Class of 1967 50th Reunion

Welcome to Seidman House IceSculpture Exhibit2

On June 24th, Grand Valley State University welcomed back members of its first graduating class. Members of the Class of 1967 returned to campus over the weekend to celebrate the anniversary of their graduation 50  years ago.

The Class of 1967 took a chance on the “college in the cornfields.” The 138 students who made up the class (including “pioneer” members who enrolled in the very first year, rather than transferring in later) knew a very different campus from today’s. While the Great Lakes Plaza remains a central academic hub, the size and scope of campus has greatly expanded.

As part of the weekend’s festivities, Special Collections and University Archives toured groups of the alumni through Seidman House.

Archivist for Collection Management, Annie Benefiel, displayed notable items from our collections, while Archivist for Public Services and Community Engagement, Leigh Rupinski, showed them an exhibit of 1960s photographs and documents.

Alumni were particular interested in the changes to Seidman House itself. Back in 1967, Seidman House was the “Collegiate Center”. It served as a student union, complete with bookstore downstairs. Although the “pit” (where performers like Arlo Guthrie entertained student crowds) remains, its primary purpose now is as a quiet study space for students. Instead of a bookstore, the downstairs houses our climate-controlled stacks.

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In the evening, staff attended the “Hootenanny” (party), where we manned a table of 1960s memorabilia drawn from the Archives. Items included yearbooks, student handbooks, the 1967 Commencement program, and course catalogs. Alumni eagerly flipped through memory books to help us identify unnamed faces in our photograph records.

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We were thrilled to be a part of the Reunion festivities!

Innovations in Learning: College IV

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College IV logo

In September of 1973 Grand Valley State Colleges (as it was then known) opened College IV. College IV was so named because it was the fourth college in GVSC’s cluster concept, joining the College of Arts & Sciences, Thomas Jefferson College, and William James College. College IV sought to create a barrier-free approach to higher education. According to the 1973-1974 catalog, “College IV has thrown away the lecture platform and class schedule, freed the student and the professor from the drudgery of fact-passing, and engaged them both as partners in the learning process”.

In College IV, instruction was delivered via “auto-instructional learning modules”. These portable information packets all followed the same format. They included a clear objective, a detailed study guide, and a self-assessment test for students to check their readiness for the final test. Additional tapes or films could be checked out of the A-V Center to supplement the readings. Some modules were conducted as telecourses such as “The Art of Being Human”. Each module was designed to be completed at the student’s own pace in order to encourage full-time workers, parents, and retirees to enroll. To pass, students had to demonstrate mastery over the subject. Only a 90% or “A” grade allowed students to pass–anything less meant restudy and a new final exam.

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A student browses College IV module booklets

Since there was no traditional classroom setting in College IV’s design, faculty were expected to be available throughout the day to work with students and answer questions.

Although envisioned as a four-year liberal arts college, College IV had both degree-seeking and non-degree options to emphasize job preparation. The majors included options like biology, chemistry, economics, English language and literature, mathematics, and philosophy. Later on, additional choices such as tourism, real estate and insurance, and advertising and PR were added.

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Brochures for the courses of study in College IV
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Areas of study listed in a publicity brochure (after College IV’s name changed to Kirkhof College)

Aside from its innovative curricular model, College IV also sought to meet students where it was most convenient for them. Students interested in enrolling in College IV could register and pay tuition via the “Mobile Campus”. The mobile unit visited area business, factories, and shopping malls on a regular basis. After registering, students could select modules, receive counseling, and take tests at the Mobile Campus.

College IV’s home on campus was in AuSable Hall. There, students had a study space as well as a laboratory and learning and testing center. Impressed by College IV’s practicality and dedication to reaching non-traditional students, local inventor and businessman Russel H. Kirkhof donated $1 million to Grand Valley in 1978. College IV was renamed Kirkhof College in his honor.

The University Archives contains administrative records related to College IV as well as numerous samples of the learning modules.

The Murmur and the Roar

The Murmur and the Roar - title image

Personal and Public Perspectives of American Wartime

In times of war or military strife, the experiences of individual soldiers are often eclipsed by the civilian population’s understanding of the conflict. Influenced by media, politics, and propaganda, the public experience of a war is far removed from that of the individuals fighting it.

Soldiers and veterans find ways to understand, cope, and connect with others over their experiences. Sometimes they choose to share those experiences – in letters, diaries, memoirs, photographs, or recordings.

This exhibit features materials from Grand Valley State University Libraries’ Special Collections & University Archives that illustrate both the public perception and personal experiences of war. Special Collections & University Archives is actively collecting the stories of veterans – to remember, to honor, and to learn from their service and their sacrifice – through their unique collections of documents, photographs, media, and digital objects. The objects and memories presented in this exhibit are only a small portion of the resources available for research use.

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John Bennitt

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John Bennitt, M.D. (engraving); Western Biogl. Pub. Co.

John Bennitt was born on March 24, 1830 in Pulteney, New York. He received an M.D. from Cleveland Medical College in 1850 and entered medical practice in Centreville, Michigan in March of the same year. During the Civil War he served as an assistant surgeon in the 19th Michigan Volunteer Infantry. He and part of his regiment were captured in March of 1863, but were released and he continued his service until the end of the war. During the war he compiled three diaries and wrote over 200 letters to his family detailing his experiences in the army.

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In letters to his wife:

Camp Chase, May 24th 1863

“I cannot claim any particular merit in that I am trying to do my duty to my country, and to those who go forth risking their  lives for their country’s sake, yet I feel that those who remain at home, and have no near & dear friends in this terrible war, know nothing of the sacrifices that are made for our common country. People of the North in the midst of their unparalleled prosperity at home almost forget that there is a war, and it is only those who are made to feel it in the absence and loss of dear ones & the desolations of homes.”

McMinnville, Tenn. April 7th 1864

“I do so much wish I could be at home now, for I feel that a great responsibility rests on us which I would be glad to share with you. But my Country not only calls, but demands my services now, and I am unworthy of a heritage in this goodly land, if I shrink from doing my whole duty, but the time is not far distant I hope when that duty in the present  capacity will cease and I can return to peaceful avocations and Live with those I love. Let us live in hope trusting in Him who orders all things for good.”


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Patriotic Envelopes

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Mailing envelopes with patriotic imagery or emblems printed on them appeared at the outset of the Civil War soon after South Carolina’s secession from the Union in December of 1860. Production of the envelopes in the South ceased after 1863, but continued in the North until the end of the war. The envelopes were created to encourage patriotism and allowed printers to add new product lines to their inventory. Early in the war some Northern printers produced envelopes for the South as well. Vendors marketed them to soldiers to send letters home from the battlefields, but most envelopes used in mailing letters were sent to soldiers from their families in the North. The envelopes were most often purchased as keepsakes, kept in scrapbooks, and were never mailed.

Opposition to President Lincoln

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Though President Abraham Lincoln is one of the most commemorated presidents in American History today, he was an extremely controversial figure during his time in office. Opposition and hostility toward Lincoln came not only from the people of the Confederacy and many in the southern border states, but also from his political opponents in the Democratic party in the North, and even elements within his own Republican Party. The ballad “Nobody Hurt” was composed by John Ross Dix, a Unionist and native of Bristol, England, in response to a speech Lincoln gave shortly after he was elected. During the speech, Lincoln implied that no one would be hurt during his first term as president and that people would have an opportunity to vote for another candidate in four years. The ballad shows how public criticism of President Lincoln was not limited to the Confederacy, and that even small statements had a large impact on public opinion.


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Archibald Irvine McColl (1893-1981)

Irvine McColl was a resident of Grand Rapids and attended the University of  Michigan, graduating with a Bachelor’s degree in 1917. McColl enlisted in the Army later that year and was a Sergeant in Battery C in the 119th Field Artillery from 1917 – 1919.

Though we have no photographs of McColl, we have many of the letters he wrote to his family. The photographs presented here are from the D.J. Angus photograph and film collection.

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From the letters of Irvine McColl:

January 31, 1919

“I wonder a lot what it will be like to be back again, and to be a chooser to some extent of what I can and cannot do and the men I will be with, and to actually be on speaking terms with English talking women, and to have a bath more than once a fortnight, and to eat real meals and not to have to mess as we do when we eat. I’m afraid I’ll seem a bit rough, at first at least, and a bit wild, for dispite [sic] our continual lament about nothing to do there is something going on, a fight or a fire or a wild party of some kind or other … And to come back to chocolate and sodas and canned excitement and adventures will seem tame,  perhaps, but I am certainly ready to try the civilized ways again. 

Mother and Aunt Hattie … both seem to think I am somehow different than I used to be,  but I am afraid I’ll disappoint them, for really, Al, I am only what I am, and can’t borrow much from the thing we have been over here for. It is only the fellows who were popped off that are the real heroes of the war. Their memory is as glorious as the immortal soul of the United States, but the rest of us are only poor weak mortals after all.”


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Posters to Sell the War

During World War I, the U.S. Government recruited advertisers, designers, and illustrators to communicate key messages about the war to the American public. Propaganda posters such as these were created to encourage citizens to join the military and help the U.S. defend its European allies. Posted along the street and in store windows, they were used to inspire patriotism and nationalism and to dehumanize the enemy. Their bright colors and intense graphics made them eye‐catching and easily noticeable.

 “I Want You…”

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“I Want You for the U.S. Army,”by James Montgomery Flagg, 1917

This World War I poster was designed in 1917 by James Montgomery Flagg, who contributed 46 posters to the government. Originally published on the cover of Leslie’s Weekly, the portrait of “Uncle Sam” went on to become one of the most famous posters in the world. Over four million copies were printed between 1917 and 1918. Due to its overwhelming popularity, the image was later adapted for use during World War II. This is perhaps one of the most recognizable images of this era, and has become an icon of American patriotism.

“Destroy This Mad Brute”

 

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“Destroy this mad brute” by Harry R. Hopps, 1918

During World War I, German soldiers were often depicted as apes in American propaganda. This poster posed American allies England and France as “civilization” and Germany as a ”mad brute.” In this poster, the ape is holding Lady Liberty, symbolizing the perceived  peril to the American values of liberty and democracy. In the background you can see Europe in ruins as the ape steps onto American shores. Due to propaganda like this, many German Americans whose families may have lived in America for centuries faced persecution during the war.


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Joseph P. Olexa (1918-2000)

Joe Olexa enlisted in the Army on December 9, 1940 and fought in the 26th Infantry Division, Company “L”. During his time in the Army, Olexa was stationed in Northern Africa, Sicily, France, Belgium, and Germany, fighting in some of the most remembered battles of World War II, including the Invasion of Normandy and the Battle of the Bulge. While stationed in America and overseas Olexa sparked a romance with Agnes Van Der Weide, a young woman in Grand Rapids. They kept in constant contact while he was overseas fighting and the couple married on July 23, 1945, and settled in the Grand Rapids area.

Though we have no photographs of Olexa, we have hundreds of his letters to Agnes as well as his personal memoir, written after the war. The photographs below come from the World War II collections of James W. Ochs, F.W. Beasecker, and Otto Kuxhaus.

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Dedication in the memoir “As I Remember,” by Joseph Olexa

“To all who served in the Armed Forces giving their lives, limbs and unselfish devotion to their country to achieve victory in a struggle to fight tyranny and oppression and be free from men who seek power and conquest the world over.”

Olexa recalls reaching Omaha Beach, Normandy

“Three Hundred yards from shore our L.C.I. hit two underwater mines making the launch sink enough so it would not clear the sand bar. We jumped into the water from the front side like rats escaping a fiery doom. The water here was deep as we sank into its murky depths from the weight of our equipment. What seemed like ages I finally hit bottom with my feet springing enough to send me back towards the top. My lungs were now crying for air as I used my arms in powerful strokes to surface. The extra 77 pounds of equipment I carried slowed me down.”

 


World War II - Public Perceptions

On the Home Front

While American soldiers braved the European and Pacific Theaters of World War II, the American way of life was drastically altered at home. Science and technology saw a flurry of innovation. Radar, plastics, electronics, and of course, nuclear weapons, saw huge advancements during this period. Once male-dominated areas of industry, science, and business saw an influx of women workers. Women found employment as engineers, welders, manufacturers, and electricians to help build the armaments to defend U.S. troops. The lack of men pursuing traditional leisure-time activities, such as baseball, created avenues for women to compete in public like never before.

Esterline-Angus Graphic Instrument

The Esterline-Angus Company, partly owned by D.J. Angus, was an early pioneer in engineering and manufacturing of electrical instruments. Angus invented a number of continuous-recording instruments and filled orders for the U.S. government and military during World War II. One such invention was the Recording Milliammeter, used by the research team of the Manhattan Project. In Chicago, Illinois on December 2, 1942 one of these devices was used to measure the first sustained, controlled nuclear reaction.

Women Take The Field

Grand Rapids Chicks 1953 program
Grand Rapids Chicks 1953 program

With the draft calling many of the country’s baseball players away to war, Philip K. Wrigley decided to create a women’s professional baseball league. The All-American Girls Professional Baseball League began in the spring of 1943 and entertained thousands  throughout the Midwest before disbanding in 1954. As the first professional women’s baseball league on record, these women brought communities together and helped keep spirits high on the home front.

Heroes Under Cover: the Flying Tigers

The "Flying Tigers" American Volunteer Group pilots
The “Flying Tigers” American Volunteer Group pilots

The American Volunteer Group (AVG) was a small force of American aviators and mechanics led by Colonel Claire L. Chennault to aid United States’ ally China in its defense against deadly Japanese air raids and bombings.  Many of the group’s members traveled to China in an undercover mission, their passports identifying them as farmers or mechanics so they could travel without hassle. Several of the pilots  painted the noses of their P-40 fighter planes with shark mouths. Their Chinese allies, mistaking the shark teeth for a tiger’s intimidating scowl, began to refer to the pilots as Fei Hu, or “Flying Tigers.” After  the United States officially entered the Pacific Theater of the war due to the bombing of Pearl Harbor, the AVG disbanded, many of its pilots returning to their service in the United States Army Air Force, Navy, and Marine Corps. News reels about the Flying Tigers’ success in China were played in cinemas in the U.S. to bolster support for the war effort and boost morale on the home front.


Vietnam War - Personal Experiences

Michael Woods

Michael Woods was born in Natchez, Mississippi and raised in New Orleans, Louisiana. He enlisted in the Marines at the age of 17. After basic training he was sent to Camp Pendleton, and stationed in Okinawa in January of 1963. Sent to Vietnam with one of the first Marine units assigned there, Woods participated in a number of combat actions of varying size. After his tour in Vietnam was over, he stayed in the Marines until 1979, but did not return to Vietnam.

We have no photographs of Woods, but his interview can be found in the Veterans History Project digital collection. These images are from the digital collection of Ronald Oakes.

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From the interview of Michael Woods:

“The system in the military although stressful and demanding was the fairest system I had been exposed to at the time…You’re looking for, ‘Where can my ability take me? Just based on my personal ability, nothing else.’…The military itself is one of those places that operates under that principle.”

“The experience of leaving this training and going back to be with your buddies [back home, after training] is amazing. You find you don’t have anything in common with them anymore. You find that the things that they are doing seems childish and not grown up. So you lose that connection that you have had with these friends…and you start seeing yourself differently, maybe a cut above…”

“Every serviceman that came back experienced the hatred that many Americans showed them. For the black serviceman it was a little different…There is a civil rights movement here, and there are dogs being put on black people, and there are [fire] hoses being put on black people. Your fight is here on the streets of America, not in Vietnam. You are fighting for the Vietnamese to get rights when you don’t have those same rights here at home… Your own community had ostracized you…It wasn’t an easy time for black military people.”


Vietnam War - Public Perceptions

The Draft

During Vietnam about one-quarter of American troops were drafted into military service, most of whom were selected from poor or working class families. Men with physical limitations, college students, or men who were essential to financially supporting their families could apply for deferments. Many draft age men fled to Canada to avoid the military service. By 1972 over 200,000 draftees who protested their selection were involved in legal cases. Those who fled faced imprisonment or forced military service. In 1974, President Gerald Ford offered conditional amnesty to these men. On his first day in office in 1977, President Jimmy Carter offered a full pardon to all who requested it.

Protests at Home

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The conflict in Vietnam and the mandatory draft of young men into military service polarized American political discourse. Public protests, both in favor of and against the war, became a frequent occurrence. Many students here at Grand Valley had strong feelings about the Vietnam war. Protesters had sit-ins, chanted slogans, and held signs that voiced their divided opinions: “Stay in Vietnam to keep Freedom” and “Support LBJ kill a friend today.”

Vietnamese Propaganda

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These propaganda posters depict the Communist Party of Vietnam’s efforts to gain support for the war from their own population. Using bright, eye-catching colors and strong language, they sought to inspire nationalism and support for the communist regime. The language on these posters translates to phrases such as “Assault and defeat our enemies,” “Uncle Ho says victory, it means victory,” and “All armies fight to win.”


Capturing Veterans’ Voices

GVSU and the Special Collections & University Archives are dedicated to preserving the history of veterans. Currently the Special Collections hold very little documentation of the Korean War or the wars and conflicts following Vietnam. Aside from oral history recordings collected by the GVSU Veterans History Project, Special Collections collects photographs, letters, journals and diaries, small artifacts, and other documents and memorabilia from veterans. With the help of our community, we can preserve these unique resources for future generations to discover and explore. Please contact Special Collections & University Archives at collections@gvsu.edu for more information.

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This exhibit was curated by Special Collections & University Archives, Greg Bevier ’16, and Helen Kurtz ’16. Title and heading images were designed by Jeremy Shane ’17.

Ravines of Grand Valley

 

The ravines winding though the Allendale campus of Grand Valley Sate are among the university’s most prominent physical features. They are a place of learning and scientific discovery, of recreation and leisure, and of inspiration and quiet reflection.

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Photograph by Stanley Krohmer

“The ravines formed by the episodic erosion of small streams over the last 15,000 years. Water flowing off the upland, upon which Grand Valley State University is built, drains eastward into the Grand River Valley via the ravines. This broad, gently sloping, upland was formed during the Ice Age by a glacier lobe depositing sediment in a large glacial lake. Following this glaciation, the Grand River began eroding its valley through this landscape. The ravines probably began forming at about the same time, and by about 6,000 years ago they had grown to roughly their present dimensions. During the last 6,000 years the ravines have grown during brief episodes of erosion alternating with long periods of stability.”

– Patrick M. Colgan, A Brief Geologic History of the Ravines

These photographs of Grand Valley’s ravines were taken by Stanley Krohmer, Affiliate Faculty in the Liberal Studies Department, between 2003 and 2007 for the Ravines Revisited project.

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RELEVANT MATERIALS

Hepatica, with its liver-lobed leaves,
springs forth in season.
Trillium opens white handerchiefs
along clefts leading down to the run-off.

Wildflowers. Nothing instructs the novice
so well as obsession
and gratitude; after a long winter,
dog-tooth violets lining the ravines.

Maybe it is splendid to spill
down crevasses with a lover
and an hour to spend, but better yet
to enter alone, tread softly as a doe

between fiddleheads, face low,
notebook in a pocket or a field guide
to the native flora, revelation
leading to reverence. Small blooms.

Small hours. The brevity,
and the endurance, upon these slopes
impresses. Take note how little’s needed
to make a life. Gather the facts.

Ann E. Michael, ’79
poem submitted to the GVSU Ravines Archive in 2005
www.annemichael.wordpress.com

Additional poems, recollections, and short stories inspired by the Grand Valley ravines are accessible in the Special Collections & University Archives.

National Poetry Festival at Grand Valley

In the summer of 1971 Robert Vas Dias, Grand Valley’s own Poet-in-Residence at Thomas Jefferson College, organized the first National Poetry Festival at Grand Valley State College.

National Poetry Festival poster, 1971
Poster for the 1971 National Poetry Festival at GVSC

Vas Dias, whose poetry and criticism had appeared in national magazines such as The NationThe New Yorker, and Partisan Review, invited poets of national acclaim to a 10-day experience of workshops, discussions, readings, performances, and exhibits relating to poetry and art on the Allendale, Michigan campus. Poets in attendance at the first festival included Gregory Corso, David Henderson, Toby Olson, John Logan, Robert Kelly, Al Young, Allen Planz, Donald Hall, George Quasha, Robert Bly, Robert Creely, Sonja Sanchez, Anselm Hollo, Tom Weatherly, Diane Wakoski, Joel Oppenheimer, Ted Berrigan, Jerome Rothenbert, Dudley Randall, and Philip Whalen.

Jackson Mac Low at National Poetry Festival, 1971
Jackson Mac Low, poet of chance, working on a tape collage at Thomas Jefferson College’s first National Poetry Festival in 1971.

The National Poetry Festival was repeated in 1973. At this event three of the four Objectivist Poets, George Oppen, Carl Rakosi, and Charles Reznikoff, were brought together in the same space for the first time.

National Poetry Festival poster, 1973
Poster for the 1973 National Poetry Festival

Also in attendance at this event were Kenneth Rexroth, Robert Duncan, Theodore Enslin, Allen Ginsberg, Diane di Prima, Victor Hernandez Cruz, Edward Dorn, George Economou, David Meltzer, and Rochelle Owens. A recording of the discussion “Objectivists and After,” is available through PennSound, an online poetry archive at the University of Pennsylvania.

Allen Ginsberg at National Poetry Festival, 1973
Left: a poster inviting participants to register for National Poetry Festival; Right: Allen Ginsberg speaking to a group in Seidman House in 1973

 


The third and final National Poetry Festival was held in 1975.

National Poetry Festival poster, 1975
Poster for the 1975 National Poetry Festival

The event included poets Robert Bly, Robert Creely, Galway Kinnell, James Wright, Carol Bergé, Kathleen Fraser, William Heyen, Ira Sadoff, Diane Wakoski, Mei-Mei Berssenbruggi, Nikki Giovanni, Jessica Hagedorn, Lawson Inada, June Jordan, Etheridge Knight, Alex Kuo, Alison Mills, Howard Norman, Simon Ortiz, Ishmael Reed, Leslie Silko, James Welch, and Shawn Wong.

Robert Bly at National Poetry Festival, 1975
Poet Robert Bly at the 1975 National Poetry Festival at Grand Valley

Though the festivals were a resounding success, they were discontinued after Vas Dias left Grand Valley. The University Archives contains additional news releases, photographs, posters, and audio tapes documenting these events.


This April celebrates the 20th anniversary of National Poetry Month, the largest literary celebration in the world. Visit the Student Scholars Day exhibition on the Red Wall Gallery in Lake Ontario Hall to read Grand Valley students’ poetry and short fiction excerpts from this year’s issue of the student-run journal fishladder.