2) Standard entrance requirements. Minimum levels, particularly on the entrance exams, applied to all applicants, and every person admitted was considered scholastically able to complete a four-year program of studies.
3) Award of financial assistance on the basis of need, with continuance of that assistance determined on the basis of academic performance. If the applicant was admitted, then the required amount of money was supplied in the form of a scholarship, loan or job—or some combination of the three—for the entire four years, as long as he kept up his grades. I have a couple of canceled notes to prove that loans were readily substituted for the scholarship if the grade average was not maintained.
4) Standard grade levels for all students. There were no exceptions, and a progressively higher grade average was required each semester in order to stay in school. Borderline cases were often put on probation, which meant they were banned from participation in extracurricular activities. There were instances where Charlie Caldwell, my coach, would not let players practice—either in the spring or in the regular season—if their grades were not satisfactory. One of our first-string tackles even sat out three games due to the need to study for midterm exams.
5) Integration of all students in campus life. Every student lived in university-owned dormitories with no special housing available for any group. Choice of roommates was left strictly to the individual. Everyone ate in university dining halls in the freshman and sophomore years. Only during the football season did a training table exist. For other athletes special meals were available, usually just before games. Almost every upperclassman joined an eating club, and none of the clubs was considered "athletic." In the club I joined there were only four other football players and a scattering of other athletes as well as an abundance of those who could be classed as definitely nonathletic. One of the things I am most pleased with about my college experience is that I was able to participate fully in every type of social activity that was of interest to me at the time as just another student on the campus and not as a football player.
There are many variations possible in the specific athletic programs that can be adopted by your school once a framework is established in which the above ingredients are present. While problems that may arise when rules of the NCAA, conference or even the school itself are ignored or violated cannot be corrected by these five fundamentals, I personally believe that schools adhering to them can be counted on to live by the rule book. After all, isn't this one of the great lessons sports competition teaches young men and women? With the five principles adopted and enforced primarily by self-control, I feel, the need for external policing will be practically eliminated. And really, when you think about it, policing should be completely unnecessary when dealing with organizations such as the colleges and universities of this country.
Finally, I believe that it is up to you and the other leaders of this country's universities to provide for the continuance of athletic programs that further the development and growth of all student athletes. You are the only ones who can effectively do this. Your athletic director, coaches and, of course, your faculty and deans all are important to the proper conduct of collegiate athletics, but in the end, the authority and the responsibility rest with the presidents. For the athletic portion of your curriculum I strongly recommend a program that will enable each person who ever participates in a sport to look back on his college days in much the same way as I now view my own experiences. The athletic policies at the university I attended are to me in large part responsible for the tremendous satisfaction I feel today over the fact that I was a student-athlete during my undergraduate days.