkling light was beautiful and wonderful.”

While writing that she worried if it was “sinful” to attend the theatre, Wight several times remarks, “but it doesn’t feel sinful.” She took roles in several plays staged at Kalamazoo College. Murphy has found her name listed on theatre programs, including playing the part of Queen Elinor in a production of “Sherwood” in 1916, staged in the woods rather than on a stage.

In an alumni survey, to the question “Who was the most significant and influential College person in your own Kalamazoo College experience?” Wight answered: Lemuel Fish Smith, a chemistry professor.  She writes of other transformative experiences, too, such as hearing Helen Keller speak, attending many concerts, and enjoying many cherished friendships with fellow students.  And pranks, too …Wight relishes writing about freshman boys who crawl through stealthily opened windows to steal ice cream from school freezers, and sophomore girls who sneak into the dorm rooms of freshmen girls to steal all of their clothes.