Any number of images could be used to depict an institution. When I think about Ball State University, and especially in relating its past to its future, the one I  like best is that of a foundation upon which all else is built. In the case of Ball State that foundation is teaching.

I am reminded of a story told about American educators visiting a recently opened  school in post-World War II France. Th e facilities were not much more than the  shells of war-damaged buildings. Supplies were practically non-existent. The  teachers—back on the job aft er years of war—were all over the political landscape in their beliefs. Still, these teachers were absolutely dedicated to their  assignments. As one of them said, "Somehow, we make it work."

Historically, Ball State has been blessed with great teachers. No list should be attempted, since it would be certain to exclude many who should be cited. Perhaps  even more important than their well-deserved reputations as teachers, however,  would be an attitude that most have had which seems to accompany great classroom leadership.

It's expressed in another story. A long-time worker for world peace was once asked in the 1950s if he weren't depressed since the world seemed in worse  shape—battles and mini-wars everywhere, the threat of nuclear war, the arms race,  the Cold War, etc.—than when he first began to work for peace in the 1920s. His reply was that he had not been asked to succeed; rather, he was simply asked to try.

I think that has been and is a hallmark of Ball State teaching—and to a similar  degree, our university's many, many other extensive and allied efforts. Everything we have done may not have succeeded in some ultimate sense. We never stopped trying to do better, however.

I include myself in that number who kept trying. I was not the most gifted teacher, to be sure. But I was never satisfied with my effort. Through the very last class I taught, I was always experimenting, taking a different tack, looking at the material from a different point of view—asking myself, how can I best help my students learn?

I am reminded of the teacher who told guests at his home one evening that he must  retire to his study to plan for his next day's class. But, he was told, you've taught  that class hundreds of times. What is left to do? Perhaps so, he replied, but  tomorrow's is a different class that needs its own special preparation. That, I think,  has been the hallmark of Ball State teaching.

The edifice Ball State now is building  may look vastly diff erent compared to the previous superstructures atop our  foundation as today's educators make way for the myriad of concepts and devices describing the 21st Century educational enterprise.

Have no doubt, however. As long as Ball State remains true to its essential calling  and it continues in its quest to always improve, its foundation remains solid and its  future is assured.

Earl L. Conn, MA57
Dean Emeritus, College of Communication, Information, and Media