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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1450/1500
Source
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Incunabula Collection (DC-03)
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
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Incunabula
Printing 1450-1500
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
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DC-03
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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Title
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De coniuratione Catilinae
Identifier
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DC-03_A048Sallustus1492ca
Creator
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Sallustius Crispus, Gaius, ca. 108-62 B.C.
Description
An account of the resource
De coniuratione Catilinae by Gaius Sallustius Crispus. Printed in Deventer by Jacobus de Breda not before November 16, 1492. Quarto. [ISTC is00088550]
Publisher
An entity responsible for making the resource available
Deventer: Jacobus de Breda
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Catiline, ca. 108-62 B.C.
Rome--History--Conspiracy of Catiline, 65-62 B.C.
Language
A language of the resource
la
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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application/pdf
Date
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1492
Source
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Seidman Rare Books Collection: PA6653.A4 1492, A48
Type
The nature or genre of the resource
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1450/1500
Source
A related resource from which the described resource is derived
Incunabula Collection (DC-03)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
An unambiguous reference to the resource within a given context
DC-03
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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Title
A name given to the resource
De eucharistia ad modum decem praedicamentorum
Identifier
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DC-03_A066Aquinas1500ca
Creator
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Thomas, Aquinas, Saint, 1225?-1274
Description
An account of the resource
De eucharistia ad modum decem praedicamentorum by Thomas Aquinas. Printed in Cologne by Heinrich Quentell circa 1500. Quarto. [ISTC it00297000]
Publisher
An entity responsible for making the resource available
Cologne by Heinrich Quentell
Subject
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Incunabula
Printing 1450-1500
Thomas, Aquinas Saint, 1225?-
Language
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la
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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application/pdf
Date
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1500
Source
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Seidman Rare Books Collection: BX2215.T45 1500, A066
Type
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Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1450/1500
Source
A related resource from which the described resource is derived
Incunabula Collection (DC-03)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
An unambiguous reference to the resource within a given context
DC-03
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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Title
A name given to the resource
De excidio Troiae historia
Identifier
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DC-03_A012Dares1488
Creator
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Dares, Phrygius
Description
An account of the resource
De excidio Troiae historia by Dares Phrygius. Printed in Rome by Stephan Plannck circa 1488. Quarto. [ISTC id00042000]
Publisher
An entity responsible for making the resource available
Rome: Stephan Plannck
Subject
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Incunabula
Printing 1450-1500
Trojan War
Dares, Phrygius
Language
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la
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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application/pdf
Date
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1488
Source
A related resource from which the described resource is derived
Seidman Rare Books Collection: PA 6379.D2, A12
Type
The nature or genre of the resource
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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image/jpg
Language
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eng
Type
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image
Identifier
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RHC-50
Coverage
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1943-1953
Still Image
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Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
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Identifier
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RHC-50_X1469
Title
A name given to the resource
De Grasse French CLAA (anti-aircraft light cruiser)
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
De Grasse French CLAA (anti-aircraft light cruiser), March 1, 1955.
Subject
The topic of the resource
United States. Navy
Military education
World War, 1939-1945
Slides
Warships--Recognition
France
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1955-03-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
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Grand Valley State University
Veterans History Project
Cornelius “Casey” DeJonge
(00:46:06)
(00:17) Background Information
• Born in the Netherlands
• Family (of 6 at the time) came to Grand Rapids, MI in 1929 when he was 9 years old
• The move was sponsored by family they had in Grand Rapids
• Came from a seafaring family- 11 past relatives had been captains of ships
• Father had no job in Netherlands but was in construction in America then in his final
years he was in the Muller Bakery Company baking cakes
• Cornelius only went to school through grade 9
(1:57) Developments in Europe as Nazis began to take over
• (1:57-2:12) Was on his way to Pontiac, Michigan doing a brick job when he got notice of
Japan attacking
• Had relatives still in the Netherlands when the Nazis took over
o His niece was run over by a Nazi tank
o Uncle (father’s brother) had a small boat which enabled him to be spared
(2:49) Joining the Merchant Marine
• Began a US citizen in 1935; went into the Merchant Marine in 1943
• Was a brick layer for government buildings and worked at a magnesium plant in Nevada
which kept him from being drafted
• Left Nevada because his wife had a baby and went to Michigan
• He was going to be drafted then read an article that said that he could “sail the seven seas
with other clean cut young men just like him in the merchant marine.”
• To sign up, Casey hitchhiked to Detroit
• Passed the test and went to Sheepshead bay New York to train
• Training was 16 weeks and was the same as one would get in the army
• After four weeks, if he wanted to go right away, he could go as a mess man or in the
storage department so he did
• Training was marching, pile out of bed at four in the morning outside in the nude,
gymnastics, boxing
• Was 24 during this time; there were younger men with him and older as well
• Had no prior experience
(5:05) The First Trip: England
• Out of New York
�•
(5:18-5:31) Last trip took him through the Panama Canal to the Pacific to the Philippines
and he was on an ammunition ship
• The ship was the Joshua Thomas and it went to England
• Unloaded in England then loaded back up to go to North Africa
• The ship was a liberty ship
• (6:10-6:21) Once went to Russia and the ship carried electric trains
• The ship sailed in a convoy (all of the ships he were on did except the Pacific)
• Not on this first trip but on a different one, there were 105 ships in the convoy, each one
mile apart
• This first voyage was mid-summer, 1943
• (7:04-7:35) Trip from New York to Alabama there was a big U-boat scare and “a lot of
ships were sunk along that coast; I think a lot of American people aren’t aware of that.”
• (7:35-7:53) The convoy was not attacked during his first voyage but when he went to
Russia, one went up the Clyde River in Scotland and sank a ship at 8 in the morning
• (7:53-8:15) Casey always chose the 4 to 8 watch because then he didn’t have to work
(chip decks, paint etc) because the maritime union stipulated that one could only work
between 8am and 4pm
(8:15) The men of the Merchant Marine
• A lot of American men but some foreigners
• The Portuguese were a large group of capable seamen
• (8:47-9:04) Portuguese and Hollanders historically do not get along but Casey had a
good friend who was Portuguese
• (9:08) Captains
o Most were old
o Sometimes they were drunks
o Had chief engineers on every ship who never did anything
• (9:50) Boat Problems
o One problem: went to Russia and once electric trains were taken off the ship, the
electric cables used to keep them in place were left to hang off the ship and got
tangled in the screw
• (10:40) When the boat left Russia it loaded up with wood crating material
o Each piece of wood was measured by a Russian girl or sailors who wanted to get
paid overtime
One Russian girl was an artist and gave him a nice painted picture of a
farm scene and she wrote on the back “To Casey, For Remember”
• (11:48) Club where Vodka was served where men could meet girls
• (12:39) Went to Archangel, not Murmansk
o (12:44) Russian government gave merchant marines 60 or 100 rubles but could
not give American sailors money so they gave them perfume
�(13:28) The Trip to Russia
• Trip began in Scotland
• Convoy before them had 48 ships and only 4 made it back
• He was issued very heavy material (rubber outfit) to keep warm in; if he had fallen in, he
could’ve lasted 20 minutes
• Friend who was a policeman from New York got sick, was sent to a Russian destroyer
then later died and was buried at sea
(14:55) Off Duty
• Hired someone to take his place on the ship so he could get off in England for a dollar an
hour or it could have been a dollar a watch
• Casey spent a lot of time in English cemeteries looking a gravestones and also crossed
the London bridge quite a few times
o (15:45) Ended up helping to rebuild London Bridge in Lake Havasu, Arizona
later on in the 1970s
(16:00) On the Ship
• On duty jobs: Steering and lookout
o Couldn’t see anything as a lookout and was never required to go up in the crow’s
nest, they always were put either on the forepeak or the bow
• (18:06) Off-Duty at Sea: Slept, spent time in mess hall
o His crew of 45 men had a waiter that would bring their food to them and at every
meal, they could choose from three different meats
o Got paid on way back to New York one time to throw meat overboard because the
next group of men on the ship wanted fresh meat
• (19:50) Navy Personnel on the Ship
o 8 20 millimeter guns, 1 3 inch anti-aircraft gun, 5 inch surface gun and Casey
always volunteered to load 20 mm guns
o Naval guns and smoke bombs only had to be used once when the ship was
attacked in the Mediterranean and this is when he got a combat bar
(21:00) Places Visited
• London, England
o Missed the ship one time and had to be transported by train through England
• Algiers, Algeria
o Went here right after the invasion but not much damage
• Russia
o Worst experience
o Fish and cabbage was given out and stoves could only be used if four people were
using them at a time and the people lived in dormitories
• (23:48) Casbah, Algiers
o Scary place where army servicemen were not allowed to go
• (23:97) Could go to Iran
�•
(24:45) Unloading in Russia was done by women and it was the only place where there
was a soldier at the end of the gangway and the worst thing someone could bring ashore
was a magazine
• (26:50) Allowed two days off for every week on the ship so he went home to see his wife
o When he came back he would have to pick a new ship, and could only turn down
2, and if you did, you would automatically be on the third ship; Casey always
picked the first and tried to get a ship headed to dry dock so his wife could come
with him
(28:00) Pay
• 100 dollars a month was sent to his wife
• Casey’s wife did not have a job
• He got paid at the end of the trip in cash in the officers mess hall
(29:23) Caribbean, Panama Canal, Pacific
• Going through the Panama Canal was a surprise because everything in the ship had a UK
label
• They then loaded up ammunition in Alabama and went through the canal to get to the
Philippines
• Went in to Manila once or twice a week to get the mail
• One time in Manila he got in a truck with other soldiers and the driver told him to lay
down for awhile because they were going through “suicide pass” where there were still
snipers because the war was still going on the 11 months he was there
• Fake money was all over the streets in Manila
• Filipinos were friendly and mostly Catholic
• The only other place he went to in the Pacific was the Marshall Island atoll of Eniwetok
o Casey had a few beers there was very popular when each person was given two
beers because he did not drink
(33:00) Returning to Civilian Life
• Left Merchant Marine in 1946 because the war ended
• Got off the ship in Seattle, went all the way home then was telegraphed to come back to
the ship to get paid
• Unaware as to how much he was paid
• Had to buy his own clothes and transportation but was paid more than some naval
personnel
• Had a lack of benefits after he got out but today he has the VA which covers his
numerous prescriptions
• (36:00) One memory that stood out in Casey’s mind was when someone got murdered on
the ship in Algiers; stabbed to death
• The coast guard were the merchant marines policemen
�•
(37:19) One day the galley chimney was not working so there were no hot meals to go
around
o A British destroyer then came close to the ship and dropped two depth charges
because the men on Casey’s ship said that they would not get out of their seats
until they got a hot meal; the charges got them out of their seats
• Experienced a major storm where the gangway broke
o Casey was told to go up to the forepeak and lock the padlock in there because
there were valuables there
• One time in the Philippines, a Captain asked a steward if the laundry was being done
onshore because a lot of blue bedspreads were gone; it turned out they were being sold
for clothing, especially in North Africa
(40:45) Reflection
• He loved it and believed it was a nice way to live but he had to get back to his family
• Became a foreman where he had worked before the war then went into business alone
• Later he went to Bahrain with the church to build hospitals, then to Oman then to Basra,
Iraq and built a school
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De Jonge, Cornelius (Interview outline and video), 2008
Creator
An entity primarily responsible for making the resource
De Jonge, Cornelius
Description
An account of the resource
Cornelius "Casey" De Jonge was born in the Netherlands, became a US citizen in 1935, and served in the Merchant Marines between 1943 and 1943. He tells of a series of voyages in the Atlantic, Mediterranean and Pacific, including some difficult trips to Russia via the Arctic route.
Contributor
An entity responsible for making contributions to the resource
Smither, James (Interviewer)
Kentwood Historic Preservation Commission (Kentwood, Mich.)
WKTV (Wyoming, Mich.)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Merchant mariner
World War, 1939-1945--Personal narratives, American
Video recordings
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2008-03-06
Identifier
An unambiguous reference to the resource within a given context
DeJongeC
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/40df57f75b88ad92a5cc63d95e600c4f.mp4
e6c91cea0ffe74c4df8e4d68e320b04b
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PDF Text
Text
Grand Valley State University
Veterans History Project
James de la Cruz
(01:28:29)
(00:15) Background Information
•
•
•
•
•
•
•
James was born in Texas in November of 1945
He described his parents as peasants and very poor
They did not have any property or any of their own crops, but helped work on other’s
lands
His parents were from the Rio Grande Valley in Texas
James moved to Michigan with his parents when he was one year old and his older
brother moved to Mexico to live with his grandmother
His father began working as a migrant worker in Bay City and later found work in Grand
Rapids
James grew up in a small shack in Grand Rapids, often moving around and going to
different schools
(13:30) Pending War
• James graduated from high school in 1964 and was sure that he would soon receive a
draft notice
• He felt that he did want to serve, but not in the Army and on the ground in the jungle
• James had taken ROTC in high school for 3 years and was well prepared for the service
• He went through POW training, learned about foraging, being a leader and taking orders,
map reading, and marksmanship
• James enlisted in the Air Force in November of 1965
(18:30) Training
• James left Grand Rapids on a bus after his induction in Detroit
• They were sworn in and then brought to stay in a hotel near
• Lackland Air Force Base in San Antonio, Texas
• They spent a lot of time keeping their barracks clean and in order, drilling, and marching
• James quickly became a squad leader while a few others washed out
• He tried to remain neutral and not join any specific groups or cliques; he just wanted
training to be over as soon as possible
• When he was finished training he was able to go back to Grand Rapids for a few weeks
on leave
(24:50) Tampa, FL
�•
•
•
•
•
•
•
•
After training in Texas, James went to tech school for a short time in Illinois
He learned about mechanics in repair classes and stayed in very old barracks that were
very cold
James was then sent to McDeal Air Force Base in Florida, which was like being on
vacation
The base was much nicer than the one in Illinois and they did not work too hard
It was like a civilian job, working 8-5, and then they were free to do what they wanted
James worked with equipment to help support aircraft, such as hydraulic driven bomb
lifts, generator sets, AC units, air compressors, gas drivers, diesel drivers, and electric
drivers
There were about 30 air men working per shift; they were never overloaded, but always
had plenty of work
James spent 14 months living at McDeal Air Force Base
(35:15) Thailand
• James left with a small group of men from the base in Florida and headed over the Pacific
• He had been looking forward to going overseas and had no fear of going
• James was glad that he was not going to Vietnam and that he would not be fighting in the
jungle
• They had a very long commercial flight from California
• They landed in Bangkok where there were many different GIs from other branches
• There were also Canadians, Australians, and British people
(40:20) Ubon
• They flew from Bangkok to Ubon where many of the GIs already had learned to speak
Thai
• James was very impressed and wanted to quickly learn Thai himself
• They stayed at a very old barracks on the base with 30 men per building
• The weather was warm, tropical, and it rained every day
• James was working on F-1 fighter bombers, KC-130s, cargo planes, small one man
surveillance planes, helicopters, and black dragons
• He was working on some very impressive aircraft and helping to maintain aircraft,
similar to his duties in Florida
(49:15) Tinker Air Force Base
• James was transferred to Oklahoma and still maintaining aircraft, using mostly diesel
equipment
• He stayed with a mobile communications group living off base in tents in a field
• They set up a mobile communications center with satellites, radar, radios…
�(51:10) Thailand October 1967-1968
• There were aircraft often leaving from the base, but James never knew where they were
going or any details of their missions
• He only worked on engines, not plane weapons or armaments and did not ever
communicate with the flight crews
• Mechanics were only allowed to go to certain areas of the base; others were off limits
• James was aware that some of the missions were flying out to Vietnam, Laos, and
Cambodia
(56:40) Living on Base
• They worked with some civilians on base that helped mostly with services and translation
• James had gone through orientation when he first arrived and they were warned about
traveling to certain areas in Ubon and to avoid certain activities
• James had been up drinking in town very late and wondered to an area he had been told
not to go to
• He saw a bunch of people covered in some type of shawls and walking in a straight line
• It was very strange, but he realized that when they got closer to him that they were all
lepers
• The Thai people had very different customs and culture from Americans; they were much
more caring and considerate
• There were some USO shows on base and the King of Thailand also came to visit
(01:10:10) Bangkok
• James only spent about six days in Bangkok altogether; 3 days when arriving in Thailand
and 3 days when leaving
• When he first arrived, much of his memory is a blur because it was all so exciting and
different
• He had not wanted to upset anyone and tried to be quiet on the sidelines, following
military and societal rules
• He had a more adventurous time when he was leaving the country
• James went on a bus tour around the city with a friend, but the time went by very quickly
• After all the time spent in Thailand James really missed pizza, drive-in theaters, and
American women
(01:14:00) Oklahoma
• James had been living off base in a mobile home with other men in the military
• There was not much to do in Oklahoma; they were in a college town that was full of bars
• It was always hard to make friends in a military town with the regular civilians
• It seemed like the people knew that the service men would only be there temporarily and
did not want to make friends with anyone that would be leaving soon
�•
•
•
•
James was starting to miss his family and wanted to go back to Grand Rapids
He had signed up for 4 years of service, but was offered a chance to get out 9 months
early
He had been offered a promotion and bonus to resign, but declined, which he now regrets
10-15 years after being in the service James really began to miss his time in the Air Force
(01:22:25) Discharged 1969
• After his time in the service it was easy for James to get a job and the economy was
doing well
• He worked for Central Air Lines for a while at the Kent County Airport in Grand Rapids
• James also worked at the Metro Airport for North Central Airlines, and at GM for a while
• He eventually ended up working for the US Postal Service and has been for 19 years; he
is eligible for retirement now
• James believes that the best experiences of his past were while in the Air Force and he
would do it all over again
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De la Cruz, James (Interview outline and video), 2008
Creator
An entity primarily responsible for making the resource
De La Cruz, James
Description
An account of the resource
James de la Cruz was born in Texas in 1945 and moved to Michigan when he was one year old. James spent 3 years in the ROTC while going to school in Grand Rapids, Michigan. James enlisted in the Air Force in 1965 and was sent to Texas for basic training. He also spent time training in Illinois for mechanics training. His first duty station was in Tampa, Florida where he spent 14 months maintaining aircraft on base. James then left for Ubon, Thailand where he was stationed for a year maintaining aircraft. After Thailand, James was sent to Tinker Base in Oklahoma before being discharged 9 months early.
Contributor
An entity responsible for making contributions to the resource
Smither, James (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
United States. Air Force
Vietnam War, 1961-1975--Personal narratives, American
Video recordings
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2008-11-13
Identifier
An unambiguous reference to the resource within a given context
DeLaCruzJ
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/ff58a22a97498f9fa75c3df9770b51b0.pdf
2bdc990a5d7d681a20152c6ea20f2507
PDF Text
Text
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1450/1500
Source
A related resource from which the described resource is derived
Incunabula Collection (DC-03)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
An unambiguous reference to the resource within a given context
DC-03
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De laudibus Mariae [folium 158]
Identifier
An unambiguous reference to the resource within a given context
DC-03_158Magnus1493
Creator
An entity primarily responsible for making the resource
Albertus, Magnus, Saint. 1193?-1280
Description
An account of the resource
One leaf from De laudibus Mariae by Albertus Magnus. Printed in Strassburg by Martin Flach (Printer of Strassburg) in 1493. [GW 0061610; ISTC ia00248000]
Publisher
An entity responsible for making the resource available
Strassburg: Martin Flach
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Language
A language of the resource
la
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Date
A point or period of time associated with an event in the lifecycle of the resource
1493
Source
A related resource from which the described resource is derived
Seidman Rare Books Collection
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/99d7cc386ab20c05732a0a6029c87efb.mp4
effcff342bf5aea6923809d5e1601701
https://digitalcollections.library.gvsu.edu/files/original/e5cfaa3f0950278128ceb650cd27aa89.pdf
ab12ee7e3b63d3205b56212c856b9d8c
PDF Text
Text
Grand Valley State University
Veterans History Project
Walter De Leeuw
(36:33)
(00:01) Background Information
•
•
•
•
•
•
•
•
•
•
•
•
Walter was born in southern Netherlands in 1934
He was 5 years old when the Germans came into his town
The Germans took over the schools to use them as barracks
His family had 9 children and it was hard for his parents to support them after the
occupation
Walter’s father was a captain on a tug boat
2 of his brothers were forced to go to Germany and work in a factory
They could see V-1 and V-2 missiles go over their town
Sometimes the missiles would malfunction and hit his town
The Allies came into town and had to rebuild the bridges, but the Germans kept bombing
them again
Walter and his family were evacuated to a farm and their house was demolished
They couldn’t buy much and were very hungry the last year of the war
Some of the Dutch were communicating with the allies to try and help them
(10:57) After the War
•
•
•
•
The Allies took over the schools for a few months after the war ended
There was plenty of food after the war
The southern part of the Netherlands was liberated on November 5 and the north was
liberated in December [parts of the north remained under German control until the war
ended]
Walter graduated from a tech school
(16:45) Coming to America
•
•
•
•
•
Walter landed in NY and took a plane to Grand Rapids, MI
He stayed on his uncles farm when he got there in the winter
There wasn’t much to do on the farm and there weren’t any jobs until spring
He found a temporary job at a marina
Walter got a draft notice and decided to enlist in the Army
(23:05) Training
•
•
•
•
•
He didn’t have any problems with going to basic training because he was in good shape
Walter was sent to Fort Dix
After Fort Dix he was sent to Frankfurt, Germany
He had to go to field duty in southern Germany
In the US he trained in a tank unit, but when he was sent to Germany they moved him to
an artillery unit
�•
•
•
•
•
•
•
In the artillery unit they used 105mm howitzers
The tanks he drove in the US were M-48s and they could go up to 40 mph
Tank crews had 4 people
While in Germany he could take leave and go to Austria, Switzerland, or France
Walter went into the HQ company and drove jeeps for forward reconnaissance
He arrived in Germany in 1959 and stayed for 2 years
Walter got married while in Germany
(32:45) After His Service
•
•
•
•
Walter went back to the US and was discharged
He started a job as a draftsman
Then he worked at a factory
He didn’t join a veterans club because he felt it wouldn’t be right since he didn’t serve
during a war
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
de Leeuw, Walter (Interview outline and video), 2008
Creator
An entity primarily responsible for making the resource
de Leeuw, Walter
Description
An account of the resource
Walter de Leeuw was born in the Netherlands in 1937 and lived there during the German occupation of the country. He later emigrated to the US, and served in the US Army between 1959 and 1961. He trained at Fort Dix, New Jersey, and served in Germany with armored and artillery units.
Contributor
An entity responsible for making contributions to the resource
Montagna, Douglas (Interviewer)
Great Lakes Naval Memorial & Museum (Muskegon, Mich.)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Korean War, 1950-1953--Personal narratives, American
Video recordings
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Text
Moving Image
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2008-11-13
Identifier
An unambiguous reference to the resource within a given context
DeLeeuwW
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/17fa563c2ea4b63a7daee27f0b439aa2.mp4
8c206dd029c3af907c8bcbf26a12276f
https://digitalcollections.library.gvsu.edu/files/original/08d04b4e39a99905d94154d29aac7de0.pdf
5b6d5e5f87d5fc741b27f0269e07d4e7
PDF Text
Text
Grand Valley State University
Veteran’s History Project
Korean War
Arnold De Loof
Interview Length: (00:18:45:00)
Early Life (00:00:01:00)
De Loof was born on a farm (00:00:35:00)
He had a family of 10 including himself, seven siblings, and his parents. (00:00:37:00)
Until he was about 11 years old, he had grown up during WWII. (00:00:48:00)
Went to a single-room schoolhouse as a young boy. (00:01:16:00)
De Loof spent his time ice skating, playing football, and general partaking in activities
that didn’t require “a lot of money”. (00:01:28:00)
o “Hardly anybody had any money in those days”. (00:01:31:00)
De Loof received up to a tenth grade education. (00:01:42:00)
His father passed away when he was nine years old. (00:02:03:00)
o After his father’s passing, his mother had to go to work at General Motors in
Grand Rapids to support the family. (00:02:10:00)
o His grandmother began to live at the family home when his mother went to work.
(00:02:50:00)
As he entered his teenage years, De Loof took on some small jobs such as mowing lawns
and hauling hay. (00:03:14:00)
o At 16, he got his first “real” job at a furniture factory. (00:03:27:00)
When he enlisted in the military, his girlfriend at the time left him because she did not
want to date someone who wasn’t nearby. (00:03:52:00)
De Loof decided to enlist because he did not have a job at the time and wanted to “go see
the world”. (00:04:30:00)
o Until that time, he had only ever been to Texas and Mississippi. (00:04:041:00)
Basic Training (00:04:57:00)
“We marched a lot”. (00:04:59:00)
As he was an Air Force trainee, he did not receive any foot combat instruction because
those in the Air Force were responisble solely for airborne activity. (00:05:25:00)
The extent of De Loof’s training was “how to come and go in a military manner”.
(00:05:40:00)
At first, De Loof was being trained to be a cook. After asking many times to be
transferred to another training unit, he was placed in supply room squadron where he
stayed for 6-8 months. He was transferred again after this length of time to be trained as a
fireman, which title he assumed for the rest of his military days. (00:06:21:00)
De Loof’s department dealt with structural, chemical, and aircraft fires. (00:07:01:00)
Active Duty (00:07:18:00)
One fire occurred at a “tank farm”, each of which held about 6,000 gallons of fuel, and
took several days to completely recover. All the fuel was lost. (00:07:22:00)
De Loof kept in touch with his family by writing letters. (00:08:00:00)
�
On the weekends, one of the mess halls on base would be turned into a “club” for the
men’s’ enjoyment. They were able to drink beer and gamble on these nights, though De
Loof never gambled himself. (00:09:33:00)
o There was also a bowling alley, ping pong tables, and a gymnasium with spaces
for various sports. (00:10:10:00)
The place where the base was located was previously a home to an Eskimo village, which
was moved north for the sake of construction. (00:10:40:00)
o For this reason, the Eskimos did not wish to affiliate with the American troops.
They also isolated themselves from the Americans to avoid illness. Some died due
to intolerance of foreign disease. (00:11:10:00)
De Loof made some friends that he was able to keep in touch with over the years.
(00:12:10:00)
o One friend, in particular, currently lives in Baton Rouge and De Loof pays him a
visit once a year. (00:12:17:00)
When he returned home, De Loof worked for Goodyear in Grand Rapids. (00:13:00:00)
o His job was to install and recap, or rejuvenate, tires. (00:13:09:00)
When he was dismissed, De Loof’s active military service time had expired but he was
still required to complete four years on reserve. (00:13:40:00)
o His reserve or “stand- by” time was loosely structured. De Loof was only required
to “let them know where [he] was” so if he was needed for combat, he could be
located with ease. (00:13:46:00)
He started working one week after returning from South Korea. (00:14:20:00)
o Besides Goodyear, De Loof also worked for a paper mill, a gas station, and a car
dealership. (00:14:30:00)
o He eventually bought a gas station that used to work in. His father- in- law was
the previous owner, and De Loof managed it for 15 years. (00:15:00:00)
o After closing the gas station, he began to drive cargo trucks for a living. He
remained in this field until he retired. (00:15:11:00)
De Loof never joined any veteran’s organizations. (00:17:00:00)
o After he was ineligible for the VFW (Veterans of Foreign Wars), he did not
pursue any others. (00:17:00:00)
o To be affiliated with VFW, one must have experience in a “war zone”. Even so,
most of those involved in the Korean War had a hard time joining this
organization because this was “not a declared war”. (00:17:17:00)
If he had the choice, De Loof would join the service again. (00:18:20:00)
o He did and saw things he would not have otherwise if he hadn’t enlisted.
(00:18:23:00)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De Loof, Arnold (Interview outline and video), 2007
Creator
An entity primarily responsible for making the resource
De Loof, Arnold
Description
An account of the resource
Arnold De Loof grew up in Grand Rapids, Michigan, and enlisted in the Air Force during the Korean War. After training, he was sent to Alaska and Korea, where he did supply work and eventually became a fireman.
Contributor
An entity responsible for making contributions to the resource
Holmgren, Eric
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
United States. Air Force
Korean War, 1950-1953--Personal narratives, American
Language
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eng
Rights
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
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Moving Image
Text
Relation
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Veterans History Project (U.S.)
Date
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2007-05-29
Identifier
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DeLoofA1261V
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
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application/pdf
video/mp4
Publisher
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Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/9df7af7b876bf4d055417a8ad0b4023a.jpg
4c7256a78e1c51974110524e9252cda0
Dublin Core
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Title
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Faces of Grand Valley
Creator
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Grand Valley State University
Contributor
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University Communications
Description
An account of the resource
A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960s - 1990s
Source
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GV012-03. University Communications. Vita Files
Rights
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In Copryight
Subject
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Grand Valley State University
College administrators
College teachers
Colleges and universities -- Faculty
Michigan
Publisher
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Grand Valley State University. Special Collections and University Archives
Identifier
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GV012-03
Format
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image/jpeg
Type
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Image
Language
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eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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DeMarseDavid_Photo01
Creator
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Grand Valley State University. University Communications
Title
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De Marse, David
Description
An account of the resource
David DeMarse
Subject
The topic of the resource
Grand Valley State University – History
College teachers
Universities and colleges – Faculty
Michigan
Source
A related resource from which the described resource is derived
University Communications. Vita Files, 1968-2016 (GV012-03)
Publisher
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Grand Valley State University. Special Collections and University Archives
Rights
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In Copyright
Type
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Image
Format
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image/jpeg
Language
A language of the resource
eng
-
https://digitalcollections.library.gvsu.edu/files/original/3df892b77f38ae806a4a875359ed9c42.jpg
d6ab7fec661b835c2626ef93c864b5b6
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Faces of Grand Valley
Creator
An entity primarily responsible for making the resource
Grand Valley State University
Contributor
An entity responsible for making contributions to the resource
University Communications
Description
An account of the resource
A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960s - 1990s
Source
A related resource from which the described resource is derived
GV012-03. University Communications. Vita Files
Rights
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In Copryight
Subject
The topic of the resource
Grand Valley State University
College administrators
College teachers
Colleges and universities -- Faculty
Michigan
Publisher
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Grand Valley State University. Special Collections and University Archives
Identifier
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GV012-03
Format
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image/jpeg
Type
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Image
Language
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eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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DeMarseDavid_Photo02
Creator
An entity primarily responsible for making the resource
Grand Valley State University. University Communications
Title
A name given to the resource
De Marse, David
Description
An account of the resource
David DeMarse
Subject
The topic of the resource
Grand Valley State University – History
College teachers
Universities and colleges – Faculty
Michigan
Source
A related resource from which the described resource is derived
University Communications. Vita Files, 1968-2016 (GV012-03)
Publisher
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Grand Valley State University. Special Collections and University Archives
Rights
Information about rights held in and over the resource
In Copyright
Type
The nature or genre of the resource
Image
Format
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image/jpeg
Language
A language of the resource
eng
-
https://digitalcollections.library.gvsu.edu/files/original/b9738ce17d4916a8f1da03a0ddca6316.pdf
4c0522d01bdb3d6e6ccf67ba6579f45b
PDF Text
Text
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
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1450/1500
Source
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Incunabula Collection (DC-03)
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
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Incunabula
Printing 1450-1500
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
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DC-03
Format
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application/pdf
Type
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text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
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Title
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De Remediis utriusque fortunae [folium 107]
Identifier
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DC-03_107Petrarca1490
Creator
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Petrarca, Francesco
Description
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One leaf from De Remediis utriusque fortunae by Francesco Petrarca. Printed in Heidelberg by Heinrich Knoblochtzer not before 1490. [GW M31621; ISTC ip00408000]
Publisher
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Heidelberg: Heinrich Knoblochtzer
Subject
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Incunabula
Printing 1450-1500
Language
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la
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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application/pdf
Date
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1490
Source
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Seidman Rare Books Collection
Type
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Text
-
https://digitalcollections.library.gvsu.edu/files/original/076d4b33d8cda63cb64d186e91ddf6ea.pdf
fd6b95a5f7e65f966280013635dfcaaf
PDF Text
Text
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Incunabula
Description
An account of the resource
The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1450/1500
Source
A related resource from which the described resource is derived
Incunabula Collection (DC-03)
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a>
Subject
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Incunabula
Printing 1450-1500
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
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DC-03
Format
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application/pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
eng
it
la
nl
de
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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De summo bono [folium 102]
Identifier
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DC-03_102Hispalensis1496
Creator
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Isidore, of Seville, Saint, -636
Description
An account of the resource
One leaf from De summo bono by Isidorus Hispalensis. Printed in Strassburg by Johann Prüss, partly printed with types of Martin Flach, the Elder (printer of Strassburg), not after 1493. Illustrated with red rubricated initials. [GW M15290; ISTC ii00202000]
Publisher
An entity responsible for making the resource available
Strassburg: Johann Prüss, partly printed with types of Martin Flach, the Elder (printer of Strassburg)
Subject
The topic of the resource
Incunabula
Printing 1450-1500
Language
A language of the resource
la
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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application/pdf
Date
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1493
Source
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Seidman Rare Books Collection
Type
The nature or genre of the resource
Text
-
https://digitalcollections.library.gvsu.edu/files/original/d1ca38184a1a16169861f447bc4bd40a.m4v
629d472c862111f446d35ead07c4849f
https://digitalcollections.library.gvsu.edu/files/original/3ebcc34082271933f74ac37b1e2bb3df.pdf
57fa3812309135a6834a2b2f4ac90813
PDF Text
Text
Grand Valley State University
Veteran’s History Project
World War II
Harvey De Vries
Length of Interview (00:58:20)
Background
Born July 13, 1922 in McBain, Michigan
Family were farmers, grew up on the farm
Went into service at the age of nineteen
Grew acres of corn, oats, wheat, etc.
One older brother, seven younger sisters
Stayed in school until eighth grade, left to help the family on the farm
Worked in Grand Rapids for two winters; plating plant, National Brass, and a warehouse
Wasn’t paying attention to the war going on in Europe
Learned about Pearl Harbor (December 7) over the radio (00:02:25)
Draft was already going on, at the time, didn’t think about joining
After being drafted, in July, given a deferment until after harvest, December 1942
Still didn’t pay as much attention about the war, was excited to be in the service
Basic Training (00:03:45)
Went to Fort Custer (Battle Creek), MI and sent to Fort Robinson, Arkansas
Six weeks of basic training
Went by train to Arkansas, doesn’t remember much about the trip
Camp Robinson was very new and interesting
Did well with discipline (had a strict father); very tall, so always ahead of his class
Enjoyed training; in good physical condition
Many others were not used to physical exertion, hard for them to keep up
�Most of the men training there were from the Eastern part of the country
Did basic training with discipline, physical conditioning, rifle training
Became a sharpshooter there; very familiar with guns
o Shotgun at age of 12, 30-30 when he was 15
Also trained with mortars and machine guns
Sent to Fort Louis, Washington after basic for Tank Destroyers (00:06:30)
Training on open top turret M-10 Tank Destroyer; had a 16 ft, 3 in gun
Trained as a gunner
Didn’t train there for long (February to March), then went to several other camps to train
Paratrooper Training (00:07:50)
Volunteered as a Paratrooper, instead, with 17 other men
Sent from Portland, Oregon to Fort Benning, Georgia by train
Had a private car; first night stopped in Denver, went out on the town, also did this in
Nashville, Tennessee
No supervising officer, very unusual
Began training in December (00:09:20)
Learned how to tumble (used towers and cables)
Were told, “Don’t spit the sawdust,” as discipline training; sawdust was used to show
landing sites
Took only a couple weeks before they did actual jumps; taken up on a B-47
Sweat-sheds: area where men waited to board the plane, given pep talks there
Chutes have a main chute and reserve chute. If neither opens, at least the truck to take
you to the barracks will be there, etc.
First Jump (00:12:00)
Sixteen in a squad
�
Waiting for the green light, couldn’t stop if you wanted to
Doesn’t remember the actual jump, but remembers seeing the lights of the cities after
pulling the chute
Only about 12,000 ft above ground, not a very high
Wasn’t too different from simulations
Also did night jumps, more frightening; just had to be ready
Heard a story about a guy who got caught in an updraft (00:14:35)
Went through Class 82
Training took about four weeks to complete
Sent to Camp McCall, North Carolina (00:15:40)
Hurt his knee during training, given a referral to recuperate; first time he met his future
wife
Overseas, Europe (00:16:20)
Waited three to four weeks, shipped out with a different outfit (May)
Sailed out on the Queen Elizabeth; no convoy, too fast a ship
Three days to reach England
A smooth voyage; 18,000 troops there, about 2,000-3,000 paratroopers
Arrived just before D-day; stopped in Liverpool, then went to Swindon by truck
Saw the planes taking off for D-day, “Sky was black with them.”
Put in 506th Parachute Regiment, didn’t get to know anyone well (00:19:00)
Corporal, Machine Gunner
I Company, 3rd Battalion, 506th Regiment; joined them just after D-day
Stayed in camp, or went out for small hikes, during the weeks waiting to be assigned (JuneDecember)
Visited London, there for one night
�On base, no civilian interaction; stationed in a castle, Little Cote
Followed news about other paratroopers and large campaigns, briefed by the Lieutenant
(00:21:15)
Was treated well when they joined their new company, heard a lot of stories
1st Mission: Holland (00:22:45)
Landed in Zon (Son), just outside of Eindhoven; had to guard a bridge over a canal and chase the
Germans out of Eindhoven
As they ran into the town, was under machine gun fire; De Vries stayed along the fence
for cover while the lieutenant took over the machine gun
Doesn’t remember much about the flight over and the actual jump; knows there were soldiers 30
minutes ahead of them
Plane was being fired upon during the flight over; one of the planes had been shot down
The pilot was the last to jump out and only had 75ft of air left; managed to pull his shoot
before he hit, bounced four to five feet off the ground; wasn’t injured
Landed in the correct zone (during the day)
Went straight into the town (Eindhoven) (00:27:35)
Provided cover against the German machine gunner; fired while walking
Civilians were still in their homes
Chased the Germans out of the town; were to receive help from the British
De Vries’s Company, along with C Company, patrolled areas around the bridge
Spent a day or two there
Went on the Veghel, then Uden (had to crawl through a jam factory there), headed over to
Overijssel (00:30:20)
Overijssel had two canals going through it, stationed there
Was put out on guard with two other men; stayed in the ditches near the farms (00:31:50)
Had to watch for Germans trying to escape (Rotterdam to Amsterdam), very quiet early morning
�Later, De Vries came out of the ditch and walked toward the tree for better vigil; was then shot
by a sniper near the collar bone and out from between the shoulder blades
Told the two others to go back to camp and get help; one of them was injured on the way
Was shot at 9:30AM, didn’t get help until around 3PM; was stripped of his wallet and valuables
and left for dead by the Germans
Remembers waking and gaining the attention of the others by jiggling the telephone lines near
him; was dragged half a mile to a jeep and taken to the first aid station
Flown to England from the station
Had to draw fluid out of his lung (a few pints) as the bullet had went through the top of
his long
Was hit by an armor-piercing bullet, went through cleanly
Battle of the Bulge (00:35:20)
Stayed in hospital for a couple of weeks
Visited by the surgeon often; also had his tonsils taken out
Hit in October 5 and into the middle of December (during the Battle of the Bulge) was called
back to Holland
Put into S2: Intelligence section
Had to investigate calls and check for traps (marching in Germany); five to six men for each
check (00:37:10)
Joined his company in a town near Bastogne
Part of the Battle of the Bulge; not surrounded [yet] by the Germans, yet; remembers being
ignored by two German soldiers walking by his fox-hole
Went back to the town of Foy
Wasn’t assigned a position at this time; there for about a week before Patton’s army arrived
Outfit sent to Reims, France for rest camp (00:39:20)
At rest camp for a week, then taken through Cologne and south
�The Battle of the Bulge had been bitter cold (00:40:20)
Couldn’t even have a fire to keep warm; sat under what cover one could
Had to be in positions where one could see the other; given instruction by signal
The company was moving forward and capturing German soldiers; would send them to camps
(00:41:50)
A lot of tunnels in Northeastern borders of France for escaping German soldiers; remembers
coming upon a still warm dinner in one of these tunnels
Went to Austria next; stationed there for a while
Remembers watching a movie there and going to get coffee at the Red Cross; twisted his
knee when dropping eight feet from a fence
Didn’t do any fighting afterwards
Never went back to his outfit
The soldiers they were capturing were just regular people, some were older (part of the older
army); SS troops are the ones that drove them (00:43:50)
Took some SS troops prisoner; were smart-alecks most of the time
Recalls an incident with SS troops being killed instead of being taken back to a camp;
only heard the shooting
Didn’t hear stories about SS soldiers committing atrocities to American soldiers (00:45:15)
Some of the soldiers they captured were only 16 or 17 years old
Didn’t see much of the civilian population; stayed in some houses, very hospitable
After injuring his knee, he hopped from one hospital station to another; from Cherbourg, put on a
hospital ship: Santa Rosa
Sailed into Newport, Virginia
Was a bed patient, but could still walk around on the deck
�Discharge (00:47:15)
Landed in Virginia and went to the hospital there
Was discharged in Fort Custer (Battle Creek, MI) on February 15, 1946
Had spent nine months in the hospital; most of the time was waiting for his discharge
Had been sending letters regularly to his wife; she kept them all (00:48:40)
Father hadn’t known he was wounded, until later
Mail usually took a while to get to him
Was married in March 15, 1946 (00:50:35)
Took a job as a herder in Long Island, New York; went into milk delivery a year later; eventually
bought a farm and cows (40 of them)
Eventually upkeep became too expensive and sold his cows; bought out his uncle and went into
the clam business
Stayed in business for 27 years and came back to MI in 1987, retired
The military taught him patience, forethought, and leadership (00:55:10)
Never stayed in one place long enough to be promoted; PFC
In Holland, would check for booby-traps under bridges; had learned to dismantle many
explosives
o Remembers using the page of a book to stop a spark
o Never had to do it under fire, except maybe sniper fire
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De Vries, Harvey (Interview outline and video), 2010
Creator
An entity primarily responsible for making the resource
De Vries, Harvey
Description
An account of the resource
Harvey De Vries was born on a farm in Michigan in 1922. He was drafted in 1943 started training as a tank destroyer gunner, but then switched to the paratroops. He arrived in England immediately before D-Day and did not take part in that action, but joined the 506th Regiment of the 101st Airborne Division as a replacement. He fought with them in Holland and was wounded in that campaign, but returned to the division in time to participate in the defense of Bastogne and stayed with them through the rest of the war.
Contributor
An entity responsible for making contributions to the resource
Smither, James (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
World War, 1939-1945--Personal narratives, American
United States. Army
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-01-12
Identifier
An unambiguous reference to the resource within a given context
DeVriesH
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/ec770ac8f1eae8378d77841c15d1183e.m4v
3b3f5da81ddaad724a0368cde32d00cd
https://digitalcollections.library.gvsu.edu/files/original/aa86be62e0ac7d4f07ae2c8e83c4b4d1.pdf
adc9949687df758aae3b3955339b8036
PDF Text
Text
Grand Valley State University
Veteran’s History Project
Vietnam War
Richard De Young
Interview Length: (00:05:10:00)
Pre-enlistment / Training (00:00:31:00)
Born on September 2, 1944 in Petoskey, Michigan (00:00:31:00)
o De Young’s father was in the WPA and then served as a cop for thirty-two years
and his mother was a legal secretary (00:00:37:00)
Before joining the service, De Young worked for a record company distributing records
in the early part of the 1960s (00:00:56:00)
De Young enlisted in the service straight out of high school in 1963 (00:01:07:00)
De Young’s brother served in the Army for two years and his father served in World War
II and was recalled to fight in the Korean War (00:01:19:00)
He chose the Air Force because he had a cousin who was a brigadier general in the Air
Force and De Young thought that that fact would help him (00:01:37:00)
De Young loved his training; he trained at Lackland Air Force Base in Texas; because he
was in shape then, the training was not a problem (00:01:48:00)
o He only learned the basics at Lackland, including how to follow directions,
something that he did not do well before enlisting (00:02:07:00)
o The food was fantastic, the barracks were no big deal, the rules were a little rough
to exists to at first but everybody went through the same thing (00:02:31:00)
After Lackland, he went to Amarillo, Texas for computer training; from Amarillo, he
went Omaha, Nebraska and Offutt Air Force Base, SAC (Strategic Air Command)
headquarters (00:02:57:00)
Deployment (00:03:15:00)
De Young served totally behind the scenes; he volunteered for Vietnam twice and the Air
Force turned him down both times (00:03:15:00)
o The denials were partially due to the fact that by this point, De Young had a topsecret level clearance, which meant that the FBI had gone through his life with a
fine-tooth comb (00:03:23:00)
o At the time, De Young’s staff sergeant recommended the clearance for him and
De Young did not know about the process until it was complete (00:03:44:00)
He made some friends but over the course of the years, they have lost touch; he did lose
some friends who went over to Vietnam (00:04:06:00)
He kept in contact with his family through letters and by calling them; he tired to stay in
touch but some times it became difficult (00:04:28:00)
For recreation, De Young played football for an Air Force team; not the Air Force
Academy team (00:04:53:00)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
De Young, Richard (Interview outline and video), 2010
Creator
An entity primarily responsible for making the resource
De Young, Richard
Description
An account of the resource
Richard De Young was born on September 2, 1944 in Petoskey, Michigan. He volunteered for the Air Force because he had a cousin who was a brigadier general and De Young assumed that that fact would somehow benefit him. After basic training at Lackland Air Force Base, De Young received computer training in Amarillo, Texas. Once his training was complete, he served at Offutt Air Force Base in Omaha, Nebraska, home of Strategic Air Command. Although he twice requested permission to go to Vietnam, the Air Force denied both requests, partly because De Young had a top-secret clearance.
Contributor
An entity responsible for making contributions to the resource
Cronick, Evan (Interviewer)
Hartzel, Joshua (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
United States. Air Force
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2010-03-04
Identifier
An unambiguous reference to the resource within a given context
DeYoungR
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/ba856f125e06808ef259a8bf4d43cdd6.jpg
fb7ec79092b9cf5875af0de945e49a62
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_670a
Title
A name given to the resource
DE-I class destroyer escort
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
DE-I class, US DE-I (destroyer escort), April 2, 1943.
Subject
The topic of the resource
United States. Navy
World War, 1939-1945
Military education
Warships--Recognition
Slides
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1943-04-02
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/2d98bb2330b908792a1b3e926b64074f.jpg
c4b2b7580ff92252a545cee4bb9a02e1
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Robert H. Merrill photographs
Creator
An entity primarily responsible for making the resource
Merrill, Robert H., 1881-1955
Date
A point or period of time associated with an event in the lifecycle of the resource
1909/1950
Source
A related resource from which the described resource is derived
Robert H. Merrill papers (RHC-222)
Rights
Information about rights held in and over the resource
In Copyright
Identifier
An unambiguous reference to the resource within a given context
RHC-222
Description
An account of the resource
Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
Merrill_FilmPacks_V_14_005
Date
A point or period of time associated with an event in the lifecycle of the resource
1938-08-11
Title
A name given to the resource
Deacon John Shute stone, Bell Rock Cemetery
Description
An account of the resource
Black and white photograph of the gravestone of Deacon John Shute (range 4 row 8) which reads, "Here Lies Buried the Body of Deacon John Shuke who departed this Life Sep 30 1780 in y 88 Year of His Age."
Subject
The topic of the resource
Malden (Mass.)
Gravestones
Source
A related resource from which the described resource is derived
Robert H. Merrill papers (RHC-222)
Rights
Information about rights held in and over the resource
In Copyright
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Creator
An entity primarily responsible for making the resource
Merrill, Robert H., 1881-1955
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/c4c48efcd51f9ed296bee3858e342981.jpg
5494800dd1efb048d94626391f3476cb
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Robert H. Merrill photographs
Creator
An entity primarily responsible for making the resource
Merrill, Robert H., 1881-1955
Date
A point or period of time associated with an event in the lifecycle of the resource
1909/1950
Source
A related resource from which the described resource is derived
Robert H. Merrill papers (RHC-222)
Rights
Information about rights held in and over the resource
In Copyright
Identifier
An unambiguous reference to the resource within a given context
RHC-222
Description
An account of the resource
Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family.
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
Merrill_NE_60_1924_019
Date
A point or period of time associated with an event in the lifecycle of the resource
1924
Title
A name given to the resource
Dead Giant
Description
An account of the resource
Black and white photograph of four people standing in front of the arch in the Wawona tree at Yosemite. A sign above the arch reads, "Dead Giant."
Subject
The topic of the resource
Yosemite National Park (Calif.)
Yosemite Valley (Calif.)
Source
A related resource from which the described resource is derived
Robert H. Merrill papers (RHC-222)
Rights
Information about rights held in and over the resource
In Copyright
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Creator
An entity primarily responsible for making the resource
Merrill, Robert H., 1881-1955
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/8f6766f881f85be7fd22399a5aaac0cd.pdf
946a3e6383838b6d844869349326494a
PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Adriana B. and Peter N. Termaat collection
Creator
An entity primarily responsible for making the resource
Termaat, Adriana B. (Schuurman)
Termaat, Peter N.
Description
An account of the resource
Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar.
Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II.
Date
A point or period of time associated with an event in the lifecycle of the resource
1869 - 2012
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a>
Subject
The topic of the resource
Netherlands
Netherlands--History--German occupation, 1940-1945
World War, 1939-1945
World War, 1939-1945 -- Underground movements -- Netherlands
Dutch
Dutch Americans
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Identifier
An unambiguous reference to the resource within a given context
RHC-144
Format
The file format, physical medium, or dimensions of the resource
Text
Image
Type
The nature or genre of the resource
application/pdf
image/jpeg
Language
A language of the resource
eng
nl
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-144_Termaat_DOC_1944-06-17-After-action-report-307
Creator
An entity primarily responsible for making the resource
Noordhollandsch Dagblad
Date
A point or period of time associated with an event in the lifecycle of the resource
1944-06-17
Title
A name given to the resource
Dead Woman Found Near Heerhugowaard
Description
An account of the resource
Typescript copy of news report from the Noordhollandsch Dagblad newspaper regarding a dead woman found near the Heerhugowaard canal in Langedijk. In Dutch.
Subject
The topic of the resource
Dutch
Netherlands
World War, 1939-1945 -- Netherlands
Netherlands--History--German occupation, 1940-1945
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Text
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Language
A language of the resource
nl
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/533427d4655e2ded132bc207e671aacd.mp4
d22bf7a9b8fa3e917b1f82fc02eaf3f3
https://digitalcollections.library.gvsu.edu/files/original/426029bc8aeb53a14bfdd753863445a4.pdf
eaa4f15fbda877826befb4e03084203f
PDF Text
Text
Grand Valley State University
Veterans History Project
Douglas G. Dean
(00:43:00)
Introduction (00:28)
Family and Friends (00:40)
•
•
•
Born in Detroit in 1946. His dad died when he was only twelve. Had no
brothers or sisters. Lived with his mom in the same house for 57 years before
selling it.
From an early age he loved music. Went to grade school and high school in
Berkley.
Graduated Berkley High School in 1965. Briefly mentions his sports activities
in school. (03:10)
Pre-enlistment Years (03:15)
•
Dean mentions working for Berkley Lanes afterwards for 5-10 years. Got
married his high school sweetheart in August 1965. Joined the army in
November 1966 just after being married. Was informed by letter to report to
Fort Knox, Kentucky.
Enlistment and Training (06:37)
•
•
Went to Fort Knox, Kentucky where he underwent basic training. Describes
his time there. Prior to basic training he was in the hospital for two weeks
because of pneumonia. Ended up making up those 2 weeks he missed. (07:52)
Mentions wife’s reaction and life with his wife. (09:06)
While at Fort Knox, he was trained for funeral/laundry/bath detail. Describes
the responsibilities of his work. Afterwards, he goes on to work in grave
registration in Vietnam. (10:28)
Vietnam (11:45)
•
•
•
Was assigned to grave registration. Was responsible for the care of bodies.
(10:55) Only served there for 3 months.
Dean elaborates in some detail about his job in grave. His jobs entailed
plugging the wounds of bodies and the taking off of clothes of the wounded in
the hospital he worked for.
Prior to the service he had volunteered on many occasions in hospitals.
(12:40) Tells of one encounter in which one person he knew from basic
training came in and was in pretty bad shape.
�•
•
•
•
•
•
Describes in detail, how the wounded would come into the hospital. In one
case, a wounded man came in with a mauled face and was screaming when he
grabbed Dean’s arm. At that moment, he died right then and there. Dean had
to pry the man’s arm off his arm because he died right then. (15:05) Shares his
personal thoughts on the incident.
Dean mentions that he had no dreams about the event after the war. He
tolerated the work. Mentions that the work kept him up for 10-18 hours a day.
(17:04) Also tells of how the personal affects of soldiers were put aside for the
remains but also mentioned that the remains were sent back nude. (17:39)
Dean mentions how they would fly the bodies out of Danang, Vietnam and
from there fly them back to the states.
Mentions that when bodies came to them they would clean and dress their
wounds and then would be put in body bags to be refrigerated to wait for
shipping back to the states. (19:12)
Dean mentions that identification was sometimes difficult. Describes some of
the horrific corpses that came in that he worked on. (20:35) His unit was
responsible for the care of the bodies from the Vietnamese, Army, and the Air
Force, while the Marines took care of the bodies from the Marines, Navy, and
the Koreans. (21:03)
Mentions how Marine morticians usually worked on 400-500 bodies a day.
Describes one encounter in which a North Vietnamese soldier was brought in
and had his arms and legs broken. Mentions what the heat was like and the
state of the bodies after being exposed to it. (23:29) Still remembers the smell
and heat of war.
Korea (23:44)
•
•
•
•
After three months he was sent to Korea where he worked in a mortuary. The
majority of forensic technicians and pathologists he worked with were
Korean.
Dean mentions that he never knew what he would see next in Vietnam. Over
90% of the guys he worked on were under 21. (25:10) Never did come into
any contact with any Vietnamese.
While in Korea, he went on one search and recovery mission looking for an
APC that exploded a few days before. Dean says that they found heads, a
couple of feet, and boots. (26:04)
Dean describes Korean funerals. They would beat their heads against the
casket and cry a lot. Left Korea in 1968.
Going Home (28:29)
•
After 13 months in Korea and a total of 21 months in the service, he mentions
flying back to the states in a commercial airline plane. (29:11) Left from Cam
Ranh, Vietnam and flew to California. From California, he flew home to
�Detroit at which point he was out. (30:45) His mother was still alive at this
point.
After the war (30:51)
•
•
After being discharged, he describes the time that he took care of his mother.
Mentions his divorce briefly. (31:41) After returning from the service, he
spent his time learning the carpenter and electrical trade upon which he found
a job working for his wife’s sister’s man. Had no problems adjusting to
civilian life. For a period of 10-12 years he worked for Neutron installing
ceiling fans.
Dean discusses his battle with pancreatitis and his surgery. Was in the hospital
for 9 months. Shares his personal thoughts on the war. Recommends that
youngsters spend a year in the military. (43:10)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
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Smither, James
Boring, Frank
Relation
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Veterans History Project (U.S.)
Identifier
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RHC-27
Language
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eng
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Dean, Douglas G. (Interview outline and video), 2007
Creator
An entity primarily responsible for making the resource
Dean, Douglas G.
Description
An account of the resource
Douglas G. Dean who served in the Army from 1966 to 1968. In this account, he discusses his pre-enlistment years, enlistment and training in the U.S. and combat experiences abroad in Vietnam and Korea. He served in a grave registration unit and was stationed in Vietnam and Korea, and describes some of his experiences in detail.
Contributor
An entity responsible for making contributions to the resource
Collins Sr., Charles E. (Interviewer)
Collins, Carol (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
United States. Army
Vietnam War, 1961-1975--Personal narratives, American
Video recordings
Language
A language of the resource
eng
Rights
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
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Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2007-06-29
Identifier
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DeanD
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
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application/pdf
video/mp4
Publisher
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Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/29f5b14e74af85baa1054700fd9b9271.mp4
bbe5c370d135734666f0534ffc96cead
https://digitalcollections.library.gvsu.edu/files/original/501ac6fee8dbae63347281a27006a97e.pdf
c017434d6666a193d5ac8245dd37ef0b
PDF Text
Text
Grand Valley State University
Veterans History Project
Lawrence (Larry) Dean
(00:27:00)
Introduction (00:13)
Pre-Enlistment (00:21)
•
Born in Muskegon Heights, MI on June 30, 1934.
•
Father’s name was Oliver C. Dean and he was of German descent, while his
mother was Catherine A. Robinson and she was of English descent.
•
His father worked for manufacturer Manning, Maxwell, & More and
eventually became deputy sheriff. Remembers accompanying his dad to
various places. (02:42) Father worked in sheriff’s department for 3-4 years.
His mother was a housewife in the 30s. (04:06)
•
Describes briefly his time in grade school. Afterwards, he went to Muskegon
Heights Junior High School. (06:37) During his time there he was diagnosed
with epilepsy. Graduated high school but forgot to pick up his diploma the
night of graduation. Attended Moody Bible Institute in Chicago for two years
but couldn’t afford to continue and so didn’t graduate.
Enlistment and Training (10:55)
•
Went to see the Army recruiter who told him that since he was 7 years free of
epilepsy attacks he was able to join. (11:20)
•
Dean mentions that he took basic training in at Fort Sam Houston and San
Antonio, TX and then served at Valley Forge Army Hospital.
•
Had 10 years prior experience before working as a surgical orderly. Briefly
describes his time as an orderly. (13:05) Spoke to a nurse who told him about
an opening in the Army Medical Corps. Mentions that the army saw his prior
experience and sent him to work in that hospital.
•
Briefly describes basic training. Dean remembers crawling hands and knees,
to the ground under barbed wire. (14:14) Didn’t receive additional medical
training. Spent his 2-year service time in Valley Forge Army Hospital.
�Brief Retirement Period and Enlistment Again (14:30)
•
Upon his discharge, Dean married. He worked for the cities of Chicago,
Illinois and Pomona, Colorado as a garbage man for a while. (15:53)
•
In 1968, he enlisted and was in the service again for 3 months and was than
dismissed by the army because he was an epileptic.
After his Service (18:19)
•
Worked for Goodwill in Muskegon for a while and then was sent to Grand
Rapids in 1981. (18:24) Was married for approximately 8 years and then was
divorced. Briefly discusses how that came about. (20:01) He then moved
back to Michigan and lived where he is now for 23 years. Briefly mentions his
volunteer experiences with the nursing home. (26:48)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
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Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Dean, Lawrence A. (Interview outline and video), 2007
Creator
An entity primarily responsible for making the resource
Dean, Lawrence A.
Description
An account of the resource
Lawrence L. Dean served in the U.S. Army Medical Corps from 1957 to 1959 in the U.S. In this account he discusses his pre-enlistment years, enlistment and training in the U.S., and his service. Dean concludes by discussing his life after the war and mentioning that he also served briefly for 3 months in 1968.
Contributor
An entity responsible for making contributions to the resource
Collins Sr., Charles E. (Interviewer)
Collins, Carol (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
United States. Army
Vietnam War, 1961-1975--Personal narratives, American
Video recordings
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2007-03-19
Identifier
An unambiguous reference to the resource within a given context
DeanL
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/f878bf5d58452617914a6ba03df4d6fc.mp4
93a00f744f335795b8c6ba9a5dcbb03e
https://digitalcollections.library.gvsu.edu/files/original/ca4b50c32c4559d29023dc455f45b719.pdf
8f7a9f98e1ecc26a600b7cfd90a02335
PDF Text
Text
Grand Valley State University
Veterans’ History Project
Ollie Dean
World War II
41 minutes 7 seconds
(00:50) Early Life
-Born in Kalamazoo, Michigan
-May 1, 1927
-Family moved to Grand Rapids, Michigan during the Great Depression
-Father opened an automobile radio business
-Attended Ottawa Hills High School
-Graduated in 1945
(01:23) Enlistment
-Joined the Navy in early 1945
-Remembers Pearl Harbor
-Sunday football game between Washington and Chicago was interrupted by news
-Everyone was stunned at first before getting organized
-During high school was in the ROTC (Reserve Officers’ Training Corps)
-Did basic drills
-Target practice
-Paid a lot of attention to war through radio and the newspapers
-Enlisted because “it was just the thing to do”
-Only 17 years old when he enlisted
-Had to have parents’ consent
(05:20) Training
-Sent to Great Lakes Naval Station in Chicago
-Huge camp
-Lots of marching involved
-Made company commander because of prior involvement with the ROTC
(05:54) Deployment
-From Great Lakes was sent to Camp Shoemaker in California
-Spent 3 or 4 days there
-Boarded ship
(06:10) More on Training
-Had gunnery training
-Quad 40’s, 5 inch, and 20mm
-Had rifle training
-Had boat training
�(8:10) USS Cheleb
-Auxiliary Cargo Attack (AKA) ship
-Loaded with flour, rice and sugar
-Went to Caroline Islands after a brief ammunition supply stop in Hawaii
-Long voyage
-Stayed in Caroline Islands at Ulithi
-Warm
-Headquarters for Composite Service Squadron
-Massive dry dock for damaged vessels
-Japanese still had a base at Trook
-One night there was a kamikaze attack
-One plane hit the USS Bonhomme Richard
-Second plane crashed into a sandbar
-Traveled north and passed through a typhoon
-Lost some ships as a result
-Got to Okinawa
-Landing craft had been pushed about one mile inland from the storm
(11:45) USS Mt. McKinley
-Boarded the USS Mt. McKinley
-Destination was the Inland Sea of Japan
-Communications vessel
-Most likely gathering intelligence for the planned invasion of Japan
(12:10) More on the USS Cheleb
-Traveled to Caroline Islands alone without a convoy
-Did not zig zag
-No worries about Japanese submarines
-Went to general quarters half hour before sunrise and half hour before sunset
-Prime time for attacks
(12:45) More on the USS Mt. McKinley
-Remembers traveling to the Inland Sea
-Ordered to general quarters for a drill
-Changed to “not a drill”
-Attacked, but it wasn’t terribly serious, frightening though as he recalls
-After this wound up in Vladivostok (discussed later) and rejoined the Cheleb
-Details of the USS Mt. McKinley
-Huge, repurposed cargo ship
-Command and communication
-Had a destroyer escort
-Lots of electronics on board
-Japanese Navy was nonexistent at this point, so it was relatively safe
�(14:40) Sasebo, Japan
-Spent some time in Sasebo, Japan
-Post war/post Vladivostok on board USS Mt. McKinley (discussed later)
-Had been a primary Japanese naval city
-Massive cranes that could pick up ships
-Massive submarines were stationed there
-Saw the sub that sank the USS Indianapolis
(15:50) Naval Duties
-Manned a 5 inch turret
-Couldn’t see much beyond the scope
-Complex firing system
-Had to keep triggers compressed and “bubbles” aligned to actually fire the gun
(16:50) Vladivostok, Russia
-Impressed by the women’s aid in the war effort
-Introduced to vodka there
-Departed from there for Tsingtao, China
(17:35) Tsingtao, China
-Went to Tsingtao on the USS Cheleb
-Anchored 15 miles offshore because of massive tidal difference
-Very modern city
(18:40) Shanghai
-Went from Tsingtao to Shanghai
-Saw bodies floating in the Huang Ho River
-Came in with a hospital ship
-Tied up at Holt’s Wharf
-Docked in front of a British hospital ship
-Former British POW’s were on board being cared for
-Mostly doctors and nurses that had been POW’s
-Most were husbands and wives
-Kept in good shape by the Japanese to keep other prisoners healthy
-Invited their families on board the USS Cheleb for ice cream
-Took part in the evacuation of White Russians
-Met young woman and spent a leave with her
-She was terrified about leaving
-Destiny was either a prison camp in Russia or death
-Stayed in Shanghai for three weeks
-Not much prolonged contact with the Chinese population
-Locals never bothered U.S. troops
-Watched Chinese workers paint navy ships from their river boats
-Unloaded sugar, rice, and flour
-Doesn’t recall a Chinese military or police presence
(23:33) Philippines (Some time after Hong Kong, discussed later)
-First time seeing Japanese POW’s
-They were large men not the stereotypically small men
-They had been Imperial Marines from Korea
-Had stopped at the isle of Negros for water
�(24:45) Hong Kong
-Complicated way of getting into the city
-Sail directly towards a cliff, quickly zig zag, and once you’re around the cliff you see
the city
-Could not understand why the Chinese sector was called Victoria
-British sector had a Chinese name
-Only spent a week there delivering supplies
-Allowed to go ashore briefly
-Given a ration of three cans of beer
-Played touch football
(26:25) More on Shanghai
-Remembers ripping pants getting into a rickshaw
-Driver took them to a hole in the wall tailor
-Told to sit on a stool on the sidewalk
-Took off pants
-Left sitting there while the tailor repaired the pants
-Eventually got to see the simple, but involved repair process
-Involved spit and a primitive iron
-Couldn’t tell where pants had been ripped
-While sitting there without his pants he attracted a small crowd
-People just laughed at the absurdity of the situation
-No harm was done
-Chinese were orderly, courteous, and helpful
(28:28) Formosa (After Hong Kong)
-Went to the island of Formosa (now Taiwan) for water
-Only stayed there for two days
(28:45) Return Voyage
-Stopped in the Philippines briefly
-Went back to the United States
(29:10) More on Sasebo, Japan
-Stayed on the naval base there
-Some sailors went ashore and visited area where atomic bomb had been dropped on Hiroshima
-Note: Based on Sasebo’s location, Nagasaki’s location, and Hiroshima’s location they
most likely visited Nagasaki and not Hiroshima
-Returned and said that the surrounding area had not been directly damaged
(30:20) More on the Return Voyage
-Went up to the Aleutian Islands, Alaska and from there went down to Seattle, Washington
-Tied up at Piers 90 and 91
(30:38) Seattle, Washington
-Attached to a decommissioning detail
-Had a crew of fifteen sailors
-Removed critical equipment from ships
-Sealed guns
-Prepared ships for being towed to the boneyard at Tacoma
-Mostly worked on cargo ships (“Liberties) and personnel ships
-Stayed there for three months
�(31:50) Back to Great Lakes and Coming Home
-Returned to Great Lakes by troop train
-Left over transportation from World War I
-Told to buy three days’ worth of underwear
-Threw dirty pairs out the window
-Discharged at Great Lakes
-Parents picked him up and he returned to Grand Rapids
-High school diploma had been mailed to him
(33:20) Post War Living
-Enrolled at Grand Rapids Community College
-Only stayed for a month because father had a massive heart attack
-Took over business
-After that went into sales
-Worked in sales for fifteen years
-Traveled a lot
-Regrets not getting to see children grow up
-Enrolled in college (at Aquinas)
-Worked at a Kroeger’s warehouse at night
-Wife worked at Aquinas
-He and his sons got in for free because of this
-She was the first Protestant to get hired by Aquinas
-She was in charge of the dorms
-1966 to 1970 were the best years
-Going to college full time
-Working at night
-Building a cottage in Oceana County
-After college got back into sales because of a lack of teaching jobs
-Stayed in Michigan this time
(35:20) Reflections on Service
-“Grew up in a helluva hurry”
-Got out of the Navy when he was nineteen
-Upset that he couldn’t drink
-Joined the VFW so that he could legally drink at meetings
-Many young veterans were disenfranchised about the hypocrisy
-Feels he had good timing
-Feels that the Navy late in the war had been the safest bet
-Sailing in boats had influenced his choice
-Remembers never getting sea sick
-Remembers almost getting pulled off the ship during the typhoon
-Remembers black sailors being on board
-Segregated, but treated fairly well
-Used as servants to the officers
-Segregation bothered him
-Had been friends with a black kid in high school
-Remembers going to Idlewild with him and seeing Duke Ellington, Count Basie,
and Ella Fitzgerald there by happenstance
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Dean, Oliver "Ollie" (Interview outline and video), 2013
Creator
An entity primarily responsible for making the resource
Dean, Oliver
Description
An account of the resource
Ollie Dean is a World War II veteran that was born in 1927 in Kalamazoo, Michigan and grew up in Grand Rapids, Michigan. In early 1945 at the age of seventeen he joined the U.S. Navy and after training at Great Lakes Naval Station in Chicago was deployed to the Pacific Theatre and Southeast Asia aboard the U.S.S. Cheleb, a Navy cargo ship. He also served on the U.S.S. Mt. McKinley, a communications ship, on a cruise through the Inland Sea of Japan and up to Vladivostok. With the Cheleb, he spent time in Shanghai and Tsingtao while the Japanese were being evacuated from China.
Contributor
An entity responsible for making contributions to the resource
Smither, James (Interviewer)
Kentwood Historic Preservation Commission (Kentwood, Mich.)
WKTV
WKTV (Wyoming, Mich.)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
World War, 1939-1945--Personal narratives, American
United States. Navy
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2013-11-14
Identifier
An unambiguous reference to the resource within a given context
DeanO1558V
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
video/mp4
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/56647999b9f4cbdb4332832a55e5dfaa.mp4
6ad6be9be8fe13dee38b7a79a3e4752c
https://digitalcollections.library.gvsu.edu/files/original/fcd18884ee0436786d5ff2fc5f9248db.pdf
199ab49ab84f708d8f4e7f348944b43e
PDF Text
Text
William James College Interviews
GV016-16
Interviewer: Barbara Roos
Interviewee: Deanna Morse
Date: 1984
Part: 1 of 2
[Barbara]
Okay, if you would just start out, wherever you want, talking about the difference
of teaching at a conventional situation and teaching at William James.
[Morse]
Well, one thing for me is the observation about studying both places because I
studied at a conventional school and then I got my master’s degree from
Goddard. And for me the difference between the two was like night and day.
Because what I found in conventional school was that a lot of the emphasis is on
grades and how one would perform. And at Goddard a lot of the feeling was what
you can do with that… whatever the learning is. And I guess I've seen that at
Grand Valley, too. The most obvious thing for me is that when I give students…
after students turn in films, I write comments to them on their films, you know,
with long comments… a page or two. And what would happen at William James
is people would read my comments, and they would take it in, and they would
respond to it. And in grade situations, what I find, is that people immediately turn
to the last part of it, see what their grade is, and then factor all those comments,
you know, on the basis of what that letter grade was. And to me that's the least
important part of the learning. The important part is the feedback. But what I find
students do is they just look at the grade. And even some really good students in
this term, in fact, came to me and said: "Well it's getting near the end of the term
and I wonder how much, you know, how much my grade would go up if I redid
this project." And it's totally unimportant what the grade would go out. The real
important thing is how well they can do the project. But the incentive to do it well
seems to be not there in the graded system.
[Barbara]
But that's the opposite from what people who advocate grades… what most
people say. They say you have to have grades or else people won’t work.
[Morse]
No, I didn't think that was true at all. At James what happened was people
worked because then they enjoyed the work and it had nothing to do with how
you evaluated that work, in terms of A. B, C, D, or F. But they did the work until
they felt the work was right. And in the graded system I find people will say: "Well
I was only a C student in high school, so I don't have to do any better than a C
now." Or: "I was only a B student in high school, so I’m satisfied with a B." Or: "I
was only a D student in high school, I'm satisfied with a D." And then don't try to
make themselves better. And that for me has been the biggest frustration… is
moving back to grades.
�[Barbara]
Okay. What other differences in teaching are there that seem important? If there
are any… excuse me.
[Morse]
Besides the grades? The grades is the big one, for me. The other stuff… it's
harder for me because I always thought James' requirements of the milestone
were a little wacky anyway. And I never quite got a sense of what a student had
to do to complete their study plan. And I feel, hearing Richard, I feel part of the
difference is really a difference of a nontraditional school within a larger structure
versus a school that's nontraditional all the way through. I don't think those
questions come up at a place like Goddard or a place like Evergreen. But within
William James what happened was it seemed like people trying to sort of mold
the alternative ed. to make it fit into what people could see as parallel to
traditional requirements. So that part of it to me hasn't been a real difficulty. But
the grade/non-graded aspect has been the biggest one. And the fact that at
James the nature of the students were different. We got people that were older
and were coming back that really wanted to learn this area and now it just seems
like we're getting a lot of eighteen-year-olds that just want to go to college and
someone told them that film was interesting and they're studying it. And a lot of
that kind of thing.
[Barbara]
What would you say, in your experience at James, was the thing that was most
valuable to you or to, you know, the most valuable to the universe? What was the
best thing about being there?
[Morse]
Well, I think the feeling that you were participating in something that was looking
for answers, rather than just fitting into a structure that people accept as the norm
for no apparent reason for it. That's really for me… and there's no reason that we
should accept the fact that traditional education is the answer. It, you know, just a
thing… "Well, I did it, so other people should too" or something like that. It has
nothing to do with really questioning what students need to know or what
students need to learn. It just seems to me that traditional education is based on
tradition, basically. And it just sort of comes out of that need of knowledge.
Whereas at James what people were doing was saying: "Maybe there is a
different way to approach education, what would that way be?" And everyone
was sort of seeking that answer. And participating in that environment was the
most important overriding aspect of what made it special to me.
[Barbara]
I think that's a wonderful answer, because I agree with it; however, I wonder if
there's something… a specific manifestation of the kind of things we were doing
that you could also mention. That's an attitudinal one, and I agree – it’s basic –
but is there something we did in classes, or in council, or something, that you can
mention that you really miss now or that you think made things work? Because
you were in such a pragmatic place, it wasn't just attitude, things were worked
�out.
[Morse]
I don't know. I think it really, for me, it was just that sort of overriding attitude
which manifests itself in counsel and all the discussions. And I remember sitting
in rooms, and looking around, and saying: "People have such a variety of
attitudes and opinions about things. I can look at these people. I can see their
opinions, I can see their attitudes, I can see how they manifest, I can accept their
different viewpoints as all being valid.” And somehow, within this new system,
you don't have that same… it's not that same sort of flexibility towards accepting
that there are different approaches. That's really… it's very fundamental and
basic.
[Barbara]
Do you think we failed?
[Morse]
Oh no, no. And I get real angry when people say that the college was an
experiment because to me the sort of connotation of that is: if it is no longer
existing and it was an experiment, an experiment failed. And I just don't buy that
at all. And I always tend to jump on people or call in, you know, when people say
that it was an experiment and it failed and that's why it's no longer there. That
wasn't it at all anymore.
[Barbara]
Why isn't it any longer there?
[Morse]
I'm not totally sure why it wasn't there. In fact, when I came it seemed like the
college was on the verge of folding. I remember the first faculty meeting that I
came to, Adrian started the meeting by saying: "If we make it through the year,
we'll be glad." And I went up to Adrian at the break and I said: "If this is true, why
am I here?" You know? I mean why did I bother coming to school that's already
on the decline? And I guess… I don't know how many years. Let’s see, I've been
at Grand Valley five. It must have lasted about three years after that… after I
came.
[Barbara]
What year was that?
[Morse]
Seventy-nine when I came. When did it close?
[Barbara]
Eighty-one.
[Morse]
Eighty-one. So yeah, it was just two years. Not long.
[Barbara]
And that was supposedly the bad two years.
[Morse]
I think I missed the hay-day of the college and I think I did come in at the tail end
and the part when I came in was… I was hired in the week that they took
�computers and management out and all that stuff. And TJC was closed. The day
that I interviewed I think they announced that TJC would be closed, so I came at
a real down time for it. But I remember when I went back to Denver after the
interview, I knew that I would take the job if it was offered because I knew that
working in this place would be a once-in-a-lifetime type of opportunity. And, you
know, that was why I came.
[Barbara]
What was the thing that didn't work most, in your experience? What was the
worst thing?
[Morse]
At James?
[Barbara]
Yeah.
[Morse]
I had the most problem with study plans, and I always felt that there was some
sort of a hidden agenda to what would be expected on the study plans. And I
remember having many long debates with Barry Castro, and other people, about
why we just didn't articulate what we were looking for on study plans because it
seems like we were. And that was the biggest area of dissatisfaction for me with
students… was trying to help them design a study plan that I felt other people
would accept. That was my biggest problem.
[Barbara]
Why do you think they closed us?
[Morse]
I don't know. I think that… I'm not real sure. I don't think it was politically
advantageous for them to keep the college open because they had gotten a lot of
bad press in the community and people in the community didn't understand – not
so much with James but with TJC. And they put James, sort of, into the same
ballpark as TJC. It's alternative ed.; it doesn't make sense. We can't articulate it.
We can't say in one sentence what it is at the college, what it means. So, I think
that was probably why it was closed. But it's not totally clear to me why it was
closed. It's also, in some ways, not clear to me why it held on as long as it did.
[Barbara]
You came here and felt very comfortable here. Had you read a lot of William
James philosophy?
[Morse]
No, no I didn't know anything about William James.
[Barbara]
Why do you think you felt so comfortable here?
[Morse]
Well, I think that my own background in alternative ed. had the most to do with it.
What happened to me was that I went to an undergraduate school that was very
traditional and when I graduated with my bachelor's degree, I said that there was
no way that I would go on for, you know…
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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William James College Interviews
Description
An account of the resource
Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley.
Date
A point or period of time associated with an event in the lifecycle of the resource
1984
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a>
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<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
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Grand Valley State University
Michigan
Universities and colleges
Oral histories
Alternative education
Interdisciplinary approach in education
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Grand Valley State University. University Libraries. Special Collections & University Archives
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Roos, Barbara (Interviewer)
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GV016-16
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video/mp4
application/pdf
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Text
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eng
Oral History
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GV016-16_GVSU_39_Morse
Creator
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Morse, Deanna
Date
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1984
Title
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Deanna Morse interview (1 of 2, video and transcript)
Description
An account of the resource
Interview with Deanna Morse by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Deanna Morse was an Arts and Media faculty member in William James College from 1979 to 1981. In this interview, Deanna discusses the differences in teaching at William James College and what she valued most about being a part of its community. This interview is part 1 of 2 for Deanna Morse.
Contributor
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Roos, Barbara (Interviewer)
Subject
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Grand Valley State University
Michigan
Universities and colleges
Oral histories
Alternative education
Interdisciplinary approach in education
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a>
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video/mp4
application/pdf
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eng
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Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/3332e020fc383ca7fb5d778ccebdd3fc.mp4
f06de20bdc516c26989c8ee847ba7b53
https://digitalcollections.library.gvsu.edu/files/original/e224af6b706927cbd127bc6da306d990.pdf
647876f24c2708041c0b6c041f1d7bb6
PDF Text
Text
William James College Interviews
GV016-16
Interviewer: Barbara Roos
Interviewee: Deanna Morse
Date: 1984
Part: 2 of 2
[Morse]
So, you're going to ask me about the students?
[Barbara]
Yeah!
[Morse]
The qualities of the William James students that you don't see…?
[Barbara]
Or what kind of quality did we really appreciate in some of the people?
[Morse]
Well, I think one of the things about William James students was that they knew
why they were there – and they were there to learn. And my feeling is that some
of the students that are there now don't know exactly why they are except that it's
a transition point between college and something else… life elsewhere. The
qualities that I saw in people were sort of self-initiative, willing to follow things
through, willing to take risks, willingness to fail, and a desire to really do what it
took to get the job done. Which in many times meant a lot of work and a lot of
redoing. And I find that part of the grading systems, I think, is what keeps people
from being willing to do that. And I was really surprised… this term I used the
technique of giving people very low grades with the idea that they would then
redo their work to get the higher grades. And it surprised me that in several
cases people accepted their low grade and just stopped right there. They
accepted Ds, they accepted D minuses, they accepted C minuses and Fs. And
they just said: "Well that's what I'm used to getting in education." And, you know,
that's it and then didn't redo the work. Even with my constant prodding saying: "I
believe that you have something good there. It's worth redoing. I believe your
tape, you know, could use some re-editing, some restructuring." And still people
just said: "Well, I'll accept that grade." And I didn't hear that in James. In James it
seemed like people were more willing to continue redoing the work. Also, though,
I think part of it is the fact that students are juggling six or seven classes right
now, too. And what they're learning from education is…I don't think that they’re
real-life skills particularly. What people are learning is what they need to do to get
the minimum level grades in all of their classes and I really don't see where that
translates into real life and learning later on. I had the same kind experience in
my own undergraduate experience, and I don't see where that has taught me
anything in adult life. I mean, I don't have that kind of experience in jobs where I
go into a job and I say: "What's the minimum that I can do to get this paycheck?"
It's just not the way that it works in the real world. Yet, in education that's
�something that we teach our students is what you have to do to get the minimum
grades to get by. And the students at their own level – whether the minimum
grades are a B, an A, or a C – and they do whatever it takes to get to that level,
just to get by.
[Barbara]
How do you motivate them? What makes the miraculous change? Why don't they
just do the minimum to pass a pass/ fail system? Which is what we had. I mean
everybody always said that's what's wrong with a pass/fail system. They'll all just
do the minimum.
[Morse]
That just wasn't my experience that people would do the minimum. It seemed to
me that something about not labeling it as C, D, F, B, A… something about not
having that label ever put on it made people strive for excellence. And, also, in
the pass/fail system, you could require people to redo. And I guess you can in a
graded system, too, but somehow it doesn't seem to fit as well as it did in the
non-graded structure.
[Barbara]
What else… comes after a terrific interview question?
[Morse]
Well, the other thing that I guess I was saying before the tape ran out about my
own education… which I understand some of the students now, which is that you
do in an educational situation where you are in control of what you're doing. What
you get is this sort of a self-affirming kind of feeling that then makes you want to
work. And, for me, my graduate experience had that effect on me. Going to
Goddard college – which was a similar experience to James – where you were
able to define what it is that you felt was important to you, and then you had
guidance from an instructor that would lead you on some roads or some paths to
reaching whatever that goal was that you determine. Well, you feel then that you
are the person that's responsible for your education. And within the more
traditional educational structures it's hard to get that because instead it's more an
assembly line in a factory or something like that; where you're trying to tell people
I've packaged some information which I feel is important and you need to
process that information to get out of this course. It's a much different kind of
structure saying: "Come to the course, tell me what you feel like you need to do
in this course, and then I will help you facilitate being able to do that through
taking media production, or art, or whatever the course was.” And you can't just
do that… you can just teach that way in a traditional structure because the
students don't come with the same values and same expectations. If you try to
teach that way now students come in and say: "But I expect you to define what
the activities are, what the studies are for the course." And, of course, when I
define them they're a different set of activities than if they were defined
individually by the students, and their my priorities rather than the student
priorities.
�[Barbara]
It's a combination of two things. I think one is an almost Calvinistic sense that
there's sin, you know, that you can't trust people. Okay? In the conventional
educational. And also, the notion that the knowledge that's being imparted is real
knowledge, you know, in the most Biblical sense. "This is the truth, so you learn
it, kid." As versus saying: "This was the truth, but look at the mess the world is in.
Let's find out together what we can do better."
[Morse]
Right and the students come wanting to learn what that truth is. They want to
learn: "What are the things that I must know to get a job." Whereas what we
teach them are more strategies to facilitate them once they've decided what the
job is that they want to get. I mean it's sort of different… it seems in some ways
like it's the same, but it's not, for it. I mean if someone comes and they say: "I
want to learn media because I'm interested in working in the health care
professions." Then you teach the media to try to help and reach that goal. If
someone comes and says: "I want to learn media because my high school
teacher told me that it might be an interesting thing for me to do." It's just a
different… you know, you're talking on a whole different level of approach of
education. The students come with different expectations.
[Barbara]
Can you do an introduction of yourself using your name, please?
[Morse]
Well, yes. I'm Deanna Morse and I came to William James in 1979. And before
that I had done artist in the schools work for about four years and had gotten my
master’s degree through Goddard College – which is an alternative school in
Vermont – and had done commercial production work before them.
[Barbara]
Can you name the students that you feel the proudest of in all these years?
[Morse]
Well, it's hard to name just one. But some of the people that I feel good about are
some of the recent graduates that I've stayed in touch with like Susie Zach and
Maggie Anareno [?], who are people that are working commercially, locally, and
had a sense of questioning when they came into college and are still questioning,
somewhat, what they're doing working commercially in media. Some of our
current students have a lot of the same qualities and I still feel real good about
them so I don't mean to say that when James closed, you know, it's like a whole
different ballpark. I really don't see a total difference in terms of the number or the
quality of students. But it does seem to me that entering students are coming for
a different reason than they came when they were at James.
[Barbara]
I can think of just one more question right now. When I was interviewing Rose
Willey, she was talking about… she almost got accusatory and she stopped
herself. She said: "The school… one of the explicit goals of the school was to be
change oriented. Future oriented. When real change came, and they tried to
close us down, what did you have, what did you have to teach us?" Do you feel,
�like, guilty because we didn't save the school?
[Morse]
Oh, no. I thought that at the time the college was threatened, the discussions
around the college were really interesting and also reflected the nature of the
college a lot. I remember endless council meetings that we had at that time
where there was discussion of Dick Gottlieb, and some other people, about
moving the college downtown, off campus, you know, this kind of thing. And
there was also, I remember, we had faculty workshops where we talked about
how we would teach using some of the William James philosophies within the
new system. You know that kind of thing. And so, I know that the students
probably felt much differently about it than the instructors. And, also, I think in
some ways and students… I guess the one thing I do feel guilty about is that it
seems to me that at that time some of the instructors, myself included, saw the
change with somewhat of a sense of relief because at least it meant that we
would be moving into what we perceived to be as stable environment. And that
we wouldn't be spending our lives feeling threatened at all times and feeling on
the defensive at all times. And I think some of the students were responding with
anger towards faculty. And I felt a bit like I was one of the people that was
justifiably hit with that anger at that time. Because I just felt that the continued
threats were not worth it, at that point. It seemed to make more sense just to
have the college be closed.
[Barbara]
Do you have anything?
[Inaudible]
Check back in.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
William James College Interviews
Description
An account of the resource
Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley.
Date
A point or period of time associated with an event in the lifecycle of the resource
1984
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Grand Valley State University
Michigan
Universities and colleges
Oral histories
Alternative education
Interdisciplinary approach in education
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Roos, Barbara (Interviewer)
Identifier
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GV016-16
Format
The file format, physical medium, or dimensions of the resource
video/mp4
application/pdf
Type
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Moving Image
Text
Language
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eng
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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GV016-16_GVSU_41_Morse
Creator
An entity primarily responsible for making the resource
Morse, Deanna
Date
A point or period of time associated with an event in the lifecycle of the resource
1984
Title
A name given to the resource
Deanna Morse interview (2 of 2, video and transcript)
Description
An account of the resource
Interview with Deanna Morse by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Deanna Morse was an Arts and Media faculty member in William James College from 1979 to 1981. In this interview, Deanna discusses the qualities of William James students and her personal journey that led her to teach at WJC, in addition to her final thoughts on the college's closing. This interview is part 2 of 2 for Deanna Morse.
Contributor
An entity responsible for making contributions to the resource
Roos, Barbara (Interviewer)
Subject
The topic of the resource
Grand Valley State University
Michigan
Universities and colleges
Oral histories
Alternative education
Interdisciplinary approach in education
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Format
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video/mp4
application/pdf
Language
A language of the resource
eng
Publisher
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Grand Valley State University. University Libraries. Lemmen Library and Archives