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Annual Meeting Coverage
Editors Note: This paper has been edited for the Bulletin from Mr. Lus much longer submission to the SIG/III 2002 International Paper Competition, in which it was awarded first place. The original article contains numerous references to support the statistics and data presented here, but space precludes including them in the Bulletin. Mr. Lu presented his paper at the 2002 ASIST Annual Meeting.
Creating Special Literature Resource Databases in Western China Under a Digital Environment
Lu, Ji is affiliated with the Yunnan Province Library in Kunming, P. R. China 650031. He can be reached by e-mail at firstname.lastname@example.com
The new technological revolution with digitization, networking and information as its major features is sweeping across the globe and exerting great influence upon social, political, economic and cultural activities as well as peoples daily lives. Sharing global resources requires many diverse databases. Ever since the end of the 1980s, based on their faster economic development, Southern, Eastern, Northern and Central China have started digitization of traditional Chinese information resources and have achieved a certain level of progress. There were only 806 (mainly bibliographic) databases in 1991, but they had increased to over 8000 in 2000.
However, Western China, which is rich in historical and cultural resources, has lagged behind in information digitization and has been unable to turn its resource advantage into a development advantage. Western China has started construction of digital libraries, but only some traditional catalogs (with various forms of entries) and a limited number of small graphical and textual databases for local tourism or about minority ethnic group traditions have been made available. These databases also suffer from problems of uneven quality, unnecessary duplication and low rates of access and utilization. There is no authorized agency for coordination of information resource acquisition or digital base construction in Western China.
This paper focuses on the special characteristics and position of Western China literature resources; their distribution in major libraries in Western China; existing problems in collecting, organizing and providing access to these special resources; governmental policies and investments for information resource development; and possible approaches for developing the special resource digital databases in Western China.
Western China Literature Resources
Western China is composed of the following 12 provinces, municipalities and autonomous regions: Shaanxi, Gansu, Qinghai, Ningxia, Xinjiang, Sichuan, Chongqing, Yunnan, Guizhou, Tibet, Guangxi and Inner Mongolia. This vast area includes 53.8 million square kilometers (56 percent of the country) and 358.46 million people (in 1999), or 23 percent of the total.
Western China boasts very rich natural and cultural resources. Among Chinas 56 diverse nationalities, 44 of them are in Western China. Western China is also the location of such important and symbolic historical cultural remains as the Mogao Grottoes in Dunhuang, the terra cotta figures of warriors in the First Emperors Mausoleum, the ancient Loulan Kingdom, the Yuanmou Man site, the Potala Palace and the southern and northern Silk Routes.
Western China Literatures as discussed in this paper refers to the following resources:
The second category, the literature of nationalities (or ethnic groups), is the totality of the specially-featured literature resources about their history, geography, humanism, natural surroundings, economic conditions, culture and so forth formed and accumulated in specific historical periods and specific regions. Due to the special features of the social histories, economies and cultures of the minority nationalities, their historical literatures can be divided into some basic types:
Orally Transmitted Literatures: A few ethnic groups did not develop writing scripts of their own in history, and their understanding of the natural world and their society was passed on generation by generation usually by means of the oral dictation. Even those ethnic groups who had their own scripts commonly resorted to oral transmission for passing on information, experience and knowledge.
Simple Graphic Symbol Literatures: A few of the minority nationalities used simple graphic patterns to record and transfer cultural information. For instance, those on woodcuts, bamboo carvings, stone carvings, gravestone inscriptions, sculptures or bronze ware reflect the production, life, historical events and historical figures, religious legends and religious dances of the minority nationalities. This kind of literature can often be collected and maintained by means of replicating, rubbing or photographic copying.
Textual Literatures of Minority Nationalities: Some ethnic groups used or are currently still using their own writing scripts for recording and transferring their cultural information. For example, among the 26 nationalities in Yunnan, there are 11 nationalities that formerly used 24 writing scripts. Through the reform of their writing system, currently there are 21 systems available for these 11 minority groups to use. Historical literatures written in such scripts are rather plentiful, forming, for instance, the Dongba literature in the Dongba pictographic characters of the Naxi people, the Yi literature, the Tibetan literature, the Mongolian literature, the Bai literature.
Literatures Containing Cultural Information about Specific Ethnic Groups Written in Chinese or the Writing Systems of Other Nationalities: In China the writing system of the majority Han nationality is dominant, and it is directly and indirectly used for recording the cultural information of minority nationalities or ethnic groups. The huge volume of such writings is very valuable.
And there are many other materials that are the object of study for scholars interested in the distinctive cultures, history and geography of Western China. These include archeological or other preserved sites and areas, as well as artistic and historical artifacts such as the oracle bone scripts, bamboo tablets, wooden tablets, silk books and their hand-sheets, block-printed copies, ancient calligraphy works and paintings, and inscription rubbings.
Special Literature Resources in Major Libraries in Western China
According to incomplete statistics, various libraries in China hold more than 2.2 million volumes of rare books made before 1794; 26.45 million volumes of ancient books published before 1911; and 6300 periodicals, magazines and newspapers published before 1949. A part of these materials has been micro-processed in libraries for protection and utilization. The statistics by the end of 1999 show that 36.3 million camera shots had been done in the whole country, involving 2349 rare books, 2160 newspapers and 8325 periodicals. Another part of these materials will be processed for safekeeping by using the digital techniques. But, only the National Library and the local libraries of Shanghai City, Zhejiang Province, Guangdong Province and Shenzhen City currently do the above micro-processing.
In Western China, only Guangxi Library has established a certain number of database entries, including 560,000 catalog records, and a small number of the small-scale, specialized full-text databases. However, the provinces and autonomous regions that are extremely rich in literature resources such as Sichuan, Shaanxi, Gansu, Guizhou, Yunnan and Inner Mongolia have not yet started to carry out literature information digitization. Take Inner Mongolia Autonomous Region Library as an example. Its collections of Mongolian literature are extremely plentiful and are in an independent system. Among them are 7800 volumes of ancient Mongolian books and 71,200 volumes of Mongolian books published after the founding of the Peoples Republic of China, in addition to 6300 volumes of Slav-Mongolian books, 14,600 volumes of ancient Tibetan books and 3400 volumes of ancient Manchu books. In these collections, there are the full sets of the Tibetan version of Ganjur scripture and the Mongolian versions of both Ganjur and Danjur scriptures. Currently, there are 44,730 volumes of Tibetan and Chinese local literature books in Inner Mongolia that are carefully kept in the library. Through scores of years of collation and processing, the book collections in the major libraries in Western China have formed comparatively complete systems in their structures, having considerable scale and special features. They are among the most important collections of Western China literature held by libraries and our first choice for the digitization.
At present, however, the level of construction and management for Chinas libraries is still low in comparison with that of the developed countries, and this gap is prominent in Western China. By the end of 2001 in China, there were altogether 2689 public libraries above the county level, of which 963 were in the 12 provinces and regions in Western China (2001 statistics). They held 136.8 million books of around 400 million books in the whole country. In these areas there were 13 provincial libraries keeping 24.78 million books of 132 million in all the provincial libraries in China. The problems of inadequate book collections, low book quality, poor library facilities and shortage of book purchase funds at various levels of libraries have not been solved yet. In the year 2000, 738 or 27.6 percent of the libraries in China did not purchase even one new book for a whole year; 70 percent of these libraries are located in Western China.
Governmental Policies and Investments in Information Resource Development
As the pace of economic globalization increases, the Chinese government has been emphasizing the importance and urgency of speeding up information system construction to raise Chinas comprehensive competitiveness. The government has promulgated relevant rules and regulations and has instructed the ministries and commissions concerned to work out detailed implementation guidelines and applicable measures. The government of China has started to realize that digital libraries are key to construction of the digitalized China.
Starting with the implementation of the Ninth Five-Year Plan in China, the Chinese central government has increased its investments in the construction of information resource databases, and the local governments allot large amounts of funds for basic research and development of information databases in concerted actions with the central government, which has made special-purpose financial appropriations available. By the end of 2001 the central government of China and the local governments involved had respectively made investments of 8.16 billion and 14.916 billion Yuan RMB (about 1 billion and 1.8 billion US dollars) to improve hardware in local libraries and support digitization. The National Library and the Shanghai Library consecutively launched digital library projects, and the provinces and regions in Western China also made positive responses. Nonetheless, almost all of the above support has been concentrated in the Eastern China areas. Only one project has been supported in Western China at Yunnan Provincial Library with funding in excess of 50 million Yuan (about 6.05 million USD).
In May 2000 the Chinese Ministry for Cultures (Proposals Concerning Western China Development Strategies and Strengthening Western Chinas Cultural Construction) put forward 15 suggestions to promote the construction of a public library network system and digital libraries in the Western China areas. In August 2000 the Ministry of Science and Technology pointed out the importance of digitalization of Western China (Proposals Concerning Scientific and Technological Work in Western China Development). The General Planning for the Western China Development in the Period of the Tenth Five-Year Plan clearly pointed out the importance of vigorously pushing forward information system construction in the large and medium-sized cities, perfecting the computer information networks and developing the public information service platforms (Leading Team for Western China Development, State Council. General Planning for Western China Development During the Tenth Five-Year Plan, July 2002). Proposals Concerning Several Policies and Measures for Western China Development (Leading Team for Western China Development, State Council, August 2001) also emphasized the favorable policies adopted for the use of the state special-purpose subsidy funds both for cultural facility maintenance and for the cultural units at and above the county level in the border areas in Western China. Besides, the provinces and regions in Western China, when formulating the development guidelines adopted in the Tenth Five-Year Plan, all took information system construction as the priority for their near future work, in which resource digitization again stands at the fore.
In May 2002 the Ministry of Culture and the Ministry of Finance issued the Circular Regarding Application of the All-China Cultural Information Resource Sharing Projects. The circular also pointed out that the first batch of the 25-million-Yuan (3 million USD) special purpose funds for the Sharing Projects arranged by the central government as well as the relevant complementary funds to be allotted by the local governments for the year should mainly be used to support Western China and other underdeveloped areas for grassroots center construction. As of May 2002, 12 libraries in Western China had been enlisted among the member libraries covered by the digitization projects.
Creating Literature Resource Databases with the Characteristics of Western China
In China the state information infrastructure construction has taken shape, and the main communication network has also been established, which includes the data network, the optical fiber trunk network, the ATM network, the SHD synchronous digital serial network and the optical fiber linkage network. The wide-band networks under construction in some large and medium-sized cities in Western China will provide the necessary communication platform to carry out Western China literature resource digitization.
According to Xu Wenbo, the head of China Digital Library Development Strategy Group, the targets to be achieved for the construction of databases in the China Digital Library Project include that the system should be distributed with uniform standards, be able to work on unified network platform and be expandable (Xu, W. Thoughts on Creating Digital Libraries. May 2002. Available at www.ccnt.com.cn/library/luntan/show.htm?id=20010302002).
The digitization of Western China information resources should stress selection and quality rather than scope or amount of development at the initial phase. It has a very clearly defined target to enrich the Chinese network resources to allow the countrys characteristics to be more fully and perfectly exposed through the global Chinese resource networks. The establishment of a special resource database in Western China is an indispensable link in the formation of the all-China Chinese database groups and similar to the construction of special databases in other regions or localities. Such databases in Western China could not be implemented independent of the general framework of the state distributed asynchronous system of the Chinese resources.
The Selection of Database Resources
Since the Western China provinces and regions are vast in area with relatively poor communications and ill-balanced development in library facilities, each library involved in the special database development and construction should assign relevant personnel to investigate local resources as their conditions allows. They should study and collect relevant information material in such sources as the cultural organizations, art groups, museums, nationality communities, religious communities and geological departments, as well as the villages in all the districts, prefectures and cities. The construction of the resource databases should be phased and layered to establish the multiple hierarchies of the database protection systems step by step. Participating libraries and enterprises should start with small special projects that can eventually converge into the state-level special information resource database group services. Some steps necessary to ensure eventual merger include the following:
Organization of Databases
Scientific, standardized and normalized digital database construction is the fundamental element of network information dissemination. Standardization in libraries in Western China has lagged behind that in other parts of the country, especially with respect to seeking, collecting, cataloging, indexing and managing local literatures. The literatures of nationalities and their ancient books, in most cases, were handled by different libraries in different ways. Up to now, nearly all the classification systems seen or heard of in other parts of China such as Four-Division Classification, Liu Guojun Classification, Pi Gaopin Classification and the Dewey Decimal Classification have been adopted to classify the collections of special literatures in the libraries of Western China, including those at the provincial level.
To implement the digitization of the ancient book resources as national legacies, the first problem that must, therefore, be solved is the normalization and standardization of cataloging methods. In China, the State Standard Commission should provide the solutions ahead of the schedule for the digitization. For instance, it should work out the ancient book and literature classifications, ethno-nationality literature cataloging and indexing methods for unified use across China.
In addition to meeting the literature processing standards, database construction must also be in compliance with the relevant network transfer protocols such as X.25, TCP/IP, ATM and DTM, as well as utilizing standard digital literature formats such as MARC, JPEG, GIF, PNC, PDF, MPEG-X, TXT, REALMAIDIL and MOV. It also needs to employ such mature network information processing tools as XML and the Z39.50 information retrieval protocol, which are in global use.
Special database construction involves a great amount of ancient literatures and various kinds of unique and rare copies of books, and the information carrier forms include bronze-ware and stoneware, bamboo and wooden tablets, silk books, hand-copied books and mimeographed books. Therefore, in the process of digitization, besides the problems that the libraries in Western China may encounter with modern literature technical equipment, standard format selection, copyright and protection they may also face special problems. These include data format standard adoption and stipulation for the relevant ancient books, switching between the databases for literature written in the traditional Chinese characters and those in the modern ones, automatic segmentation, and expression choice and classification for the ancient Chinese articles. Additionally, in the digitization of the local ethno-nationality literatures, the normalized and standardized software for processing nationality or ethnic writing scripts (ancient character) is also indispensable.
The compulsory adoption and implementation of international, state, professional and de facto standards have a significant and fundamental role in standardizing database construction in Western China and for raising its quality and level. Compulsory adoption can avoid the occurrence of repeated construction caused by incompatibility and can reduce production costs and lay the foundations for data interchange and exchange between libraries and countries in the future. Along with the continually changing technological revolutions and innovations, new standards and criteria will also be generated and established. Therefore, all aspects of literature digitization, network design, system integration, software and hardware configuration should be done in strict and standard ways, and adequate margin and space should be left for expanding and updating in the future.
Requirements for Expansion and Appraisal
Special literature databases are the important parts forming the general databases. Their functional modules have a direct interface with database users, and their kernel data table spaces and data files should have very strong expansion capabilities. In the database programmatic construct, adequate consideration should be taken for database space planning and database management flexibility. Rational configuration of the user schema, data types, data integrity and data dictionaries will be very important to future effective database management.
After the digitization of the literatures and their protogenic cultural resources, the final products will be put out in the form of networked databases. There is no significant difference between these databases and other information systems in respect to the standards for assessing them. All require powerful capabilities, operational stability, efficient system resource use, the ability to run on various operating system platforms, open source codes and promptness in updating. The databases are created for use, after all, so they must also demonstrate very good retrievability and usability.
Distributions of the Special Databases
Generally, each digital product has two choices for its final safekeeping. The first approach is centralized management as in the case of the All-China Higher Education Literature Resource Guarantee System. The second is the distributed management approach. Each member library is itself the product storage place, and it uses the networks to complete interconnection and data sharing. The limitation of this mode is that, due to the unbalanced local software and hardware basis, some libraries choice of the raw material for their databases and their implementation of specifications and processing may not be of satisfactory quality. The centralized management approach is just the opposite of the distributed management mode in terms of the nature, advantages and disadvantages.
The distributed management approach should be adopted because it is much more suitable for the current and future distributed database development trends. Distributed computation for constructing digital library resource databases in China is needed both because of technological considerations and the actual conditions in China, too. There is no need for supercomputers that can run central databases. There are no special demands at the client terminals, either. A distributed approach enables the users to make use of the free time and storage space available on thousands and thousands of computers within the networks to complete library processing work that requires great amounts of computation. Distributed database objects exist anywhere on the networks, accessible by remote clients through invoked services. The programming languages and compilers used by distributed objects are user-transparent, and the actual location of distributed objects on the networks and the operating systems in use are all transparent to clients. Meanwhile, distributed objects have dynamic characteristics, movable anywhere on the networks.
Resource creation is the most sensitive part of digital library construction, and it is also where the value of the digital information platforms lies. The development of digital libraries can
Based on these considerations, the author of this paper, through his observation and analysis of the existing conditions in Western China, including problems encountered while participating personally in library construction here, has formed the following proposals:
Thus, through an all-sided effort we may be able to better seize the opportunities and meet the challenges encountered in the construction of the digital libraries in Western China.
We should be aware that in Western China there are very rich natural, humanitarian and ecological resources as well as their derived literature, especially the protogenic resources. Nevertheless, with the further development and transformation of economy, society and cultures, especially with the expansion and increase in the scope and depth of the exchange of people, the protogenic resources in Western China are facing the same threats of loss and extinction that exist in other developing countries. Therefore, we should utilize all modern means to record, maintain, develop and promote the excellent Western China resources, to turn its resource advantages into the development advantages and to add universality to the great richness of Chinese information resources.
Copyright © 2003, American Society for Information Science and Technology


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Message Board
Jacquelyn Mitchard Message Board
Talk about the novels, new and used books that Mitchard has written!
Author Mitchard's Book Reviews
Cage of Stars
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The Deep End of the Ocean
Beth goes to her 15th high school reunion in Chicago and brings her children, Kerry, a baby, Vincent who is 7 and Ben who is 3. She asks Vincent to watch Ben while she goes to the reservation desk in a hotel lobby crowded with reunion attendees, and when she is finished, discovers that Ben has disappeared into thin air. Beth Cappadora married her childhood sweetheart Pat and moved to Wisconsin where she had attended school. They had three children. Her h...


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"C" is for Citadels, Columbus & Calvi
You can be forgiven for thinking that Calvi isn't exactly the most welcoming place upon first sight. The imposing stone fortress has fended off many an invader since the 1400s, and the massive snow-peaked mountains in the background only add to the drama of the scene. But as they often are, looks are deceiving, and the reception you can expect one you reach dry land is decidedly warm.
Start your stay by conquering the citadel—in a friendly way, of course. The climb is challenging, but half way up the hill, there are several restaurants that offer tasty provisions. So you can continue your final push to the top, no excuses, because the views of the harbor and surrounding city are worth every step.
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SEKI Report
- Wissenschaftlicher Artikel (6) (entfernen)
- abstract description (1)
- analogy (1)
- completeness (1)
- higher order logic (1)
- morphism (1)
- proof plans (1)
- second order logic (1)
- soundness (1)
- theorem proving (1)
- translation (1)
A method for efficiently handling associativity and commutativity (AC) in implementations of (equational) theorem provers without incorporating AC as an underlying theory will be presented. The key of substantial efficiency gains resides in a more suitable representation of permutation-equations (such as f(x,f(y,z))=f(y,f(z,x)) for instance). By representing these permutation-equations through permutations in the mathematical sense (i.e. bijective func- tions :{1,..,n} {1,..,n}), and by applying adapted and specialized inference rules, we can cope more appropriately with the fact that permutation-equations are playing a particular role. Moreover, a number of restrictions concerning application and generation of permuta- tion-equations can be found that would not be possible in this extent when treating permu- tation-equations just like any other equation. Thus, further improvements in efficiency can be achieved.
In this article we formally describe a declarative approach for encoding plan operatorsin proof planning, the so-called methods. The notion of method evolves from the much studiedconcept tactic and was first used by Bundy. While significant deductive power has been achievedwith the planning approach towards automated deduction, the procedural character of the tacticpart of methods, however, hinders mechanical modification. Although the strength of a proofplanning system largely depends on powerful general procedures which solve a large class ofproblems, mechanical or even automated modification of methods is nevertheless necessary forat least two reasons. Firstly methods designed for a specific type of problem will never begeneral enough. For instance, it is very difficult to encode a general method which solves allproblems a human mathematician might intuitively consider as a case of homomorphy. Secondlythe cognitive ability of adapting existing methods to suit novel situations is a fundamentalpart of human mathematical competence. We believe it is extremely valuable to accountcomputationally for this kind of reasoning.The main part of this article is devoted to a declarative language for encoding methods,composed of a tactic and a specification. The major feature of our approach is that the tacticpart of a method is split into a declarative and a procedural part in order to enable a tractableadaption of methods. The applicability of a method in a planning situation is formulatedin the specification, essentially consisting of an object level formula schema and a meta-levelformula of a declarative constraint language. After setting up our general framework, wemainly concentrate on this constraint language. Furthermore we illustrate how our methodscan be used in a Strips-like planning framework. Finally we briefly illustrate the mechanicalmodification of declaratively encoded methods by so-called meta-methods.
Unification in an Extensional Lambda Calculus with Ordered Function Sorts and Constant Overloading (1999)
We develop an order-sorted higher-order calculus suitable forautomatic theorem proving applications by extending the extensional simplytyped lambda calculus with a higher-order ordered sort concept and constantoverloading. Huet's well-known techniques for unifying simply typed lambdaterms are generalized to arrive at a complete transformation-based unificationalgorithm for this sorted calculus. Consideration of an order-sorted logicwith functional base sorts and arbitrary term declarations was originallyproposed by the second author in a 1991 paper; we give here a correctedcalculus which supports constant rather than arbitrary term declarations, aswell as a corrected unification algorithm, and prove in this setting resultscorresponding to those claimed there.
The hallmark of traditional Artificial Intelligence (AI) research is the symbolic representation and processing of knowledge. This is in sharp contrast to many forms of human reasoning, which to an extraordinary extent, rely on cases and (typical) examples. Although these examples could themselves be encoded into logic, this raises the problem of restricting the corresponding model classes to include only the intended models.There are, however, more compelling reasons to argue for a hybrid representa-tion based on assertions as well as examples. The problems of adequacy, availability of information, compactness of representation, processing complexity, and last but not least, results from the psychology of human reasoning, all point to the same conclusion: Common sense reasoning requires different knowledge sources and hybrid reasoning principles that combine symbolic as well as semantic-based inference. In this paper we address the problem of integrating semantic representations of examples into automateddeduction systems. The main contribution is a formal framework for combining sentential with direct representations. The framework consists of a hybrid knowledge base, made up of logical formulae on the one hand and direct representations of examples on the other, and of a hybrid reasoning method based on the resolution calculus. The resulting hybrid resolution calculus is shown to be sound and complete.
In this paper we are interested in using a firstorder theorem prover to prove theorems thatare formulated in some higher order logic. Tothis end we present translations of higher or-der logics into first order logic with flat sortsand equality and give a sufficient criterion forthe soundness of these translations. In addi-tion translations are introduced that are soundand complete with respect to L. Henkin's gen-eral model semantics. Our higher order logicsare based on a restricted type structure in thesense of A. Church, they have typed functionsymbols and predicate symbols, but no sorts.
An important research problem is the incorporation of "declarative" knowledge into an automated theorem prover that can be utilized in the search for a proof. An interesting pro-posal in this direction is Alan Bundy's approach of using explicit proof plans that encapsulatethe general form of a proof and is instantiated into a particular proof for the case at hand. Wegive some examples that show how a "declarative" highlevel description of a proof can be usedto find proofs of apparently "similiar" theorems by analogy. This "analogical" information isused to select the appropriate axioms from the database so that the theorem can be proved.This information is also used to adjust some options of a resolution theorem prover. In orderto get a powerful tool it is necessary to develop an epistemologically appropriate language todescribe proofs, for which a large set of examples should be used as a testbed. We presentsome ideas in this direction.


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Animal Species:Australian Painted Lady
The Australian Painted Lady is common in Sydney's urban backyards.
Standard Common Name
Australian Painted Lady
Alternative Name/s
Blue Spotted Painted Lady
The Australian Painted Lady Butterfly has pale brown underwings and a delicate pattern of orange and brown on the upper wings, with tiny blue eyespots on the hind wings. The larvae are brown and spiky with a pale yellow stripe along each side.
Size range
6 cm
The Australian Painted Lady lives in urban areas.
'Painted ladies', as a group, have a reputation for their mass migrations. Australian Painted Ladies in New South Wales migrate in great numbers in spring, moving on a front that extends for about 580 km inland from the coast. This migration can continue for up to eight weeks, with the main movement being in a south to south-westerly direction. Larger numbers in some years may be related to higher than average winter rainfall in the months preceding a migration, particularly in inland regions. A smaller return flight has been reported between February and April, with adults flying northwards. During the migration, adults maintain a rapid, direct flight about 2 m above the ground. In 1889, it was reported to migrate in such great numbers that they blackened the sky. Trains were unable to get traction because so many butterflies were resting on the tracks! Such mass migrations have not been reported for some time.
Feeding and Diet
The caterpillars of the Australian Painted Lady feed on native everlastings and other daisies, as well as the introduced Capeweed (Arctotheca calendula), Scotch Thistle (Onopordum acanthium) and Lavender (Lavendula officinalis).
Other behaviours and adaptations
In 1889, the Australian Painted Lady was reported to migrate in such great numbers that they blackened the sky. Trains were unable to get traction because so many butterflies were resting on the tracks! Such mass migrations have not been reported for some time.
- Species:
- kershawi
- Genus:
- Vanessa
- Subfamily:
- Nymphalinae
- Family:
- Nymphalidae
- Superfamily:
- Papilionoidea
- Order:
- Lepidoptera
- Class:
- Insecta
- Subphylum:
- Uniramia
- Phylum:
- Arthopoda
- Kingdom:
- Animalia
Last Updated:
Tags butterflies, butterfly, insects, invertebrates, identification, wildlife of sydney,
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U.S. orders partial evacuation of Havana embassy staff
Opening Sequence
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North Korea missile bases up and running: think tank
Pope asks U.S. bishops to delay vote on sex abuse reforms
Dems urge Whitaker to step aside from Russia probe
With Trump looking on, Macron warns of nationalism
Botched Israeli operation on Gaza border
SoftBank plans $21bln mega-IPO
Russian political party is also free tattoo party
World in Pictures
Closing Sequence


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Fred Salling
Fred Salling, age 100, passed away Sunday, July 7, 2013, in San Angelo, Texas. The graveside service will be 10:30 a.m. Wednesday, July 10, 2013, at Miles Cemetery in Miles, Texas. The memorial service will be 1 p.m, Wednesday, July 10, 2013, at Trinity Lutheran Church in Miles, Texas, with the Rev. Diane Eggemeyer officiating. Pallbearers for the service will be Andrew Salling, John Caudle, Charlie Rush, Gayland Thorn, Ron Lehman and Bill Shepherd. Funeral arrangements are by Johnson's Funeral Home.Frederick E. "Fred" Salling was born Sept. 1, 1912, at home in Miles, Texas, to Frederick Andrew and Emma (Eschberger) Salling. Fred was the eldest of six children and helped his father work on the Salling farm, utilizing a mule team to plow, plant and harvest their crops.He attended Miles public school where he participated in all sports offered, excelling in football where he earned a scholarship from Daniel Baker College (now Howard Payne) in Brownwood, Texas. He earned his bachelor of arts degree there in 1936 and returned to Miles to teach and coach. He met his wife to be, Lucille Young, while she was also teaching business in Miles. They were married on May 31, 1940, at Trinity Evangelical Lutheran Church in Miles where he was a lifetime member, serving on the church council and teaching Sunday school for many years.Fred and Lucille moved to Ralls, Texas, in 1942 and both taught there until World War II broke out. He joined the Navy and was assigned to head up the athletic ROTC program in Philadelphia at the University of Pennsylvania. Later on, he was given orders to sail to the Philippine Islands where he served until the war was over and then returned to Miles to his wife and newborn son, Terry, whom he had not yet seen.They were both offered jobs in Brady, Texas, where they taught in high school and he coached football, basketball and track. His track teams won state two years in a row. His second son, James Michael, was born in Brady in 1948. In 1951, he and Lucille moved to Coahoma, Texas, where he was high school principal and coach. While there, Fred and Lucille both got their masters' of education degrees in 1953 through Sul Ross College in Alpine, Texas. Then in 1959, they were offered jobs in Miles again and moved there to start his career as superintendent, where he retired in 1978. The tennis courts at the high school in Miles were named in Fred's honor in 2011.Fred and Lucille loved fishing and they, with their boys, traveled every summer to various states and Canada, camping out of a tent in wilderness areas, cooking on a campfire and eating trout they caught.Fred was a devoted member of the Lions Club for more than 50 years, serving as president, secretary, treasurer and tail twister. He also was a referee for practically every football and basketball game he could attend in order to referee. He fired the starter's gun for races at the Ozona track meets for many years. He was a devoted sports fan, attending every game possible that Miles played. If he couldn't find a game to attend he would watch one on television at his home.Preceding him in death were his wife of 61 years; his parents; brothers Marvin and Ernest Salling and sisters Eleanor Harsch and Martha Caudle. One sister survives, Margaret Lehman of Georgetown, Texas. Fred leaves his two surviving sons, Terry Salling and Renee of San Angelo, Texas, and Michael Salling and wife Susan of Austin, Texas. Also surviving are his grandchildren, Angela Byers and husband Michael of Bixby, Okla., Brian Salling and wife Joy of Fort Worth, Texas, Jackson Salling and wife Lauren of Austin and Cara (Salling) Lyons and husband Kory, also of Austin. Surviving great-grandchildren are Alannah and Lindsey Byers of Bixby, Sawyer, Chloe and Violet Salling of Fort Worth; plus a host of cousins, nephews, nieces and friends. One special friend was Fred's "buddy," Bernice Matthiesen of Miles; also a family thank you goes to Don and Mary Skowbo of San Angelo for their visitations and help and to Sharon Helweg. Special thanks to Meadow Creek Nursing Center and Norma Cadena and Joanna Arispe, plus Odyssey Hospice of San Angelo. Memorials may be sent to Trinity Lutheran Church Memorial Fund or Miles Senior Citizens Center, both at Miles, Texas, 76861. Family and friends may sign an online register book at www.johnsons-funeralhome.com.Pail obituary


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Object Description
|Bethel Yearbook 1977
|Alternative Title
|Passages 1977
|Academic Year
|1976 - 1977
Bethel College (Saint Paul, Minn.)
College yearbooks
|This volume documents the people, events, activities and ideas of the Bethel community during the 1976 - 1977 school year
|Date Published
|Digital Publisher
|Bethel University
|Digital Collection
|Bethel Yearbook Collection (1909-1989)
United States
Saint Paul
|Time Span of Publication
|Published annually from 1909 to 1989 except for the years of 1933-36, 1982, 1984-87
|Original Publisher
|Bethel College
|Images are available for educational and research purposes and are covered by Creative Commons Attribution-NonCommercial 3.0 Unported license. This image may not be reproduced for commercial purposes without the express written consent of Bethel University Digital Library. Contact Bethel University Digital Library at 651-638-6937 or email@example.com.
|Physical Dimensions
|28 x 21.5
|Local Item ID
|Passages Bethel College 1977 &Om • ,Atifik01116r Gazing forward, questioningly peeking ahead through foggy passages— We cannot turn the crisp, new pages of our lives: we must only wait and wonder. NEECY TWINEM gr., ',V'. 4v. — "1111RW :116;7 1r "r. • ar " - ,,oter•—• -'?"" 4•1".t, • .17 "..411.• Another boringly typical freshman arrived at Bethel College wedged between suitcase, stereo and the informative text, So You're A College Student! It was me, fresh out of high school, money and, suddenly, courage. The residences looked mazelike, the school buildings conglomerated with innumer-able staircases built purposely to confuse me. Everything seemed incredibly complex. Registration was an unrewarded effort as I scraped together a variety of cast-off classes. Dwarfed on all sides by "upperclassmen," I was jounced through an unending line. When had the other freshmen been informed about this inscrutable process, "registration?" I must have missed that lecture. "Someday," said pitying, smug expressions above me, "Someday you'll understand this. As for now . . . you're a freshman." Cruelty was not the intention. Everyone kindly answered ridiculous questions. "No, no. The cafeteria is two buildings over, one level down." They continued their abstracted helpfulness, but I remained apart from this educated, friendly mass screaming greetings to old college buddies. I stood out— dumb, absurdly young—the classic depiction of the naive freshman. I experienced "initiation" when a group of boisterous R.A.s serenaded the new-comers to Bethel with unrelenting bugle blasts in an early morning rendition of "Taps." I saw the experience as reminiscent of the joy of ice-water showers and visits to sadistic dentists. Having hurdled the titanic blockades of Welcome Week and registration, I began to sense the feeling of oneness in the student body. The divided campus didn't really divide us. No longer harrassed by the dilemas of State Fair crowds and adjustments to neurotic roommates, weathered Bethelites emerged from sardine-can rooms on Arona, showing signs of real benevolence toward stumbling "freshies." Few listeners act impressed when I relate my conversion to this group of over seventeen hundred addicted to Bethel College. They don't realize the significance of the change that is occuring as I extricate myself from the lowly mold "freshman" and advance to accept the title, "student." ROCHELLE NIELSEN Water a flower and it grows. Gradually it matures to stand firm with new life. As it matures, the flower produces seeds which are spread to other flowers. Eventually, they too bloom with new life. As the first flower grows, it continues to support the other flowers. Soon an entire garden grows together; together it shares the wind, the rain and the sunshine. As a community, we feel the winds of resistance as we attempt to fly strong in our faith; together we feel the rains of depression that nurture our growth; and together we feel the rays of sunshine that strengthem our roots. As we grow together under the watchful care of Christ, we praise God together for the joys and sorrows—for the victories that only Christ can reap. Like flowers we grow; and through the wind, the rain and the sunshine, we give praise to our Father "For from Him and through Him and to Him are all things. To Him be glory for ever." GREG SMITH Balanced Diet Aloneness is a salty food. I desire it, savor it, Feel I must have more. Yet my tongue dries from so much good, Then I thirst. Silence is a perfect apple. I reach for it, consume it, Never seem to have enough. Yet too much of such a tart sweetness Sets my teeth on edge. LORRAINE EITEL We passed, two isolated cars, and caught each other's make and year. Our doors were locked. One day, our engines failed. We stopped, and saw beyond the chrome. Recharged, with engines tuned to harmonize, we left the silly road. KIRSTEN MALCOLM Small Boy With Plane He's a suntanned boy with knobs for knees and elbows. Scraped knobs, that is. His white T-shirt is smudged with a morning's worth of grime, his brown shorts twisted about his straight waist. Squinting at the midday sun, the boy stands mid ragged grass and soggy litter before a stone-block wall. The wall is tall, the sky vast, the boy but a sprout wondering how life grows so big. Gangly stepping over the rubble in boat-sized tennis, he holds up a model airplane. One forefinger spins the propeller. A high voice hums a rotary accompaniment while glassy brown eyes still stare at the big blue. Does he dream of flying his own plane someday? Does he doubt his pint-sized shape will ever become a man's body? How can he grasp the immense gap between boyhood world and grown-up life? Tomorrow maybe an aviator in a spaceship looking back at mini-earth. Today just a small boy with a toy plane pipe-dreaming in the clouds. KATHLEEN ASSELIN DALE JOHNSON, Tom With An Airplane I rechecked the room number written on the slip of paper. Yes, this was the right classroom in the AC building which the admissions people had suggested I visit. Cautiously aloof, I stepped into the Oral Interpretation classroom and chose a red-plastic chair—in the corner. One girl leaned toward me, her eyes bright with interest. "Hi, I'm Debbie. Are you new at Bethel?" I smiled weakly and said I was considering coming to Bethel the following year. Several other students joined Debbie in asking about my possible major. The the young mustachioed instructor arrived and hastily began class, Or rather, he didn't begin class. He had noticed the factions of drama majors and English majors in harsh competition during critique sessions. Theater enthusiasts harped on the English students' lack of dramatic style, while the literary buffs cut down the dramatists' poor choice of material. I felt as though I had stumbled into a lovers' quarrel as the men and women aired their differences. Reaching a common understanding, the students bent their heads and prayed for forgiveness all around. The class dismissed and my new friends stopped to assure me that I wasn't an intruder on this personal business. Indeed, they invited me back. Surveying the speckled-brick classroom as I left, I thought, "If this is the way they care about each other at Bethel, then this is the place for me!" KATHLEEN ASSELIN Since the creation of the curriculum, administrators have always included one sure thing: the worst class in the world. Naturally, curriculums could not entitle the class as such. They have to be more subtle. The course tempts students with a description that sounds enjoyable and assures an easy `A' for his major. After the student has yielded to the temptation, the course drops all pretenses. The student soon discovers that he must not only buy the books but also read them. The class quickly becomes boring, educational and hard. The syllabus is the most obvious trait of this class. Naturally, the unassuming student does not take the syllabus seriously. Little does he know that this is the only class he will ever take where it is actually followed. The student suspects nothing until the first test which, in his ignorance, he believes is a drop quiz. Now that the student realizes what must be done, he spends countless hours pouring over the text in preparation for the midterm. By the time he takes the test he knows the books as well as if he had written them himself. But what's this business about lecture notes? Another text? Something on closed reserve? Could it be that he missed something by not attending class? He begins to figure out how much money he can get back by dropping the class immediately. The figuring proves, as the student feared, that dropping the class is too big a loss to be worthwhile. There is only one option left now. Change majors. And then, with a sigh of relief, return to study the curriculum in hopes of avoiding the second worst class in the world. DIANE DOEBLER Like the now extinct Bethel beanie, bonafide all-nighters are en route to insignificance. Until recently, the term itself challenged even the most diligent student. But now, the watch-phrase of procras-tinators and perfectionists alike has degenerated to a cliche without class. "All-nighter" no longer connotes a dusk-to-dawn struggle against the temp-tations of sleep and boredom. Current usage defines an all-nighter as "any study period of more than five hours." In order to restore dignity to the maligned reputation of the all-nighter, a criteria, "a conceptual base," is here proposed. 1. Make the L.R.C. rounds telling friends about your upcoming fate. Gorge on sympathy. 2. Tell as many people as possible that the need to stay up all night is not, in any way, your fault. 3. Coerce someone (friend, spouse, prof) to "pull" the all-nighter with you. 4. Buy a pound of M & M's and several packs of bubble gum. Check the coffee supply. 5. Play or watch IM basketball until at least 10:30 p.m. 6. Declare that nothing short of a Marx brothers movie shall interfere with your concen-tration, but inwardly budget hourly breaks for theological discussions, gin rummy and banana splits. 7. Beginning at 2 a.m., stage absurd arguments to relieve the tedium (e.g. "Is chemistry or sociology a more valuable background for taking ceramics?") 8. Around 4 a.m., turn up the stereo, slam windows and do jumping jacks to let nearby slumberers know you're still at work. 9. Hit Perkins for breakfast. Talk loudly about your incredible feat. 10. Go to class, bleary-eyed and dishevelled. (This is worth at least three free cups of coffee from sympathetic friends.) 11. When it's all over, rationalize the mediocrity of your accomplishment (paper, painting, etc.) away. Under the circumstances, no one could have done a better job. LAURA ALDEN There is a certain feeling of exhilaration one can feel coursing through the air in the coffeeshop. It is one-thirty, and the lunch ladies are about to accept food cards. The throng begins to crowd around the cashier. The between-class-passers-through grab their coffee, slap down their dimes, and leave the coffeeshop to the more hard-core constituents. During C and G mod breaks, they leave behind a good percentage of their number who have rationalized their way out of attending the second half of class. ("If I skip the last half, I'll have an hour more to study in the library.") These people know full well that they won't get out of the coffeeshop for at least two hours. Anyway, the coffee drinkers have left, leaving behind the hard-core "shopees" to play their favorite game: "Guess how much work I have to do" or "It's three weeks into the semester and I'm five weeks behind." Another favorite game, especially among the football players, is "Guess who's ineligible at the end of the year," or "Is there going to be anybody left to play the offensive line?" (This is pretty much an all-day game and after straining to play it well, the squad is often too exhausted to rehash the latest episode of Charlie's Angels.) Regardless of these trite and insignificant games, coffee-shops in colleges do have value. College is a place for inculcating a little higher learning into out heads, but the coffee shop has given us a chance to escape theory and studenthood and become people again. When we look back at our youth, someday we will turn to our sons standing next to us and say, "Yes, son. I learned the most about life back in the coffeeshop at venerable Bethel College." DAN ERICKSON MARY NORTON "I can't imagine why you look so spaced from a mere all-nighter," said my roommate. "I don't want to talk about it," I muttered. "Right. Well, when's the paper due?" he persisted. "11:20." "I don't have any important classes this morning," he said. "My typing needs a brush-up anyway." "You sure?" "Yes," he said. "I always wanted to know about . . . Aristotilean rhetoric?" "It's quite interesting," I said. He threw his pillow at me. "Let's go out for coffee," she said, grinning. "I've got a test tomorrow!" "So do I!" The grin got me. I didn't want to bother him; it was finals week. "A good jog to the Sem and back could help our concentration," he said suddenly. He always knew. He listened. And he didn't give patronizing advice. "Now!" We darted out from the bushes by the dorm, dumping water on the enemy. They came after us. We ran. Somehow the door was locked. As we beat on the door, I yelled—"You got me into this!" She laughed and beat harder. Then came the flood. Soaked—and laughing hysterically—we looked at each other. I saw her zest for living... My roommate, cohort and friend. For too long the Bethel commuter has gone unnoticed. This comment is devoted to the identification of the "Bethel or bust" 200-400 miles a week, long-haul commuter. At first glimpse, riding in a commuter carpool is slightly akin to riding the Bethel bus. Much time is spent on waiting for your ride and, if you're the driver, a proportionate amount of time is also wasted on waiting for riders. The carpool driver, much like Bethel's busdrivers, is often the victim of back-seat driving. (Bus drivers are definitely worse off in this regard, owing to the fact that most buses contain more back seats than the standard commuter Hornet, Vega or Olds.) To fully understand the commuter mindset, you must realize that the commuter's very life revolves around a phenomen known as "THE GOOD OF THE POOL." This view of life is manifested in varying degrees of self-denial on the part of the rider (staying late, leaving early) and over-extension on the part of the driver (dropping people off here, waiting for them there), both of which are excellent character builders. Few realize exactly what the rigors of day-in, day-out commuting entail. Not only is there the daily ritual of deciding why who sits where when who is driving which car for whatever reason. There are also more definitive questions that need answers, such as: Where should everyone put their lunches, books, etc? How long should the pool wait for members at appointed stops? What is the standard fare and allowed baggage for non-members' weekend jaunts home? All these questions are debated at great length. They, along with the weather, make for great conversation. The topic of weather has purposely been saved for last. You cannot be a commuter in Minnesota without having at least a cursory introduction to windchills and jumper cables. Once a thorough knowledge of different cloud formations and basic meteorology has been acquired, the commuter can battle with Mother Nature to overcome blizzards, sleet and unsalted roads at great odds on all but the very worst of days. And on days like those, who among us doesn't wish he could stay at home and be glad he's a commuter? The overworked music major inhabits a warm, claustrophobic cubicle for an hour each day. Do you see that lonely, scarred piano and a bench that doesn't match? Those soundboards of white spaghetti echo the words, "Do it again." Bad notes shatter lights, scratchy voices shake the walls. Even sweet melodies soak into the unexcited carpet. There are no clocks in practice rooms. Minutes disappear with the first chord. Someone always knocks to ask the time. Or they inquire, "Have you seen Joyce?" as if in the middle of the coffee shop. A coffee shop it isn't. Musicians are a unique breed of masochists. But when chords come correctly and fingers move finely (and finally), the agonizing hours of labor are forgotten, locked behind the practice room door. JONATHON PEPPER The dedicated IM athlete participates somewhere in the hazy land between stark reality and grandiose fantasy. To ignore the five per cent shooting percentage or the eleven consecutive serves into the net would be sheer folly, but to morbidly dwell on this prevailing ineptitude could turn participants into spectators. So, for the sake of sport and sanity, IM participants play in an arena that is neither real or unreal, neither concrete nor ethereal. Thus, Cervantes' hero rides again, as seen in the dozens of Tarkentons and inumerable World Series games that make up the intramurals. BILL TROLLINGER Teachers. Are they the opposition or teammates, a hinderance or a reinforcement, the district attorney or the counsel for the defense? Or are they just beige, part of the college backdrop, a take 'em or leave 'em proposition? The answer to that question may depend on the student or teacher or even the college you have in mind. But above all, the answer depends on the situation in which you get to know them. We all know the classroom lecturers, paper-assigners and test-givers. They are a part of our daily routine. But if we, by chance, get to know a teacher outside of the classroom situation, we'll find that teachers can be more than a stepping stone or stumbling block on our way to a bachelor's degree. The key is in getting to know them in a variety of situations. I first met Randy Johnson back in his T.A.ing days. Now he is a part-time teacher and has done everything from subbing as my advisor and showing me how to organize a paper to selling me a desk at bargain prices. Another friend in my early semesters was Jim Johnson, a friend of the family. It would be great if everyone could have a "Jim Johnson" during those first few weeks of college - someone who says "hello" to you by name, someone who will stop and talk about family and old times, someone who makes you feel like you fit in at Bethel. I first met Art Lewis at a summer camp. He taught me to say "hello" in Hebrew and listened appreciatively to my ragtime piano. Ever since he has been a true friend. Last year, when I could have gone off the deep end spiritually, the Lord used Dr. Lewis to stop me. Although he didn't always have the answers to my questions, he did always show concern. Simple things like listening and lending me a helpful book kept me from giving up on Christianity. Besides the friendship angle, teachers are a valuable source for help in college require-ments. Al Glenn is one of my favorite libraries. At the A.G. L.R.C. there are no overdue fines and no two-hour limits on crucial sources. Then there is Stanley Anderson, my advisor. Always available to sit and talk, Mr. Anderson is willing to listen to my viewpoint but also willing to set me straight when I'm not quite on track. He had the wisdom to let me drop out of school when I couldn't cope with it any longer, the patience to head me in the right direction when I came back the next semester, and the concern to see that I would have the opportunities to try to reach my goals. While there's no getting around the tests and the papers, there is more to a teacher than a gradebook. To a student, a teacher can be a giver-of-advice, a valuable resource person, and, most importantly, a friend. It seems that Bethel will only be Bethel as long as its students and teachers hold on to the special friendships that have characterized Bethel for so long. CARLA HAGE Have you ever considered how much easier teaching would be without students? I have. Admittedly, students do add a bit of color to the classroom but they certainly make the whole ordeal rather humbling. Here's what I mean. From somewhere I got the idea that teachers are supposed to be more intelligent than students. After several semesters of standing in front of students I now realize that although I have more facts at my disposal (not an unfitting end to my facts some say) it's possible for an innocent-looking student to scatter my facts like so many "Scrabble" pieces by wielding unanticipated questions. The questions they ask cause me to suspect that there are as many ways of thinking as there are heads in a classroom. What's more, the ideas in these heads seem to be regarded as valid by others. As a result of these classroom confrontations I've been forced to develop defensible reasons for doing things—things like giving grades and assignments. As profound as these lessons are, the most weighty one has to do with what teaching is all about. Afte dutifully trying to subdue my students with precepts and presentations, I've come to think that the real substance of teaching is something almost subliminal. It's as if students spend more time wondering about my assumptions than they do listening to my answers. All things considered, teaching has been profitable. I hope students have benefited. I've certainly gained. If nothing else, I can take comfort in asking myself, "Where else would I get paid for being humbled?" DARREL NELSON In September, seven Bethel students rode up to a cabin near Brainerd for the weekend. A regular get-away-from-it-all couple of days? No, this weekend was Dr. Gregg Johnson's way of teaching his plant taxonomy class about plants and their life zones in northern Minnesota. On Saturday we went on a day-long field trip to learn about plant life. Since we left early, we got back to the cabin early enough for the sun to be fairly high up in the sky. "Why don't you do some water skiing?" Gregg suggested. So we took advantage of the relative warmth of that September afternoon. Whether we skiied, swam or just rode the boat, we all were tired and hungry by late afternoon. I still remember the home-cooked meal Gregg's wife Lois prepared for us. Especially the fruit salad and the homemade raspberry jam. I was impressed that they both took the time to give us that weekend. It was not only a learning experience, but a time of fellowship and good times. The learning experience was important to all of us but, at the risk of offending the plants, I'll say it was even more valuable for me to get to know Gregg and Lois as persons. I learned something besides plant taxonomy that week-end— I got a glimpse of the value of caring and making others feel at home with you. DIANA GONZALEZ Stark corridors long For imbued maturity Of experienced breadth. Oiling Hinges Crossing fields of varied green, I paused again to open gate, And found it stiff with underuse From keeping out and keeping in. Beyond the gate the field was fair, In silence cried for me to come And smell its earth and wade its stream That long had laid unshared, unknown. And so I turned to come again; With oiling can I overcame. Now every life's a field of green, And oiling hinges conquers pain. MARTHA BARKER Hastily marked time Withdraws meaningful moments From ripe fulfillment. BRUCE DAHLMAN Ourglass sand settles in time, its course refined by crystalsandspace the current changes at a random fault only secure suspense 'til I am cast into the new hour, a tempered form of accurate chance, content only 'til rest donns the inversion. settling sand by BRUCE DAHLMAN and HOLLY SCHMIESS The college career is one of the most unusual periods in our lives. It is a time of relatively little responsibility and great independence. Let's face it. What do we actually do here anyway? Our daily obligations are an occasional encounter with classes, a token appearance at the library and writing yet another letter home begging for money. The rest of the day is occupied with some of the more important facets of the "student's" life. Basically this entails coffee shop, trips to McDonald's, flirting, checking P.O.s, etc. We are our own bosses. If we stay out till 4 a.m., no one is at home losing sleep about it. But more important, the college years are unique because they are a time of unprecedented flux in attitudes and values. Our adolescent attitudes and values acquired from our parents are weak against the dialectical tug-of-war we go through every day during class and those late-night dorm room debates. Through the liberal arts education new values are not only acquired but strength-ened. Within this process lies a potential pitfall—the college student's fixation on, and love for, the avant-garde. As we question many of the existing Establishment's beliefs for the first time, we realize that we have acquiesced to many as the result of a very non-cognitive process. Granted, many of the old values need rejection, e.g. the place of women in the church. But what we don't need is the sort of jump-on-the-bandwagon mentality that commits logical homicide as a practice. And not only does this mentality commit logical homicide, but it is also the sword and breastplate of many a cynic. It is easy to slip from a valid criticism of the status quo to a blatant condemnation that puts the cynic above the "naive masses" in no one's mind but his own. To the cynic it is stupid to adhere to anything less than the ideals of the avant-garde. You might be thinking this is a support of tradition. Quite the contrary.I cannot think of any situation when mere tradition is a valid supporting argument for much of anything. But to destroy a belief simply because it is traditional shows the same naivety that upholds a belief because it is traditional. Unless we rid ourselves of this sort of reasoning, it will produce in us another tradition-clad, void-of-reason avant-garde that will become the Establishment of the future. MARK TROXEL Graduation. For me, the word has especially sweet connotations, because of innumerable experiences indicating that the day would never come. Following is a rough chronological list of some of my "stress points," or the times when I really questioned whether I belonged in college or if I would be able to make it. (This could also be interpreted as a handbook on how not to go at college.) October, 1972: On this date I received the shock of my life as I was told that The World Book and the Encyclopedia Britannica were off limits as major sources for college research papers. The resulting C- did a lot to undermine my self-confidence in writing, and single-handedly convinced me to avoid sociology as a concentration. September, 1973: This was my exposure to dorm life. I was living in Edgren, second floor, old wing. I had heard troubling reports on "dorm life," yet I always hoped that things would be different for me. But certain aspects of dorm behavior seem to transcend time; they hold true for all ages. To say the least, my experiences with greased toilet seats, shaving cream pranks, loud and obnoxious rock music and dorm raids did little to enhance my enjoyment of Edgren, and college life in general. One night, while scores of "funloving" Edgrenites ran through the halls yelling, "Let's cream Bodien, let's cream Bodien," I almost packed it in, but somehow I managed to make it through the year. January, 1974: We were on a basketball road trip, returning from Iowa (where we had lost our game by over thirty points, thanks in part to my five fouls and two technicals). Predict-ably, we were in the middle of a blizzard and the heater in our van did not work. We dared not to go to sleep, for fear of not waking up, so we had been playing some sickening word games, that help pass the time but are never fun. I had just lost three consecutive rounds of the Who, What or Where game on irritating technicalities. The radioman could not find any country music, opting instead for some sickening rock song. (I believe it was "Do the Funky Chicken.") You cannot imagine my state of depression; the combined weight of all those negative experiences was nearly enough to break me, to make me give up college once and for all. March, 1975: I was in the frightful clutches of a disease which can only be termed, "junioritis." I turned to heavy pinball playing. (Some friends even suggested that I had developed a pinball depend-ency.) Electronic games became my major pasttime while the books collected dust and the work piled up. Luckily, a nearly total depletion of funds, and a severe case of pinball elbow saved me from forgetting school completely. October, 1976: Oddly enough, this experience took place on the golf course at scenic Como. To set the scene, I was taking a proficiency test for golf, to receive a phy. ed. component needed for graduation. You see, I made the ridiculous mistake of leaving a good number of my phy. ed. components until my senior year. There was no way I could take all the classes that I needed, so I was forced to try and test out of several of them. To pass the skills aspect of golf, I needed to score a 94 at Como. After a so-so start on the first couple of holes, highlighted by a near disasterous flirtation with the water on number five, I suddenly found myself lying six and par five eighth hole. I was still a good distance from the green. Looking at a possible nine for the hole, I also saw the possibility of totally blowing up and blossoming to a disasterous 96. My whole college life flashed before my eyes as I approached the ball; the fear of total academic ruin stared me in the face. That single eight-iron shot seemed to stand between me and the Bachelor of Arts degree. Although I did hit a good shot and eventually managed an 88 for the day, I often wonder what would have become of me if I had topped that chip shot and wound up with a quadruple bogey 9. PAUL HEALY Father, we praise you for Bethel: for the knowledge, friendship, beauty and love we find in abundance here. We confess, Father, that we are often petty and ungrateful. We put ourselves and our goals ahead of you. Father, forgive us. Thank you for offering forgiveness in our failings and giving us power to overcome them. Thanks too, for the countless people who work to make Bethel a house of God. Thank you for hope; we know you are faithful. Now we ask, Father, that you will keep your hand on Bethel and on each one of us. Amen. CARLA HAGE A college choir tenor paces the floor; a women's choir alto tugs a comb through her hair; a male chorus bass adjusts his bowtie "just one more time." These scenes precede a Festival performance. At the Bethel Band Concert, the members excitedly go about their pre-concert tune-up, checking to make certain that their B flat is in tune just the way Dr. Whitinger likes it. A Bethel Drama production is preceded by primping of hair, checking of make-up, and adjusting of costumes. Everything is set to make the audience live the play with the actors. The basketball team watches intently as Coach Davis diagrams a play moments before gametime. Then the players climb the steps to the gym and a cheering crowd. These settings have one moment in common: that moment just before the event is underway when the excitement builds, the adrenalin flows, and butterflies unite. Then something happens that is rare in any other setting: "Dear Lord, thank you for this opportunity to glorify and praise you..." DANA OLSON Never before have I been so tied to or affected by a place and the people that have lived, worked, grown, learned and hurt within it. Looking back, I'm flooded with memories of days when the things I was learning were so exciting that I could hardly keep silent, of chats with friends sprawled on dorm floors amidst popcorn and cocoa, of days in choir when I felt like a member of God's angel chorus. But times like these cannot erase the hurt and pain of the very hard moments: countless nights of reading pages and pages of history, writing papers, struggling to stay awake after three hours of sleep the night before, being angry at having to study longer than others to receive the same grade, jealous of the time they could spend with friends, times of not understanding relationships with people, of feeling I was never quite doing my best, of praying that God would end it all because I just could not take any more. Yet, before I came to Bethel, I asked God to teach me what I needed to learn about being his child. So I should not have been surprised at being faced by pressures and problems, for it was through them that I came—in pure exhaustion— to Jesus, knowing full well that I could not live one iota of a day without dependence on Him for strength, guidance and wisdom. God could not have picked a better place for me to begin learning such things. Although I am quite willing to move on, Bethel will always be very special to me. EARLEEN PETERSEN -s%vilprer4PW! -;''' Bethel: What does it mean to me? I am thankful for the opportunity to have studied here. As a freshman, I was not mature enough academically, emotionally and spiritually to have gone to a school where I would have been totally on my own. Bethel was a good place to grow and become independent. In that respect I am profoundly grateful to have had professors who worked with me and friends who cared enough to listen to my thoughts, hopes and dreams as I struggled to become a whole person. And yet, there have also been countless frustations with Bethel. Bethel College is not perfect and neither is anyone who works or studies here. I become frustrated with those who feel it is a piece of heaven. Bethel could be more effective if it could get away from the image of being an isolated warm cocoon for Christians. Christian colleges fill a definite need and Bethel has affected my life tremendously. But I do think that Bethel fosters a dangerous depend-ency on itself as an institution. As a senior, I see Bethel's greatest asset in the professors. Many of them could be making twice the amount of money at a state university, but because of their dedication to the Lord and their concern for people, they are at Bethel to help us become mature Christians and thinkers. Their effect on my life is beyond value. While I am thankful for the opportunity of having attended Bethel, I am also looking forward to graduation and new experiences. ESTHER SPERRY Dad had already gone to work. Mother helped me squeeze the last tennis racket and clean box of underwear into a car already bulging at the windows. As I turned the corner, I saw her standing in the driveway alone. A door had been silently closed behind me. As my '67 Oldsmobile thundered onto Bethel's campus, no one ran to meet me. Considering the gross tonnage I had transported to college with me, it was no surprise. Those first few days were so lonely. I was put in a New Dorm suite with all upper-classmen transfers. Being the only freshman proved to be a mixed blessing. Words previously unimportant to me, such as `snuggy' and 'swirly' suddenly became existentially authentic experiences. Yet that year was so warm, so fresh, so naive that I shall never forget it. Moving to the Old Campus the next year somehow symbolized the transition that was occuring in my life. The days of making gelatin in the girls' lavatories seemed to fade as I was confronted with the grim spector of choosing a major. We painted our room a blaze yellow. It was so bright, we wore sunglasses to get to sleep. We were still a little crazy; but adulthood, like a midnight fungus was gradually making its way into our lives. (Use of the first person plural is intentional, referring to an equally unbalanced room-mate— now a member of the faculty.) Junior year was one of frentic activity and involve-ment. Issues seemed so vital, policies so apocolyptic and change such a life or death matter. But with "age" comes melancholy. When my roomates graduated that year, I am afraid I did as well. Last fall as my '67 Olds thundered onto campus I looked for a nervous and lonely freshman boy standing in front of New Dorm. When I stopped to ask where he had gone, no one knew. It seems he had gone on. ROBERT MOELLER When I first came to Bethel as a sophomore, I came with a determination to grow in my personal relationship with God. However, as I became increasingly involved in academics, in extra-curricular activities, and in an off-campus evangelization ministry, I began to abbreviate my periods of solitude with the Lord. In spite of setting aside less time for "practicing the presence of God," my spiritual life seemed to progress at least adequately; nothing was in dischord. However, the summer before my senior year, a crisis shook the foundations of my faith. Although Christ gave me the strength to weather this crisis, I came to school the following September aware that my communion with God had deteriorated over the last year. I began to realize that no class, no chapel service, no ministry—in spite of their value—could ever serve as a substutute for my time alone with God. As one Christian scholar says: "Show me a man or woman that consistently spends time alone with God and I will show you a man or woman whom God will use to transform the world." I leave Bethel desiring that each of us will be aware of the importance of consistent fellowship with Jesus Christ, and therefore be able to echo the prophet Jeremiah in saying, "Thy words became to me a joy and the delight of my heart; for I am called by thy name, 0 Lord, God of hosts." DAVID KIRBY The threshold tells me "cross," and still I stand; "Another moment, please, I've only just arrived, and come so fast." If I had known the path would be so swift— faster than my steps, it seemed, escalator-style- I might have walked more closely with my friends, or raised my eyes more often, lent a hand. I might have made the minutes count. But now another passageway begins, and there's so much of me that I must leave behind the door; Time always takes his due. But it's a fair exchange, I think; Now for then and begin for end. I smile, and step across, and turn the bend. MARTHA BARKER ~,
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