884 10 9858 https://caspercollege.cvlcollections.org/files/original/373bb2263bca49d5ac9d598fc0c62567.pdf 39f93496d3153f82fd276b77536f6e61 PDF Text Text V AM Conversations AMCIUCAM SOCIOLOCAOU AS$OCMTfOM Teach Softly and Debunk with a Big Stick: A Response to “Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom” Teaching Sociology 38(1) 50-53 © American Sociological Association 2010 DOI; lO.1177/0092055X09354075 http'7/ts.sagepubcom ®SAGE Chad Hanson' I would like to begin by thanking Richard Machalek and Michael Martin. Their work serves as a reminder that our discipline is diverse and dynamic. I appreciate the effort to urge us to include genetic concepts in lower-division courses, but I do not share the enthusiasm for sociobiology. In what follows, I suggest that the call to include genetic principles in the sociology curriculum is part of a historic effort to discuss social patterns in terms that are individualistic, and in the end I offer my views on the role of freshman-level courses in an academy where the boundaries of fields are shifting. I reviewed Machalek and Martin’s (2010) essay in the spring of 2009. Al that time, I felt surrounded by the field of biology. The year marked the bicen­ tennial of Charles Darwin’s birth, and also the 150th anniversary of the publication of On t/ie Origin of Species. Television news covered the occasion, and the blogosphere buzzed with discus­ sions of Darwin’s contribution to science and humanity. The completion of the Human Genome Project added meaning to the event, and in the wake of that accomplishment. Social Forces (Guo 2006) and the American Journal of Sociology (Bearman 2008) both published issues committed to exploring the link between genes and behavior. A story even appeared in the Chronicle of Higher Education, boasting a subtitle that claimed, “Genetic research finally makes its way into the thinking of sociologists” (Shea 2009). Machalek and Martin’s suggestions for teaching hinge on the thought that 21st-century break­ throughs in biology now warrant the inclusion of genetic concepts in our lower-level classes. But there has been no revolution in the field of sociobiology. The preceding suggestions are instead part of a slow but long-running attempt to use biology to explain or account for human trails and actions. The attempt begins, arguably, with Herbert Spencer’s 19th-century social Darwinism; the effort runs through the 20th century with the controversial publication of books such as The Bell Curve (Hermstein and Murray 1994); and the line of thought continues here in the 21st cen­ tury, up to and including this very conversation. There is nothing new about attempts to use genetics to interpret social life. For example, when Machalek and Martin present biological concepts for faculty members to include in soci­ ology courses, the citations date back 27 years or more. When they describe how our personal traits grow out of an interaction between genes and the environment (p. 42), they quote from Sociobiology and Behavior, a 1982 book by David Barash. When they mention that we pos­ sess a nearly universal potential for language (p. 42), they turn to the 1975 work of the linguist Noam Chomsky, and when they explain how human beings are biologically prone to develop skills that allow us to detect behaviors such as 'Casper College. WY. USA Corresponding Author: Chad Hanson, Casper College. Department of Sociology. 125 College Drive. Casper. WY 82601, USA Email: chanson@caspercollege.edu DownHtaMd from nnpjAto.taoapub.csm at WYOMING COMM COLLEGE LIBRARIES on January 27,2010 �Hanson 51 lying and cheating (p. 42) they cite a study con­ ducted in 1966. Machalek and Martin are right to point out that there is an increasing tendency to look toward individuals and their unique biology to e?q}Iain social behavior, but that tendency has not been driven by persuasive new research or evidence. The completion of the Human Genome Project marked a significant breakthrough; however, that undertaking concluded that humans are 99.9 percent identical. Even though that still leaves room for wide-ranging variety, the finding suits most soci­ ologists, as we tend to assume that our similarities outweigh our differences, at least at birth. The heightened focus on genetics has resulted not from new, compelling explanations of behav­ ior but rather from a shift of emphasis in our soci­ ety. Geneticists and sociobiologists have been more successful than others when it comes to con­ vincing the public of the value of their work and perspective. Alvin Gouldner (1970) first discussed this matter almost 40 years ago. He suggested. The most basic changes in any science commonly derive not so much from the invention of new research techniques, but rather from new ways of looking at data that may have long existed. Indeed, they may neither refer to nor be occasioned by “data,” old or new. The most basic changes are in theory and in conceptual schemes, especially those that embody new back­ ground assumptions. They are thus changes in the way the world is seen, in what is believed to be real and valuable, (p. 34) At this stage in our history, the genetic explanation for behavior enjoys a privileged position in the marketplace of ideas. An unschooled observer might ask why we do not turn to the humanities for an understanding of the human condition, but I have doubts about whether the editors of the American Journal of Sociology have plans to pub­ lish an issue with the American Academy of Poets. With few exceptions (Miley 1988; Moran 1999) I am also unaware of any “Conversations” in Teaching Sociology in which authors plea for the inclusion of poems or sonnets in the sociology cur­ riculum. For reasons that relate to the exercise of power, attention is lavished on some fields, to the exclusion of others. Within the academy, the histor­ ical record is unequivocal: masculine, hypothesis­ testing, hard sciences triumphed over soft, feminine accounts of social history or personal biography (Bean 1998). At present, the fields of biology and medicine dominate discussions of a broad spectrum of issues, including obesity, homicide, and alcohol­ ism. Thus, grant money flows toward researchers who take a genetic approach to such topics. In the American Sociological Association’s 2005 presidential address, Troy Duster (2006) docu­ mented the difference between grants awarded to life scientists and those who emphasize the role of social structure in the analysis of social prob­ lems. The differences were noteworthy. In the supplement to the 2008 volume of the American Journal of Sociology, Freese (2008;S28) also suggested that attempts to understand the link between genetics and social structure are currently considered “hip,” and he is correct, at least with respect to the views of those in a position to award grants or publish articles. As a case in point, the Robert Wood Johnson Foundation provided partial funding for the American Journal of Sociology's genetic supplement (Bearman 2008). The foundation’s goal is to improve health care delivery. In The Medicalization of Society, Conrad (2007) suggests that genetic explanations for behavior are welcomed into public conversations. He explains that our culture has been primed for the genetic point of view, because of “an abiding faith in science, rationality, and progress; the increased prestige of the medical profession; and the American penchant for individual and techni­ cal solutions to problems” (p. 8). As a nation, our assumptions about the underpinnings of our actions lean toward biological science. With respect to undergraduate students, socio­ biology is the perspective that they bring with them to class. In my introductory courses, students start each semester assuming that violence, greed, and selfishness are all part of the natural order. In my courses on marriage and family, students imagine that new mothers are guided by the benevolent hand of parental instincts, and when I teach criminology, I find that students believe that the high U.S. crime rate is the result of prolonged, elevated levels of testosterone. Thus, the question becomes. What are we to do as teaching sociologists? 1 do not know anyone who would deny that our lives rest, delicately, on foundations of biology. Familiarity with one single case of autism or Alzheimer’s disease is enough to remind us that we are all trapped in OcMMoaded front nOpJfaoM^tpub.oom al WYOMING COMM COLLEGE LIBRARIES on January 27,2010 �52 Teaching Sociology 38( I) the web of genetics. For most, the web is support­ ive. For some, it is unthinking and ruthless. Still, I believe I can speak for at least a subset of us when I say that we became sociologists because, after careful thought, we determined that geneticists will always be limited to explaining a small por­ tion of our similarities and differences. Most of us surely came to realize that the variables that shape who we are and what we become are historic and cultural. We manage our identities and determine our actions as we observe norms, enact roles, and share the values maintained within the groups to which we are meaningfully attached. As such, are we obliged to include a wide range of genetic terms and concepts in our lower-level courses? I say no. I see no need for an adjustment to the way we address biological views on human character or potential when we teach introductory courses. In my class, 1 take time to talk about the dubi­ ous history of sociobiology. I discuss the most egregious of the attempts at eugenics. Then I move to a more immediate application of biolog­ ical principles. 1 tell students that my male pattern baldness is a sign that my genes are more highly evolved than those of them with lush, full, apelike heads of hair. At this point in the term, they know when I am playing the role of the court jester. Machalek and Martin paint a more sober picture of biological research. They work to make a case that our thoughts and actions often proceed on the basis of a “common, biological platform shared by all humans" (p. 42). Of the concepts they describe, 1 plan to use the “startle response” as an example of the degree to which our genes deter­ mine our behaviors (p. 43). I know that my students will appreciate the discovery that people all over the planet squint their eyes and clench their back­ sides when a firecracker goes off unexpectedly. Introductory students deserve the best of what our discipline offers. I realize that priorities are subjective, but from my standpoint, sociobiology is not our field’s finest or highest achievement. There is a place for sociobiology within the disci­ pline, but studies of genetics and social structure are best reserved for graduate students or upper­ division undergraduates. The population of stu­ dents who take the introductory course have differ­ ent goals than those who enroll in our advanced classes. Most introductory students are not sociol­ ogy majors. They take our courses as part of the liberal arts curriculum. The introductory class is often their only exposure to the field. Thus, the survey course serves a distinctive role. Students take introductory biology and psychology along­ side sociology in their freshman or sophomore years, and at that time we should offer an effective counterpoint to the views espoused in fields where attention is focused on individuals, as opposed to historic and cultural context. I am sympathetic to the call to cross the bound­ aries of disciplines. My background is interdisci­ plinary, and I cherished the time I spent in pursuit of a multifaceted degree, but I did not venture into other fields until after I earned two credentials in the field of sociology. I benefited from having an intellectual home, so to speak, and I have done my best to pass that lesson on to my students. Wellestablished disciplines are needed to make the most of projects where researchers take an interdis­ ciplinary approach. Each field brings something valuable to a study—a method or a perspective. Without strong and unique fields, interdisciplinary woric simply becomes undisciplined. No matter where genetic principles are taught in the curriculum, however, the suggestion to stay apprised of new biological research is laud­ able. For my part, I have already taken the steps that Machalek and Martin suggest, although for different reasons than they had in mind. If discus­ sions with students are part of your courses, then the views, if not the data, of biologists are already present in your classroom. We owe it to students, and we owe it to ourselves, to stay engaged with scientists working to unravel the mysteries of genes. I can think of no better way to make our debunking sophisticated. With respect to our colleagues in the life scien­ ces, Machalek and Martin are right to point out that they have begun to see the limits of a narrow, biological perspective on human endeavors. For the sake of advancing all the fields of the acad­ emy, we should be in a position to help them bring social theory and social research to bear on what are ultimately social problems. That will likely mean sharing concepts and vocabulary. It should also mean collaboration on research that brings out the best in diverse disciplines. The improvement of our understanding of humanity gives us reason enough to consider the data and findings of biochemists and geneticists. 1 keep a quotation from one of my favorite poets in the top drawer of my office desk, however. It is a line in a poem by Muriel Rukeyser (1968). In The Speed of Darkness, she wrote, “The universe is made of stories, not of atoms” (p. 111). OownloMM from nttpJ/taoaa^tpub.ooni « WYOMING COMM COLLEGE LIBRARIES on January 27.2010 �Hanson 53 REFERENCES Barash, David P. 1982. Sociobiology and Behavior, 2nd ed. New York; Elsevier. Bean, John. 1998. “Alternative Models of Professorial Roles: New Language to Reimagine Faculty Work.” Journal of Higher Education 69(5): 496512. Bearman, Peter. 2008. “Introduction: Exploring Genetics and Social Structure.” American Journal of Sociology 114(Suppl.): v-x. Chomsky, Noam. 1975. Reflections on Language. New York: Pantheon. Conrad, Peter. 2007. The Medicalization of Society: On the Transformation of Human Conditions into Treatable Disorders. Baltimore, MD: Johns Hopkins University Press. Duster, Troy. 2006. “Comparative Perspectives and Competing Explanations: Taking on the Newly Configured Reductionist Challenge to Sociology.” American Sociological Review 71(1): 1-15. Freese, Jeremy. 2008. “Genetics and the Social Science Explanation of Individual Outcomes." American Journal of Sociology 114(Suppl.): Sl-35. Gouldner, Alvin. 1970. The Coming Crisis of ff'estem Sociology. New York: Basic Books. Guo, Guang. 2006. “The Linking of Sociology and Biology.” Social Forces 85(1): 145-49. Hermstein, Richard and Charles Murray. 1994. The Bell Curve: Intelligence and Class Structure in American Life. New York: Free Press. Machalek, Richard and Michael W. Martin. 2010. “Evolution, Biology, and Society: A Conversation for the 21st-Century Sociology Classroom.” Teaching Sociology 38(1):41-51. Miley, James. 1988. “By Its Right Name: The Relevance of Poetry for Sociology.” Teaching Sociology 16(2): 173-76. Moran, Timothy Patrick. 1999. “Versify Your Reading List: Using Poetry to Teach Inequality.” Teaching Sociology 27(2): 110-25. Rukeyeser, Muriel. 1968. The Speed of Darkness. New York: Random House. Shea, Christopher. 2009. “The Nature-Nurture Debate, Redux.” Pp B6 Chronicle of Higher Education. January 9. Bio Chad Hanson teaches sociology at Casper College in Casper, Wyoming. When he is not in the classroom he studies the behaviors of brook trout; up to his knees in mountain streams and with a fly rod in his hand. His book The Community College and the Good Society: How the Liberal Arts were Undermined and fVhat we can do to Bring them Back is forthcoming from Transaction Publishers. DownMaM (rem hBpJMo.Mgepub.oom al WY0MN6 COMM COLLEGE LBRARIE5 on Jwtuary 27,2010 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Journal Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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Title A name given to the resource Byron Clapp Photographs Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Type The nature or genre of the resource Image Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.v.2024.03_ByronClappPhotographs Format The file format, physical medium, or dimensions of the resource JPG Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Photo Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Team Group Photo Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Description An account of the resource The photo depicts a group photo of a girls sports team. Their names are listed on the back. Type The nature or genre of the resource Image Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.v.2024.03_Photo2 Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/bf7b2c55a470b290a5caa4bc51aabb3e.jpg df841226258cb007967ba0406ae2a692 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Postcard Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Teapot Rock Postcard Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Subject The topic of the resource Historic sites -- Wyoming -- Natrona County; Teapot Rock/Dome (land formation) Description An account of the resource Photograph of Teapot rock formation. Type The nature or genre of the resource Image Is Part Of A related resource in which the described resource is physically or logically included. History of Teapot Dome, NCA 01.2023.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context SpecColl 01.i.2023.01_TeapotRock Format The file format, physical medium, or dimensions of the resource JPEG https://caspercollege.cvlcollections.org/files/original/abf16011d352206436fc87dd5bf90e91.tif e07bcfcbaf241f36381f6763371231bb Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2024 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Sierra Farquhar-Baltazar Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2024_Art_79 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/38c257dad06e86105a7eae7a6cb33a26.jpg 86281136a52cc431d703bd16e4e5f722 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Records of Weather Service Office Station #74 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. 1940-1992 Description An account of the resource This digital collection currently consists of the profile photo albums and station histories of Weather Service Office Station #74. This station was the first weather station and operated on top of the hanger at Wardwell Field. Type The nature or genre of the resource Image; Text Creator An entity primarily responsible for making the resource Weather Service Office Station #74 Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Records of Weather Service Office Station #74, NCA 01.ii.2003.1. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2003.01 Format The file format, physical medium, or dimensions of the resource JPG Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Telegram Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Telegram from Neil Coulter, U.S. Weather Bureau, and U.S. Senator Cliff Hansen to Casper Air Terminal Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. 1970-02-10 Description An account of the resource February 10, 1970 telegram from from Neil Coulter, U.S. Weather Bureau to Casper Air Terminal expressing sincere thanks and best wishes. This telegram is found in a profile of Weather Service Station #74 outside of Casper, Wyoming where Wardwell Field was located. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Cliff Hansen; Neil Coulter; U.S. Weather Bureau Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Records of Weather Service Office Station #74, NCA 01.ii.2003.1. Casper College Archives and Special Collections (Western History Center). Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2003.01_StationProfilePhotos_74_23 Format The file format, physical medium, or dimensions of the resource JPG https://caspercollege.cvlcollections.org/files/original/572b8b521c05babffa158bfc678d415b.pdf 6b023e3c258fed1c3208a3f11fc968de PDF Text Text T05tal TcUgvapb-CabU Company Form 103—W276 THE INTERNATIONAL SYSTEM No. POSTAL TELEGRAPH , MACKAY RADIO ISSUED AT . COMMERCIAL CABLES ALL. AMERICA CABLES (PATE) (CITY) Received from _______ ___ ^Dollars THE AMOUNTOF TO BE PAID TO CHARGE mis MCmy OROER IS ACCEPTED IN POSTAL TELEGRAPH-CABLE COMP ACCORmNCC WITH THE TERMS ANO CONDITIONS OF THE WRITTEN CON. TRACT THIS DAY ENTERED INTO WITH mis TELEGRAPH COMPANY. ER AOENT �Hovember 4^ 1057 Joseph McGi’ath EarXaport Terrace ciailn lALbXlQ, XreXaM hear sir: On October 11, ^2Q.OO to your Hurst, College or on© book on 1937, I wired by Postal ieiejrtuh a<?ent, Mias K» Kayes, 4 Laurel Food, Cork, Xi*el&nd, in payiiient the October e7th rnce, Alao on October 11, 1 wired yexu* e^^ent, Mias K« Hayes by Western Union T©l©^;raph "On© Part £• A* hordin. One Part, C# A, Starkey, Ten Parts. For b. lliuty.” X had o;^eoted to received aoknowledgeoient this reiaittanoe at least by October 27th, but X have not received si<.oh notlc© to date* Your agent, MIbb Hayes, iias handled remittances for me In the paat> and X have reoelved an aoknovledge* moot in due time. Can you, or will you advise me at your convenience. If this transaction was properly recorded, I am anxious to have this Information because of futire events. If it le properly handled, it seems to ms the most satisfactory way of nandlln^ ti^o matter. Thankin?: you, 1 am Very truly yours. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Roy B. Minty Papers Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Date Created Date of creation of the resource. 1930-1939 Description An account of the resource Roy B. Minty was a livestock broker out of Casper, WY. His office was located in the lobby of the Henning Hotel. Researchers will find letters and telegrams exchanged between Minty and Draper and Draper Incorporated Wool out of Boston, Massachusetts among other items of potential interest to the sheep and wool industry in Wyoming during the 1930s. Minty's papers consist of correspondence, data on Wyoming sheep ranchers from 1934, correspondence in regard to the Careyhust Ranch from 1937-1939, information on a Wind River Day School lamb sale, as well as ledgerbooks, settlement slips, bills of sale, contracts, agreements, and more. These records date from the late 1920s to the late 1930s. Type The nature or genre of the resource Collection Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Archivists are happy to assist anyone with accessing the physical or electronic copies of these records. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request. Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2023.03_RoyBMintyPapers Extent The size or duration of the resource. 37.5 megabytes (3 folders, 43 files) Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Paper telegraph and letter Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Telegraph and Letter to Ireland Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">http://rightsstatements.org/vocab/NKC/1.0/</a> Access Rights Information about who can access the resource or an indication of its security status. Access Rights may include information regarding access or restrictions based on privacy, security, or other policies. Archivists are happy to assist anyone with accessing the physical or electronic copies of these records. The Casper College Goodstein Foundation Library is glad to grant uses of this material that it actively manages and cares for and will provide its publication policy upon request. Date Created Date of creation of the resource. 1937-10-11 1937-11-04 Description An account of the resource This digital record consists of a telegraph and follow-up letter sent to Dublin, Ireland by Roy B. Minty in 1937. Minty was a livestock broker out of Casper, WY. His office was located in the lobby of the Henning Hotel. Researchers will find letters and telegrams exchanged between Minty and Draper and Draper Incorporated Wool out of Boston, Massachusetts among other items of potential interest to the sheep and wool industry in Wyoming during the 1930s. Minty's papers consist of correspondence, data on Wyoming sheep ranchers from 1934, correspondence in regard to the Careyhust Ranch from 1937-1939, information on a Wind River Day School lamb sale, as well as ledger books, settlement slips, bills of sale, contracts, agreements, and more. These records date from the late 1920s to the late 1930s. Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Roy B. Minty Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Roy B. Minty Papers, NCA 01.ii.2023.03 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context NCA 01.ii.2023.03_IrelandTelegraphandLetter Format The file format, physical medium, or dimensions of the resource PDF Extent The size or duration of the resource. 2 pages https://caspercollege.cvlcollections.org/files/original/b744c644088e793e8c574945c520e718.tif c5b4a6180925f7a00daa1a1ff7803fe5 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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All rights revert back to the author/artist after publication.</div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2023 Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Madison Harvey Is Part Of A related resource in which the described resource is physically or logically included. Expression Literary and Arts Magazine, CCA 04.ii.c.2022.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.c.2022.01_Exp_2023_Art_94 Format The file format, physical medium, or dimensions of the resource TIF Publisher An entity responsible for making the resource available Casper College https://caspercollege.cvlcollections.org/files/original/ac1c0187927a0962e554ab8327054c7f.pdf 7210d48e6274afd571d87b609a59714d PDF Text Text QNB BLy FISHER TO ZEN Wrif+eiA by HltAKSOK it r a i^riend Dan throws parties in the summertime. F Z They are the big events of the season. People mill around the backyard drinking beer, laughing, and asking questions about politics and gardening. Last August, on a run from the yard to the kitchen, Dan bumped my arm by _ accident. His eyes lit up, he said. “Hanson,** and then he vanished into the basement. Seconds later, I heard his voice bubbling from below. He said, “Hanson. Come down here. I want to show you something.** At the bottom of the stairs, he stood holding a tube made out of thin metal — 2 inches thick and a little more than 2 feet long. Printed on the side were the words, “Tenkara U.S.A." I asked, “What is it?" He said, “A fly rod.” He unscrewed one end of the tube and pulled out a short, black stick with a wooden handle on the end. He repealed, “It’s a fly rod.** 11)6 �“Dan. That is a small, black wand. Do the kids have you reading the Harry Potter books again?’’ He popped a cap off of the tip, and then he started pulling thin, telescop­ ing sections out of the hollow staff. The pieces kept coming, one after another. When he finished, the rod extended out 12 feet. He passed the handle my direction. “They’re Japanese. My sister worked on a project for the company that imports them." “Where is the reel seat? Where are the guides for the fly line? Why is it so long? Is this a cane pole?” In the next two minutes, Dan explained how Japanese fly fishers tend not to use reels. They tie 10 or 12 feet of braided line to the end of their rods, and then they fling their flies like Huckleberry Finn. Daaaaaaaaad! Upstairs, five kids were chasing each other with implements from the garage. Dan set the rod against a chair and ran upstairs to quell the mayhem. Maybe it’s because I was drinking my third beer, and the situation felt sur­ real, or maybe it’s because I’m not receptive to new takes on old tradi­ tions, but either way I didn’t think too much about the telescoping pole. After my brief introduction, I forgot about Tenkara. Lynn and I camp on the west side of the Big Horn Mountains in the fall. In September, elk come out of the high country to bugle and mate in the rolling juniper and sagebrush. For three days we hike along ridges and down to the bottoms of valleys. We stroll through the woods and walk onto the prairie — Big Sky Journal 107 �In tkc next two minutes^ Dan explained kow Japanese fly fiskers tend not to use reels. Tkey tie lo or 1£ feet of kraided line to tkc end of tkeir rods/ and tken tkey fling tkeir flies like Hucklckerry Fi nn. listening. Shrill horns trumpet across the land. We make camp on a sandbar in the middle of Sleeping I say, “No. I did not check the car. It is not in the car. It’s on my desk.” Bear Creek. There are rapids on either side of the island, so I cleaned my line two days before, and then set the it’s easy to walk across the creek on the tops of stones. We carry our gear to the site, pitch the tent and build a fire in the sand at water’s edge. This year it takes longer than usual to haul our stuff to the campsite. As we get older, we seem to “require” more “Aaagh.” I join Lynn next to the campfire. I stew and pout for equipment: comfortable chairs, a deluxe coffee maker, a cooler full of small-batch beer. When the tent is set up 15 minutes. I hold my hands up near the flame. While I watch the fire leap from the sand, a trout rises on the water and the fire is started, I ask the perennial question, “Do you mind if I go fishing?” It doesn't bother Lynn. The downriver. That is too much. I tell myself, “I have to figure something out.” I sift through my fishing bag and find a truth is, once the fire is started, she plants herself next to the flames, and then nothing comes between her and the radiating heat. spool wound with tippet material. I pick it up and am struck by the thought of Tenkara. I start to wonder if I need a reel. I put my fly rod together and open up my fishing bag. I cut a 10-foot section and fix it to the last eyelet at the tip of the fly rod. Then I tie a bug to the end of the line. It only takes a moment to rifle through the whole entire thing. Then I go through the pockets. the creek slows down and forms a pool. A school of trout I cannot find my reel. Lynn asks, “Did you check in the car?” 108 reel in front of me so I could admire my attention to detail. Then I packed for the trip and left the reel beside my com­ puter. 1 crouch and sneak upstream. Above the whitewater, hold themselves above the point where the current dives into the rocks. �She said, “You are a nut. Grab a beer and find some I attempt to make a cast, but the effort is a disaster. The timing is different from anything that I have tried. firewood.” Without a fly line, the tippet lingers in the air over the creek. 1 decide to practice on the shore. It feels like I am At home, I start to look for information about Tenkara. It in slow motion, but I fall into a rhythm after five minutes. turns out there is just one group that promotes the practice. 1 discover it is possible to fling the fly: flick ... wait, flick Tenkara U.S.A, maintains a Web site with information ... wait, flick ... wait. It seems about the history of Japanese ungraceful, but it works. I walk fishing, educational videos, and a catalog complete with flies toward the stream with the tip­ pet swinging back and forth. When I drop my fly on the and rods. In English, the word water a trout swims up to the “Tenkara" translates to some­ surface. Sip. Tug. The two of us thing like the phrase, “From the sky." Years ago, the Japanese are connected. discovered that most trout are caught within 10 or 20 feet Out of habit, I reach for the reel with my left hand. There of an angler. Culturally, the is no reel. There is no reel? 1 mutter, "Uh. Oh." The trout scrambles through the pool Japanese are also given to ascet­ while I think about what to do icism, and it is the combination of sober assessment and love next, but he’s not interested in fighting. I set the rod down of austerity that gave rise to Tenkara. It turns out that it and then draw him toward the doesn’t take much gear to make shore. This trout did not mind a fly fall onto the water 15 feet that I left my reel at home. I from where you stand. release him into the pool and he A Tenkara fisher brings rejoins his companions. During the next half an a minimal amount of equip­ ment to the river — a pole, a hour, in the horizontal light of dusk, I catch four more trout braided line, and typically one type of fly. One type of fly? The with 10 feet of tippet tied to the end of my custom-made McFarland rod. I suspect that I just voided the manufactur­ er’s warrantee by admitting as much, but what the heck. It's all enkara fisker brings a minimal amount or equipment to tke river — a pole/ a kraiJeJ -inc/ and typically one type of fly­ I could do, and it was fun. With a successful cast I could lob the fly no more than 15 feet. That meant I had to crouch on shore, slink over rocks, and creep up behind unsuspecting fish. Casting with no fly line or reel changed the nature of the angling experience. Japanese do not strive to “match the hatch.” They learned a key lesson over the course of gener­ ations: trout like insects. If you present a fly properly, and the timing is right, one bug works about as well as another, espe- daily on creeks in remote locations. Each Tenkara fisher has a favorite fly, but they’re all dry and they don’t carry a variety. When I started reading about Tenkara, the philosophy Back at camp, I boasted to Lynn about the brook trout gave me a sense that I had come home. I’ve always felt that I caught, and I described the technique born out of under-dressed because I do not wear a fishing vest full of necessity. 4,000 different fly patterns. I suddenly felt justified, with Big Sky Journal 109 �respect to my choice to cast an Adams in nearly every cir­ cumstance. a weekend in October. Jackson is stunning. The town sits at the catalog. The rods all telescope. They shrink to less underneath the Teton Range. The rugged peaks rise over the village, serving as a reminder of a time when the Earth sought to reach up toward the sky. than 20 inches, and they extend from 11 to 13 feet. There are six models to choose from. Like a good consumer, I It’s a good place for Lynn and I to recreate. We both like to drink coffee and the town hosts several fine cafes. began to analyze each rod with an eye toward making sub­ tle distinctions. I spent two hours trying to weigh the costs The landscape offers me a chance to fish and ride my mountain bike. Lynn likes to watch animals, and from that and benefits of each rod's length and characteristics. standpoint, it is the best destination in North America. My wife is also an artist, so she likes to peruse the galleries to After growing familiar with Tenkara, I started to look Then 1 read a piece of advice in one of the forums posted on the Tenkara Web site. One of the group’s propri­ etors wrote, "Don’t sweat the decision. Each rod is good. Each one will serve you well. You’ll have fun no matter which model you choose." That sounded reasonable, so I chose the one described as an "all-arounder.” I ordered a 12-foot "Ebisu." I liked the thought that it was designed without a narrow purpose in mind, but the real selling see the work of regional painters. She draws inspiration from others, much in the same way that writers read out­ side of their genre. I like to look at paintings, too. But I do not enjoy art as much as Lynn. After I’ve seen 40 renderings of the Grand Teton and its surrounding peaks. I'm ready for a change of venue. Lynn understands my short attention span where point was the wooden handle — carved from red pine grown on the side of a mountain in Japan. paintings are concerned, so when I ask if I can take an This fall my wife and I drove over to Jackson Hole for The Buffalo Fork drains the Continental Divide east of afternoon to fish the Buffalo Fork River, she says, "What a good idea." Gallery Saluting flyfishers all around the world Enter into the world of Parks Reece's Surrealism, Satire, Commentary, and utterly “Untamed Imagaination” feel free To LAUGH 119 South Main St Livingston, MT Tel. 406.222.5724 VAMvu.parbsreece.eom 1 10 Trophy of the Velloivstone �Teton National Park. It flows through a series of meadows before it pours into the Snake. It is late October, I am standing in what should be one of the process begins to seem ordinary. I forget about the fact that I am not using a reel, and it occurs to me that this style of fishing is utterly silent. the coldest valleys in the nation, and With no clicks or whirs from I’m wearing cut-offs and a tee shirt. It is 70 degrees, the sun is shining, and a reel to draw my attention, I find myself focusing on the sound of air the air is calm. rustling through the sagebrush and I can smell the freshly carved red pine when I take the Tenkara pole prairie grasses. I am moved to look up at the dry leaves that remain on from its container. I extend each sec­ tion out until the rod stands 12 feet the branches of cottonwoods. I’m not tall. I tie a 10-foot length of braided line to the tip of the pole. Then I add a tippet and a fly. While I am in the making a sound, and I find myself in a moment of suspension. My ears tell ELICHAI my eyes where to look and my mind reaches out toward the water, through FINE JEWELRY parking lot I practice switching the rod back and forth. The fly swings the treetops, and upstream beside the slowly through the air and wafts onto the ground like a sparrow feather. As I relax into the scene along the bank of the Buffalo Fork, it occurs to When I reach with my arm I can loft a me that a moment of silence is the highest tribute we can pay to a person cast as far as 20 feet, but no farther. I start to realize this technique is going shore. to take more strategy than I am accus­ or place. It’s a deep and solemn way to offer an acknowledgment. We say, tomed to using. “Let us have a moment of silence.’’ On the shore, I begin to look for a pocket of water that could hide a official method of concentration — a school of trout. But I notice the water level is low on account of a long and dry summer. The stream looks like it’s been stripped to its skeleton. Deep Many religions accept quiet as an means of touching the divine. When I was young, I used to watch the Roland Martin fishing runs shrunk into capillaries. I walk show. During one of the episodes, I heard him declare: “You can’t catch the bank looking for a place to cast a fish if your line is not in the water.” a fly, but the river doesn’t offer any feeding lanes or refuges for trout — I took the message literally. Most of nowhere to toss a bug. Still, for the the time, if I am near a body of water, my line is in motion. Even so, after I sake of practice, I throw my line onto the water. finish practicing with the new rod, I The left side of my body starts to feel neglected. Once again. I’m fishing see a trout. I let my ears lead me upstream. I fish for an hour, and I spot several fish with no reel, so there’s no job for my left arm. I hold the pole with my right keep my fly off the current unless I holding in the deeper runs along the hand. I swish it back and forth to bank, but I can’t compel a fish to rise. generate enough momentum to propel The trout are reluctant to come out the line. It takes 20 minutes, but then in the bright afternoon sun. They’re Big Sky Journal 111 �Wken 1 started reading akout Tcnkara/ tke pkilosopky gave me a sense that 1 had come kome. 1 ve always felt undcr^dressed kccause 1 do not wear a Gsliing vest full of 4/000 different fly patterns. 1 suddenly felt justified/ witk respect to my ckotce to cast an ?\dams in nearly every circumstance. Snake River fine-spotted cutthroats. I’ve only caught a few of them. Before I knew what they were, I called them "blue- rod bends and bounces with the fish as he wages a fight. Tenkara poles are soft and flexible. Even if you were back" trout. When you see them through the water, their backs appear notably blue. They’re distinct from the well- inclined to, there is no way to dominate or redirect a fish, and I decide that’s just as well. It takes three minutes, known Yellowstone cutthroat. Historically, their range was maybe more, but eventually I lure the trout toward the limited to the Snake and its tributaries. They are handsome fish. Their smoky blue backs complement their tangerine pectoral fins. bank. It’s a fine-spotted cutthroat. The fish looks healthy in It’s getting late, and I consider hiking back to the car, but upstream I notice a stretch of river where the current is diverted through a channel running in between a boulder The return trip to Jackson takes half an hour. It is and a half-sunk cottonwood. At the bottom of the channel, the water drops over a ridge and forms a pool with a surge nearly dark by the time I make it to our hotel room. When of current swirling into its center. I creep along shore, doing of a book she bought while I was on my fishing trip. It’s a my best to avoid casting a shadow onto the surface. When I collection of essays on the lives and personalities of sand­ get close, I swing the pole into motion. 1 drop the bug onto hill cranes. I pour a glass of water at the sink and join her outside on the porch. We are quiet for a minute. Neither the river as it pours over the ledge at the top of the pool. The water sweeps the fly downstream for a moment — then a strike. A fish takes a swipe at the bug. The trout swims for the deepest part of the pool. My 112 spite of the low water. His orange fins send a smile across my face. I shake the hook out of his jaw, and then he slips back into the river. I return, I find Lynn on the balcony. She’s reading a copy one of us says anything. I start to feel my ears straining involuntarily. I think I hear my breath, but then I wonder — maybe it belongs to her. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Print Magazine Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tenkara U.S.A: Resourcefulness Leads One Fly Fisher to Zen Rights Information about rights held in and over the resource <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div id="dublin-core-rights" class="element"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"> <div class="element-text"> <div class="element-text"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text five columns omega"> <div class="element-text"><a href="http://rightsstatements.org/vocab/InC/1.0/">http://rightsstatements.org/vocab/InC/1.0/</a></div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> </div> Date Created Date of creation of the resource. 2013-02 Type The nature or genre of the resource Text Creator An entity primarily responsible for making the resource Chad Hanson Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Chad Hanson Journal Publications, CCA 04.ii.e.2025.01 WyCaC US. Casper College Archives and Special Collections. Identifier An unambiguous reference to the resource within a given context CCA 04.ii.e.2025.01_ChadHansonPapers_27 Format The file format, physical medium, or dimensions of the resource Searchable PDF Publisher An entity responsible for making the resource available <em>Big Sky Journal</em> is published by J.D. Publishing, LLC https://caspercollege.cvlcollections.org/files/original/9345c8850af1892069eb001e63b7a6a6.jpeg e31cc0e8fd59abfb17be2b375f80ebec Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jack Rosenthal Map Collection Description An account of the resource The Jack Rosenthal Map Collection consists of 27 framed maps archived by the Casper College Western History Center. Jack Rosenthal was a businessman who worked in radio and television. He was also a historian and collector and lived in Buffalo, Wyoming. The Jack Rosenthal Family of Casper donated these maps to Casper College. Language A language of the resource ENG Is Part Of A related resource in which the described resource is physically or logically included. Jack Rosenthal Map Collection, NCA 01.v.2008.02 WyCaC US. Casper College Archives and Special Collections (Western History Center) Format The file format, physical medium, or dimensions of the resource Though not all of the maps have been digitized as of yet, the files in this digital collection consist of JPGs. Publisher An entity responsible for making the resource available Casper College Western History Center Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">http://rightsstatements.org/vocab/NoC-US/1.0/</a> Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Territories of Washington and Oregon Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">http://rightsstatements.org/vocab/NoC-US/1.0/</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource ENG Date Created Date of creation of the resource. 1853 Description An account of the resource That portion of Wyoming that lies West of the Continental Divide and North of 42 degrees, was part of Oregon territory from 1848 to 1859. This 1853 map by J. H. Colton of New York incorrectly places the Tetons and contains many errors relating to watercourses. The text on the back of the map accepts Freemont's mistaken contention that the peak named after him was the highest in the Rocky Mountains. Creator An entity primarily responsible for making the resource J. H. Colton (of New York) Is Part Of A related resource in which the described resource is physically or logically included. Jack Rosenthal Map Collection, NCA 01.v.2008.02 WyCaC US. Casper College Archives and Special Collections (Western History Center) https://caspercollege.cvlcollections.org/files/original/2b0e85e157f3f405b5bc523cf70ac983.jpg d0b00e2e324f5e3a5b71959829c9cf3d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Post Route Map of the State of Wyoming Description An account of the resource Digital data set of the Post Route Map of the State of Wyoming showing post offices with intermediate distances on mail routes in operation on the 1st of November 1926 under the direction and leadership of Post Master General Harry S. New. Identifier An unambiguous reference to the resource within a given context Spec Coll 01.2024.01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Physical map Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Teton County Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">http://rightsstatements.org/vocab/NoC-US/1.0/</a> Date Created Date of creation of the resource. 1926 Description An account of the resource Digital data set of the Post Route Map of the State of Wyoming showing post offices with intermediate distances on mail routes in operation on the 1st of November 1926 under the direction and leadership of Post Master General Harry S. New. Type The nature or genre of the resource Image Creator An entity primarily responsible for making the resource Post Office Department of the United States of America Language A language of the resource ENG Identifier An unambiguous reference to the resource within a given context SC 01.2024.01_TetonCounty Format The file format, physical medium, or dimensions of the resource JPG