Calvin College - Prism Yearbook (Grand Rapids, MI)

Text from Pages 1 - 200 of the 1978 volume:

rellsavanfuw :,fi.m1,f'4,m-. fvsmwimsrz.af.:f2::A.-rscinuzrnaxmzwm. Nsiszm-vm: w'n'sfsf.inwV:vEQ.iS1t1w1.nw.:AA , . ' ' , --.-fs.-yi-,-,-b -..- , - - v.-.. Y -r' ,Q qf-,I 1 vvfmpj-. 5 'ng ef? ,',v-'wg-Gxivh is ,Q H P ', ' U ., A 'Q ' Q L ' Q, VH., l ' 'Y ,'l 1, V li W W 4 A N' w '4 12 I I ., ,L 4 I f N X ' ' Q W I I IV I' '. .' , 9 Al hx ff H ,U Riff, ,lr 7 Y A., w f x , I X-uni. ln- .W - 4, ,tgfwf ' hy lg'-, .4 A' lf HQ' . i' ,F l 3. .,1 w -I A ,I ,gum-I ul Prism i 978 Calvin College Grand Rapids, Michigan , was QQ CQNTENYS 3 In the beginning, God willing ond helping, the Christion Reformed Church' creoted o school for ministers. u. If 0.5 ','O': ,lfxuf i ff 'ig.3 wwf ...t A 5 T41-. i A- ,ff-if , .,,M,. -.ev :....i-,. z N.. mv. ' .:.af.:.JS.tkn 3-' '?Y'1l! v -. NW ' 1, ' r ' U 'Shi '1 uf' - iff- I -xx. Thi 1' :Avg 1335555 A 'j --,::Nj. 3 fqevv .Y , .. .ut-'--' - 5, , ,,,-,,...-.Y vxx A lk. ,b -n -' ,,..- .pc 3 I F' f -.1 ,. ,425 V 5 f y-..,,..M, .M Q 'Sf nk ix lfbzp I J f . ,.......1. 5- .-' I --4 Ns, -mf The school, known cas Colvin College ond Seminary, grew By l956 it had become apparent that the college could expand no farther on its Franklin Street campus. o nd g rew l ff K-X, -. N.. J 9' 5 S W M .fm 17 mm? 1, Vwxx 1. .L-gl?-Q.- J,-:ii-ESQ..-Y . . . -wk F I V-wgix. N r 1 W -vx fs ,.A fn. .. h -.,z .sv -X, . .QQ ww. , ,N , , A, ,MN ..... ,www F . v- '-51. .Mm -- f Q53-i - - W . ,M 3 --4 X.. 1,95 . . The Hiemenga Hall addition. when completed, will contain the campus Audio-Visual Department and classrooms cmd is still growing, in size and numbers. m !?s:zrs ssc, N Aga ss-f- 1 N. ,,.h,s X, N l . + M ' X 343 Xp' ' 5' . b ' Et: 'i-?-.-,sux ,,. ' . ws,-g ztxgte.. Students escape from the Fine Arts Center after classes. 1 L 1 d7 5 ifsffi ,,, , U 7 f nm ' x is 4 1' W . 'W' g, gP:'r'-JK, '-18.043, C354 ' -sAf '5 '1Lv2 2':x?i 3, I 0 S dents pray The Calvin community welcomes students from different religious and cultural backgrounds yet endeavors to keep alive its Reformed faith and Dutch heritage. du ring Convocation. The food may be American, but the conversation is in Vietnamese. my err ' Af' 3 ..Lb'n I Q, 1 - h no Q. ' Q' , Q.-Y , J . -at 1 ' 4 S Vt f t 5 ' - E, Q if K : ' irish J .rf ,. 227 .5 Q.-. :ln , w ' ...Q N 1, A X V x iii lf, I Q I - - .QQ ff we in .iv ga' E HW , I , eeee fKfT 'T' : W Wacom r ff? N e 4,5 5 I eb ,X AF rf -'L UE, if - 1 tgQL . . I iv dxf? ,ul - cOd:iiE 6 'moi ' ,M lg, 3, ,' . Kala .Wh 0 W W QLQ xv i i CYQ3' i ug? Ffa +jj, Q- it H' n , , fe, ' fi it , it . Qui i .V EBM r, K Ima we i W BANNEQ 5 , I t-' X Kwai WM W A Chimes artist comments on the insularity of the Christian Reformed community. H The discussion continues of how a Christian liberal arts education should prepare a student to serve the Lord Chemistry students observe a reaction in a chemistry lub. ,ad 'Tx ix Calvin students work together or singly on their homework in the library, bmw W, 1' xx 5- pr Chris Overvoorde. Associate Professor of Art. instructs his figure-drawing class, 'ATI ii ,,,,, Kitty Flaherty. 11 volunteer in the KIDS program, iuiors Auron Milion. E i ,. L. A. i L it i, t,. if i, i. I in 1 1 3 iii .al H5 ii., Calvin College is, in many ways, an indefinable and changing thing, composed of many people, a beautiful campus, concerned alumni, firm convictions, perplexing problems. The questions of who we are and where we are going remain to be answered. UMW? tm. Jim Pluymert, Student Body President, is stumped during a Senate meeting. fr c -', X fy Philosopher Richard Mouw looks for grounds or grains of wisdom in the bottom of his cup. s . . , ,LY 'g:. Q ' ,,.,x .wqux V fluff' ' ff , H2449 -Www: w-.'X':w I s, . f ,wif fx Eff fljfgfzg , t f 'Pit . - wif-. 1 wt-1. . ,1 'mf nfs- f .1 V . 4 ,M I-,-,ni , , M- ., J IZ'-YL H .U I - z, , .,,?a A.,, F ,.qQ,,g .,f. ' .: A..f,fE!,51w.. , X he , '1'TQlff1mt , t , The College Center is viewed through the sculpture of Robert Jensen, Associate Professor of Art. 'V .7 - 5 fy' 1 I ff' ' ' 'Q -fr I Q W. x qi, -rf-EL 44' - fn A -.X L, A T' f1f1 g1?E f+5. , m V . 1 4, 'a S mf, ,I:,n' I l ,: ' 9' 4. A 1 ' . N ' 1 4 P 1 ,' ..l '- int.. I . .,, , Q 'Z' . .iv X? fu 19 A. 7 1 -Q-fn We . .19 L , -4 LJ' W . I t ETIW 7!1,,,q . 1' Af, -FV 41 K. J. ' 3702 ,tn ,Q -1 . ,4, Jw Lv- ,A .. ,V In am W Q' , 1-S .fi .ah as A 4- 4 s M my W slfspg- ni-'S' t q' 1 A ' ' Vt 'f-f'f52mQU9l1J 2154133 s1r:.1sli Q . :www mv t Iso:-m1nan7A-153 Ngg,g,u9na3 --SLUV 1Uy33l'I NVIJSIUHD O X T1 g'O1v1d AO Jitsanaaet am. oaomaoo - Ju.mu.nv zuuriansnc v ev amuavn. 3 X XX X Q2 QQ1l'N:5fi3' f- 1 - XA Xxx xxx Nw- -:X,:i5A N 3 Q QQ. t xg 5 Q41 4- 7' 'seas f Q 35,1 as S Zi ,IU Z? - if W I Administration cmd Faculty A fi as . if N ' i?5'1i'EE-lf .iflx M555-. ,,.,o-1.-3 - - - Y Anthony J. Diekema, President of the College Charles Miller, Assistant Dean for Academic Affairs, Director of Graduate Studies President Diekema and other administrators perform a skit at Freshman Talent Night. l8 Administration Ieods the wciy John Vanden Berg, Vice President for Academic Affairs, Dean of the College Marvin Monsma, Director of the Library A sense of direction is a goal which many institutions desire but few attain. Colleges are no exception to this rule. The prominent groups within a college are too often caught up in their own affairs to worry about such broadly nebulous virtues as a sense of direction. Students. with their typically parochial attitudes, may find it difficult to look beyond the next paper or the next blue book. Love affairs and job opportuni- ties might be as close as they can come to larger issues. Similarly. the faculty must prepare lectures. mark papers. grade blue books and keep up with new developments in their discipline. They might not always have a broad enough perspective to see beyond the aca- demic. Administrators are heavily involved with the unglamorous but necessary task of keeping a college in operation. if Emest Van Vugt. Registrar Yet at Calvin College. the adminis- tration is the element best suited to ins- till this sense of direction. They alone have to listen to alumni and parental complaints about the education their children are receiving. They alone have to listen to faculty complaints about overcrowded classes and lax admission standards. They alone have to listen to irate student complaints about gradua- tion requirements and a stringent disci- plinary code. They provide the linking point between the disparate elements of the Calvin community and are able to see the place of this community in the world around. So. one must now ask some difficult questions. What sort of direction is the administration pro- viding? What stabilizing influence does the administration bring to Calvin Col- lege? Such questions are difficult to answer. The administration does bring a profound internal leadership to Cal- vin College. Even though students do not always take advantage of the opportunity. the doors of administra- tion offices are always open to anyone who takes the time to make an appoint- ment. Administrators are always will- ing and able to help with matters as varied as personal finances. graduate school applications. registration prob- lems. academic difficulties. poor study- ing habits. the problems of minority students. and even a sense of disorien- tation. The faculy is encouraged to take periodic sabbaticals: faculty sugges- tions are always heard. The college itself is run very efficiently. One need only look at the generally snag-free reg- istration procedures to realize that. A profound sense of personal dedication pervades the administrative hierarchy. 20 Q ,f TX, ,Q X Peter Vande Guchte, Vice President for College Advancement r .X . Wayne Hubers. Director of Scholarships and Financial Aid . E .. T xxx., . . i S- Thomas J. Ozinga, Director of College Relations. escorts Gerald Ford. Donald Distelberg, Director of Annual Giving Donald Lautenbach, Director of Admissions -V dxf., i X-5, . , 92 4520,-WW Q ':wf2?f:.'ri4i 9 i,.L, l Peter M. Harkema, Admissions Development Director James Hoekenga, Executive Director of Alumni Relations 'EX Judy Mullins, Dean of Women 22 ,, M Z - S Lester Ippel, Controller, and Henry De Wit, Vice President for Business and Finance Donald Boender, Dean of Men .. ss., S A J ! N I Yet. even though the administration is very responsive to the internal needs of the college. one wonders what exter- nal leadership it provides. After all. Calvin College must ultimately look outward, not inward. Calvin College is a Christian institution which exists in the world so that it can witness to that world. Surely, this witness is more than simply sending out academically trained graduates Why have so many other Christians never even heard of Calvin College? Why does the newly instituted Five Year Plan proposed by President Diekema, which delineates Calvin policy for the next five years. seem concerned mostly with drawing students to Calvin? How has Calvin College, as an institution, come to grips with its task to witness to politics, to farming, to economic policy? God works not only through individ- uals but also through groups and insti- tutions. Calvin College, like other Christian institutions, must struggle to see that its witness is carried out through the institution as well as through the individual. The adminis- trators who more than anyone else are aware of Calvin's status as an institu- tion are best suited to see that Calvin fulfills this mandate. i HK- 'rx 'QW Larry Teitsma, Director and Counselor in the Broene Center Ironically enough, the Broene Center suffers from an identity problem. Even though the Center is down the hall from the Business Office, many stu- dents. when asked, cannot say where it is located or what it does. In order for the Center to serve the student body better, students must know how to make use of its facilities. The Broene Center offers the student personal and career counseling by a qualified staff: Joan Laarman, George Zuiderveen. and Larry Teitsma, the director. Facilitating the growth of the total person is their purpose and in achieving that purpose they work with the personal, emotional. and develop- mental problems of students. Furthermore, seminars and work- shops are held periodically to deal with a variety of topics which include among other things, marriage prepara- tion. the Christian self-image, procrast- ination, and test anxiety. Another serv- ice of the center is an up-to-date resource center with files containing information on over four hundred career possibilities. In sum, the Broene Center aims to serve not only those who face problems and decisions but anyone who wishes to enrich his life. The Academic Success Program Office is also located in the Broene Center. This program, directed by Kathryn Blok, focuses on the person as a student. with a central purpose of providing basic college-level reading and study skills. Many of the students who use the services of the Academic Success Program are on academic pro- bation: however, the services are not limited to them alone. Anyone who seeks to improve academically is wel- come to use the resources available, which include help with reading skills, special classes in English and mathe- matics and tutoring by peers in most basic courses. The Broene Center wants to serve you' .Q Q, yu George Zuiderveen assists a student with a problem 1 ' f 'sb '- g 5 N nh 'K ,eb e R- 'vi ff . sagem: .S-e x, Mif- 'X as QS' H f Us .ages Q . .. A59 Is - -if F . 1 YS? or-s- i . is his ., aff Q . is 35 5, 5 P ,1 ,M 'ff ,-an-04 , .... 'vs e- Broene Center counselors check over the appointment book. 351'-'dem YUHKCS USC Of the malefials in the enter. John Vanden Bos counsels a-student in the Academic Success Program Office. which is located in the Broene Center l v 1 , r A Professor Thedford Dirkse listens for falling glass in his Chemistry 20l lab. The pursuit of knowledge: pedantic or prcicticcil? Clearly, one should not attempt to answer a question without establishing first that the question is important. Similarly, one can hardly embark blithely on the task of a lifetime with- out making certain that the task is worth doing. Injunctions such as these do not have the binding force of an absolute, of course, but they are cer- tainly worth considering whenever questions and tasks whose relevance is not very evident are proposed. In par- ticular, the task of the college professor and the questions which he answers should be established as important prior to actually doing or answering them. Yet, students wonder if professors have seriously thought about the value of their teaching. That some professors might not question their own assump- tions is easy to understand since pro- spective professors must all go through the educational process themselves. If ,,,,,.t...f A chemist fills his buret in preparation for titration .fy .-, , .fn W -in H 4-.. .K . -sw 1 g Q t 1 Yu- , . ,-' QLQE' ,H!..l 73. ii as . 1 ' '4-. .,. y 3 x 'fi 5 I Robert Albers, Chemistry Claude-Marie Baldwin, Romance Languages Henry Baron. English John Beebe, Biology Henry Bengelink, Biology Gilbert Besselsen, Education Nicholas Beversluis. Education Ronald Blankespoor, Chemistry Kathryn Blok, Education Edgar Boeve, Art Ervina Boeve. Speech Robert Bolt, History Helen Bonzelaar, Art Paul Boonstra, Mathematics Bette Bosma, Education James Bosscher, Engineering Al Bratt, Biology Kenneth Bratt, Classical Languages Wallace Bratt, Germanic Languages John Brink. Psychology Herbert Brinks. History Herman Broene, Chemistry Conrad Bult. Assistant Director and Reference Librarian Bradley Class, Romance Languages Dale Cooper, Religion and Theology Elsa Cortina, Romance Languages Peter De Boer, Education Willis De Boer. Religion and Theology James De Borst. Political Science Sander De Haan. Germanic Languages Peter De Jong, Sociology Roger De Kock, Chemistry Peter De Vos, Philosophy. Calvin Center for Christian Scholarship Bert De Vries. History Robert De Vries. Political Science Calvin De Witt, Fellow, Calvin Center for Christian Scholarship David Diephouse. History Thedford Dirkse, Chemistry David Dunbar, Romance Languages Jo Duyst, Librarian Eugene Dykema, Economics, Calvin Center for Christian Scholarship Vemon Ehlers, Physics, Calvin Center for Christian Scholarship Edward Ericson. Jr., English Alan Gebben, Biology Harold Geerdes, Music Edna Greenway, Romance Languages Samuel Greydanus, Jr.. History Roger Griffioen. Physics Dolores Hageman. Physical Education John Hamersma. Music George Harper. Jr.. English George Harris. Classical Languages Cornelius Hegewald. Germanic Languages William Hendricks. Education Mary' Hietbrink. English Henry Hoeks. Religion and Theology Thomas Hoeksema. Education Karla Hoesch. Physical Education Dewey Hoitenga. Jr.. Philosophy David Holquist. Speech Henry Holstege. Sociology Philip Holtrop. Religion and Theology David Holwerda, Religion and Theology Ralph Honderd. Physical Education C1irlHuisman.Art Gertrude Huisman. Music Henry lppel. History Thomas Jager. Mathematics Dirk Jellema. History Robert Jensen. Art Wayne Joose. Psychology Carl Kaiser. Music Beverly' Klooster. Biology Thelma Knol. Music Kenneth Kony ndyk. Jr.. Philosophy Roger Konyndylt. Mathematics James Korf. Speech lryin Kroese. English Alhion Kromnttnga. Physics Kenneth Kutper. English Jack Kuipers. Mathematics Kenneth Kutpers. Economics and Business Walter Lagerwey. Germanic Languages Stephen Lamhers. lnforniatton Services Lihrartan James Lamse. Germanic Languages Sanford Leestma. Mathematics Philip Lucasse. Education Rohert Nlanvyeiler. Physics George Marsden. History Clarence Mcnninga. Physics Ellen Monsma. Romance Languages George Monsma. Jr.. Economics Mary in Nflonsma. Director of the Lihrary Richard MoL1w.Phtlosophy Carl Mulder. Education Ann Notehoom. Speech Qs -P l - ., ..+ 4 ra iff? W. X .t X 1. T t l J 5 fc X z z, X f it ic ' ' gfwx Professor Lamse, wearing a Deutsch Haus tee-shirt. dances with the students at the German Department Oktoberfest. 'Q l Herr Hegewald sings from Deutsche Lieder. you do not understand why the fact that professors were once all students makes any difference. then consider for a moment a student whom we shall call Xerxes. Now Xerxes isa bright. intelli- gent. curious. eager. willing. and naive freshman. He has just graduated from high school. and. although he was rather bored there. he is looking for- ward to college as a chance really to learn something. He settles into his studies. gradually being drawn deeper and deeper into the web of things that can be known. The tempting siren call of knowledge lures him ever farther into the mysteries of his subject. and. soon. he discovers that he really enjoys the pursuit of knowledge. Graduate school follows almost inevitably. At graduate school. Xerxes becomes indoctrinated in the methodology and the content of his discipline. and. when he graduates. he is ready as a professor to lead other students along the same primrose path. On and on the cycle goes. building up in the meantime an enormous body of knowledge. since each professor adds his little bit to that body of knowledge. The treadmill keeps turning. but. unfortunately. it sel- dom stops long enough to allow the runners to get off. take a deep breath. and ask the question. Why'? Xerxes is led to become a professor by his own inclination and by the peculiar institu- tion of higher education which is such a distinguishing characteristic of West- ern society. but. in the process. the importance of gaining more knowledge might be left unspecified. So. why is the pursuit of more knowl- edge important? Well. this question is not always left unanswered. No doubt. most professors have somejustification for their activities. although. as has already been suggested. the press of everyday affairs might often leave the justification rather ill-defined. As far as we can make out. essentially twojustifi- cations exist. Larry Nyhoff. Mathematics Delwin Nykamp, Speech Donald Oppewal. Education Peter Oppewall, English Clifton Orlebeke. Philosophy Arthur Otten. Romance Languages Charlotte Otten, English Robert Otten. Classical Languages Chris Overvoorde. Art Thomas Ozinga. Speech James Penning. Political Science Kenneth Piers. Chemistry Alvin Plantinga, Philosophy John Primus, Religion and Theology Donald Pruis. Economics and Business Lois Read. Romance Languages Alfred Reynolds, Psychology Rodger Rice. Sociology M. Howard Rienstra. History Frank Roberts. History Theodore Rottman. Sociology H. Evan Runner. Philosophy Ruth Rus. Music William Sanderson. Psychology Allen Shoemaker. Psychology Carl Sinke. Mathematics Howard Slenk. Music Barbara Sluiter. Librarian Donald Smalligan. Sociology Corwin Smidt, Political Science David Snuttjer. Psychology Gordon Spykman. Religion and Theology Barney Steen, Physical Education Leroy Stegink. Education Roger Stouwie. Psychology Earl Strikwerda. History Leonard Sweetman. Jr.. Religion and Theology Bernard Ten Brock. Biology Henrietta Ten Harmsel, English Robert Terborg. Psychology Richard Tiemersma. English John Tiemstra. Economics Peter Tigchelaar. Biology James Timmer. Physical Education John Timmerman, English Dale Topp, Music David Tuuk, Physical Education Marten Vande Cvuchte. Speech ms... -' ff. Herbert Brinks takes a historical break. mg... ........ .... c--as ,.---' fi T A ' ' - .. . ' 1 S 3' x.- 5 gl ' we-r,A l U , --ff A' 55. ---iw 1 ' ' gag- . X x -ss... ' . . . ' ,a .. gf L... The Van Agthoven Chair of Dutch-American History. found in a corner of Mr. Brinks' office. is presently unoccupied. K ' Q. Rig The first view focuses on the student. According to this view. the purpose of teaching is to prepare the student for future life in the world after he gradu- ates. To some extent. this training includes vocational training. but. usu- ally. the preparation is thought to go much deeper than that. Thus. although one of the functions of the biology teacher is to train students to be biolo- gists. another function is to help stu- dents to see more clearly how the world of plants and animals interacts with the sphere of human activity. Similarly. the study of history will give the student an understanding of the way the present became what it is and help the student to act in the future by seeing how peo- ple acted in the past. Students will not only be able to find a job but also be able to understand more fully the world in which they live their everyday lives and the actions which should be taken. Through the study of literature. psychology. mathematics. and other disciplines. the student will. in some unspecified manner. be ready for both a career and the rest of his existence. The pursuit of knowledge is important. then. because the possession of it helps people to live. The second view focuses not on the student but on the various elements of creation. We. as Christians. have been placed in this world to honor and glo- rify God and one of the ways in which we honor and glorify Him is by investi- gating the creation which He has made. According to this view. Gods creation has a number of different elements in it. We can investigate these elements. including such aspects of reality as the physical. the economic. the artistic. and. if you will. the religious aspects. The various disciplines simply consist then of the study of these various aspects. ln fact. disinterested investiga- tion of reality is not only our privilege Henry Vander Goot, Religion and Theology Steve Van Der Weele. English William Van Doorne. Chemistry Brenda Van Halsema. Art Gordon Van Ham. Biology Jay Van Hook, Philosophy Edwin Van Kley, History Nancy Van Noord. Physical Education Catherine Van Opynen Lambert Van Poolen. Engineering Howard Van Till. Physics George Van Zwalenbcrg. Mathematics John Van Zytveld. Physics Clarence Vos. Religion and Theology Louis Vos. Religion and Theology Anthony Vroon. Physical Education Clarence Walhout. English Mary Ann Walters. English John Wassenaar. Economics and Business Evelyn Weidenaar. Librarian Ronald Wells, History Dorothy Westra, Education Johan Westra. Political Science Richard Wevers. Classical Languages Jack Wiersma. Education Stanley Wiersma, English Donald Wilson. Sociology Nicholas Wolterstorff. Philosophy John Worst. Music Sierd Woudstra. Religion and Theology Doris Zuidema. Physical Education Marvin Zuidema. Physical Education Unpictured Faculty A Paul Zwier. Mathematics Uko Zylstra. Biology Sandra Ariza. Romance Languages James Benthem. Psychology Martin Bolt, Psychology Daryl Brink. Mathematics Barbara Carvill, Germanic Languages Gordon De Blaey. Sociology Daniel Ebels. Economics Paul Henry, Political Science Arie Leegwater, Chemistry Clayton Libolt. Religion and Theology Robert Meyer, English Robert Pauw. Philosophy Ronald Pederson, Art Jeffrey Pettinga. Physical Education J. William Smit. Sociology Linda Spoelman. English Calvin Stapert, Music Charles Strikwerda, Political Science Wayne Te Brake, History Mary Vander Goot, Psychology Johannes van der Hoeven. Philosophy Ronald Vander Kooi. Sociology William Vanderploeg. Philosophy Dale Van Kley. History Timothy Van Laar, Art Ernest Van Vugt, Classical Languages Glen Weaver. Psychology Loren Wilkinson, Fellow. Calvin Center for Christian Scholarship 'UW .KK fi. 4 ..,,A aiwsiw-,,,,.' ,,.-.u-.-- aww- b Ed Van Kley of the History Department advises a befuddled Paul Baker during first semester registration. -3' 'G LS Helen Bonzelaar has a cup of coffee and conversation with her art students. X but also our duty. We must pay atten- tion to all the various elements of cre- ation because. if we do not do so. then we are not paying homage to the handi- work of God as we should. Thus. the focus of this latter view is not the prag- matic end of preparing the student for life in the world although that result may sometimes follow. Rather the focus is to see the world which God has made as it really is. for its own sake. The pursuit of knowledge is important because. when we do increase our knowledge. we can come to a better understanding of God's creation. Obviously. these views are not here expressed with a great amount of clar- ity and precision. perhaps because pro- fessors do not always bother to ques- tion their activities as they should. per- haps for other reasons. Nevertheless. a few questions can be raised. If. as the first view suggests. the purpose of obtaining knowledge is to prepare stu- dents for future existence. then in what sense precisely is this preparation more than just vocational training? History i I B ite' X Ne...-1nrv . 1,3- xcfvq- .I-AN 'M-X .,..f,- ' 3, . Bill Dodds and Keith Johnson take in an organic chemistry lecture. Professor Blankespoor teaches the class. The prof. the pedestal. the disinterested pursuit of knowledge. and its practicality can the be maintained? majors can always become history teachers of one kind or another but in what sense specifically does the study of history help a student to live his everyday life? One can announce that knowledge about the French Revolu- tion or the mechanics of the supply and demand curves will even help the Slu- dent who is not an historian or an econ- omist to live his life. But professors who hold to the first view. that the knowledge which can be learned in col- lege is useful. need to provide more evi- dence for this assertion. Professors who hold to the second view. that we must gain knowledge for the simple reason that God wants us to investigate his creation. are also left with a few problems. Chief among them is the fact that some aspects of creation need to be studied much more than others do. Under this second view. anything which is a part of reality can be studied by Christians. Professors can investigate anything they please and it will be all right. But. surely. given the exigencies of our own pres- ent-day. corrupted world. some things pe:'?!FL ?. f , I vt 7 f EJ' tr f . 'f- if . ' '49 'gg' ' V- .rf 5 .ru A A A gi ' L' ,9 ,967 X. X: . ' t..5-,.- F ki. . f-e - the - - -3' lf! . - v ,Q , ' . i F t E 5, .-, . a 'ir' : n N - -' T? f ' ' . 2 ,- el -WJ E z mill! R 5,-,u Q Howard Van Till. Professor of Physics. pauses to daydream. perhaps of sailing. Sa,-12'-fx need to be studied much more than others. No doubt. the construction of mathematical models to explain psy- chological behavior may be a part of reality. but it hardly qualifies as an important thing to do. Similarly. one can study the significance of animal images in WllIlZLJl'flIIQ lleiglzfs, but why bother with it when the book has a powerful message to bring to this world? Sometimes. professors are lost in the investigation of triviality andhius- tify it by claiming that. after all. trivial- ity is a part of reality too. Professors who hold to the second view. that edu- cation justifies itself by being about creation. need to find some way of determining what is worth studying and what is not. Amid the daily grind of marking papers. preparing lectures. grading blue books and listening to students. the meaning and relevance of a professor's activity are often taken for granted by the professor. Professors must be cer- tain that they are doing more than sim- ply perpetuating the educational sys- tem. i i t l l b PSX 1 .Qi ral .U 7,21 Lx if , E 'f .64 in x - ' 1 X ,n2.i'tX 3 giNa ox swing , . K E 'E 'i,ss1fs1f- fb 4 , K' E ' fl' f f A' XX. ii 'I XJ 14' if E ti' fi l ., If X xiii - -- - A H W ' 'iw ii 764-WW ff' fy A AR E ' 'yi-s.,-i i ff 'ff 4. 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'I 'V 17 l' 1 Eu, 1, 5, E X il i V- If I ' , X' 0 W 'W 'W A fl w ' if z lf, 43 X, f 1 l A XX hui I 4 'lilly' if I .,, ., 1 i -T- .f?fJz -L- 421- ' N H if ri -WLX I Mg. ff - ll A ff! . Il xx mf , if fit ,, if f Xxx '- ' lf NY? U ' v XX 15. :Qu i ,Jn-' I' 'ffifflallllf 4' I A Edward Ericson of the English Department promotes his favorite author r f 1 iGeorge Harper is a Professor of English and also ran anglophile. ' am. r 3 I za 4 t . t Y K 1 I, J 3 i U, f I 1 T ' -Q , l l if n s iii E i ,l l 1 - 1 f J . l r sllxil Y .qt ff: i -T, .. sr e l i 'vm ,-ff: , Q if , -'Q 'W l l Henry Baron, Associate Professor of English, is surrounded by the words of the authors he teaches. I4 1 Il 14:56 r 'Q :4pal,,F I.,, S A .14 r W EZ ... 1. LX 'Q T 41 .Eh 2: ' im' .If gu- , I I -5' ' 1 f :G- -il ' . fy i 'Q P -1 '21 -v.' mm la EE 4 4 ki 4 5 4 ' S Ji 4 Q SJR R .I 4 :T f A ,. X, 4 - I ., .- -- , ff 0 mu ' . 'wg Q 7 Organizations Ejfe Lf li qs The players cire different but the game is the some This year's Student Senate was. in most respects. like any other Senate of recent years. True. it looked different from other Senates. since a recent consti- tutional revision had altered its size and structure. These changes were. however. basically cosmetic. They did not alter the fact that this year's Senate offered the same services and wrestled with the same problems as the Senates of previous years. The game was the same: only the players were different. This Senate. like others before it. pro- vided its share of traditional social ser- vices. such as used-book sales and the all-campus Christmas party. It also pro- vided. though often unappreciated. deci- sion-making services. lt. on behalf of the student body. decided how the limited supply of money was to be distributed among the many student organizations competing for those funds. It decided which students would be appointed to represent the students on the policy- making and disciplinary committees of the college. It also played a role in deter- mining who will head such organizations as Chimes, Dialogue, and the Film Com- mittee next year. This Senate also faced many of the same problems that have plagued other Senates. Like those of former years. this year's Student Senate had a hard time getting students to take it seriously. Most students had little. if any. idea of what their Senate did. Few attended even one Senate meeting during the year: almost none attended meetings regularly. Most thought of the Senate as a remote. mean- ingless. and above all. dull organization. A common complaint was that the Sen- ate failed to do anything constructive for the students it was supposed to serve. although such criticism was rarely accompanied with any concrete propos- als for Senate action. Some critics even charged that the Senate's only function was to burden other student organiza- tions with red tape. They claimed that the college would be better off if there were no Student Senate. That charge. too. has been leveled at other Senates of recent years. In spite of what last year's campaign rhetoric may have led you to expect. the 1977-78 Student Senate was nor more open or more responsive to student needs than other Senates have been. Y . As Senate Parliamentarian. Mark Schrouder is expected to have the answers to procedural questions. There was no way it could have been. for every other Senate in recent years has also worked hard to achieve those same lofty goals. Neither can it be said that this Senate came up with any novel methods for getting the work of the stu- dent government done. lt was just as dependent as any other Senate on com- mittees. formal motions. parliamentary procedure. and other vehicles for action that outsiders so often find difficult to understand. ln these ways also this Sen- ate was the same as those before it. What distinguished this year's Senate from those of previous years was neither the services it performed. the difficulties it faced. nor the methods it used to get its work done. What distinguished this Sen- ate was the fact that it carried out its tasks with more dedicalion and compe- tence than most Senates of recent years. lts committees were more thorough in their work. Candidates for appointed positions were screened more carefully and proposed expenditures were reviewed more painstakingly by the appropriate committees than had been done before. Senate meetings were more businesslike. Discussion was thorough but limited to the matter at hand. There seemed to be more of a concern for excellence this year than there had some- times been. In short. what distinguished this year's Student Senate was not what it did. but the manner in which it did its work. This year's Senate distinguished itself by doing its work well. And that is the high- est compliment that can be given to any Senate. Rich Bouma Al ' i i The role of publicotions in the Ccilvin community Tis hard to say if greater want of skill Appear in writing or injudging ill. 3 Alexander Pope In the real world the press is the watchdog of the government and vari- ous other vested interests - and it is the self-styled champion of the semi-lit- erate masses. Deification of journalists has enjoyed a special vogue in the wake of Watergate: witness Redford and Hoffman in All Ihe Presidentls Men and Edward Asner in Lou Grant. At Calvin. however. the people who produce the three student publications enjoy some- thing closer to vilification than deifica- tion. Some very few students actually crank out C lzimes. Dialogue. and Prism.- by far the most of us are content merely to sneer at them. It is perhaps unfortunate that on occasion what might be a thoroughly pleasant adver- sary relationship gets out of hand and some folks actually become cross. but since neither the writers nor their critics are consistently successful. both man- age to have a fairly good time of it. C himes. Dialogue, and Prism all gen- erate their own varieties of woe among the college populace. each after its own kind. in addition to the generalized contempt which students have for any college organization with which they are not associated. It is said that Cliimex is boring and smug. Dialogue is pompous and abstruse. and Prism is . . . well. Prism is simply never what anybody thinks a yearbook should be. Now. complaining for the sake of complaining is all well and good - stu- dents need some kind of whipping boy. particularly at the end of a long semes- ter. The publications - and. to a lesser extent. the individuals who staff them - can take ajolly lambasting in stride. just as the weather bureau manages to bear up under the blame it receives for bad weather. But critics who would take the whole business seriously must first take into account the constitu- tional dicta which the college has applied to the case. lt should be under- stood that it is not often that the publi- 42 cations stray very far from what they set out. rightly and reasonably. to accomplish. In the face of critical accusations the student editors have every right to point. as did nervous post-war German officers. to the vindications of the chain of command: it is. in fine point of fact. the Calvin College Communications Board that technically publishes all stu- dent publications. and the buck stops there. The CCCB is prescriptive. regu- lative. and supervisory with regard to Chimes. Dialogue, and Prism. It is the prescriptive function which concerns us here. The CCCB Constitution lays down brief but binding statements of purpose and scope for each of the pub- lications. and these statements consti- tute the sole platform on which any debate between writers and readers can justifiably take place. since they make explicit what .vhould be happening. Says the CCCB. the purposes of Chimes, Dialogue, and Prism are. respectively. to report. to discuss. and to record: l Chimes shall be the student newspaper. and as - such it shall concern itself with news and edito-- rial comment about the Calvin Community andi additional news and comment of interest to thatw Community. Of the three publications. Chimes has probably the most substantial effect on the college community. despite its being - or perhaps because it is - the f' 6 wig i Bob Holkeboer. Paul De Jong. and Dan Hawkins discuss a Chimes page. Rss' Eric Jager peruses the fimshed product. rv M f r:'7:g.sr17-fr--W 'FY if ,. Y 'i N..-f I. QP? u Debbie Ellens. Dialogue Editor. tries to stra1tjacketT. A. Stmayer. but his sleeves are too short. A3 most ephemeral ti.e.. the most topical and. in a literal sense. the most disposa- blel of the three. The CCCB's outline of purpose for Chimes allows the paper a relatively great amount of latitude in fulfilling its injunction to render mate- rial of interest to the community. Chimes' frequency of publication. its topical immediacy. and its variegated content allow it to offer something to everyone on campus. Indeed. Chimes can seriously fall out of grace with the student body only when it editorializes excessively on the wrong side tthat being the side with the fewest adher- entsl of one of the wearying controver- sies that inevitably roil a school year. The only potentially significant criti- cism to have been leveled against Chimes of late concerns the paper's apparent shift in emphasis over the past few years from news to the feature arti- clelreview. Certainly this involves a small. though fundamental. alteration in the paper's working philosophy. but it does not exceed the CCCB's pro- posed bounds f and on a campus less than booming with news stories it is difficult to imagine how a primary emphasis on news could improve the scandal sheet. Quite simply. Chimes is. and should be. more than merely a thinking man's ICB. Dittlugut' shall be a forum for discussion .intl dialogue by all members of the Calvin Commu- nity of any important issue andlor common interest .ind shall be also ti medium of artistic expression by all members of that community Dialogue is doubtless the least loved of Calvin's publications. garnering las determined by a recent straw votel fewer readers than even the College Handbook. This is unfortunate. but scarcely unpredictable. in light of the magazines intent. That it has as its duty the discussion of important issues. for instance. puts it out beyond the orbit of Chimes right off the bat. The business about artistic expres- sion doesn't bode well for luring a very substantial audience at Calvin. either. A leper would probably receive a more open-armed reception than would a literary magazine in this Philis- tine stronghold. The checkered history of Dialogue A4 and its put-upon predecessors bears unflattering testimony to its popularity relative to its sister publications While both Chimes and Prism are very nearly as ancient as the college itself. Dialogue is still comparatively wet behind the ears. Until 1947. Calvin's creative writ- ing was published in the pages of Chimes. From 1947 to 1949 Chimes printed. separately at the end of the year. the Chimes Literaljv Supplement. apparently in a first attempt to dissoci- ate itself from the burden of art. From 1949 to 1964 Calvin published the Lil- eraijv Review at least twice yearly: this accounted for fifteen years of very slim volumes. indeed. of Ca1vin's best poetry and fiction. From 1961 to 1968 another student fine arts publication. the Loci. raised its timid head. concur- rently with the Literary Review for a few years. lt was not until 1969 that Dialogue made its shaky debut on cam- pus: it was the first of the fine arts pub- lications to incorporate scholarly arti- cles and editorial comment. And that made two more strikes against it. lf popularity were an important cri- terion in determining its success. then perhaps Dialogue could be considered a failure. That is not the case. however. One would do as well to outlaw iron lungs as Dialogue on the grounds that too few enjoy their benefits. Dialogue provides a paginated showcase for Cal- vin's enduring art and opinion which is unique on campus. Whether or not one sullies his intellectual palate with Dia- logue's ink. he may count himself fortu- nate to have its necessary and endear- ing presence close at hand. Prism shall be a meaningful and representative record of Calvin Community life. particularly within the current school year. Prism is the only student publication with a hard cover twell. there have been a few exceptionsl - nor is this an insig- nificant feature: it bespeaks an intended permanence. Chimes, as has been noted. is an inherently disposable publication. quickly outdated. Dialogue is slightly more collectable than Chimes f a thing of beauty being ajoy forever. and all f although 1 would hazard to guess that relatively few students save back issues. But it is quite likely that S illllvrisf :Sq i N 1 A s, x'sx -v .lim Rinck works on a Chimes layout Sharon Visser llbregrotnull and Jeannette de Gier paste up the Bod Book 1 K' Q -K -2' Ph1lSpoelhof the phantom photographer makes ahostlx 1mageQ arise In the Qhemrcals Y NUR Y 1-.4 Sli' most students have and will keep a copy of every Prism in which they appear. Aging Prisms are dusty heir- looms in attics coast to coast. The Prism is a historical document, and that fact implicates its staff in some rather heady responsibilities. ln order to be worthy of publication. Prism must be interesting and significant to a reader both today and ten years from today. Each Prism is intended to be a record of Calvin life. and particularly of a sin- gle academic year. But to say particu- larly is to imply that it is not to be e.rclzisi'vcii' that: a Prism must tran- scend the events of one year. must find its place in the whole history of Calvin. In a college as laden with heritage as Calvin. one can scarcely say anything significant about the institution with- out the advantage of a historical per- spective in any case. Prism must accu- rately capture and preserve Calvin's evolving character without being exces- sively cute about it. since in a real sense the yearbook is the closest thing to a permanent memory to which the col- lege can lay claim. and those involved with the college have every right to expect that the memory not be faulty. That one of Prism's duties is preser- vation. however. does not necessitate its smelling of formaldehyde. The col- lege is not all pipe smoke. tweeds, and ledgers. after all. Prism, like the Bible. must own up to the juvenile shenani- gans. ignoble social pastimes. and other forms of reprobate behavior which are as much a part of life on God's little acreage on the Beltline as ever they were in the old Canaan. The difficulty. of course. lies in daubing the portrait without being tarred by the brush. But no one said it was supposed to be easy. This is the point: Prism land Chimes and Diizliigzie, too. for that matterl involves much more than a disinter- ested and self-contained collection of journalism and artistry. The student publications are manifestations of the colleges tone. spirit. mood: what they say reverberates throughout the school's history. its constituency. the Christian Reformed denomination. and beyond, There is much more to Calvin College than the people on the Knollcrest campus. more years than the four that happen to be important to .lim Rmck and Bob Boomsma collapse on the morning , s ' ' B S 2 . 1 A 4 - C i - :I 1, 'I .- ' e ,. 1 , I S i-'Q 'E it audi' HM,-.ui---4 A--' Gloria Yzenbaard and Jim Rinck are suspicious of the character with a camera slung around his neck. +-. Bob Holkeboer. Chimes' Editor. puts in about six hours of work on layout nights. after a Climm is put together. N ft- 1 4 i l l l l l l 1 i l 4.5, , Q fdfvr - a fr f 1 , I. V-Z If Q ix ,L W ..,, 1 Q fig w ,.f + it SX 5, ,. - 1:-1 ' .-M., . .. , . 1 --Mit.-..,:'xRN.x,..4x x . . , whrx .P QQ. :AKA . .. K.. re -w, -Q .ag-5, lx.-Vw. RN .zz s lj, XX 4 -aniiiw nl A -,RR us as individual students. What we do here - and what we publish - will doubtless have effects on this larger community that we can hardly guess at. We will do well to approach our con- siderable responsibilities with a good deal of caution and reverence. If we do a decent job of it we will have gone a long way toward learning the lessons this college has meant to teach us. T. A. Straayer Associate Editor. Dialogue Stexe Krosschell. Associate Editor. and Kimberly Adams. ELlllOf.L'Ul'lgf1lIUlL1IC each other on the book xou are now reading. F ' X N575 t,, sr fri ,ff 0 0 ,.. I C 7 -pdl' I rg 5 8 u i t WCAL provides listening pleasure w -3 zfrf :gm we CAL s goal is tt spend . 0 1 40 l of its tur time on campus events. vi --'F Program Director Howard Busch prepares a schedule. WCAL plays all kinds of music except hard rock. , After five years of rhetoric. arguing. planning. fighting, and hard work. WCAL is a reality. We are a student- run college radio station broadcasting via carrier current to all students living in the dorms. Transmitters are being installed at Knollcrest East. Throughout the planning and fight- ing years, though few were willing to take an active role in the creation or destruction of WCAL, there have been a host of voices crying out either doom or victory, calling us self-centered idi- ots or visionary pioneers. The basic argument against WCAL seems to be that it is an expensive oper- ation in which only the handful of stu- dents involved are interested. The argu- ments for radio at Calvin are more div- erse: the educational value, the artistic outlet, the growing need for experi- enced Christian broadcasters in both evangelistic outreach and commercial radio, the relative inexpensiveness of radio in comparison to other modes of communication, and, finally, that stu- dents are interested in college radio at Calvin. Fromjust a year and a half on the air it is difficult tojudge the correctness of either view, and, very likely, both views have validity. Only time and experience will give sufficient evidence tojudge. .lan Chapin Special Advisor to the Executive Board, WCAL e-: Lei:-.-..:.v-v. -Y - ' r - Peter De Jong tells a small group about Gospel Riches and Church Poverty. Lecture Council endeavors to increase student insight ln order to render an accurate account of what Lecture Council is. a few words about the purpose of Calvin College are necessary. I think that most people would agree that Calvin College is a Christian insti- tution dedicated to the pursuit of higher learning in a Reformed context. ln service to God we make it our aim to apply Christian principles in all fields of study. Of course. this is no small task and it must be realized that this work is an ongoing process. None of us has the answers to the problems that confront today's world. Thus our search for Christian alternatives takes the form of a dialogue. This dialogue takes place not only within Calvin but also with Christians and non-Christians in the outside world. This dialogue is also necessitated by a realistic appraisal of 50 where Calvin is. One need only spend a short time here to realize that wherever it's happening Grand Rapids isn't it. Because Grand Rapids is isolated. students do not always have the easy access to a wide variety of viewpoints that they might have in a larger center. Therefore. the raison d'e1re of Lec- ture Council is evident. Our purpose is to expose students to the ideas of gifted men and women which. otherwise. would not be heard at Calvin. By means of these lectures we also try to be a responsible witness to the Grand Rapids community. This year instead of the usual the- matic approach our strategy has been to focus on a few important issues and problems that confront Christians everywhere. For example. we had speakers talk on the crisis in Uganda. the world hunger problem. the deterio- .sg .g nw. . ,ia 1, fa , . ,gh 1-A ,x W Gary Knoppers listens intently y Lecture Series 1977-1978 Thomas Howard Worship: Act. Not Experience October 18 Peter De Jong Gospel Riches and Church Poverty November lO Kefa Sempangi Crisis in Uganda: A Network of Evil November 29 Ronald Sider Deffmbef 3 Rich Christians Living in an Age of Hunger John Perkins February 16 Racial Reconciliation Elizabeth O'Connor ' M21fCh 2 Journey Inward: Journey Outward Brian Mawhinney April 6 The Christian and Health Care: Private Charity or Public Responsibility? Dennis Brutus April 17 Black Consciousness in South Africa George Marsden - May 2 A Historical Inquiry into the Calvinist Transformation of Culture rating situation in South Africa as well as more timeless issues such as the idea of liturgy and the nature of Chris- tian transformation. One should think that with such a state of affairs. Lecture Council would form an integral part of life at Calvin but. unfortunately. this is not always true. lt is our consensus that despite the valuable work done by the Council. the lectures reach far too few students. The reasons for this shortcoming are many but three seem to stand out. First. most students do not seem to realize that Lecture Council is a student-sponsored and student-run organization. The council operates primarily and is geared towards the benefit of students. Second. the Lecture Council suffers from a diminutive budget. Third. the size of Lecture Council itself is too small. With only three students tCrary Knoppers. Beth Pierson. and Tom Van Deneridt and two faculty members tMr. Piers and Mr. Wellsp we find it increasingly difficult to fulfill the many tasks required. Consequently we are investigating a number of proposals that might lead to a significant restructuring of the coun- cil. We hope that this reorganization will enable the committee to fulfill its mandate and catalyze student partici- pation. Gary Knoppers Chairman. Lecture Council 51 Film viewers' tosk: to respond, evciluote, grow ' The Calvin College Film Arts Com- mittee presents films that are normally unavailable to students in the local commercial theaters - classic films out of circulation and foreign films that would otherwise never come to Grand Rapids. Certainly. enough films of exceptional quality have been made in the history of cinema. and are being made yet today. that the Film Arts Committee need show nothing objec- tionable. An appealing statement at first glance. but it would be like trying to raise ourselves on a diet of Walt Dis- ney. It would be like majoring in Eng- lish and not reading Hemingway and D. H. Lawrence or like majoring in art and never seeing depicted the human form unclothed or human agony uncovered. No. in order to grow and mature in our appreciation of the film arts and in our ability as Christians to critique the message brought by the same. our minds must be stretched and our thoughts extended beyond our cozy lit- tle worlds: we must be drawn up on tip- toe. brought to the edge of our seats. A reaction must be coaxed. even forced out of us. We must not idealize the world. We cannot draw ourselves up by our own bootstraps of the Dutch Chris- tian Reformed subculture. This can be a frightening and intimi- dating process. lt may mean opening our souls up to art forms that uncom- fortably probe our consciences. using images on the screen and words in the air that sear and offend our sensibili- ties. And because films use the sight- sound presentation. the effects are more intense-and therefore poten- tially more harmful as well as more rewarding-than less complex aft forms. It means getting personally involved for two hours land more if participation in ongoing discussion fol- lowsj. We may be asked to step part- way onto the shores of an alternate world and life view. taking it just seri- ously enough that it may be investi- gated. evaluated. and ultimately dis- carded-but discarded only after we have enriched and bolstered our own Christian perspective: patching and daming the holes in the areas where we have not yet thought through an issue carefully or thoroughly enough. At what intensity of poking do we begin? How large a chunk of develop- ment can we reasonably bite off in those first. tentative. exploratory bits? How do we evaluate the harmful effects of film. and their shock value? How do we gauge the maturity of the audiences that will be attracted? All these are questions faced by the Film Arts Committee in compiling its film series: but they cannot be answered by the committee alone and the results spoon-fed to a passive audi- ence. Rather. the viewers must engage their minds in order to become sensi- tive to the overt as well as subtle techni- ques used by cinematic directors. and so that they are not manipulated and pick-pocketed by mercenary produc- ers. Just as students may be entertained or not depending on the attitude. frame of mind. expectation with which they approach a film showing. so they will be educated only by coming and par- ticipating with an active. open mind. And then argue, debate. discuss: respond. evaluate. grow. Eric Wolterstorff Member. Film Arts Committee Many viewers try conscientiously to analyze a film from a Christian perspective. st David Faber. head ofthe Film Council. previews Professor Irwin Kroese shows a flick to a films in the English Department conference Friday night audience. room. The Taxi Driver audience. impatient to see the film's sex and violence. is restless during Mr. Sweetman's twenty-minute introduction Artists try to restore guilded pcist Last year there was talk of the Fine Arts Guild being dissolved. But some heads bobbed up in a feeble protest. and the guilds straggled on in search of a revival. The Music and Dance Guilds went out of existence. but the Writers Guild. the Drama Guild. and the Vis- ual Arts Guild refused to die and have been quite active this year. Besides sponsoring the Good Groceries Writ- ing Contest. the Writers Guild brought to campus fine artists such as actress Catha Cale and poets Robert Bly and David Den Boer. The Writers and Drama Guilds presented a winter arts festival called Gezelligheid. which replaced last year's all-guild Daeda- lus. The Drama Guild also sponsored a pantomime workshop. The Visual Arts Guild attempted to give some per- spective to visual arts outside the bounds of Calvin by visiting art exhib- its and bringing in different speakers. including an art historian from the University of Chicago who talked about Robert Rauschenberg. The Vis- ual Arts Guild also sponsored the Michigan Intercollegiate Arts Compe- tition. Although the Visual Arts Guild has gone its own way and considers the F.A.G. organization to be defunct. the Writers and Drama Guilds are still looking for more direction and feel the need for a chairman or overseer. A chairman could possibly provide fresh input and thereby stimulate increased attendance and a communal vision. The F.A.G. was originally organized to provide an informal atmosphere for the development of and communica- tion among artists on campus. Yet the individual guilds remain small. Although a writing contest indicates that there are over one hundred writers on campus. only ten attend Writers Guild meetings regularly. Although the Thespians draw all sorts of people who are interested in drama. the Drama Guild has difficulty getting enough members to make meetings worth- while. Although the Visual Arts Guild can recruit people from the entire art department. it boasts only twenty members. Perhaps the role of the F.A.G. at Calvin must be redefined. The guilds must discuss how they can change. improve. or expand in order to be more serviceable. Are the guilds meant to be for a specific number of talented peo- ple? Do they owe anything to the stu- dent body? If so. how can they more effectively organize that obligation? What direction do the guilds hope to take in the future? In short. why are they here? These are some of the questions that should be faced. The answers will determine the future appearance of the guilds. This is one of the objects d'art entered in the Michigan Intercollegiate Competition. l t G. J. Van Spronsen reads poetry at the 1977 Fine Arts Festival. Poems and prose by individual Writers Guild members are mimeographed to share with the group. VIP' p for crew work. .. . ,. 1 5 X ve wir' 5 Q 'Q X. The Gezon hos ci stage ond Thespicms ore the octors Thespians. simply because it does theatre, will slip your mind. Which plays were put on this year? Now you remember: years from now you will glance quickly to the pictures which accompany this piece. And those faces. Surely, that's . . . Or is it? Of course. you knew them once. but now it mat- ters little just who they were. or how well they did. Nor will you take any- thing Thespians did this past year with you: already itls gone. It must have been of some benefit at the time. lf these pictures mean anything to you. it can only be because you saw the play or were in it. Then. at least. you thought Thespians worth the price of a ticket, some of your time. a trip to the Gezon and back. And Calvin students have been making a like choice for many years. Every semester. enough Thespians want to strut and fret their hair upon the stage that plays actually are performed. and. every semester. their fellow students turn out to see them. Despite the misgivings of the director and cast. audiences are genu- inely appreciative. Thespians has survived. if not always thrived. because it fills the same need for each successive class. Calvin stu- dents have always wanted to go onstage. What they do when they get there is beside the point. Perhaps they embarrass themselves: perhaps they display an intuitive understanding of character which earns them suddenly enthusiastic applause during the bows. Either way. the Thespian has had his chance: the audience was able to see whether the gamble paid off. But since the stakes in this game are not high tno one's livelihood rides on the outcomei. the payoff is not large. But. neither then are the losses. Thespians can take a flop with equanimity. and occasion- ally they do. Even a failure has served its purpose: providing the actors with the opportunity to gamble their artistic capital. to succeed or fail. lf the actors lose. if their performance is poor. the discredit falls on the actors themselves. It is understood that the organization cannot be held responsible for the fail- irtgs of its members. Thus. for Thespi- ans, the house always wins. One may bet one's all on one's role. but it will be Thespians which rakes in the take. which is the right to claim that Calvin College really does do theatre. Next year. Thespians will still be there. offer- ing to let students try their luck one more time. And. of course. they will. Using the yearnings of Thespians. plays are produced and a tradigon con- tinued. Unhappily. Thespians' wants often keep the organization from doing what it was meant to do: theatre. Thespians is made to serve needs which have little to do with the production of plays. For those with a desire to dress up and lose themselves in a character other than their own. Thespians offers a suit of finery. a splendid or vile figure to play. and another's noble words to declaim. The actor is rewarded to the extent he appears to escape himself. After all. no one wants to see an acquaintance on stage. One can see one's friends as themselves anytime. A Thespian comes to a role believing an effective performance is a matter of disguise. not self-revelation. For those who want to join a com- pany of like-minded people for the sake of the camaraderie. Thespians provides hours of rehearsals. green room chats and cast parties. For those with small parts requiring little thought or energy but much waiting about. the social pleasures of Thespians make involve- ment worthwhile. In fact. many Thes- pians never get a part at all. but join and stay for the companionship only. Thespians becomes a social club: meet- ings are held Tuesday afternoons at four o'clock. One pays the club dues by spending time on crew assignments. but members' perquisites are well worth the investment. For those who are vain. and wish to be more so. Thespians holds out all- too-easy gratification. lt puts actors on stage before a house. crowded with people, eager to see them do well. Afterwards. many will seek out the players. telling them they really did as well as they had dared hope. Such com- pliments. though well-meant. can take the place of critical self-appraisal. For the Thespian. praise frequently comes too quickly. and is given so indiscrimi- nately. that vanity alone is served. This is not to say that Thespians do not deserve their praise: they do. but not because they need it. All actors need acclaim: only the talented have a right to it. Thespians has yet to accept that improvement in the quality of the acting will be impossible until each member is willing to evaluate himself according to standards of theatrical competence. and live with the results. Just how good are the Thespians? They do not know: no one tells them and they try not to think about it. The implications of such a critical examina- tion are too disturbing. Some members would be discovered to be more tal- ented than others. Should they be treated differently? That would strain the egalitarian camaraderie for which many Thespians joined in the first place. A knowledge of good acting would also. by contrast. point up how poor some Thespians' performances are. And that would never do. This kind of insecurity is not of the kind which an actor can exploit to impel himself to better his performance by risking more and more every night. Instead. this insecurity sends one searching for places to hide. One can- not act well or honestly while hiding. The Thespians may be making their artistic statement. but. if so. they are muttering it to themselves. When they speak up. maybe we will find them to have been speaking with the tongues of men and of angels all the while. Maybe. David Baker Member of Thespians When he is not sleeping, Christopher Sly watches the play from his vantage point above the stage. AI the end of the play. Petruchio wins his bet that he can lame the Shrew. 58 David Baker plays Gremio. an aged pantaloon Marian Groot, who plays Kate the Shrew, makes some caustic comments. Thespicins' first production ci shrewdly performed success In the fall of 1977. the Gezon Audi- torium was set for William Shake- speare's play, The Taming ofihe Shrew. A festive highlight of the season, this romantic comedy was seen by appreci- ative people. The Taming of the Shrew is actually a play within a play. Christopher Sly, a drunken knave, awakes to find himself in the house of a lord, dressed like a lord and about to be entertained by a play. Set in Padua. Italy, the play recounts the story of the courtship and marriage of Baptista's two daughters: the younger, fair Bianca, and the elder. boisterous Katherine. Baptista refuses to allow any suitors to marry Bianca until Katherine, the shrew. has been wed. With the promise of wealth and a challenge, gamesome Petruchio agrees to marry Katherine. He boasts that he will lame her by killing her with her own humor. Poor Katherine is not only subjected to his buffoonery. but is also denied food, sleep, and fresh cloth- ing. At last she is quieted. But she is no less determined - only more cunning. This is only part of the bewitching play during which Sly falls asleep. The next time he awakes. it is to discover that he had a wonderful dream. The play was something of a light- hearted extravaganza: yet it raised philosophical questions of appearance and reality. the dimensions of love. and the role of women. The spirited cast and crew successfully presented both aspects. Q . , 4 x X if N . sir'- ' - K D A xii , if. ' ,W ' ii? - :sh g in ' , Q Mi Q 1 .1 . .- - . it Petruchio tRandy Nieuwsmal banters with Hortensio, tBob Hovingy, one of Bianca's suitors. A tavern keeper Uudy Van Gent! finds Christopher Sly tFred Knipl drunk early in the 59 morning, Building castles in the ciir Audiences attending the Thespians' production of The Master Builder were challenged to do some castle building themselves, intellectually. Understand- ing plot implications of the play written by Henrik Ibsen and perhaps enjoying the play itself requires a bit of mental gymnastics. In the largely autobiographical work, members of the cast were called to act both naturalistic and symbolic roles simultaneously. The delicate flow of the players' simple actions revealed tor- rents of undercurrent emotions and motivations. Domineering. perfunctory Halvard Solness. the Master Builder himself, is not to be taken at face value. The aging architect. played by Scott Kuipers, boils with the heat of guilt, responsibili- ties. and the quest for continuing fame and success. Youth is the embodiment of the positive aspects of Solness' life and the cure-all for the negative. The fire that causes the death of his children also leads to the death of his marriage. His wife. Aline, played by Marian Groot, is a woman character- ized by loss of youth and vitality. She, who could once conceive, give birth. and cultivate. can no longer. She is bound by age and duty. Solness cannot succumb completely to a similar life- style. Though he is attracted by the young. refreshing. impetuous Hilda Wangel, played by Kathy Uitvlugt, he cannot recapture a zest for life like hers. He is a man bound by a zeal quite like Hil- da's and plaguing duties like his wife's. To resolve the conflict, Solness climbs to the height that he knows will necessitate his death. When upon the spire of his new house, he transcends the masses and retains his masterly rep- utation with the vigor of his lost youth. Solness can stand the heights of his own air castles only for a moment. He falls to his death, a death that frees him of life's duties. sorrows, and guilt. The Master Builder tScott Kuiperi reviews a drawing by his assistant Ragnar. whom he sees as a threat. Mrs. Solness1Marian Grooty tells a very tragic story to Hilda 1Kathy Uitvlugtj -4?'X Pam Naber fC'6 I11El'l. one of the groups newest members. sings tenor. His Own knows how To proise Him. Praise the Lord! For it is good to sing praises to our God! for he is gracious. and a song of praise is seemly Great is our Lord. and abundant in power. His understanding is beyond measure. Psalm I47: l.5 It was with such a call to praise God's power that His Own first began its informal singing debut over five years ago. With a few hearty voices and a few voice-filled hearts its original members sought to form a singing group with a unique musical message of the abundant life of Christ. Since that time. His Own has sprouted into an active mixed choir of up to forty voices whose melodies are further amplified by the accompaniment of piano. organ. guitars. and lively percus- sion. Through their spirited proclama- tion of the Gospel through the gifts of music. His Own has enriched the lives of Grand Rapids and the local Michi- gan area. Although they are not offi- cially recognized by the Calvin Music Because His Own seeks to relate to a variety of people. they choose a variety of music - mostly contemporary. Bob Kuipers. a student. directs the group. Department ibut instead operate as a student-run organizationl. their musi- cal ministry has been very effective. They have been led to the far-off lands of the East Coast on their annual spring tour, and then of course to such familiar territory as the FAC Audito- rium where they take part in an annual student concert. His Own has never claimed to be a performance group and could not ade- quately be considered one. Their purpose is rather to communicate and share the Words of Truth through the creative means of music. On the other hand. they do not primarily have an evangelical ministry which seeks to draw in large crowds of unbelievers. They strive to avoid both the camou- flage of overly professional musician- ship and the lifelessness of trite repeti- tion. and direct their ministry towards a simple enrichment of fellow believers in Christ. In this way they serve almost as a spiritual catalyst hoping to pro- mote a positive reaction in their audi- ence. challenging them to a renewal of faith's-joy and power. His Own is still in that flexible. grow- ing stage and. as any young group. must continue to struggle through peri- ods of adolescence. They hope to soli- dify and stabilize as they encourage continued commitment. unity of pur- pose. and ingenuity on the part of its members. And, of course. they would be thrilled if a full-time director in angel wings might someday drop down from above! So. they seek the contin- ued support of the Calvin student body and always invite new members to audition in the fall. Sing to the Lord a new song. Sing to the Lord all the earth. Let everything that breathes praise the Lord. Psalms 96:1 and l50t6 His Own knows how to praise Him. Lynn McGavin Riiliililllill I noun .,...--,..,...... ,. l Sw., fb Sggf-,g.:i.' vgvfgr ' . ,,i,,Q.- 6 3 fag- 6 if I at-L 3' i ' Q ' qgfl-3'f3'l fit , 4 , - . er . tt- , h Q , In 5 El , Aix!! I no I g,,.,- -,m-g- S6 3'?.:ggxW.,4 - . ' 1 i. 4 'ml' g-1 Nga ,VAA i 1 ' fail 91:2 ,e. if i Q fart'-ffiasf fists c 'Ati' Il Q' Qlhl-Xfsr., 'nh F If., I .r K x Ex V yX-:IV 'f'1'i- 1 it 'ig' fi i 1,t 4'5-24.39.05 li. we tm - ei- 'T':.'i5Lff1x2' fe- 043 ff-fi e we ffi fS if-4CZ.,.ze '-f'e ,5 N, 1 ' ?aN1:4':f H 'Q E'-i Y,-- 5-fi 1.51 f'lI'. -t wif '-is--'ixfgeglli' QMJ' ,-was 4.3, file . 1 . ff- H. fe xr 2 sf' , - f X. 1-ga , ,Ffg':, 'T '52, J l . 4 Q.-.1 sl , Q, N . I V s l H- I , s 5, , The more than 550 voices in the Calvin College Oratorio Society lift their voices in praise. ' I 62 1 ifeiie X' v peice:- C J 5' fs Y 1 7 V' x, 1,'X ': 5 NJ: -E, sq, Vi lui' ig, Jgvi' Q.-ns, Pg- N-V flfnif, aa ,V V fx . Hg i I T cr. ? 9 I 'Q b' ' 4-1 '. 3' if if ' t fm. 'rf X - 'L . 'xi i - - 4 .., fl ,I Q . ' sn- s ,. ia ' 'iz 95 LY: TVVI' Q ' . 9 V l A ' ' va. l. 'f 1 . ' g 1 ,,',.:,v e. 1 .V Q , s I sv I KA .Q 5'-N . -3 r . if y 'r . 'T fs, N. ik . 7 .. Po fs , ' lx x K tw i 1 alt, Y B 1 ' se T4 HALLELUJAH! No doubt, a sophisticate would sneer at the entire proceedings. What do these amateurs think they are doing by attempting to stage a pro- duction of Handel's Messiah? They should realize thatthe Messiah is a great work of art and is to be per- formed only at appropriate places. It should certainly not be performed in the renovated bombshelter that they call the Civic Auditorium. Look at the size of that chorus. Enough people are sitting in the chorus bleachers to fill up a graveyard, let alone to sing in one. The Messiah is supposed to be sung by a smaller and more select group than the masslof people-the have here. I wonder if any non-Dutch people are here? They all look Dutch. Proba- bly this event is the one big cultural outing all year for most of them. Look, somebody is eating popcorn over there. Here is another, wearing blue jeans as These negative impressions are prob- ably onlyreinforced by -the initial sec- le 'X -:gx Mr. Geerdes directs the group during a Monday night rehearsal. tions of the work. The occasional sour notes of the orchestra and some muffed or uncertain entrances by the chorus all serve to create a sense of profound unease on the part of our sophisticate. But if he ignores, as much as possible. the uncongenial surroundings and the technical errors, he might be surprised by whatghe hears. Christians sing reli- gious music better than non-Christians do. In technical matters the Calvin per- formance does not compare to a pro- fessional one, but technical matters are not the most important things in a work like the Messiah. The religious spirit which animates the work 'can really only be understood by people who share the same religious convictions. The power and magnificence of Han- del's work come roaring out, leaving the listener shaken and reflective as he ponders the mysteries of the Incarna- tion and Jesus Christ. If he hears with an open mind the musical train of thought, our sophisticate just might leave the renovated bombshelter feel- ing quite a bit different from when he entered. Cctlvin Music Depctrtment Hidden away in the Fine Arts Cen- ter. enveloped in a seductive world of sound and form. the Music Depart- ment can be forgotten by some stu- dents whose minds are filled not by strains of Mozart. but by worries about Math 111. However. this is not to say that Calvin students have no love for good music. Consider the attendance at the .ttlessiali performances and the vol- ume ofthe singing in church every Sun- day morning and evening. More stu- dents than ever are trying out for the main musical organizations on campus. The Music Department has introduced a number of changes to utilize this influx of talent and to better the quality of musical performances. Perhaps the biggest structural change that took place this year was the inauguration of the Calvin College Oratorio Orchestra. which was devel- oped to accompany the Oratorio Soci- ety in its annual performance of Han- del's Messialz and this year's spring ora- torio. Saint Paul, by Mendelssohn. For- merly the Calvin Orchestra was used in its entirety for this purpose. but because of the burdensome number of instruments for each part, the decision was made to replace the Calvin Orches- tra with a smaller. more select orches- tra composed of alumni and student instrumentalists and augmented by a few key professional performers. The Calvin College Oratorio Society itself saw change this year as a record number of students and alumni. more than 550 in all, gathered together each Monday to rehearse for their winter and spring performances. This single organization includes more than ten percent of the student body in its ranks. and has grown tremendously from the original chorus of 81 voices which gave Calvin's first performance of the Mes- .viuli in 1921. The Oratorio Society and Orchestra are directed by Harold strikes ci new note Geerdes. Associate Professor of Music. who has held this post since 1965. The Oratorio Society is not the only vocal group that grew or changed in the last year. Under the direction of How- ard Slenk. Professor of Music. the Capella Choir studied and performed a large variety of choral music and improved its reading and vocal skills. The choir. which has 40 members. maintained its reputation as the most select singing group at Calvin by giving several concerts during the course of the year. The Campus Choir. under the direction of Merle Mustert. also showed potential in its concerts. The traditional Calvin male chorus known as the Meistersingers was not active this year. but hopes to generate new student interest and reband next fall. Calvin's instrumental groups also changed this year. More students than ever before tried out for each opening in the Orchestra and Concert Band. thus increasing student participation and improving the quality of these tra- ditional Calvin ensembles. Both the Orchestra and the Concert Band have new directors this year. Cornelius Van- der Puy and Gerald Bartlett. respec- tively. Calvin's experimental instru- mental group. the Studio Lab Band. worked with modern musical techni- ques and styles. includingjazz and rock music, as well as contemporary and tra- ditional arrangements. The Collegium Musicum. Calvin's collection of small ensembles. which plays music from the Renaissance and early Baroque periods. underwent some restructuring. Several of the smaller groups were inactive. but the others. including the Old Instruments Consort. the Chamber Singers. the String Quartet. and the Baroque Trio. grew and improved over the year. .5 4 gif :.11,Lrt:.'1.. LT ,ea S -'vi 1. Q., ---- --- - :. 2 i I , ,ggifasfggigl nu- k . X lie. 1. ., , . ,. 1 iiiigwiiix f ., . -.,. r 1 Y ' Y ,ii . lf 2 1 ' ern 1-? '. 'fl gg- Z 3 K gee' 'fi -i ' , t 2 QAHQ-.ft 1.83 ' Nk....xQtS The Capella performed this work of Benjamin Britten on the anniversary of the composer's death. Mr. Slenk conducts the Capella Choir. . , 'K -, Members of the Capella warm up and relax by massaging each other's backs. Praise ye the Lord! Praise him in his sanctuary: Praise him in the firmament of his power. Praise him for his mighty acts: Praise him according to his excellent greatness. Praise him with trumpet sound: Praise him with psaltery and harp. Praise him with timbrel and dance: Praise him with stringed instruments and pipe. Praise him with loud cymbals: Praise him with high-sounding cymbals. Let everything that hath breath praise the Lord. Praise ye the Lord! Psalm 150 xx Q XX X Dave Scheersjoins more than 500 others in practicing the Messiah. 'S A member of the Calvin Band plays his bass. Howard Slenk directs the Capella Choir Q.,a-nf Ecology Club endecivors To conserve God's world The activities of the Ecology Club this year were aimed at informing stu- dents on ecological issues and involv- ing them in practical projects around campus. The Calvin Center for Chris- tian Scholarship. focusing on Christian stewardship of natural resources. worked with the club in presenting a series of films and discussions on cur- rent ecological issues. A bulletin board in the coffee shop and news updates in the Clzimes kept students posted on upcoming campus events. and legisla- tive changes affecting the environment. The carpool project ran into difficul- ties. but recycling proceeded quite well. The smallness and diversity of the group. headed by Alan Pauw. made individual initiative and responsibility essential. A good deal was accom- plished by individual members. but the structure of the club made it somewhat difficult for students with little time to participate actively. Individual respon- siveness and cooperation were also required on the part of the student body to make the campus projects suc- cessful. It is hoped that there will be increased participation in these pro- jects. The interest shown in the Ecology Club reflected a concern for the envi- ronment as it directly affected life at Calvin: but it also revealed a sense of responsibility for stewardship world- wide. Active participation is needed to accomplish the club's aims. lt is hoped this interest will continue to grow. Amy Planlinga Member. Ecology Club 68 Amy Plantinga and Al Pauw. club president. discuss the number and placement of posters they need to advertise a movie on wolves. 5 Amy and her cousin Carl Plantinga are both Ecology Club members. Horombee Johord wants To work together To do good I TEE.. F' I-Ili-'Z in, x-L . g,,4'.i- arf- Harambee .lahard meets at Ivy Grey's Knollcrest apartment to discuss their spring activities. Harambee .Iahard'? Until now you have probably never heard of this organization for minority students. Our name means together to do good. Although all Calvin students are encouraged to join Harambee Jahard. right now all the members are black. The role of the minority' students at Calvin. in my opinion, is to help broaden the cultural views of the stu- dent body. Harambee Jahard will try very' hard to help the student body become more aware of other cultures. We don't have many members. but we have a strong will and creative minds. With these on our side. we can proba- bly' get thejob done. I really feel that Harambee Jahard should be noticed more, We are part of the student body and we are trying to make life at Calvin rewarding for all. Now that you know a little about Har- ambee Jahard. give us some support. Ivey Grey President. Harambee .lahard Ivy Grey calls for order when too many ideas are being contributed at once. Lrlf- Q . i-- .Ag V wi ,Nb 5 -nat.-inns' KIDS volunteers teach children to swim. N.. MM., 'lu-aaa....,,,,,,,, e 3 1 Qegiaiix . . , ........-,. sw S ., X X X W3 Neflswtt Cheryl Tuinstra helps Bennie. a day-care student, paint her name. t N .iw r. Q l X . M N ' X j. l Q mfr' ' i X X An elementary and a college student together Qi X . head toward the libra .sv . A , SSS . ' . Q i-is .ss.xw, - s w M... ry' Jan Caldwell reads Christmas stories to her friends. 'Qi' ,. -if -., ' 4,-' sm . - XY:-Q -s v, .t . KIDS Brother Larry Kueppers eats Thanksgiving dinner with his little brother Randy. I N- E ti W ll ? I i fx I tin V :YA ,.r-- X J' A .N 'N . I lu? .XV ei I ' iiiiqm il Ax. i is - .PV V V i Q xi It '., j 1 . - 111. -.Ns ' I ,. Scott VanderLinde and Brian Hoogbard volunteer for the KIDS furniture-moving service. Christian service is KIDS' purpose The original intent of the KIDS pro- gram is expressed in its name: Kin- dling Intellectual Desire in Students. Volunteers in the tutoring division work with non-Calvin students. the mentally and physically impaired, native Americans Clndiansj, and people whose first language is not English. They also assist teachers in area schools. Since it began in l964, KIDS has expanded its community services, which now include KIDS Brothers and Sisters, clothing distribution, furniture moving, and home maintenance. KIDS is very definitely a student program, says Jonathan Bradford, the program's director. He worries that too many people associate KIDS with him. forgetting that student volunteers are the backbone of the organization. KIDS is financed by Student Senate and occasional student contributions. Although various proposals for restruc- turing the program have been consid- ered, the staff is intent on preserving the student orientation of the program. This may not be an easy task. The number of requests for KIDS volun- teers is increasing. but presently there are not enough interested students to meet the demand. According to Mr. Bradford, The Calvin student body must take more seriously its Christian social responsibility. We have no right to ignore this Biblical mandate. .-87 v, in 1, . 3 ' Y W Y 4 S. 4 F s ' l X w 5, w I Y' W '39 ww' New Q .4 . f 9 Q K . N:.- . --Y r 4 : ' , gk , '- . I - , :ng 5 . ,N . , - , - , , l E , Z , . l x .,.. ,, , ,. 1--,-xv-. . . -, v - fm.. ,xxx , X N X.f,Q.:f H A ' A I 5 i-ii in s- X .43 ' SK 'F Ll A ,A Y VX, 'awk-'Begg 1 1 i. tr i i tl The orgonizotions Once upon a time, not too long ago, filling up yearbook pages was a consid- erably easier task than it is now. At that time, numerous organizations existed with names like the Groen von Prin- sterer Club. the Psychology Club, and the International Relations Club. And who could forget the Senior Men's Lit- erary Club, the Junior Men's Literary Club, not to mention the Senior Wom- en's Literary Club. and, to add a little variety. the Junior Women's Literary Club. Overworked yearbook staffers needed only to obtain a group photo- graph of each of these organizations. arrange the picture in some suitable fashion ,on the page, and, presto. a large section of the yearbook was suddenly done. To be sure, the ambitious year- book editor might procure a paragraph or two of copy on each organization. but that was neither expected nor fre- quent. On the whole. the organization section was relaxing for all concerned because it demanded little effort from the makers of the yearbook and even we have . . . ond the ones we hoven't less from its readers. Nowadays, the task of the yearbook staff is more complicated, partly because today's discriminating readers have discriminated against completely boring sections, but also for the simple reason that many of those old organi- zations have fallen by the wayside and never been replaced. The old standard yearbook fillers are gone and what are we going to do now? By this point, you are probably completely sympathetic to our plight and are undoubtedly cry- ing aloud with heartrending lamenta- tions. Even if you are not yet in mourn- ing and are, in fact, one of those dis- gusting people who laugh at the misfor- tunes of others, you still ought to con- sider the following question, if only because you might be missing some- thing. Why did all those clubs disap- pear? Now the simplest and most common answer is to lay all the blame on that most convenient of scapegoats, student apathy. After all, many of today's organizations are even now having a difficult time generating enough stu- dent interest to stay alive. Perish the thought. Student apathy should never even be accorded the dignity of being called the cause of something else. lt can only be a symptom, not a cause. A more interesting answer would be that although we tend to bemoan the decline in student idealism and activ- ity, we do not have to tolerate the excit- edly naive, rah-rah college spirit of past years either. Such enthusiasm would seem strangely out of place in our sober world. Nasty economic realities like our high rate of inflation and the coal miners' strike, the unsentiment-ality with which contemporary artists depict the world. and the businesslike though friendly leadership of our elected offi- cials suggest that the times are not right for the ol' college try, at least not now. Meanwhile, do you know how much work it was to fill all those pages? V 1 ' 1 fri if lL l , 1 I Lil i' ,Q X ta l . 'T .-1, 11. i t I 1 X I n I i 4 1 1 L I I l l I V . . I i L Al L g J f 1 - t o p 1 I 4 L L L 4 r jf i t L KE Psychology Club? What Psychology Club? I must be the only member! 'i..f7 S QE 232 D xl' Q2 .E Ol Q CD V 3 I 01 5: 22 is K 5. O 1 .wx an L., gg v rg!! ,, fig :,' In 1 gf:-I rg? AU, I, , S ' 3-'Q' .Ll -5531? KOA ' lysxf .11 if 54 D, M' 95- 1 W4 'Q mCAQ'MaW' ...giff fu S4'xZ4 Q'Q,i,X Jrffil Q 9 -'S at- 'ff 'Mn X x5x5 0 Wgglxyx I r j 94 :Q 145 0 5:9 SN -- ,MQ f' g?x :Jb-fixxf '75 24 my 'J gm , 'N - Q 'f W-' K X +1214 I NX N 1 F ff We - n, ff' fs fm Q1V:sg4'.M.,-,,w , U '-JMS f X L X ' 2X-'gh W 1 y .j,gMS7,9!Q.L I z NY!Ajz.-1wxy1,1L f5'l' , 'S-,f'x7'TQ -4 S mv! E 'f5?f7?'ff' 42:5-'f' ' .f . . . , .n , i .. f f ' 3' 32722111-Q! ,-' '- MK-5? -!fif'f '-.f-::- ' A K1 -. ', . , ji, '1-:jig :QQ,i,f-ff .f jf ' - ' 1 ' 'K ' ef' QQ12' ' - I fd ,Zan A A Q I X X 'nf' . 4 1 , Q is , f 1 x ' ,-fuzzy! 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N -114:15 t 2-1 ,fix I 2 fr IL R J 4 CQ Xx . N sh. I 1 ,L,..- NNW? Sports Undoubtedly. most people who are at all given to indulging their imagina- tion occasionally find themselves lost in magic dreams of past glories and future greatness. We all enjoy reminisc- ing about the exciting moments of our lives. remembering the occasions when we momentarily transcended the nor- mal course of our lives. The story well told. the mountain well climbed. and the friendship well made serve to enliven our memories of the past and provide the seasonings by which we spice our otherwise uneventful exist- ence. Similarly. the hope that we will be able to brighten our lives with notewor- thy deeds often provides the occasion for many of our most pleasant fanta- sies. When we were younger than we are now and not too sophisticated. the glories of being a fireman or a tight- rope walker or President of the United States filled our minds. Now that we have seemingly become a bit less naive and more worldly-wise. we may be con- tent simply to dream of that perfect girl. of a satisfying career. or of plum- ply cheeked children. And so it is with sports at Calvin College. Amid the daily grind of churn- ing out papers. doing assignments. and preparing for blue books. we often catch ourselves longing for a chance to exchange our self-conscious conven- tionality for one of those wonderful times when life again seems worth- while. For many of us. this chance presents itself through sports. Those who actually participate in intramural or intercollegiate athletics can discover the elementary pleasure of intricate teamwork and the thrill of the winning basket or a superior performance. They may not always be the stars of the team. but the possibility of actually doing the magnificent is now close enough to fire the fantasies of even the least imaginative. Others of us must be content to stand on the sidelines but are. nevertheless. able to live with a team as it fights its battles or to experi- ence vicariously the self-forgetfulness Colvin sports and The coll fo greatness which is etched on the glowing face of the tired athlete. The desired moments of emotional fulfillment or physical excellence are often fraught with a pre- carious impermanence but that fact merely causes us to attend to games with sufficiently careful diligence so that we will not miss the fleeting instants which enable us to tolerate the regularity of our lives. ln any case. the wish to leave the mundane behind and search for a rarely found greatness pro- vides a powerful motivation- for the presence of sports at Calvin College. To be sure. other motivations exist. For example. winning sports teams make for marvelous public relations. Although no one would ever accuse the college of crassly manipulating its stu- dent athletes for the sole purpose of spreading the fame of the maroon and gold throughout the land. the college is not at all displeased when the usually fine records of its athletic teams are bruited abroad. In fact. the college is willing to do its own drum beating. One can be sure that a disproportionate share of the Spark and the Calvinalia A Calvin's publications for its alumni - will be devoted to sports. Similarly. the trips of Calvin sports teams to various parts of the country are always well advertised. especially to those who live in the areas in which Calvin teams are traveling. After all. given the known interests of the constituency. to publi- cize Calvin's athletic prowess is proba- bly the easiest and least dangerous method of preserving a proper public image of Calvin. But our stock of motivations is not yet deplenished. Something about the atmosphere which surrounds the men and women who engage in physical competition continues to draw students into watching or participating. Proba- bly. those students whom some call intellectuals and others call eggheads can not comprehend the easy camara- derie which pervades a locker room when it is filled with chattering prepa- ration for a match or the glowing An Olivet soccer player kicks up his heels v xxx 'N.'l , K1 -ss., .. V M . 5 I I sw. -211 -3-.., RQ ,+:0 'v'+- ,. ,K N x x 5 t.. 5-X N F ..: .i ,. X sa 5? 5.-'- 3 N?-my-arf-'hr --: , ,xxx -'A' r ss :1 c f'f3-1.5N,s NY ,A , np X ,V N., N it 1 L .. M. 5 Q, --tvvxsm., . -, W A once-tied game is now a Calvin victory. L 3 9 ,Z .-Q.,-,Y K- I r -Y-- 5 Q b Kitty Herehty aims and shoots. Bob Bol dives at the Ferris State meet. excitement which can fire a gymnasium while a game is in progress. These intangibles which result from experi- encing the atmosphere of a sports event may often outweigh the unremarkable black and white reality of the final score, the only thing which remains to be understood by literal minds once the contest is complete. Even the lingo, the ritual phrases which sometimes seem to be as much a part of sports as the ath- letes, serve to substantiate the perva- sively evanescent spirit of sports. Snobs may sneer, but the universal use of the term coach, even when the coach is not ucoachingf' confers a kind of time-honored significance on the aura which surrounds such people. Simi- larly, such phrases as Nice game you're missing, ref! or To win, ya gotta put the points on the board or Ya gotta keep your eye on the ball, son. Keep your eye on the ball!,' do not exactly storm the olympian heights of literary inspiration, but they do provide a certain uniformity which fits in well with the phenomenon of sports. Yes, the magnetic atmosphere of heated gymnasiums and backslapping fellow- ship is a powerful motivation for the continued existence of sports at Calvin. Yet, when all is said and done, the desire to punctuate our lives with that moment of excellence keeps underlying our thoughts about sports. That the alumni are a bit too interested in Cal- vin's sports program is easy to see but the ground of their interest is probably exactly the same as ours. The siren call of vicarious or actual glory is just as tempting to mature educated adults, as it is to students. Similarly, what is the essence of the watchful atmosphere which pervades a sports arena but the experience of greatness? Disinterested thoughts of exercising our bodies may partially account for the presence of sports at Calvin, but they hardly plumb the depths of the phenomenon, either at Calvin or, for that matter, in the world. U ..- iiAJ,ff'Z,Z. NNOIOM sw? -.,---- --'I Calvin sets the ball up for a point. X i E! 2 K X gc 4 awe' fa-me 4-- -, W , gr- ,R --: m3mt..12' I .su df as Swimming the 200 meter breaststroke is Tom Tabor. 'fi' - Wi 0 - ' . 1' x.-1 ' - . K - 4-7, N qi l'. .I 4, ,, - 4-A ' - A- ,' -. ' ' P' .w,,,...1fsM- ..A If -, - 1 5 flwfm , - 'wgffi 4747 i ' ,, -M60 W i -WWW R6 ' f'l!f!'ffh?f QW f I' Q1i34',,M.a! uf - in' . ',, ' J Y '!!.fiLf'. S 5,11 'Q' I ' ' 1 H ?aff'5n - w : 9 , .. ,'g,f,,1Qv:f-'P' '. In , fuffr . ,Q 1 YQ- ,e:g,'ff, O A I , val. A-f-y ...pau-Qi' wgirytx 374019 WJ., ,Wx wg-1. 1 1 ' f ,2- 'ANN' W x. Jn' .wo . I S Y 'GM 'AEM 1 fi ' Q, if 'sa X Ai f f kc- 3' cv, .cf . -. ' Vx X i' X 1: i . 'g - o L N 4 -'.' : A ll , V 2 In :T J WW. M su, One of Tom Cooper's aerial stunts excites the crowd. sig A swim fan watches the MIAA championships. ik 19? , 24? Q1 Laura Ludema winks at the photographer during the Hope game. Basketball coach Don Vroon, Dave Van Langeveld and Rick Vander Heide watch the action. 80 ygw+'avrS'x5S H '- Q- 1 sa. . ' ' Siilh agftswiw' psi- L Q Tom Postma tries to avoid being pinned. x,, Y X -S S S , - 6. . els N X N . tw, x Nm? S X Q 5 i h ,NN k X . Q X wgxsy N ' Nx , S. y xs- N .A Qu, M :-.A .NSN 'KRW x I v 'i . ,g.gL,,1,b:: Q . -, . X , . .- - ,lex f, . V ,-' . , 'Q J 'Y-.' -. Jilbqv-'ks hx' 5-'K-4. .qt -.'3 'iNgj'X N- ' ww'-.H . . 4--' :mi Jx. if ff A t ra, - ,'Ni J 4 11, :Q-ll- gg .x,,,8,, . -M 1.5-5 Q .t?Ji 'i6'S'-XIV. .. A'-wx --Q: ----,. gb- . 5, ,. g.1:Y,:,v' 'ix Q '57 N sw +- , 1 1 Q' t -ii? . X 5 ' ' Q ,L,,5wx5ff it i - rm E Q t. - -. t., , ., Tom Van Denend passes the frisbee to a teammate in an Ultimate game. V N :,v,1KX.J -:3: '.SS.Ls- Y ' at f M4 ,...,.t . -- 'Hf?s.:S f A i X : I ,, . wx K ' Z H , It F '- s NA QL . i S-We - -:ia 'jing ' W , jr 1' V N 1,23 s.-1 my 3 .ww f fic: ugh ......e-.naw-' -1-hrs-1v6'l'N1f 'N ' 7 , ':'T-sts' E nM,!,,,-.y,.-Mar-t -, ,ig -J , 4, ,,,.-aa: r-- I , tw..-4 - ., -r ' 'PNN' ..--:.s,.-- , ., .l t .wr ,... Q.. ..,,.avHQ 5A J M x.,N,.mMvzXuw xi'-N9 Chaplain Pekelder sucks on a popsicle as perhaps ponders the outcome of the game Joel Dykstra concentrates on his bump. X Sports plays a very important role in the lives of many people. We in Amer- ica have made millionaires out of sportsmen who would otherwise be working in a factory: we spend much of our time talking and reading about the latest sports events: the national pastime of sitting around the televi- sions on Sunday afternoons in the fall has brought marriages to naught and given wags an inexhaustible supply of good-natured witticisms. And so much of this fascination with sports is simply for the sake of a chance to see the spark of transcendence which some believe is in all of us. The issues are so starkly defined and so easy to discover. The struggle of men against men or man against himself in sports provides an opportunity which is rarely present in a world where the winner is usually diffi- cult to determine and even more diffi- cult to crown. In some sense, we need to know that greatness is possible. But we must be careful. This pre- cious opportunity to excel in sports, to rise to a physical challenge, only lasts for a time and then it is gone. We must always return eventually to earth, if only because, in our presently cor- rupted state, we cannot withstand more than a faintly seen glimpse of immor- tality. We can, of course, choose to live our lives as if they consisted of these exciting but momentary glimpses. unfortunately mixed with long stretches of boredom. Although this view of life is hardly fully satisfying. it seems to have been chosen by many. For these people, the paths of escape from ordinariness, be they sex, power, education, or, in our case, sports, can become all too well-beaten until, finally, nothing is left but the fond memories of past experiences. The moments of exaltation which sports provides may yield a passing satisfac- tion, but these moments will not be worth much at all unless they are seen in the context of the meaning which only our ordinary life can bestow. A happy and alumni-filled crowd watch the Homecoming basketball game. Kate Vander Heide goes after the ball. O Ultimate Frisbee practice readies the team for competition. S.zQ,Wii , 1- P f Marty Grasmeyer lets go for two points. The MIAA Swimming Championships are nnrlerwnv -'- 1N5iQCZ231il-3233'1N:4'.f-'L-.NSI una , ' i E . I i A . ...,,.Q.M., ,Xu,,..A. D, Zia --XIIXPN b Y 'umulrr' .... - ' Q e i ' 'H .5 r N ia-7, ' ww Wig gy. Q 'fmt A - u t e V , pr ' , X ei A.'1'.-,QQ X - QSM . ' ' TNQ., I 83 Val Krause checks the final on a swimmer's lime. .gr Sh-A.. un 4'-' O 4 U I .4 x'x 'r 'omg 'N X a bmp Smwkx is MUN .xg J X Q'Ze'fg,5f'a,A-:j,f. ' 'IU . i ' Carol Schoulen helps Beckie Ellens with her aerialv 84 -Q- as N. ills Nu ..-,.x,,,.v-xm-Mx , ' -:-furry., -:.L,g. .,Ag V1 Aiwa' ' qv:-:' .. . 'C ql1.,.x QPPQNQ-5, I ' -x-, ,S o Marty Grasmeyer outjumps the Hope center. il r 1 I, ,X 'Q Shirley Dykstra from KIDS takes a friend to a Calvin basketball game. oy' TF W in ' 'nxt X ' 1 Neal Eldrenkamp concentrates on moving those weights. -.Y .t - FL. N57 1 . M tl ' U1 Nia!! gli if f ' f f! cl 10 W' f aj, ff ..zf'N , Af 'ii 5 1' 'ffil if Amt. ef .fit f?:E'.:- hfl, 1 - if u ' x ' ,-IM., 'H - ,I - 1 :iinff-?.W '- ,..4'1 - NTT 'rl . ,K , lf- ffl' ill .1 fa i r ti ? , , N' '1 ' Vflli 1lrm,tl ' l lliqf ,, -.,.t,f.ff.1:af !Z1LM' Marr f f5a1? l,ziF,fQjq ',j!f.f?'f 1 55' gf yi ill, f i i In ,' 1 I. ' , v ,fix ftp, J,-' X r f wg 1 QQ if . if ff , 141' ,gi N., 'I I- 73254141 1 1.-yr-nv f , ' r' I l -' Y waive Qu , 7 rf' . .if John Calvin A. Biography 7. Idiosyncrasies m. Recreation i. Sunday sailboating on Lake Geneva ii. Lawn bowling iii. Pitching keys as close as possible to the edge of a table without sending them off completely 1 .bla .C- O Q0 av, 87 g! ' ' uni! 51 w - '2- . fr? . 4 ,I ,,. i 'Z f ., ,iii , 1' 3 In r ,ryr fl A 'f K C: 2 2' 1 I .4 ' , -..-, ,WW as-ir'-Siszzsgggx Q K- ' X , X ' 'X'- INYIRRSX-:. T ' 1:-msumasaas f it .. 3 M iii: f i '-- :J--' ' , rn' C- ---- 'Q 5 Q- - 1 Calvin women start timing races in the MIAA Championship swim meet. V+ . N t I 1 -i -wi' TI ' 'A x ,fi 4.-'Bt f gf ' 3 Y- , .gll9' xg ' X bw. :sg r: 1 .1- Ae .X NN, -: if- 2 - .ciilfgil 4' ' Spiga 0 t ,. , ,H k UN, Q :gg -R: .TNQ 3 r 2--is . s 5 -N . ,, 'iw F ' . ii N :gf K , , f's'fF fl sb i s '. X - in X .,.X Y M ' ' Ju 1 . ' w . we ww 5 rx - . .im -,s QNX JN N X Dean Cortest encourages cross country runner Mike Van Denend. Kathy Nyenhuis lets go for a free throw. ... Y 'xx-:mg , , ...W xi 'Pg' 'UWT' '- , 'i Y. '7 ' nn-. Okay gurls th1s IS what you hut not the opponent s leg The referee advxses the field hockey team dun g a mme out , . Q A K ,Nr we a w - ., . -Q 'ff - .- . . , r , Q. , ' , f.-A --+ . ,, x., . w., -Q , I P , M ' .spd h , , A -an Ln- ,, ' LJ. , W.. . , 1. , 1 -'A-4-' - A '- . '- 7 f . .WN ., 1 NY, ,. , AM 1. '- . ' ,- ', x , 4, ra. .w. ,, F .. A-.v.,,.,bf,f ...A . N ., , r . , e, ., , 1 y - W V. . ffl -u If 1' -- 5 .-1 . . 14' -,431 Q' -- , Q , ,1 ',.v 'fb ,AA Nik- P' ' ' ' .'.,j4p4!'f,,'ye -c ' . - .. . Mr., ..,-1ef-- V 2 -W ,,A,.,,,, V-1+ - -.,, . 6, -.' J' ' ' -' 'em .. .. ,a. -1' -' -Q - 2--:AAN lt's aclose encounter in mid-air during a soccer game with Alma 11,1 , 1 f .f 1 1551? ,N . I . iff' - j nigh' j Y l a ,aft I , , . Soccer' Golf 5 1 2 Goshen 390 Hope 371 af ., 0 Oakland 383 Adrian 383 K I 0 Michigan State 388 Kalamazoo 378 1 fe- 'A 6 Q 3 Olivet 1 399 Olivet 412 QRQD Q ' l Kalamazoo l 415 Albion 386 X 6 Alma 0 409 Alma 424 , 1 X l Hope 2 412 Aquinas 425 L X IX 5 3:3251 Q 4wins, 3losses j r . l Kalamazoo 0 5 'EX 6 Anna 0 1 XXX J 4 Albion l f 3 Hope l fi K 0 Wheaton 6 W I 9wins, 4losses, ltie f f it W pA,1 1 I r. 'f ff1'ff1Z'1ff. 1 1 'iQf,'f' X Xe X ' JR N WX! K , '. va . XNN 70 ,f 1 111, I. ., , X 1 - If ' ' xv sl- ' A 5 1i' i 'O jr - ' 1 Field Hockey Cross Country 1' 1 ' A lm ,I 1 0 Central Michigan p 27 Hope 30 1 ' IJ sh - I Kalamazoo I5 Adrian 45 lm 1 0 Albion 55 22 Alma 35 1i,1lj ,f1f' W 1- 2 Aqrian 24 Olivet 3l 5 1 . If ,WU mx R' 1 2 Olivet 7 V 23 Kalamazoo 36 tif? N A ' Q 0 Michigan state T 1, I9 Aibion 41 1 1 ,A . I 11911 ,J , X ,I 1 0 Gosflen l is 6wiris, Olosses i ll A 1! 5 'jf N!! tllu-ml: M 3 Lay or ix ., to 1 1 15 1 1 A WX XX -. aqlllawf K' L 3 xgsfern XXX 1 X- 2 Eastern N 1 A All ,M Tj.-,.- A X l Adrian , VXX E-:J H .113 , 3 Albion M11 X 1, I f l Alma A ' ,. ' 3 Olivet Ml -4 J F A ff ,eff La ixm ff ju' , 7X ' 0 Central Michigan L, Lyn N159 1 1 . . 1 f- ! A 1 1 111 fl , 5 wins, ll losses, l tie I f xx 1 thi K I L V811 y M W 1 X ft ' 1 L' ww f ' J 2 177 'I ww ji V!!! 1 KK IJ . I I.!g7ff,Vl 11,11 I 4 fi X I f,f1,,1 Af L l Calvin's score appears first. At the time this scoreboard was compiled. the f spring sports seasons were not finished. 70 1. n n I l lg!- ! .- .gl , I7 I ig ! 1 X I N.. ' ,. VolleYbolI Mens Bcuskefbdll ' li- -X Dayton ll-15' 6-I5 COnCOI'dla 0 'film Concordia 15-13. 15-9 97 Lakeland 86 X j ' . Ilxi5.St.Joe 515583257 I5 7 Grand Valley 74 A X X lalllaslupenoi l5:l3: l4:l6, IS-7 yheijgn k 7' 'I ff fu Hillsdale 15-l0. 15-5 Off af 39 44 Mich. Tech. 15-0. I5-ll College of Great Falls 82 S 5 - .. 'ff lelolpew I lg-ibligli Western Washington 52 , ' '27 o n ese - . - - ' ' 14, Central Midlh. 8 l5. 15-10. 14-16 1 Senna Hfflghts 68 29 92- Mich. stale I2-15, 1-15 . AQWUHS 67 1 Q Kalamazoo I5-8. I5-3 If AlblOrl 77 1 A Q 1212- iw-1 , Aden 59 0 ma - ' - Adnan l5-5, 15-6 'alma 67 I '4,, ful Q, U. of Mich. 15-1 1. 15-11 1 QP? 62 '14, f- 3 Grand Valley I5-l2.l5-3.15-ll Olivet 60 ll' ' 5 2 Goshen 12-l5. I5-0, 1416 Adrian 67 K 2 Oakland -8. I5-l0 I 2 X v Z l Westem Mich. IS, I5-ll, 15-11 d . 4 ,rl 3 Olivet 15-l, 15-13 A F1-HH 60 X f 7 l E. Kentucky I8-I6. ll-5, I5-ll Lakeland 82 ffl 5 Eastern I4-16. l5-9. I7-15 ll Alma 8l I 3 1 2 gf110aeC-C- gg- 31513, M 1 1421125-iniainoo 73 -f J , S2 ma - . - . 2 f ', ,' cpe . ' . - l 7 ..y rl , Afbof 12-1 151 l 813551 32 Q' X ' W! 1 6 2 ' . 3l 1, , - ' - ff 7wmS I mes Z 12 w1ns, l0losses f' 5 , 0 i. , 1 1 l l l X 9 r l-1, 'fl X 1 ,X . - E IKLWIII ll Q 1 4: I Il - . I l , 1. . T ' Womens Basketball . . Swimming f lf X' Aw, ' .-'.f -. ' Hope 1 Adrian 20 ffom, 5 XT 'X gems Stlalte h I .1 Ferris State 66 A 'X astern lC . - F ' S 63 ff ' r glvla ll Kiilgniafdfi 91 'Q X Wet . lwlw lc Alma 64 ,i' ' 'lf -If ,f 5- Western M1ch. Alb. 47 1 H , ,-af X Grand Valley If V llon . S9 1 g 4' ff X Goshen hi a pora1so , I ,j Q SX Hope ll, 5 ilalamazoo 1 A , 9 X F U. of Mich. 1 ma llf , - . Central Mich. I , Adnan 19 X lil, . Mich. State , I Albion 21 N my X v' U' I Wayne State 4 wins 7 losses F' Q' x Grand Valley . - 'lf' ' f 1 Albion f - -1 ' wg jllll Adrian - .uk 7. Lvl, 1 HQ. Alma ff l JW 'fi 'W U. of Detroit V in Grand Valley , Il! 1' f Shaw Ml H 12 wins. l0losses X Il X X I ?1iL l ,6l4ll l , :',l4 , l l vi! N. Ml! lv ,wa . 1 ' 'QQ ll f P' fl 'll If 'I 'g 1. , ' W l' . 64 I U ,., ,gk-'QQ Giga' L f L P rv? 1.1 A ,' 4. . ,r,,., Qb. 13' Ci! ' 1 f- fr 2 4 .1 .,.. L., -- o . N - Q -an 5 . I I . .J '71 ,1 ,pb .-, ,h 0 . Jfy - ix 0 , . N 9. 4 If ,- 1 VER -T e x D 1 3 f X .N If E . XX. .6 C In L : , '- ' X ? ' M 5 E 4 i 9 U-.1 Q J 5 I5 rn . J aa fx ZZ , , U QR. ., , 'Q Z , X f, 'X 7 q Z 1-1.1-Q fff5?fL. mm W 5 AY - 'Q QQ, X ',' W ..:fffgg, 4 .. '- Q X V H' M 11. -A--' -. ixlzizm ' U' in . f V ' ' W m A X' 'XHf5..f ' 5 6 xx ,, ' ,V .. 'f V AEA! C24 YJ , ,. 1 N 1 V17-' f R Q' 0 X YQ-. in-T, ' , 12,23 NNY? 5 1 E Z' -QEKYWXHLQQ 5 Veg.. - , . ,441 xy E' Um.. 2 ex ! -M V f-mm, w' 0 The Colvin Community The Colvin Community Believe it or not, we had a very diffi- cult time deciding what to name this section. Some of the more extravagant alternatives were: Ways and Means at Calvin College. Two by Two Down John Calvin's Highwayf, The 'We do not know what to call this section' Sec- tion. and. more mundanely, Student Life. We finally chose that hoary old favorite. The Calvin Community. because, quite literally, we could not think of anything better. This section has been asserted by some to consist merely of those aspects of Calvin Col- lege which do not fit any of the neat categories of the standard yearbook. If this assertion is an objection. then we are trying to forestall it by admitting that we do not like the name either. However. the editor claims that the sec- tion focuses attention on various ele- ments of the community with the result of adding to the understanding of the whole. After you have pondered that one for a while.just turn the page. 1 Y ,,gg,., f ' For commuters. the Commons coffee shop takes the place ofa nearby dorm room. .J David Lamse, 3. shares a thought with his grandmother at the Oktoberfest. Donald Boender. Dean of Men. meets with students. 'I I1 . ...ax .bw P' 1 E 'rdf ...J I .r ix Y' Even snow does not put an end to the frisbee season. . ! .-Q' I On warm fall nights who wants to stay inside studying? ftlit-11 K 111i1tx .ltmc T1t'111t'1'y111t1 tlml Ptlllt lftlrfvnf vfvt. fwflfl ul lfltlllrf Rtljtltfy. zllltf Ptlllf Bllfvull ltflnyt' ltilcvl l111111c rv 111 lfitloficyiti. Lepl fllllflltlfl of lflL'l!' t'vfn'11t11tt'v tliirniu fficir lirvl lun flirty ill fltlfflll. lft1t!1 utiv iiillrinutl ln tl Prismf1l111l11,w't1pl1t'1'. iilmtc liclft tl111'111g lflt' l1t'111lt!c1'111,u 1'cg1ylrt1l11111 mlglil fum' t11111f1t'11vt1lt'1! lol lflt' t1111111i'tl11t e ffl tlllllllillllf XIIIIIILV' Ili. fviiig Xltcr numerous wgtrnings ttbout Ciixind Rupids cliclues. it wus somewhut upsetting to be most insistently ushered into the section of the f ..fX.C'. ttudito- rium qtlreudy filled with my old clztss- IIILIICN. Not .Ill LIIISPICIOIIS WLIX to sILtt'I thc yery first ttts opposed to slightly firstl orienttttion meeting. Eortunutely. tl Iriendly clttllllkllllll wus tishered in nest to me. I ccrtttinly didn't huve to worry' .tbout looking like tt know-it-ull Grand Rgiptdittn before my orienttttion group: I got lost yltlsl otitside the doors of the Ii. X.l'. und ended tip in the wrong groi1p.tWho told till those pttrents thttt they could wttnder ttrotind diverting II'.lIiIlL'i.Il I do wish the college were set tip in such it wuy so thttt the orientution le.tders wouldn't feel obliged to keep sttving. C'ommuters cttn come here. loo. 'yittybe I'm nttive. btit I thotight thgtt the cqtmptis is for ull students. tiome grttmmur test time. I wus tiguin feeling its cheerftil its one cttn while Llyydlllllg tgixtininttticull yiudgment. cspccitilly since one of the English profs kept winking tit me in tt futherly Itlsllltlll thttt I fotind most rettssuring. .Xfter the evnm we ull trooped over to the I gtculty reception for new stti- dentsf' ks flu' us I could tell. the fuculty wats ignored tthis seemed to ttnnoy the ttrt dcptirtment. which kept influting Igtrgc ttrt-like sttusttges in front of stu- dents to ttttrtict their ttttentionl. btit I w.is hgty mg gt fine time dodging the ttrt- work rind tttlking to people. tt few' of whom .ictuttlly had something to stty gil ter. XX'liut dorm tire yoti in? I ridtty wus bttsicztlly at conftising duy tintcntionttlly so. I believe. to prepttre us lor Sttturdtty's registrtttionl. The only thing I wus sure of by the end of the rcgistrution line Iotllt wits thttt I wus The Trials of being ci Grand Rcipiclicin cmd Professor Tiemersmci's clciughfer never. ever to let go of the indispensa- ble white und yellow sheet. Also that orientation lenders think freshmen tire idiots. Nline ttsked me if I knew whttt letter my lust nttme stttrted with so thut I cotild find my registrution time. When we were muking tentutive sched- tiles. he wus getting evttsperuted with me for trying to build mine ttround English IO0. I.ook. he finttlly suid. there tire lots of good English teachers. Oh'? I usked innocently. Like who? Tiemersmu. He's at reul . . . well. he's very httrd. btit he's good. I don'twttnt to ILllvC'iIiIClll6I'Sll1LI.. Do yoti know any thing ubout him? A little. Then why don't yoti wunt to tttke him? Ah. the trtith comes otit. He's my' futher. End of discusi ion. On Sttturdtty morning tt Pri.v111 pho- togrnpher ettlled to ttsk where he could meet me to sturt tttking pictures. Did I know where the Cliiiiicv Office is? No. The Diulogzre Office? No. What could I find? I suggested the KIDS Office and hung tip. Five minutes later the phone rung. Hello. this is Phil Spoelhof. Where's the KIDS Office? I wus lttte. As I htirried dow n the hull wondering why he'd aisked me to come 45 mintites before my ttirn to register. I reflected that now I would never httve the nerve to risk him to be spuring with the profile shots. I apologized humbly. to which he replied. Them's the breaks. Terrific. l've got un illiterute photographer. But I let him reorgttnize my schedtile und finully took my pluce in line. desperutely cltttching my white und yellow sheet. At the 20 or so pltices I httd to give my nume. I iilwtiys got one of two responses: Tiem . . .T . . . Whut'? or Tiem- ersmu'? Related to the prof here? Distztntly. I wtts httving it grtind time being ttnony- motis. One girl yelled to her friend neur me. I have to tuke that ttwful Tiem- ersmtt for English. Thttt's not so bud. I told the guy' nevt to me. I kind of like him. He's rztther funny' looking. though. Registration itself is ti somewhttt unnerving process. ptirticulttrly when there is tt photogrupher hissing in your ettr. Oo tttlk to yotir futher. Pleuse go tttlk to your futher. I need tt picttire of that. I didn't want to tttlk to my futher. Everyone who rettds the yettr- book will think I got speciul privileges, But. them's the breaks. Sundtty wats. us usuztl. tt duy of rest und glttdness. Going to tt hometown college muy' httve its disttdvttntuges. btit it doesn't tettr me uwuy from my big- gest tie. my church. where I belong und where life gets buck to normttl tevcept for thut fztntttic photographer lurking ttrottnd corners hiding it ctuneru under his suitcontl. I had thought thut the constttnt clicking on Satturdzty httd cured my cztmeru shyness. btit I soon discovered grettt difficulty swttllowing normully with at cttmerzt focused on my' gtillet. Suddenly it was Nlonduy morning. Orientation does nothing to prepure it freshperson for the shock of ttn 8:00 clttss filled with completely immobile strttngers. I wus fuirly eztrly. but uppur- ently' the rest of the elttss httd been sit- ting motionless since 7:30. I felt its if I httd ttccidently wandered into it pre- med clttss W Cttdtivers l0l.perht1ps. 'Twtts quite at relief to escupe the world of ttcudemiu und enter the retilm of mttdness ti.e.. at intiltitude of fresh- ment tit the ice creum sociul. where. frunticttlly reciting my newly-leurned Greek ulphtibet. I met tit lettst 27 peo- ple whose nttmes begun with the letter Delttt. Afterwttrd. with tt feurful pre- inonition thttt I wotild have very little time to do tiny thing even vtiguely' sociul in the nettr ftittire. I slogged home in the ey er-present ruin. thinking wistfully of the dormies who neither had to trudge ti mile home in the durk nor write at-iournttl ttbout it. .lane comments on the high cost of knowledge. ji' .Q . f ,- f 1 'm ,-1.ia Mr,T1emersm:1lendsthe chops while ,lane SlL1j5Ll comfortable dlslunce from the snmke. 4 -,nun Stull llI1Ull1CFPI'l0IUgl'LlPhCflLlhCS.'ilI1C.S plclure durlng reglslrzxlmn. 2 .f-' ,f Jane careluny plans ner classes so men wh: mil not have Engllmh 100 mth her futher. is Q. -vw-, Z3gE'4':5 , .,s,a,m W '-ix '-Ama NQAXA UW x .,. , . Patty pauses outside the library to rearrange her numerous registration forms. 98 l 3 is How can I get all the classes I want when so many are in line ahead of me? '- x X x -s Like many other students, Patty is forced to change her schedule when her sections are closed. 1 X x xl fl.. wg.. , V I X' .' : if raw ig k i X - .M . X, NA-- I X- , 1? Nw , Xxx Potty Morkosky finds college ci new cmd cigreecible experience Thursday. Sept. 8 Today was the first day of orienta- tion at Calvin College. When I arrived this morning. I knew nobody. But the people are extremely nice. In the F.A.C. auditorium. I was seated beside a guy from California and one from Michigan. I think that this is a great way to bring people from all over the world together. I have never been out of Michigan. and now I will have the opportunity to talk to people from other states and countries. Friday. Sept. 9 This was the second day of orienta- tion. I didn't feel as lost today. Yester- day. I was told some helpful hints. The F.A.C. resembles both a Pizza Hut fthe roof of ity and the cover of a Maxwell House Coffeejar. Since I am going into the pre-med program. I had to meet with Prof. Ben- gelink along with the other pre-med. pre-dent. and pre-vet students. He explained the courses required for everyone as well as the courses needed for our particular programs. He also set up a first year schedule which helped very much. I now feel more confident that registration will go well. Saturday. Sept. IO lt's all over! Registration was a rather trying experience for me as well as for every other freshman. I started at 1:30 and finished completely at 4:00. I was toward the end of the registration list and therefore when I arrived in the P.E. Building. many of the classes were closed. Last night. I had made out a sched- ule of the classes and hours I wanted. Everything worked out wonderfully. I had heard and believed that many of the classes and hours I wanted would be closed by the time I registered. But in my mind. I went on thinking that my prepared schedule would be the true thing. But. as I expected. it wasn't. When I arrived in the gym. I found it a mass confusion of corjused students. Many were rearranging their schedules around the already closed classes. My experiences in the gym weren't all that bad. I knew that I wouldn't get all the hours I wanted. But as a matter of fact. I only made one major change from my planned schedule. And I did get all the classes I wanted and only went through one pink slip. My opinion of registration is that it is a very organized project. The people were extremely nice and helpful. They listened to and advised everyone. Since I am a commuter I need my classes one after another. Everything worked out fine even though it was a little hectic and confusing at times. Monday. Sept. I2 Today was the first day of school. I had three classes and a lab. I also went to Convocation. For me. Convocation was more or less a new experience. I really didn't know what goes on there. I thought it was going to be like church. but it really wasn't. I enjoyed it. I have met all my teachers but one. In their own ways. they are excep- tional. They are very much different from high school teachers. Tuesday. Sept. 13 Today. I had a light schedule. French was at 10:30. We went right to work. I am glad to be learning again. It's a beautifully spoken language. At l:30. I had Political Science. The prof told us his background and asked where we were from. Wednesday. Sept. I4 I can already see a difference between college and high school. Here When registration is over. Patty can smile again. at Calvin. we cover the material in my classes much more quickly. and more material is covered in one day. This leads to more homework for one night. I can see why this happens because here classes meet only two or three. sometimes four times per week. but in high school. classes usually met every day. So far I haven't met that many peo- ple. That is the disadvantage of being a commuter. I hope to meet more people. some of whom I hope to become good friends with. My overall impression of Calvin is this: it is a very great and highly recom- mended school made up of wonderful people. The campus is beautiful fwith the exception of the mud trench across the grassy. I like all my classes and my profs. Paul Baker's Great Orientation Escape Tuesday. Sept. 8 I woke up this morning at what I thought was 9:30. but when I had washed my face and waked up a bit. I realized that it was. in fact. II:30. I doubt whether I shall ever learn to wake up to an alarm clock. Having nothing particularly important to do. I sat in my room reading and trying to decide whether I ought to go to Orien- tation at l:30. Since everyone who knew anything about it had informed me that Orientation is essentially a use- less exercise. I decided to absent myself from the day's scheduled proceedings. Besides. I had to buy some essentials for living. so as soon as my brother David. who is also my roommate. returned from registering. we set off for Woodland Mall. On the way we picked up our mail. a good haul. consisting of two letters from home. one bank state- ment. and two letters from Calvin that had gone twice around the world to reach their destination. That night I presented myself at a meeting for freshmen who live on the third floor of our hall tHeynst. Few freshmen arrived on time. and it was necessary to wait approximately half an hour until the coffee kitchen was sufficiently crowded to warrant a meet- ing. Then the R.A.s told us all the do's and don't's of college life. going through the residence hall booklets point by point. We were informed of proper wastebasket usage when an intra-dorm water fight breaks out. and those of us who did not already know were enlightened about the chasm that lies between the acceptable party- with-music and the scandalous dance Upon the adjournment of the meeting. I returned to my room and. opening all my boxes and trunks. flung the contents hither and thither in a process loosely termed unpacking About 2:30 I climbed into my upper bunk. abandoning myself to slumber. IOO Friday. Sept. 9 The morning started at 9:20. I missed breakfast once again and pro- ceeded to the Student Affairs Office to find out what I should have been doing. I learned that as a consequence of my constant addressjumping during the summer. I had received only half my mail. The other half. including the all-important lime-green freshman orientation schedule. had missed me entirely. I had missed the freshman grammar test and was in the process of missing the French placement tests. Oh. what a tangled web we weave when first we practice to miss orientation. Reporting to the F.A.C. at 1:30 to hear a reiteration of the information on academic requirements. I was assigned an orientation leader and reported to the assigned room. The orientation leader arrived I5 minutes late. very flustered. very apologetic. and very vocal about both. The group proceeded to the library where I absented myself from the proceedings. After picking up my registration forms in the library. I returned to my dorm. I changed into my tennis clothes and went to play ten- nis with my brother. Saturday. Sept. I0 Registration Day! Since I had stayed up so late last night writing myjournal and deciding upon a schedule. I had not had time to fill in all my informa- tion cards. Consequently. I had to stop at each registration table long enough to write the same vital facts into innu- merable blanks and. finishing that. give my card to the person at the desk. Besides this. my countless bits of paper developed the annoying ability to secrete themselves deep in my folder whenever they were most needed. Each time a card was asked for. a great search ensued. which. almost always. involved my taking the overburdened ' l I While unpacking. Paul rediscovers a favorite possession - his kris from Indonesia. folder completely to pieces. When the initial labyrinth was run. I went to a history professor for counselling. After waiting for several minutes. I was coun- selled. and I put together a fairly ade- quate schedule. I then was advised to go to the English Department area to see if I could get into the Honors sec- tion of English l00. This operation required yet another lengthy counsell- ing session and a complete change of schedule so that by the time I had fin- ished in the library. I was hopelessly behind. I then hurried off to the gym. where I was allowed to pass through the throngs of waiting freshmen because I was so far behind the others in my alphabetical group. When at length I was released onto the floor of the gym. I scurried about for some ten minutes. trying to get all of my classes. Once again. I was forced to play hide- and-seek with my computer cards but finally was able to get every course I wanted but Religion. I left the gym clutching my schedule and feeling extremely depressed by the whole proc- ess. Returning to my dorm. I threw myself upon my bunk and slept all afternoon in an attempt to drown my depression. Paul fllls out a student mformatxon form trymg to declde, on the spur of the moment answers to the most drverse and soul searchmg quesuons +?-1 if Paul and hi roommate, 5:00 rush. Each time a card lS needed a great Search ensues whlch almost always mvolves my taklng the overburdened folder completely to pleces Paul wrltes. Ccilvin recruits diverse student body Eighty percent of the students at Cal- vin are Christian Reformed. The remaining twenty percent. a substantial minority of students. comes from vari- ' ous racial and religious backgrounds. 5 Fifteen different religious denomina- tions are represented at Calvin. What is it that brings these non- E Christian Reformed students to Cal- . vin? Not to be Dutch andfor Christian , Reformed definitely poses extra prob- lems for these minority students. For one thing. the natives here use a special jargon that is understood only by those i i who are Christian Reformed, expres- i sions such as synod. The Bannerfi I CRC and SWIM. Also. the ques- tion that is often asked of these stu- dents, You're not Christian i Reformed? is embarrassing. Then, What are you doing here? tends to make them feel like outsiders. Last year. the adminstration depart- ment wanted to know the answer to that very question and sent a question- naire to all of the students who were fiif f A Calvin student shows a Fridays at Calvin group the biology labs. 102 not Christian Reformed. The response was very positive. I wanted a Chris- tian atmosphere. I found what I was looking for and the solid academics presented in a stimulating Christian context has helped me to grow both spiritually and academically were some of the responses. The admissions department in recent years has made special efforts to enroll students of other denominations. Cal- vin advertises in periodicals that are read by young Christians of all denom- inations. and the admissions depart- ment has sent representatives to talk about Calvin at many interested churches that are not Christian Reformed. Exposure to students of other races and churches can only add to the total learning experience to be discovered at Calvin. As the booklet sent to prospec- tive students by the admissions depart- ment says, Meet the people smorgas- bord at Calvin. Dean Miller discusses possible major programs with some high school seniors L..- . . W ' .4 ? '? - 15 ' A student listens intently to a discussion of proper paragraph construction. Pursuing good grammar cmd style It's gray - early in the morningg there's coffee in my cup The morning dJ.'s hawking first- edition news and noise Well, I hear but I don't listen - I'm like an engine missin, pistons - I got those Monday-morning English- teacher red-pencil blues. Mary Hietbrink, Assistant Instructor of English. from Dialogue, November 1977 .,.. 1 . -up iti, .,.gir' f . . I say to my students. 'Look, I won't bore you in class if you won't bore me with your essays'. If freshman English is an adversary course, students feel. There's never anything I do right. We always begin with the notion that there is so much they can do: I'm amazed at all they can do. Charlotte Otten. Associate Professor of English English l00 concerns everyone. Even those students who are not concerned with it. Every year many students try to exempt from it. The few who manage to evade English l00 often regret it, for the course does not deal with irrelevant material or material only of signifi- cance to English majors. Since all stu- dents in any discipline must do some writing. the student who never took English 100 seriously or who never took it at all probably will find himself at a disadvantage. It is after. if not dur- ing. the time that one takes English l00 that he begins to understand the impor- tance of it. Until then, he sits beneath a heap of loose leafs wondering if college is really what he wants. Even in an Englisn 100 class, students can find something to laugh about. Mrs. Otten teaches this section. Jeannette de Gief 49 AND HA ,. , .Y 9... i.c6g.Q.l .QSM 33:5 ... f . ,Mari-7 we KW' 1. Piiblj. II' til! ,,l- ' .,552',f2i4 ::Z ,. . 1. - 4r,vY xigp,,w.'.- 1-.s H ,Jr 2- Brenda Van Harten and a companion study the freshman English textbook, which is new this year. iI ' Hula ill IIQII -ff .nfl lil I I B T' Q xx .. ,. Rio'-vw' N ,., .. .Aviv N' ff ,- If 'Xp Af' In l TM- f U 1 . E 1 A cose for zero population growth ot Colvin Calvin College is growing bigger and one need only attend Calvin for a short time to realize that most of the effects of that growth are definitely not improvements. These effects are too numerous to list exhaustively. but a few may be mentioned here. Parking spaces are becoming increasingly difficult to find. The telephone system is inade- quate. especially for commuters who wish to contact residents and vice versa. Class sizes are larger, particu- larly in some survey courses. Currently. students and professors must again accommodate themselves to the con- struction of new additions to the cam- pus. The snack bar has lost what little friendliness it once possessed and has become the epitome of gleaming alumi- num ugliness. Students feel increasingly anonymous in a college which sells itself as being small and personally ori- ented. The Manor House lawn has been defaced with an unsightly tarred road. Traffic patterns around the new Burton Street exit are even less efficient than they were with the old exit. The appearance of the Commons is marred now that the enlargement of the book- store is completed. Five people must now live in dormitory suites built for four. The professional quality of the faculty has been affected since so many ix Rarely are there parking spaces in the F.A.C. lot after 8:00 or 9:00 a.m. new teaching positions needed to be filled. The new Hieminga Hall addition is covering up the greenery of the Cal- vin campus: the proposed new Student Center will only hasten that process. One could continue in this vein for some time. but the point has been made. Calvin College is too big. ln the light of all these problems which seem so clearly to be a direct result of an increased student popula- tion, one wonders why the college is so pleased by the fact that enrollment is going up. For this phenomenon of accelerating enrollment was not unplanned and undesired: it is not a phenomenon by which the collective face of the administration and faculty is collectively blanched. On the con- trary. the current state of affairs was both planned and desired. The admin- istration has stated repeatedly that one of the goals of the college is to maintain a stable enrollment of some four thou- sand students tcf. Chimes. Jan. l4. 19775. Over the past five years. Calvin has stepped up the extent and sophisti- cation of its recruitment campaign. hoping to make the present over- crowded conditions permanent tcf. Chimes. April 15. l977i. Calvin plans to alter its curriculum so that it can attract more students tcf. Chimes. .lan 21. 19771. The physical plant is presently being enlarged to accommodate as many as five thousand students tcf. Chimes. April 22. l977l. Again. one could continue this list indefinitely. but the point has been made. Clearly. one of the college's goals was to achieve and maintain the current over-popu- lated state of affairs. But that observation merely returns one to the orginal question. Why? Why is an enrollment of four thousand stu- dents so much better than an enroll- ment of three thousand students when all the evidence seems to suggest that four thousand is too many? Why is the college so elated by the fact that more students than ever before are attending Calvin? Such questions are difficult to answer, but one thing we do know is that a basic element of the contempo- rary American mindset is the notion that bigger is better. Could it be that the college has unwittingly accepted this notion which is so prominent in the surrounding secular society? Could it be that despite Calvin's proud claims of being able to analyze and isolate the assumptions of non-Christian thought, the college has failed in this particular instance to resist the influence of one of these assumptions. namely. the belief that bigger is better? Could it be that, once again, Christians have allowed a non-Christian belief to help make their decisions for them? If these questions can be answered affirmatively. then the college's pleasure about the latest enrollment figures is easy to under- stand. But affirmative answers to these questions would also suggest that Cal- vin College is continuously being influ- enced by the secular world in ways which it will never completely compre- hend. The fact that Calvin is a Chris- tian college neither implies that its actions are necessarily Christian nor that its decisions are free from outside control. This final observation is not new. of course. but it is sobering and one which must be iterated. time and time again. Thus. to be more specific. one must reiterate that. contrary to the belief of mainstream American society. bigger is often not better. but worse. Forum - Steve Krosschellf' reprinted from Chmiex, Oct, 7, l977 lO5 Additions alter Calvin's landscape Coming back to the campus this year was a bit disappointing to many' stu- dents. Construction was going on cv cry vv here. Great piles of ugly' brown earth covered up last year's well groomed grass, Still more unnatural were the trucks. toolsheds and building materials scattered every where. Over the summer five projects were begun. The addition to Hiemenga Hall was yyell ahead of schedule and cer- tainly will be available next fall. Two extensions were added to the Com- mons. One expanded the coffee shop and doubles as a place for meetings or a small banquet space. The other exten- sion was completed by the time school began. The bookstore was still remod- cling with the extra space provided quickly being put to use. Two more fin- ished and available protects were the Burton street entrance and the new linollcrest apartment complex. Caly in uses its space to capacity with fcyy rooms empty' during peak class hours. .Nlthough not new this year. more night classes were scheduled to alleviate overcrowding. When asked if night classes will continue after the construction is finished. Henry Dewit. Yicc Pres. for Business and Finance said that perhaps there will be more instead of few er evening classes. Many slttdcltls prefer these classes because they leayc the day free for jobs. The class on the endangered list is the 3:30- -l:2ll hour. This class is inconvenient fot' lhosc who participate in sports and. for some students. it affects their sup- pci' and oi' iob. lO6 4? 'A The faces of workmen like Doug Prins and Steve Caro are becoming as familiar as those of the students. Calvin has its own small version of the Alaskan pipeline. s asm ess X s s X ss 1, -ss-sc. ' N -sfxirizsgz 1'-e-,1,v:-Ia.-I:--gy-, 0 3 , s . .W c..,.. ,Q R., ,W c,.,..X. N ..- X XXX uvvamb, . , K AN 59X s c c 'sig- c- N tfersvsaksfeqm N gs X X stss Nyvnxxs XX s css s s s X X s X X N eel t se fs A X Xl sy X s sygsks E :W ...,. by I 'S V s c Q v sas. i -.gs Y- x 5, . ' cs, .g:,1syYG'LgE'E R s s cs ss S X S Q qsibx 9 K st MR, . Ii - ,, X 45 Q? S ssssssssms I A workman lays bricks while a few feet away in the coffee shop students take a study break. ,itlllltl 1.1.il , , 'A H: , :Hi 1. I g Q I,- ' 1-it 1 1 . ' . X ' ' 'LIL ,,'- ' s t 1 at - 1 Aiwa H .1 'fx M s . . . 9 11 1 l ., 1' ' -A ' ' l H'l'lw1f111tf '!!1f'1'lllLIl11 1 e Q5 2' 1 1 19111, My ll, Y 1 l'i1i P' 45. w W Q4 ' round Hovnexer students from the Science Building still pass dirt piles and Are Calvin's needs met with the con- struction of the last year? Basically. yes. Enrollment has almost reached lls peak and unless this changes. large scale construction will not he needed in the near future. Some other plans how- ever. could go into effect if enough donations are received. One of the top priorities is another apartment complex across the Beltline. Others include a Student Center tto he placed hetxxeen the Library and Commonsl. a small addition to the Library to house the Calvin Center for Christian Scholar- ship. and a classroom wing extending from the Science Building. tuntains ol earth threaten to grow as high as the Science Building The advantages and disadvantages of living at home Driving to school each morning, the commuter encounters a world not his own. If, having left Jenison at 7:15 for his 8:00 class. he is fortunate enough to arrive in time to find a space in the F.A.C. parking lot. he is also fortunate enough to slip into the not-yet-awake Calvin Community quite unnoticed. If, however, he comes in later on Tuesday for a 10:30 class. he must enter an already moving society. one to which he is intensely aware of not belonging. And so. in shameful fear of being rec- ognized as an intruder. he sneaks in through the College Center back door. The commuter-intruder then hurries to a convenient shelter. He may barri- cade himself in a Library carrel, becoming one of the l200 ferrets tbut only if he gets in by 81451. or else seeks warmth in the coffee shop among those who also. not belonging. Search out sympathetic companions to escape the searing stare of the Community. Hav- ing been made aware of his loneliness by repeated calls for a unification of commuters. he is keenly aware, too, of the futility of any sure bonding with those he sees only in other car pools on I-196. Thus it is that he lives on the banal conversation within the smoke of the coffee shop. This. the coffee shop. is the intrud- er's closest approach to penetrating the labyrinth of organizations that self- assuredly term themselves Commu- nityf' From the third-floor windows of the Library. the circle of standing dorms and cafeterias stretch out before him as a cold and defiant Stonehenge. whose initiates and priests, occasion- ally identifying themselves by their dorm tee-shirts. he sees in procession each morning at 7:40. tight-lipped on their way to breakfast. They are seen as well at night. should the intruder dare to reenter the Library, occupying all of the carrels after 3:20. The Library: his home. From here he forays into the Community for classes. or for sandwich and apple lunches by himself. In the Library he finds the books which he needs. but which he must leave behind each afternoon. Here he must do his research before the rest of the car pool is ready to go. At home, he feels the distance of a half hour. or one gallon of gas. one way. Seventeen miles from the magazines. from the concerts. from the lectures, movies, observatory. colloquia, lan- guage lab, student meetings. Commu- nity. The distance enrages him. He must work nights at Meijer's to fund the vital auto and transportation costs. He must further share one hour per day with other intruders who are notoriously late every morning, and whose shallow niceties he must, being relatively inter- ested in some harmony, put up with. With them he must risk the snow-cov- ered and slippery streets and crawl along two-lane roads up hills behind ponderous trucks. One hour a day shot just for the sake of living at home. Home, a hollow word. In his first year he was lured by overprotective parents into believing that he is in real- ity very secure among his friends. siblings. and home church. Gradually a tarnish spreads. Former friends, not at college. form their own circles of friends. and despising their ignorance. he couldn't care less. Siblings, televi- sion. conversations. stereos continu- ously interrupt his studies. And rela- tives, forever relatives! He must, he knows. be civil to the silly neighbors and deaf uncles who continually infest the kitchen directly above his unheated study area. Any complaints are met illogically by ridiculous claims of how really good he has it compared to the poor. lonely wretches in the dormito- ries and how his parents are so very kind to allow him to live with them so shut up and mow the lawn while his father watches television all night. So very kind to allow him to live: he does not, however, live at home: he merely exists. Between classes, timidly sharing in a conversation with dormies, he laughs with them at Saga, sympathetically nods at stories of callous roommates, and curses dorm regulations. But wait- ing in the Library lounge. or enduring the 30-minute ride home with freshman girls crooning with WGRD, he envies the residents of the dorms. Whatever the realities, their life and not his - of this he is absolutely convinced - is the one of the true Community. The writer requested that his name be withheld for fear that the article would hurt his parents. At the beginning of second semester I moved from my parents' home into a house with some of my friends. The move was accomplished after a very short planning period and with a mini- mal amount of emotional stress. My move was one in a progression of acts that I have taken and will continue to take as I become surer of my ability to exist independently. Now that I am out of my parents' home, I can look back with detachment on the advantages and disadvantages of living at home. Most students at Calvin don't have to decide whether to live at home or not because their homes are too far from school to make that a viable option. Because my home is in Grand Rapids I had to make that decision when I entered Calvin. I was very content to live at home for two reasons. First. liv- ing at home was economically practi- cal. My parents very generously pro- vided me with free room and board. Not only did they pay the bills. but they also did many things for me that saved time and money. My father was able. or almost always able, to fix things that broke, like clogged drains, broken windows. and record players. If he weren't able to fix the problem, he was the one who paid to have it fixed. My father, aside from being a practical and monetarily useful person to have around. was also handy at getting rid of mice and other vermin. My mother. too, was an asset in our home. Although she had an outside job, she assumed in addition the responsibility of taking care of our house. Mom was the cook, the maid. the laundress. and wma' - fer -4 -1 11' ' ' vi- '-'-' ' - 1.. . - f . nf-. , -1' , . Z ,-.. . QC ' - .' - 4 2-. I lqg.. U -P 5 . 1 -. 1... -.,- - . -- . 4. -. . o- .1 . n 0 .- '9-P - -- sQ n A n 1 A av. -M e ---- '-911.111 J! 5 r. .1 : iw JE:-, -..-- '-- -. C '-' -'-.'f!:oT'z '-Ag:-'Pd'-Tfr' . ,' -. -ul - Q' SF-' '.'- T 4' . -'Et' 1. ,,, -- .A ... ,, - h. , 0, ,-. -. . 1- . - -- .- . ,,n2'g,.q, .a, ,mms . M pda O.. ,of Cy -js 4.41 . E-- ..n'5' 52 - ..'la' '-4-- F 1 i -- .1 -'Sig -. 3--1,14-' vf egg-- ' -5 -1053 -'-4, ie'-'-Taz'-LT?-f ' ids??!:Lg-':gi.!S-i?1 f2-g:C5?.f?3 -f:'23?I- ggi-g,-7' ,4vf!:.zfmf:a,- . - -4.-ai!! X X X L it-3 7, 551.457-'1 , -1-'?q1'EhI5 :aZ-3' 555' S I E 1 I I V'i 51' Ee ace. - , -,L . r': lx-- aw ...Ag 'ji - ' . 1 - F . -sg--p Lv - five, W A 7 N. ,AQ - Y, y 'aff ,ai ee- if-. 6 H+- f 5 X if X ff'- - flhy i -41 6 H IW' Kip I I I' A 'L' I ,Aw A NXT ' ' u V . rfili' 2 J: 'I' 'TT i 'fr 'tk' iii .- .. ff- 'fi , v ,ff 4111 I ' .'--4 ,,- I . ' I 5 y . ' . rj. 4-I . ' . , . x -1. -' - ' ' I' .,.. .N 2 '-ll ' gi . psf ff' - A- wx' T' -- 1 ' 051949-'g': , . I' 1 . - 2 N1 'I' I ' ' I . 1- ' ' - Z ' I, . ex. . , . , , 1 if . I , 1 . I ff 1 I . t': ' I. M' -. I ' .1 I . ' I ' Q , - - 1 1 1 D 4 ,-i-.. 1 . 4 IRI I: i' s 1 X - . ' ' I I f ' X Q tw - - dur - - -is e f' . ' + ' ' ' W It rl ' W ...Lg , ll.-.naples . Jr .h if ,yn 5 -If it - .v fi lg CO -- ' ' - . -w . .1 f. . I ff ,f f , ' 4 .V . I 1 4- fig- - .- . .5 -' i- I -Iv . 2 . F '-f' 1. I I , W- if' -'il ' -t i wi. -. . I -7 Ig ' .lf ffnt I J - ' I' -f ' it ' 'fails ,?!2z!e.f?1??:fT'f5,Q -A II4' Mi , - ,,H ,. . I Z1 - '- - I-11-'--1-' .f - 1 , : 5 nw- . L- . --'. ' L.. - - ' - A 9 I-'-7 -I-.vp i ,uf 4 - xt... ,h'.x... 1 N , x -1 1- .1rll lF'- ,il W If Kd ull nail. - G Ziiixf' Li 11.2 ' 5 T 4, .I - A' I-up Q Q- -1 ,.,--f- 1. Z f 2 ,Z 3 - , 4 ' . . -- . . .enduring the 30-minute ride home xx ith freshman girls crooning with WORD. he eny ies the residents of the dorms. many other things. Of course we all helped with the work. but she was the one who made sure that the work was done and that it was done well. Living with my parents made life very easy for me because they took care of most of the mundane. dailyjobs that are neces- sary in life. More important than the economic advantages that I received from living at home was the supportive atmosphere there. Although my family and I had occasional tiffs and some major disa- greements. the love and concern that we shared enabled us to work out most problems that occurred. The love of my family was shown in quiet ways. during family meals. daily conversations. and l0:0O study breaks. This atmosphere of love created a very secure. warm envi- ronment for me to live in as I went to college. The loving atmosphere that was one of the major advantages of living at home was also a disadvantage. I found that with parental love also came parental expectations for behavior and obedience. I had come to a point where I saw myself as an adult with certain childish regressions. My parents saw me as their child who was striving towards adulthood. In my situation the concern and love of my parents became loo demanding and prohibi- tive. There is tlie potential for this problem to develop in any childfparent relationship. It is very difficult for par- ents to determine when and in what areas of their child's life they should relinquish their demands. I found that this disadvantage was aggravated by the close proximity of my parents and myself. The second disadvantage I found in living at home was that I did not meet many new people at Calvin. Coming from Grand Rapids I already knew many students and faculty members. Yet. because I was only meeting new people in the classroom where it is dif- ficult to get to know them. my circle of friends did not grow. Thus. the disad- vantages of living at home are both socially oriented. This has been a very subjective dis- course on the advantages and disad- vantages of living at home. For each person. there are variations on these issues. Everyone must leave home sometime. The time depends on whether the advantages or disadvan- tages are stronger. I don't regret the time I spent living at home during col- lege. Neither do I regret leaving home. Leaving home no longer has the nega- tive connotations that it did in my grandmother's youth. when it was thought that only a wild girl would leave her parents' home. Nor is leaving home an act of rejection as it is when a child runs away from home. Living at home is natural for all people during a certain time of their life. but it is also very natural to leave and establish a home apart from their parents. N1 Lucasse IO? Phone system ploys Cupid If only the phones worked as well as the Calvin Grapevine. Alexander Graham Bell would cry great crocodile tears if he knew how his invention doesn't work. Just think. everyone at Calvin has a party line! No line at all? We won't fall for the administrations vague promises. We want action! Although sardonic amusement is probably the only way to cope with the Calvin telephone system and still retain a measure of sanity. one still wishes that some of the inconvenience of the system could be eliminated. When gla- cier. fire. flood and famine strikes that old hometown of yours, and you would like to know the status of your family's health. you will not appreciate the con- dition of that texpletive deletedl phone on the wall. Similarly, how many Cal- vin mothers complain, Why can't I talk to my little Susie, or Basje, or Squirrely'? Yet The System bears a redeeming quality. The confused phones, specifi- cally party lines, offer a unique possi- bility for the general enhancement of your social life. Indeed, the rumors you've heard are true! Hundreds of current Calvin lovers did first meet on an extemporaneous party line date. It happens like this: you pick up the phone to make a routine call to mother. only to greet the suave voice of Prince Charming. He casually asks your name. while all of Van Dellen Hall lis- tens. You coyly answer, Beverly Hearts throb, break. even burst! Noor- dewier Hall provides a romantic rendi- tion of the Oscar-Meyer Wiener song. Love is in bloom. These telephone dates may be blind. but they certainly aren't deaf! i llO Hello, Mom? This is Rolf. Could you send me Mary De Graaf uses the most popular phone on SOITIC IT101'lCy Sandy Brayman works as a switchboard operator. campus. X T f I ' ' ' - ensues-F .u..iN..N,tu.-. X N x XX Nm 3 .N my-.xx gg . -xx X X -Wssv.-:t mX4iieQXXRm,. t :Cynicism loses out Professor Paul Henry, head of the Kent County Republican Party, introduces a man who needs no introduction I President Ford greets students on the way to Cvezon Auditorium. Secret Servicemen are right behind him. While Jerry Ford's visit to Calvin College on October 5, I977, was not an event which threatened to make the front pages of the nation's newspapers, it certainly deserves a place in the col- lege yearbook. Odd as it may seem. the manner in which the school received the ex-president was interesting, not so much for what it revealed about nice. unassuming, staid Jerry Ford as for what it revealed about Calvin itself. In spite of the recent disrepute into which the office of the presidency has fallen, in spite of the amused cynicism with which most people regard politics and political figures, the visit of .Ierry Ford still managed to inspire a certain air of hushed enthusiasm. Students, administrators and matronly executive secretaries lined the corridors from President Diekema's office to the Cvezon Auditorium, waiting to shake the hand that had once belonged to a president. When Ford did emerge and the chosen few were able to touch his fingers, the crowd dissipated, oddly satisifed. having seen what they had come to see. Inside the Gezon, Ford lectured for some time on topics of an academic nature and then opened the floor to questions. The questioners were clearly bored with academics. After all, they had come to see a presi- dent. a man who had known power. Consequently, the questions were mostly of cosmic import: they dealt with all the great problems that con- front our nation. The mystique of power, the mystique of authority, the mystique of royalty overpowered the seemingly obscure academic issues that colleges normally discuss. Hey. Calvin College. what are you anyway? Are you the somnolent aca- demic institution you pretend to be? Or does the excitement raised by the visit of a man who is no longer president suggest that the thundering heartbeat of national existence is not so far removed after all from the hearts and minds of those at mild. unassuming. staid Calvin College. ' 'fyaxif 5' I .-+ 4' f O O 4' 1' X 1? a . g Y . q ' bl f ,v- member of Selah sings of God, ' Q ab ' x Q 'F - .A , ,X r' - dfx ,'f4-kR,,,a W --H -----V-.1 . . ,j'zggiag'-g,,fQ3453-3Qf.!.A+S+.54- , 'f 'N N' x -f.,.-1:-R, x.,.. ,,,,, Nmnmww-NN-N A - ,K I Q -., - S 4 -:.,. l1s,-y.'f: .' ,N -1 gg 1' v -:f if. 'A+ 5 Q -9' f-...- x 1+ I. fl TA x ' 9 W pst- 'T ,- x-5:+. lt 9' 7' Q X 41 4 J-'-Hb' ' - . ' T 4. A ., Q ,-px ,... F , 1,3 . vw ,es 'lg I 2 r-, , 'A 5 .1 Q K'...Px 4 ,h ,,RN. I nu ,Barn f wi ' f fF f 4 V 1 fri? - 3' ls' 54, I ' .. ,A , '. -H Q A-, x 'f ?'!x 3 p -' . 'vu if y r 1' - - A 43 ,M A . ,4- -',,.,, ,,,, . 1 Y . W' XX. QQ My 'W .1' 'ff' N , ' .Q N VW . JV S, Q Simeon performs on February I2 ' 4' S 1 X fel, , s Le ' 3. ,,, v . E. ' 1 f 1' .N ff f 4, ' an '55 - 'L-'ztfx' f' M zmrmf -1- 'L' ' ' 1 , NN K h ui , 1 ah ' 37 W. ' l'. ....a ,.x, 1 -5j4L!- 1 Q ,uv A . - , ,, ,..-.L , a YQIEE, I li ,A A 11 1 X 2 . I 1. 3-Q 43, 1- ' f I ,Stink 'Y 55it 5'i W. -N - , I' P-:vu ' V Q ,, ,ir 'Ynfg yi-af -L '-'-4:34 ,Hg L .1 B lm- Ili 1 - Ax! A 'lm ' V q ' ,hx ,I Avy y ' .- wf! 1 x 1' No order from Chaos Life. for many incoming freshmen land even some sophomoresl is confus- ing and chaotic. Jammed with one or more roommates into a matchbox- sized room almost identical to 124 other rooms in each of the six com- plexes. a new student feels anonymous. The process of orientation can just as readily be called disorientation. for when an adventurous soul leaves the safety of his dorm. he often loses him- self in a maze of brick buildings which he cannot tell apart. To bring newcomers into contact with others who similarly feel baffled and bewildered. the dorm staffs spon- sor an event appropriately known as Chaos Day. When the intra-dorm mixer started nine years ago. Donald Boender. Dean of Men. was apprehen- sive about whether it would work. Today he considers it very effective, for how can a student remain at a distance from his fellow dormies when he is squashed in the middle layer of a squirming, teetering human pyramid? Since Chaos Day athletes need not P. X -.geek K ' f ,- YN gs if ..g. kwa but students had fun be superjocks, everyone is encouraged to participate. Even those who only root from the sidelines feel the dorm spirit and unity which can last through- out the year. Noordewier-VanderWerp surprised their fellow residents this year with tal- ent they had not shown previously. They won the first two events of the day with decisiveness and confidence. But soon they experienced the determi- nation of the well-chosen, well-prac- ticed teams of the other dorms and the apartments. Points were added onto everyone's scores as water balloons were tossed, three-legged, two-headed creatures ran, and spoons found their way up. down. in. and out of peculiar places. The score stayed extremely close up to the final tug-of-war. The outcome of the day was a three-way tie among Beets-Veenstra, Schultze-Elder- sveld, and Rooks-Van Dellen. Boer- Bennink, Noordewier-Vander Werp, and Bolt-Heynes followed close behind. When Dean Boender tallies up the score, students check his addition. IIA .5-. -- X. ' N e- - f' ri - 'x+b3'-ffm ' .- uv 5.3. is .is ,. K ..+ gNfo?31'fxx:E- 1-th Ngffilikimxxi. 'IR - xi'-Jw'-sg is t ' 2 to-4, W wr t ' -. P . gms.-:s, X 'Q -s 4 . T Q. .f ,ttf ' ,ws-tis ae:-.-. 1 . X sag '-'xi get .N- --N N . 1 f :SQ-A -vt New -1-E-s 'E v - - . - f .g :-wvssw'-'. , , tai ' 4 ' - 'if-'E33-f 11.1:'Yl V:Xx5:f:'fR'Fit.' ' 1l'V.i- ,- . ' -- t, i -H Q A ,. ygr+:1N?:,,,a,, i X-,t gigs F Y 6 xg V .t-'hi-A','.Q. x t ' -' .:.,1.segSef4.i'xs5s:?'. -K , 2 Q., I -H, Although the men may have stronger arms, in the Chaos Day wheelbarrow race, the women carry the greater load. ,amish Adriarme Shuart and Fred Knip find that an inner tube big enough for one is a close fit for two. L Y? R is fl Even the ties of a large Dutch family are not as complicated as those between participants in the string game. i 1 can , 4 X l ...a- . R u 1 X . 0 ,A' .QMQ ' , 'T y R t,:,' ' , , N. . X ex -:M X ,K 'xt A :X v 'fixes -X S , xo.: N , QV 'FIN 'f' .. Q x - ' X .gf - ,Q -. ' ex lf a pyramid is collapsing, hauling oneself up by the seams of someone else'sjeans will probably not hel me--su., .Q e. - ' .Q Nviq- ' -riff' mfr- -X ie., t- :ai ,tdf 5,4 .tswsf 'sw .guy QW, - lla fs 1 sl 'f 1 My ag .Q .xsg 5:33. .gS -sq c E vt- - 'S+ -114. ze, me fb s HU' - Q , . , -1 ., ,, . s - - 1, . , 1 I--e. 1,5 3 . as x sxtg ' - i SKA, e V f ,vs 3' gan., ' M441 ' . , if -' ws, gif We ' X ' 3 4?l'?f'l3TiQ l A ' ' i 3, 'fic- xywgs, , ' E 5 ' Z.: ,--.1 11 ' feng f U' fl' t J- t, . .t ,Q - L , 5 r ' . P- ' 4545 .rg , , ,gf ya-,jg tflgw-5-eww , .f 1 -'.?,x,QsL. , 56 ,Q 9 A x , g 3 -,dv-N'?f.f3Q.i7Pf, , 2 1. Q-iw ' - - Q ' .t taf egQa.:g,,, ffrfg- t . fl . . , . V A, of , ,. -, -' -, . ,gi Q f ..lQ 2:L:fe?ifL '33 ii.f ' L 1' .. Henry Vander Wey thinks strong arms and strong lungs will help Bolt-Heyns win the tug-of-war. Bolt-Heyns lost. P ll5 ---.-...,.,..., N, -' in 5 lx X Members of Your Use of Gods World. an Interim class taught by the Center staff. share a laugh during the last session. The desire of men of western mind to subdue nature has consequences whose devastating effects have become increasingly evident in our own envi- ronment and throughout the world. Not only do air and water pollution mar what was formerly beautiful. but also the desire to wrest from nature whatever one can. regardless of one's fellow human beings. has become a fact of everyday existence. Thus. in a time of growing awareness of crisis. the topic Christian Stewardship of Natu- ral Resources was chosen for the first Calvin Center for Christian Scholar- ship. The Center. whose members include three Calvin Professors. two Calvin stu- dents and two fellows from outside the college. studied and researched the di- 116 Calvin Center for Christian Scholarship studies stewardship of God's resources verse aspects of the world today. A strong emphasis was placed on study- ing the history of ideas about nature - how for centuries western man regarded nature as mere raw material which fueled the process by which he would gain ascendancy. Much of the Center's work focused on the juridical and economic questions involved. May we who are rich continue to monopo- lize the world's resources. subjugate the peoples of the third world through the power of our corporations. and use our own economic and political clout to perpetuate an unjust system? The group also investigated the con- crete problems of energy and food. Faced with critical situations in both of these areas throughout the world. it is imperative that Christians should be involved both in proposing solutions and in responsible action. God's prom- ise of food for the hungry and relief of the oppressed shall be made manifest. The Center will publish a book on its findings later this year. Possibly those who read it will be spurred to action for the Lord's sake. Often it seems that even we. a Christian community. can absorb any amount of injustice. starva- tion. pollution. and general chaos in the world without the slightest tremor of genuine concern. The Center hopes that the work it does this year will be received in a different spirit. Derk Pereboom Student Member Calvin Center for Christian Scholarship 5, .V-P' The Center scholarship is not casual. but the dress sometimes is. Peter De Vos is ribbed about wearing bluejeans and a sweatshirt. ' , 'zany I Calvin De Witt. a Center fellow. illustrates his Biology l l I lecture on models. He is holding a model ofa 1 virus. A YQ. If ...ff 0- ig., x ia, . sg Students Derk Pereboom and Aileen Van Beilen end their afternoon at the Center by discussing how to get a ride home. Loren Wilkinson tells the Interim class how to work to conserve world resources. Professor G. Vos ' wegwf 53 1 vm Eg'-V V nf t I Q l , , . x.. ss- : st . 2 -X V ' , ' 1 , vin!!! 1 -W -1' S'-'r '3,. A W The Franklin Street campus is dedicated in this picture taken sixty years ago. Dr. Henry Beets sits at the left. 118, 'K The Reformed Dutch influence ot Colvin College As Reformed Christians we face a dark future here in America. People in the Netherlands have no idea of how the whole of America drinks from the fountains of Methodistic Arminianism. and the young people of our church also lean in that direction. We scarcely know how to preserve them. lf. as many prefer. we choose to remain isolated as Hollanders. we will be signing our own death warrants. But the other option. swift Americanization. often results in even more dis- astrous consequences, 4Rev, John Vander Mey writing to Dr. Abraham Kuyper' in 18961. In all likelihood. Rev. J. Vander Mey's dilemma seems quaint and dis- tant to most of us. Since the two world wars. we have seldom questioned the virtue of Americanization. In fact. dur- ing World War II. the issue of the hyphenated American hardly raised a national eyebrow. It was completely unfashionable to be anything but a red- blooded American. Thus. to raise Van- der Mey's troubled inquiry on this page in 1978 might seem utterly anachronis- tic. but. however you may label it. the consequences of Vander Mey's concern have survived at Calvin College. and a renewed interest in ethnicity invites us to re-examine the process of American- ization among ourselves. The tide of ethnic awareness has cer- tainly swept into the general Dutch- American community. Calvin's library provides geneological data to scores of root seekers. and on campus. Profes- sor Lagerwey's imperative to Speak Dutch has elicited an obedient and growing clientele. The Mother Tongue. while once the nearly exclu- sive preserve of pre-Seminary students acquiring a reading knowledge of Dutch. has now been adopted by a gen- eration which grew up thinking that vies could be found in Webster's New World Dictionary. It is significant. however. that those who may only be caught up in a faddish search for their roots. have been able to discover both the tools and source materials for their research at Calvin College. In some sense. that testifies to the path which the college took while confronting Van- der Mey's dilemma. Between 1908 and 1932. Vander Mey was Ca1vin's Educational Secretary fa titular euphemism for fund raiserl. and while holding that office he was able to support and advance an institution which offered a partial solution to the concems he outlined while correspond- ing with Dr. Abraham Kuyper in 1896. By the l92O's. the college had become a safe harbor in which the Dutch youth could be nurtured for professional careers in America without being over- whelmed by its secularism and apos- tasy. These students were to be in America. but not completely of it. Answering the question. What do we want our school to be? . a slick brochure published in 1910 declares. We want to give our young people a thorough education which agrees with the grounds of our Reformed Confes- sions. The college is a protest against the unchristian - yes. even anti-Chris- tian education given in many of the colleges of our day. The grounds of our Reformed con- fession are. of course. the canons of Dordt. the Belgic Confession. and the Heidelberg Catechism. Although these are clearly international confessions. two of the documents came directly from the culture of the low lands. More pointedly, the Dutch immigrants who founded Calvin College had acquired their ecclesiastical self-definition as a byproduct of their struggles to interpret and maintain a faithful rendering of the Dordtian Confession. Thus. from the beginning. each member of Calvin's faculty has been required to sign a statement indicating his or her support of the Three Forms of Unity. This policy has automatically cir- cumscribed the faculty within Reformed boundaries. but until the l950's. the school's instructors were also exclusively Netherlandic. Even more significantly. the school's early theologians and philosophers were all trained in Europe. and an overwhelm- ing majority of them selected universi- ties and theological schools in the Netherlands. The school's first faculty. G. Boer. F. Ten Hoor. L. J. Hulst. and Wm. Hemkes. acquired its education at the theological school at Kampen in the Netherlands. Later. when an Amer- ican-born generation assumed Calvin's educational leadership. a majority of the school's theological faculty sought instruction at Princeton's Theological Seminary. where Geerhardus Vos taught Dogmatics and Biblical Theory. Vos was a crucial figure in Calvin's history. Although he received his advanced training in Germany. he became a close associate of Abraham Kuyper in the Netherlands. Kuyper. seeking to implement a broad vision of Christianity founded the Free Univer- sity of Amsterdam in 1880. He focused the University's attention on the propo- sition that Christian principles could be discovered and applied to political. social. and educational activity as well as in ecclesiastical matters. Kuyper wanted Geerhardus Vos on his faculty. but Vos returned to America and joined Calvin's faculty in 1888. where he remained until 1893 when he accepted an appointment to Prince- ton's theological school. By then. his reputation in the Christian Reformed Church was well established. and Cal- vin's Seminary graduates followed Vos to Princeton where they could study with Abraham Kuyper's associate. After Vos' retirement in 1932. Cal- vin's graduates frequently turned to the Free University of Amsterdam for advanced studies. Of the twelve instructors appointed to Calvin's semi- nary faculty between 1902 and 1948. all but one sought advanced training at Princeton or the Free University of Amsterdam. Of the thirteen current members of CaIvin's Religion and The- ology Department. eleven have been trained at the Free University. In the Philosophy Department. the Dutch nexus is less pervasive. but its Euro- pean origins are unmistakable. Dr. H. Jellema. the virtual father of our cur- rent department. studied in Germany. but spent time in the Netherlands to freshen the ethnic water. H. Stob. who taught successively in the college and seminary. also took stock of Free Uni- versity's philosophy before teaching at Calvin College. Other members of Cal- vin's Philosophy Department also illus- xi -X.- Yr 'i W QSC-s fast- .vi 5592 if Although Calvin College faculty have been accused of anti-Americanism, a fund-raising group uses Uncle Sam in its 1940 drive. Included in this picture are John Elenbaas rfkzr MU, J. W. Weaver Imp hurl. Hollebeck flung mall, Dick Van Halsema fplqving lhe drumj, Lester Vanden Hoek fsemndfrom righll, l l2O klamqz. t '- . 'ti - nn-51.-.ce--... ' , , tn, 4 fl? Q ' , n . . ' ,. 4 ' 3--We----'-I., w. 14- 4 K 5 -has-sw 3 Y., .. l Y V ,N H ' V .,., . Er, - ',-5 ,Q fi ,V i trate the Dutch connection. Three of its seven members have studied or lec- tured at the Free University. And, any- one who has the slightest acquaintance with Calvin's Philosophy Department knows that Prof. E. Runner's Neo- Kuyperianism 'continues to influence a host of Calvin's students. Thus. that portion of the faculty ftheology and philosophyb which has traditionally defined the issues of discussion among us. has been consistently connected with European and Netherlandic intel- lectual sources. The Dutch nexus has not resulted in a divided faculty, with historians. for example. advocating an American intellectual focus in opposi- tion to the perspective of the philoso- phers and theologians. An overwhelm- ing majority of our faculty has received its liberal arts education at Calvin, and thus they were influenced by the Neth- erlandic perspective long before attending American universities. For the most part, the direction of their intellectual interests was well-fixed prior to their graduate training. The consequences of all this? At the very least we have continued to be less than totally American. Even though this position has occasioned criticism. 3 it has also permitted our institution to remain critically independent of the worst features of American chauvin- ism. For example, we have not sub- scribed to an Our nation right or wrong ethic. We have resisted the val- ues of America's tragic. but nonetheless widely emulated figure. Willie Loh- man. We protest the idea that the church must quietly isolate itself from the broader cultural realm. Our ethnicity is not the only source of these values: they can be discovered among other Christians also. But. because we have been European. and especially Netherlandic. at the theolog- ical core of our perspective, we have been able to love America and leave it when crucial issues demand a Christian rather than nationalistic perspective. We can exercise a genuinely prophetic role in American society and a number of students have been attracted to Cal- vin because it has that capacity. The cultural independence which Calvin College has maintained in rela- tion to an over-zealous nationalism is a consequence of century-old choices. While occasionally those who guided the school have been motivated by nar- rowly ethnic values, in general the col- lege has developed along a middle path between rapid Americanization and ethnic isolation. For those who now teach and study here. the results of that development can be wholesome. We recognize that Calvin should not be iso- lated and merely ethnic, and we are not. We no longer view ourselves, in the words of the 1910 brochure, as a protest against the unchristian educa- tion . . . given in many of the colleges of our day. Instead we endeavor to provide an alternative which is more than a protest. Following an essentially Kuyperian perspective, we insist that the institutions of American society can be founded on a more Christian basis than is currently evident. Thus. we cannot wed ourselves to an Ameri- can culture which becomes increas- ingly pagan. In short, our ethnicity has contributed to the retention of Chris- tian values and creeds in this post- Christian era. Herbert Brinks Professor of History 'Dr. Abraham Kuyper H837-l920j was an intellectual leader in the Netherlands who founded the Free University of Amsterdam and organized the Anti-Revolutionary Party. His Christian principles attracted the attention and loyalty of many Dutch-Americans. lDuring World War I the Michigan Tradesmun asserted that Calvin College was a hotbed of pro-German ideas. prejudices and propagandasf' and the papers urged. The professors who are conceded to be Anti-Americans should be stood up against a wall and be shot. There is no proper place for them in this land of the Free. Environmentcil portraits Although some students seem to live in the library. the laboratory. or the coffee shop. all have a place to which they eventually return. if only to sleep. Home whether it be L1 dorm room or an apartment. is ti place to eat sur- rounded by family or friends. to read the mail tif the mailbox is not barei. to study. or to shove the books under the bed and think and do glorious things totally unconnected with school. Although God. not the environment. is the shaping and controlling force of all mankind. one can learn something about a person by seeing him in the surroundings which he or the Housing Office has chosen. The next few pages comprise a look at Calvin students at home. 92. ff 1 54... Steve Gresham. Vander Werp Hall 124 ,.-1' ,HRH Janis Nieboer. Calkins Street. Grand Rapids 13-JA I .-15, 4 mann ' UQ. !K : IDIS 2 , 1.-Ijrihntl x A YT ' ,.- 7 ' K f ., . 2 R ' ' l I autumn-ul uh, -J - lllqih Y -2 X M. x--,l .I V -- - ' ' ,Mm , - ' i I a 1 Al- ' Ng 'Ni-' -4. . . TQ J' .-,gig 1 Ja? 'K'-Q Helen Mulder. Bolt Hall xg u Q' I A If x Karen Baker. in a coffee kitchen of Bolt Hall 3 ,, Vicki Martinie. Abbington St.. Grand Rapids. 126 wap? J i 5., . X159 ar. . , 5 .,..,i ix . Diana Veen, Lori Frank, and Ruth Bauman, Rooks Hall 5 K X., X .3 me Barb Roskam. Knollcrest East Ron Cok. Tim Prius. Peter Weslra. and Bob Burkum, of Vander Werp Hall F 127 Down in the rcibbi'r hole Atmosphere is one of those pecul- iar words which everyone can under- stand but nobody can define. Some places have it and others do not and nobody will be able to explain why. Down near the corner of Wealthy and Fuller is a place which most will agree has that undefinable thing called atmosphere. The place is known as the White Rabbit. Although the name is inappropriate enough to quail even the most courageous of hearts. the lure of its reputation will draw you in. lAfter a while. you will do as we do and call it Lindy's.t Once inside. you will hear the proverbial tinkle of glasses. the hum of lively conversation. the sharp crack of two billiard balls striking one another. You will see the booths filled with familiar Dutch faces. the hunched fig- ures of avid foosball players. the faded and simple decor. You will smell the slightly acrid odor of draft beer and cigarette smoke. You will feel the crowded. yet peaceful ambience of hazy dark rooms and devil-may-care attitudes. This is the stuff of which atmospheres are made. Some places have it and some places do not. So when time hangs heavy and studies get you down. head on down to the Calvin College bar with a good friend or two and talk of cabbages. of politics. of friendship. of God. For believe it or not. the world is larger than a residence hall and life is more than shopping malls. Caspar Geisterfer racks 'em up as Sharon Visser looks in ., Do Canadians live in igloos? Each fall. many tired and worn-out cars come pouring into Grand Rapids from Canada. Inside. you will find peo- ple. casually wearing an acquired Brit- ish accent. speaking perhaps of the Socreds and the N.D.P. or reciting the alphabet ending with a Zed. They may be wearing G.W.G. pants or North Star shoes and clutching sinister hockey sticks. but nevertheless. they come. In the face of such an invasion. one won- ders who these strangers are. Are these Canadians really any different from Americans? Or are those people from Canada distinguishable only because they have a Canadian flag sewn on the sleeve of ajacket? Well, let's see. For one thing. Canadians are less willing than Americans to accept things as they are. Because most Canadians at Calvin have immigrant parents. their attendance at college is more an excep- tion than an assumption. Therefore. they have many questions about whether Calvin College is Christian enough to warrant the cheque they write and the time they spend here. Most Canadians come from an educa- tional system which holds the Kuype- rian view of life. This means that they are more likely than Americans to criti- cize their courses and the religious assumptions that animate what is pre- sented. Another difference between Canadi- ans and Americans is that Canadians dislike the United States much more than Americans do. Consequently. they assert the importance of Canada at every possible opportunity. This theme is evident in Canadian students at Cal- vin who seek each other out and hold fervent discussions as if fighting annex- ation. They realize that they are a minority from a less powerful and established country. Thus they are annoyed with American ignorance about Canada. and the American per- spective in many courses. lncreasingly. they are ready to assert themselves as 130 people with a real identity, their own tradition and a rich heritage. For this reason, a Canadian Thanksgiving Day celebration and a Canadian Social Concerns Committee are important to them. For similar reasons. they may deliberately read Macleans or a novel by W. O. Mitchell. Finally. Canadians and Americans can be distinguished because Canadian identity is not tied up so much in the nation-state of Canada. Canada lacks an ideal to make her people unite. Con- sequently. Canadians find their own identity. not in their own country as Americans do. but in the culture of their country. Canadians are not so much nationally patriotic as loyal to their particular culture. They come from a communally oriented mixing pot. This pot brings forth Dutch-Cana- dians. as they sometimes call them- selves, who name their hockey teams 'Buiten Bombers' and 'de Rotte Ventjesf The end of the Canadian hockey game may find them discussing the Canadian Mackensie Valley Pipe- line over an imported Molson's Cana- dian beer or a Number 7 Canadian cig- arette. The next day will find them in the corner of the coffee shop unoffi- cially reserved for Canadians. Canadi- ans have not a national identity but a cultural identity. and that is a profound difference from Americans. Yes. there is something distinctive about Canadians at Calvin. A careful. even a casual look will tell you that. Whether or not this Canadian distinc- tiveness is actually influential within the Calvin community is another ques- tion. Do Canadians act as a leaven for the college or do they simply create their own separate world. distinct from the American one? The answer to that question depends on the Canadians themselves. And if you do not believe any of this. just go and talk to some of them. eh? Someone is wearing her heart on her sleeve. ' C7 Tena Sluys after the Canadian Thanksgiving supper. Bert Adema is just one of the flavours of the Canadian mixing pot. ' f 7' 'N' 5 . - V4 ' , rw, - 3 . n r r g i ,fp , Aiu..Q4,'4-In YU 'kg' ,x 1.31 i, :ww 1 Q 4' x- 'x 5- 1 ' :. ii ' N - ' - X f :ii , W4 Hx 1 A -1 , .R , L ,, . I if W., .t i X- Ui Y XXX Lake Michigan isjust like home. - I I qua. Derk Pereboom thinks that the Oktoberfest is worth singing about. Students onswer the question Why do you study? I study to learn more about Cvod's creation. I think I have a talent for learning f if I study. Grades f they're funny. I don't really think about grades. I try not to. I know what I'm capable of doing and try to get within that range. The grade I get in a subject is not as important as the all-around education I get here. Janet Kok. freshman I study because I feel that I have to e I don't pick things up right in class. and I need reinforcement. I want to be a doctor. and that motivates me a lot. I've got to get above a 3.5. and if I don't. that's that. In high school it was so different. If I didn't get a good grade. I could go back and study it and know it would be useful in college. But in college you've got to be smart and the way you show it is by grades. The first semester. I was really wondering about being a doctor e the only class I enjoyed was history. This semester I'm enjoying it more because the science stuff I'm studying can be applied to my field. I had expected college to be pure medical-school crap. Wayne DeVos. freshman For a good course. I study because I enjoy learning. Social sciences made me appreciate human nature a lot bet- ter. God made us pretty complicated. you know. As Christians we have a responsibility to become the type of person Jesus wants us to be. God has given me talents. and I feel responsible to develop them. The Lord calls us to be a part of this world - we need Christians in every area. I study to be a part of this responsible world. I enjoy studying . . . most of the time. as long as there isn't too much grade pressure. Helen Mulder. sophomore I study to get good grades . . . and to learn. of course. But I study harder to get good grades. Rita Vander Wey.junior In some of the core courses. you have to study to get a good grade. But with my writing course and my religion l32 course. you study because you like the subject. and then you study a little more. But in most of my courses. I study because of the grades. Where could you go with anything less than a 2.57 lf you have a B.A. and a low G.P.A.. it's not going to get you any- thing. Wybren Oord. freshman Study? I don't. R. D. I study because that's what we're in school for. If we came here not to study. we'd be wasting time and money. Studying now is a small thing - what I expect to get out of it is to get into dental school. But anything I study is going to make me a more knowledg- able. better-rounded person. If you were by yourself always study- ing. you'd go nuts. But if you prod oth- ers in the dorms into studying. they prod you - it's ajoint effort. I think also in studying sometimes. you get down. Cvod can pull you through sometimes. He put me here for a purpose. Ask Him to give you the strength to let you go as far as you can go. David Wisse. senior I study to learn. and to get good grades. and so I can get a good job when I get out of here. hopefully. I want to expand my mind: I want to grow in my mental abilities. .Ioy Kamphouse. sophomore I study because I have a goal. God gave me a mind. and He also gave me the will to use it. I think I should study because that seems to be what He wants me to do right now. It's stupid to waste the opportunity of going to col- lege by not studying. Anna De Boer. sophomore I think studying is a very necessary part of my whole life at school here. I don't think you could get satisfactory grades without studying. My studying is basically grade-oriented. Sid Nieuwenhuis. sophomore I study to better myself. I think as Christians we're supposed to live to our Some Calvin students consider the library more of a social meeting place than a learning center. Almost every library carrel is occupied from 7:00 to 10:00 each weeknight. A full potential. to be the best we can be. For me right now that involves study- ing and academically improving myself. lt's a responsibility to develop our minds. Studying goes along with that. Becky Poninskt. sophomore lf l flunk. my parents will kill me. Anonymous Everybody has a Christian mandate to use their intellect. l suppose for self- ish reasons. l study to further my career. l try not to put that much emphasis on grades - whether a class is an A or B for me is not that important. There's a problem with put- ting all your time into studying and for- getting that other people are human beings. Brian Vander Hank. sophomore l'm in pre-physical therapyi you have to get the grades here to get llilo school somewhere else. l think. too. you come to college to learn. to get more things that can help you. notgiust what you major in. You can'tjust work for the grades all the time. That would really get you down. You should work just to better yourself as a person -- just to learn as much as you ean. Lisa Kennedy, freshman l only study when there's nothing better to do. Anonymous For me. the overall view in studying is to improve myself. broaden myself. prepare myself for God. For the short- term view. l go to the library' for three or four hours some nights because of my grades - l want to keep up with the course or l don't want to bomb out of it. Grades are a short-term motiva- tion to get you something in the long run. Neil .lasperseyunior 133 Bob Reehorn looks up from his communications notes. 5 - WA - S T o 1 i I Sa ! 3 I 1 o 1 4 o Profs compare students of Today ond ten yeors ogo Students today are much more unquestioning than they used to be and more likely to be moved about. Today. they're docile. There seems to have been a cycle in the '60's - students today are much nearer to those in the early '60's. I think in some naive way. students in the late '60's wanted to solve all the problems of the world. It seems as though today they have over- reacted a little. In some sense. though. they're happier now. C used to be a good grade. Not anymore. Students want to know Will that be put on the test? - a bit crassly put. but it's there. Carl Sinke. Mathematics The change that I see in students is largely a lessening of interest in discus- sion of issues. I find many fewer con- troversial issues raised by students in classes. I find it more difficult to main- tain a meaningful discussion. Students ask fewer questions in class. Their kinds of questions are related to grading and Will this course help me to get a job? Jobs are harder to get today. .l. William Smit. Sociology There isn't a qualitative difference between students now and ten years ago. I would say that the focus is differ- ent. When I taught during the Vietnam War. hovering over us was this deep concern. Things we focused on had dimensions outside the classroom. The motivation for involvement in litera- ture was deep and strong because peo- ple wanted to have power of expression or find literature which dealt with their concerns. We read a great deal of poetry about war. The change is in the war setting. Imaginative people. dedicated peo- ple. enthusiastic people appear with regularity in my classes. They are not shaped by the age. What astonished me is the deeper concern for a G.P.A. than I've found in the past. Students today know their grades will help them to get a job. In the late '6O's. it was easy to find a job. If it seems sometimes as if they're studying for the grade and not the subject matter. I understand that. Charlotte Otten. English If my memory serves me right from my student days. questions today have a greater tendency to be directly on the material. tests. etc.. not Well. what would happen if we did this differ- ently - questions of curiosity. There is less disinterested learning today. I rarely even in senior classes get a good SCT H7 T t 1'-.It l x 1 El :I '- Hun 'L' H 'I .. -,Vi .12 t I dsmffjlu- ifl'.1Ef'A2 9 , 19 Anna De Boer studies in her room. near her radio. the coffee pot. and Raymond the bear. curious question about math. Tom Jager. Mathematics I'm not sure students are more or less motivated. but they have a modified motivation. I think they're more career- job oriented. Ten years ago. they were participating in society and life in a more general sense. Students today are as eager or noneager to learn as they were for- merly. The general grading scale is changing. though. My grading has changed: I'm not as tough as I used to be. Students really are different in their willingness to talk to professors. But they're different in the way they ask questions. There's a different attitude toward students - across society. Clarence Menninga. Geology Ten years ago. not many students were committed to studying. They questioned the usefulness of study. they were annoyed by social and interna- tional problems. they wondered if the liberal arts curriculum were useful to solve these problems. The student ten years ago was more questioning. There was a more provocative mentality afloat at that time. Students' goals today are conforming to society and making out well in it - not questioning it. The quality of student work today is better in the sense of conforming to standards. A student today is willing to use the MLA sheet to get his footnotes right. A student ten years ago had other things to worry about or didn't have time. I find myself functioning differently today. Ten years ago. I tried to pour oil on the water. Today. I try to blow up a little wind. Clarence Vos. Religion and Theology l35 Whot goes on in the Interim During the month of January. some students were fortunate enough to par- ticipate in one of the Interim Abroad programs and spent their time learning in Mexico. Hawaii. or Europe. Others decided to stay home and relax during Interim. Those who returned to Grand Rapids in January experienced the Calvin Yukon Interim. brought right to their dormsteps courtesy of Michi- gan Weather and Mother Nature, Jan- uary 26 brought the largest amount of measured snowfall to Grand Rapids possibly since the ice age. The snow not only cancelled the final day of Interim classes. but also brought panic to the on-campus student body when the rumor circulated that Saga was running out of food. But despite the traumatic weather conditions that plagued the finale of Interim 78. Calvin spent January as it has for over ten years. offering students alternatives in learning. Students could take The Railroad as Part of a Mod- ern Transportation System, Biofeed- back and Self Control. The Poetry of Gerard Manley Hopkins. or Religion and the American Revolution. in addition to core courses and CPOL. The Interim Lecture Series sched- uled a speaker for each day. undoub- tedly offering something for almost everyone although not everyone felt the same about each lecture. Leaving one of the better attended talks. two varied opinions were heard about the same speaker. One girl said. I got so bored in there I started to count how many people showed up for this thing. Another student remarked. Wow. was that interesting! I wish there had been more time for questions. Highlighting the series was the Jew- ish author Chaim,Potok. who spoke on Authority and Rebellion: The Jew and Modern Literature. Potok is the author of four best selling books. including The Chosen and The Pronme. Other speakers included author Letha 6 +I - if f L -. 2 1 Library congestion is nonexistent during Interim. Scanzoni. who spoke on The Role of Women in Home. Church, and Soci- ety : B. J. Haan, President of Dordt College. on the relationship of Chris- tian Reformed colleges: and Jack Houston. ex-careers editor of the Chi- cago Tribune. on Where the Jobs Are. There was a panel discussion on natural childbirth. Most lectures were very well attended. Interim also provided the opportu- nity for dorms to get together for fel- lowship and fun with activities such as tobogganning parties. dorm reunions. movies. and parties with music. The Student Senate sponsored an all-cam- pus ski day and Saga prepared a mid- night breakfast for the on-campus resi- dents. - This year. the usefulness of Interim was again questioned by students who think that the three-hour class sessions are too long or that Interim courses are not as good as those offered during the regular semester. Interim is often regarded as a time to party and goof off without penalty since some classes are not overly demanding and most are graded Honors, Satisfactory, or Unsatisfactory But a number of stu- dents noticed that their classes were harder and required more work than ones taken in previous years. Whether this is an improvement is a judgment left up to the individual. Dean Miller gave several reasons for why Calvin has Interim. Interim lets students do specialized and experimen- tal work which would be impossible during the regular semester with all their other classes. It gives students the chance to study off campus and in for- eign countries for credit. whereas it would be too expensive to do this kind of work for a full semester. It also gives the professors a chance to escape the monotony of teaching the same core classes semester after semester by let- ting them loose on a specialized class that reflects their own interests. The fate of Interim? The Educa- tional Policy Committee studied its pros and cons and will present their decision at the end of the 1978 school year. Dean Miller sees the probability of Interim staying here at Calvin as likely, despite the uncertainty that was in the air this year. .ii FENS 5 ta CANAIDIENS' The Cave is a restricted area. but not on the basis of nationality. The sign which is not Student Senate approved is removed later. -.'..na.'.u.-'l' 41' 'WL I -an-.- if p...-if' .V Professor Blankespoor's organic spectroscopy class is absorbed by his explanation. 4-' -Q ' 4 c , . 4 - J f if p H A h 3 gy wn as the Catherine Bouwsma munches a chocolate chip as The Lab Band celebrates the opening of the coffee shop addition, which is beginning to be kno Cave It bears little resemblance to Plato's. she listens to the music. . , 5 All seats in the F .A.C. Auditorium are filled and many people are tumed away when Chaim Potok visits Calvin. 138 I . i ' so N in v,?,,w-A my ..-.. i . i i f .- wi.- . , gist xy Xrrigserl ff X -m. .. N li ? 'rlz-'f fi,i-'2'ff , i N 42 W ..,. , .,.., x,.,.s , Rive? iw-',.,f. es- ' - ' .1-'S:i:?-, .K- .--fx. 1 .-1 K - -: ' :Sims-sf 1 'X - - - i x:--l,-- --.3 s- ,A ' N-X-J ,. I - QNX .-41... , X -. Q X , . A buried bug implies that no one will be traveling during lnterim Break. hurl xi-K s , ld f During Interim some commuters live in Lhe dorms to find out what it is like. This bulletin board is Cindy Baron's for one month, The noted Jewish author Chaim Potok speaks with students after his lecture and question-and-answer period i ' xr,..:f f W T s .t,t j .'.Q ,. Q' Mi X 1 If tight . 1 -I ,,-,' .1 Students examine the results of an Interim class's month-long exposure to photography. 7 aff? 623 Q fx, Y -' KY' 'rf ' ls , L ,Q . ' 4 .A ,i,A Q, I' N. , ji' N' is ,F . X N 'N : ES 'N mSeM,f2f. ,Hu i ky- Q... From call directions they come home Every February, Calvin alumni come home. During the year they are spread over all the United States and Canada and 52 foreign countries. Some come home yearly, and others come only after ten or twenty years. But they come. Leaving many different occupa- tions, they pack their bags and head back to visit old classmates and to rem- inisce about their time at Calvin - when they had no idea what they'd be doing today. In the '3O's. Homecoming was much more sedate than it is today. Because students lived in college-owned houses. activities included decorating domiciles for prizes, making snow or ice models, and putting on displays. Every Home- coming had a worked-out theme and carefully chosen activities to fit the theme. The i60's found Homecoming still working with a theme. The themes were not just formality, but reflected the spirit of the times with its anticipation of the future. Typical themes were Influencing the Age and Where Tradition Meets the Future. However. the end of the '60's was a time of upheaval characterized by a cynical attitude toward tradition. Many people began to question the validity of Homecoming in the face of such an important issue as the Vietnam War. In the '70's Watergate reared its ugly head and people. in an effort to forget the troubles of their nation, began to look into the past. No longer did any- one protest the validity of Homecom- ing. They were more reflective and came up with themes like Under- standing Our Times. Homecoming no longer had a Hostess, but an apprecia- tion for its meaning was revived. Homecoming themes came to be considered a formality in ,77, and thus were discontinued. Despite the break with tradition, the loyal alumni still came to celebrate by the hundreds. Today there are over 26.000 alumni. Because of the vast increase in their numbers over the years, the Homecom- ing Committee has had to expand: the Student Committee and the Alumni Committee are both sub-committees that try to make Homecoming a memo- rable experience for both present and former students. Homecoming this year brought for- mer Black Panther Eldridge Cleaver as the speaker, in contrast to previous years when Calvin alumni provided the lectures. Cleaver told an audience of 800 people about his Before-Christ days. when he lived with a dead-end perspective that turned him into a prize-winning juvenile delinquent. His lifestyle put him on the Califomia merry-go-round where jail had a revolving door. In jail, Cleaver absorbed the C ommunisr Manifesto in hopes of initiating a revolution that would stop police brutality and give blacks equal rights. To stay out of jail. Cleaver had to leave the country. Abroad and unable to go home. he recognized that his ide- ology was beginning to leak. In France he became a Christian and turned himself over to American authorities. After serving time in prison, he began working with drop- outs of the '60's and traveling around America giving his life testimony. Cleaver's lecture was well received and helped thejoyous celebration of Home- coming. Besides inviting Cleaver to Calvin. the Homecoming Committee organized an All-Campus Talent Night, a basket- ball game between Calvin and Adrian. the showing of the movie Dr. Zhivago, and numerous luncheons for those who were coming home. These activities made the weekend educational. enter- taining. and memorable. Hopefully, it was also Gezellig Cheartwarmingj. IAI v- -Y --u-u-vvi-- --- Sem pondmgs commemorate engagements. birthdays, and other good happenings. During the winter. dorm bathtubs are an ice-free substitute for the murky waters of the pond. 142 Y' , , -v. N -1. Q Q is ...X . ,N .t tu! s aww Y. fakiq-58-., ,AWS ., t. ,- . .- .N V x G , ' X -st 4 :fQ,,g,sx- f ' Q.- '4 r w. UI' his of ' x st .. - A SWF' XXXL. gf' if A An unlucky victim emerges from the pond. If Calvinists were Anabaptists, immersions might be even more frequent. .I ., 31 we F F V. :4 - 'I .SL . .1. or -vqrv-vw-www Calvin capers: venerable customs or puerile pranks? Are the elder members of the Calvin community really Poly-Grip. Prepara- tion-H candidates? Are the younger ones as immature as some of their puer- ile pranks would tend to suggest? The cold war between the social zeal- ots toften underclassmenj and those more academically oriented foften upperclassmen who are reformed zeal- otsj raged on during the 1977-78 school year. The controversies and problems centered around Red Foley Day. dorm tee-shirts. food fights. water fights. marijuana. alcohol. sem ponding. tub- bing. raids. and sexism. Red Foley Day. Van Dellen's annual event marked by cigar smoking in the Commons and tubbing. was a time of celebration and consternation. The body count fof Calvin women who were tubbedl. macho. muscle-flexing aspects of the tradition werejustifiably criticized. Ironically. many of those who spoke most strongly were not even involved in the fray. Most who were lboth men and womenj enjoyed them- selves. were flattered by the attention. or were prepared to let the incident ride. For the sake of those who were offended. the event will be handled dif- ferently in the future. Dean Stob com- mented. I would hesitate to squelch the tradition. but I would like to see it redirected. He has 'fnothing against cigars but believes there exists an ele- ment of sexism in the tradition. Controversial dorm tee-shirts and marijuana provided more material for students to expound upon emotionally. Value judgments and faulty logic abounded in the letters which filled Chimes' editorial page. Despite a long argument to the contrary. smoking marijuana was generally considered something a Christian should not do. Reactions to certain dorm tee-shirts were largely negative. Although alcohol abuse by Calvin students did not receive much public- ity. Dean Stob stated that the problem is probably his main concern. When asked if he felt alcohol abuse had increased. he said. I would tend to say yes. and added. I wonder if we don't foster it by not providing more all-cam- pus activities. The lesser campus issues involved traditional food fights, water fights. incidental immersions in the murky waters of the seminary pond or com- munity tubs. and after-hours raids. When students are hurt mentally or physically or property is damaged. pranks are obviously unjustifiable. However. the distinction between right and wrong is not so easily discerned. How important are these unofficial Calvin traditions? Dean Boender commented. College life is certainly a series of stages. You generally become more academically oriented the older you get. Dean Stob is concerned that freshmen and sopho- mores in the dorms do not have enough exposure to upperclassmen and vice versa. Separate living quarters - dorms for freshmen and Knollcrest East for juniors and seniors - have perhaps added to the problem by mak- ing each group intolerant of the other's social or academic emphases. Have juvenile tendencies increased? Not necessarily. Dean Stob said. but students are less politically minded. They do not have the activist attitude mirrored in the '6O's. A mood of quiet cynicism has descended. Again. a balance must be sought. Pranks on the Franklin campus tended to be of a more all-campus nature. Dean Stob commented. I lament the Icomparativelyl tradition- less aspect of the present campus. He advocates more traditions like Moses that tie the generations. Moses ta statuej has traveled from California to New Jersey. worn bras and beanies. had cigarettes stuck in his mouth. and was chopped into pieces by a flustered member of the Discipline Committe. Dr. Peter Hoekstra. Today so little is left of poor bruised and battered Moses that he is no longer a practical object of a prank. Ingenious pranks of the past include the reconstruction of a Model T in the lobby of the Administration Building. The fire department was once sum- moned to the scene of a bonfire on the roof of the Administration Building. The fire had disappeared by the time the trucks arrived. An outhouse has been mounted on the roof of the Com- mons. The doorknobs were once removed from all the classrooms. Do these pranks have their place? The dorms and apartments are not vacation hotels. but neither are they monastic retreats for students bound to the portentous G.P.A. A student finds it much easier to measure the worth of factual trivia ton a scale of O to 4.003 than that of a smile or laugh induced by humorous. unabusive fellowship. The latter is less tangible but equally important. The verdict? Extremists in the cold war have all been guilty. the one side of academic sterility and the other of thoughtless machinations. Reformers at Calvin should work to achieve toler- ation marked by consideration and harmony which does not outlaw humor. I4 A4 Gary Groenwald's notorious tee-shirt has VD: a fact of life on the front and the Van Dellen eagle on the back. ...F-. L, -4. nn., L.- 'Tin .1 'C-'J gif. ,'-. Halloween pranksters added a little personality to the Science Building observatory. ' fic. ' Q. .-gl . 1 - 51 ...Ks ,bl 'VIFLWS ' .I 1,5 x Wastebaskets serve as buckets during, dorm water fights. 145 The Christian Reformed Church calls itself a Reformed church and its members consider themselves to be part of the Reformed tradition. Can this. however, be justified? In what sense can the Christian Reformed Church in the year l978 call itself Reformed? The term Reformed,' should not refer to a group of denominations: rather. it should refer to a tradition, a tradition at whose center lies certain beliefs. The most fundamental of these beliefs concerns both faith and culture. First. Reformed Christians hold that God is sovereign over all of life, not just some area or another, but every single aspect. Second, the belief in the comprehensiveness of the creation, fall, redemption theme is intrinsic to the Reformed faith. When creation fell because of man's sin, everything was affected. But through the redemption of God in Christ, everything is renewed. Everything in creation is to be put beneath the feet of Jesus Christ. Thus, third, Reformed Christians believe that the church, as the body-of Christ and the representative of God in the world. points the way to the fulfill- ment of the Kingdom of God, in all aspects of man's cultural activity. Certainly, many in the Christian Reformed Church hold and practice these beliefs. This same denomination, however, displays a great deal of disu- nity. In fact. much in the Christian Reformed Church conflicts with these central tenets of the Reformed faith. First, a decisive tendency toward American fundamentalism exists. Pos- sibly, this results from years of battling with liberalism. While we speak less and less of the sovereignty of God in On beingkeformed salvation and of the Lordship of Christ over all of life, we speak more and more of manfs active role in his own -salvation, and of the primacy of saving souls over any other Kingdom work. Second. there is the pervasiveness of moralism. Moralism is especially evi- dent in many of the sermons we hear in our churches. Religion is reduced to legalism, to obeying certain rules and regulations for one's life. ln the time- worn form of moralism, religion was equated with personal morality. In a newer form. however, Christianity is equated with a Christian moral response in every area of life. Certainly, one must practice both public and pri- vate morality, but Christianity is much more than this. We can, in fact, only behave morally through the all-encom- passing saving power of Jesus Christ. The grace of God is fundamental - not correct behavior. Third, in practice, the power of God is often considered to be relevant only in the private realm. Christianity. in general. has undergone a tremendous personalization during the last few dec- ades. The theologian Dietrich Bonhoef- fer discusses this phenomenon in his book Letters and Papers From Prison. According to Bonhoeffer, as the fron- tiers of knowledge advanced, the Church forced God into a smaller and smaller area. Thus. the 20th Century God. no longer relevant to labor, poli- tics. theory, and corporate activity, comes as a deus ex machina, a god from a machine. to solve people's personal problems whenever they occur. This reductionism is evident also in our cir- cles. In our Bible studies and worship services, we often consider the rele- vance of the gospel for our personal 56 11 . Aww' 5 Nl 4 Q N- ,, h sl, U--r:-::--,,,,,e-,- -an as Q Cathy Ytes plays a guitar accompaniment as Mary Keur, Jan Caldwell, Ingrid Zwickey, Janet Solle, and Laura Brouwer sing It only takes a spark . . F' Residents of Bolt-Heyns fand other dormsj meet each week for singing and group Bible studies. 147 W by xxx There is a time for loud hosannas: students tell of the one way during a moming Fellowship Chapel. lives. but we seldom speak and think of the universality of the grace of God. Fourth. the Christian Reformed Church has been unduly influenced by what is wrong in modern psychology. Christianity is seen as a tool which ena- bles a person to get on top of himself. to see himself as a very fine fellow, and to live a normal self-realized life. We seem to be rather unconcerned that the psychology which influences these beliefs is both deeply humanistic and individualistic. Again, this psychologi- zation does not sit well with the Reformed tradition. Also present in the Christian Reformed Church is a tendency to con- form to the comfortable North Ameri- can lifestyle. Much concern for the size 48 of the salary. the conglomeration of material wealth, the profitability of the business. and the level of social status is evident. We frown upon serious and careful thought about thejustice of the free market system or a critical analysis of capitzuism, However. it seems as if the suggestions and theories of the Reformed Christians of a more critical mind often go unheeded. The question we must now ask is this: why are we given to all this fad- dishness, crass conformity, and devia- tion from even the most basic of Reformed beliefs? VVhy are we disuni- fied by sometimes obviously illegiti- mate distractions? Probably one reason is that we are widely dispersed over a very large continent. Consequently. the ties within the Reformed community weaken while those between Reformed people and people outside the commu- nity become stronger. This is not all bad. since Reformed people should witness to everybody in every area of life. Often, however, the witness of those outside the Reformed community to those inside has been more effective than Reformed witness to outsiders. Much of the difficulty, it seems to me, lies in the area of Christian Reformed Theology, particularly sys- tematic theology. Members of the Christian Reformed Church have sim- ply not been able to draw from a con- temporary and carefully articulated body of Reformed theorizing. It is this, I think. which has played a large part in There is a time for quiet thought and prayer. the susceptibility of the Christian Reformed Church to faddishness and inconsistency. It is tremendously important that Reformed systematic theology be revived and rejuvenated, since it represents the thought of a tra- dition which could be of great benefit to the world. There are historical reasons why sys- tematic theology has suffered a decline in the Christian Reformed Church. These reasons can be found within two of the dominant traditions in our denomination: the doctrinalist and the neo-Kuyperian traditions. While the former considers that the products of such Reformed theologians as Calvin, Beza. Bavinck. and Berkhof constitute the complete Reformed systematic the- ology. another group thinks much of this type of theology is scholastic or rationalist. At one time, however. the entire Reformed tradition rooted itself in the scholastic theology. What. then. caused the change? One can, I think. find out what hap- pened in the Reformed churches, both here and abroad, by considering the work of one of the greatest theologians the Christian Reformed Church has produced: Herman Hoeksema. He was, we would say. a member of the doctrinalist camp. His work was char- acterized by a clear analysis and syste- matization of the body of Reformed theological beliefs handed down through the generations. Most signifi- cant. however, is the fact that this body of Reformed theological beliefs con- tained much of whatwas passed down from the medieval tradition. From the most significant medieval Qand by now Reformedj notions - those of God's immutability, timelessness, and sim- plicity - Hoeksema carefully derived his ideas of predestination. election. etemal decrees, and their familiar con- sequences. These consequences. however, were unacceptable to many members of the Christian Reformed Church. For example. members of our denomina- tion would not hold that mission work is somehow a futile endeavor or that prayer is merely a confessional exer- cise. Nevertheless. no one could poke any sizeable holes into Hoeksema's sys- tem. The response, rather. was either to say You shouldn't take it so farf' which is probably the response of today's doctrinalists, or to reject the kind of thinking that Hoeksema did as rationalist or scholastic. which is the response. I think, of many neo-Kuype-. rians. The response. then. was either to back down but not admit defeat or to reject Hoeksema's careful and system- atic approach altogether. It seems to me that both of these responses were mistaken. The first is intellectually dishonest. The second. although it has led to a very productive concentration on a more pastoral kind of theology, is also incorrect. The issues that Hoeksema faced must be faced by theologians today. Moreover, we must deal with these issues with the utmost - yes, Scholastic -H pI'CClSlOn. Most significantly, it is not the craftsmanship of the scholastic mind that we should reject, but instead, some of its presup- positions, especially those about the nature of God. We should reject the premises from which Hoeksema derived his unacceptable conclusions. It is not careful thought that is unac- ceptable, but rather ideas such as God is simple. beyond time. and immutable. XA revival of Reformed systematic theology will certainly not cure all the ills of our denomination. But it will strengthen a Reformed mind whose weakness is evident in its susceptibility to fad and whim. Indeed. it will aid in I4 making the Christian Reformed Church more characteristically Reformed - something with which we should all be very concerned. A very careful articulation of the entire Reformed faith will not be a body of sterile doctrines. Rather. I believe it will entail that Reformed Christians undertake a great deal: for instance, a liturgical renewal, a greater involvement in culture and the arts. a passionate program of social action among the poor and underprivileged, and a prophetic witness in the political realm. both at home and abroad. Moreover. if the Christian Reformed Church is to be truly Reformed, not just a few congregations and individu- als will take up such tasks. but the denomination as a whole. l This is not idealistic and wishful thinking. The victory of Jesus Christ and his Church is sure. Moreover. we, the Christian Reformed Church, as part of his Church, have been given the power to make that victory manifest in the world. We do not base our hope for renewal on our own initiative and on our own strength. All that Christ requires of us. he gives us the power to do. Derk Pereboom Alljoin in a hymn at the start of a weekday chapel service. By the Seminary stands a tree of life, 1-4 le' 'fr ,.5 l ,EP 1 7 as .X X3 Shcill we dcince? Dance. then. wherever you may be lam the Lord of the Dance. said He. And l'll lead you all wherever you may be And l'Il lead you all in the dance. said He. Shaker song popular with Calvin students As Lord of all of life. Jesus Christ's authority certainly extends to dancing. Yet. in his ministry. He did not specifi- cally say whether it is right or wrong. but rather mentioned it in passing tas in Luke l5:25. the Parable of the Prodi- gal Sonl. Christ's followers for centu- ries have had to wrestle with the ques- tion of whether we shall dance. and many. like the Christian Reformed Church in the l920's. concluded that indeed we shall not. However. even the euphemisms like square skipping and parties with music do not disguise the fact that more than a little toe-tap- ping is going on today at Calvin Col- lege. to the accompaniment of vocifer- ous protests by Christian Reformed Church members who believe that this is not what John Calvin would have wanted. Before the Synod makes its decision about whether all-campus as well as in-dorm dancing should be allowed at Calvin. all of us concerned with the issue should think seriously about the place and purpose of dancing at Calvin. The 1928 Synod. concerned lest church members frequent the dark spirituous speakeasies to enjoy the pleasures therein. proscribed three worldly sins : movie-going. card- playing. and dancing. The landmark decision about the Big Three was partly influenced by American funda- mentalism. After World War ll. the taboos against cards and movies were gradually relaxed tthough not without much protestl because of flick-viewing and poker-playing habits picked up by returning G.I.'s and the increasing Americanization of the folks back home. If dancing. the last of the Big Three. also becomes sanctioned. some will gloomily conclude that the 60-year spiritual erosion of the Christian Reformed Church is now virtually complete and others will rejoice that their church is rid of the last archaic restriction of an earlier generation. Since l97l. dancing tnot square dancing. which became legal earlierj has been allowed mostly for on-campus students in the basement of college dorms. The rationale is that since at home students may have friends in to dance. dancing should be allowed in dormitories. students' homes-away- from-home. The euphemism party- with-musicf' devised to avoid offense to people outside the college. also kept some church members from knowing what actually was going on at Calvin. One of the problems with the dorm- dance arrangement taside from some people's not approving of the dancing at alll is that the basements are too small to accommodate comfortably more than a small portion of the on- campus students. Because of the space problem. the only mixers really open to commuters are the square dances held a few times each year in the gym. The present alternative to dorm dances - the well-attended functions at places like the Pantlind Hotel V- worry the Student Affairs Division because the college has no control over them. Thus. a committee headed by the Rev. Ber- nard Pekelder. Vice President for Stu- dent Affairs. recommended to the l978 Synod that all-campus dances be allowed at Calvin. The committee emphasized that the Synod. not the col- lege. should make the decision because the dancing question is one that con- cerns the whole church. One of the reasons that many church members disapprove of dancing is that the often suggestive music and current style of dancing show the unmistakable influence of the unchristian world. However. the dorm residents responsi- ble for the dances are expected to exer- cise Christian discretion in selecting the dance songs. which are generally the same ones played on the radio. Linda Bosch. one of the Resident Directors at Rooks-Van Dellen. believes that she would hear if any students were offended by the music. Only a few stu- dents dance in a way that could be con- sidered suggestive. according to a Heyns resident. Henry Vander Wey. and he tries not to look at them. The 1... lf .loy Kamphouse and Henry Vander Wey boogie in a dorm basement. This picture was taken with flash. main complaint that dorm residents have about the dances is that the base- ments are so hot and overcrowded that often the very walls are wet. Not many dancers are bothered by the darkness and loud music because dances are supposed to be that way. Paul says in Romans that the differ- ence between believers and unbelievers cannot always be detected in the prod- ucts of their cultural activities. but it becomes evident in their motivation. direction. and purpose tparaphrase from 1977 Acts Qf-Sl'lI0li p. 2233. Pauls statement is one of the best guidelines for deciding whether we Christians shall dance. ln Psalm 150. dancing is listed as a way to praise Ciod. and most Calvin administrators and students do not believe that even the kind of danc- ing found in dorm basements is incon- sistent with a Christian commitment. To be sure. if all-campus dancing. like dorm dancing. is allowed. some will abuse the privilege. But most will prob- ably use their Christian freedom wisely in enjoying what the Rev. Pekelder's committee considers to be a beneficial social activity. Let us have faith that' the Calvin dancers will not often stum- ble if they strive to remember always who is Lord of the Dance. Christianity and Calvin Win' dflll-VIII! tvmic lo Calvin. Because it's a Christian school. has good academics. and is relatively cheap. Joanne Gilbert. sophomore They're supposed to have good par- ties on the weekends. James Vermeulen. sophomore To prepare myself spiritually. aca- demically. and emotionally for the future. Trite. but true. Mary Jane Pories. senior Because l wanted to go to a Chris- tian school that was a little bit away from home. Janet Welles. freshman Tradition. Sue Vander Kooi. freshman Do you think Calvin is ll Clzrrvliuli svlionlf' Yes: I feel there's more of a Chris- tian emphasis here than at some other schools. Mary Jane Pories Yes. especially on Sundays, James Vermeulen No. l don't think that a college can be Christian or non-Christian. l think that many tall'?J of the professors are dedicated Christians and present their various fields within a Christian world! life view, Many of the students also reflect a Christian commitment. Catherine Bouwsma. sophomore D0 you Illilillk Calvin has liclpea'-iwu In grow spiritually? It's kept my faith on course. James Vermeulen Yes. It's helped me to doubt. There- fore. I've been able to establish a firmer basis for my faith. Joanne Gilbert 152 -'1 ,,r. l I 1 I Students take a study break in the Library lobby. ,L-. X X J fw- 1 ra fd N N six X x .XX XX cc-as--1 -' 1-7' , ms? The card catalogue attests to the importance of Christ at Calvin. No. lt has too closed an atmosphere. There are no challenges to make your faith deeper. c, . Tracy Smith. freshman lt can help spiritual growth. depend- ing on the individual. For a person with a very shallow understanding of the Christian faith, the Calvin experience can undermine hisfher commitment. Calvin has definitely' helped me to grow as a Christian through interaction with other students and profs. Catherine Bouwsma Duyou ilzink nuuii' Come In Calvin In gel married? lt's a prevalent priority among my' peers. Mary' .lane Pories . L ,- X- Jane Tiemersma reads a fish story at home. No. it's too expensive for that. l think a vocation is more important and marriage isa secondary reason. Holly Wierenga. freshman Yes. because most students are CRC and Dutch and want to marry' within the fold. Tracy Smith Wfltll have you 12011011 our of Calvin fm fiirlf' Good friends. Also. Calvin has taught me how much l don't know. Joanne Gilbert A S3000 debt. James Vermeulen l've learned about the Christian Reformed religion. Tracy Smith I have grown as a Christian and as a person. l have found good Christian fellowship. good classes with good pro- fessors. and good experiences. lf one does not put forth the effort at any' col- lege. Christian or not. he will not get anything out of his education. Max Vreugdenhil.junior All we like sheep have gonerastrayl we have turned every one to his own way. . . Isaiah 53:6 Quick now, without looking, can you recite the lyrics of any of Calvinls three school songs? You didn't even know that Calvin had three songs. did you? Next question. Besides Dr. Zhivago, how much of this year's Homecoming can you remember? Hey, and can any- body remember President Spoelhof? Years ago, things like Homecoming were wonderfully important at Calvin. The student boafv was more aptly meta- phorical a phrase then, when commun- ion and familiarity among students and faculty alike were substantial enough to suggest an almost physiological interdependence. The college and all of its students were nested within. liter- ally, a few city blocks of one another: the students were incubated, both socially and academically, within that small nest, and, after a season, hatched. Attending Calvin amounted to four years of perilous. profitable growth in an extended family. Attending Calvin today is rather more like running down to an academic supermarket to pick up a few things before dinner. The average Calvin student today nurtures a sort of functional amnesia, an anaesthetized deadness to every- thing the college has to offer that is not either entertaining or required. Gone are the days when assiduous under- classmen sweated away long dormie nights working on dusty research papers - not for course credit. for heaven's sake, but for presentation at student club meetings. Gone are the days when scarcely any cars littered the campus, and the lion's share of the few that were there belonged to the faculty. Gone are the days when far more stu- dents attended chapel than did not - and those who were absent needed good excuses. Gone are the days - and good riddance? Well. perhaps: but no significant changes ever occur with- out producing some cause for regret. If we are freer these days at Calvin than we once were, we are also more frag- mented. more distant from one another. The people who attended this institu- tion used to think of it as Calvin Col- lege-and-Seminary: today we think of it as Calvin-College. . .and Seminary. Sietze Buning ond fheudeliccife Iqment In the move from the Franklin campus to Knollcrest. the Seminary moved a few hundred feet farther than the Col- lege did. It stands now, separated from the rest of the campus by a chilly and barely penetrable stand of trees. a thing unto itself. It has its own bookstore. its own coffeeshop, its own library, audi- torium, classrooms, semester schedule - even its own street entrance. Trans- fer students are often enough shocked to find, after a period of time, that the Seminary building is actually on the Knollcrest acreage. Excepting the one tenuous toehold that the Seminary keeps in the College campus - the theological section in the library - it probably wouldn't make much differ- ence to anyone whether the Seminary remained at Knollcrest or not. The improvement of facilities seems to have done much to erode any sense of com- munity the College and Seminary might once have shared. Expansion and improvement have trodden on other relationshipsftoo. In ages past, the faculty mingled in happy camaraderie at a common coffee urn: today a multitude of pots percolate sep- arately in departmental offices all over the campus - offices which are rather more distant from one another than they ever were before. The convenience of coffee close at hand effectively tempts most of the faculty to forego contact with their fellows in the other buildingsg without the old informal elbow-rubbing. the departments have become more ingrown and disparate. The administration has now been reduced to promoting all manner of formal, committee-laden, interdiscipli- nary gobbledegook to bandage its splintered teaching staff. The coffee worked better. Nor are the students unmussed by the ravages of progress: to the con- trary, they are. as they have always been, the noisiest proponents of the progressive juggernaut. But the objects of student activism these days are something different than they were years ago. It is a truism that the angry social protest of the sixties has been succeeded by the guarded self-interest of the seventies, but Calvin students seem altogether too pleased to prove the point. Our college is site to a culti- vated myopia: the problems we see most clearly are those which inconven- ience us personally. We are not so much concerned with human rights as we are with student rights. Our idea of social injustice is the prohibition of weekend dancing. On every hand, student organiza- tions are in various stages of collapse and decay. Despite the efforts of small. shrinking groups of individuals, the arts at Calvin are languishing in the midst of neglect and contempt. Every year, the Communications Board looks longer and farther for publications edi- tors - or even just for applicants for the positions. For the most part. stu- dents seek not involvement but amuse- ment, and they seek it mostly off cam- pus, in situations pointedly free from Calvin's influence. The college is no longer home for an extended family: now it's merely a hotel with classrooms. It would be a tedious exercise indeed to try to fix the blame for the disrup- tion of Calvin's family on factors exter- nal to the members themselves. Whether or not the college is trying to market itself more vigorously to pre- vent declining enrollments. whether or not its academic standards are being lowered, whether or not it is becoming complacent about secularization - these are not things of essential signifi- cance. It is not the economics or poli- tics of the institution. but the attitudes of the individuals filling its ranks which have contributed most to the familial dissolution. No group enterprise can succeed without a concerted effort. without a common interest. At times it seems that the only common interest at Calvin is the business of education: that alone cannot sustain a community. One reason that the Calvin family is breaking up, that we have gone astray and turned everyone to his own way. is that we no longer come from the same place. However much Calvin is touted - or disparaged - as being a Dutch stronghold. it is less so with every pass- ing year. I recall seeing, years back. a darkhaired, unkempt. simian classmate dressed in ragged fatigues and a beret shuffle into class one day and collapse into a seat. Pinned to his cap was a fluorescent button. green on orange. which read Dutch Power. Whether the fellow was sincere, or whether he was merely engaging in some priceless irony. he managed to make a more pro- found statement than he knew. His is the shape of our ethnic stature today. The college directory may be choked with Dutch surnames, and all the peo- ple attached to them may dote on, or dende. their ancestry. but the ties of a common heritage no longer bind our community as they once did. Virtually all of us at Calvin. from the Aardemas to the Zylstras. are Americans now. and. as Americans. we are the most rootless of people. Now. I would like to say that Anzeri- can is no dirty word. The Americaniza- tion of the Dutch Reformed commu- nity has been a vitalizing as well as inevitable change: in many ways Cal- vin College could not have come to be the impressive edifice and institution that it is today if the pietistic insularity of the Dutch had not been overcome. In many ways - perhaps in most f the college is a better place to attend now than it was forty years ago. But it is not unconditionally better. as l have tried to convey: in freeing ourselves from pietistic ethnic insularity we have left behind a number of fragile. beauti- ful. and valuable things. Perhaps the man on this campus who best realizes the importance of our fad- ing ethnic heritage is Dr. Stanley Wiersma. A professor of English here. Dr. Wiersma has been recording the metamorphosis of Dutchmen to Ameri- cans since about l97O with the discern- ing eye and sure hand of his poetic sec- ond self. Sietze Buning. Wiersma has a thick sheaf of Sietze's work now. after eight years. poems which are line draw- ings of the milestones which mark the distance between Sioux County. Iowa. and Grand Rapids. Michigan and points East. They mark, too. the dis- tance - sometimes negligible. some- times not 4 between the corn-bred father and his college-bred son. and their respective generations. For a rap- idly growing audience which is vari- ously grateful and flustered by his work. Sietze has captured the ham- strung ambivalence. the delicate lament of a community facing the pas- sage of its rich ethnic character. As a community we have not always been particularly aware of ourselves. Indeed. our writers. says Wiersma. have with few exceptions done nothing to exploit their own turf. With Sietze. he hopes to kindle an ethnic awareness. to celebrate home truths and encourage others to do likewise. As yet. though. Sietze remains a unique phenomenon. He renders with both distress and com- passion the rlzen and the now of our community as no others have been able. as. for example. in his Calvinistic Farmingf' Our Calvinist fathers wore neckties with their bib-overalls and straw hats, a touch of glory with their humility. They rode their horse-drawn corn planters like chariots. planting the corn in straight rows. each hill of three stalks three feet from each hill around it. up and over the rises. A field-length wire with a metal knot every three feet ran through the planter and clicked off three kernels at each knot. Planted in rows east- west Lhe rows also ran north-south for cross-cultivating. Each field was a checkerboard even to the diagonals. No Calvinist followed the land's contours. Contour farmers in surrounding counties improvised their rows against the slope of the land. There was nc right way. Before our fathers planted a field. we knew where each hill of corn would be. Be ye perfect. God had said. and the trouble with contour farmers was that, no matter how hard they worked at getting a perfect con- tour. they could never know for sure it was perfect- and they didn't even care. They were at best Arminian in theolo y. or Catholic. and at worst secular. Though they wore bib-overalfs. they wore no neckties. humility withoutkglory. Contour fiel s were the result of free will. nary a cornstalk predetermined. The God contour farmers trusted. if any. was as capricious as their comfields. Calvinists knew the distance between God and people was even greater than the distance between people and corn kernels. lf we were corn kernels in God's corn planter. would we want him to plant at random? Contour farmers were frivolous about the doctrine of election simply by being contour farmers. Contour farmers couldn't control weeds because they couldn't cross-cultivate. Weed control had been laid on farmers by the curse. Contour farmers tried to escape God's curse. Sooner or later you could tell it on their children: farmers who didn't fight weeds also condoned movies and square- skipping. Contour farmers wasted land. for. planting around the rises, they left more space between the rows than if they'd checked it. lt was all indecent. We could drive a horse cultivator - it was harder with a tractor cultivator - through our checked rows without uprooting any corn at all. but contour farmers could never quite recapture the arbitrary angle. cultivating. that they had used. planting. They uprooted corn and killed it. It was indecent and untidy. We youngsters pointed out that the tops of our rises were tuming clay-brown, that bushels of black dirt washed into creeks and ditches every time it rained. and that in the non-Calvinist counties the tops of the rises were black. We were told we were arguing by results. not by principles. Why, God could replenish the black dirt overnight. The tops of the rises were God's business. Our business was to farm on Biblical principles. Like, Let everything be done decently and in good order: that is, keep down weeds. plant every square inch. do not waste crops. and be tidy. Untidy contour farmers were not kingly. They could not be prophetic. could not explain from the Bible how to farm. Being neither kings nor prophets. they could not be proper priests: their humility lacked focus. Suppose they prayed for crops privately. Our w ole Calvinistic county prayed for crops the second Wednesday of every March. God's cosmic planter has planted thirty years' worth of people since then, all checked and on the diagonal if we could see as God sees. All third-generation Calvinists now plant corn on the contour. They have the word from the State College of Agriculture. And so the clay-brown has stopped spreading farther down the rises. And life has not turned secular - but broken. For God still plants people on the predetermined check even though Calvinists plant corn on the contour. God's check doesn't seem to mean a kernel in the Calvinist's cornfield. There's no easy way now to tell the difference between Calvinists and non-Calvinists: all plant on the contour: all tolerate weeds: between rows, all waste much space: all uproot corn. cultivating: all consider erosion their own business. not God's: all wear overalls without ties: all their children go to the same movies and dances: the county's prayer meetings in March are badly attended: l am improvising this poem on the contour. not checking it in rhyme. Glad for the new freedom. I miss the old freedom of choice between Calvinist and non-Calvinist farming. Only in religion are Calvinist and non-Calvinist distinguishable now. When different thoughts about God produced different ways of farming. God mat- tered more. Was the old freedom worth giving up for the new? Did stopping the old erosion of earth start a more serious erosion of the spirit? Was stopping the old erosion worth the pain of the new brokenness? The old Calvinists said that the only hope for unbrokenness between the ways of farmers and the ways of God is God. A priest. God wears infinite humility: a king, he wears infinite glory. He is even less influenced by his upward-mobile children's notions of what-to-wear-with-what than our Calvinist fathers were, in neckties and bib-overalls. Moreover, a prophet. he wears the infinite truth our Calvinist fathers hankered after to vindicate themselves. not only their farming. .lust wait, some dark night God's chariot' corn planter, the wheels of which drop fertility and fatness. will come over the rises. Will the rider wear a straw hat or a crown? No matter,just so the wheels of that corn planter-chariot churn up all the clay-brown rises and turn them black,just as the old Calvinists predicted. Lord Jesus. come quickly. 5 Spas-:Egg- -::::. .E I g,.t--:ss',m- E ... .. . tsfffiiiff Elktlg k aNr K J ,A-5 i- 31.5 1 fic . Mrs. Albert. Nick. Fred. Albert. and Bert Ensink and their horses pose for this l904 portrait at their farm two miles south of Hudsonville. l56 1- Lfgscei C ., A. Q Ekzglg -i B tgsggg 'N -, J n . Professor Stanley Wiersma talks about his Dutch heritage in his Calvin office Sietze Buning began writing in 1970. Stanley Wiersma had been writing poetry long before that, but he hadn't been doing anything like what Sietze set out to do. Stanley had been writing for his faculty associates and for the literary quarter- liesg Sietze decided to write for the Banner and the folks back home. The two poets have become fast friends, and each has found that he enjoys the other's work - though neither cares to imi- tate the other. When Stan goes on trips he makes a point.of taking back books for Sietze, and Sietze reads them all with pleasure.' Really, says Stan, the only difference between us is that Sietze doesn't carry the academic baggage that I io. Sietze is noacademic slouch, though. Like Stan. he's traveled the long road from grade school in Sioux County, Iowa, to doctoral work it the University of Wisconsin. He's well versed .n the vagaries of linguistics and the monstrous minutiae of Beowum and has a number of publi- :ations and awards to his credit. But Sietze is a 'amily man first, and he'd rather consider the V4 1 importance of greasing the windmill on the farm at Middleburg than discuss the formation of weak verbs in Old English, as Stan would. In the eight years that have passed since Sietze began writing he has done well in catching the interest of his selected audience. His poems in the Banner and other covenant publications have touched both nerves and heartstrings - proba- bly more nerves than heartstrings actually. because poems like Calvinist Sunday Dinner and Evangelism Thrust Committee Report draw more attention to themselves than do ones like Greasing the Windmill or Purpaleanie. The letters column of the Banner will usually buu after the magazine drops a Buning block- buster like one of the former poems on its reader- ship. That's all to the good - it's the sedate who most need periodic exercise - but it might create the impression that Sietze is not well received on the whole, and nothing could be further from the truth. The true test of Sietze's work is not how well it springs from the page, but how well it springs from the poet's lips. A Sietze Buning Clearly. Sietze Buning is no mere sentimentalist capitalizing on marketa- ble reminiscences. It is not nostalgia for its own sake that motivates him, but a very real stake in the welfare of his community. his family. Like a con- cerned member ofthe family, he is will- ing to scold it for its foolish excesses as well as bless it for its virtues. Calvin, and the larger community of which it is a part, does have a new free- dom for which we can be thankful, but part of the price we have paid to get it, perhaps necessarily, has been the loss of our distinct ethnic autonomy. We are all Americans now, for better or worse, individuals making our separate ways mostly without the help of family And life has not turned secular - but broken. Quite regardless of how we react to our condition. it is essential that we under- stand this about ourselves - especially at Calvin - since we cannot really understand anything else until we understand ourselves. Perhaps with Sietze's help we will be better able to deal with the brokenness that is now a part of our heritage. T. A. Straayer reading is an Event. However much the denomination's feathers are ruffled by Sietze's appearances in the Banner. audiences at his readings are invariably enthusi- astic. His college-sponsored tour of the Midwest during this year's Interim was an encouraging success: he brought the houses down from Elm- hurst to Edgerton. Reading to audiences small and large in Christian Reformed church base- ments and high school auditoriums, he cut across the generations to evoke grateful applause and admiration. The Sioux County Capirafs Febru- ary 7 edition celebrated the retum of its native son with two full pages of laudatory copy and photographs. In four weeks Sietze did more to bring the Christian Reformed family closer together than anything that Synod has ever tried. He once said, If anybody had told me at twenty that I would be cultivating a Banner audi- ence at fifty, I would have sold insurance for a living, but Sietze, along with the rest of us, can be increasingly thankful that he went the path he did. 157 XS X gx X ffj , XXX' 'Af . x Av ' 1 xx I.. V ' 1 ' -'Fifzrh .,, '9 f--Mina! I 7 FU :f ' fr ff 15. I.: Ilgflff' X, Q X 1' f'-f I., 3 K. 1J'E,-,L A4 1 4L f ff nfuwlfr , ' 'f ,V 11 I ,f I -I lf, ' M ,, :np,gNQ!2Q!QZ ii' 9151 NS 'UE fs UQ 35 X --X NOS X15 x X XX X XXX X SSS ww X X X X X ig iiws ses X Xxx xx XT X5 X :ass ifxi fsig Nix SFQS xx ,xx X X XXX I S'-QX ggfs 'ifffi N35 Sa U-'S X Q XX J!! +40 2 JU 03 ' Il UWC SRF- ra VP A 'C 0 'Yi 5? fb gbun 5 'J' HQKINVTG Z 5 6' 5 P Tl E3 79 3 -I 'Z G-19 3 Q O Z 2 FW Q EU In i Ono l 9.61. CENTILE ,M me S Seniors The fruits of commencement toste bittersweet We. sophisticated fools that we are. may seldom if ever experience a com- pletely unalloyed sense of joy or approval. Perhaps. those of us who are able to act unselfconsciously in little things. to walk slowly along a beach on a fast-fading summer day. to plant a flower in a shaded corner. or to talk musingly of cabbages and kings with a friend from long ago. . . perhaps such people can still occasionally approach the once thoroughly respectable ideal of genuine satisfaction. More often and for most of us. the sweet has a bitter aftertaste. approbation is mixed with disapprobation and the glittering edges of our joys are nicked and cut by the selfish tiredness which experience brings. And so it is with the senior at Calvin College. On the one hand. the tremor- less tenor of our secluded existence at Calvin College often lends a certain. gently flowing. refreshingly simple sense of well-being to the manner in which we live our days and nights. The fact that the rewards which we receive may be largely intangible is not neces- sarily a legitimate cause for alarm. After all. rewards that are intangible do nevertheless exist even though a value in dollars and cents cannot always be attached to them. One can hardly quantify the value of the friendships which are made and the loves that are sometimes found. but in any case. the friendships do exist and a love may last for a lifetime. Moreover. although an education is something which we in our comfortable affluence take for granted. who can really know what it will mean to us in the future. Many of our ances- tors might have given their right arm to fzsun--aa :. - -,, Calvin students face an onslaught of new and not always Christian ideas while trying to hold onto old and familiar securities, have the same opportunity which we so nonchalantly assume is our preroga- tive. How can the value of investigating the world which God has made and the joy of seeing doors open which may have been closed to our forefathers be anything but intangible? On the other hand. nagging doubts still persist. Eventually. the forgetful- ness of nostalgic remembrance may blur the outlines of our experiences at Calvin. but. for now. many of the dis- turbing contours of these four years at Calvin are still clearly delineated in our minds. The fact is that rewards can sometimes be so ephemeral that they are very insubstantial and. perhaps. even nonexistent. Our friendships may be fine. but most of them will not last long after graduation. We have spent a good deal of time. effort. and money for something that sometimes seems no ...v .gif ,,-Q - . .- -1 -.a 'PT Going away to college does not necessarily split up families. Ellen and Janice Van Someren. sisters. spend some time together. .sipna t . H ,.f.,,-VN. - 11 a Paul Abbas Bert Adema W. Curtis Aldridge Jane Allen William Alphenaar Steven Alsum Lubbertus Altema Kristen Anema Lorna Anema Paul Anema Connie Apol Patricia Arkema Wendy Asma Judy Aulteman Candace Baars Michael Bacon Rodney Baker Cheryl Bartlett Samuel Beals Jack Beeksma Kenneth Bergwerff Mary Berkompas Laurel Berndt Georgia Bilger Kitty Billingham Nancy Bishop Kenneth Bloem Nancy Bloem William Bloem Barbara Blok Rodney Blom Brenda Boer Joan Boersma Cynthia Boeve David Boike Arlene Boll Elizabeth Bolt James Boll Marjorie Bolt Thomas Bonlhuis Paul Booker Sharon Bootsma Marian Booy Laura Bordewyk Jane Bosma Syhren Bosma Timothy Bosma Esther Bosman Virginia Bosman Janice Bossenhroel-L Richard Bouma Gretchen Bouman Jane Bouwman Cheryl Brandt Kenneth Brase Thomas Brasser Jane Brall Annelle Bredeweg Valerie Breen Thomas Broene John Broersma Philip Brondsema Helen Brook Daniel Brouwer Debra Brouwer Sharon Bruchmann Bernard Bruinius. Jr, Diane Brumels Lynn Brunger Jacki Bruxvoort i Q NJA' -s -- -- 15 Ol'lCOf- 299 ftoor Bott v mofYiEtJ. g mg is an inuitatm to YQQ -the njeih Of-YYQMY' PY.EANl9. 'QI'QTfLTff.'lf2Nfl' Omg fd' ccffec Mir Q gt! ,fm Hcyits ae me gat-,uo's en , IN-1..iW2 i:. s 5.2 4' , 'W fu, ,gg gl xr A Liza- ,G v jx ,1.,r-f,j,rr C -S.: tfof ,V K ' .M W .-Q if.1 JC ,ir , .i . . Going out for coffee is a blind date in which one has the whole floor along for moral support. Kris Jensen heads off for class on a wintry day. -asasw f A f -vga,-1 Jim Pluymert takes a break from Senate work to talk with Kathy Krisch. l - l kms' 5 . .. 'Q- ' 2 , -- -Q .- ,, l i . pi, 'ht ,tl : ...aw-t l s ' 3. Q ft- .- ...ctw W Q 'X A-4 Nx t :sew N... . ,N ia' aw. 25. Ei:- E 5 'VC' ...- . ...... . ,,,m,'. xiii RWM'--:ef -- f si ll? .. r ohne. ' l -.cgi-, Steve Krosschell keeps track of the conversation while stirring in an exorbitant amount of Coffeemate. more solid than that piece of paper called a college diploma. The papers. the blue books. the frustrations. and the summers spent trying to pay for it all seem to demand more than intangi- bles in return. To be sure. one may sometimes gain a vocation out of his education. but. in many cases. teaching what has been learned f staying in the well-beaten path of the educational system 4 is the only obvious career available which uses our education directly. But even more persistent doubts remain. Does this Calvin Col- lege education really have anything to do with the real world? The academic disciplines can be investigated and often possess a certain intellectual appeal which leads the student ever deeper into the world of academics. ln the end. the temptation is simply to separate one's life into academic and ureal world categories and never the twain shall meet. Finally and most importantly. how do we know that an education consisting of the investiga- tion of various academic disciplines is what God wanted us to have? vlCklBUlDll1U Palrrcra Burst Bruce Burl Chrrs Bull Wrllram Bullemn David Buning Duvrd Buurmal Laura Buurma Exlher Byle Frank Bylsma Shrrley Cady CherylC11rnmenga1 Barry Capel Daryl Camner Dale Chumhery krrc Cheadle Dennrx Cuk Phrlrp Cuk f1i1llllCCl1f1UH1l1lCl'tIl Sum Cooper Pzrlrrcur Duxrds James De Bne Jarnes De Boer Stephen De Harm Ilehuraxh De Jung June De Jung Dehrar Dc lunge Ruherl De .longe Shrrley De .lunge Cynlh1.xDe Kunmg Duxrd De Korne Thonms De Kralxer Pererrgny De Munn ,lunrce Den Beaten Knthrxn De Neul I we This car would lack icicles if it were at home. Bi msH COL,Um e , i l People from British Columbia must compare their province to the slippery, slushy Water Winter Wonderland. , , Y ,L -,ft alll 1 x r x 1 Lxg- :L .i 11,44 e. 'MK-11' if iz: ' A , ' - 4 People will never be able to say. . . .VVhere's that? Calvin College? 165 6 Karen De R00 John Dersch. Jr. Jennlfer De Ruiter Kar: De Ruiter Garth Deur Luurette De Vos Ann De Vrxes Helen De Vrxes Joyce De Vrxes Nancy De Vries Thomas De Vrles Jan De Waal Janet De Winter Dawn De Young Eileen De Young Jeanne Diephuis Grada Docter Eric Dokler Arla Dollslager Keith Doornbos .Joanne Dotxnga Alan Drexl Suzanne Dulker Michael Dykema John Dykstra Roger Dykstra Shlrley Dykstra Arva Dyksterhouse Jayne Ebbelmg Walter Edwardson Carl Emfeld Carl Erzenga Brlan Ellens Gene Ellens Joann Elzinga ,-y:g,q,.,-gv, W ..-Q Qi. wa.-,Q --,Lfimw eT..1fw-..,.. - -v l QTEK . Q N. -..,'W. ' .-'Mx .1 .-'uf - x J -. 'vat' gt V1 A Ya-I 'nf if qs-v-P 'auf 6 l -.nv i 'H PfK! - A .X.V'N'!':-' Y 'lf PNNVI' J Q Q 3 , Professor Robert Albers and Phil Brondsema re h p pare a c emistry experiment. W ,1.l,, .?ii..,,,,.-,. Kei, iv 'N--mnqrg 'iha,,, -. 'Ng xl ----l-- -4-s 168 lXK3lil lingel l.olxl'.I1gc'll1Lll'Ll Slexe EHNCl'll'llx xlill'gLll'6I hmm Nuney f'lLll1l'HCI' Cul Feddes l.urll7eer1sIrL1 Mary l'lGllC6 ,lumex Feller Nlglrk Feyen Rudy l'eyer clilflll lik Demxe Prem Cathy lfuller Sherri lfunlx KulhleenG.1rrelI Duvld Cieenen Luurn Gelmrke Rlmllne Geldermzm Kc'IH'l6ll1 Gcnunk Plllllp Clll'7NUI1 Bl'lLll'l Gluxs C'l1r1xl1.1nGuedlmrl Krlxlm Curl Nlurk Curl Stull Cll'lflXK'lN Holl1GrxIler Slexen Omen .Lmuce Gmenewuld Dux rd Ciroggel Sandra Gruppen Fr1mce5Gunnink Henry Gysen C'ynth1uHL1a1n Douglas Haan -Phi YF' g R J l :MM wi -S M...- -.. g1.,,, Sb. , if if ' .,. 1' i 44 , W' , i -' 1 ' ff-'f iw:. -ff '.:fL?45'iy . mfs.-1, N ., ,, ,f ,. ts, ' 11 , 1 1 3. ':.j:y'E'tQ ' aff. r' - ', M-:if ...v-,i-'3.,o,- g - -et:-.4-' ,5:'.qt hgfa 'v ' If. - . :lg V a-'-:et .cl 'IS.Z'-:-f- fm' Dj -' .4 - 1 .4 4p..,1ebTe-24, My ' 1: ft.. .:7.,J'gg'fj-ale..-Q . ,,. 0 x li 'f it fl it 5 . 2 I i 'l Will those suitemates ever shut that stereo off? Phil Spoelhof tries to do physical chemistry on the second floor of Heyns. 'x- Professor Al Plantinga shares a philosophical thought with Bill Zeilstra. -4 ' 5 what God wanted us to have? Thus. as usual in this funny world of ours. our joys are bittersweet, our sor- rows are tinged with shining silver and our analysis of life at Calvin College is plagued with perplexity. Has Calvin College been good for us or would we have been better served doing some- thing else? Has four years of life in the sheltered locale of suburban Grand Rapids provided us with an opportu- nity to come to a deeper understanding of our world and our task in it or have we merely been introduced to some other worlds in which we can revel with sober-minded abandon? What is Cal- vin College anyway? Perhaps. such questions are merely academic. Perhaps they are being asked with a certain cosmic urgency which is not necessary. After all, can- not an institution be many things to many different people? For, we are all different. We hail from many different places: we have experienced many dif- ferent things. We come to Calvin for l69 l 54 'Qfglfgr 4 7 fy jf X , , ,, f 41 f 5 'SMH J fl f .4- , 1. Q ka A, 1. ,I I. -1 tw '-.orc-: '1 ff, ' ew -A ' 53 sf-5' , Quik, I R'na Hagen Mary Hamellnk Janet Hanko Susan Harper Vtrgrnla Hasper Vtckie Haveman Sharon Heerema Manette Hekman .lanlce Helder Dtck Hellmga James Herrema Palrtcta Hlcks Steven Htrdes Calvxn Hoekema Brenda Hoekenga J. Todd Hoeksema Judy Hoekstra Thomas Hoekstra Davld Hoffman Gregory Hofman Janice Hofman Lucta Hogeveen Larry Hohm Beth Hoogeboom G regory Hoogenboom Dale Hoxenkamp Howard Hovmg Robert Hovmg Rochelle Huizenga Jeanne Hutztngh Tum Hulst Arlynn Huyser Joan ln't Hout Steven lppel Suean lwema A warm. quiet. shadowy place and the not-overly-stimulating task of reviewing notes have an unsurprising effect on a studier. -me-----------H many different reasons. Some of us come to Calvin to be prepared for a profession: others come to be intro- duced to the liberating effects of a lib- eral arts education. Some see Calvin as a place to get married: others see it as an opportunity to meet friends and engage in social activities. Although Calvin will not succeed in being every- thing to everybody. it can succeed in being a number of things to a number of people. Why must we discover every last detail of what Calvin College has done to us? We can not unravel the tangled threads of our experience at Calvin. Naturally. our feelings about Calvin College will be ambivalent. because many of the tasks which Cal- vin undertakes are not good for every- body although it hopes that most of them are good for most people. Per- haps. our desires that Calvin have one solid and concrete purpose and be one solid and concrete thing are the very things which are causing our reflections on our four years here to be confused. Perhaps. we can at long last understand why Calvin College is so disunified. why it is so difficult to pin down defi- nitely. and why we hardly know some- times the reason for our presence here, Yet. if in fact it is true that Calvin is so many different things that it is not any one thing. then something has hap- pened which the founders of the college probably never expected and the stu- dents who come to Calvin do not deserve. For. although professors and administrators can remain at Calvin for a long period of time. most students must soon leave the safe confines of this beautiful campus set in a rich resi- dential area and confront the world which lurks beyond the tassel of the graduation cap. When they enter that world. they are going to need a good deal more than a college which does not know completely what it is can give them. To be sure. the graduate will have fragments of this purpose. ele- ments of that small bit of education to help him muddle his way through life: after all. Calvin does do a number of different things well. But the sense of strong roots. the sense that here is where we stand and the sense of a uni- fied institution which teaches a pro- foundly Christian world-and-life view Bruce Jackson lll Dawn Jackman Sharon Jacob Palr1c1aJansma l,1ndaJaxperxe Damel Jelsma Pamela Jellema Rxta Jensen Debra Johnsun Claudette Jones Sherry Jnnker Janlce Jordan Sharon Kaaahnek K1mKampcr Barbara Kamps Judy Kamstra SllCI'lljUI1Kl1f5lCf'l Kenneth Kalerberg Wllham Keller Barbara Klll116l' Craig Klamer Daniel Klaver Valerxe Klaver Harold Kleln Suxan Klum Shawn Klclnhulzen Greg Kllewcr John Klompmaker Daxnl Kluosterman .lane Klyn Bunme Knaack Lrnda Knnper Fredrick Knoll Kenlh Kubes Sonya Kubes -11-- ..1--v. -..w iv.- . .. - -. - C! -X '17 tan. 5' kv 'Nad' Paul Baker cunlcmplulbs mournfully lhc rlsmg coal ufhlual uhuul everything. ..1L.4i.L.. ' +m......M...,- ...,.,....., L '4, . .721 - Q 74 Mary' Kole Duane Konmg Wendy' Koning Florence Kootman Robert Kool Betty' Ann Koopmans Margaret Koster Carol Kragt Alan Kraker Beatrice Kreeft Adrienne Krol Gtna Kurndersma GaryKu1per John Kunper Debra Land M1chaelLangeIand Randall Lamnga Linda Lanmng Sheryl Lautenbach Kerry Ledehoer Steven Lehr Jane Llxey' Mary Lohbes Rlchard Loerop Beverly' Luhben Cratg Lubhen Anne Lucztsse Kathy'Lu1denS Barbara Machlela Karen MacMinn Mrchz1elMuLitson Cynthia Malefyt T1mothy'Malefy't Dwight Mallepaurd Louuse Mantel l' 'iw 'l l 4 I i i lu ll.lXNk k'l dmxu .1 Lum' IH Illc I .llw X1lL'hlg.lIl MII fvvna 15 I ' ' 'x 'sn ,. N A D.xnHudclwnpcr1ul'n1x111lhc XII-l.u11pm I-zxlenl Nlghl. Patrrcra Marcus Jtll Mast Timothy' McGrath Beth Meetsma Steven Mejeur Crarg Mennmga Nancy' Meyer Grace Mredema l,lndaM1edema Julte Mol Grace Momma Nancy Moon Colleen Moore Mary Mosher Darryl Mulder Donna Mulder Kevin Myers Sharon Naherhuts Peter Nanntnga. Jr. Barbara Negen Amy' Nrcholson Nancy Niemeyer Randal Nteuwsma Richard Noorman Karen Noyce Kathy Nyenhuls Susan Nyenhuis Kenneth Offrrnga Ruth Oosterhouse C1 regory Oppenhurzen Cynthia Orr Jane Oudhler Shert Paauw Rohert Paauwe Marlene Padding lu.-.lielh 1-u ilk' x XX. y Lex 9 f oosn, 5 J 1 1 Y max' it H ll?,4il, fi t I X10- are often lacking. The graduate is left wondering what Calvin has done to him and where Calvin stands on the problem of being a Christian and. con- sequently still wondering about the sta- bility' of those foundations on which he must rely' when the world comes and beats him in the face. So when we are sitting in an oppres- sive gy mnasium. fanning ourselves with our tassels and meditating on the hitherto unnoticed merits of an ice cold glass of water. think also for a moment of the past four years and the future which lies ahead. Please do not get too maudlin. Graduations from college do happen only once in a lifetime and symbolic ceremonies of this sort do possess a certain ritual significance. btit nostalgia will have enough time to work its mystic charms on us. Think instead of the real events of your edu- cation. of what really' happened. Do not be too surprised if you discover that the mists of time have already' dim- med the once vivid memories and that the past is as a mirror. darkly seen. Cal- vin College has done many' different things to you and you will probably never be able to fathom fully' what they were or what significance they' had. You can only hope that somehow. someday. those disparate influences will coalesce and that they' will become a firm foundation on which to build a life. Then bow your head for a moment and pray that God in his mercy' will allow this hope to be realized. Then whisper softly' to yourself. Well. world. l am coming to see y'ou. Are you ready for me? Am l ready' for you? Only time will tell. I77 Donna Purrutt James Pttstoor June Pustoor Derk Perehoum Robert Perks Debbie Petruelje Mart-'ke Plzttster James Pluymert Mgtr5 June Portes .lnhn Postmzt led Pusttnu Noreen Postman Nttnuy Prunger Rdymtmd Prtns Ill Domthx Prtnzen Grace Prtnzen Ihtmmats Prose Jttlte Pruts Cierttld Rqtduntskt Dttvtd Regts Demse Rettsmtt Henry Retlsmtt Ben Rudder Altce Rtepma Dale Rtetherg Ruth Rtnsetnu Kenneth Rttsemzt John Ruedat Arda Ronks James Ranks Cynthta Rouy James Remy lx tthleen Rosenzwelg Thomas Roskamp Ruth Rutter . A J ,-,,., X. 4. 5. - xt K t-:g.,2- Ep Esper Rush Sandy Russell Pamela Sanderson Carmen Sankey .lane Schazifsmit Greg Schierbeek Kristie Schildhouse John Schiut Judy Scholtens Robert Schripsemti Hilda Schuringa Sheryl Schut Elizabeth Selles Christine Sharclzi Richard Shttwl Elizabeth Shooks Daryl Sieplinga Laura Slager Carl Slenk John Slofstra Tina Sluys Joy Smit Mike Smith Tamara Smith Rick Snoeyink Ellyn Spaak James Spee Debra Speelman Richard Spencer Philip Spoelhof Alva Spriensma Robert Steenstra Susan Steenstra Timothy Steenstra Rick Steenwyk Philip Stegmlx Rack Slchouwer Sheril Slergenga Lms Sterenberg Duane Sternberg Barbara Slnb Dornlhy Slreulker Rrchard Slrrkwerdn Dunne Stronks Henry Slronks Joel SUI'Llj'liONV5kl Juyce Sutllff Jack Swrerenga Gerald Talen Laurel Talsma Vance Talsma Barbara Tarnrnellng Henry Tazelaar Kathy Te Bos Jan Tnlsma KL'1ll1jT0lSl'DLl Robert Topp Tran Ba Xuan Jack Tuuk Jucelyn U5 Carol Vail Alice Valk Stexe Van Baren Arleen Van Berlen .lamex Van Daalen Laura Vanden Bosch Mrke Van Denend Kim Vander Ark Bernie Vander Helm Kurt Vander Horst James Vander Klok Allan Vander Laan Keith Vander Laan Mary Vander Laan Donald Vander Linde Thomas Vander Lug! Helen Vander Meer Jane Vander Meulen Carol Vander Molen Jane Vander Molen Colleen Vander Pol William Vander Roest Janet Vander Sluts Susan Vander Veen Nicholas Vander Wal Sidney Vander Woud Margaret Vander Zwaag Brendinah Van Dijk Russell Van Dyke Shelley Van Dyke Susan Van Eerden Douglas Van Essen Melvin Van Essendelft Johannes Van Ginhoven Lisa Van Halsema James Van Howe Elizabeth Van Lonkhuyzen Keith Van Loo Jack Van Marion Dan Van Meurs Mary Van Popering Gerda Van Reenen Philip Van Rekan Pam Van Sprange Cheryl Van Steenwyl-1 Randall Van Stempvoort John Van Tongeren Margaret Van Vlret Bexerley Van Wyl-Q Susan Van Zalen Crndy Veenstra James Veldkamp Roger Veldman Lambert Veldslra Vick: Ver Beek Donald Ver Merrrs Ltnda Vermeulen Wrlltam Vrs David Vrsbeen Shirley Visscher Joanne Vtsser Shtrley Vogelzang Scott Voorman Karen Vos Wendy Vreugdenhtl Douglas Vrteland Dtanne Vrteling Arne Vroom Margaret Vroom Kent Walters Jtmmy Walker Steven Wager Kathleen Welsner Gary Westra Ruth Whlte Doug Wrerenga Debra Wners Brenda Wigboldy Sandra Wiltjer Brenda Wttte Andrew Aardema Alberta Dykstra Debra Mohrig John Alkema Bruce Anderson Stephen Antecki Ro ert Baker Stanley Baker David Beckering Terra Beckering Joy erkompas Hendrik Binnema Michele Boerman Laurel Boldenow Ronald Boldenow Maririet Booy Mar Borst Linda Bosch Rolf Bouma Marlene Branius Paul Brink John Brown Avaline Bruinsma Chris Cok JeffreBCooper John averman Robert De Bruyn Connie De Haan Daniel De Jong Joanne De Jong Judith De Jong Philip Dekker Yvonne Delamar Herbert de Ruyter Joel De Vries Randall Dieleman John Doesburg Linda Doezema Steven Dood Jack Dozeman John Drexhage Deanne Duim Peter Dykhuis I-t ft xl ai in Kathy Klooster Tigchelaar 1956- 1977 Mark Dykstra Melanie Dykstra Rachelle Dykstra Marcella Edmund Deborah Ellens Jill Ellens Henry Elzinga Steven Elzinga Linda Ensini Stephen Eric 'son Roxanne Fey James Fongers Cheryl Gabrielse Greg Gabrielse Cathy Geers John Gelderloos Philifr: Gerard Step anie Gesink Timothy Gezon Linda lerum Thomas Grant Ann Greidanus Wayne Grevengoed David Griffiths Clary Groenewold Manan Groot Dennis Grysen Bruce Haan Joan Haan Roger Haan Ro ert Ha eman Robert Hai lll Eric Hansen John Hedlin Margaret Hefferan Robert Heilman Kenneth Hemkes Mark Hensman Thomas He boer Robert Hiellije Unpictured Seniors Bradford Hoekenga David Holkeboer Emilie Holt Douglas Houck Albert Hovingh Susan Hull David Huyser Bruce Hyma Julie lribarren Craig Jansen Thomas Jansma Janis Jansons Linda Jennings Andrew KamperD avid Kievit Christina Kislov Curt Klooster Janet K'nibbe Manuela Koch William Koene Kavid Koetsier Mavis Kok Brian Kole Douglas Kool Thomas Koole Duane Koonce Elizabeth Koopmans Loren Kotman Donna Kragt Dan Kreuzer Stephen Krosschell Scott Kuiper James Lindemulder Deborah Lucht Thomas Ludema Thomas Luidens Aileen Martinez Dennis McCormick William Melenberg Steven Mellema Katheryn Miller William Molenberg David Mulder Garrett Mulder Susan Naum Steven Nyhof Eric O'Broek Joseph Oosterman Step en Opperwall Jane Ottenhoff Eric Paulsen John Pauw Timothy Peerbolt Elizabeth Pereboom- Klumpenhouwer Kirk Peterson Mary Pike Richard Poll John Poortenga Richard Postema Robert Powell Grace Prinzen James Proctor Robert Ray, Jr. Janice Reitsema Daniel Reminga Donald Riegsecker Pegiy Ritsema Kat ylRobbert Kyle obbins Linda Roedema David Rogers Cheryl Rop Elias Rosendall Craig Rottman Kent Rottman Gayle Rozema Laurel Ruiter Dennis Sa e Sally Saruliia Harold Schaperkotte l' Dawn Woltliuis Thomas Wollhuis Shirlene Woltier Mary Yff Sheryl Yonkers Steven Zeilstra William Zeilstra Dan Zondervan Deborah Zonderx in Way ne Zuidema Peter Zwier Vicki Veld main Zu ner Karen Zylstra Kathy Zylstra Patricia Zylema Barbara Van Thomas Schemper Gary Schip er Douglas Scllippers Mananne Scholte Michael Schoonover Frank Schuyten William Sheldon Eunice Slager Christine S u 's Cynthia Smitli Rebecca Smith Kathy Sneller Robert Snoep Gail Stavenger John Stob Robin Stoppels T. A. Straayer Gay-Ellen Stulp Rochelle Swanson Daniel Svtsma Steven Tfalsma Todd Talsma Marilyn Tanis Theresa Taylor Peter Tjalpkes Dianne rate Philip Travis Timoth Tuberven Arthur 'lreadwill Gregory Uitvlugt Gus van den Brink Brian Vander Ploeg Arend Vander Pols Joan Vander Veen Rinke Vander Veen Verona Vander Ven Marijane Vander Woud Steven Van Dyke Essendelft Nolan Van Gaalen Peter Van Geest Mark Van Halsema Steven Van Hamersveld lsaac Van Marion Donald Van Oostveen Donald Van Overloop Ronald Van Overloop Sidney' Van R 'lc Douglas Van Ryn Warren Van Tongeren Rene Van Zee David Veenstra Randall Veenstra Roxanne Velgersdyk Steven Verkaik William Versluys ll Kenneth Visser Pa ul Vondiziano Gary Voorman Michael Vredevoogd Jasperdina Vrieling Benedict Vriend Robert Warners Mia Welseott Craig Wierenga Lvnnae Wikholm Cheryl Wildbahn David Wisse Joy Hietbrink Witte Randall Wolbert Susan Woolpert Douglas Zimmerman David Zwiep 4 One of the most frustrating aspects of making a yearbook is that horrible feeling that the year is bigger than the book. A student searche Life, with Its unaffected loys ffm' and annoying frustrations, is often difficult to construe. ' 1 Can we really claim to capture l 'Til the life of an institution in a few words and pictures? Liz Swanson delivered h J y y h gh I I YOU sth Two studiers in the Library are caught in the act. Jane Hasseler digs out after the late January blizzard. Zeeba the Great Dane sacks out after a huge dinner. Chuck Fondse is his owner Perhaps that is how it should be. Calvin College is a place, gjijiujgfifglfjgggglgffof'Ml'-l an island if you will, populated with many different kinds of phenomena. 'rig iii! ,ZS- Beth Willemstein participates in a Psychology Department test, Chimes and coffee - what is going on and what keeps us going. Y He stands with his feet in the sand. Window washers bring clarity and more light to Science Building halls. A .K tv xx i , .XX - X , N .X Q -. V U X X X E NX i . X ,V X i x . -'NVQ xx..w x 1 'X -N S -xx 2 -in .-M 4, is Il JE? gi' ,. 1, F, 6. V' 4 l3'iv4lmlnrmvai ...Pav ,Wi 5 fn- , w ,sg wlfuf 'mr 7 A 4 4 2'1- ff? 'T 4. v.. , is-, C., gg 5: -F .Fffjl 9191 . X-- Q. ., c,,. f 407' 1 - if-.la isa ' To be sure, i l A the Colvin Community does possess ot leost one distinguishing chorocteristic, its Christion commitment, but the content of thot commitment ' is not the some for everyone. Colvin is no longer the smoll tightly controlled, culturolly homogeneous institution it once wos. To request thot on entire college be encapsulated in pages AHollandwomanposesforherportxait would be unreolistic ' i .W ond even undesiroble. . The Driesenga family hails from the East Holland area. EI ' ' sf ,inf 1 . J. ' S 4 fa 'S ,. . vit -AY +23 - L3 w g A ,, 4.1 NSE? .3 Zu 'ws .2 . 1' fi f NWC? 'v g2 5'i1' ' L Thus, while we certainly hope that our book has deepened your understanding of this thing we call Calvin College, we also hope that it has given you a chance to think for yourself about the whole of Calvin and what it means to you. Socrates once said that the unexamined lite is not worth living. We pray that, with God's help, you will continue the examination, now that we must end. i l I E qi il E rx, fx.-5 I il is L' Q ! E ! ,N i 6 RH ,mf I ll W 12 xl We ull :irc SCCkil1gill'ISXVt'FSl0UllI' questions. 5 30 A ri-,f x,-, 1 QF ,lame Iliissclci' stops in think for ii iiioiiieni. Scull Melhy uscs ni guide sheet :ind Iwo Bibles in study the Word. gl. f if ,A fi -4,1 .7 , f r ff X,- X iv! BVS . 1. X.. Prism credits Editor Kimberly Adams Associate Editor Steve Krosschell Business Manager Pam Naber Most Overworked Photographer Phil Spoelhof Staff articles Kimberly Adams - 4-15, 122-123. 151 Jeannette de Gier - 54-55. 103. 130-131. 140-141 Dale Jeltema -106-107.114-115 Steve Krosschell f 4-15. 18-23. 26-37. 62- 63. 72-73. 76-89. 94-95. 104-105. 111. 129. 160- 177. 184-191 Pam Naber - 64-67 Lon Noel- 102. 136-139 Heidi Pfiliee - 58-59. 60. 110. 142-145 Beth Style - 70-71 John Vanden Bos - 24-25 Contributed articles David Baker 4 56-57 Paul Baker - 100-101 Rich Bouma - 40-41 Professor Herbert Brinks 4 118-121 .lan Chapin - 49 Ivy Grey - 69 Gary Knoppers - 50-51 M. Lucasse - 108-109 Patty Markosky - 98-99 Lynn McGavin - 61 Derk Pereboom - 116-117, 146-150 Amy Plantinga - 68 T. A. Straayer 4 42-48. 154-157 Jane Tiemersma - 96-97 Chuck Westhouse - 112-113 Eric Wolterstorff - 52-53 Photographs Kimberly Adams - 1. 11. 12. 13.22.3142 pictures1. 33. 35. 43. 45. 47. 55. 62-63 411. 69 421. 84. 85. 100-101 441. 102. 103421. 106. 107. ll1421.1l6-117451.123.124-125421.l26.132. 133,135,139 144.153.l57.16O, l63.169. 171. 173,186,190-191411 Stan Baker - 52. 53 421. 54 421. 55 421. 61 421. 70421. 71. 98-99 441. 102 421. 110. 130. 136 421. 138 Cindy Baron - 37. 123, 138, 148-149 411 Linda Deventer - 7. 54. 64-65 421. 66-67 411. 88.95. 104-105 441. 126. 127. 134. 138-139 421. 150421.163.165431.186 - Carl Eizenga - 10-11411. 18. 107. 114-115 461. 142421. 145 192 4 The Prism Office is in the upstairs of the old farmhouse across from the Burton Street entrance to the college. The location is rather isolated: even the College Center cannot be seen for the trees. But what other student organization has a stove. a refrigerator. two sinks. a bathtub. and in the front yard a swing 4which Kim Adams and Dale Jeltema are using1'? Laura Groot- 63. 65. 66421. 67. 80. 88. 124. 131. 163. 175. 184. 185431. 191 Dale .leltema - 56441. 58421, 59421. 60421. 70-71 431. 77 421. 79. 80. 81. 84 421. 86. 87. 89. 110. 127. 140-141421. 149. 184 Phil SpOe11'1Of - 8. 12. 20. 21 421. 22 421. 23 421. 24-25 441. 26. 33. 34. 40-41 441. 42-43 421. 44-45 421. 46-47 431. 49431. 76. 77. 79421. 80. 81. 87. 88. 89. 94421. 97441. 106421. 129. 137 431. 140-141411. 145. 151. 152. 153. 163. 169. 175. 186-187411. 189. 192 Bill Van Vugt - 8-9 411. 19421. 20421. 21. 26. 95. 122. 167. 187 Pete Velders - 85. 107. 140. 160 Sharon Visser - 29421. 50421. 58. 59. 68421. 78. 86.94. 103.110. 131421 Artwork David Bouwsma - 35. 79. 85. 88. 187. 190- 191 Greg Lidstone - 36. 48. 90-91. 109. 155 RLll1'1 V311 Baak - cover. 2-3. 11. 16-17. 38- 39, 53. 74-75. 86-87. 92-93. 158-159. 177 Valerae Vander Weide - 73 Layout Kimberly Adams. Lori Noel also Nancy Ebbers. Heidi Prince Typing Aileen Martinez Acknowledgments Bultmarl Studios. for taking the senior ant faculty portraits Victor Dykl'1lliSe1i SiLlCiiOS. for providing faculty portraits Dale Jeltema. for shooting more cheesecake pictures than we could possibly use Steve KrOSSC1'1e11. for falling ill during two oz the four deadlines Dean Cl'12i1'1eS Miller. for being our con- structive critic and sometime peacemaker Dean William Stob. for worrying about the content of the yearbook. the deteriorating con- dition of the condemned Prism Office. and our physical and spiritual well-being Mr. Robert Ta1SIT121. Taylor Publishing Company representative. for being such a warm-hearted. patient. and generous human being and also for helping us on the yearbook Howard Van Till. our mentor. for faithfully coming up each deadline eve to censor us talthough he never seemed to find anything to censor1 Specifications Prism 1978. printed by Taylor Publishing Com- pany. Dallas. Texas. Matte 12 paper. Spartan 72 headline type. Times Roman body type. Silk-screen cover. Smyth binding. 192 pages. .,.S,1g345, 5.-ff52Q.iA?3,7f5, . -5 . , QL?--,W n '.,gFf1f'-f'1 -,M .Aw 2'75y.-f- -w w-, y v x 5,,..x- VL' Rig-vv 3 .x:l.i:.g . Q if cg., 1 ir 7 ', 5 ,'.'Qg1-:ef' ,+g'L 1,?r?'-: L ' f .-V.1Q4,4, 'xZ'..:1x.k f I 131155 , V ,. :X .Y ,F iff- J Viifg- .., 1 . .,....,.-...,...-.....4..,,.. 1. ,u......,.A.4A.....g1.1.1.u.....L1,,,., 1 1 12' .111 1 1 GENEALOGY G77 401 fufv 1 .1 f-1,--1 '-J J a.mC.,L- 1978 .44