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B a t e s C o l l e g e L e w i s t o n , M a i n e
T h e S e a r c h e r
Stories and detailed information about a community of passionately curious,
happily intense, stubbornly modest people who can’t stop searching for what’s next.
Bates
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Do we have all the answers? No.
Have we seen everything? Definitely not.
We’re here to keep asking, keep
searching, keep discovering enough
to know there’s more to discover.
We don’t know what the future
will bring. But if you come to Bates, you’ll help build it.
Facts:
2,000 students
46 states
65 countries
33 majors
20 students in the average class
10-to-1 student to faculty ratio
100% of faculty hold highest degree in their field
100% of students complete a capstone or thesis
70% of students study abroad
31 NeScac Division III teams
110 student clubs, open to all
160 community partnerships through the harward center
0 fraternities and sororities
5-week spring Short Term
109 acres on Lewiston campus
600 acres in Bates–Morse Mountain conservation area
$22 million in need-based financial aid given every year
24,000 alumni
The Hard Way
R e a l - w o R l d s o l u t i o n s , c l e a n e R o c e a n s , t o u g h
p R o t e i n s — a v i s i t t o t h e a u s t i n l a b
What are you doing here?
rachel: “In broad terms, we’re trying to understand how the world works, and how we can make it work better. We’re studying a protein from the primary bacteria that degrades oil in oceans. We’ll purify it, examine its structure, and generate a 3-D model of it. and then, if we can engineer systems that mimic it, we can do a better job of cleaning up oil spills.”
What’s it like to work in the lab?
Saba: “Lab work is an adventure. You don’t know what result you’ll get; you make mistakes, you analyze what went wrong, and then you find a new way. It takes a long time, and it can be tiring, but everything you do—right or wrong—teaches you something.”
Why is the work important?
Ian: “Nature has already found a way to clean the ocean; humans just haven’t figured out how to use it effectively. That’s what we’re trying to do. It’s a real challenge—this is one of the most difficult proteins to work with—but that makes it exciting. If it were easy, it wouldn’t be so interesting, or so important.”
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R ac h e l au s t i n, profe ssor of chemistry.
s a b a pa Rv e z , junior, Dhakuakhana, India,
chemistry. i a n g i l c h R i s t, senior,
hummelstown, Penn. , chemistry
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e y e - o p e n i n g e x p e R i e n c e s , o n c a m p u s a n d a b R o a d
What made you decide to go to Spain?
“In high school I visited my older sister when she was studying abroad in córdoba. I was fascinated by the town’s Mezquita—an ancient mosque that is now a cathedral—not to mention the amazing food and the unique Spanish accent spoken in southern Spain. So I chose córdoba. But Bates also gave me a grant to travel to northern Spain, so I could compare the geography and the culture.”
What did you discover in Spain that surprised you?
“I was idealistic, even naïve, about living abroad. What I found were some of the same cultural and racial issues—tensions between immigrant communities and native Spaniards, and difficult conversations about race—that exist here at home. as a woman of Pakistani descent, I felt that my experience was shaped by my gender and my religious and racial identity.”
can an experience on campus compare to an experience abroad?
“The most eye-opening academic experience of my life was a seminar called Understanding Disease. It made me question things I’d always thought were true, it made me think differently about medicine and health, and it was directly applicable to my life. It changed my world.”
The Wide World
a F R o z b a i g, senior, Petaluma, calif. , politics
and women and gender studie s
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b e n l at h a m , senior, e ast hampton, N.Y. , environmental
studie s. e l l i e va n g e m e R e n, sophomore, canton, conn. ,
psychology maj or, education minor, e room Director.
m at t b a k e R-w h i t e , sophomore, Williamstown, Mass. ,
sociology and studio art , hike s and Trips Director.
m i k e s ag a n, junior, L exington, Mass. , economics
The Trailblazersl i v i n g i n t h e m o m e n t w i t h t w o m e m b e R s o F t h e s e c o n d - o l d e s t o u t d o o R s
c l u b i n t h e n a t i o n — t h e b a t e s o u t i n g c l u b
What’s been your biggest challenge at the BOc?
ellie: “The learning curve in the e room—the equipment room—was incredibly steep. I had to learn so many things so quickly: how to size ski boots, tune skis, light a camp stove, meet our customers’ needs. It’s some of the hardest work I’ve done—but that’s how you get better.”
Matt: “We maintain part of the appalachian Trail—many years ago, the BOc was responsible for scouting and blazing 40 miles of the trail in Maine—and I took charge of keeping up our trail work. If you love the outdoors, you can’t be passive. You’ve got to get out and help.”
What’s been your best BOc experience?
Matt: “It’s impossible to pick one. a few highlights would be a sunrise paddle on Lake auburn, a late-fall hike up Katahdin, and a backcountry ski trip this winter. But more important than the trips that go perfectly are the ones that don’t. We did a hike in the White Mountains in New hampshire when the weather totally disintegrated, and we hiked out and went exploring in North conway instead. Maybe not a hard-core outdoorsy move, but definitely a good day.”
ellie: “The clambake. We hold it twice a year at Popham Beach, and the whole school is invited. I helped with the cooking, I tried eating a clam, and though I’m not a huge lobster fan, I mastered the art of melting butter in soda cans on a grill. everyone is living in the moment. That’s what we’re all about.”
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The Search Engine
t h e s e a R c h e n g i n e
An essay in 14 parts, addressing
things people often want to know
about Bates, plus a theme, almost
an anthem, about openness.
You can also design your own major. You can
also take our Dual Degree engineering Program:
three years at Bates, plus two years at a top
engineering school (case Western, columbia,
Dartmouth, rensselaer Polytechnic Institute,
Washington University in St. Louis).
additional minors:
asian studies
education
german and Russian studies
greek
latin
teacher education
Plus: We require students to take two General
education concentrations (Gecs), a group of
four courses that add up to a sustained explo-
ration of one theme. They’re like mini-minors.
Some recent Gecs:
archaeology and Material Culture
Bridging El Atlantico
Chinese society and Culture
Considering africa
Film and Media studies
german in Vienna
North atlantic studies
Physics of the large and small
Producing Culture: arts and audience
Russian in st. Petersburg
shakespearean acting
a Gec like North atlantic Studies includes
these courses:
the arctic: Politics, economics, Peoples
environmental geochemistry
Vikings
Wabanaki History in Maine
I. Academics We have 33 majors. Some are surprising (neuroscience, rhetoric), many are interdisciplinary (american
cultural studies, environmental studies), most are also offered as minors. all are designed to throw you
headlong into the skills, practices, certainties, and mysteries of at least one field; they’re also designed
to lead to great things, including but not limited to graduate or professional school, enlightened
leadership, and making your own way in the world.
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the Full list oF majoRs:
african american Studies
american cultural Studies
anthropology
art and Visual culture
Biological chemistry
Biology
chemistry
chinese
classical and Medieval Studies
Dance
east asian Studies
economics
english
environmental Studies
French
Geology
German
history
Japanese
Mathematics
Music
Neuroscience
Philosophy
Physics
Politics
Psychology
religion
rhetoric
russian
Sociology
Spanish
Theater
Women and Gender Studies
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II. The Faculty
Our student to faculty ratio is 10-to-1; there are 20 students in the average class; and every student works
individually with a faculty mentor on their senior thesis—so not only will your professors know your
name, they’ll also know where you’re coming from, where you want to go, and how you might get there.
Meals or coffee might be involved. richly detailed letters of recommendation will almost certainly be
involved. These are bright, accomplished, high-profile people whose priority is you.
III. The First-Year
SeminarOne of the first courses you’ll take, and a model
for the work you’ll do in the next four years:
You, a professor, and a handful of your peers
get together and dig into a specialized topic.
recent examples:
addictions, obsessions, Manias
anatomy of a Few small Machines
DiY and Mash-up Culture
latin american time Machine
love and Friendship in the Classical World
Physics in the twentieth Century
searching for the good life
War and Poetry
IV. The Senior
Thesisevery senior completes a thesis: an original,
high-level scholarly or creative project con-
ducted with the assistance of a faculty mentor.
The thesis is meant to make a meaningful con-
tribution to the storehouse of human knowl-
edge; it also often serves as the first step toward
a job or graduate study. a few recent theses:
Disputing Development: the Politics of
Progress on Kilimanjaro
electromagnetically Induced transparency in
Rubidium Vapor
embodying Music: What Feeling Can tell Us
about Musical expression
experiences with Patient-Centered education
During Pregnancy and Childbirth
galactic Dark Matter and the Cosmic
Microwave Background
a Heideggerian theory of Reference
literature, Vision and Reality: german
Colonialism in ober ost, 1915–1918
Quack to Hero: the Character of the Doctor in
the 19th Century
translational Regulation of rpos in Borrelia
burgdorferi
V. Short TermOur academic calendar is divided into two
traditional semesters and one Short Term in
late april and May. In Short Term, students
take only one course, on a compressed sched-
ule; they can also take internships or conduct
fieldwork; a number of Short Term courses are
conducted off campus. The result is a focused
investigation of a single topic. a few recent
Short Term courses:
animal Cognition
asian and Islamic ethical systems
Building a studio Practice
Community-based Research in Biology
Conspiracy Rhetoric
Digital signals
environment and Culture in Russia
experimental Neuro/Physiology
Field studies in Religion: Cult and Community
geology of the Maine Coast by sea Kayak
Monsters: Imagining the other
Place, Word, sound: New orleans
Practical genomics and Bioinformatics
Roller Coasters: theory, Design, and
Properties
Visualizing environmental Justice Using gIs
VI. Study Abroadabout 70% of our students study abroad.
We offer access to programs in more than
80 countries, many of which are off the stan-
dard track (cameroon, chile, cuba, India,
Nepal). Our faculty also develop and lead rigor-
ous, cross-disciplinary Fall Semester abroad
trips. Five recent examples:
French Identity: Migration, Mutation,
exploration (Nantes)
german literature, art, and Film in the
20th Century (Berlin)
Health Care in China (Kumming)
Person and Place in Japan (Kanazawa)
Russian Political economy (st. Petersburg)
So, for example, the FSa on health care in
china was codirected by an economics profes-
sor and a biology professor; it included
immersive language courses, practical training
in traditional chinese and Vietnamese medi-
cine, a rural health field trip, a week of indepen-
dent travel, and coursework in the economics
of china’s health care system and the biology
of world health.
VII. Research and
OpportunityWe do not live in a bubble. research, fieldwork,
internships, civic engagement—we do them
all, they’re academically demanding, and they
bring us into the world. a few examples: Our
Ladd Internship Program matches Bates stu-
dents with selected employers and provides
a stipend—i.e., money—to support them. The
Mt. David Summit, our annual campus-wide
student research festival, features poster ses-
sions, panel discussions, and performances.
and our harward center for community
Partnerships develops or supports an
astounding number of initiatives that combine
rigorous intellectual work and hands-on civic
engagement (an internship program at major
museums for art and Visual culture students;
a politics seminar on immigration that includes
firsthand research at the california/Mexico
border; a community-based senior thesis
about converting wood waste into fuel). It also
oversees the college’s Bonner Leader Program
(scholarships for students who serve and
lead), and gives grants to faculty, staff, and
students who think of innovative ways to work
with communities across the street and around
the world.
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VIII. Campus Life
Seven of the many things to love about it:
1. the activities Fair. Students from more
than 100 clubs and organizations dress up in
club-themed outfits and try, in a friendly,
Batesian way, to outwork each other to get
your attention.
2. Frye street. a tree-lined residential street
where the houses are mostly Bates student
houses, some of which have themes (Local
Living, cultures of the Spanish-Speaking World,
The Library), and one of which is the ronj, our
student-run coffeehouse, open till 2 a.m. most
evenings, and featuring live music and eccen-
tric interior design.
3. multifaith. a deliberately unclassifiable stu-
dent community. It’s about creativity, it’s about
service, it’s about spirit, in all possible ways.
4. village club nights at the silo. chai, cook-
ies, slam poets, singer-songwriters, comedians.
every Thursday.
5. the bates outing club. One of the largest
and most distinguished outing clubs in the
country; every student is automatically a mem-
ber. The club also runs aeSOP, the annual
entering Student Orientation Program, an op-
tional pre-orientation involving small groups of
students spending a few days and nights at the
rivers and mountains and beaches of Maine.
6. wRbc. Our genuinely alternative, seriously
active community-based radio station.
7. harvest dinner. One of many campus-wide
traditions. This one celebrates the fall harvest
at local farms—by eating meals made from har-
vest produce and dancing to live music.
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A theme,
almost an
anthem,
about
openness.
consider:
We were founded by abolitionists, people who
were fiercely principled, daringly countercul-
tural, and deeply committed to equality.
We were the first college in New england to be
coeducational from our founding (in 1855).
We were one of the first colleges in america to
admit students from all cultural backgrounds,
regardless of race, ethnicity, or religion.
and:
We’ve never had fraternities or sororities.
all of our student clubs are open to all students.
even our brooks Quimby debate council
—which sure sounds exclusive and which is,
in fact, one of the top college debate clubs
in the world—is open to anyone, regardless
of experience.
Or:
the bollywood dance club. Students
who don’t know anything about Bollywood
or dancing end up joining, and on Sangai
asia night (a popular evening of student
performances), there they are, these people
who were once clueless about Indian film and
possibly arrhythmic, waving their arms in the
air and following the steps in unison, in front
of a crowd of cheering strangers. That’s what
it means to be curious about the world. That’s
what it means to be open.
Or:
the puddle jump. The Puddle Jump is part
of our Winter carnival; it’s hosted by the Bates
Outing club. It involves jumping into a frigid
body of water (the pond-sized Lake andrews,
which we call the Puddle) at the center of cam-
pus, often wearing a costume.
The Puddle Jump is a radically democratic
event. everyone who comes to the Puddle
knows that jumping into it is a slightly unhinged
thing to do; everyone is equally giddy, equally
cold, equally uncertain of what will happen
when they jump. But they jump.
We jump, and we are drenched and shockingly
cold; and then we climb out and huddle
together under blankets and drink hot cocoa.
There are no divisions, no cliques. There
are just a bunch of cold, wet people drinking
cocoa by a hole in a frozen pond. We are, all
of us, Batesies.
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IX. The Arts SceneNine of the many ways you know we’re serious
about creative work:
1. the bates museum of art. Not as large as its
title suggests, but just as ambitious.
2. the bates dance Festival. an international
gathering of rising stars and veteran talent.
cutting-edge performances and intensive
classes. every summer since 1983.
3. the arts crawl. Two hours of nonstop art on
a winter night. Snow sculpture, fiddlers, poets in
trees, step dancing, contact improv, exhibitions,
presentations, and a giant photo booth. Brought
to you by the Bates arts collaborative.
4. the annual number of performances at
the olin arts center concert hall. It’s about
150. Some of those are by our student ensem-
bles (Bates Gamelan Orchestra, Bates college
Orchestra, concert choir, fiddle band, jazz band,
Steel Pan Orchestra).
5. translations. also known as the Bates
International Poetry Festival. Poets from
around the world come together for five days of
readings, workshops, and unclassifiable events.
6. the Robinson players. a student-run
theater group with a distinguished history and
a fearless approach to what’s next.
7. the monthly contradance. Sponsored by
our student-run Freewill Folk Society.
8. language arts live. Our reading series,
featuring established and emerging talent.
recent guests: emily Barton, christina chiu ’91,
Major Jackson, Dinaw Mengetsu.
9. the visitors. every year we bring leading
artists to campus for lectures, workshops, and
performances. a few recent examples: chore-
ographers Niles Ford and Monica Bill Barnes,
musicians avishai cohen, Suzanne Vega, and
Junior Brown, and artists rachel Perry Welty
and Kate Gilmore ’97.
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X. AthleticsWe field 31 intercollegiate teams, nearly all
of which play in NeScac, one of the most
competitive conferences in the Ncaa’s
Division III. Our alpine and Nordic ski teams
compete in Division I, and our crew and
squash teams compete in a nationwide league.
The teams:
alpine skiing (W, M)
Baseball
Basketball (W, M)
Cross Country (W, M)
Field Hockey
Football
golf (W, M)
Indoor track and Field (W, M)
lacrosse (W, M)
Nordic skiing (W, M)
outdoor track and Field (W, M)
Rowing (W, M)
soccer (W, M)
softball
squash (W, M)
swimming and Diving (W, M)
tennis (W, M)
Volleyball
also: about sixty percent of our students are
involved in our intramural program. Garcelon
Field, the spectacularly renovated home to
our football and lacrosse teams, is close to the
center of campus. alumni Gymnasium, home
to our basketball and volleyball teams, is often
ranked as one of the toughest home courts in
the Ncaa. Our ski teams compete at nearby
Sugarloaf and Sunday river. In the last decade,
our track and field teams have produced doz-
ens of all americans. The all-time home run
leader in our baseball program (Noah Lynd ’11)
was also a math tutor and a physics major who
wrote a senior thesis deconstructing the phys-
ics of Ncaa-mandated baseball bats.
all of which is to say: athletics isn’t a separate
culture here. It’s part of the campus, it’s part of
the landscape, it’s part of our vision of a bal-
anced life. Some of the smartest people here are
also some of the most athletic; and vice versa.
and keep in mind: Our mascot is the bobcat,
which in real life is known for its adorably
dappled fur and its ability to attack with
astonishing speed and alarming strength.
You underestimate the bobcat at your peril,
in other words.
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XII. Where, Exactly,
We’re LocatedWe’re in Lewiston, Maine. Lewiston is a small city
(pop. 36,000) on the banks of the androscoggin
river; there’s a waterfall visible from the bridge
that connects Lewiston and its twin city, auburn.
People in Maine call the two cities L-a. They’re
nothing like Los angeles.
What are they like? They’re working, residential
towns surrounded by spectacular natural
beauty. a lot of families here have French
canadian roots; there’s also a sizeable Somali
community; on Lisbon Street you can get a
three-dollar plate of curry goat or a 20-dollar
steak au poivre. There’s a farmer’s market, a
good batch of independent restaurants and
stores, a modest mall, an inventive professional
theater company, an underground music scene.
You would, in other words, join an actual com-
munity of people who are actively engaged in
building a meaningful, interesting life for them-
selves. You could make a difference here.
L-a is also 45 minutes from Portland, which
has some of the best food in the country and a
big arts and music scene; and about as far
from Popham Beach, home of the Bates-Morse
Mountain conservation area, our 600-acre
ecological research station.
Maine is independent-minded and com-
munity-oriented. The state has elected two
independent governors; its two U.S. senators
are famously uninterested in toeing the party
line—and they’re both women, which not many
states can say. There are a lot of collaborative
projects, community initiatives, entrepreneur-
ial start-ups. One local example: The Bates Mill
complex, former home to the Bates Manufac-
turing company, was totally renovated and now
houses a great seafood restaurant, a microbrew-
ery, offices, and a city museum.
Parts of Maine are wild and untouched. Parts
are famous and majestic (e.g., acadia National
Park). In general, this is a place with which
people fall heedlessly in love.
So here’s where we are: in the center of some-
thing real and genuine and hardworking and
unconventional and bootstrapping and neigh-
borly. It’s a good place to be.
XIII. And Then
What Happens?Three of an infinite number of possibilities:
1. Get a prestigious fellowship (Fulbright,
Goldwater, Udall, Watson) to do research in
medicinal chemistry, or agro-energy in rural
communities in Brazil, or performance arts in
South africa and Indonesia—as some of our
recent graduates have done.
2. Build on an internship or research project
or senior thesis or community-based project.
This is how many of our graduates get their
first jobs or second promotions, at places
such as:
alaskan tour guide Company
analysis group
Barclays Capital
Deutsche securities, tokyo
goldman sachs
IBM
IDeXX
IMg artists
Institute of Biotechnology, Vietnam
Massachusetts general Hospital
Peace Corps
RBC Capital Markets
teach for america
3. Become an expert and possibly a trailblazer.
In other words, go to graduate or professional
school, as most of our graduates do. Some re-
cent graduate schools:
Barcelona graduate school of economics
Columbia University
Cornell University
Dartmouth College
Duke University
glasgow University
Harvard University
University of California
Vanderbilt University
Yale University
We have a good list of famous alumni (congress-
people, a secretary of state, ceOs, a Pulitzer
Prize–winning novelist, a pioneering bioengi-
neer, an internationally revered preacher and
theologian), but the important thing is what you
can say about pretty much all of our 24,000 liv-
ing alumni: They want to do good, meaningful,
often groundbreaking work, and they have the
skills and the courage and the spirit to do it.
XIV. The Food
It’s great!
We make it ourselves, following recipes from
many lands, using food from many local farms.
We’ve actually won awards for it.
Maybe even better is the place where the
food is made and served and eaten: commons.
Technically it’s New commons, since it’s
been at Bates in some form for a long while
but was recently rebuilt to be smarter and
more sustainable.
The main room of commons is open and airy
and welcoming. There’s a wall of windows;
everything seems visible. The general idea is
to wander from table to table, meeting thrilling
people from around the world and, very often,
staying and talking for a long, long time.
In all of these ways (local, global, sustainable,
social, smart, open, and thrilling), commons is
a lot like Bates.
take a seat.
XI. Admission and Financial Aid
We’re interested in people who work hard, take intellectual risks, believe that education isn’t confined
to a classroom, and get deeply involved in some kind of community. To us, the work you do every day,
morning to night, matters more than a few Saturday mornings of testing—which explains why we were
one of the first colleges to make the SaT (and then other standardized tests) optional for admission.
We give about $22 million in financial aid to our students every year. Nearly half of our students
receive financial aid; the average annual aid package is about $33,000. Our entire financial aid budget
supports students with demonstrated financial need.
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The Progressives
t h e c h a n g i n g ( a n d w i n n i n g ) F a c e o F s Q u a s h
What reputation does Bates squash have?
coach cosquer: “I think we’ve got a swagger. We’re hardworking, determined, and passionate about winning, on and off the court.”
cheri-ann: “It’s a team where every player counts. No matter how hard a training session or a match is, we fight through it, we encourage each other. coach believes in us, he supports us, and he expects nothing less than the best from us. and that’s what we give.”
What reputation does squash have?
coach cosquer: “It depends on your point of reference. Internationally, squash is huge. In america, the scope and complexion of squash are changing. You’re seeing a bigger international presence; you’re seeing urban squash programs—programs like StreetSquash, in New York city, which I directed before I came to coach here. I’m proud that Bates is part of that progressive and positive change.”
What’s the biggest challenge of being a student-athlete?
cheri-ann: “Time management. My theory is to finish my studies first, then reward myself with squash. That way I can be focused for both activities. When you’re focused, you win.”
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pat c o s Q u e R ’ 9 7, coach, men’s and women’s
squash. c h e R i -a n n pa R R i s , sophomore,
St . Philip, Barbados, biology, squash
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m a k i n g a R t — a n d m a k i n g c h a n g e — a t 1 4 , 0 0 0 F e e t
Why is art important to you?
“I think of myself as an activist for the social good. a photograph can inform and transform your thinking; it can change the way you see the world—and that changes the way you act in it.”
can you give an example?
“I did an independent research project in a remote community at 14,000 feet in the Peruvian andes. I lived with the Q’eros, an indigenous people, and took pictures of what I saw. I also gave cameras to five families, to allow them to document their own lives. My goal was to make art—but also to promote cross-cultural interaction and mutual understanding. and then we started the school.”
how did that happen?
“at dinner the night before I left, I asked the elders how I could thank them for their hospitality. They suggested that I buy them soccer shoes. I said I could do better. They said what they really needed was a school. after a year of fundraising—including selling my photography online—and working with local officials, anthropologists, and community members, we opened a school in temporary quarters. I was awarded a Davis Project for Peace grant to construct the official school building this summer.”
That sounds so practical.
“My education has been very practical; I’ve got powerful tools that I can use in a hundred ways. But Bates teaches you that tools without a purpose aren’t worth much. The Bates ethos is about discovering a purpose.”
The Transformer
h a n na h R a e p o R s t, senior, Madison, Wisc. ,
studio art and Spanish
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2020
The Right Kind
of Challenge
l e av i n g h o m e , g o i n g d e e p — a n d g e t t i n g R e a d y F o R w h a t ’ s n e x t
how has Bates surprised you?
“Bates was my big adventure. I’d always lived in atlanta, and I felt I needed to experience a different part of the country. So just the idea of coming here was surprising. Then Bates offered me the most complete financial aid package—a critical part of my decision-making process. Now that I’m here, I’m amazed by the opportunities I’ve found.”
are the classes easier or harder than you’d expected?
“They’re just challenging, in the right way. I took a Short Term class about the civil rights Movement, and it fundamentally changed me. I rarely left that class feeling satisfied with a position I’d held before I came in. I haven’t reached concrete conclusions about a lot of the issues we discussed. But now I know how necessary it is to consider the implications of holding one belief over another. That experience will stay with me for the rest of my life.”
What are some of the opportunities you’ve taken?
“I went on a Fall Semester abroad trip to Vienna. I hadn’t planned on doing it, but it felt like a chance to give myself another kind of challenge. and I was part of a group of Batesies who went to atlanta recently to meet with alumni and visit Benjamin Mays high School—Mays was a Bates alumnus and a mentor to Martin Luther King. It felt like a meeting of two worlds: the home that made me who I am and the place that’s shaping who I’ll become.”
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b e n h u g h e s , junior, atlanta, Ga. ,
philosophy
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109th Series, No. 3, August 2011
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