'REACH with James Hersch

The Fearless Gift Of Kindness
by James Hersch for Programming magazine

The voice was clear and hard to ignore. "You ought to be ashamed of yourself, coming here to sing for those people."

I have become accustomed to the wide range of emotions found in an elderly care center, where medications, pain and the feeling of powerlessness can turn anyone edgy. Sometimes the music softens the edge and for some, the sweetness of the sound just irritates the wound. Although I have learned to accept whatever response is offered, this voice stopped me in my tracks. I bent down and looked her squarely in the eye and asked her what she meant. The college student activities president knelt down with me and took her hand. The small and ancient voice explained that listening to music only makes 'them' sad and it would be better just to leave 'them' alone. Of course, the student and I both understood that she was talking about herself.

We sang Louis Armstrong, Cole Porter and an old hymn while the student activities president held the hymnal for me. Several elderly ladies taught us the second verse of Bicycle Built For Two; when Daisy tells Henry where he can put his bicycle, there was laughter all around. Cross-generational laughter. Healthy laughter. It's what turns drab, cold institutional walls into wondrous sanctuaries for me and the dozens of students who come with me. That's why we were there: to feel the warmth of joining in a simple act of kindness.

Why should a student activities group take a role in community outreach? It's a valid question. After all, there are other organizations on campus that already have volunteer opportunities available. Furthermore, why should activities fees be used for any event that's not offered directly to the students who pay those fees? I've concluded that it's the unique nature and function of student activities groups that suit them for unusually effective community outreach programming. The benefits are real, even to the campus community as a whole, as I will comment on further. At the heart of it, though, is the best learning tool of all: experience. Moreover, it's an experience in developing a capacity to give for giving's sake.

At the Children's Hospital we made some music with the young patients in the toy room. It was a happy, lively group that looked like short term occupants of that beautiful wing of the hospital. The student who had arranged the event mentioned that there was a little girl who couldn't make it over and whose grandmother had asked if we could take the music to her in her room. She was seven and one of what they called the 'cancer kids'. Her tiny frame was folded up in her grandmother's lap while I sang her favorite song, the theme from Free Willy. There was a dim light in her eye and her lips moved to sing with me, even though the disease and the treatments had taken most of her away. She smiled and we cried. When we left, the student articulated just what I was feeling: rather than feeling depressed at our lack of ability to cure the cancer that was attacking this little girl, we were filled with a sense of privilege to be invited into this place of grief and wonder, to be a part of the precious few moments remaining for that family. We were energized, inspired and anxious to make our experience a cornerstone of our work together. Going deep together into that emotional terrain changed the nature of all our events, on and off campus.

What does community service have to do with education and leadership? In a tough section of San Francisco there is St. Anthony's Kitchen where the poorest go for food, shelter and a shower. The students served the ice cream and cake and I stood there and sang. I didn't know what to sing and none of us knew what to expect. It was a little awkward until a big, powerful African-American woman decided she would be my singing partner. The place exploded and 'Me and Bobby Magee' was rarely sung with more soul. In the joy of the moment a student leaped across the room, took the hand of a very ragged old man and they fell into a jitterbug. I was exhilarated. Her spontaneous act of kindness froze that moment for me. My guess is that there's one old man who'll never forget that student either.

The next day we did our campus event outdoors for lunch. While the music may have been a pleasant addition to the program, there was irony in the contrast of responses between the two groups. It was not lost on a student leader who remarked to me how it seemed many who really value this can't afford it, and those who can don't always value it. We both agreed that St. Anthony's Kitchen was the heart of our work together. Lesson learned.

My experience has convinced me that there are tangible benefits for the students, staff and the college itself when student activities encompass and engage the outside world. In addition, there is an intangible quality to this experience that I would describe as hidden treasure. It goes beyond the satisfaction of doing a good deed for someone else. I see students learning to be brave, overcoming their natural reluctance to be involved in these unpredictable environments. Being on stage all these years, in all kinds of campus settings, I have become acquainted with the fear of not being enough to engage those often distracted hearts and minds I try to reach, to command attention in the busy lives students lead. I have sensed the same fear in students who dearly want others to find their programs enjoyable. When a performer offers a talent, or a student offers a program, they risk rejection. Learning to 'just keep putting it out there' is not a natural act. It's a learned behavior and requires a belief that, regardless of the outcome, it was worth it. When you believe in the value of the giving more than the gift, you are free from the load of fear that the gift won't be accepted. Students can learn to do this more easily, I think, in outreach programming. They can learn to actually don a kind of 'coat of armor' and confront a situation largely without fear.

When students plan an event on campus, I see how much of themselves they put into the event. The more of themselves they invest, the more likely they are to feel personally responsible for it's success or failure. I have observed how their self esteem becomes tied to the perceived popularity of their program. When students plan an event in an elderly care center the equation changes. The potential risks and rewards are different. They don't have to impress their peers or worry that no one will come. The results of this program may go unnoticed by their college community. Initiating and presenting an event under these circumstances is to deal with a new set of challenges and rewards; the challenge of encountering a difficult reality and the joy of knowing they did something in hopes of making it better. For those involved, such experiences translate into an awareness of themselves, their purpose, and the dynamics of their involvement. Their vision of programming reflects character and impact.

Like many other artists in the NACA (National Association For Campus Activities), I have been asked on occasion to perform in these places as a favor to someone. Although these appearances have left me with a sense of satisfaction, it never occurred to me that we on the performing side might actually initiate and coordinate these events with the students we work with. Because many of us have some time to kill when we're on tour, the opportunity to be involved in outreach programs is possible. Often the students say they fear they would be imposing on an artist's time. I'm certain there are other artists, along with students and staff, who would find these events rewarding.

There are, of course, other positive outcomes when colleges get involved in community outreach. I've recognized a cohesiveness and sense of purpose in the programming boards with developed public service pursuits. I've felt their enthusiasm and commitment. This is their classroom of experience.

Other benefits a school may enjoy are a boost in local public relations, recruitment of future students, funding and grant assignments. In my opinion, there are no benefits equal to the experience of a student looking right into the eye of someone and saying, We're doing this for you...learning to believe in the power of one giving to another without fear.

The Fearless Gift Of Kindness by James Hersch for Programming magazine

The Fearless Gift Of Kindness
by James Hersch for Programming magazine