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The Subjunctive
January 3, 2014
As a frequent traveler to foreign lands and also as a college English major and high school English teacher, my ears perked up when a speaker said recently that there are some languages that, unlike English, do not have the subjunctive verb mood or mode. I love the subjunctive!
That’s the mood of what might have been, the speaker said. For example, “Had I studied harder, I would have received a better grade.” And “If I were you, I would have studied much longer.”
The subjunctive can also be the mood of excuses, I thought. For example, “If the official hadn’t made that traveling call, we would have won the game.” But I digress.
The subjunctive verb mood is used for the hypothetical. This makes it most valuable as a mindset before taking any action. It helps one think of unintended consequences.
But the subjunctive mood is also useful for the remedial: “If we had done this or that differently then, perhaps the result would have been better.”
Thinking in the subjunctive mood as we plan before initiatives, and then also as we evaluate after plans have been rolled out, are the one-two punch of effective project management.
What we must avoid, however, is thinking of the subjunctive as the mood of regrets. “If only I had . . .” And then doing nothing to try to change the future.
As we think about the year just past and about the year ahead, let’s use the subjunctive mood for its better purposes – planning and evaluation, not excuses and regrets.
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Carry On
April 27, 2018
For many years my vocation has been that of executive director of the Michigan High School Athletic Association. My vocation -- not my occupation, which has the connotation of a pastime that merely consumed my days and years, or a space that only my physical presence has been taking up.
No, this has been my vocation, in the sense of the root word “vocari,” which means "to be called.” The MHSAA has not been my job; it’s been my purpose.
Anyone who knows my background would understand.
I grew up at the home of the executive director of the Wisconsin Interscholastic Athletic Association who was my role model as spouse, father and man. I was a twenty-something staff member of the National Federation of State High School Associations under the mentoring of Clifford Fagan, one of the deepest thinkers in the history of educational athletics. It was he who encouraged me to write about our work.
Anyone who has worked with me, listened to me or read what I've written would understand.
Everything has pivoted on protecting and promoting the core values of school-sponsored, student-centered athletics: policies, procedures and programs that put academics before athletics and attempt to develop the whole child.
For example, I see sportsmanship not as some corny promotion, but as a critical issue of educational athletics. I view good sportsmanship as a precursor to good citizenship. This is not the mindset of a man on the job, but of a man with a mission.
Going forward, those who love and lead school sports in Michigan must avoid doing those easy things that increase the scope and stakes of competition. Instead they must address every day those difficult policies, procedures and programs that enhance the physical, mental and emotional values of interscholastic athletics to students and the value of educational athletics to schools and society.
It's not more competition that is needed in high school sports, but more character. Not more sport specialization that's needed in junior high/middle school sports, but more sport sampling. Less attention to celebrating hype in sports events for youth, but more attention to cultivating life long-habits and good health for adults.
In leaving the MHSAA after 32 years this summer, I will have some regrets ... sad to be leaving the company of great staff and some extraordinary colleagues in our member schools ... sorry that even though we worked so hard and accomplished so much, there is still so much to do to keep school sports safe, sane and sportsmanlike.
There’s lots to do. Carry on.