Digitized and Provided by the College Archives, Gustavus Adolphus College Contents

On Kicking the Authority Habit •••••••••••••• Lawrence Owen 3 On Freeing Oneself Up From the Dependency-Domination Game: Or, Living With Withdrawal is the Price of Becoming Free •• Brady Tyson 7 ••••••••••••••••••••••••••••• John Rezmerski 15 A Letter from Mexico ••••••••••••••••••••• Amado Lay 21 How to Read the Newspaper • • • • • • • • • • • • William Dean 23 Some Thoughts on Population Control ••••••••• Wendell G. Bradley 25 Ishmael ••••••••••••••••••••••• Elmer F. Suderman 27 For Dolly Madison Hanging Where Jerry Ford Lives •• Kathryn Christenson 28 Recommendations from an Enthusiastic Jogger •••• David V. Harrington 29 Faculty Academic Prestige Precipitated the California Lutheran Football Trip ••••••••••••• Lloyd Hollingsworth 35

Faculty Notes, XXIV (1974-1975), No. 5 Editor: Horst Ludwig Assistant Editor: Michael Maione

The back-cover "Exquisite Corpse (Cadavre Exquis)" is a co-drawing by Gene Buckley, Bruce McClain, Donald Palmgren and Pornpilai Buranabunpot.

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ON KICKING TI-IE AUTHORITY HABIT

The addict kicks his habit cold turkey and experiences withdrawal pains, miseries, tremors -- sufficient bad stuff to have earned an abstract name, tne highest honor our civilization can bestow on concrete experience. I kicked the habit of authority this semester and the withdrawal symptoms are intense.

Team teaching has received favorable press from innovators and renovators.

Two, three, or four are, according to the advocates, supposed to be able to do the teaching job better than one. Three persons from the same or different disciplines bring three distinctive perspectives to the inquiry, thereby increasing the chances that the subject being studied will be fairly and fully viewed. The students will enjoy variety in the teacher personalities laboring away before them. If the day's topic is controversial -- and what day's topic isn't -- the team members can honestly air their opposing views or consciously assume opposing views for the sake of encouraging student involvement. The spectacle of professors arguing is supposedly healthy for the students, who somehow have the notion that professors don't disagree. The professors are forced into making joint decisions about grading policy, reading and writing assignments, and daily conduct of lessons. Joint decision making is put up as a model of community, community is preached as model for state, states will join an international community, unicorns lie down with lambs, tigers lose their stripes, and most miraculous of all -- teachers will become human.

Prior to January Term 1974, I team taught three January Term courses, each time with one other professor from another discipline. All three courses proved satisfying experiences for me: the other profs didn't complain, and students bitched about the usual stuff -- grades, textbooks, work -- but not about deleterious results of team teaching. Four English profs team taught a January

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Term course in 1974, and the experience warned me that team teaching can pose a

serious threat to the teacher's authority.

During a few irregular planning sessions, it became clear that the four

English profs were waiting for one of the four to step forward as team leader.

Some trivial matters didn't get the quick decisions trivial matters deserve -­

no one was delegated to submit book orders to the bookstore, room assignments

were not negotiated with registrar, a film order was not placed, the students

were not divided in four discussion groups until the last minute. Snafus like

these occur frequently in my own classes so they didn't agitate me as a member

of the team, but others on the team were tidy. We worked a syllabus out,

agreed on texts and topics, and arrived in the classroom on the appropriate

Monday. Imagine the scene: forty students are in their places; the teacher's

desk is nicely centered at the front of the room with the teacher's chair tucked

in place at the desk; the profs come in and pull student chairs up to the front

of the room but off to the side of the teacher's desk; the chair of authority

is vacant. At center front is a hole. Sitting two on each side of the hole

are the profs. A power vacuum. I could feel that teacher's chair sucking at

me like a great magnet. None of us budged, though, and class began without an

authority figure in residence.

The absence of a leader slowed things slightly as the month passed, and a

few more trivial matters went unattended, but the course worked rather well.

The blessings of team teaching showered on us well, at least they sprinkled

a little. A wonderful safety device operates in January Term in the knowledge

that February comes soon. If the class seems to be going badly,you know that

it won't go bad for· long. You can also attribute failure, if the thing seems

to be failing, to another. I enjoyed that January Term. The team teaching worked fairly well; it didn't last long; and the course's shortcomings were

Digitized and Provided by the College Archives, Gustavus Adolphus College 5 caused by others. But right at the center of my memory of the course is an empty chair.

Unwittingly, I went cold turkey on my authority habit for this whole semester. A year ago, three English profs committed ourselves to team teach­ ing a course in literature about war and peace. The course began February 10.

Brady Tyson, this semester's visiting professor in peace education, wanted to participate in a team taught course which sounded exciting, so I signed on and that course began February 10. The third course assignment requires little of me other than attendance at weekly seminar meetings. I don't "have" a course, not one. I can't close a door and berate my colleagues. I can't put my students to work on a library project and go off silently to marvelous conferences. I can't assign five papers in February, due at 20 day intervals, then cancel one in March because of unforseen pressures. My bluffing and whiffling will have to be done more skillfully because peers are there. Come

May I will be unable to privately assign grades to students -- every grade will result from group decisions. I can't plan a ten-day campaign against a specific ignorance because Ron, Brady, Marylou, Elmer, Kevin, Bernard, Esby, Claus,

Claude, or someone else will get to interrupt and mess up the rhythm.

Habit is rhythmic, biological, and my command rhythms are messed up. For nearly twenty years, I have known February as a beginning of authority month.

On a Monday in a February, I would meet with some students and take charge.

This is being written on February 15th, and I have the shakes. A gland inside me somewhere is pumping out boss juice, order hormones, but the voice accustomed to processing them is silent. At 3:00 a.m. this past Thursday, my wife awakened me saying, "Honey! Honey! You were twitching and sweatingQ What's wrong?" A nifty argument about justice had me taking notes for use in class, then I realized that I couldn't arbitrarily stick in it because my colleagues would be there to

Digitized and Provided by the College Archives, Gustavus Adolphus College 6 ask how it fits. If I want to change the order in which the books are studied,

I have to persuade two or five professors rather than simply make an announcement.

I'm not running a single show, not dealing for the house in a closed game; there are three blooming, buzzing bunches of students and profs running free from my control. I gave my power away and it hurts.

A psychologist heard the description of my withdrawal symptoms and attri­ buted them to a diffusion and loss of responsibility. He predicted that chaos would increase in the classes until responsibility is clearly accepted by one person. Certified authority, which we enjoy merely by walking into a class­ room, is granted and guaranteed by the legal contract defining our employment.

It is clear that we are responsible for meeting classes and assigning grades, choosing textbooks and conducting classes, but what else are we responsible for? We each personally accept the responsibility for teaching well, but to whom are we accountable? We can earn our authority by convincing students that we are authorities on the subject, then gain their respect by relying on earned authority rather than certified authority. Does earned authority beget a sense of responsibility different from that which accompanies certified authority?

These abstractions are getting me down, distracting my thoughts from the felt pain of not being sole boss-manager-chief honcho-authority in my classes.

It is now late Saturday night. For many years now, if I were to think of Monday classes on a Saturday night, I enjoyed the certainty that those classes were mine. But tonight I am wondering what Elmer will do at 12:30 on Monday, and what

Brady will do at 2:30. Instead of going in for my injection of authority, I have to go cold turkey.

Lawrence Owen

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ON FREEING ONESELF UP FROM THE DEPENDENCY-DOMINATION GAME: OR, LIVING WITH WITHDRAWAL IS THE PRICE OF BECOMING FREE

Down deep we have all experienced what Larry Owen has described. We know that we enjoy the power over other people (students) of being a professor, but we also sense that in some way this is a degradation of the art of teaching.

(Maybe Larry should quit trying to kick the habit and become an instant celeb­ rity and write two books: Joy Through Domination in Teaching, and More Joy

Through Domination in Teaching. Most of us have long since given up the struggle to be exciting teachers and are content to infrequent, mellow musing upon the (very real and powerful) structural and cultural constraints in our system that work against creativity, excitement, and freedom among both faculty and students. I well remember as I laced up my pair of boots, a Navy chief was instructing us brand new sailors: "Boot camp is where you learn that you are not paid to think, you are not paid to volunteer for anything, and you are not paid to ask questions."

It is not that every kind of passivity has been encouraged in American higher education; just passivity about important things, and especially, really getting involved in important issues. I think I have a long analysis to back this up, but I'll settle for my conclusion right now: American academics are under constant (sometimes subtle) pressure to be persons of words and not action, to feel superior to their students and the "common herd," and to pursue some little by-way of knowledge in a pedantic way. In other words, there is a powerful dynamic in the American higher education system that affords professors status but at the same time separates us from real public influence and power.

Sophisticated, witty, charming dilettantism is the norm, practiced as genteel one-upsmanship and the avoidance of any real controversy. When I asked a group of Gustavus students what were the four or five most controverted and debated

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intellectual topics on campus they came up with one--after a painful pause:

The Housing Policy for Room Assignments in the Dorms. This is not atypical

across American Higher Education. Among the professors it might be something

slightly more serious, like retirement benefits. Now I ask, if the intellectual

leaven has lost its yeastiness in our society, is this not a serious matter?

What does this say to the case of Larry Owen, and all of us who try now

and then to become "resource persons" for our students rather than authority­

figures, and to free them up for self-managed and self-motivated education?

(I have a colleague at my University who argues that 50 percent of his class­

room time must be really classified as practicing the art of motivational

cotmseling and engineering, to overcome the passivity and apathy--except about

grades--that is a significant portion of contemporary student culture.) It is

merely to note that in a society where power-over-other people has become

identified with "masculinity," and "masculinity" is a chief identity-prop for

about half our population, that we have absorbed a "need" to dominate, to

prove ourselves. I would argue that the three chief deformations of the

American system, propagated by the dominant elites in all sectors of our

society are: (1) That consumption of material goods is meaningful gratifica­

tion, (2) That competition produces excellence and increases motivation better

than the appeal to cooperation, and (3) That "real men" (American machismo)

are secretive and manipulative, make tough decisions that the majority is too

weak to make, and accept unpopularity and misunderstanding as the price of

being "real men."

Now, to be a man in our society it is necessary to be powerful and proud,

but to be a professor often becomes the art of being powerless and petty, with­

out admitting it. To be a man is to resist being humiliated, and yet almost

everyone who has a PhD has learned to like the game of being humiliated (you

Digitized and Provided by the College Archives, Gustavus Adolphus College 9 usually have to convince someone that you like it to get the degree), and further,

to believe that humiliating people is helping and teaching them!

So consider the poor professor: Self-selected into a profession that values

articulateness over commitment, iconoclasm over creativity, and petty indivi­ dualism over involvement. ("Petty individualism" is the academic version of

"rugged individualism.") And yet, to be a man it is necessary that you be tough enough to humiliate, tough enough to act like an authority over your little plot of human knowledge. The desired personality-type for our higher educational system is that of a crusader without a serious cause, a man without power, a dominated and powerless person who compensates for this denial by (largely uncon­ sciously) dominating other people.

Well, in a society with these public values only a very few people can have any real power, only a very few people can really be "men." So the rest of us go around looking for substitute dignities. Like the guy whose foreman curses him out, and can't reply for fear of losing his job, and so he goes home and gets angry at his wife, and she can't afford to aggravate him any more, so she takes it out on the oldest kid, who passes it on down the line, until finally the youngest kid goes out and kicks the family cat. So, when we are uncon­ sciously caught in the competitive-consumption-domination value system fostered by our mass media, and economic czars, we can't afford to cuss the boss (The

Dean of Academic Affairs--unless we find a way that, while cute, is really no threat to his power), we take it out on the students.

Of course, this goes contrary to our professed values, and even to our conscious intent: We are taught, almost all of us really try, to love and care for our students. And so we do (certainly most professors at this College really do, and I really mean that), but we are still caught in a vicious and

Digitized and Provided by the College Archives, Gustavus Adolphus College 10 never-ending cycle of domination and dependency, in which the only totally acceptable way we can work out our repressed rage at having been humiliated

(subtly, of course) as undergraduate and graduate students is to (very subtly, of course) paternalistically humiliate or embarrass our students, or, at least, dominate them through our superior wisdom, articulativeness, erudition and wit--backed up by the fact they need grades and letters of recommendation from us to survive. Furthermore, because we have been taught that we believe that all persons are equal, we must use gentility and camaraderie to cover over

the real conflicts of responsibility and authority on a campus like G. A. As persons with inherent dignity and equality, we are led to believe that we all have influence (which, however, is usually not institutionalized or capable of measurement, and more honored by the acknowledgment of if by those with power

than felt by those who really have it). Truth of the matter, we have very little, even with our students, much less with the administration of this or almost all other colleges, or with the community. The problem is not entirely structural, it is partially one of cultural values, and we have often (largely unwittingly) conspired against ourselves to render ourselves impotent, or frigid. (What is the non-sexist way of talking about the absence of personal vitality and will?) One little bit of evidence of this will have to do here:

The average faculty is about as easy to organize and get to make a long-range plan (or even a decision!) as it is to organize a group of alley cats. Or, to put it another way, my experience is that a local union of sanitation workers is much more competent at running a meeting and reaching a consensus than the usual university or college Council or Senate.

Down deep we have all known what Larry Owen has described as such a painful experience: We are not powerful, nor are we authorities (with a few exceptions) about anything that really counts for much in the modern world~ We are creden­ tializers, innoculating America's youth against dangerous ideas by presenting

Digitized and Provided by the College Archives, Gustavus Adolphus College 11 them unseriously. College is a four-year waiting period to discover who can assimilate into the public culture and bureaucratic society, and behave in an acceptable, fairly functional way. In a word, we are not intellectuals (most of us, most of the time) any more; we have become only academics (which in itself is not inimicable to being an intellectual, though they should not be confused) and are steadily tempted to confuse the academic life with the pedantic style, and to become pedants.

So what happens when a professor, who down deep knows that he/she is really not terribly respected by society, nor influential anywhere, but who also knows that taking it out on the students (like the family cat) is no answer, and not fair to the students/cat? Taking away from professors the fun of impressing freshmen, making sophomores giggle, elaborating complex theories to juniors, and dumping obscure citations on seniors, is just about as easy as taking candy away from a baby. (Try it--it's not easy.) Like candy, the domination-titilla­ tion game is more satisfying (often to the students as well as to the professor) than it is nourishing. Learning (the life-long thing, that is), unfortunately, is mind-stretching and illusion shattering; it's not easy.

Let us now be completely serious for a moment: It is much easier to ridicule the Dependency-Domination game than it is to outline a comprehensive alternative-­ especially since we all prefer to talk about the here-and-now and not some abstract society where social changes can be brought about by (someone's) rational will, according to a rational plan. It will take a long, painful, deep-reaching change of cultural values and institutional structures to enable us to be free persons not subjected to the culturally imposed and institutionally santioned desires to dominate, to consume, and to enjoy dependency. Nonetheless, there are perhaps some keys to living in the interim that might assist the movement towards a healthier academic, national and world cultural and institutional arrangement.

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The first key is that freedom from domination and dependency cannot be sought as an end in itself, just as a way to be a "mature person." It seems to me that one characteristic of a healthy faculty is that most of its members will have one or several intellectual, scientific, artistic or ideological

(religious, value) passions. I don't know why it is (though I think that the dynamics that tempt us to become careerist dilettantes explain a lot), but the intellectual life on campuses in the U. s. seems to me to be so passionless, so without commitment, so uninvolved with people, and with causes. I recognize that I am heavily cause-oriented, yet I honestly believe that a campus ought to be an arena of contest ~f ideas and commitments (not of personal rivalries, status comparison and careerist competition). P. T. Forsyth remembered in later years his experience as a student at Aberdeen University, and the depths of the problems that had been placed upon their consciousness:

"Tones from the solemn masks of the Greek dramatists taught us to vibrate with the shock of man's collision with fate. We began to acquire the sense of the world tragedy. Shakespeare bore in upon us the connection of tragedy and destiny, the moral nature of doom, the interplay of sin and sorrow • • • • • We stood before the old anomaly of life, the pity, the terror, the mystery, the enormity of it all •••• We learned not only the cosmic problem of the savant, but the moral problem of the sage."

I submit it was easier--or at least their view of life was much simpler than ours--in 1906 in Scotland, relying upon the wealth of Western European classical culture, to communicate the "pity, the terror, the mystery, the enormity of it all," than it is today. The whole world is (or ought to be) our cultural stock­ pile now, and not just "western civilization." Modern history (the past five years?) is rich enough with the "shock of man's collision with fate" to do us four years of study for anyone. (I am not here implying history no longer has its uses!) But the difficulty of making the moral dilemmas come alive on a campus are indeed insuperable unless the professors are themselves possessed of some sort of moral passion, and living commitment.

Well do I understand that passion without reason breeds fanaticism, but

Digitized and Provided by the College Archives, Gustavus Adolphus College 13 it seems to me equally true (and constantly illustrated across the nation on our campuses) that reason not wedded to some passion produces smug dilletantism.

To free oneself up from the dependency-domination vicious cycle nothing helps so much as to have a cause, a passion, remembering always that a passion should hardly breed intolerance or that type of single-mindedness that cannot learn from the commitments of others.

The second key to freeing oneself up is related: Tell the kings in our society that they have no clothes on, and that the pretentious robes they imagine they have drawn about themselves are really not even fig leaves. A free society can only flourish when its leaders (those who motivate, stimulate and inspire us) have no power, and our administrators are truly servants of the public they serve, following guidelines that are openly and freely arrived at, through debate, compromise and consensus. We are in our society fast moving beyond the simple days of the administrative state and slipping into a far worse thing-- the managerial state. (Watergate can be understood as only a temporary remis­ sion of this dreadful cancer, bred in our national failure to keep democracy growing and its institutions vital.) The manager sets the goals for the society, and then fools the public into "feeling" they have a part, that they have influ­ ence. But when push comes to shove, the cold authoritarianism of the managers will become evident. Managers are those who fear the people (come hear my chapel talk on March 13th--Luke 21: 37-38 and 22:1-6.), and who have risen to the top because they are masters of the dependency-domination game, and who foster it on those below in an attempt to divide and rule.

That is, no college (and I am really not talking about Gustavus in parti­ cular, but American higher education in general) can be a community of free people unless 1) the majority of its faculty have deep commitments that they constantly test and debate among themselves, and with their students, 2) the

Digitized and Provided by the College Archives, Gustavus Adolphus College 14 faculty and students insist that the administrators be held publicly accountable for following guidelines that have been democratically set, with the partici­ pation of the communities and constituencies our colleges serve, and 3) there are leaders on campus who are powerful because of the power of their ideas and commitment, and the administrators are the servants of all, the least of all

(because power corrupts), and are rotated to share and limit the corruption.

Brady Tyson

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Larry Owen has written of his "authority habit," his behavior. We can all see elements of our own classroom behavior in his discussion, whether positively or negatively. Brady Tyson has explored some reasons for that kind of behavior, sought some of the causes of the authority habit, or the "dependency-domination game" as he calls it, seeing it in the wider framework of our whole academic system and political environment. Larry has identified and anatomized a serious problem, and Brady has figured out some of its inner workings. Now I am sup­ posed to add something to the discussion. I propose to talk about motives, and

I have chosen the easier of two courses open to me. Rather than writing a play or a novel exploring my intuitions of the complex interaction of motives that goes on in a college, I am going to make some hunches about the motives behind this dependency-domination game, and then do some idle speculating. But first, a bit of explanation of my own motives.

I am uncomfortable with authority and power, and with talk about them (my astrologer says it's because my Jupi"ter is in Gemini). I never trust anyone else's authority, and am suspicious of anyone's use of power. I equally mis­ trust my own authority, aware that it's really just borrowed from someone else-­ a board of trustees, a college, a department, a diploma and a transcript (which in turn come from a department, a college, a board, ad infinitum). And when I am in the classroom, or am about to make out final grades, I feel like I have been cut off (even if voluntarily) from the Great Chain of Command. I sometimes imagine the feeling is something like being buried in a missile silo that has been cut off from NORAD. There I am, able with a slight gesture to publically destroy or to secretly spare those within reach of the power I command. The fate of Western Civilization is at my fingertipg

I don't trust myself with the power to change people's lives because I am not sure how or where or whether I fit in the Chain of Command. The only times

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I know I fit are the times I am receiving commands rather than giving them, when higher-ups are exercising their authority over me. And I know I don't trust them or their authority, because their power has injured me at least as often as it has helped me. So I wish I didn't have to give grades, and I wish I could be a consultant instead of a lecturer or discussion leader or assignment-maker. I will never finish a Ph. D., and I wish I didn't have any degrees at all. I wish

I had no academic title, and I wish neither I nor anyone else could be paid for reading or writing or talking. I wish I had the courage to say No to all those symbols and exercises of power that keep me in thrall to the academic system.

I wish I had the energy to find out who's really at the top of the Chain of

Command, and I wish I could find a way to make my wishes matter. But then, that would be power, and I'd wish I hadn't acquired it. I don't trust it.

Which leads me to my hunches and speculations. It's my guess that the authority habit comes from playing the dependency-domination game just as Brady and Larry suggest. And I guess we begin to play the game because we don't trust authority, even our own. We invent dilettantism as a way of denying authority.

We tell ourselves, "No, I don't want authority. I just want to be able to do something without interference from above and without the need to give orders to anyone else." Then we tell ourselves that the way to be able to do something without interference is to become "the best" at doing it. So we seek to become

"the best," never stopping to think until too late that the price of our creden­ tials is indebtedness to authority. And in order to keep ahead of credentializing authority, we pursue ever rarer or more rarified "things to do," until all we do is read, write, and talk about what must be done. We run from the clutches of authority into the arms of pedantry.

On the way, several things may happen to force us into the authority habit

(and the habit of authority is surely worse than authority itself). The most

Digitized and Provided by the College Archives, Gustavus Adolphus College 17 obvious is that we become credentializers ourselves. We are lured by the false possibility that we can escape the hounds by running behind them. Or we suffer from the delusion that sergeants are outside the Chain of Command because they seem to have a peculiar autonomy that neither privates nor generals do ("It's the sergeants who run the army, kid, and don't forget it. The only law in a barracks or training course is your sergeant's law, and even God doesn't know what goes on in a sergeant's head."). We might also simply tire of the game and surrender to the credentializers, simply following orders from that point on. But most of us, I think, are not that cynical. What happens to us is much subtler. We actually become convinced that nobody can do what we do better than we do it ourselves. So we become incapable of trusting someone else to do what we do. We must continually reaffirm our own "bestness"; we must get other people to trust us to do it best, and by doing so, we become influence-peddlers, opi­ nionmongers, and authorities. And with others of our ilk, we form a club or a union designed to protect our individual "bestnesses".

Within the club, infighting becomes necessary. Obviously we cannot have two "bests," so we develop our own ways of credentializing, and we continue to strive for mastery of ever more abstruse and esoteric matters. By being uni­ quely qualified, we become (we think) indispensable. We become "authorities on a subject" and therefore authorities on the best way to communicate our know­ ledge to someone else. We are in a unique position to assess the importance of our subject. Woe to him who suggests that our subject is not important enough to be required of all well-educated men. And woe to him who suggests that a lowly freshman is capable of talking intelligently about what took us so long to master.

Woe most of all to him who seems to do what we do better than we do. First, his credentials must be considered. Then his diligence. Then his methods. Then his motives. We don't trust him. He must be using some kind of trickery, or

Digitized and Provided by the College Archives, Gustavus Adolphus College 18 unethical influence (perhaps daring to disagree with our theories when students notice differences). He must be simply courting popularity, or substituting personal charm for real ability. Perhaps he is a mere enthusiast, a simplistic thinker who is willing to settle for the immature preferences of his students rather than the expert opinions of his colleagues. Why, the man is no scholar, but a simple pedant. He is not to be trusted with anything important, and what he has done to or for his students must be viewed with suspicion. They do not come to our classes as well-prepared as they used to, and they ask irrelevant and distracting questions (obviously unable to focus on the problem at hand).

This man is not reliable. He lacks depth. And since he has not read all the same books we have, he lacks breadth. Worst of all, he lacks perception; his best does not conform to our best. Better give him a terminal contract. We must protect our students from the likes of him. Well, he may not be all that bad, but we can do better for our students.

No account of our motives for playing the game can leave out the students.

They are part of it, not only because they are seekers of credentials, but also because they are credentializers themselves. They exercise a kind of power over each other and over us. For the moment, let us focus on their power over us.

If we may be seen as acting in loco parentis, then they must be seen as acting in loco pueri.

What we academics crave more than anything else in the world is trust. We do not trust each other very well, and do not trust anyone else to do what we do best. When we see ourselves playing the dependency-domination game, developing a habit of authority in spite of our initial mistrust of authority, we can no longer trust ourselves either.

Enter students. Wonderful, trusting students! They, too, play the game, and understand it on their own terms. After all, they have had twelve years of

Digitized and Provided by the College Archives, Gustavus Adolphus College 19 experience with school and even more experience with their parents. They know

(at least the more perceptive ones) how we crave their trust, how we are grati­ fied and edified by the way they respect our difficult answers to their simple questions. They know that they can indicate their trust by adopting our answers to the questions we raise best. Who does not feel warmed by the trusting way they address us by our academic titles, or by the way they show real depth of trust by relating to us on a first-name basis? Our colleagues may badger us with pedantic contentiousness and with nitpicking questions, but our students stand far enough away that they can contemplate the mountain of our competence in its true splendor.

Exercise authority on them? Never! We just accept their freely given trust, respect, admiration, and reverence. The only power we have over them is the power of truth. Our real credentials come from their trust.

So the students, too, are in the game. And those who enjoy it most will probably wind up following us all the way into academia. Those who do not play it so well, will get the low grades they have come to trust us to give them.

Those who play it really well, well enough to see how pathetic our grasping after trust is, will repudiate trust and get directly into the power game.

Having abjured trust, and played for power particularly well, some will become trustees.

Those who become academics, though, will very likely be suspicious of author­

ity. So they will seek to become "best" and will get and grant credentials, and will spend their lives craving trust. Unless, of course, they see their way clear

to take the relatively easier course of seeking power and authority over their

students and their colleagues.

How sick all this is! I wish I could believe with Brady that intellectual passion would help, but it seems to me that it is one source of the problem. And

I think we know that the emperor and we, his courtiers, have no clothes. We are

Digitized and Provided by the College Archives, Gustavus Adolphus College 20 simply unable to admire nakedness. Years ago, Jack Douglas wrote a book called

Never Trust a Naked Bus Driver. We are afraid to trust a naked professor. So we take words and weave them into credentials with which to cover ourselves.

Credentials become a substitute for trust, authority a substitute for trust­ worthiness. Larry is right. We need to kick the authority habit. We need to learn to trust ourselves and each other. Abandoning the teacher's chair might help, team-teaching might help, but that chair is only one of the pieces in the academic dependency-domination game. My hunch is that we won't make any real progress until we abandon grades, quizzes, transcripts, diplomas, require­ ments, and class schedules. For starters. But we depend on them so much that we probably won't.

John Rezmerski

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A LETTER FROM MEXICO

Dear Horst:

As I reflect on these beautiful Guadalajara evenings, I thought of writing my comments on some of the things I have seen. The Autonomous

University of Guadalajara is a private institution with quite a large

Medical School. As it is well known in the States, many American students rejected by medical schools in the States come to Guadalajara to study at this University. I do not know the quality of their program, but the fact remains that there is quite a large group of Americans enrolled in the program. Since there is a hospital belonging to the University close to the Instituto Cultural where our students are attending classes, I see them every morninge It is not unusual to find them at the Instituto,, either taking courses or simply joining other American students. Also some of them have wives who are enrolled at the Instituto.

Most of these medical students are unable to speak the language, so they tend to form their own cultural ghettos without enjoying the rich cultural heritage that this country has to offer them. My point is that those who try to start to learn Spanish here are at a tremendous disadvantage.

Learning a second language and attending medical school at the same time can be rather difficult, and this is the message that I want to send to our advisors and students. Wouldn't it have been better to begin the language at an earlier stage? For those who say that learning another language is irrelevant, here is a good observation: Many of these students never thought of coming to Mexico, but now they have learned the bitter lesson that English is not the universal language, that the Mexicans have the right to demand

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the same knowledge of Spanish as Americans demand of English.

There is also a large group of American retirees living in this city.

Although the majority of them live in their own cultural ghetto, several

men and women, mostly in their late sixties, are beginning to learn the

language by spending three to four hours a day drilling and repeating

language patterns in that "dreadful" place-- the language laboratory.

In contrast, I had a most interesting experience the other night while

attending a concert of the Guadalajara Symphony Orchestra. The Orchestra

was playing the music of Beethoven's Concerto for Violin, and to my surprise,

the young lady seated next to me who was speaking the beautiful Mexican Spanish

that is very typical of the women of this region suddenly switched to speak­

ing German. She and her friends were part of a tiny bilingual community of

Mexicans of German descento

I do not think that Americans are less qualified than any other ethnic

groups to learn a foreign language. It is just part of the myth according

to which American corporations and American busine.ss dominate the world

economy. This is not true anymore. I have seen more Datsuns and VW's in

Guadalajara than American cars. From a practical point of view, learning

a second language is not a luxury but a necessity. Besides, how can you

compete in a world market without at least learning the language of your

potential customers?

Sincerely,

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HOW TO READ THE NEWSPAPER

A colleague of mine announced on Tuesday afternoon at 5:45 that, if we did not know that things were bad, we should read the newspapers. It's all bad in the newspapers, he said. And I thought to myself, he doesn't know how to read the newspaper.

Actually, I thought that today, five days later, as I read in the newspaper that Jackie Onassis had received three million dollars from her late husband, Aristotle. I along with millions of others, sighed in relief, if not with positive pleasure. Why did we sigh? Why, when she had acquired three million dollars, which not only she, but no mortal has any business with in a poverty-stricked world? We sighed because of what the newspaper did not say; we sighed because she had not received the expected $200 million.

But from that original sigh of relief, something, I think, can be learned about reading the newspaper: when you read the newspaper, remember what the newspaper did not sayo Newspapers will never tell you what they do not say. They cannot, logically; and if they could, it would be embarrassing or a little precious. Newspapers must concentrate on the obvious, and, from

Moses to the Minneapolis Tribune, the obvious things are destructive; the destructive things are obvious because with destruction there was once some­ thing and then there is not that something, and the comparison is easy to see.

What was not committed is not so obvious and, if you want to talk about it, you must compare a mere possibility (the bad thing that could have but did not happen) with what in fact did happen. However, the less obvious was more obvious than usual in the case of

Jackie Onassis, because for eight years we had thought about what might have

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happened--that she would become extremely, stinking rich from a marriage to

an old man. So when we say that that did not happen, that she had become

only stinking rich, we were ready to make the more difficult comparison. We

knew how to read the newspaper.

My colleague spoke before the Onassis article appeared, so he did.

not have that lesson in how to read the newspaper. But now he cannot say

that the newspapers are only about what is bad and, at the same time, remember

that there was not a major bloodbath in the captured provinces of Vietnam,

as we were told there might (surely would) be; that Richard Nixon is no longer

President, as he might well be; that Spiro Agnew never was President,as he

might very well have been; that the U.S. did not invade Vietnam again in the

Spring of 1975, as it might have (assuredly would have, except for a little remembered Congressional vote in 1973). But we cannot expect newspapers to say:

No Bloodbath! No Nixon! No Agnew: No Invasion~ Hurrah: So we must, instead,

learn how to read the newspaperso

After all, if anyone of us were to have committed suicide last night

it would be in some newspaper this morning and everyone would have said,

Aren't things going to pieces. But there are never ever any headlines which read: Mary survived another night~

William Dean 4/12/75

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SOME THOUGHTS ON POPULATION CONTROL

The people of successful societies have always limited their natality.

This has been accomplished by abstinence, contraceptives, abortion, homosexu­ ality, etc.

Among early hunters,births were spaced in order to permit the mother to perform the tasks expected of her.*

With the advent of sedentary life, this motive for child spacing was weakened. Residence in extended families tended to remove parents from direct economic and affective responsibility for their own issue.*

Under conditions of centralized rule, social stratification, and colonial­ ism, demands for taxes and rents may often have served to promote a further labor intensification and population increase.*

Decisions regarding population limitation have been highly personal consi­ derations regarding the amount of short run effort the individuals are able and willing to invest in each child.*

In modern agricultural societies and in developing countries, the cost of children to their immediate parents is still low; portability is not a factor; neither is education and the general decline in living is spread among every- one.

A change in values and social organizations is the key to population con­ trol. When each individual, whatever his background, decides extra children are worth less than they will cost in time, effort, in money, in emotion--or in the threat that is posed by their very existence,they will limit their progeny.*

Solutions then cannot come from the top. People do not take their laws to bed. Political solutions, which come from the top down, cannot be expected to be effective.

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Governments protect concentrations of wealth founded on private ownership of the agri-land, the resources and the means of production. Under circumstances of disenfranchisement, oppression and subsequent loss in faith that one's deeds can affect one's destiny, practically the only way the individual's autonomy can be expressed is through reproduction.

The difficulty lies in finding alternatives to reproduction as a means for exerting autonomy. For the majority of the Third World, hope, time, money and effort as well as emotional cost of an extra child are not real considera­ tions. Thus, there are no substantial personal incentives to control population.

The majority of the world's population become unregulated and distributed without regard to the resource base of their region.

Man in control of his local destiny and with the natural right of access to the resources of the local region whose ecology he understands will limit his progeny within the capacity of the~e resources. Thus, the problem of over­ population and inequitable distribution of resources is largely one of inter­ ference from the political class with the natural tendency of man to exert his precious autonomy in ways consistent with a maturing humanity and sound princi­ ples of ecology.

Though it is unethical to refuse to share resources and food with hungry peoples, it is also not humanitarian to do only that for they will simply crash finally from a greater height. We must simultaneously share resources among the peoples of the world and work to erode the sources of power everywhere that prevent people from gaining control of their own destiny.

Wendell G. Bradley

*See D. E. Dumond, Science, 28 Feb., 1975.

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ISHMAEL

with an everlasting itch for things remote

perplexed by awe of fateful ocean filled with many a Moby Dick swimming malignant seething sea breathing cunning, wild ferocity

survived

sustained by coffin on the deep and dirge-like main-- an orphan when he sailed, more orphan still when he survived

Elmer F. Suderman From: The Cresset, XXXIII, No. 5, (March 1975)

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FOR DOLLY MADISON HANGING WHERE JERRY FORD LIVES

Grass and other leafy ground-cover rampage over your lawn photosynthesis of green name while we file past Jacqueline Kennedy's tulips yellow and white eternal torches to learn how when the British came with torches you ordered with your own lips our country's father's portrait conveyed across the lawn. Later like Zeus from flame Washington sprang from this Athena's hand, recovered.

Shortly in the Red Room we discover (modesty in pursuit of freedom being no virtue) you, milk-white Dolly of our midwestern cartons sensing the British cruched where now are porches scanned the paintings of our worthy fathers glanced at documents and goblets and chose, to be hauled off with George's just one other likeness: your ownJ--hair, face, shoulders, lips, wit, strength, embosomed here between white porches.

Kathryn Christenson

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RECOMMENDATIONS FROM AN ENTHUSIASTIC JOGGER

One of Chaucer's finest characters, a woman who has been married five times, gives the other people in the pilgrimage group a lecture on marriage, admitting at the start that she doesn't possess the usual academic back­ ground or credentials for authority; but says:

Experience, though it's not the same as authority, is good enough for me.

Similarly, I could never make it as a track coach or teacher of physical education; but I do enjoy running.

The fad of jogging seems to have blown over several years ago and one doesn't read the feature articles in newspapers or popular magazines about the amazing benefits for personal health, physical appearance, and sexual per­ formance that were written about six or eight years ago. People are probably just as worried as ever about heart disease and obesity, but it must surely be more difficult now to organize a jogging club or to startle traditionally sedentary individuals into a regular program of vigorous running. In fact, there have been some adverse reactions by authoritative people, especially medical doctors, warning against the dangers in jogging and newspapers will usually record instances of joggers killed in fatal accidents.

But I have been jogging for nearly eight years now and enjoying it innnensely and have found that many other people interested in jogging ask me ntnnerous questions that suggest that practices and understanding of jogging vary greatly. Thus my purpose here is to try to explain the kind of jogging I do and the benefits from it in such a way that others can compare their observations and experiences with mine and either offer correctives or in rare instances make use of my reconmiendations.

More than any other vigorous physical activity that I can think of the style of jogging can be modified to suit the inclinations of the individual. I am sure that many of my habits could appeal to no one but myself because no one else has identical experiences in other facets of life. But I like as little expenditure of time, money, and complications for physical exercise as possible. One of the most appealing aspects of jogging is that so little is required in equipment or time allowance for scheduling. I can wear the same sweaty,smelly (cast-off) trousers all year long or as long as my wife puts up with it. In addition to the trousers, I will wear just a tee-shirt in warm weather, and a hooded jacket and gloves in cold. The only important equipment is a good pair of gym shoes--some kind of tennis shoes or basketball shoes. I think the thicker the sole the better for protecting the bottom of your feet from sharp stones or hard surfaces generally. The time needed for jogging depends upon how far you run and how fast. I rarely will run more than twenty

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minutes in each workout and never on consecutive days. The average is three days a week which means about sixty minutes of actual running, but perhaps another two hours for changing clothes, baths, and resting up afterward. All together three hours a week on the average. No other activity can offer equal benefits with such economical use of time.

The climate in Minnesota is probably as undesirable for joggers as is that of any place in the world. Take any season, the bitterly cold winter, the oppressively hot and humid sunnners, the damp gloomy autumns, and the blustery unpredictable springs--all are undesirable much of the time for prolonged out­ door activity. In fact, by temperament, I am very much an in-doors man; yet I will argue that jogging is a physical activity that can comfortably be carried on outdoors all year long and on a reasonably regular basis with only a few days each year actually being so adverse as to make jogging undesirable if not dangerous. Even during the coldest part of the winter one rarely experiences sub-zero temperatures in late afternoons for more than one consecutive week. In fact, because one is not outside very long, it is possible to jog very enjoyably even when it is a little below zero providing the winds are not very strong. In the summer one can avoid the hottest temperature either by running early in the morning or late in the evening before dark. Some people run in the dark. I will say more about coping with seasons later on.

The various authorities advocating jogging as a healthy exercise quite properly emphasize vigorous and dee? breathing during the workout as the key to maintaining a good cardio-vascular system. It is also the key to good running, and I will suggest that much of the pleasure in jogging derives from the same very special kind of enforced but regularized vigorous breathing. Many of my well intentioned friends will confide to me, in hushed tones, admiration for the heroic self-disc.i.pline one must possess to endure the excruciating pain that they imagine as an unavoidable prerequisite for distance running. For a long time I was puzzled by their remarks because I didn't know what pain they were talking about, but on the other hand didn't want to dis­ illusion them if they imagined they saw something admirable in my behavior. I think, however, that the pain they refer to is that which occurs in early stages in conditioning when a runner needs to adjust himself to the very substantial lung expansion for a maximum flow of air during prolonged vigorous running. Both Bill Bowerman and Kenneth Cooper, the authorities I consult most on the technical aspects of jogging, speak of this lung expansion as the crucial test of true conditioning. If this lung expansion occurs very substantially and easily at the beginning of your workout and then contracts to the normal size at the end of the workout with little or no discomfort, you can feel that you are in reasonably good condition. In the initial stages of training, however, I can imagine some people experiencing pain in this stretching, expanding process because the body is not used to it and the adjustments are not easy. I wonder if there are not quite a number of people in the world, even many who think of themselves as rather active athletes, who have never gone through this conditioning process and have either stopped to rest or generally let up as soon as the necessary pain commences. In my own experience, I cannot remember any significant pain since the first few months of taking up jogging in 1967. Occasionally, however, I will try to force an extra amount of air into my lungs in the early minutes of a work-out to stretch them out fully and this process means that I suffer a little discomfort during those minutes. My feeling is

Digitized and Provided by the College Archives, Gustavus Adolphus College 31 that generally I have run a lot better and more easily after this forcing process. You may also experience a continuing discomfort in the chest most of the time during the early weeks of making progress in conditioning yourself. This may cause unnecessary nervousness in light of the association between chest discomfort and heart problems. I hope you can recognize the feel of lung expansion and its effect on muscles in the chest.

My statements about desirable distances and speed for the most satisfactory jogging will probably be controversial. When I compare notes with other joggers I think that many of them either run too far or run too slow for the best results, whether the purpose be good conditioning or pleasure. Several young people I know are jogging ten miles a day. Unless they are champion distance runners, I do not see how they can do that distance in less than an hour, and it must be very tiring. In addition, most people run too slow. The popular magazines and some of the introductor; books on jogging will warn against running too fast, and warn against pretending you are trying out for the Olympics or imagining that you are twenty years younger than you are. I will agree that there are serious dangers in a jogger measuring his achievements by a stop watch, always trying to increase his speed. On the other hand, it is foolishness to delude oneself into thinking that the practice of imitating a slow motion film will contribute to the benefits usually associated with vigorous exercise. I thoroughly agree with Bill Bowerman's advocacy of very gradually working your­ self into condition, "Train not Strain." I would urge, however, a style of running that necessitates a reasonable amount of speed (though not necessarily "clock speed"), that is to say the vigorous kind of arm movement that in normal coordination would cause a lengthened stride, considerably beyond that used in walking, with the lifting of the knees, and probably a certain amount of spring in each stride. I am speaking of the kind of running that involves vigorous activity in all parts of the body regardless of actual clock speed. With the proper breathing habits and the lung expansion already described and with attention to a conscious rhythmic relationship between your breathing and your striding, I should think that just about anybody once in good condition, no matter what age, can run at a vigorous pace for a prolonged period of time, maybe a mile, maybe two or three miles depending upon the weather and terrain. This kind of running more obviously contributes to the kind of conditioning effects Kenneth Cooper describes in Aerobics. But I have to admit there are some dangers in this kind of running. The faster you run for a long period of time, the harder it could be on your feet and the joints--knees, ankles, hips. Therefore, it is essential that you have good shoes protecting the bottoms of your feet and that you warm up gradually and either sweat enough or maintain enough warmth in your body so that the motion of fast running is smooth and fluid. The real danger in running in weather twenty degrees below zero is being unable to maintain this fluid type of running. The great difficulty in hot weather is that the sweat accumulates so thickly that it becomes oppressive covering over the pores rather than permitting an even flow. Even with these qualifications, I recommend fast vigorous running, but not sprinting, all year long for these reasons. First, it is more practically convenient to get exercising done in as brief a time as possible. Thus you can find time to do it, and will do it. I have too many more important things to do than devote a lot of time to games that take half an afternoon or full evenings like golf, or basketball. Second, the true conditioning effects, commonly thought of in terms of Aerobics nowadays, demand vigorous running. Third, some additional

Digitized and Provided by the College Archives, Gustavus Adolphus College 32 values not usually spoken of in exercise books result from vigorous running. There is the broader use of the total physical structure in the swinging of the arms and the twisting of the hips and waist, even some influences on the develop­ ment of neck and back muscles. There is a gain in overall coordination and perhaps even in gracefulness in this. But the fourth reason, which I think of as most important, though it may seem strangest to non-runners, is that fairly vigorous running is the most pleasurable. If one can think of himself as running in full stride, but not chasing anyone or being pursued and not competing with a stop watch or imagined opponents, he can enjoy an especially pleasurable sensation of seemingly floating along in a very rhythmical yet determined and vigorous manner. He can notice himself reacting in a variety of ways to minor atmospheric and physical obstacles. It is of course different up hill than it is down hill, it is different against the wind than with the wind or with a side wind. There is heavy air and light air, shade and sunlight, closed-in areas and open spaces. And there are great variations in the texture of the ground. All these require minor adjustments sometimes in the lean of the body or the amount of spring in your legs or in the depth of your breathing. But in all of these different conditions, there is a feeling of closeness to nature, of the physical body adapting itself almost instinctively to its environ­ ment; and in both a scholarly and intuitive sense one can be conscious what might be thought of as the conditioning process. Cooper speaks of a minimal expendi­ ture of about five minutes of sustained vigorous activity for the best conditioning process to occur. The feeling will usually come to me after running somewhere between 1200 and 1500 yards, that there is something different occurring. Maybe it's something like a feeling of emotional release or an outpouring of sweat cooling you off when you felt oppressed with heat. Once in awhile I imagine that it is comparable to a mystical experience, not exactly religious, but in a natural sense feeling at one with everything about me, very relaxed and satis- fied with the physical. process of running easily but vigorously: Primeval man exulting and letting himself go. I don't know how to keep this from sounding like outrageous vanity, but I will notice in the mirror, after a workout in which this special conditioning effect occurs that there is a very nice glow over me that otherwise is absent. There no doubt is a physiological explanation. Whatever it is, I am sure it is good.

Probably it can be gained in some other forms of exercise--cross-country skiing, bicycling, swimming, perhaps even shoveling snow. But running is the exercise by which l can recognize it. I really don't know how long it took me to get to this point. It definitely was not in the initial 12-week program outlined in Bowerman's book. But his programs are worth following for early training.

Going beyond Bowerman's and Cooper's books in some respects, I will suggest the following as general recommendations for people interested in jogging. First, be careful not to depend heavily upon an imagined level of self~discipline that you have never had before or a sense of shame about your physical condition as motivation for jogging. There has to be a more positive outlook to sustain it. In my case the sheer plea.sure in running or the relief from nervous tension is of great value. Some enjoy the social value in workouts with friends. There can also be pleasure in learning to know yourself physically through jogging.

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Second, work out a schedule which fits realistically into your normal pattern of life. For example, if you hate getting up in the morning, that is not the right time to do your jogging. I prefer the late afternoon because the temperature is mildest then in the winter and I can profit from the release of nervous tension which is usually highest after a day at work.

Third, be very patient and do not rush the introductory conditioning process. If it is true that a life-long jogger will live to be one-hundred years old, there should be no cause for panic for most of you if it takes more than a few months to see definite improvements in physical condition. The schedule of workouts in the books by Bowerman and Cooper should be good enough for most people to build up their strength gradually. The plan should be to continue to workout indefinitely rather than entering into a crash program.

Fourth, once having reached a reasonably satisfying plateau, I prefer sub­ stantial workouts on alternate days rather than light daily workouts. It is not only easier to arrange for an over-scheduled person; for this kind of exercise, the heavier workouts with the lay offs in between are more beneficial and easier to cope with. Instead of a mile a day, consider two miles each work­ out every other day. In my own experience, I find the average to be three work­ outs a week rather than three and a half. It is very common to have days with no opportunities for a workout; but, in addition, I find that I need the day off from heavy rnnning to regain the most desirable muscular resiliency. In fact, if scheduling is really difficult and I miss two or three days in a row, I find myself running even better than ever. But there is a decline if the workouts are widely separated for a sustained period of time. Most people probably need the off days for other kinds of exercising--shoveling snow, mowing the lawn, digging and chopping out a tree stump, walking downtown and back, playing tennis, doing calisthenics. No form of exercise, including jogging, is suffi­ cient in itself; and it is good to have variety.

Fifth, try for a combination of alert consciousness of what you are doing while running with an effort to be as relaxed as possible. Try for a style of rl.lllning involving the maximum of overall physical involvement--lifting your knees for a full stride, swinging your arms, breathing deeply and slowly--try for this with a degree of vigor that can be sustained for a prolonged distance, perhaps a mile and a half or two miles when in good condition and the weather is good. Think about ways of varying your style occasionally to relieve certain muscles. For stretches of distance change the way your feet touch the ground-­ toes first then heel, heel first then toe, flat-footed. Work out a rhythmic relationship between the rate of breathing and the rate of striding. Running by yourself you will naturally change speed without always knowing it. With a well coordinated rhythmic relationship between each breath and the strides you take you can run much more efficiently.

Sixth, adjust gradually to seasonal changes. In going from cold weather to hot, or hot to cold, or dry to humid, even from calm to windy, both your breathing and your muscular efficiency need time to adapt themselves. Everyday you should walk and breathe deeply to become accustomed to the temperature and air before running. But the initial running on days of sharp contrast in weather should include a gentler-than-usual warm up. I learned this from experiencing a pulled muscle on a cold day late last fall. With the right kind

Digitized and Provided by the College Archives, Gustavus Adolphus College 34 of gradual warm up it is possible to run comfortably and efficiently almost everyday of the year.

Seventh, once in reasonably good condition, there is no sense in striving for constant improvement. There is nothing more foolish than practicing jogging with the idea of thinking about all the people you can beat in a foot race. There is great pleasure in running easily in full stride for a prolonged period of time; but the pleasure does not increase with improvement in clock time, rather it is from the full and efficient physical involvement for a sus­ tained period. Your running may vary substantially in actual speed regardless of the consistency in the type of running you do. There also is no harm in a lighter than minimal workout on days when you seem to have less than your full strength. Once in good shape, a light workout or even a prolonged lay off for a couple of weeks because of illness or too many obligations will not damage your conditioning, though you may feel uneasy from missing out on it.

Eighth, as I suggested earlier, the nlllllber of miles you put in each day or each week is less important than the style or quality of your running. Piling up a lot of miles uses up time, but after awhile tends to wear you down, too. I am not sure, however, that I can help anybody find the right distance for himself.

Ninth, grass is the ideal running surface. The most difficult problem in running during the winter months is adjusting to the less consistent texture of the running terrain. It is too hard to keep going in deep soft snow and legs get sore from it afterwards. Slippery ice can be dangerous. But the snow on the shoulders of roads often is of a nice texture for running. If it is packed down and a little crumbly, it may possess exactly the right "give" for ideal running. Sometimes the snowmobile trails alongside the roads, if they are packed down from repeated trips, are very good. Avoid very long stretches on hard surfaces like a bare roadway or ice, or at least don't run as fast on those surfaces.

And tenth, quiet yourself down before you go in. A quarter mile walk after running is good. Perhaps a light chore outside or in the garage or puttering in the garden, helps calm you down before the bath. I like to soak in hot water and really relax. Then drink quite a lot of water to restore fluid. But I also believe that a bottle of beer after the bath really tops it off. Some others may prefer a martini. But I think a beer is ideal for completing a good work­ out and getting ready to face the world· again in a thoroughly positive and receptive mood.

A roguish character in Shakespeare's Winter's Tale, after deceiving and picking the pocket of a stupid clown closes the scene with a song, with these words: Jog on, jog, on the footpath way, And merrily leap the stile - ~. A merry heart goes all the day. Your sad tires in a mile - A.

I am in agreement with the spirit of his song, but hope you don't suspect me of the motives of Autolycus.

David V. Harrington

Digitized and Provided by the College Archives, Gustavus Adolphus College FACULTY ACADEMIC PRESTIGE PRECIPITATED 35 THE CALIFORNIA LUTHERAN FOOTBALL TRIP

At the April faculty meeting reference was made to the article in Faculty Notes which explained the rationale for the football trip to California Lutheran. The implication of the remark was that the article left some unanswered questions. There are some facts and truths that need to be revealed for those who would choose to make a valid judgment on the matter.

First of those facts relates to background history. Over the years as Athletic Director I had developed a department policy which required that intersectional competition should pay its own way. The background for the development of this policy will be explained in more detail later in this article for those who care to read that far.

Another fact is that in order to conform to this policy over the years, it was necessary (that is, if we are going to schedule intersectionally, and we thought intersectional competition had educational, alumni relations, and recruitment value) to schedule Youngstown, Pensacola Navy, and Quantico 11arines in football and Bradley, Western Kentucky, Dayton, etc., in basketballo

Another fact is that some faculty and staff members questioned this policy on the grounds that it was academically degrading and that we ought to compete with our own kind (supposedly pure liberal arts institutions) and if that involved financial obligations then they were in favor of the college underwriting the programo Some might classify this as "Academic Prestige," others might call it academic snottiness or snuffinesso

Another fact is that in response to f.acuit:,.Lanu staff usU:ggea:tj,on '.,y.re j.attempted to schedule such institutions as Muhlenberg, Wittenberg, Valpariso, etc. They were not interested in offering a sizeable guarantee for single games at their home site. They did express interest in a home and home series, but we were not receptive because of the financial obligations.

Still another fact is that in order to follow the policy of intersectional competition paying its own way we did persuade Alumni groups to sponsor and promote games with Youngstown and McMurray of Abilene, Texas, in St. Paul. This was necessary because we did schedule these two institutions on a home and home basis with a size­ able guarantee.

Another fact is that I was on leave during the Spring Semester of 1972 when the negotiation for the California trip was developed. The Faculty Athletic Committee had voted in favor accepting the contract with a guarantee that was far short of the cost. These facts may be verified with members of the committee at that timeo When I returned to campus the contract was presented to me for signing. I had reservations, but I signed it as I felt the decision had already been made by the faculty committee in accord with the faculty's wishes. If I would have been a part of the original consideration, I think I would have counseled against it. My reservations were based on analysis of the country-wide college athletic financial problems that were already beginning to develop in 1972? and my long association with college faculties made me apprehensive of future criticism.

Another fact is that (because of my apprehension) when the forfeit for the cancellation of the Quantico Marines series was received I asked the Business Office to lay those funds away to help the California tripo Because of the budget pinch there were those in our department who would have liked to use these funds for immediate needs. In light of the present concern it would seem that the decision

Digitized and Provided by the College Archives, Gustavus Adolphus College 36 was a wise one.

Dr. Raarup 1 s article presented the related problems of inflation. There could have been added on the other side of the ledger some pluses. The trip provided the opportunity for President Barth and Cecil Eckhoff to meet with some one hundred and fifteen alumni in what was reported to be a productive meeting. This advantageous setting for an alumni gathering has been used with musical and other traveling groups. Although the specific recruiting results are difficult to evaluate it would be safe to say that the prospect of the trip was an influential factor in recruiting a number of students during the three years between signing the contract and playing the gameo

The trip also provided a good public relations opportunity for the college with the parents and friends who took advantage of the group rate to accompany the team

I have long contended that intersectional competition and travel provides an opportunity for educational development. This has encompassed a broad variety of experiences over the years such as a tour of a steel mill in Youngstown, tour of Washington, D.C., moving the entire team out of a hotel because they would not admit our two blacks, etco Now whether the visit to Disneyland was also an educational opportunity is judgmental_, but I believe one could find many who would agree that it could be.

It has come to my attention that another institution (St. Thomas) judges our California trip to be productive as they have one scheduled to Santa Clarao They have a stopover on the way back to Las Vega~_: - whether that has more educational potential than Disneyland might also be judgrnc:ntal.

Now some background on the development of the policy that all intersectional competition for the income producing sports (footba11 and basketball) should pay their own way and the non-income producing sports should be limited to low cost trips. This policy had evolved from the tirnr~ when the athletic budget was limited to gate receipts, and a student activity of 011c dollar and fifty cents per student per semester, which was gradually raised to three dollars per semester (there were far fewer students on campus then). There was no annual budget for athletics so we were at the mercy of the weather, schedule breaks, and promotion. As Athletic Director and Coach I spent much time on the do~mtown streets selling season ticketso We had single game tickets on sale at the do~rntown drug stores and in such surrounding communities as Mankato, New Ulm, Le Sueur, Waseca, .Sto James and Fairmont. What would a coach and an athletic director think today if he had to distribute tickets to these outlets on Monday after practice and drive around and pick up the unsold tickets and money on Saturday before the game?

The annual budget developed because of the falling gate receipts resulting from the invasion of the area by television and professional sports. The policy of requiring intersectional play to pay for itself was continued with the exception that non-income produd.ng sports were given more funds for trips. While leaving the faculty meeting, a faculty member not associated with athletics asked me why we didn 1 t question the expenditure of college funds for intersectional travel of non-athletic organizations. t,zy- reaction wou1d be that we would choose to be judged on the academic and education soundness of our program. Tlle policy change for the California trip was inspired by a faculty attitude, not by a department change in policy.

Another faculty meeting barb was the r0ference to "ice palace." This follows a nationwide trend to make athletics the whipping boy whenever problems are encountered by certain elements of a campus. It is one of the burdens that our profession must accept, but let us consider some of the facts in regards to this issue. Digitized and Provided by the College Archives, Gustavus Adolphus College I f < 37

Funds for the beginning of the ice arena were spontaneously volunteered by Russ Lund without request or prodding from either the athletic department or development office. As I understand it lvlr. Lund was motivated by what he heard about the hardships endured by the hockey team. Following this initial gift Don Roberts and interested hockey supporters raised some funds, mostly from parents of hockey players and former hockey players. Was there anything really detrimental about this as these were funds that were not forthcoming to the college for any other project?

Let's look at some other facts. President Barth made it obvious that all funds raised for the ice arena must be new donors or additions to contributions of present donors. We have all tried to adhere to this directive.

Let's consider some other facts. The Board of Trustees meeting a couple of years ago decided that no new indebtedness could be incurred for the ice facility. Yet at the same meeting the President agreed that new indebtedness could be incurred for the remodeling of the former library building (Social Science Building). It appears to us that we have not been given any preferential treatment, rather we have been given less than equal consideration as we are still at the bottom of the status levelo Since then, additional funds have come in from lvTr. Lund and others which would not have been available for the college in any other way. Be fair, get off our back, we are not taking anything away from anyone.

J . ,.~ . -<-· /c-y ;f¼• / h :,I <1---t-<./1':i-1. ·chairni~n, Departmen:f of Health, Physical Education and Athletics (formerly Athletic Director)

Digitized and Provided by the College Archives, Gustavus Adolphus College Digitized and Provided by the College Archives, Gustavus Adolphus College