Clarion 1970-11-20 Vol 46 No 10

              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 • • •
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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