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1111111ft Vol. XLVI — No. 10 Bethel Col lege, St. Paul, Minnesota Fr iday, November 20, 1 970 photo by bob miko Student-faculty Curriculum Committee members (Dr. Jim Rodges, Marjorie Rusche, Prof. Stanley Anderson, Dr. Walter Wessel) discuss changes in new curriculum. photo by bob miko T.S. Elliot's 'Murder in the Cathedral' will be performed by Polly Jacobson and the Royal Players this Thursday, Friday and Saturday at 8 p.m. and Sunday at 7 p.m. and 9 p.m. (Nov. 19- Nov. 22). Directed by Dale Rott, Assistant Professor of Speech, the Royal Players will perform in the Seminary Chapel at the new campus. Other colleges offer interesting interim by Toni Magnuson A unique curriculum "tailored to Bethel" has been the result of a student-faculty curriculum com-mittee formed in 1968 with the purpose of revising a new curricu-lum for the college said Stan An-derson, chairman. As a result of the work over the past years by the committee of five faculty and four student members, a proposal was presented to the faculty last May and accepted to go into effect in the fall of 1971. Recommendations approved by the faculty include the 4-1-4 calendar whereby students will take four courses during the fall, one during the interim period and four in the spring; English proficiency re-quirements and P.E. proficiency requirements. According to Mr. Anderson, stu-dents will be required to demon-strate certain proficiency in the English language, for example, rather than being required to take a course such as literary analysis. Students may meet their require-ments for such courses as English and physical education in any num-ber of ways, such as a group of tests, or the traditional courses. A similar proficiency require-ment was recommended by the curriculum committee for foreign language but was voted down by the faculty. The whole question of foreign language was again brought before the faculty, and ac-cording to Mr. Anderson, they are presently working on it. The faculty has set up two basic purposes for requiring a foreign language said Mr. Anderson. They are utilitarian and acculturation. The second, acculturation, or learn-ing from another culture's view-point, is the one the faculty feels is most important. However, there are a number of ways of obtaining this experience said Mr. Anderson, such as the dealienization interim course, summer missions or social service projects, as well as the traditional study of a foreign lan-guage. The main problem facing the curriculum and educational poli-cies committees now though is how do the new and old curriculums fit together? How will the new cur-riculum affect the present stu-dents? Mr. Anderson said that the normal procedure is that students complete the requirements in ef-fect when they entered school. However, the whole question is one which cannot be answered at this time. Because of this basic unanswered question regarding the new curric-ulum Mr. Anderson said it was very difficult to deal with the student petition to alleviate the language requirement for all upperclassmen presented to the committee on No-vember 10. "Our committee can accept, judge and deal only with the new curriculum," said Mr. Anderson. "The educational policies commit-tee must deal with questions of the old curriculum." The main purpose in circulating and presenting the petition was to let the faculty know how students feel about the language require-ment, and to attempt to free upper-classmen from the present two-year requirement said Bo Conrad. However, even with approximately 700 signatures, said Bo, "We keep meeting dead ends and are just playing word games where no one wants to touch the petition." The petition was presented to the Educational Policies Com-mittee Wednesday, November 11. The committee stated that no ac-tion could be taken on the petition until the Curriculum Committee acts on the bi-cultural recommen-dation. by Phil Carlson While in Paris for a vacation an American saw a woman promen-ading down the Rue de la Paix and noticed that her petticoat had slip-ped and was collecting dust along her pathway. In attempting to ne-gotiate a pun in French he tapped her on the shoulder and said, "Mademoiselle, your q u e 1 q u e chose." It is just as difficult for one to explain the status of the foreign language requirement but it seems to be as necessary a task as that which confronted the gentleman in Paris. After all, when 700 students sign a petition one can assume the existence of some interest in the topic of the petition. Before one may respond to the petition an overview of the curriculum change must be obtained. The major components of the new curriculum model have been adopted but work is still proceed-ing on three parts of the new mod-el: 1) rhetoric requirement, 2) de-scription of the two colloquy, and 3) the bi-cultural aspect of the curriculum. The language require-ment voted down by the faculty is related to this third category. It is helpful to look at the history of this requirement before one at-tempts to understand the above mentioned rejection. When the Curriculum Committee (CC) was first formed as a subcom-mittee of the Educational Policies Committee (EPC), the CC members felt that the language requirement was one of the points in the cur-riculum which needed reform. Strong arguments were presented by interested parties in support of foreign language study as the best means for realizing a bi-cultural experience in the curriculum. It was felt that experience with an-other culture through readings in their language was not realized in one year of study in that language, but would be achieved in two years of study. Thus the requirement was changed from "One year in one language" to: "Foreign language ___.0 to 14 credits Intermediate level proficiency required. Number of credits taken to be determined by student's high school achievement and/or exam-ination." When the faculty was presented the same type of statement in the new curriculum model, they re-jected it. What this means be-comes clear when one observes that at its next meeting the facul-ty passed a motion which is a slight revision of a motion which I presented. This motion requested the Curriculum Committee to take under advisement a proposal that the new curriculum model include a requirement that would assure a bi-cultural experience for each student but recognize alternative paths by which this requirement could be met; such as: Span, area studies, and foreign language stu-dy. This approach is more consis-tent with the basic spirit of the new curriculum proposal—namely that the requirements will provide for a choice to be made in broad categories and not specific courses to be taken. Taking both of these actions into account, one must conclude that the faculty is interested in avoiding parochialism in the new curricu-lum but does not support foreign language study as the only means of accomplishing this. Since the bi-cultural aspect of the new curriculum is still under study by the Curriculum Commit-tee, the petition presented to the Educational Policies Committee by Marjorie Rusche on behalf of the students cannot be acted on at this time. Furthermore, the petition asks for a change of graduation re-quirements for students currently registered at Bethel. One must rec-ognize that the catalog in force during one's freshman year spells out the "contract" to which the student and the college agree at the time of the student's matricu-lation. When the change in curric-ulum occurs, the student may re-quest to continue under the old requirements, but an alternative to that requirement will be identified in a statement which will declare ways in which the current student body will be able to take advan-tage of the features of the new curriculum. It is highly unlikely that the foreign language require-ment will be entirely dropped, but other ways of meeting a bi-cultural For those of you who are still undecided about Interim or are looking for new adventures, here is an opportunity just for you. How would you like to take Inter-im at a different college? There are several colleges around the country that have expressed in-terest in exchanging students for the Interim period with Bethel. For example there is Calvin College of Grand Rapids, Michigan. Would you like to study Biblical eschatology or Bach's B Minor Mass? There are courses from mythology and creative film-mak-ing to Dante and Fundamentalism requirement may be available. Since these questions cannot be an-swered until the Educational Poli-cies Committee statement regard-ing the transition is adopted by the faculty and EPC cannot work out this statement until the curriculum model is complete, it appears al-ternatives to the present require-ment will not be known until some-time in the Spring semester. Con-sequently, the class of 1971 should not expect any changes in their "contract." Other students will have an opportunity to weigh the alternatives made available to them and then may decide to adopt a new contract with the college if it is to their advantage. Students should use the student members of the CC and EPC as a means of providing input to this decision-making process. in modern America; from Nazi Germany and new directions in theology to the New Left, organ-ized crime, and poverty in Ameri-ca; from a study of propaganda and the American Indian to the year 2000, William Carlos Wil-liams, and the Arab-Israeli con-flict. This is a chance to "get away from it all" and meet new people and see more country. There isn't too much busy work and there is a big opportunity to enrich your own learning experience. If inter-ested please contact Phil Carlson, Director of Interim, in PO 8. Committees face transitional puzzle From old curriculum to new -- how do you fit them together? If we must continue to learn and/or accumulate knowledge and facts all our lives, then the purpose of education must be to teach us how to learn. Edu-cation must be the process of learning how to learn. In this sense then, an educated man is one who is prepared for anything. If he develops the skills of the process of learning, he is truly prepared to face life. It follows then, that the purpose of a college education is to introduce students to and give them the opportunity to develop and practice the skills of learning under the "masters of learning" if there is such a thing. And the purpose of a liberal arts edu-cation is to introduce and develop the skills of learn-ing in a well balanced variety of areas. There is, however, more than a pragmatic reason for focussing the efforts of our education on learning the process rather than the accumulation of facts. The learning process requires development of a per-son as a whole, as a unit of humanity, which is dif-ferent than the mind trick that is required to accu-mulate facts. Through the development of self knowl-edge, an individual learns understanding—of himself and others—he learns compassion, how to share, he learns self discipline, and he develops his imagina-tion and his creative abilities. In other words, through development of his personal resources, a person learns how to make the most of becoming a human being, to become a better human being. And this is where the element of Christianity en-ters. A person isn't really a human being, as God created him, until he has developed the spiritual as-pect of his person, his spiritual resources. Of course you don't necessarily have to go to a "Christian" col-lege to do this, but theoretically a Christian college offers you the same opportunity to learn and develop spiritually (an aspect which secular institutions tend to ignore or neglect) as it does other aspects of your person. Bethel and Ober Boys Club, a branch of Union Gospel Mission, Christian Liberal Arts Education -- what does that mean? by Pat Faxon There has been quite a bit of discussion, lately, about what education is and should be—especially because of the amount of campus unrest that has been manifest these past few years, and the seeming rebelliousness and destructive intents of a good per-centage of the college youth. The government is qui-etly speculating about whether it should continue to give its whole hearted support to the institutions of higher education—those sanctuaries of budding de-structionists. In this context it is pertinent that we examine the purpose of education—the liberal arts education and particularly the Christian liberal arts education. People have traditionally put the terms "educa-tion," "learning," and "knowledge" in the same bag, so to speak. That is, they have thought of them as synonymous. But though they are related they are quite different, education being the goal, learning the process, and knowledge the subject.. Today our knowledge explosion demands that we "know" more and more all the time. It is impossible to learn all that there is in the field of knowledge in four years— in graduate school—or even, as some of you may have guessed, in a doctoral program. A graduate of four years ago is obsolete in some areas if he has not re-turned to school for some type of post graduate stud-ies. Yet our society is continually demanding that we know more and more and more, that we accumulate more and more technical knowledge. What then? Are we doomed to attend school all our lives just to "keep our heads above water" in our chosen field? No. This is where the education is particularly relevant to our time—even more so than it has ever been before, perhaps. "But what are you talking about?" you say. "Haven't you been discussing edu-cation for the past few paragraphs?" What we have been discussing is the accumulation of knowledge, facts and knowledge, not education. The two are dif-ferent. Bethel and Ober Club join in 'Soul Holidays' project are sponsoring a project called Soul tianity and Bethel's desire to help Holidays in an effort to put Chris- into practical terms. For this year's Thanksgiving Holiday's representa-tives of the projejct are asking for the pledge of a turkey apiece from each of the faculty members and from the students five cans of can-ned food—or the equivalent in cash donation—to help minority fami-lies in the St. Paul ghetto area. At the present time there is a liaison developing between the Student Senate and the Ober Club. The Senate has pledged to raise $400 before Christmas for the pur-pose of giving children in the ghet-to area the opportunity to go shop-ping in the downtown metropoli-tan area for their own Christmas present. Students will be needed to help supervise the children in the stores. The people at Ober will try to carry out the project four times photo by bob miko each year around holiday times. One of the 'guys' from Ober tests out the WBCS equipment. Ober Club is located at Western and 35W in St. Paul. Problems of people at Bethel must be faced and dealt with by Dave Healy Sure, we worry about passing help from the rest of the campus There is no drug problem at an occasional test, getting a date community. They have Jesus. Bethel. We have gone to great for Nik Dag, or guessing the out- Occasionally some poor, misguid-lengths to prove that, but unneces- come of the Amazing Adventures ed soul might think he has a se-sarily so, because we don't have of T. T. Trend. But deep-seated, rious and seemingly unsolvable any "rules" problems at Bethel. perhaps emotional problems? No problem, but we quickly relieve What we do have are people prob- chance. him of that unfortunate miscon-lems which manifest themselves in After all, official school policy ception by kindly informing him many areas, durgs being only one ferrets out anyone who might be that he is at the wrong school. Af-of them. Ah, but no one will admit hung up on ". . . forms of conduct ter all, Bethelites are unique. that. not in harmony with the spirit of We are a homogenous collection From what I read in the Cata- the college" and who thus ". . . . of care-free creatures, floating' log, the President's Annual Re- violates the purpose of the total gently through a veritable heaven-port, the Standard, and other ave- community." And just in case a on-earth, embroiled in none of the nues of school-constituency com- deviant or two slips in, we always plagues that afflict the "world." munication, from what I hear have the good old MMPI to spot Get serious. among students and faculty on them. But that's the impression we've campus, I am led to believe that Of course, even a few normal given. The atmosphere we have Bethel students have no profound students might develop some post- sought to convey to outsiders pre-problems that they can't solve by admittance difficulties, but they're cludes any extraordinary problems themselves. Christians. They don't need any continued on page 3 page 2 the CLARION Friday, November 20, 1970 New curriculum being subverted by departmental self-interest by Marjorie Rusche Much controversy and confusion surrounds the new curriculum. There are two news articles in this issue which report on the current state of certain phases of the new curriculum; more specifically, the language requirement. This editorial examines some of the difficulties involved in formulating and implementing a new curriculum. The basic structure of the new curriculum is sound. The original model splits areas of study into concentration (major specialization), cognate (related field), balance, and core. The fundamental concepts of the curriculum were to provide a flexibility of program for the students (i.e. the student would work out his own specific program with an ad-visor within the general guidelines of the curriculum), set up interdis-ciplinary courses along the concern of environment, creativity, commun-ication and orientation, provide a balance of courses for the student, redistribute faculty teaching load to provide a better student-teacher ratio in classes, and maintain the interim as an opportunity for further educational experimentation and innovation. All of these are noteworthy and exciting concepts. The new curriculum probably—at the present rate the salient com-mittees and faculty are working—will not be finalized until next Septem-ber. Currently, the new curriculum consists of 34 course experiences. Half of these courses will be taken in a students specialization (detailed area of study) consisting of a concentration (major) and cognate (related field). The other half is taken in the general arts, divided into core and balance courses. Freshman colloquim, senior colloquim, three division-orienated courses, and four concern-orientated courses are contained within the core. Eight course experiences of an elective nature are in the balance. Thus far, a Christianity and Phy. Ed. requirement are included in the curriculum. Coming up for debate in the near future will be bi-cultural and rhetoric proficiency requirements. Requirements for other depart-ments may also be proposed (by those departments interested in having requirements). As you can see, the new curriculum, which would provide greater excitement and opportunity in learning for students and faculty alike, is being subverted and undermined by faculty members that are putting departmental or personal considerations before the best interests of the students or the new curriculum. Many proposals have been or will be submitted to the faculty by various departments that want to insure that all students will be required to take certain courses from them before they are awarded a college diploma. Why does this phenomena exist? Phrases like "maintaining balance in the curriculum" or "insuring that students receive an adequate edu-cational experience" are used to explain the necessity for certain de-partments requiring all students to take a certain number of courses from them or to meet a certain proficiency level. What this really means is that the departments or individual teach-ers are afraid that students won't sign up for their courses unless there's a requirement either because the teaching is poor or the course material is irrelevant. And if students don't sign up for a professor's or depart-ment's courses, the need fo rthat particular professor or the amount of courses offered by a department is diminished. Which means that a faculty member might be out of a job or a department would get its budget and staff cut. This is the destructive fear that exists among some faculty members and departments. I would think that faculty members would rather have fewer students—and have those students 'be interested in the course—so they could have more time for those students and do a better job of teaching. There is also the case of faculty members or departments believing so strongly in the value of their particular field that they want all the students in the school to appreciate its value as well. This, they must obviously feel, can best be done by requiring students to have course experiences or attain a certain level of proficiency in their field. This is an understandable reaction (if you've spent all that time, money, and effort getting a masters or doctorate in a certain field you obviously place a high value on the importance of that particular field), but it is not beneficial for the students or the faculty. It is obvious that students will learn and retain knowledge more easily and joyfully if they have a genuine interest in what they are learn-ing. I know, from personal experience, that I retain knowledge that has been forced upon me by well-meaning but misguided souls for as short a time as possible (i.e. until just after the final exam). Forcing students to learn material because it's a requirement for graduation or under the threat of a grade is a waste of time and money for the student and unexciting tedious work for the teacher. In the final analysis, a student isn't going to really learn anything he's not interested in or can't see the value of, no matter how inherently valuable a teacher, department, committee, or faculty might feel a certain subject is. Let's be honest and realistic about it, we'd save everybody a lot of time and money. Wouldn't it be exciting and fulfilling to teach a class where the students came because they thought the subject material was fascinating and you had a lot of valid things to say that would help the student discover more about the field? Education should be like this. Education can be like this. There is no valid justification for setting up a new cur-riculum that has the same worn out ineffectual graduation requirements in it in a different form. Remember, faculty members, you're playing around with more than cores, cognates, balances, concentrations, and colloquims. You're messing around with student's lives. For students who are unsure of what courses to sign up for next sem-ester because you don't know what your graduation requirements are going to be, why don't you sign up for courses you would really like to take and think you would learn something in? For current freshmen and sophomores, hopefully there will be ways you can work your courses into the new curriculum, if you desire to and if the faculty allows it. For juniors, it would be a little more difficult to switch over to the new curriculum (it still could be done). For seniors there is no hope. We're stuck with the old curriculum, so try and make the best of it. Senators sift through issues by Pete Varros Converting the notes of a 90- minute student senate session into an article (or reasonable facsimile thereof), requires both considerable condensing and expanding of triv-ial and important matters respec-tively. And since we recognize a responsibility of keeping confident some of the information trusted to us as senators, certain names and situations cannot be divulged. However, the students who have assumed an active part in the stu-dent government by electing us to the senate should be made aware of the issues we sift through dur-ing the course of our weekly meet-ings. Our meeting of last Monday ev-ening was concerned with its usual amount of committee reports, dis-cussion, and motions, the value of each being somewhat questionable at times. As editor of the Spire, Marty Mauk informed the senate that the yearbook will run three thousand dollars over budget, bringing it to a high of ten thou-sand dollars. The extra three G's, reported Mauk, will be made up through advertising and alumni contributions. As it now stands, yearbook costs are absorbed into our tuition. This coming edition promises to be quite avant-garde with its box container coming out next May, and three additions thereafter to include a long-play-ing record album (let's hope it in-cludes some Spit Band, Marty), as well as posters and various mom-entos of 1970-71, all of which I suppose justifies its equally avant-garde costs! A committee headed by Doug Erickson with Anne Dalton and continued from page 2 and presupposes that if Christians do have them, they will be able to solve them alone. I think the atmosphere we proj-ect is a false representation of stu-dent life at Bethel. I could be wrong. Not knowing a great many students, I could be erroneously interpreting the situation. If so, I shall stand corrected. But until informed otherwise by a consider-able segment of the student popu-lation, I will assume that some of those students have serious prob-lems. If this is really the case, what are such students to do? To be sure, they have a counseling ser-vice. They have Christians teachers and friends. But how free will they feel to use these resources if we— the lucky ones with no difficulties —say that their problems are char-acteristically un-Christian. Granted, some use the available resources. But how many more re-main silent? the CLARION Published weekly during the academic year, except during vacation and exami- Ralph Gustafson will seek to an-alyze methods by which the senate can raise either four hundred dol-lars or the clothing that amount will purchase in hopes of donating the money or clothing to Ober Boys' Club, an organization which will distribute it to needy black kids in the ghetto of St. Paul. The senate is open to any suggestions for possible fund raising. Much talk centered upon stu-dent- faculty interaction. A few senators felt an open forum at-mosphere tends to compound problems with rash statements and confrontations. Dean Muck report-ed the faculty is in favor of mean-ingful discussions with interested students, but it is left up to the student to approach the adminis-trator. It was unanimously agreed by the senate that each senator should assume his or her own re-sponsibility to act as a catalyst be-tween a troubled student and who-ever is in a position able to help. Concerning the petition seeking to eliminate the language require-ment we are now under, the seven hundred and fifty signatures have been handed from the Curriculum Committee to the Educational Pol-icies Committee. A report on Interim was read describing a sort of substitute for daily chapel, a daily Bible study in the cafeteria around eight thirty in the morning with voluntary at-tendance, and Scripture aimed at sustaining you through the grind-ing sweat and blood of symposium and skiing. Soccer has yet to become a var-sity sport. As it was proposed to At the outset of this exposition, I mentioned the drug issue as an example of one manifestation of our people problems. I shall re-turn to that example for a moment because it illustrates my point so well. On November 5, a Drug Sympo-sium was held at Bethel Seminary. Among the many suggestions made for dealing with drug-related problems, one was repeated often. It was simply this: Listen. Dr. Gordon Heistad, Professor in Psychiatry, Psychology, and Phar-macology at the University of Min-nesota, said, "The little things that happen now are important. One of the most important little things you can do to help a person with drug-related problems is to just listen." But if we are to listen, someone must talk. And how many people will feel free to talk—about drug problems or any other serious dif-ficulties they might be facing? nation periods, by the students of Bethel College, St. Paul, Minn. 55101. Sub-scription rate $4 per year. President Lundquist and Dean Ol-son, even the concept in its sim-plest form (awarding letters to de-serving players) has been passed on to Gene Glader. So, if soccer is still a "club" next year, all you Bethel insurrectionists will know who to lynch. For a grand finale to an otherwise momentous even-ing, Hugh McLeod proposed we senators have a "brainstorming" session for fifteen to twenty min-utes where problems as we see them are pointed out in hopes that some underburdened senator will pick up the spear and shield and forge ahead . . . into the muddy middle of God's little half-acre. To be more exact, the following prob-lems were taken out of mothballs: 1). Library and P.O. boxes to re-main open during chapel unless there's a good reason to substan-tiate the closing (like maybe they want us at chapel?). 2). Do something about our mud-dy campus. (Oh why? Don't you like sliding to your classes?). 3). Lay carpet down the main aisles of the library to cut down on noise (and maybe provide a comfortable place to stand while waiting for a seat). 4). Norma Wilcox wants fire drills at the new dorm. (The inside stairs are entirely of wooden con-struction. . . . Burn, baby, burn). 5). Redecorate the dining hall with some colors other than sea green and navy bean yellow. 6). Extra portions of meat for those of us who get out of bed dur-ing the week. . . . and the meeting was adjourn-ed! They do, after all, have a Christian image to maintain. The administration is partially to blame for this situation. Although they have a responsibility to proj-ect a favorable picture of Bethel life, they have not always given an honest one and have thus con-tributed to a misleading image of our school. Nor are we as students by any means faultless. We too have as-sumed the non-existence of serious problems among Christians, but perhaps our greatest error has been in dealing with the few prob-lems that do become apparent. To these we have said, "Jesus is the answer." We have promised, "I'll pray for you." Of course Jesus is the answer. Of course we should pray. But peo-ple need more than a promise or a platitude. They need our per-sonal interest — not just non- Christians but Christians too. And of course they must feel free to express their problems in the first place. I don't suggest that we try to eliminate problems by eliminating all our rules and never kicking anyone out of school. Or that we publish the results of those we do dismiss in the Standard. Or that we have mass confessionals in cha-pel during open mike sessions. What I do suggest is that we go deeper than rules and look at peo-ple. That we recognize that we have created an atmosphere of problem repression rather than problem solving. That we realize that deep-seated and very person-al problems can and do exist at Bethel. That we seek to initiate an atmosphere more conducive to bringing problems to the surface. And that we be ready to inject our personal Christian interest and concern into those problems. The Beatles said it rather well, I think. "We can work it out." Friday, November 20, 1970 To the editor: There is a great social revolution going on in America today. And the wonderful thing about this rev-olution is that it is not black against white. It is simply right against wrong. You only realize this truth when you are on the front line of the struggle for human dignity. There are many white people who hate civil rights demonstrations. But if they really knew the truth, they would love those of us on the front line that will not bull jive with a serious thing as a revolution. White people should really dislike the black who sits back and does noth-ing but tells them what they want to hear, while all the time hating white guts. If the closest you ever get to the front line struggle of today's revo-lution is your news report on tele-vision, you will never know the real truth. The TV cameras fail to show the white kids getting knock-ed down because they can't stand being wrong any longer. The day you join the revolution is the day you will quit hating. Today a black man can't really hate a white man because he knows who's right and who's wrong. The critics say that the Negro is ex-pecting too much too fast. Extreme demonstrations involving civil dis-obedience are condemned as an ex-ample of how unfair the black is being. He cannot expect freedom overnight. The history of the Ne-gro in America is a study in pa-tience and trying to be fair. White people told the black man to try to raise himself up to the white man's standards and he would get his freedom. And in fairness the black man tried. Black people did everything but still did-n't get their freedom. Black peo-ple went from the bottom of our feet to the top of our heads trying to be fair. Finally black people ran out of things to do to try to please white America and were driven into the streets. How fair can the black man be? Think about it for a min-ute. Look at all the black people who have raised white kids who ended up lynching their sons. Sons that grew up to become good old American "n i g g e r murderers." Think about all the black people who have cooked in kitchens and cared for their son's murderers, taking comfort only in the thought "The Lord will take care of them." Can you have been any fairer? All the black people had to do was poison all the food that they had cooked in America. The first thing that the white man does today is to talk about what he owns and bought with hard earned money. But you must remember also that it is the black man's tax money which pays the public health commissioner to li-cense the white man's building— tax money that is used to pay the fireman who comes to protect his establishment when he hears that "them niggers are rioting." The black man's tax dollar pays the cop who guards the establish-ment and beats the hell out of black people in ghettos when they hear "them niggers are rioting." You see all blacks do not riot. You see again you'll be lost at the TV set and the old newspaper. But you fail to recognize, for instance, that in Harlem where almost one million blacks live, less than two thousand were involved in the riots. In Newark, New Jersey, where more than 250,000 blacks live, less than 3,000 blacks were the CLARION page 3 involved in the riots. The thing that amazes me, of course, is that it was only since 1964 that the black man has begun to riot on even that small scale. "If there is no struggle, there is no progress. Those who profess to favor free-dom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning . . . This struggle may be a moral one; or it may be a physical one; or it may be both moral and physical; but there must be a struggle." from Slave by Frederick Douglass. Again my thanks goes to James H. Cone, Tom Skinner, Dick Greg-ory and H. Rap Brown. Toward a constructive change here at Bethel College in the minds of many so-. called Christians. "Power to the People" and before speaking about the Bible to others think about yourself first. It's easy to repeat words of wisdom but hard to live them. William Hill Class of '74 Christian history: past and present To the editor: Remember Christians, Judas is-n't dead, he's alive and snitching at Bethel. You shall know the truth and the truth shall make you free. Ex-cept when you tell the truth to the administration and they send you home for sinning (drinking). Re-member, if Jesus Christ didn't be-lieve in forgiving and giving a per-son a second chance he wouldn't have died on the cross for our sins. God says thou shall not kill. Then why does Bethel let the Marines recruit future killers? Don't be a hypocrite. Christians, there are no two sides to being a Christian. So don't give me that jive about mili-tary duty, obligation or necessity. To kill is a sin, right or wrong? (Oops, I forget, this is a Christian campus.) Anyone wishing to send com-ments to my letter to the editor address them to P.O. RU12. Evan Anderson Class of '74 ebapet Potet Pastor Maurice C. Lawson Sing along with Jim Johnson in a musical chapel on Monday. God's Volunteers, a witnessing group of youth, will have the chapel on Tuesday. On Wednesday the pro-gram postponed from a week ago with Dan Wickman singing and Pastor Lawson speaking will be given. And let's all be thankful on Thanksgiving. Archeology and Bible Prophecy disclose dangerous era ahead. Folio $1.00 Carts Viking House Book Division Box 173 Mpls., Minn. 55440 Editor in chief Pat Faxon Copy Editor Marge Rusche Production Editor Jack Priggen Fine Arts Editor Sam Griffith Sports Editor Rich Zaderaka Proofreader Faye Kulbitski Cartoonist Dean Lindberg Photo Editor Bob Miko Photographer Jim Amelsberg Reporters .... Dave Healy, Wendell Whalin, Joey Healy, Peter Varros, Bill Ankerberg, Cindy Rostollan, Dave Greener, Marge Anderson, Rick Johnson, Cris Pincombe, John Larson, Sam Griffith, Sharon Watson Editorial Board Pat Faxon, Sam Griffith, Dave Healy Bob Miko, John Moore, Jack Priggen, Marjorie Rusche Opinions expressed in the CLARION do not necessarily reflect the position of the college or seminary. People need Christ, prayer -- and personal interest too Bethel Forum Willie Hill writes about today's social revolution photo by bob miko Barb Johnson and Margie Campbell, student teachers in secondary education, collaberate experiences. Student teachers learn to relate; adapt to teaching environment - _ photo by bob miko and for fun too at Ober Club. Page 4 the CLARION Friday, November 20, 1970 by Betty Creighton "Reading and 'riting and 'rith-metic, taught to the tune of the hickory stick. . . ." Fortunately, an attitude of concern for students as whole human beings, and not just minds in which to stuff knowl-edge, is gradually replacing this long-prevalent 'hickory-stick' view of education, according to student teachers Barb Johnson and Margie Campbell, who are both English majors in secondary education. At Marshall Jr. High, an inner city school, Barb teaches two 2- hour ninth-grade English-Social Studies classes, in which she has "had to learn about a different way of living." "Because things hit them differently, you can't begin to teach them until you know their environment," says Barb. In the two-thirds-black school, most of the students come from the South; one-half of the families represented are on welfare. Says Barb, "This means that half of these kids are raised by someone who is not working; the teacher must try to fight poverty of 3rd-, 4th-, even 5th-generation welfare cases, as well as to teach subject matter. You almost have to be more interested in the kids, and what they need to survive and grow, than in English." Margie feels that her Spanish minor has helped her to relate to her two twelfth-grade English classes at Humboldt High School, which is on the edge of a cultur-ally deprived Mexican district. "More than half of the students are Mexican: some come directly from Mexico, and a lot have mixed parents. Most of them have never seen a play or movie—things we often take for granted," says Mar-gie "In my two accelerated class-es of 15 students each, I have found it easier to relate to the students than I thought. Because I like my subject matter — Modern Poetry and Creative Writing—I find it fairly easy to reach them." Although Barb finds "playing the role of the teacher" a barrier at times in her classes of 20 stu-dents each, she relates to the stu-dents in different ways. "What you often end up doing is being a friend, a social worker, and a par-ent, as well as a motivator and su-pervisor. In this situation you are often the only one who can be these persons to them. I have had to be aware of what is going on, and to give a lot more than I ever have before. That's good, especially when kids need so much." Margie tried to get to know the students so they would feel free to write about themselves. "In commenting on their papers, I am open to them in proportion to their openness to me. We discuss the central problems of drug issues, double standards in society, and pressures in society. They are free to tell me what pressures them—like 'who wore the red jack-et in such-and-such a novel.' They really want to learn if they are not squelched by the system." Both girls agreed that, for the most part, education is just not getting through to kids, particul-arly in schools like Marshall. "Ed-ucation is part of the institution," says Barb. "The things that are im-portant in school, like Margie's 'red-jacket' example, are not im-portant in their need for commun-ity living." Margie also feels that "something has gone wrong." "Multiple-choice tests oppose their creativity," she states. Barb says, "I have been growing and becoming more responsible; teaching has demanded often that I examine why I am doing this. I guess because I want to be the best teacher possible. I really care about them because of Jesus, and I see what teaching can do." Both Margie and Barb agree that teaching is hard because "it is so daily." Margie can tell her stu-dents "find it refreshing to have someone who hasn't been teaching Hamlet for 20 years." Although many teachers see the class as an accumulation of minds, "I'm not like that," says Margie. "Students are social and emotion-al, as well as intellectual beings. I try to choose poems that touch different emotions; I try to use English as an instrument to get them to think about and know themselves and other people bet-ter. Although I fight to keep from taking on the 'teacher-role,' I'm not trying to be a senior in high school; I'm not like them and neve■ will be." Indicative of both girls' aims in student teaching is a personal goal that Margie expressed. She said, "If there is anything I seek to do in this, it is found in Matthew 10:42, 'If as my representatives you give even a cup of cold water to a little child you will surely be rewarded.' It is that cup of cold water, given in kindness, but too often neglected completely in ed-ucation, that I want to give to these kids." by Peter Varros I have had much to say in a past editorial concerning our re-sponsibilities to the world outside Bethel. Some have called my rea-soning "negative," a word fast be-coming an integral gear in the ma-chinery of Christian persecution and paranoia. Others (the major-ity) have lauded my position, that being one of continuous and ever-expanding responsibility to share Christ with non-Christians in any and all given situations. That is, I believe, the most basic and utmost purpose behind our lives, once we have become a child of God. Two girls, Diane Freese and Nancy Johnson, have chosen to seek out a situation somewhat more challenging to their "life-style" than any found on campus or in a church, a situation of direct inter-action with black children in the middle of St. Paul's ghetto. The following interview took place last Saturday afternoon in the main lounge of Bodien: Me (with pen in hand and pad in lap): "Pat Faxon gave me a nifty assignment for next week's Clar-ion. I'm supposed to write three hundred to five hundred words on the Ober Boys' Club, and your names were given me by the Chris-tian Service Office." Dee (while simultaneously knit-ting a scarf for her sister): "Yeah, we work at O.B.C. a few nights each week, don't we Nan?" Nan (slouched down on the floor): "Yeah." Me: "Which nights do you work and what goes on while you're there?" Nan: "Well, I work Mondays with a group of girls in the pool for about an hour, but there's something different every night." Dee: "I'm there Friday for open gym. Everyone goes swimming to-gether, plus there's arts and crafts. Thursday nights we have our club meetings, sing hymns, tell Bible stories, and play ping pang. Knit one, purl two." Me: "I thought O.B.C. was a boys' club? You said you work with girls." Dee: "The club is for girls and boys both. The building itself is divided in half, one for each group." Me: "The concept is great, at least up to the division. No, all se-riousness aside, what goes on other nights? Is the club open?" Dee: "O.B.C. is open from 6:30 to 9:30 every night, and provides a free hot dinner for the children. They are transported by a bus, and come mainly from the surrounding black neighborhoods. The kids themselves range in age from five to fourteen. It really keeps them off the streets. Evan Anderson,one other Bethel student, supervises activities and gets really involved with the kids. Knit two, purl three." Me: "How did you find out about O.B.C. originally?" Dee: "Well, I was interested in doing some work in this area, so I went to see Dave Stewart. He gave me a number of possibilities, out of which I chose O.B.C. It's really a unique program." Me: "In what ways?" Dee: "Well, the kids don't feel alienated at all, and are quick to open up to you. Some of them call me 'lady,' I suppose because I must seem so old to them. Once a little girl came running up to me, hugged my neck, gave me a kiss, and said, 'Thank you for corn-ing.' We encounter a color barrier only with the older gills, though, as if they resent our presence." Me: "It would seem, then, that Being poor is .. . The following story was written by 13 year old Edward Adams of 896 Marshall, St. Paul. A black couple lived in a Har-lem slum. The house was old and worn down. They had rats that would eat up the chair that they got from the Goodwill. Their fa-ther shined shoes making about 25 dollars a week and they would buy about 3 dollars worth of food and the rest to pay the rent. There were six kids and all they had was rags for clothes and some "old man" used shoes or boots. They could not take a bath because the bath room water was not working so they didn't take a bath at all And their mother would wash clothes in the toilet. They had holes in the roof and all the kids had to sleep together on the floor. They used old coats for blankets but kept warm because their fa-ther built a fireplace made up of bricks he got out of the wall. Their oldest daughter, she could-n't take being poor, wearing a boot ten times as big as her foot and wearing rags. So she ran away thinking she could find a better life. So she goes over to her white girl friend's house. The white girl was poor but not as poor as the other girl was. She asked her if she could stay with her a couple of days. She said I think you bet-ter go home because my father will say no. She leaves and goes walking around thinking about why she left home. Then she thinks she better go home. So she goes and starts running home. Then she walks in and her mother says where have you been. She paused for a moment and then said I'm tired of being poor . . . But we have one thing that the rich people don't have— our kind of love. Ober Boys' Club gets students involved in world outside Bethe There's plenty of opportunity to the younger girls are too innocent to have formed prejudice." Dee: "Exactly. Oh darn, I drop-ped a stitch!" Nan: "I feel pretty much the same way as Dee. The kids grow up in such a different environment than did either of us. While we're from average, middle-class fam-lies, the girls have a much lower standard of living. They're really hungry for love. We play with the girls and they really appreciate it. Sometimes they ask if I'll be back next Monday." Dee: "I guess they haven't yet seen all the hate in the world. Their feelings are so innocent, and the kids share everything. They just don't know what prejudice is. As far as they're concerned, I could be purple and the kids would still love me." Me: "Nan, do you find any dif-ficulty in relating your feelings to them?" Nan: "It's really easy for me talking with the six, seven, or eight year olds. But the older girls are-n't as receptive." Me: "Are you given some sort of manual to follow in regards to working with the kids?" Nan (climbing up onto the couch): "No, not at all. We're left pretty much on our own to work with the girls. The kids themselves do pretty much what they want. It's not as if a bell rings and we move on to the next activity!" Dee: "For instance, there's a prayer room on the boys' side. The kids are free to come and go as they please. Some of them bring in books for us to read to them, and others like to tell us about their homes, or ask us what col-lege is like. They're especially in-terested to know just how difficult our math is!" Me: "O.B.C. sounds like a great place to spend otherwise wasted time, especially when the workers are two of Bethel's sharpest 'Bods'!" Dee: "If it weren't for O.B.C., many of those kids would be ju-venile delinquents." Nan: "Well, at least with O.B.C. it takes them a little longer!" photo by bob miko help • • • alp Amazing Adventures of T T Trend Dean Lindberg thamsfriraisej BAut tike,111444-uctu EtasbA-w wo•v-t it•cv ta - 371 • - Friday, November 20, 1970 the CLARION Page 5 Sam writes a review of music instead of a music review by Janet Appelquist That "great come-and-get-it day" is finally here. For your listening pleasure and enjoyment the Bo Conrad Spit Band proudly presents their long-awaited first album, on sale this week in the Bethel Coffee Shop. For the price of only $4.19 you can now "take the Band home with you" (imagine that, Bodien and Hagstrom!) for many a musical moment gathered around the roommate's stereo. If you haven't bought your copy yet, (shame!) make sure you pick one up at the "Autograph Party" in Room 106 this Saturday night right after the first basketball game. But don't try to leave without paying for it. The party may be free but the records aren't—sorry! Re-freshments will also be provided (by Steve Duininck) for a modest (?) sum. Rumor has it that the Band might even play a song or two. So don't forget to come even if you can't afford a record. VISI by Sam Griffith Music is all around us. Stereos blasting and radios blaring. Some-one singing in the shower or try-ing out for the opera fill the air with waves. But what is being heard? Instead of a music review how about a review of music? First of all the music of the stereo. There is a brand new rock opera out called Jesus Christ, Superstar. I listened to it the other night and it is definitely fine music. An in-teresting sidelight to the album is the treatment given to Judas Is-cariot. In other words whose crime was worse, Judas' for selling Christ for thirty pieces of silver or Peter's for denying Christ three times? Interesting? Yes. Another album to borrow is the Woodstock album. Although it can't capture the feeling that the movie conveyed, the music on the album is of such variety and in-tensity that it gives you good feel-ings and good listening. From the late Jimmy Hendrix's beautiful in-terpretation of the "Star Spangled Banner" to Joan Baez, The Who, and Country Joe and the Fish, the music sets a fantastic mood. One of my favorite songs on the album is "Soul Sacrifice" by Santana. Santana has a new album out called Abraxes which has a style all its own. What about the radio? Each of us has our own favorite station but what about other possibilities? KDWB and WDGY play the current popular hits but their crass hard-sell commercials ruin a lot of fine music. If you like the easy and re-laxed approach to rock music then I definitely suggest KQRS, 1440 AM or 925 FM. But perhaps rock isn't your musical bag. The U. of M. radio station plays a lot of country music and there are other pleasant mood music stations such os WWTC and WPBC located in the Twin Cities. By moving around on the dial and experimenting you will find a wide variety of listen-ing possibilities. But what about the shower sing-ers? Not much but, if you like your music live there are many possib-ilities. If you like folk then I sug-gest that you make tracks for the West Bank area. West Bank area? It is the Cedar and Riverside Ave-nues area near the U. of M. cam-pus. The Cafe Extempore at 325 Cedar offers live folk music every Tuesday through Saturday. Local singers and wandering minstrels stop in for a time. There is audi-ence participation and just plain good listening for those who enter. The New Riverside Cafe at 1900 Riverside Avenue also offers the coffeehouse, not coffeeshop, atmo-sphere. There are excellent oppor-tunities to meet new people and hear fine music. It starts about 9 or so and goes 'till 12 or so. For informal enjoyment try any of the West Bank coffeehouses. Perhaps a live rock band or folk group is your thing. Sunday nights at the Extempore are for you. There is also the Depot in down-town Minneapolis for Sunday after-noon and evening entertainment. The Labor Temple in NE Minne-apolis also has some offering ev-ery weekend. Check the Arts and Entertainment section of the Min-neapolis Sunday paper for many more musical opportunities. Perhaps a concert of sacred or classical music is your gig. The St. Paul Chamber Orchestra or the Minnesota Symphony are of inter-est to you. I am sure the Bethel Music Department can give you all the information you need. The U. of M. and many other area colleges have fine arts concerts of classical music. Consult the Sunday paper and listen to some of the radio ad-vertising. Folk, country, rock, sa-cred, classical and other types of music are available in the Twin Cities area. There is music available for ev-ery ear and taste. With a little in-itiative and desire you should be able to fulfill your musical appe-tite with the wide variety of op-portunities available. * Bo Conrad — hopefully the band will do one of their originals, "Bo's Blues." Jug band concert this Saturday by John Larson Man does not have eyes to see that which is invisible. The spiritual life of Christianity is hidden by a veil, and by nature, a human does not have the ability to comprehend and get hold of it. When he tries, he builds his own church. He takes doctrine and texts and proofs and creeds and theology, and lays them up like walls—walls without windows! He stands in the darkness and all about him is intellectual knowledge of God—but not the knowledge of God, for there is a difference between the intellectual knowledge of God and the Spirit-revealed knowledge. It is possible to grow up in a church, learn the catechism, and have everything done to us that they do to us and still not know God at all. God isn't known by those external things. We are all blinded by all that we see. We are without vision because no man knows the things of God but by the Spirit of God. Paul writes ". . . no one comprehends the thoughts of God except the Spirit of God." God knows Himself, and the Holy Ghost knows God because the Holy Ghost is God, and no man can know God except by the Holy Ghost. If any man disregards this truth, he entirely shuts out spiritual things from his understanding. When I say that the human intellect is not the vehicle by which we apprehend divine things, I am not saying anything very profound. For instance, you are not using your ears to read this paper because it is our eyes that enable us to read. We use our ears to hear and our eyes to see. If a man stands up and says that works of painting and sculpture cannot be grasped by the ear, no one gets excited. No one jumps up and says, "That man is a prophet!" He has only said that which is common sense. When I say that God did not give us our intellect to apprehend Him, but gave us another means of comprehension, there is nothing profound about that. God gave us spirit to apprehend Himself, and intellect to apprehend theology—there is a difference. He gave us our heads, and He put brains in our heads, and that faculty we call intellect has its own work to do. But its task is not apprehending spiritual things . . . that is of the Holy Ghost. When we permit only an intellectual knowledge of Jesus, He ceases to be a Person. He becomes the Christ of history; the Christ of creeds. And we can never piece Jesus together from history—it's im-possible. A man could memorize the New Testament and never find the living Christ. You may be convinced that He is the Son of God and still never know Him as a living person. Jesus Christ must be revealed by the Holy Ghost. A revelation of the Holy Spirit in one glorious flash of inward illu-mination would teach you more of Jesus than five years in a theological seminary—and this is not to put down seminaries. We can learn a great deal about Jesus in the seminary. We ought to read everything we can about Him. But the final illumination that introduces your heart to Jesus must be by the Holy Spirit Himself, or it isn't done at all. So it is that the human being can know about God, he can know about Christ's dying for him, he can be actively involved in Christian service, he can be a diligent student of the Bible, he can even write songs and books, and still never come to the vital, personal knowledge of God at all. Only by the Holy Ghost can he know God. "John answered and said, A man can receive nothing, ex-cept it be given him from heaven." John 3:27 * * "But, in the words of scripture, 'Things beyond our seeing, things beyond our hearing, things beyond our imagining, all prepared by God for those who love him', these it is that God has revealed to us through the Spirit." I Corinthians 2:9-10 photo by bob miko Mark Wood sprints up the far sideline for a long gain against Eureka. photo by bob miko Red Devil running back meets immovable object, Harve Lindgren. A TOTAL EXPERIENCE IN SIGHT, SOUND AND COLOR 110011DAll (INTIR 1 .1 DAYTON S 166-11100 The Hot Corner by Rich Zaderaka Dateline-1967. Subejct: Bethel Hockey Club. "Led by its first hockey coach, the Royal pucksters increased last season's schedule by four games, donned new 'club' uniforms, and creat-ed enthusiastic student interest." Now get this ... "A combination of these factors have led school ersonnel to consider the ossibility of hockey participation on an intercollegiate level in the future. The past two seasons, the Royals have operated as a 'club,' a com-peting athletic group which does not operate under normal eligibility regulations." That brings us to the question of the hour: Will soccer be phased out after a couple of years like the hockey club was??? RUMOR HAS IT .. . . . . that the fieldhouse will be packed on Saturday night to watch the Royals open their season against Dordt. . . . that it will be SRO in the Edgren basement tomorrow afternoon when Ohio State meets Michigan for the Big Ten championship. GRID PIX The season mark now stands at 60-35-7, after last week's picks came out 7-4-2. There has been no such thing as a "sure" winner this year. That was typified by last week's nearly impossible upset of the Los Angeles Rams by the punchless New York Jets. This week could be a roughie but I'll cross my fingers and hope for: Minnesota over Green Bay Baltimore over Miami Los Angeles over Atlanta New York Giants over Philadelphia Oakland over San Diego Denver over New Orleans Chicago over Buffalo Cleveland over Houston New York Jets over Boston Pittsburgh over Cincinnati Washington over Dallas St. Louis over Kansas City San Francisco over Detroit ealciaotv eiteeteA 2120 N. Lexington, St. Paul PASTORS - Robert Frykholm Leroy Nelson - Services at 8:30, 11:00 a.m. and 7:00 p.m. - `Faith Lab' class at 9:45 a.m. -3 discussion choices The Spirit and the Christian Jesus and the future Famine and plenty: Amos - Bill Youngblood & Fred Sweet - leaders -Bible discussion on Wednesday at 7:00 p.m. -small groups -Transportation leaves Campus Sundays at 9:30 a.m. Page 6 the CLARION 1970 I-M FOOTBALL STATISTICS Standings w L *1. Off Campus I 7 2 *2. Second Old 7 2 Off Campus II .7 2 4. Second New 6 3 5. Third Old 5 4 6. Third New 4 5 7. New Dorm 4 5 8. First Floor 3 6 9. Faculty 2 7 $10. Pit 0 9 *Tie Withdrew after two games Offense Pts. 1. Second Old 97 2. Off Campus I 93 3. Off Campus II 56 4. Second New 53 5. Third Old 46 6. First Floor 38 7. Third New 29 8. New Dorm 20 9. Faculty 21 10. Pit 0 Defense Pts. 1. Second New 19 2. Off Campus II 25 3. Off Campus I 26 4. Second Old 39 5. Pit 40 6. Faculty 54 7. First Floor 59 8. New Dorm 59 9. Third Old 63 10. Third New 77 ALL-STARS Offense Ends- Dan Mogck (OCI) Gary Clark (3N) Tackles- John Lundgren (1F) John Wilzewske (20) Center- Jim "Doc" Rodgers (F) Halfbacks- Rick Borggren (2N) Lee Mattson (OCII) Quarterback- Jim Delich (OCI) Defense Ends- Tom Erickson (OCI) Max Gernard (30) Tackles- Bob Gustafson (ND) Jon Peterson (2N) Linebackers- Craig Anderson (30) Bob Berggren (2N) Safeties- Gordon Nordmark (2N) Gary Russell (3N) Honorable Mention (within 5 votes) Dean Erickson (30) Willy Hill (1F) Dan Larson (OCII) Kevin Bishop (20) Steve Bloom (20) Sportsmanship Bob Brodin Referees (selected by captains) Willy Hill Jim Delich-Bob Elliott (tie) VOLLEYBALL W L Pit 4 0 Second New 4 1 Third Old 4 1 Second Old 3 2 First Floor 3 2 Third New 2 2 Off Campus I 2 3 New Dorm 1 4 Faculty 0 5 Off Campus II 0 5 Friday, November 20, 1970 photo by bob miko Dan Anderson moves in for a shot on goal. photo by bob miko Phil James and Dan Brodin ran one- two- for the cross country team. photo by bob miko Well, I will say this ... photo by bob miko The Bethel Soccer Club isn't always serious. YOU ARE WELCOME AT Tatftaffteetaid Fall sports in review Glasses Contact Lenses ELWOOD CARLSON Optician 272 Lowry Medical Arts 227-7818 St. Paul, Minn. 55102
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Title | Clarion 1970-11-20 Vol 46 No 10 |
Edition (Vol. No.) | Vol. 46 No. 10 |
Date Published | November 20 1970 |
Decade | 1970 |
Academic Year | 1970 - 1971 |
Frequency | Weekly |
Article Titles | Committees face transitional puzzle - From old curriculum to new -- how do you fit them together?; Other colleges offer interesting interim; New curriculum being subverted by departmental self-interest; Christian Liberal Arts Education -- what does that mean?; Bethel and Ober Club join in 'Soul Holidays' project; Problems of people at Bethel must be faced and dealt with; Senators sift through issues; Bethel Forum: Willie Hill writes about today's social revolution; Christian history: past and present; Student teachers learn to relate: adapt to teaching environment; Ober Boys' Club gets students involved in world outside Bethel; Being poor is...; Jug band concert this Saturday; Blind Vision; Sam writes a review of music instead of a music review; Fall sports in review; The Hot Corner |
Photographs | Student-faculty Curriculum Committee members (Dr. Jim Rodges, Marjorie Rusche, Prof. Stanley Anderson, Dr. Walter Wessel) discuss changes in new curriculum./ photo by bob miko; T.S. Elliot's 'Murder in the Cathedral' will be performed by Polly Jacobson and the Royal Players this Thursday, Friday and Saturday at 8 p.m. and Sunday at 7 p.m. and 9 p.m. (Nov. 19-Nov. 22). Directed by Dale Rott, Assistant Professor of Speech, the Royal Players will perform in the Seminary Chapel at the new campus./ photo by bob miko; One of the 'guys' from Ober tests out the WBCS equipment./ photo by bob miko; Barb Johnson and Margie Campbell, student teachers in secondary education, collaberate experiences./ photo by bob miko; There's plenty of opportunity to help..../ photo by bob miko; and for fun too at Ober Club./ photo by bob miko; Bo Conrad — hopefully the band will do one of their originals, "Bo's Blues."; CARTOON : the Amazing Adventures of T. T. Trend; Mark Wood sprints up the far sideline for a long gain against Eureka./ photo by bob miko; Red Devil running back meets immovable object, Harve Lindgren./ photo by bob miko; Dan Anderson moves in for a shot on goal./ photo by bob miko; Phil James and Dan Brodin ran one- two- for the cross country team./ photo by bob miko; Well, I will say this.../ photo by bob miko; The Bethel Soccer Club isn't always serious./ photo by bob miko |
Digital Collection | The Clarion: Bethel University's Student Newspaper |
Digital Publisher | Bethel University |
Editor | Faxon, Pat (Editor-In-Chief); |
Contributors | Rusche, Marge (Copy Editor); Priggen, Jack (Production Editor); Zaderaka, Rich (Sports Editor); Kulbitski, Faye (Proofreader); Lindberg, Dean (Cartoonist); Miko, Bob (Photo Editor); Ammelsberg, Jim (Photographer); Reporters: Healy, Dave; Whalin, Wendell; Healy, Joey; Varros, Peter; Ankerberg, Bill; Rostollan, Cindy; Greener, Dave; Anderson, Marge; Johnson, Rick; Pincombe, Cris; Larson, John; Griffith, Sam; Watson, Sharon; Waite, Dave (Business Manager); Editorial Board: Faxon, Pat; Griffith, Sam; Healy, Dave; Miko, Bob; Moore, John; Priggen, Jack; Rusche, Marjorie; |
Location |
United States Minnesota Saint Paul |
Time Span of Publication | Newspaper published from 1921 through present day |
Copyright | Reproduction or distribution of these files is permitted for educational and research purposes with proper attribution to the Bethel Digital Library. No commercial reproduction or distribution of these files is permitted under copyright law without the written permission of Bethel University Digital Library. For questions or further information on this collection, contact digital-library@bethel.edu. |
Type | text |
Format | application/pdf |
Physical Dimensions | 17 1/2 x 11 1/2 |
Original Collection | Printed paper copies of original newspaper in the collections of the Bethel University Library and the History Center: Archives of the Baptist General Conference and Bethel University. |
Original Publisher | Bethel College and Seminary |
Transcript | 1111111ft Vol. XLVI — No. 10 Bethel Col lege, St. Paul, Minnesota Fr iday, November 20, 1 970 photo by bob miko Student-faculty Curriculum Committee members (Dr. Jim Rodges, Marjorie Rusche, Prof. Stanley Anderson, Dr. Walter Wessel) discuss changes in new curriculum. photo by bob miko T.S. Elliot's 'Murder in the Cathedral' will be performed by Polly Jacobson and the Royal Players this Thursday, Friday and Saturday at 8 p.m. and Sunday at 7 p.m. and 9 p.m. (Nov. 19- Nov. 22). Directed by Dale Rott, Assistant Professor of Speech, the Royal Players will perform in the Seminary Chapel at the new campus. Other colleges offer interesting interim by Toni Magnuson A unique curriculum "tailored to Bethel" has been the result of a student-faculty curriculum com-mittee formed in 1968 with the purpose of revising a new curricu-lum for the college said Stan An-derson, chairman. As a result of the work over the past years by the committee of five faculty and four student members, a proposal was presented to the faculty last May and accepted to go into effect in the fall of 1971. Recommendations approved by the faculty include the 4-1-4 calendar whereby students will take four courses during the fall, one during the interim period and four in the spring; English proficiency re-quirements and P.E. proficiency requirements. According to Mr. Anderson, stu-dents will be required to demon-strate certain proficiency in the English language, for example, rather than being required to take a course such as literary analysis. Students may meet their require-ments for such courses as English and physical education in any num-ber of ways, such as a group of tests, or the traditional courses. A similar proficiency require-ment was recommended by the curriculum committee for foreign language but was voted down by the faculty. The whole question of foreign language was again brought before the faculty, and ac-cording to Mr. Anderson, they are presently working on it. The faculty has set up two basic purposes for requiring a foreign language said Mr. Anderson. They are utilitarian and acculturation. The second, acculturation, or learn-ing from another culture's view-point, is the one the faculty feels is most important. However, there are a number of ways of obtaining this experience said Mr. Anderson, such as the dealienization interim course, summer missions or social service projects, as well as the traditional study of a foreign lan-guage. The main problem facing the curriculum and educational poli-cies committees now though is how do the new and old curriculums fit together? How will the new cur-riculum affect the present stu-dents? Mr. Anderson said that the normal procedure is that students complete the requirements in ef-fect when they entered school. However, the whole question is one which cannot be answered at this time. Because of this basic unanswered question regarding the new curric-ulum Mr. Anderson said it was very difficult to deal with the student petition to alleviate the language requirement for all upperclassmen presented to the committee on No-vember 10. "Our committee can accept, judge and deal only with the new curriculum," said Mr. Anderson. "The educational policies commit-tee must deal with questions of the old curriculum." The main purpose in circulating and presenting the petition was to let the faculty know how students feel about the language require-ment, and to attempt to free upper-classmen from the present two-year requirement said Bo Conrad. However, even with approximately 700 signatures, said Bo, "We keep meeting dead ends and are just playing word games where no one wants to touch the petition." The petition was presented to the Educational Policies Com-mittee Wednesday, November 11. The committee stated that no ac-tion could be taken on the petition until the Curriculum Committee acts on the bi-cultural recommen-dation. by Phil Carlson While in Paris for a vacation an American saw a woman promen-ading down the Rue de la Paix and noticed that her petticoat had slip-ped and was collecting dust along her pathway. In attempting to ne-gotiate a pun in French he tapped her on the shoulder and said, "Mademoiselle, your q u e 1 q u e chose." It is just as difficult for one to explain the status of the foreign language requirement but it seems to be as necessary a task as that which confronted the gentleman in Paris. After all, when 700 students sign a petition one can assume the existence of some interest in the topic of the petition. Before one may respond to the petition an overview of the curriculum change must be obtained. The major components of the new curriculum model have been adopted but work is still proceed-ing on three parts of the new mod-el: 1) rhetoric requirement, 2) de-scription of the two colloquy, and 3) the bi-cultural aspect of the curriculum. The language require-ment voted down by the faculty is related to this third category. It is helpful to look at the history of this requirement before one at-tempts to understand the above mentioned rejection. When the Curriculum Committee (CC) was first formed as a subcom-mittee of the Educational Policies Committee (EPC), the CC members felt that the language requirement was one of the points in the cur-riculum which needed reform. Strong arguments were presented by interested parties in support of foreign language study as the best means for realizing a bi-cultural experience in the curriculum. It was felt that experience with an-other culture through readings in their language was not realized in one year of study in that language, but would be achieved in two years of study. Thus the requirement was changed from "One year in one language" to: "Foreign language ___.0 to 14 credits Intermediate level proficiency required. Number of credits taken to be determined by student's high school achievement and/or exam-ination." When the faculty was presented the same type of statement in the new curriculum model, they re-jected it. What this means be-comes clear when one observes that at its next meeting the facul-ty passed a motion which is a slight revision of a motion which I presented. This motion requested the Curriculum Committee to take under advisement a proposal that the new curriculum model include a requirement that would assure a bi-cultural experience for each student but recognize alternative paths by which this requirement could be met; such as: Span, area studies, and foreign language stu-dy. This approach is more consis-tent with the basic spirit of the new curriculum proposal—namely that the requirements will provide for a choice to be made in broad categories and not specific courses to be taken. Taking both of these actions into account, one must conclude that the faculty is interested in avoiding parochialism in the new curricu-lum but does not support foreign language study as the only means of accomplishing this. Since the bi-cultural aspect of the new curriculum is still under study by the Curriculum Commit-tee, the petition presented to the Educational Policies Committee by Marjorie Rusche on behalf of the students cannot be acted on at this time. Furthermore, the petition asks for a change of graduation re-quirements for students currently registered at Bethel. One must rec-ognize that the catalog in force during one's freshman year spells out the "contract" to which the student and the college agree at the time of the student's matricu-lation. When the change in curric-ulum occurs, the student may re-quest to continue under the old requirements, but an alternative to that requirement will be identified in a statement which will declare ways in which the current student body will be able to take advan-tage of the features of the new curriculum. It is highly unlikely that the foreign language require-ment will be entirely dropped, but other ways of meeting a bi-cultural For those of you who are still undecided about Interim or are looking for new adventures, here is an opportunity just for you. How would you like to take Inter-im at a different college? There are several colleges around the country that have expressed in-terest in exchanging students for the Interim period with Bethel. For example there is Calvin College of Grand Rapids, Michigan. Would you like to study Biblical eschatology or Bach's B Minor Mass? There are courses from mythology and creative film-mak-ing to Dante and Fundamentalism requirement may be available. Since these questions cannot be an-swered until the Educational Poli-cies Committee statement regard-ing the transition is adopted by the faculty and EPC cannot work out this statement until the curriculum model is complete, it appears al-ternatives to the present require-ment will not be known until some-time in the Spring semester. Con-sequently, the class of 1971 should not expect any changes in their "contract." Other students will have an opportunity to weigh the alternatives made available to them and then may decide to adopt a new contract with the college if it is to their advantage. Students should use the student members of the CC and EPC as a means of providing input to this decision-making process. in modern America; from Nazi Germany and new directions in theology to the New Left, organ-ized crime, and poverty in Ameri-ca; from a study of propaganda and the American Indian to the year 2000, William Carlos Wil-liams, and the Arab-Israeli con-flict. This is a chance to "get away from it all" and meet new people and see more country. There isn't too much busy work and there is a big opportunity to enrich your own learning experience. If inter-ested please contact Phil Carlson, Director of Interim, in PO 8. Committees face transitional puzzle From old curriculum to new -- how do you fit them together? If we must continue to learn and/or accumulate knowledge and facts all our lives, then the purpose of education must be to teach us how to learn. Edu-cation must be the process of learning how to learn. In this sense then, an educated man is one who is prepared for anything. If he develops the skills of the process of learning, he is truly prepared to face life. It follows then, that the purpose of a college education is to introduce students to and give them the opportunity to develop and practice the skills of learning under the "masters of learning" if there is such a thing. And the purpose of a liberal arts edu-cation is to introduce and develop the skills of learn-ing in a well balanced variety of areas. There is, however, more than a pragmatic reason for focussing the efforts of our education on learning the process rather than the accumulation of facts. The learning process requires development of a per-son as a whole, as a unit of humanity, which is dif-ferent than the mind trick that is required to accu-mulate facts. Through the development of self knowl-edge, an individual learns understanding—of himself and others—he learns compassion, how to share, he learns self discipline, and he develops his imagina-tion and his creative abilities. In other words, through development of his personal resources, a person learns how to make the most of becoming a human being, to become a better human being. And this is where the element of Christianity en-ters. A person isn't really a human being, as God created him, until he has developed the spiritual as-pect of his person, his spiritual resources. Of course you don't necessarily have to go to a "Christian" col-lege to do this, but theoretically a Christian college offers you the same opportunity to learn and develop spiritually (an aspect which secular institutions tend to ignore or neglect) as it does other aspects of your person. Bethel and Ober Boys Club, a branch of Union Gospel Mission, Christian Liberal Arts Education -- what does that mean? by Pat Faxon There has been quite a bit of discussion, lately, about what education is and should be—especially because of the amount of campus unrest that has been manifest these past few years, and the seeming rebelliousness and destructive intents of a good per-centage of the college youth. The government is qui-etly speculating about whether it should continue to give its whole hearted support to the institutions of higher education—those sanctuaries of budding de-structionists. In this context it is pertinent that we examine the purpose of education—the liberal arts education and particularly the Christian liberal arts education. People have traditionally put the terms "educa-tion," "learning," and "knowledge" in the same bag, so to speak. That is, they have thought of them as synonymous. But though they are related they are quite different, education being the goal, learning the process, and knowledge the subject.. Today our knowledge explosion demands that we "know" more and more all the time. It is impossible to learn all that there is in the field of knowledge in four years— in graduate school—or even, as some of you may have guessed, in a doctoral program. A graduate of four years ago is obsolete in some areas if he has not re-turned to school for some type of post graduate stud-ies. Yet our society is continually demanding that we know more and more and more, that we accumulate more and more technical knowledge. What then? Are we doomed to attend school all our lives just to "keep our heads above water" in our chosen field? No. This is where the education is particularly relevant to our time—even more so than it has ever been before, perhaps. "But what are you talking about?" you say. "Haven't you been discussing edu-cation for the past few paragraphs?" What we have been discussing is the accumulation of knowledge, facts and knowledge, not education. The two are dif-ferent. Bethel and Ober Club join in 'Soul Holidays' project are sponsoring a project called Soul tianity and Bethel's desire to help Holidays in an effort to put Chris- into practical terms. For this year's Thanksgiving Holiday's representa-tives of the projejct are asking for the pledge of a turkey apiece from each of the faculty members and from the students five cans of can-ned food—or the equivalent in cash donation—to help minority fami-lies in the St. Paul ghetto area. At the present time there is a liaison developing between the Student Senate and the Ober Club. The Senate has pledged to raise $400 before Christmas for the pur-pose of giving children in the ghet-to area the opportunity to go shop-ping in the downtown metropoli-tan area for their own Christmas present. Students will be needed to help supervise the children in the stores. The people at Ober will try to carry out the project four times photo by bob miko each year around holiday times. One of the 'guys' from Ober tests out the WBCS equipment. Ober Club is located at Western and 35W in St. Paul. Problems of people at Bethel must be faced and dealt with by Dave Healy Sure, we worry about passing help from the rest of the campus There is no drug problem at an occasional test, getting a date community. They have Jesus. Bethel. We have gone to great for Nik Dag, or guessing the out- Occasionally some poor, misguid-lengths to prove that, but unneces- come of the Amazing Adventures ed soul might think he has a se-sarily so, because we don't have of T. T. Trend. But deep-seated, rious and seemingly unsolvable any "rules" problems at Bethel. perhaps emotional problems? No problem, but we quickly relieve What we do have are people prob- chance. him of that unfortunate miscon-lems which manifest themselves in After all, official school policy ception by kindly informing him many areas, durgs being only one ferrets out anyone who might be that he is at the wrong school. Af-of them. Ah, but no one will admit hung up on ". . . forms of conduct ter all, Bethelites are unique. that. not in harmony with the spirit of We are a homogenous collection From what I read in the Cata- the college" and who thus ". . . . of care-free creatures, floating' log, the President's Annual Re- violates the purpose of the total gently through a veritable heaven-port, the Standard, and other ave- community." And just in case a on-earth, embroiled in none of the nues of school-constituency com- deviant or two slips in, we always plagues that afflict the "world." munication, from what I hear have the good old MMPI to spot Get serious. among students and faculty on them. But that's the impression we've campus, I am led to believe that Of course, even a few normal given. The atmosphere we have Bethel students have no profound students might develop some post- sought to convey to outsiders pre-problems that they can't solve by admittance difficulties, but they're cludes any extraordinary problems themselves. Christians. They don't need any continued on page 3 page 2 the CLARION Friday, November 20, 1970 New curriculum being subverted by departmental self-interest by Marjorie Rusche Much controversy and confusion surrounds the new curriculum. There are two news articles in this issue which report on the current state of certain phases of the new curriculum; more specifically, the language requirement. This editorial examines some of the difficulties involved in formulating and implementing a new curriculum. The basic structure of the new curriculum is sound. The original model splits areas of study into concentration (major specialization), cognate (related field), balance, and core. The fundamental concepts of the curriculum were to provide a flexibility of program for the students (i.e. the student would work out his own specific program with an ad-visor within the general guidelines of the curriculum), set up interdis-ciplinary courses along the concern of environment, creativity, commun-ication and orientation, provide a balance of courses for the student, redistribute faculty teaching load to provide a better student-teacher ratio in classes, and maintain the interim as an opportunity for further educational experimentation and innovation. All of these are noteworthy and exciting concepts. The new curriculum probably—at the present rate the salient com-mittees and faculty are working—will not be finalized until next Septem-ber. Currently, the new curriculum consists of 34 course experiences. Half of these courses will be taken in a students specialization (detailed area of study) consisting of a concentration (major) and cognate (related field). The other half is taken in the general arts, divided into core and balance courses. Freshman colloquim, senior colloquim, three division-orienated courses, and four concern-orientated courses are contained within the core. Eight course experiences of an elective nature are in the balance. Thus far, a Christianity and Phy. Ed. requirement are included in the curriculum. Coming up for debate in the near future will be bi-cultural and rhetoric proficiency requirements. Requirements for other depart-ments may also be proposed (by those departments interested in having requirements). As you can see, the new curriculum, which would provide greater excitement and opportunity in learning for students and faculty alike, is being subverted and undermined by faculty members that are putting departmental or personal considerations before the best interests of the students or the new curriculum. Many proposals have been or will be submitted to the faculty by various departments that want to insure that all students will be required to take certain courses from them before they are awarded a college diploma. Why does this phenomena exist? Phrases like "maintaining balance in the curriculum" or "insuring that students receive an adequate edu-cational experience" are used to explain the necessity for certain de-partments requiring all students to take a certain number of courses from them or to meet a certain proficiency level. What this really means is that the departments or individual teach-ers are afraid that students won't sign up for their courses unless there's a requirement either because the teaching is poor or the course material is irrelevant. And if students don't sign up for a professor's or depart-ment's courses, the need fo rthat particular professor or the amount of courses offered by a department is diminished. Which means that a faculty member might be out of a job or a department would get its budget and staff cut. This is the destructive fear that exists among some faculty members and departments. I would think that faculty members would rather have fewer students—and have those students 'be interested in the course—so they could have more time for those students and do a better job of teaching. There is also the case of faculty members or departments believing so strongly in the value of their particular field that they want all the students in the school to appreciate its value as well. This, they must obviously feel, can best be done by requiring students to have course experiences or attain a certain level of proficiency in their field. This is an understandable reaction (if you've spent all that time, money, and effort getting a masters or doctorate in a certain field you obviously place a high value on the importance of that particular field), but it is not beneficial for the students or the faculty. It is obvious that students will learn and retain knowledge more easily and joyfully if they have a genuine interest in what they are learn-ing. I know, from personal experience, that I retain knowledge that has been forced upon me by well-meaning but misguided souls for as short a time as possible (i.e. until just after the final exam). Forcing students to learn material because it's a requirement for graduation or under the threat of a grade is a waste of time and money for the student and unexciting tedious work for the teacher. In the final analysis, a student isn't going to really learn anything he's not interested in or can't see the value of, no matter how inherently valuable a teacher, department, committee, or faculty might feel a certain subject is. Let's be honest and realistic about it, we'd save everybody a lot of time and money. Wouldn't it be exciting and fulfilling to teach a class where the students came because they thought the subject material was fascinating and you had a lot of valid things to say that would help the student discover more about the field? Education should be like this. Education can be like this. There is no valid justification for setting up a new cur-riculum that has the same worn out ineffectual graduation requirements in it in a different form. Remember, faculty members, you're playing around with more than cores, cognates, balances, concentrations, and colloquims. You're messing around with student's lives. For students who are unsure of what courses to sign up for next sem-ester because you don't know what your graduation requirements are going to be, why don't you sign up for courses you would really like to take and think you would learn something in? For current freshmen and sophomores, hopefully there will be ways you can work your courses into the new curriculum, if you desire to and if the faculty allows it. For juniors, it would be a little more difficult to switch over to the new curriculum (it still could be done). For seniors there is no hope. We're stuck with the old curriculum, so try and make the best of it. Senators sift through issues by Pete Varros Converting the notes of a 90- minute student senate session into an article (or reasonable facsimile thereof), requires both considerable condensing and expanding of triv-ial and important matters respec-tively. And since we recognize a responsibility of keeping confident some of the information trusted to us as senators, certain names and situations cannot be divulged. However, the students who have assumed an active part in the stu-dent government by electing us to the senate should be made aware of the issues we sift through dur-ing the course of our weekly meet-ings. Our meeting of last Monday ev-ening was concerned with its usual amount of committee reports, dis-cussion, and motions, the value of each being somewhat questionable at times. As editor of the Spire, Marty Mauk informed the senate that the yearbook will run three thousand dollars over budget, bringing it to a high of ten thou-sand dollars. The extra three G's, reported Mauk, will be made up through advertising and alumni contributions. As it now stands, yearbook costs are absorbed into our tuition. This coming edition promises to be quite avant-garde with its box container coming out next May, and three additions thereafter to include a long-play-ing record album (let's hope it in-cludes some Spit Band, Marty), as well as posters and various mom-entos of 1970-71, all of which I suppose justifies its equally avant-garde costs! A committee headed by Doug Erickson with Anne Dalton and continued from page 2 and presupposes that if Christians do have them, they will be able to solve them alone. I think the atmosphere we proj-ect is a false representation of stu-dent life at Bethel. I could be wrong. Not knowing a great many students, I could be erroneously interpreting the situation. If so, I shall stand corrected. But until informed otherwise by a consider-able segment of the student popu-lation, I will assume that some of those students have serious prob-lems. If this is really the case, what are such students to do? To be sure, they have a counseling ser-vice. They have Christians teachers and friends. But how free will they feel to use these resources if we— the lucky ones with no difficulties —say that their problems are char-acteristically un-Christian. Granted, some use the available resources. But how many more re-main silent? the CLARION Published weekly during the academic year, except during vacation and exami- Ralph Gustafson will seek to an-alyze methods by which the senate can raise either four hundred dol-lars or the clothing that amount will purchase in hopes of donating the money or clothing to Ober Boys' Club, an organization which will distribute it to needy black kids in the ghetto of St. Paul. The senate is open to any suggestions for possible fund raising. Much talk centered upon stu-dent- faculty interaction. A few senators felt an open forum at-mosphere tends to compound problems with rash statements and confrontations. Dean Muck report-ed the faculty is in favor of mean-ingful discussions with interested students, but it is left up to the student to approach the adminis-trator. It was unanimously agreed by the senate that each senator should assume his or her own re-sponsibility to act as a catalyst be-tween a troubled student and who-ever is in a position able to help. Concerning the petition seeking to eliminate the language require-ment we are now under, the seven hundred and fifty signatures have been handed from the Curriculum Committee to the Educational Pol-icies Committee. A report on Interim was read describing a sort of substitute for daily chapel, a daily Bible study in the cafeteria around eight thirty in the morning with voluntary at-tendance, and Scripture aimed at sustaining you through the grind-ing sweat and blood of symposium and skiing. Soccer has yet to become a var-sity sport. As it was proposed to At the outset of this exposition, I mentioned the drug issue as an example of one manifestation of our people problems. I shall re-turn to that example for a moment because it illustrates my point so well. On November 5, a Drug Sympo-sium was held at Bethel Seminary. Among the many suggestions made for dealing with drug-related problems, one was repeated often. It was simply this: Listen. Dr. Gordon Heistad, Professor in Psychiatry, Psychology, and Phar-macology at the University of Min-nesota, said, "The little things that happen now are important. One of the most important little things you can do to help a person with drug-related problems is to just listen." But if we are to listen, someone must talk. And how many people will feel free to talk—about drug problems or any other serious dif-ficulties they might be facing? nation periods, by the students of Bethel College, St. Paul, Minn. 55101. Sub-scription rate $4 per year. President Lundquist and Dean Ol-son, even the concept in its sim-plest form (awarding letters to de-serving players) has been passed on to Gene Glader. So, if soccer is still a "club" next year, all you Bethel insurrectionists will know who to lynch. For a grand finale to an otherwise momentous even-ing, Hugh McLeod proposed we senators have a "brainstorming" session for fifteen to twenty min-utes where problems as we see them are pointed out in hopes that some underburdened senator will pick up the spear and shield and forge ahead . . . into the muddy middle of God's little half-acre. To be more exact, the following prob-lems were taken out of mothballs: 1). Library and P.O. boxes to re-main open during chapel unless there's a good reason to substan-tiate the closing (like maybe they want us at chapel?). 2). Do something about our mud-dy campus. (Oh why? Don't you like sliding to your classes?). 3). Lay carpet down the main aisles of the library to cut down on noise (and maybe provide a comfortable place to stand while waiting for a seat). 4). Norma Wilcox wants fire drills at the new dorm. (The inside stairs are entirely of wooden con-struction. . . . Burn, baby, burn). 5). Redecorate the dining hall with some colors other than sea green and navy bean yellow. 6). Extra portions of meat for those of us who get out of bed dur-ing the week. . . . and the meeting was adjourn-ed! They do, after all, have a Christian image to maintain. The administration is partially to blame for this situation. Although they have a responsibility to proj-ect a favorable picture of Bethel life, they have not always given an honest one and have thus con-tributed to a misleading image of our school. Nor are we as students by any means faultless. We too have as-sumed the non-existence of serious problems among Christians, but perhaps our greatest error has been in dealing with the few prob-lems that do become apparent. To these we have said, "Jesus is the answer." We have promised, "I'll pray for you." Of course Jesus is the answer. Of course we should pray. But peo-ple need more than a promise or a platitude. They need our per-sonal interest — not just non- Christians but Christians too. And of course they must feel free to express their problems in the first place. I don't suggest that we try to eliminate problems by eliminating all our rules and never kicking anyone out of school. Or that we publish the results of those we do dismiss in the Standard. Or that we have mass confessionals in cha-pel during open mike sessions. What I do suggest is that we go deeper than rules and look at peo-ple. That we recognize that we have created an atmosphere of problem repression rather than problem solving. That we realize that deep-seated and very person-al problems can and do exist at Bethel. That we seek to initiate an atmosphere more conducive to bringing problems to the surface. And that we be ready to inject our personal Christian interest and concern into those problems. The Beatles said it rather well, I think. "We can work it out." Friday, November 20, 1970 To the editor: There is a great social revolution going on in America today. And the wonderful thing about this rev-olution is that it is not black against white. It is simply right against wrong. You only realize this truth when you are on the front line of the struggle for human dignity. There are many white people who hate civil rights demonstrations. But if they really knew the truth, they would love those of us on the front line that will not bull jive with a serious thing as a revolution. White people should really dislike the black who sits back and does noth-ing but tells them what they want to hear, while all the time hating white guts. If the closest you ever get to the front line struggle of today's revo-lution is your news report on tele-vision, you will never know the real truth. The TV cameras fail to show the white kids getting knock-ed down because they can't stand being wrong any longer. The day you join the revolution is the day you will quit hating. Today a black man can't really hate a white man because he knows who's right and who's wrong. The critics say that the Negro is ex-pecting too much too fast. Extreme demonstrations involving civil dis-obedience are condemned as an ex-ample of how unfair the black is being. He cannot expect freedom overnight. The history of the Ne-gro in America is a study in pa-tience and trying to be fair. White people told the black man to try to raise himself up to the white man's standards and he would get his freedom. And in fairness the black man tried. Black people did everything but still did-n't get their freedom. Black peo-ple went from the bottom of our feet to the top of our heads trying to be fair. Finally black people ran out of things to do to try to please white America and were driven into the streets. How fair can the black man be? Think about it for a min-ute. Look at all the black people who have raised white kids who ended up lynching their sons. Sons that grew up to become good old American "n i g g e r murderers." Think about all the black people who have cooked in kitchens and cared for their son's murderers, taking comfort only in the thought "The Lord will take care of them." Can you have been any fairer? All the black people had to do was poison all the food that they had cooked in America. The first thing that the white man does today is to talk about what he owns and bought with hard earned money. But you must remember also that it is the black man's tax money which pays the public health commissioner to li-cense the white man's building— tax money that is used to pay the fireman who comes to protect his establishment when he hears that "them niggers are rioting." The black man's tax dollar pays the cop who guards the establish-ment and beats the hell out of black people in ghettos when they hear "them niggers are rioting." You see all blacks do not riot. You see again you'll be lost at the TV set and the old newspaper. But you fail to recognize, for instance, that in Harlem where almost one million blacks live, less than two thousand were involved in the riots. In Newark, New Jersey, where more than 250,000 blacks live, less than 3,000 blacks were the CLARION page 3 involved in the riots. The thing that amazes me, of course, is that it was only since 1964 that the black man has begun to riot on even that small scale. "If there is no struggle, there is no progress. Those who profess to favor free-dom, and yet depreciate agitation, are men who want crops without plowing up the ground. They want rain without thunder and lightning . . . This struggle may be a moral one; or it may be a physical one; or it may be both moral and physical; but there must be a struggle." from Slave by Frederick Douglass. Again my thanks goes to James H. Cone, Tom Skinner, Dick Greg-ory and H. Rap Brown. Toward a constructive change here at Bethel College in the minds of many so-. called Christians. "Power to the People" and before speaking about the Bible to others think about yourself first. It's easy to repeat words of wisdom but hard to live them. William Hill Class of '74 Christian history: past and present To the editor: Remember Christians, Judas is-n't dead, he's alive and snitching at Bethel. You shall know the truth and the truth shall make you free. Ex-cept when you tell the truth to the administration and they send you home for sinning (drinking). Re-member, if Jesus Christ didn't be-lieve in forgiving and giving a per-son a second chance he wouldn't have died on the cross for our sins. God says thou shall not kill. Then why does Bethel let the Marines recruit future killers? Don't be a hypocrite. Christians, there are no two sides to being a Christian. So don't give me that jive about mili-tary duty, obligation or necessity. To kill is a sin, right or wrong? (Oops, I forget, this is a Christian campus.) Anyone wishing to send com-ments to my letter to the editor address them to P.O. RU12. Evan Anderson Class of '74 ebapet Potet Pastor Maurice C. Lawson Sing along with Jim Johnson in a musical chapel on Monday. God's Volunteers, a witnessing group of youth, will have the chapel on Tuesday. On Wednesday the pro-gram postponed from a week ago with Dan Wickman singing and Pastor Lawson speaking will be given. And let's all be thankful on Thanksgiving. Archeology and Bible Prophecy disclose dangerous era ahead. Folio $1.00 Carts Viking House Book Division Box 173 Mpls., Minn. 55440 Editor in chief Pat Faxon Copy Editor Marge Rusche Production Editor Jack Priggen Fine Arts Editor Sam Griffith Sports Editor Rich Zaderaka Proofreader Faye Kulbitski Cartoonist Dean Lindberg Photo Editor Bob Miko Photographer Jim Amelsberg Reporters .... Dave Healy, Wendell Whalin, Joey Healy, Peter Varros, Bill Ankerberg, Cindy Rostollan, Dave Greener, Marge Anderson, Rick Johnson, Cris Pincombe, John Larson, Sam Griffith, Sharon Watson Editorial Board Pat Faxon, Sam Griffith, Dave Healy Bob Miko, John Moore, Jack Priggen, Marjorie Rusche Opinions expressed in the CLARION do not necessarily reflect the position of the college or seminary. People need Christ, prayer -- and personal interest too Bethel Forum Willie Hill writes about today's social revolution photo by bob miko Barb Johnson and Margie Campbell, student teachers in secondary education, collaberate experiences. Student teachers learn to relate; adapt to teaching environment - _ photo by bob miko and for fun too at Ober Club. Page 4 the CLARION Friday, November 20, 1970 by Betty Creighton "Reading and 'riting and 'rith-metic, taught to the tune of the hickory stick. . . ." Fortunately, an attitude of concern for students as whole human beings, and not just minds in which to stuff knowl-edge, is gradually replacing this long-prevalent 'hickory-stick' view of education, according to student teachers Barb Johnson and Margie Campbell, who are both English majors in secondary education. At Marshall Jr. High, an inner city school, Barb teaches two 2- hour ninth-grade English-Social Studies classes, in which she has "had to learn about a different way of living." "Because things hit them differently, you can't begin to teach them until you know their environment," says Barb. In the two-thirds-black school, most of the students come from the South; one-half of the families represented are on welfare. Says Barb, "This means that half of these kids are raised by someone who is not working; the teacher must try to fight poverty of 3rd-, 4th-, even 5th-generation welfare cases, as well as to teach subject matter. You almost have to be more interested in the kids, and what they need to survive and grow, than in English." Margie feels that her Spanish minor has helped her to relate to her two twelfth-grade English classes at Humboldt High School, which is on the edge of a cultur-ally deprived Mexican district. "More than half of the students are Mexican: some come directly from Mexico, and a lot have mixed parents. Most of them have never seen a play or movie—things we often take for granted," says Mar-gie "In my two accelerated class-es of 15 students each, I have found it easier to relate to the students than I thought. Because I like my subject matter — Modern Poetry and Creative Writing—I find it fairly easy to reach them." Although Barb finds "playing the role of the teacher" a barrier at times in her classes of 20 stu-dents each, she relates to the stu-dents in different ways. "What you often end up doing is being a friend, a social worker, and a par-ent, as well as a motivator and su-pervisor. In this situation you are often the only one who can be these persons to them. I have had to be aware of what is going on, and to give a lot more than I ever have before. That's good, especially when kids need so much." Margie tried to get to know the students so they would feel free to write about themselves. "In commenting on their papers, I am open to them in proportion to their openness to me. We discuss the central problems of drug issues, double standards in society, and pressures in society. They are free to tell me what pressures them—like 'who wore the red jack-et in such-and-such a novel.' They really want to learn if they are not squelched by the system." Both girls agreed that, for the most part, education is just not getting through to kids, particul-arly in schools like Marshall. "Ed-ucation is part of the institution," says Barb. "The things that are im-portant in school, like Margie's 'red-jacket' example, are not im-portant in their need for commun-ity living." Margie also feels that "something has gone wrong." "Multiple-choice tests oppose their creativity," she states. Barb says, "I have been growing and becoming more responsible; teaching has demanded often that I examine why I am doing this. I guess because I want to be the best teacher possible. I really care about them because of Jesus, and I see what teaching can do." Both Margie and Barb agree that teaching is hard because "it is so daily." Margie can tell her stu-dents "find it refreshing to have someone who hasn't been teaching Hamlet for 20 years." Although many teachers see the class as an accumulation of minds, "I'm not like that," says Margie. "Students are social and emotion-al, as well as intellectual beings. I try to choose poems that touch different emotions; I try to use English as an instrument to get them to think about and know themselves and other people bet-ter. Although I fight to keep from taking on the 'teacher-role,' I'm not trying to be a senior in high school; I'm not like them and neve■ will be." Indicative of both girls' aims in student teaching is a personal goal that Margie expressed. She said, "If there is anything I seek to do in this, it is found in Matthew 10:42, 'If as my representatives you give even a cup of cold water to a little child you will surely be rewarded.' It is that cup of cold water, given in kindness, but too often neglected completely in ed-ucation, that I want to give to these kids." by Peter Varros I have had much to say in a past editorial concerning our re-sponsibilities to the world outside Bethel. Some have called my rea-soning "negative," a word fast be-coming an integral gear in the ma-chinery of Christian persecution and paranoia. Others (the major-ity) have lauded my position, that being one of continuous and ever-expanding responsibility to share Christ with non-Christians in any and all given situations. That is, I believe, the most basic and utmost purpose behind our lives, once we have become a child of God. Two girls, Diane Freese and Nancy Johnson, have chosen to seek out a situation somewhat more challenging to their "life-style" than any found on campus or in a church, a situation of direct inter-action with black children in the middle of St. Paul's ghetto. The following interview took place last Saturday afternoon in the main lounge of Bodien: Me (with pen in hand and pad in lap): "Pat Faxon gave me a nifty assignment for next week's Clar-ion. I'm supposed to write three hundred to five hundred words on the Ober Boys' Club, and your names were given me by the Chris-tian Service Office." Dee (while simultaneously knit-ting a scarf for her sister): "Yeah, we work at O.B.C. a few nights each week, don't we Nan?" Nan (slouched down on the floor): "Yeah." Me: "Which nights do you work and what goes on while you're there?" Nan: "Well, I work Mondays with a group of girls in the pool for about an hour, but there's something different every night." Dee: "I'm there Friday for open gym. Everyone goes swimming to-gether, plus there's arts and crafts. Thursday nights we have our club meetings, sing hymns, tell Bible stories, and play ping pang. Knit one, purl two." Me: "I thought O.B.C. was a boys' club? You said you work with girls." Dee: "The club is for girls and boys both. The building itself is divided in half, one for each group." Me: "The concept is great, at least up to the division. No, all se-riousness aside, what goes on other nights? Is the club open?" Dee: "O.B.C. is open from 6:30 to 9:30 every night, and provides a free hot dinner for the children. They are transported by a bus, and come mainly from the surrounding black neighborhoods. The kids themselves range in age from five to fourteen. It really keeps them off the streets. Evan Anderson,one other Bethel student, supervises activities and gets really involved with the kids. Knit two, purl three." Me: "How did you find out about O.B.C. originally?" Dee: "Well, I was interested in doing some work in this area, so I went to see Dave Stewart. He gave me a number of possibilities, out of which I chose O.B.C. It's really a unique program." Me: "In what ways?" Dee: "Well, the kids don't feel alienated at all, and are quick to open up to you. Some of them call me 'lady,' I suppose because I must seem so old to them. Once a little girl came running up to me, hugged my neck, gave me a kiss, and said, 'Thank you for corn-ing.' We encounter a color barrier only with the older gills, though, as if they resent our presence." Me: "It would seem, then, that Being poor is .. . The following story was written by 13 year old Edward Adams of 896 Marshall, St. Paul. A black couple lived in a Har-lem slum. The house was old and worn down. They had rats that would eat up the chair that they got from the Goodwill. Their fa-ther shined shoes making about 25 dollars a week and they would buy about 3 dollars worth of food and the rest to pay the rent. There were six kids and all they had was rags for clothes and some "old man" used shoes or boots. They could not take a bath because the bath room water was not working so they didn't take a bath at all And their mother would wash clothes in the toilet. They had holes in the roof and all the kids had to sleep together on the floor. They used old coats for blankets but kept warm because their fa-ther built a fireplace made up of bricks he got out of the wall. Their oldest daughter, she could-n't take being poor, wearing a boot ten times as big as her foot and wearing rags. So she ran away thinking she could find a better life. So she goes over to her white girl friend's house. The white girl was poor but not as poor as the other girl was. She asked her if she could stay with her a couple of days. She said I think you bet-ter go home because my father will say no. She leaves and goes walking around thinking about why she left home. Then she thinks she better go home. So she goes and starts running home. Then she walks in and her mother says where have you been. She paused for a moment and then said I'm tired of being poor . . . But we have one thing that the rich people don't have— our kind of love. Ober Boys' Club gets students involved in world outside Bethe There's plenty of opportunity to the younger girls are too innocent to have formed prejudice." Dee: "Exactly. Oh darn, I drop-ped a stitch!" Nan: "I feel pretty much the same way as Dee. The kids grow up in such a different environment than did either of us. While we're from average, middle-class fam-lies, the girls have a much lower standard of living. They're really hungry for love. We play with the girls and they really appreciate it. Sometimes they ask if I'll be back next Monday." Dee: "I guess they haven't yet seen all the hate in the world. Their feelings are so innocent, and the kids share everything. They just don't know what prejudice is. As far as they're concerned, I could be purple and the kids would still love me." Me: "Nan, do you find any dif-ficulty in relating your feelings to them?" Nan: "It's really easy for me talking with the six, seven, or eight year olds. But the older girls are-n't as receptive." Me: "Are you given some sort of manual to follow in regards to working with the kids?" Nan (climbing up onto the couch): "No, not at all. We're left pretty much on our own to work with the girls. The kids themselves do pretty much what they want. It's not as if a bell rings and we move on to the next activity!" Dee: "For instance, there's a prayer room on the boys' side. The kids are free to come and go as they please. Some of them bring in books for us to read to them, and others like to tell us about their homes, or ask us what col-lege is like. They're especially in-terested to know just how difficult our math is!" Me: "O.B.C. sounds like a great place to spend otherwise wasted time, especially when the workers are two of Bethel's sharpest 'Bods'!" Dee: "If it weren't for O.B.C., many of those kids would be ju-venile delinquents." Nan: "Well, at least with O.B.C. it takes them a little longer!" photo by bob miko help • • • alp Amazing Adventures of T T Trend Dean Lindberg thamsfriraisej BAut tike,111444-uctu EtasbA-w wo•v-t it•cv ta - 371 • - Friday, November 20, 1970 the CLARION Page 5 Sam writes a review of music instead of a music review by Janet Appelquist That "great come-and-get-it day" is finally here. For your listening pleasure and enjoyment the Bo Conrad Spit Band proudly presents their long-awaited first album, on sale this week in the Bethel Coffee Shop. For the price of only $4.19 you can now "take the Band home with you" (imagine that, Bodien and Hagstrom!) for many a musical moment gathered around the roommate's stereo. If you haven't bought your copy yet, (shame!) make sure you pick one up at the "Autograph Party" in Room 106 this Saturday night right after the first basketball game. But don't try to leave without paying for it. The party may be free but the records aren't—sorry! Re-freshments will also be provided (by Steve Duininck) for a modest (?) sum. Rumor has it that the Band might even play a song or two. So don't forget to come even if you can't afford a record. VISI by Sam Griffith Music is all around us. Stereos blasting and radios blaring. Some-one singing in the shower or try-ing out for the opera fill the air with waves. But what is being heard? Instead of a music review how about a review of music? First of all the music of the stereo. There is a brand new rock opera out called Jesus Christ, Superstar. I listened to it the other night and it is definitely fine music. An in-teresting sidelight to the album is the treatment given to Judas Is-cariot. In other words whose crime was worse, Judas' for selling Christ for thirty pieces of silver or Peter's for denying Christ three times? Interesting? Yes. Another album to borrow is the Woodstock album. Although it can't capture the feeling that the movie conveyed, the music on the album is of such variety and in-tensity that it gives you good feel-ings and good listening. From the late Jimmy Hendrix's beautiful in-terpretation of the "Star Spangled Banner" to Joan Baez, The Who, and Country Joe and the Fish, the music sets a fantastic mood. One of my favorite songs on the album is "Soul Sacrifice" by Santana. Santana has a new album out called Abraxes which has a style all its own. What about the radio? Each of us has our own favorite station but what about other possibilities? KDWB and WDGY play the current popular hits but their crass hard-sell commercials ruin a lot of fine music. If you like the easy and re-laxed approach to rock music then I definitely suggest KQRS, 1440 AM or 925 FM. But perhaps rock isn't your musical bag. The U. of M. radio station plays a lot of country music and there are other pleasant mood music stations such os WWTC and WPBC located in the Twin Cities. By moving around on the dial and experimenting you will find a wide variety of listen-ing possibilities. But what about the shower sing-ers? Not much but, if you like your music live there are many possib-ilities. If you like folk then I sug-gest that you make tracks for the West Bank area. West Bank area? It is the Cedar and Riverside Ave-nues area near the U. of M. cam-pus. The Cafe Extempore at 325 Cedar offers live folk music every Tuesday through Saturday. Local singers and wandering minstrels stop in for a time. There is audi-ence participation and just plain good listening for those who enter. The New Riverside Cafe at 1900 Riverside Avenue also offers the coffeehouse, not coffeeshop, atmo-sphere. There are excellent oppor-tunities to meet new people and hear fine music. It starts about 9 or so and goes 'till 12 or so. For informal enjoyment try any of the West Bank coffeehouses. Perhaps a live rock band or folk group is your thing. Sunday nights at the Extempore are for you. There is also the Depot in down-town Minneapolis for Sunday after-noon and evening entertainment. The Labor Temple in NE Minne-apolis also has some offering ev-ery weekend. Check the Arts and Entertainment section of the Min-neapolis Sunday paper for many more musical opportunities. Perhaps a concert of sacred or classical music is your gig. The St. Paul Chamber Orchestra or the Minnesota Symphony are of inter-est to you. I am sure the Bethel Music Department can give you all the information you need. The U. of M. and many other area colleges have fine arts concerts of classical music. Consult the Sunday paper and listen to some of the radio ad-vertising. Folk, country, rock, sa-cred, classical and other types of music are available in the Twin Cities area. There is music available for ev-ery ear and taste. With a little in-itiative and desire you should be able to fulfill your musical appe-tite with the wide variety of op-portunities available. * Bo Conrad — hopefully the band will do one of their originals, "Bo's Blues." Jug band concert this Saturday by John Larson Man does not have eyes to see that which is invisible. The spiritual life of Christianity is hidden by a veil, and by nature, a human does not have the ability to comprehend and get hold of it. When he tries, he builds his own church. He takes doctrine and texts and proofs and creeds and theology, and lays them up like walls—walls without windows! He stands in the darkness and all about him is intellectual knowledge of God—but not the knowledge of God, for there is a difference between the intellectual knowledge of God and the Spirit-revealed knowledge. It is possible to grow up in a church, learn the catechism, and have everything done to us that they do to us and still not know God at all. God isn't known by those external things. We are all blinded by all that we see. We are without vision because no man knows the things of God but by the Spirit of God. Paul writes ". . . no one comprehends the thoughts of God except the Spirit of God." God knows Himself, and the Holy Ghost knows God because the Holy Ghost is God, and no man can know God except by the Holy Ghost. If any man disregards this truth, he entirely shuts out spiritual things from his understanding. When I say that the human intellect is not the vehicle by which we apprehend divine things, I am not saying anything very profound. For instance, you are not using your ears to read this paper because it is our eyes that enable us to read. We use our ears to hear and our eyes to see. If a man stands up and says that works of painting and sculpture cannot be grasped by the ear, no one gets excited. No one jumps up and says, "That man is a prophet!" He has only said that which is common sense. When I say that God did not give us our intellect to apprehend Him, but gave us another means of comprehension, there is nothing profound about that. God gave us spirit to apprehend Himself, and intellect to apprehend theology—there is a difference. He gave us our heads, and He put brains in our heads, and that faculty we call intellect has its own work to do. But its task is not apprehending spiritual things . . . that is of the Holy Ghost. When we permit only an intellectual knowledge of Jesus, He ceases to be a Person. He becomes the Christ of history; the Christ of creeds. And we can never piece Jesus together from history—it's im-possible. A man could memorize the New Testament and never find the living Christ. You may be convinced that He is the Son of God and still never know Him as a living person. Jesus Christ must be revealed by the Holy Ghost. A revelation of the Holy Spirit in one glorious flash of inward illu-mination would teach you more of Jesus than five years in a theological seminary—and this is not to put down seminaries. We can learn a great deal about Jesus in the seminary. We ought to read everything we can about Him. But the final illumination that introduces your heart to Jesus must be by the Holy Spirit Himself, or it isn't done at all. So it is that the human being can know about God, he can know about Christ's dying for him, he can be actively involved in Christian service, he can be a diligent student of the Bible, he can even write songs and books, and still never come to the vital, personal knowledge of God at all. Only by the Holy Ghost can he know God. "John answered and said, A man can receive nothing, ex-cept it be given him from heaven." John 3:27 * * "But, in the words of scripture, 'Things beyond our seeing, things beyond our hearing, things beyond our imagining, all prepared by God for those who love him', these it is that God has revealed to us through the Spirit." I Corinthians 2:9-10 photo by bob miko Mark Wood sprints up the far sideline for a long gain against Eureka. photo by bob miko Red Devil running back meets immovable object, Harve Lindgren. A TOTAL EXPERIENCE IN SIGHT, SOUND AND COLOR 110011DAll (INTIR 1 .1 DAYTON S 166-11100 The Hot Corner by Rich Zaderaka Dateline-1967. Subejct: Bethel Hockey Club. "Led by its first hockey coach, the Royal pucksters increased last season's schedule by four games, donned new 'club' uniforms, and creat-ed enthusiastic student interest." Now get this ... "A combination of these factors have led school ersonnel to consider the ossibility of hockey participation on an intercollegiate level in the future. The past two seasons, the Royals have operated as a 'club,' a com-peting athletic group which does not operate under normal eligibility regulations." That brings us to the question of the hour: Will soccer be phased out after a couple of years like the hockey club was??? RUMOR HAS IT .. . . . . that the fieldhouse will be packed on Saturday night to watch the Royals open their season against Dordt. . . . that it will be SRO in the Edgren basement tomorrow afternoon when Ohio State meets Michigan for the Big Ten championship. GRID PIX The season mark now stands at 60-35-7, after last week's picks came out 7-4-2. There has been no such thing as a "sure" winner this year. That was typified by last week's nearly impossible upset of the Los Angeles Rams by the punchless New York Jets. This week could be a roughie but I'll cross my fingers and hope for: Minnesota over Green Bay Baltimore over Miami Los Angeles over Atlanta New York Giants over Philadelphia Oakland over San Diego Denver over New Orleans Chicago over Buffalo Cleveland over Houston New York Jets over Boston Pittsburgh over Cincinnati Washington over Dallas St. Louis over Kansas City San Francisco over Detroit ealciaotv eiteeteA 2120 N. Lexington, St. Paul PASTORS - Robert Frykholm Leroy Nelson - Services at 8:30, 11:00 a.m. and 7:00 p.m. - `Faith Lab' class at 9:45 a.m. -3 discussion choices The Spirit and the Christian Jesus and the future Famine and plenty: Amos - Bill Youngblood & Fred Sweet - leaders -Bible discussion on Wednesday at 7:00 p.m. -small groups -Transportation leaves Campus Sundays at 9:30 a.m. Page 6 the CLARION 1970 I-M FOOTBALL STATISTICS Standings w L *1. Off Campus I 7 2 *2. Second Old 7 2 Off Campus II .7 2 4. Second New 6 3 5. Third Old 5 4 6. Third New 4 5 7. New Dorm 4 5 8. First Floor 3 6 9. Faculty 2 7 $10. Pit 0 9 *Tie Withdrew after two games Offense Pts. 1. Second Old 97 2. Off Campus I 93 3. Off Campus II 56 4. Second New 53 5. Third Old 46 6. First Floor 38 7. Third New 29 8. New Dorm 20 9. Faculty 21 10. Pit 0 Defense Pts. 1. Second New 19 2. Off Campus II 25 3. Off Campus I 26 4. Second Old 39 5. Pit 40 6. Faculty 54 7. First Floor 59 8. New Dorm 59 9. Third Old 63 10. Third New 77 ALL-STARS Offense Ends- Dan Mogck (OCI) Gary Clark (3N) Tackles- John Lundgren (1F) John Wilzewske (20) Center- Jim "Doc" Rodgers (F) Halfbacks- Rick Borggren (2N) Lee Mattson (OCII) Quarterback- Jim Delich (OCI) Defense Ends- Tom Erickson (OCI) Max Gernard (30) Tackles- Bob Gustafson (ND) Jon Peterson (2N) Linebackers- Craig Anderson (30) Bob Berggren (2N) Safeties- Gordon Nordmark (2N) Gary Russell (3N) Honorable Mention (within 5 votes) Dean Erickson (30) Willy Hill (1F) Dan Larson (OCII) Kevin Bishop (20) Steve Bloom (20) Sportsmanship Bob Brodin Referees (selected by captains) Willy Hill Jim Delich-Bob Elliott (tie) VOLLEYBALL W L Pit 4 0 Second New 4 1 Third Old 4 1 Second Old 3 2 First Floor 3 2 Third New 2 2 Off Campus I 2 3 New Dorm 1 4 Faculty 0 5 Off Campus II 0 5 Friday, November 20, 1970 photo by bob miko Dan Anderson moves in for a shot on goal. photo by bob miko Phil James and Dan Brodin ran one- two- for the cross country team. photo by bob miko Well, I will say this ... photo by bob miko The Bethel Soccer Club isn't always serious. YOU ARE WELCOME AT Tatftaffteetaid Fall sports in review Glasses Contact Lenses ELWOOD CARLSON Optician 272 Lowry Medical Arts 227-7818 St. Paul, Minn. 55102 |
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