Governor’s School West alum Josh Hughes reflects on the “best weeks of his life”

Josh Hughes is a 2010 alumnus of the Governor’s School West program. This week, Josh shared his college application essay with the Foundation.

“I can never repay the debt I owe to Governor’s School,” Josh stated in an e-mail. “It would be my pleasure to do what small part I can.”

A Place to Call Home
by Josh Hughes
GSW 2010

The interior of my car says a lot about who I am. In the passenger seat, there is always a stack of voter registration forms. In the glove compartment, you can find informational pamphlets about all of the local candidates for elected office. The latest issue of The Economist dutifully takes its place in the back seat every week. In the trunk, you might find a few yard signs in need of deliverance to area supporters of the Democratic Party. A passion for politics and current affairs has always been a central part of who I am.

At school, I am often apt to begin talking of the latest election projections or an intriguing editorial piece from Foreign Affairs to anyone who might be near me. Usually, even my friends’ eyes begin to glaze over after a few words. Out of such experiences grew an intense longing for something more. I wanted more than a sounding board, more than a polite nod and a smile. I had a desire for other individuals my age who would be companions in the exploration of the most pressing issues of the day; individuals who, when confronted with the challenges of the problems facing our society, would relish the opportunity to pursue understanding and work towards solutions.

During my freshman year of high school, I was told of a summer program sponsored by the North Carolina Department of Public Instruction where students from across the state gathered to engage in the study of academic disciplines and the fine arts. This was a program where young scholars could come to participate in the cultivation of the life of the mind. The program was the North Carolina Governor’s School. For two years, I waited in anticipation for the chance to apply, eagerly imagining the weeks I would spend with other like-minded individuals. I applied in the fall of my junior year and was accepted the following spring in the area of social science.

The opening day of Governor’s School was an experience in and of itself. I arrived with a sense of apprehension tempered by excitement. Here I was, on the edge of what I hoped to be the greatest six weeks of my entire life, and I had no idea of where to begin. Parting with my parents, I set off on a journey of discovery, not knowing where it would take me, but willing to follow the path as it would lead.

Governor’s School was a singular experience, the likes of which I did not believe was possible. On the first day of class, my political science course conducted a comparative discussion on voting systems, including the single transferable vote, the alternative vote, and proportional representation. At lunch several days later, I was astounded when the conversation moved from utilitarianism and deontology to string theory and then to the economics of water. In that initial week, I was forced to suspend my disbelief. At times, I had to remind myself I was not in a dream.

“Intellectual bliss” was the phrase many of the students, including myself, used to describe Governor’s School. In normal school settings, we were the ones who felt ourselves speaking when no one else felt the need or did not care. At Governor’s School, everyone wanted to speak. Every student wanted to explore every issue; no one wanted to be the one in class who did not have something to say. I blossomed and flourished in such a setting of intellectual inquiry. Back home, while I was by no means awkward in social situations, I often had difficulty expressing myself on a level at which I could relate to other individuals my age. At Governor’s School, however, I made a point to talk with anyone and everyone; I wanted to learn and soak up as much as I could. It was a community where intellectuals like me could fit in.

At school, I often felt reservations about expressing my authentic opinions or true feelings. As a liberal in a predominantly conservative area, I had to be constantly aware of the potential to offend the sensibilities of others. Governor’s School released my inhibitions and encouraged me to push the discourse towards areas I would not have breached in a normal setting. Even more, it allowed me to use the mediation and qualification skills I had developed at home to advance the discussion in a meaningful way across a range of topics. In such a way, I gained an increased appreciation for the uncertainty that often accompanies political and philosophical issues.

Governor’s School gave me a heightened sense of where I have been, who I am today, and the person I would like to become. Throughout high school, I have struggled with issues of self-concept and identity. At times, I have not been sure of my own person. In my Area III class, which was lovingly termed our “group therapy session”, I gained a fuller awareness of my own role as an individual in society and the role I would like to play in it in the future. More than anything else, it made me appreciate the unique perspective I bring to the world as well as my own individuality. A particularly significant moment for me occurred during a discussion on self-image. Asked what we valued about our bodies, I replied, “Nothing. I do not value anything about my body.” The reaction of the students assembled nearly brought me to tears. From all corners of the room, there came a wave of encouragement. From friends to students I hardly knew, everyone volunteered examples of what I should value about myself. Indeed, I felt a more powerful sense of self-acceptance than I had ever known before.

The best weeks of my life were spent this past summer at Governor’s School. The experiences I had there will remain with me for a lifetime, and I will be forever indebted to the individuals I had the privilege of meeting. The sense of empowerment I felt on a moral, spiritual, and intellectual level transcended anything I have ever felt. The program taught me more than I could have ever imagined or wished for. It revitalized me and directed me towards a deeper understanding of the human condition and of myself. If I only had six weeks to live, I would have no hesitation in spending every minute at Governor’s School, such was the impact it had on me. It gave me a place to call home.