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• 1 2021-06-29T15:22:20+00:00 Post World War II Boom 16 Hope's enrollment and facilities expand after World War II as veterans return to campus plain 2021-07-19T13:45:20+00:00

  The men began to return from the war in May of 1945 and more returned in August 1945 after victory in Japan [1]. The G.I. Bill  permitted veterans to return to college with stipends covering tuition and living expenses, thus Hope College entered the post World-War Boom in enrollment. Irwin Lubbers became president in fall 1945 and Hope College enrollment increased. In the Spring of 1946, administrators asked faculty to add another course to their workload. The 1945-1946 school year witnessed a 75% increase in enrollment. Yet enrollment continued to increase during the 1946-1947 school year indicating just how much Hope College needed to expand to accommodate for the increase in enrollment [2]. 
  
  John Hollenbach, a former dean of students, wrote about the 1946 Registration Debacle in a piece on the post war boom at Hope. He described veteran’s frustration when they returned from the military and were placed on waitlists for their necessary classes. Similarly, freshmen were placed in courses irrelevant to their prospective field of study and forced to take courses out of order. A shortage of housing and faculty became apparent during registration [3]. Changes included adding staff members to teach additional courses. One man went in for a meeting with an administrator and came out with a job offer from Lubbers to teach. The majority of the incoming faculty were Hope graduates. Instructors or professors were in high demand, thus Hope converted its own graduates to instructors of coursework. Housing and academic buildings were also an issue. This school year required renovations to Van Raalte and other education facilities, saw the creation of the Kletz by the members of Alcor, and Hope College began buying property around the college to house students. Hope College continued to expand and bounce back after World War II [4]. 
  
  References: 
  [1] Eileen Nordstrom and George Zuidema, Hope at the Crossroads: The War Years (Holland, Michigan: Hope College, 2008), 118. 
  [2] Nordstrom and Zuidema, Hope at the Crossroads, 132.
  [3] Nordstrom and Zuidema, Hope at the Crossroads, 133.
  [4] Nordstrom and Zuidema, Hope at the Crossroads, 150-152.
  
  

• 1 2021-07-08T14:31:04+00:00 Female Faculty Impacts 16 This pages outlines the areas where women faculty influenced academics, extra curriculars, or the lives of students. plain 2021-07-21T17:14:15+00:00

  Many of the female faculty members at Hope College in the 1930s and 1940s taught at Hope for several decades. Research into these women indicated they had an impact on academics, extracurriculars, and interactions with students throughout their time at Hope. Many new activities and courses originated during their time and primary sources indicated the impact that these women had upon their students. 

  Several of the women served as instructors or professors for decades and taught in multiple departments, thus these instructors developed curriculum and a vision for the department. Metta Ross’s archival file was full of notes on different countries and topics, such as Africa, Ancient Greece, Bolivia during WWII, and much more. Ross received a letter from a former student commending the history department for their diligence crafting the curriculum. The student wrote, “Most of the fellows in our dorm who are working for their M.A. have to take 35 to 40 hours to do it, whereas I can do it in 28. Why? Because Hope College and my undergraduate record.” [1].  

  World War II altered the structure of departments. During this conflict, Esther Snow and several other female faculty members upheld the music department and continued to develop the courses for the remaining students:

  “I cannot leave the discussion of 1936 through 1946 without noting the decade, representing the last half of the Great Depression and all of U.S. participation in World War II, saw three ladies (Fenton, Karsten, and Snow) as the mainstays of the Hope College music department. They changed assignments as was needed to cover the bases, but the department not only survived those very difficult times, but enlarged the offerings of music to the college curriculum. They developed a strong foundation for the larger department that was to evolve in later years” [2]. 

  In addition to academics, many women led extracurriculars. Laura Boyd created the German Club and worked with Metta Ross to establish the Palette and Masque club. These were designed to get students more involved with extracurricular activities, especially ones that correlated with courses at Hope. Ross also created the International Relations Club, which discussed foreign affairs. Subjects included speakers discussing Russia, the United States during World War II, etc [3]. 

  Another contribution to the females on campus was the creation of Alcor by Elizabeth Lichty, which evolved into present day Mortarboard, an honor society that recognizes achievements in leadership, scholarship, and service. The female members of Alcor were active during World War II as they raised funds for the war. They also created the Kletz during the post war period, which has changed locations but still exists on campus today. 

  These women involved themselves in both the academics and extracurricular activities at Hope College, thus they often commented on the balance between these two facets of campus life. Many of the women felt that students focused too heavily on extracurricular activities. 

  In her notes for the next faculty meeting, Ross wrote, “In the interest of raising the academic achievement of our students, would it not be well to curtail somewhat the social activities on the campus? Since the program was enlarged to make up for “lack of dates,” the reductions would seem logical, with many times as many men as women on the campus” [4]. 

  Emma Reeverts, the Dean of Women since 1947, began to consider this balance as well. She states, “We have been trying to emphasize the importance of good study habits. If girls are really trying, we do not want them to become discouraged if their grades are lower than they are in high school. College offers more competition. However, we do not want a girl to put undue emphasis on social life” [5]. Reevert’s duties as Dean of Women included meeting with the freshman women and those struggling in school, thus she would be aware of the circumstances and culture on campus surrounding this issue. 

  Lastly, the professors interacted with students throughout their everyday activities and had an impact on their students. Ross received a letter from a former student, Mary Lou Talman, stating, “I feel sure that I can say that you have been one of the most highly regarded-no, it’s even more than that- you have been the most highly regarded campus personality. I know that I speak truthfully and for the entire college when I say that I know of no other person on the campus who has been better liked, more respected, and admired” [5]. Mary Lou Talman graduated from Hope and continued into higher education to earn her PhD. 

  Laura Boyd impacted students and the world as a whole. Correspondence to Boyd declares, “What I want you to know Miss Boyd is that you, Dr. Nykerk and Dr. Hagan were my favorite teachers, and 20 years after Graduation, I still knew German well enough to be an interpreter in a Prisoner of War Camp. Some 500 prisoners got a better “break” because you taught me enough German to converse with them” [7].  

  These examples are a few of the countless ways by which female faculty impacted Hope College. Check out the female faculty bios for more areas where these women worked and created change. Many of the faculty members in this research spent years at Hope, thus they impacted their departments, students, and the campus community by working closely with their colleagues and students. Many of their names survive on campus today in the form of building names or scholarships. 

  References: 
  [1] "Correspondence," Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
  [2] Robert Snow, “Musikalisch Frau Schnee: A Brief Biography of the Life of Esther MacFarlane Snow,” May 17, 2002, Snow, Esther M. (1895-1974). Papers, 1942-2002 (H88-0140), Joint Archives of Holland, Hope College, Holland, MI. 
  [3] Milestone 1947 (Holland, MI: Hope College, 1947), 127, https://digitalcommons.hope.edu/milestone/31.
  [4] Professional Concerns, September 18-20, 1946, Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
  [5] Emma Reeverts, November 9, 1948, Reeverts, Emma Marie (1896-1973). Papers, 1946-1973 (H88-0129), Joint Archives of Holland, Hope College, Holland, MI. 
  [6] Mary Lou Talman, June 17, 1942, Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
  [7] Carl C. Postma, May 18, 1955, Boyd, Laura Alice (1884-1962). Papers, 1922-1963 (H88-0016), Joint Archives of Holland, Hope College, Holland, MI.