264 24 26018 https://digitalcollections.library.gvsu.edu/files/original/9991d1b9462734bcb667b5d6eba7d3e3.pdf 2a096c628f237a27f493bb95ac87a679 PDF Text Text Journaling: Dear COVID-19 ���Monday, April 6, 2020 Temperature: 16 degC Laying down reading a book with the sun Studied the early afternoon Made breakfast of kiwi yoghurt tapioca �Snacking banana bread and oranges Just being healthy today and not overeating Encouraging myself to drink more water too and also at least one hour of movie/ tv series time Saturday, April 11 -made pancakes for bk -Start studying and taking notes for lecture 1 of the new material. -my eyes are getting so tired of the computer and it’s taking extra time to get to lectures, as I have to go back to listen to the slides pretty frequently. -made mashed sweet potatoes for dinner Sunday, April 12 -trying to finish the first lecture of the new material so I could move on to the next lecture related to my problem set and I did, and started the 2nd lecture to get enough info to do the problem. Monday, April 13 -woke up 5:30am and finished my problem set assignment this morning 5min before it’s due -only had 3hrs of sleep and less than an hour nap -just realized it’s the last week of classes and finals are next week -was a little stressed about finals being next week -plan to finish my physics hw tonight. At the end I had one problem wrong, it was a really small mistake and I can’t afford losing any more points. Tuesday, April 14 Found daily Haloha Frustrated w/ physics lab Watch lectures videos of physics and did some examples problem the morning-afternoon Lunch: wrap lettuce, tuna I baked some biscuits for the week Filed my taxes, it took about 1-2hrs -craving junk snack-> chocolate chip cookies Cooked dinner: finished cooking the butternut squash and pasta chicken Continued the evening w/ lectures and finished it Wednesday afternoon. Michigan Weather Moodswing: it started to snowflaked and 15min later the sun is nice and bright �Wednesday, April 15 -woke up and it was cold. Outside was covered with snow -biscuit for bk -finished the lecture 2 and BB discussion 1 -finished doing some BB discussion for physics -Lunch: wrap, lettuce, eggs and cheese -nice sunny for vitamin D and positive energy -snacked on ritz crackers -dinner: leftover stir fry pasta with butternut squash and chicken drumstick & rice crispy for dessert Thursday, April 16 -working on my lab report and also getting distracted by social media and amsa conference, emails -my roommate is stressing me out: first mail and water bill and then her stress eating ugh. -cooked rice and have my leftover butternut squash with chickpeas curry Dessert: rice crispy and has a thin slice of my roommate’s banana cake, more like banana bread -I was super distracted being on social media and didn’t get to finish the last page of my report -I slept around 3am Friday, April 15 Today I finish my physics lab report and I attended a few sessions of the conference and didn’t realize my poster presentation was this afternoon but I made it just in time and the presentation went well surprisingly I also had a meeting with my research cohort right before my presentation and it was nice to see how everybody’s doing and wrapping up the semester. I think I didn’t get as much done as I had planned on but I didn’t get to finish the discussion lecture so my plan for tomorrow is to do one lecture, finish it and then do some physics homework practice problem hopefully I can accomplish that while also attending a few conference sessions tomorrow. This evening I did talk to my siblings and my mom, they’re all doing well. This group of people didn’t work out but that’s OK just a lot going on, I was distracted, talking to friends. I had to keep the work going so I’m not behind yeah that’s it. One more thing, I did put a time limit for my social media apps so that it would help me for not for procrastination not getting distracted, so that’s good yeah Saturday, April 18 I am just realizing that I wrote Friday’s date wrong. I went back a day instead of writing it do you 17 I wrote the 15 that was funny. So today I had a very slow day: I got one lecture done, and I have one conversation that was very interesting and learn a few things about it and today is the last day two of the conference day I’m glad his sins I need more time to study and I couldn’t attend all of the session on the few that I really want that were interesting. But I feel like I �could’ve used my day a little bit more productive and I was hoping to get some physics problem practice but I didn’t so I think tomorrow I have to work harder trying to finish one lecture and then do some physics problem yeah. Later today to I talk to my sister and it was nice I just feel like wow, My energy is so dry today and I’m just like I want to get this lecture done and MoveOn so that by the time I get it done was already super late and I want to get up in the morning early so I can get more done which this morning I did get up a little bit early but then I didn’t really start my day until around noon so that was great yeah for a slow day. Sunday, April 20 I have been hanging out in my room these past few days trying to focus on study for finals. It’s really hard to get things done in my room and not being able to go anywhere besides just staying in my apartment and my roommate is here too, which she likes to talk about and I can’t stand any minute of that as I wanted to be left alone, so stuck in my room essentially for studying. And the weather has been nice so I’m not helped and I was able to get summer sun just sitting in my room by the window. I also try to look outside and see what animal I can Spohn lately I haven’t seen this rabbit and she was eating the grass so cute and adorable. I saw her for two days and then I saw a cat the other day walking by. I don’t know if there was a thing, maybe yesterday it was so windy. I am glad that my apartment side did not come off otherwise I would’ve gone outside and fixed that which is annoying but I am quite surprised about that. I finished my physiology lecture and I have one more to go and then. Later I had to do my take-home portion of the physics final and that took me like an hour or two just to get it and I have some miscalculations or just math errors and I miss interpreted the prompt so it took me some time to figure out the answer. I mean I was quite frustrated and but I’m glad I figure out yeah Monday, April 20 2020 I Managed to wake up earlier than the other days and I started my day by finishing my last lecture of my physiology class which I did. I am so happy about it. After that I almost forgot to submit my take-home problem for physics which was part of the final and I’m glad I checked my calendar otherwise it would’ve been bad. I also almost forgot my physics online homework if I hadn’t checked it online. So I was going to finish studying the non-came with the fart for my physiology final and do it that tonight but I had to do my online homework that was due tonight. So I spend the rest of the night finishing my online homework. Tonight for some reason was particularly windy and it was kind of scary because it was just blowing and I could feel it in my room while I was doing my homework. And I was praying that my apartment did not or will not fall apart. This afternoon to I was watching or I mean reading the news about About governor’s restriction and how our president is defending those plus protesters and I thought it was sad to have to come to this point as Americans were really not prepared for this pandemic and people are freaking out because the government has not been acting quickly and taking this virus seriously at first. Tuesday, April 21 �Woke up this morning a little bit earlier than yesterday which is good because I need it so I can get some studying done for physics finals this afternoon. After the final I felt so much better and happier us one class is taken care but it’s fuck me like three hours or more to get it done and I miss my other class presentation because of this but it was not in my control as I need to get the final Done and I did so it’s OK yeah. So after that I was so hungry my brain was hungry and needed food so I guess I wanna get some dinner and I was sitting eating in my room enjoying the sunshine else and then watching a short video about this girl talking in Cantonese and I thought it was funny because I don’t think I’ve ever heard people talk so much in Cantonese before so I thought I was intriguing. And I was just reading the news about how one lady protesting and got stopped by a nurse and she said that’s all she told the nurse to go back to China because we’re not communism here and I thought this is so sad and how racially discriminatory that was not just because of what’s going on and they also for all those first respondent responders putting your life out there to save people's life at the moment it was just heartbreaking hearing that. I finished another exam, I’m so happy and relieved. Although I didn’t do as well as I hoped to but I am still happy with the grade that I did. I’m so happy. Now I only have another take-home exam to work on and then I’ll be done with exams. After that I just have one more project I need to work on. If I can get it done by Friday that would be awesome in addition to work on putting this journal together as well. Wednesday, April 22 I took me a whole afternoon to understand on questions that was being asked. I emailed my professor about a question on the take-home exam and I don’t understand and I still feel like after the clarification it took me a while to understand what was being asked. And I just feel like that was not a very good use of my time and I feel dumb. So I took the whole afternoon trying to figure out the question and the answer that I need to put together and it wasn’t fun and I was like a lot of frustration because I didn’t know what I was looking for and I was only in my room trying to focus and get things done but I wasn’t really getting anything done and I don’t know what to do. I feel like online classes are definitely I don’t know harder maybe? but definitely mentally challenging for me and not being able to go out, socialize and just relax my brain. I feel like it’s a lot of mental strain and I need to unplug and get some social energy. Reflecting back, I definitely feel like that I’m online classes during quarantine made me work slower and I took a lot of time to get things done then necessary. Usually, I would’ve gotten a lot of things done quicker but being stuck in my room does not help me or stimulate me to be productive. Last night, when I finished my exam for physiology I noticed that I was missing on set of the noncumulative questions and this early afternoon, I received an email from my prof saying that that one had closed down earlier and is available until tonight. My heart was crushed thinking that I finished last night and now I still have one more ToT.. Thursday, April 23 �I don’t remember if I answered the prompt question but let me do that right now. I didn't not move away from my apartment, but some of my roommates did and it was a scary and stressful time to experience that. I know it causes a lot of anxiety for my roommates and it makes me feel anxious too and start to worry about things too. Online classes are flexible for sure but not all professors are flexible. One of my classes my professor would post at the last minute and it made things difficult. Luckily other of my classes have recorded notes or lectures which is nice so I can go back and rewatch them at my pace. I know for one of my discussion classes we have to like responding to our classmates' discussion to get participation points and I like that but it can also be hard if we are not doing the work and getting solution problems work out normally in class, so it was discouraging. I feel like a lot of us are just posting questions to get discussion points and that’s it. Interns or do you want organization involvement? I know my club has been quiet since I stayed home with her and some of the other gloves that I participate too are running but more like emails base I don’t I don’t think that they have done anything virtually meeting. I don’t have an on campus job as a front desk assistant. And so after the school cancelled, I could still work the next 3 days and then I was sent home. My housemate’s boyfriend coworker girlfriend was infected with covid19 and my roommate and I were paranoid about it. But they were not at first. I’m not sure how they handled it, she probably got tested before they announced it. My approach to learning as class moves from and seats online was based off of what was going on for next week and I will make like a weekly to do list and make sure to try to get most of the things done better than doing a weekly schedule or any strictly weekly schedule but I still do a weekly schedule but that it’s less strict and I think that has been working for me. But the con was that sometimes I will push off work and then that builds up my weekly to do list and it’s a lot of stress there. And then I feel like I'm always behind. I feel like online classes have definitely been interesting and a learning experience. It was not all bad but it was not easy to adjust especially when we had to adjust like right away it was not like that choice. Friday, April 24 I pulled an all nighter to finish my class and take home problems and by the due time this morning, I ended writing over 8 pages which over 2 more pages. I was so stressed out trying to simplify everything in that short amount of time with no sleep so far. I also had an interview early this afternoon and it was super nerve wracking, but I did it. I think I’m officially done with this semester, cheers! � 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 COVID-19 Journals Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled. The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community. Date A point or period of time associated with an event in the lifecycle of the resource 2020 Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Subject The topic of the resource Epidemics Grand Valley State University College students Personal narratives COVID-19 pandemic, 2019-2020 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives 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/. Title A name given to the resource Dear COVID-19 Creator An entity primarily responsible for making the resource Anonymous Description An account of the resource Journal from an anonymous GVSU student during the COVID-19 pandemic. Date A point or period of time associated with an event in the lifecycle of the resource 2020-04-24 Rights Information about rights held in and over the resource <a href="https://creativecommons.org/use-remix/cc-licenses/#by-nc-sa">Attribution - Noncommercial - ShreAlike (CC-BY-NC-SA 4.0)</a> Subject The topic of the resource COVID-19 pandemic, 2019-2020 Epidemics Grand Valley State University College students Personal narratives Publisher An entity responsible for making the resource available Grand Valley State University University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context COVID-19_2020-04-24_ANON_019 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 https://digitalcollections.library.gvsu.edu/files/original/441ff3409e4c2666b2b212a0286062f3.jpg ddb3549a0ef6c4d310e003f5de909c1e 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 Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource 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 An unambiguous reference to the resource within a given context DeardenMarlin Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Dearden, Marlin Description An account of the resource Marlin Dearden, Director of the School of Health Sciences Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available 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 The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/bd0f453c3a40866bec3cf03c51eeafff.m4v 3812f027512cfff457e7406e59d022bb https://digitalcollections.library.gvsu.edu/files/original/a3231b8061e3eadca4e02ed2cc105680.pdf 1fa05fc89baa431e119c9a2c0f5900d5 PDF Text Text ORAL HISTORY INTERVIEW NORMA DEARFIELD, Second Base Women in Baseball Born: 1928 in McKeesport, Pennsylvania Resides: White Oak, Pennsylvania Interviewed by: James Smither, PhD, GVSU Veterans History Project, August 7, 2010, Detroit, MI at the All American Girls Professional Baseball League reunion. Transcribed by: Joan Raymer, October 13, 2010 Interviewer: “Can you start by giving us a little bit of background on yourself? To begin with, where and when were you born?” I was born in McKeesport, Pennsylvania to Mr. And Mrs. James Whitney. There were five of us in our family and I was the second oldest. Interviewer: “In what year were you born?” I was born in 1928. Interviewer: “What did your family do for a living then?” Dad worked on the railroad and my mother stayed at home and was a homemaker and took care of all of us. 1:34 Interviewer: “Now with the railroad, was your father able to keep his job then during the depression?” He did keep his job, but he was on what they called the extra board and he went out when they called him and he was one of his family members that, of the men, that still really kept their job and worked. They shared with each other, food that they had gotten from some of the places that gave out certain foods, so they shared with each other and made it through. 2:08 Interviewer: “How did you get involved in sports?” 1 �Well, when I was very young I always had a tennis ball, always, and I was throwing it into the house or anywhere and catching it. I don’t know, I just liked playing ball and the Christmas when I was about twelve years old, I asked for a baseball glove and my mother told me that girls don’t get baseball gloves and I said, “then I don’t want anything for Christmas, if I can’t have a glove, I don’t want anything”, so needless to say, I did have this glove and it was the same glove I played--my dad bought me a good glove at the time which surprised me, but it was the same glove that I still have today ad that I played in the league with. We didn’t have organized sports at that time in our city, so we just made up our own teams and played other cities next to us. 3:17 We played each other and my dad was out coach and I just played until I was probably eighteen or so and after high school I just got a job and I was working and I saw a little piece in the paper, just a little tiny article, for tryouts in McKeesport, Pennsylvania for the All American Girls Professional Baseball League. Well, I never had heard about it, I didn’t know anything about it, so I called the girls on our team and I asked them, “let’s go out and see what this is all about”, so when we got there seventy-five to a hundred girls were there from Ohio, West Virginia and different places, so we got out there and we had to bat, field, infield, outfield, slide into base, just everything they wanted us to do we had to do, so when it was over they just said that they would send us a letter saying whether we made it or not. 4:30 I had gotten a letter to South Bend, myself and another girl, so then my dad and my mother knew nothing about this league and they didn’t know if they wanted me to go by myself, so my dad said, “I’ll go with you and I’ll stay for a few days to find out what this is all about”. So, being that he worked on a railroad we had a pass and off we went to Chicago to go on the train. He had a sister that lived in Gary, Indiana, so he stayed with 2 �her you know, and would come back where we were on the field and stayed with me for three days and talked with whoever he had to talk with and felt comfortable leaving. 5:20 Then I had to tryout there. Davie Bancroft was the one that was doing it the day that I was trying out, was coaching us. I can remember we had to go out on a field at the position that we played and I had never had a baseball hit to me, I had softballs and the field was shorter and the balls were bigger, so the first time I fielded the ball, I did field it and I turned my head a little and he pointed the bat at me and said, “if you want to play in this league you can break your nose or knock your teeth out, but don’t turn your head”. 6:13 Now I’m more nervous and I thought I better do what I know that I can do, so I did, so then I had to do everything that they expected of us to do you know and then when that time was over eventually, I was told that I was going to stay and I was put on the team. Interviewer: “So when you got to South Bend and you were doing the tryout, were there a lot of other girls trying out at the same time or just you?” Oh yeah, there were many of them, I don’t know how many, but there were many of them all trying out. Interviewer: “Did you have any sense of where they were from or how far they had come to do this?” Not really, at the time I didn’t know them and I really didn’t know anybody, I was just—I felt so alone, but you make good friends with them real fast and most of them were from—a lot of them that I was friends with were from the states around here. 7:13 Interviewer: “But basically you were just going on with your life in Pennsylvania, what kind of a job did you have when you were there?” 3 �After school I got a job at the J.C. Murphy Co. warehouse and I worked there just filling orders for the stores and things. Interviewer: “The league that you were playing in, was it a women’s league or a girls league? What was that?” Back home? It was girls they were all girls. Interviewer: “Did you have people actually come to watch the games or did you just go and play?” Oh yeah, the local people, we had not a lot, but they knew when we were playing and they gathered around. We went to different cities close to us and played other teams because we had to organize our own games ahead of time and schedule the women that played. 8:16 We played from the time I started at sixteen I guess until I was called to go to this league. Interviewer: “What year was it that you joined the league?” 1949 Interviewer: “So now you have gotten the call and you tried out. Probably most of those girls trying out at South Bend didn’t make the team, they had a lot of them.” A lot of them didn’t I guess. Interviewer: “Did they tell you right there whether you made the team or not?” Yes, at the end of the few days that I was there. That’s when they told us if we were placed or not and everyday we tried out and had to do something different and different things you know. Interviewer: “Could you hit as well as field?” 4 �I did pretty good, I had a couple triples, but I never had a home run. I was a fast runner and I could steal bases. I batted second all the time and most of the time if I’d gone on from hitting I knew I was going to get to second or third. 9:22 Interviewer: “I’m going to go back here. You signed up with the South Bend club at the start of the season or was the season already going?” At the start and I left in, I think it was May, and I didn’t come home until September. I stayed right there the whole time. Interviewer: “Did they have any kind of spring training before the games started or did you just start playing games?” Well, we had some spring training and that’s—I can’t remember what field we tried out at, but I was over in South Bend for spring training before we started. Interviewer: “So, they were doing their training just right there. They weren’t off in some other location that year?” Right Interviewer: “When you joined the team that year, were most of the players veteran players who had been there for a while or did they have a lot of new ones?” 10:16 Most of them were veteran players who had been there over the years, but that was during spring training and then I was put on the touring team which were all new players. We toured the country, more or less, to keep baseball alive. Interviewer: “The league had two touring teams didn’t they and they would travel around together and play each other?” Yes, the Chicago Colleens and the Springfield Sallies. 5 �Interviewer: “Which one were you on?” The Chicago Colleens Interviewer: The Chicago Colleens, all right, they were all basically newer or younger players who were doing this?” Some were—we had one or two that were fifteen or sixteen and at that time I was eighteen, nineteen. Interviewer: “If it was 1949, probably twenty, twenty one. So, you were a little bit older then?” 11:19 Older than some of them, but a lot were around my age or even older. Interviewer: “Do you remember where you went, some of the places or states you went to?” We were in like thirty-eight states. We went through the Midwest and out as far as Texas, Oklahoma, all in through some of the western states, South Carolina and Georgia, almost all of them. I have little pennants from every state and I had one wall filled with every city that we played in because we played in several cities in one state when we would get there. We traveled all night. Interviewer: “How were you getting around?” By bus, it was like a school bus and not a very comfortable one, but we would travel short distances some of the time and sometimes as long as two or three hundred miles to the next city. 12:21 Interviewer: “All right now, what kind of reception did you get in the towns that you played in?” 6 �Oh, a lot, there were a lot of people and they were very receptive to us. They had a lot— I’m trying to think, several times we had several thousand people there for the games. Interviewer: “Are there any particular places you went that stand out in your mind and you went to a lot?” Not too many because we really didn’t have time to do a lot of sightseeing or anything like that, but we had some time during the day, but most of the time it was just play ball, take the bus to the next town, go to bed because you didn’t sleep good because you traveled all night and then you had to get to the Laundromat to wash the clothes that you had. You only had a little small suitcase and you weren’t allowed to take much of anything. 13:32 Interviewer: “This version of the league, or this part of it, how much of the sort of rules and regulations on dress or conduct or things like that, how much of that applied to you?” About the same as what was in the league. We were not allowed to wear shorts or slacks on the street. We had to have skirts on. We could change in the bus, just pull them up and take the shorts off and put a skirt on to go out. When I was in spring training I had to go to charm school to learn how to sit and conduct yourself sitting, walking, drinking coffee and things like that. 14:28 Interviewer: “Was this new to you or just new to some of the other girls, having particular rules like that to follow? No, pretty much at home we had to “yes ma’am”, “no ma’am”, we didn’t get up from the table unless we asked to be excused and I still did that with my kids today, so it was easy to do. 7 �Interviewer: “Did they have rules about socializing or anything else like that? If you were riding around on the bus all the time you didn’t need to worry about it.” We didn’t have time to—like the girls in the league, they had more time to go out in the evening, in the daytime rather and socialize, but we didn’t have very much time to socialize. We were busy just playing ball. Every night we played a game including Sunday and sometimes two on Sunday. 15:24 Interviewer: “What sort of people did you have in your audience, who would come to watch these games?” There were children and all sorts of people that were with them. A couple of servicemen, you would see them in the crowd, but most of them were just families and people that wanted to come and watch because they advertised ahead of time, so they knew. They had our pictures in store windows and different things before we got there. 16:32 Interviewer: “Now, when you came into a town, did they ever do anything for you or any promotional events or did you have to show up places for different things?” Not too much, not too much because like I said, we were—by the time we would come in most of us would try to get an hour or two of sleep because you had to try to sleep on the bus sitting up on the straight seat. We had some free time that we could walk down the street and look things a little bit over, but not too much, it was mostly all-Interviewer: “Alright now, you were playing in skirts right?” Right Interviewer: “You had these skirts etc. and you were a runner and a base stealer, so did you have problems with “Strawberries” and all that?” Yes I did, several times on the side from sliding, stove fingers. 17:30 8 �Interviewer: “ You’re playing on whatever playing field is available too, so were some of them in not so good shape?” Some of them were not real smooth, but we managed and we played on them. Interviewer: “Did the group of you traveling together, did you kind of make a good set of friends there, being together with these women all the time?” Oh yeah, even though we were two teams, we were all very close and we still are today. Interviewer: “Did you play the full season?” Yeah, I played every game except toward the end of the season I got hit in the eye with an elbow, actually my manager’s elbow, and I had double vision for two weeks, so I didn’t play. Then I went back on and I played every game, so after that I played, which resulted in an eye injury later and it stopped my playing ball. 18:37 Interviewer: “How did you get a manager’s elbow in your eye?” We were—a bunch of us kind of fooling around and it just swung around or something, I think it was his elbow or something and so that—that’s the only time I didn’t play. Interviewer: “But then you did not come back for the next season?” Well, what happened was between the two seasons I went back to work at Murphy company, at my job, and my sister worked there also, so I was coming home, got off the bus and was walking down the street to home and I got terrific pain in my eye and I grabbed it, that same eye that I had—it was like a very sharp pain, so I just pulled my eyelid down because I thought maybe I got something in my eye and I said, ok, everything’s ok”, and we went on until I got in the house. Shortly after I thought, “I can’t see out of this eye”, so I would hold my good eye and I’d look at my sister of my mother or my dad and I said, “daddy, I can’t see too much out of this eye, and I had a sharp pain 9 �in it. I don’t know what’s wrong, but I can’t see very good”. 20:02 The next day he took me to an eye doctor and he looked in it and said, “there’s something there, but I’m not sure, I think you need to see a surgeon”, so he took me to an eye surgeon the next day and he looked in my eye and he said, “you have a detached retina”. I didn’t know what a detached retina was and I said, “What is that?” He said, “that means you’re going right from here to the hospital”. I said, “oh no, I can’t” and I was dating my husband at that time and he played “roller hockey’, so he had a game in Ohio and his birthday was coming up and this was on a Wednesday that I was at the doctor and I said, “I can’t go, I’ll come back on Monday”, and he said, “you’ll be operated on Friday, this is very serious and we’ve got to get this taken care of”, so I was operated on Friday and I laid thirty three days in a hospital with both eyes bandaged, they had to tell me when to open my mouth and feed me, I couldn’t move, my bed was flat, my head was hurting, my dad tried to get a little thin air pillow and they said absolutely not. 21:24 Back then you laid all that time, so the last day I was ready to come home and the doctor sat on the bed beside me, at the time I knew I was going to go to south Bend up in the league, so he said, “your dad tells me that you play baseball?”, and I said, “yeah and I’m excited because this year I’m going up in the league”, and he said, “I just hate to tell you this, but you’re not going to be able to play baseball any more”, and I said, “oh yeah, I’m going to, I have to you know”, and he said, “If you do you’ll have, if it detaches again, little or no eyesight in that eye”. 22:18 Naturally my parents did not allow me to go and that kind of ended my baseball career, which was very devastating. I really, really wanted to go especially up in the lake you know, even though I enjoyed where I was, everything we did. Then I had to wear those big pin point glasses with the little dot for about two 10 �months after and I was led around like a—my dad had to build a box so my plate would sit level and I wasn’t allowed to—if I sneezed I had to hold my head. I had a whole list of do’s and don’ts. So, I guess at that time, so now when I go for new glasses my doctor said, “Norma, if you had that detached retina today you would be playing ball in two weeks because they glue it”, so that was the end of my career, but I’ve come to all the reunions and stayed in touch with all the girls. 23:16 Interviewer: “Did you stay in touch with the girls immediately after you left or did you connect after the organization formed?” That’s part of it, I mostly was with the girls that I knew from the two teams, but the more I came to the reunions I got to know everybody, so we just talk to anybody that comes past. Interviewer: “Once you stopped having to wear pin point glasses and all that kind of thing, did you go get married then or what did you do?” Shortly after, well no, we dated for a couple of years and after that he and my dad came out a couple places to see me while we were dating. We played in Springfield, Ohio and one place in Pennsylvania and I just—yeah, we dated and then after three years of that we ended up getting married and I had four children and now I have ten grandchildren and three great grandsons. 24:30 Interviewer: “In this case your husband knew you played ball, and did your family know that, did your friends know that because a lot of players just went off and nobody knew they had ever done that?” Well, I don’t think anybody like in the city or anything like that really knew. My family knew, in fact when we were in Pennsylvania and Ohio a couple of them came there to see 11 �us play, but it wasn’t until after the movie that kind of—even myself I just went off, got married, raised kids and I never worked after that and it just went on until I got a letter one day to come to the film if I wanted to, so I went and I played in the movie. I played second base at the end of the movie and other than that it was just life after baseball. 25:34 Interviewer: “Aside from getting an elbow in your eye, how do you think that experience affected you? Did it change you at all or did you take anything with it?” With what? Interviewer: “The experience of playing in the league for that year.” You mean—I’m not understanding. Interviewer: “Well, basically the experience of having played professional baseball for a year and going around with those teams and that kind of thing. Do you think that had any kind of a lasting effect on you and did you learn something from it or gain something from it that stayed with you?” Well, you were just—when you were finished playing ball that was just the end of it. It seemed like—it didn’t do anything after that and like I said, I got married shortly after and just went on. It was just a lot of friendship that we made and I’ve kept them over the years and I still keep in close contact with several of them mostly talking on the phone. 26:52 Interviewer: “It got sort of into the seventies and the eighties and you had things like Title IX coming in and you actually had an effort to recruit girls into organized sports and this kind of thing, did you pay much attention to that?” 12 �Yes, I coached girls softball and was on the board of directors of the McKeesport Board Association which then was starting to be organized sports, but I coached girls softball for several years until—I even had to take the children with me, not when they were little I didn’t get involved, but when they started getting bigger I got involved in sports and like I said, I did coach girls softball and then stayed involved for a while in this organization with them trying to get other fields because they didn’t have a lot for girls, back in our town it was all boys. 27:56 Where I tried out at our local park in McKeesport the park had a lot of property there we worked hard trying to—we wanted to have a whole complex like four fields maybe and concession stands and that and we got a lot of people to donate equipment and everything, but you know they—it just wouldn’t go, they just blocked us in different ways. I guess it was going to cost them a lot of money, the city, but we had a lot of volunteers, but it didn’t work out. 28:43 then baseball just—you know you got older and kind of—I mean I’m still very, I mean I never miss a game from the Pirates not seeing them, and I mean I do see several and I’ll watch them and they will say, “are you still watching them Pittsburgh Pirates?” and I say, “well, yeah”, it’s the only team we have, so I have to root them on. 29:03 Interviewer: “ I’m afraid I’ve been a Cubs fan all my life, so I know something about following futility.” You know what, when my daughter—my son-in law is an oral surgeon and he did his oral surgery residency down at Charleston South Carolina and I would go down there and the only two teams I could see was the Cubs or the Atlanta Braves, so I was—I have 13 �relatives in Ohio and Indiana, so I’m kind of like a Cub fan also because that’s what I watched when I was down there and that’s what they would watch. 29:54 Interviewer: “At least the Pirates have won a few world series in the past century, so—to think back to the year you spent traveling around with the Colleens, are there particular people who stand out in your memory? Are there particularly good friends that you made and spent a lot of time with?” There are several that I have stayed real close with, Toni Palermo, she was a shortstop, so she and I had a combination there and there are several that I have kept in contact with at, Jane Moffet, in fact I was up in New Jersey three weeks ago for—they were honoring her for her life more or less, before baseball, during baseball and also her eightieth birthday party, so there were about eight girls up there and they were the ones that were real close here at reunions. I do, I stay in touch with a lot of them yet. 30:59 Interviewer: “Are there anything that happened, any particular moments in any of those games that stand out in your mind?” One game stands out in my memory, we were losing and two were on base and I got a triple and won the game more or less, so you have memories like that and you kind of clear the bases, but I wasn’t real big, so I wasn’t strong enough to get some of the home runs, but I did have a couple triples, but it was mostly singles and doubles and things like that. 31:42 Interviewer: “Were you a good defensive player?” Yes, I felt I was Interviewer: “So, you could turn a double play?” Yes and Toni was really good at that too. 14 �Interviewer: “She’s a dynamic character, we talked to her last year some. All right, anything you would like to add to the record here before we close out the interview?” No, just that the memories have lasted forever playing ball. Like I said, we lost the part we weren’t together, but you never forgot those days and the friends even before the movie we were still friends with some of them and we still are. It’s sad when every year we’re losing so many of them now, but I still keep pretty active. I go to aerobics four days a week, I most days for an hour, I don’t know how far I walk, but I walk for about an hour and I do a lot of volunteer work taking older people to their doctors appointments and helping kids do thing, so I stay pretty active. 33:05 Interviewer: “That’s pretty impressive and thank you very much for coming and talking to us.” Well, I enjoyed it. : 15 �16 � 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 All-American Girls Professional Baseball League Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The All-American Girls Professional Baseball League was started by Philip Wrigley, owner of the Chicago Cubs, during World War II to fill the void left by the departure of most of the best male baseball players for military service. Players were recruited from across the country, and the league was successful enough to be able to continue on after the war. The league had teams based in Wisconsin, Illinois, Indiana and Michigan, and operated between 1943 and 1954. The 1954 season ended with only the Fort Wayne, South Bend, Grand Rapids, Kalamazoo, and Rockford teams remaining. The League gave over 600 women athletes the opportunity to play professional baseball. Many of the players went on to successful careers, and the league itself provided an important precedent for later efforts to promote women's sports. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-58)</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 Sports for women World War, 1939-1945--Personal narratives, American All-American Girls Professional Baseball League--Personal narratives Oral history Baseball players--Minnesota Baseball players--Indiana Baseball players--Wisconsin Baseball players--Michigan Baseball players--Illinois Baseball for women--United States Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Identifier An unambiguous reference to the resource within a given context RHC-58 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2017-10-02 Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) 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 An unambiguous reference to the resource within a given context RHC-58_NDearfield Title A name given to the resource Dearfield, Norma (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Dearfield, Norma Description An account of the resource Norma Dearfield was born in McKeesport, Pennsylvania in 1928. She talked her parents into giving her a baseball glove for Christmas when she was twelve, and played on local girls' teams while in high school. She saw an ad in the newspaper for tryouts for the All Americans in the spring of 1949, and played all that summer for the Chicago Colleens on their barnstorming tour. She played second base, batted second and stole a lot of bases. An eye injury at the end of the season ended her professional career, but she later coached girls' softball teams in her home town. 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.) Video recordings All-American Girls Professional Baseball League--Personal narratives Baseball for women--United States Baseball Sports for women World War, 1939-1945 Baseball players--Illinois Women 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 2010-08-05 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-55)</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/997fe04ba46848accfba0ca7b8f015ad.mp4 3be1604de6b4e5e1f3d76e38b82c7f49 https://digitalcollections.library.gvsu.edu/files/original/dd8630a9a5e81a0bca48e1efd447b54f.pdf f261cc08c069b5d07525fff6e3c67ff2 PDF Text Text Grand Valley State University Veterans History Project William Deary (1:38:17) Background Information (00:07)            Born in Pontiac, Michigan on July 31st 1925 (00:09) William grew up in Pontiac. (00:20) His father was trained as a painter in England. He was a painter contractor until the Depression. At that time he began working in bakery car. (00:26) William graduated high school in December of 1943. (1:18) He learned of Pearl Harbor on the radio. (1:38) He was paying attention to the conflicts occurring in Europe during the early 1940s. (2:00) William thought that the war would be over before he would be old enough to be drafted. (2:30) William volunteered to be drafted into the U.S. (Army) Air Force in the spring of 1943. (2:56) While waiting for his request and tests to clear with the Air Force, William worked in a GM factory. (3:50) William entered the Air Force on December 15th 1943. (4:15) For basic, William was sent to Fort Sheridan, Illinois then Miami Beach, Florida. (4:26) Basic Training (4:45)       At cadet training in Miami Beach, William was assigned to be a gunner. (5:00) At Miami Beach the men were tested on coordination, and physiological wellness. (5:49) There was emphasis on physical training and discipline. (6:25) The men lived in a hotel during training. The beds were replaced with cots and the elevators were disabled so the men had to use the stairs. (7:00) There was a mess hall constructed for the soldiers in Miami Beach. (8:08) Miami Beach was not under blackout while William was there. (8:39) Gunnery School (9:00)          William was then sent to Laredo, Texas for gunnery school. The men were trained on the guns they would fire and how to fire on and at a moving aircraft. (9:00) To teach soldiers how to lead a target, the men were trained on skeet shotgun shooting, and shooting off of a moving flatbed truck. (9:35) The men were also trained on an automatic BB gun that shot at paper airplanes. (10:38) The men were in Laredo for 3-4 months. (11:14) The men were allowed to go to Mexico for 1 day. (11:26) After Laredo, William was sent to Lincoln, Nebraska were he was assigned to his crew. (12:35) After a week in Lincoln and a 1 week furlough, William was sent to Boise, Idaho were the crew trained. (12:43) In Boise the men practiced shooting at airborne targets. (14:00) The men stayed in Boise Idaho for approx. 3-4 months. (15:15) �    William was very close with his crew. (16:22) The turrets were assigned by height. The tallest person received the upper turret. The smallest person was given the ball turret. (17:00) William was assigned the nose turret. (17:29) Williams first time in the air was in Boise Idaho. (18:16) Voyage Overseas (18:50)            The men were to be sent off as replacements. (18:54) William was sent via Victory ship to Naples. Than he was sent by train to his base. (19:00) He sailed out of Virginia in the fall of 1944. (19:10) William traveled in a convoy and was required to wear a life preserver at all times. (19:38) The seas were rough and there was a constant fear of submarine attacks. (20:35) It took approx 1 month to get to Naples, Italy. (21:30) The ships stopped once in Sicily. (21:33) He went to the 450th Bomb Group. (21:53) William was assigned a barracks to live. (23:00) The radio man and the tail gunner had gone AWOL before they went overseas. (24:00) The men were put in the air almost immediately after arriving. (24:35) Service in Europe (25:00)            William and his crew flew 8 missions. (25:04) He served in a B-24 four engine bomber. (25:30) The first mission William flew was in Southern Germany. The flak on this mission exploded 100 feet below the bombers due to tin foil used to distract radar. (25:40) William was also assigned on a mission were a mountain was bombed to cause an avalanche over a rail road. (26:50) While attacking Vienna, the men experienced cloud cover and needed to bomb by radar. This caused confusion amongst the formation of bombers. (28:57) While bombing Albania, the men were assigned to bomb a bridge. The bridge was missed but the town beside it was destroyed. (30:04) On his final mission he was shot down after his bombs were dropped. The men bailed out in Hungary. (30:50) After he bailed out, William's parachute almost didn’t deploy. To his luck he landed in a muddy plowed field. (33:00) The copilot had died due to parachute complications. (34:30) William was eventually discovered by Hungarian soldiers. (35:50) After all the men were found they were transferred by German truck to a Hungarian air force base. (37:00) Capture (38:10)   After they were captured the men had their watches, hand guns, and other things confiscated from them (38:11) The men were fed with cabbage or carrot soup. (38:44) �                 One by one the men were taken from their cell and interrogated. The men were threatened to be shot if they were spies. (39:10) The men were then sent down to another cell were they found a Russian pilot. (39:50) William was held there for about three days. (40:47) The Hungarian guards admitted that they hated the Germans, but they hated the Russians even more. (41:30) After being turned over to the Germans, the men were sent to a larger town in Hungary where they stayed in a hotel-like room. Here the men were interrogated once more by a German sergeant. (42:11) After 3 days there, the men were given a ride toward Vienna Austria. (43:00) Once in Vienna the men were sent via passenger train to a Gestapo station. (45:21) While at the Gestapo station, French laborers their begged William for his food. When the French were spotted begging, they were beaten. (47:05) The men were then transported to an interrogation camp that had fliers from all allied forces aside from the Russians. (48:10) While at the camp, William was sent to a solitary confinement cell 10 feet long by 6 feet wide. This lasted 3 days. (48:40) The Germans knew lots of information about the men, such as former work records, in an attempt to scare them. (49:58) The men were not beaten. (51:07) When released to a transit camp in Frankfurt in the winter of 1944/1945 the men could hear guns for the Battle of the Bulge. (51:30) The transit camp was very nice. The men had flush toilets, springs in their bed and good food. (51:45) The men were also allowed to watch (movies of) the 1936 Olympic Games and had access to the library. (53:28) William voluntarily stayed at the camp with 3 of his other crew men. The men were later shipped by boxcar to Berlin, Germany, due to overpopulation of the camp. (55:07) The train was attacked by an air raid. (56:40) Prison camp near Berlin (58:04)      Orders changed and the men were sent 30 miles south to a ground force camp instead of Berlin. (58:20) The prisoners were quarantined for 2 weeks due to a break out of scarlet fever. (58:36) The men were fed pea soup, and artificial tea. The tea was often used for shaving because it was hot. (59:45) The men were also given straw mattresses stacked 5 high. Some of the beds were used for firewood. (1:00:50) After 3 months, the food began improving because the men were given Red Cross parcels. (1:03:05) �     The men had very little knowledge as to why the conditions of the camp were steadily improving. (1:04:07) There was a British compound on one side of the camp and a Russian compound on another. The British compound had a radio that gave news on the war. (1:06:25) The Russians were constantly being beaten at the base. (1:07:30) William never had to fire his gun while in the air. He was always afraid of encountering a German jet. (1:08:50) William’s camp was liberated by the Russians in early summer of 1945. (1:09:33) Life after Liberation (1:10:06)        The men from William's barracks were made the guards of the camp. Men were not allowed out or in. (1:10:06) He was ordered to stay in the camp several weeks after it was liberated before the men could leave. (1:12:14) The men walked 6 miles to an officers' camp that he was made to clean up for American officers who would be arriving. (1:13:20) While going back to his original barracks, William saw many dead bodies, in spite of the fact that the war was over. (1:15:15) A convoy came to pick up the American soldiers but the Russians did not allow them to leave. Because of this, William and 2 of his close friends escaped the camp and walked 40 miles to the U.S. line. (1:16:20) After being picked up by a convoy, William was transported to Camp Lucky Strike in France. (1:19:06) William traveled back on a converted ocean liner. The trip over was much faster and much more smooth than the one going over. (1:19:34) Return the U.S. (1:20:21)        After arriving in the U.S. William was given a 60 day furlough. It bothered him that many were not given a good physical. (1:20:25) William was then sent to Miami Beach. Here the men were given better physicals. (1:21:16) He was then sent to Laredo where William awaited his discharge. (1:22:40) William exited the military as a Staff Sergeant. (1:23:40) William failed his exit physical due to a spot on his lungs. He was transported to Denver, Colorado to be treated. (1:24:53) William exited the military in May of 1946. (1:26:06) His family was aware that William was missing in action. They were not told he was captured. (1:27:26) Life after Service (1:28:20) �  William first worked on the staff in a Boy Scout camp after his discharge. He also wanted to return to college. (1:28:22) While in prison, William watched smokers scrape tobacco off the floor just to smoke a few puffs. (1:32:00) Effects of service (1:33:30)  William believes his military experience made him more of a man. (1:33:33)  He did make many connection and friends while in the service. (1:36:00) � 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 Deary, William (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Deary, William Description An account of the resource William Deary, born in Pontiac, Michigan in July 31st 1925. He enlisted in the Army Air Force in 1943, and was sent first to Miami Beach for basic training, and then to Laredo, Texas, and Boise, Idaho, for training as a gunner. He was sent to Italy in 1944 and joined a B-24 squadron in the 15th Air Force. He flew eight missions late in 1944, and his plane was shot down over Hungary on the final mission. He was captured and moved through an assortment of interrogation centers and camps in Hungary, Austria and Germany before being assigned to a prison camp outside of Berlin. When the Russians who liberated the camp refused to let the men leave, Deary and two other men took off on their own and made their way back to American lines, after which he was sent home. 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 United States. Army Air Corps World War, 1939-1945--Personal narratives, American 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 2011-08-26 Identifier An unambiguous reference to the resource within a given context DearyW1180V 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/9923e00b8711c472963f6a8e9f79b3ad.mp3 8bdb48933f146ecdc706c3cc8f1eaeb7 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 Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> 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 Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event All Saints Day, Pentecost XXIV Series Once Upon a Time... Scripture Text Genesis 3:1-3, I Corinthians 15:20-26 Location The location of the interview Christ Community Church, Spring Lake, MI 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 KII-01_RA-0-20021103 Date A point or period of time associated with an event in the lifecycle of the resource 2002-11-03 Title A name given to the resource Death - The Last Enemy Creator An entity primarily responsible for making the resource Richard A. Rhem 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 Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on November 3, 2002 entitled "Death - The Last Enemy", as part of the series "Once Upon a Time...", on the occasion of All Saints Day, Pentecost XXIV, at Christ Community Church, Spring Lake, MI. Scripture references: Genesis 3:1-3, I Corinthians 15:20-26. 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/7c515748e2ca49673d2535e3ac0b9b0f.mp4 570444fb825631d34d3a07be9a103138 https://digitalcollections.library.gvsu.edu/files/original/2f107b4c4bc82a25581a8f065487905c.pdf 1e9445a8ab64a5ff10ded8377811a6e7 PDF Text Text Grand Valley State University Veterans History Project George DeBaar (1:22:08) (00:25) Background • (00:25) He was born in Grand Rapids, MI, on the Southeast side of town. He was born on Ewing Street, near the intersection of Hall and Kalamazoo. He was born on April 13, 1923. • (00:51) His father was a “huckster.” He sold fruits and vegetables out of a horsedrawn carriage, and later a truck. He had to add more services to the route later because of competition with grocery stores. He was also a garbageman. He and his wife had bought a house in 1927, and the Depression hit in 1929. They managed to keep the house. • (02:42) George’s mother was seven months pregnant when she married his father. Both of his parents had been previously married and lost their previous spouses to the 1918 flu epidemic. George had two half brothers, one from each parent. • (03:34) He did not finish high school before the war. He dropped out after tenth grade, probably due to boredom although he does not recall the exact reasons. He finished high school after coming back from the service. • (03:59) He worked at the Michigan Bakery on the corner of Division of Wealthy. He helped load trucks. He did not follow international events at the time. • (04:40) He heard about Pearly Harbor on the radio. Some of his friends enlisted after the attacks. His father advised him to not enlist early, but to follow through if he was drafted. • (05:23) He was drafted in January of 1943. He was inducted into the Army on January 15th, 1943. He signed up at Fort Custer in Battle Creek. (05:55) Training/Enlistment • (05:55) “Everything was a secret” in the Army. They were never informed of their assignments until the last possible time. They got on a train without knowing where they were sent. They realized lady they were being sent to Fort Brady in Sault St. Marie. They used a ferry to cross the Mackinac Straits as there was not a bridge at that time. • (07:08) Fort Brady was cold and very snowy. They had “real winters” at Fort Brady. He did basic training at Fort Brady, and was assigned to guard duty at the Soo Locks and the Canadian Locks. • (07:48) The main focus of basic training was getting into military physical condition and learning military discipline. His stomach muscles ached from the daily calisthenic routines. They exercised in a gym until the weather improved. • (09:00) The drill sergeants were stern, but fair and respected. • (09:48) He does not recall having disciplinary issues, but he thinks he probably had some minor issues. Most of the men adjusted to the military well, but there were some men who had issues adjusting. Just before they were to ship out overseas, some of the men held up a movie theater. �• • • (11:38) At Fort Brady, they joined a pre-established unit. It was originally the 131st Infantry, and was later re-named as the 156th Infantry. He was in Company F. (12:10) They left Fort Brady in August and were sent to New York. On September 5th, 1943 they shipped out. (12:40) The Soo Locks were a “showcase” and they had to keep their arms maintained especially well. They were to set “an example to the rest of the world.” They were established as guards, and had a different assignment each time. They were not Military Police, they simply served as guards. (13:43) Active Duty • (13:43) They were sent out the U.S.S. Alexander, which was a troop transport ship. They were sent out in one of the largest convoys of the war. Some of the men with a cynical sense of humor remarked “we’ll probably never see that again,” when they passed the Statue of Liberty. They didn’t, because they came back by a different route. • (14:14) They hit a bad storm and the ship sprang a leak. They lost three men overboard during the storm. • (15:35) They had funerals for the three men lost at sea. The waves were very severe, and sometimes the other ships would temporarily disappear underneath them. • (16:03) Their ship stopped at Halifax, Nova Scotia to be dry-docked. They were put on the Queen Elizabeth, which already has a sizable load of Canadian soldiers. • (16:47) The Queen Elizabeth did not have a convoy, although it did initially have a fighter plane escort. The ship changed direction every seven minutes as well. • (17:25) They landed in Glasgow, Scotland. They were sent by a train to Elfricone, England, near the southern coast. • (18:00) They were trained for D-Day and trained in LCVPs, a type of small landing craft. He was issued an M-1 rifle, and was in a rifle platoon. • (19:49) They had several accidents in training. They were fired at with live ammunition, while sheltered by a bunker. They were shot at with enemy ammunition and friendly ammunition to learn the differences in sounds. During this type of drill, a machine gunner accidentally shot thirteen men and killed five of them. • (20:46) Most men were inexperienced in that they had not seen combat. However many of them were older recruits and had had more training. • (21:22) His unit was recommended to do guard duty in London because of their service as guards at the Soo Locks. (22:32) Guard Duty in London • (22:32) The CIA checked on them frequently. The blinds and curtains in all the windows were shut at headquarters. Sometimes the CIA agents would stage break-ins to see how quickly they were resolved. • (24:05) He learned to recognize many of the top-tier men. He remembers liking General Bradley. The guards had to check the identification of every man who �• • • • entered the central room, even when they had just left for a drink of water or to visit the restroom. Some of the officers under General Bradley resented being stopped for their identification, despite the fact that it was standard procedure. General Bradley simply followed procedure without comment. (24:56) He does not recall other officers specifically. He remembers it being a mix of American and British officers. (25:40) When he was off duty he would have a good time in London. (26:18) London was a temporary assignment, only until regular Military Police came to the area. It took a long time for the MPs to arrive. (26:41) Next they were assigned to Eisenhower’s headquarters. (27:45) Duty in France • (27:15) They guarded a headquarters building in Reimss, France for a while. • (27:55) Later they were sent to St. Germain with Eisenhower. They also guarded his home in Reims. His company was dispersed to serve as guards in a variety of places, usually guarded different locations of importance to Eisenhower. • (28:40) He went to London initially around the end of 1943, he went with Eisenhower around 1944. • (30:44) London had evidence of bombing from the Luftwaffe. They were still under attack while he was there. They went into bomb shelters frequently, not so much because of the direct blasts from the bombs because of the shrapnel. Women operated the anti-aircraft guns. • (31:47) Aircraft made large explosions when they crashed or lost parts. The buzz bombs were “terrible” as well. He was nearly hit by a buzz bomb after breakfast one Sunday morning. In the field they used trenches to avoid the bombs. • (34:04) Once there was an air raid while he was on duty. A large bomb was dropped somewhat close to him, but it was a dud. The Germans used phosphorous bombs, to make them burn better. There was an arms race in terms of the explosives. He was never close enough to a bomb to feel the shockwaves, but he did hear them very frequently. He did not see Eisenhower very often in London. • (37:51) They had come to France about twenty days after D-Day. They went to a French town called Bayeux, which was demolished. • (39:06) They went over beaches, and past hedgerows. The first night they used pup tents. The Luftwaffe came over them in the night at around 11:00 pm, and they felt vibrations. It turned out that they were very near an anti-aircraft cannon. During that night, he wondered what was going on. • (41:01) They kept going on through France, and stayed in tents mostly. • (42:20) They served as guard behind the lines, but sometimes not as far behind as he would have liked. They were never under artillery fire, but they were frequently under aerial bombardment. Some other men in his company were probably under artillery fire. • (43:00) They saw civilians in France. They did not communicate with them much, because of the language barrier. The outdoor public urinals in France shocked him. They were often greeted by French families. �• • • • • • • • • • • • (43:41) He remembers one of the men got eggs sometimes by trading them for cigarettes. The fresh eggs were a luxury, and they usually had powdered eggs. Sometimes he had better food when he was at Eisenhower’s house. (44:57) They did sometimes spend time with the English. (45:06) After Reims, he spend some time in St. Germain. He was there during the Battle of the Bulge. They met with the CIA each day for thirty three days. The CIA had used motorcycles. (46:56) Next he moved to Versailles, and he was again with Eisenhower. He had main gate duty, he thinks it might have been because tall. They usually knew who was coming to visit Eisenhower ahead of time. (47:57) He saw Patton once, but that was later. His company used two jeeps to guard Eisenhower. Motorcycles had been used previously, but they proved unable to endure the cobblestone roads. The men using the motorcycles were also hurt. (49:03) He was selected to drive a jeep; it was his favorite assignment. (49:49) He drove the jeep without the top on, and frequently drove it as fast as it could go. It went only about seventy miles an hour or so, and at one point he had trouble keeping up. He usually took orders from Eisenhower’s driver. (55:55) He was a PFC at this point. His supervisor commented that he should have a higher rank and offered to get it taken care of, but he declined. The reason he was only a PFC was because he had had some personality conflicts with a superior officer earlier on. (52:39) He had come up for Corporal in the Infantry, but he turned the position down. The commissioned officers and the non-commissioned officers had some conflicts, and he decided to side with his friends. His superior officer resented his rejection of the post, and gave him the duties of a Corporal without the pay or rank increases. (54:39) He went in to Paris a few times, the public urinals on the street shocked him. (55:13) The French weren’t usually after their money, but the English sometimes were. (55:54) He went under the Eiffel Tower, and passed the Arc de Triomphe and went to Versailles. He visited where the WWI Treaty had been signed. (57:40) Service in Germany/Post-War • (58:31) He went to Germany after the war ended. He was in Reims when the war ended. • (58:53) Eisenhower had his own cow in Germany. Sometimes he and Eisenhower exchanged pleasantries, but sometimes Eisenhower seemed weighed down by his responsibilities and did not speak much. • (01:00:06) Sometimes when Eisenhower was away, his men would drink too much and otherwise take advantage of the situation. • (01:00:43) He hated powdered eggs, and while with Eisenhower he sometimes got real eggs and real milk. • (01:01:37) He usually got the better food by being friends with the cooks. Some of the cooks were black. He sometimes saw black soldiers, but not often. �• • • (01:03:31) He did not see German representatives up close, but he sometimes saw them in cars. Eisenhower took over a train formerly used by the Germans. He would accompany Eisenhower on train trips occasionally. (01:05:51) Eisenhower had a Headquarters in Frankfurt, and a home elsewhere in Germany. The GI’s sometimes evicted Germans from their homes. Eisenhower had a very nice house in Germany. He also had several Cadillacs, one was armored. (01:06:42) There was to be no fraternizing with the Germans, even after the war was officially over. However, there was fraternizing, and frequently. This was “on the sly.” (01:09:04) Post-War • (01:09:04) He had Thanksgiving on the boat back home. The movements of the sea moved their food around on the tables. • (01:09:35) The Queen Elizabeth was the best ship. While on the Queen Elizabeth it was incredibly crowded. He did not have bad weather on the Queen Elizabeth. They took the Queen Elizabeth to Europe. • (01:10:54) Eisenhower took over the IG-Farben building in Frankfurt, which was at that time the largest office building in the world. • (01:11:48) He saw many displaced persons. They were transported about by train. He felt sorry for them, but he didn’t interact with them much. • (01:13:57) “The American people don’t know what war is, it is hell.” • (01:14:13) While in Germany they would rope off an area and search the homes. They would search for weapons primarily. They would first ask if they had any weapons, and if they were told truthfully if they had some, they simply confiscated them. There were heavier consequences if they were lied to. They also asked for any drawers or cupboards to be unlocked, if the Germans would not unlock them, then they would smash them. They didn’t usually find much. • (01:16:49) They were somewhat worried about a Nazi resurgence. While in England they had been taught for hours and hours “kill or be killed.” They had taught hand to hand combat. • (01:18:23) They landed in Boston, and he went to Chicago. He took a train to Kalamazoo, and then took a taxi to Grand Rapids with some friends. They split the cab fair. • (01:19:14) He was discharged December 8th, 1945. He arrived home on about the tenth. One of his friends came to his house, and then he and his family dropped his friend off at his church. • (01:20:09) He still sees his friend, Bill, for lunch occasionally. • (01:20:39) After the Army, he lived off his stipend for awhile. He did not go to school on the GI Bill. He worked at Keeler for thirty-nine years. � 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 DeBaar, George (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource DeBaar, George Description An account of the resource George DeBaar was born in Grand Rapids, MI, and was drafted in January of 1943. He served at Fort Brady at Sault St. Marie, as part of the 131st Infantry (later the 156th). His unit served as guards at the base, and near the Soo Locks and the Canadian Locks. Because of this experience as serving as guards, his company was selected to serve as Eisenhower's guards. He served in London, during which time the CIA subjected them to mock break-ins to ensure security. He also served as Eisenhower's personal guard in Reims. 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. Army 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 2008-08-14 Identifier An unambiguous reference to the resource within a given context DeBaarG 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/7fa08a70f6b3f85a77de15305be45fba.jpg 233c90a2cd08c0eee7e7a8b7d70d2c64 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1980s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1985 Title A name given to the resource Debbie Piskowski practicing clown makeup Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001714 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Debbie Piskowski, of Sterling Heights, experiments with clown makeup as an independent study for Theatre Lab 230. Requirements for the class included readings and practical work with a show. Debbie is the daughter of Mr. and Mrs. Peter Piskowski and is a Junior at GVSU. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students College theater Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives 1980s black and white photo https://digitalcollections.library.gvsu.edu/files/original/7d0075a9401d563d02e22be4ddaf08dd.mp4 065b9061e95b362b1ebd0decf48a0e12 https://digitalcollections.library.gvsu.edu/files/original/3eb3674f9b5a28030a4821e9e64f5e03.pdf 985641fe94b1246ead32038ad891fcb5 PDF Text Text Grand Valley State University Veterans History Project World War II, 1943-1946 John DeBoer Length: 57 Minutes Pre-War Born in Paterson, New Jersey in 1924, and graduated from East Side High school (0:39) His father worked on a bread truck and sometimes as an electrician, while his mother worked at a grocery store (1:38) They took in one of his nieces after her family was broken up (2:10) He was working as a tool and die apprentice, working in job shop with German nationals who could not get a job in areas related to defense (2:56) They did not talk about Germany so he did know what they thought of the Nazis (3:10) He paid little attention to the news before Pearl Harbor; he heard about Pearl Harbor in a friend’s car on the radio (3:45) He decided to join the military afterward; he picked the navy because he did not like marching and he was interested in it (4:58) Training He enlisted in February, 1943 (5:15) �He was sent to Sampson, New York for boot camp; boot camp was a breaking down process (5:35) When he was there they had to strip, go through a line to get a physical, then get a shot, wait in line for a psych exam and then they were given clothes (6:01) Boot camp ended after 6 weeks and then he was sent to radio school (6:28) He got a second class radio license from radio school; he basically learned to copy down Morse code (6:42) He found that it was harder to send a message than it was to receive them, because it was easier to write messages down (8:01) They kept building up the speed required that he had be able to write down the messages, but he does not remember anyone who had a hard time with that (8:30) He finished radio school after three months, May of 1943 (9:43) On the Edwards He was assigned to the USS John D. Edwards, a Clemson class destroyer that was built in 1919; it had torpedoes, depth charges, and anti-air guns as its main weapons (10:26) He joined the ship in Charleston, South Carolina; it was in dry dock under repair (10:46) There were 20 men and 12 officers on the ship (11:58) Their first trip was to Trinidad ; he got sick but did not get sick again; he was given shore patrol duty. He was given a club to keep the sailors in line (13:52) �After they left Trinidad, they crossed the equator and did the “crossing the line ceremony” which helped break up the monotony (15:33) They had an ice box but not a refrigerator, so after they ran out of ice, they had to use dehydrated food. They had a condenser that would allow them to turn salt water into drinking water (15:49) He slept in the after quarters by the fuel tanks ( 16:33) This was in the summer of 1943, but they were not hit by any storms (17:06) They crew was cycled through, but the commander of the ship, a lieutenant commander was removed because he could not dock the ship well, and was replaced by a lieutenant who was very good at his job 18:18 The ship, in dry dock, had been converted from a four, to a three, smokestack ship 19:34 They went to Maine after the first cruise, after that, they did convoy duty to the Mediterranean and lone patrols of the East Coast (21:21 First convoy was to the Mediterranean; on the convoy duty they were on the outside of the convoy using their sonar to find subs (21:48) Convoy Duty They used a mix of destroyers and light cruisers as part of the escort (21:51) Later in the war they added carriers as part of ASW (Anti-Submarine Warfare) because there were areas of the Atlantic that could not be covered by ground based aircraft (22:06) Later in the war they could drop sonar buoys to find subs more easily (22:38) �The convoy went to Tunisia to drop off supplies (22:58) They were attacked by German bombers in the Mediterranean (23:40) This was part of the German effort to try to cut off Malta (24:11) They stopped in Gibraltar and he was able to pick up supplies and sonar (25:00) They crew was more experienced and worked well together by this point (25:02) He slept in the aft crew quarters which rolled with ship making it hard to sleep at times (25:25) During bad storms they would eat sandwiches under the decks but normally they would eat on the deck of the ship (26:03) He was never worried the ship was going to sink, but bad storms could be very dangerous (26:58) It was important to have a good helmsman to help them avoid the worst of the storms They stopped at Casablanca, Bizerte, and Azores (27:54 The Azores, which was part of Portugal, was neutral, so they were limited to how often they could stop there (28:21) On the way back they stopped in Bermuda (28:43) His favorite port was either Boston or Casco Bay (28:52) When they stopped in Casco Bay they had to ride a whale boat to land (29:13) They had many contacts with U Boats and dropped many depth charges but they were never able to confirm that they sunk any of them (329:41) �His ship was involved in chasing down U-544 which was sunk by fighters (30:48) He was part of a submarine hunting group with the USS Guadalcanal, a carrier, and three other destroyers (31:15) They able to find the subs because of the breaking of the Enigma code (32:13) None of the ships he was with were sunk (33:10) They never got off the ship in Europe; they did most of their refueling on tankers at sea (33:45) Because they had the junior commander they always refueled last (34:22) They refueled by throwing lines across they ships (34:32) After they sank the U-544, one of the planes crashed on the carrier meaning the two other planes had wait until it was dark and one of the planes missed the carrier and they had to be rescued from the ocean (36:330 On his first trip, the carrier lost half of its planes and air crew (36:59) Afterwards they were in the Caribbean in on submarine patrol (37:20) The food was criticized even though they did not have refrigeration which made it hard to keep the food good (37:48) It was a challenge to move the food to lower decks when storms broke out because much of it was cooked on the deck (38:28) Flight training He put in for flight training, which his captain okayed, even though he thought it was crazy. (40:18) �He left the ship in 1944 after he was accepted in flight training (40:28) He was sent to school in Murray College and University of Georgia to study physics and navigation and other flight related areas before he started flight training (41:19) The survival training taught him how to build snares, hand to hand combat, and other information needed to survive on the ground (42:23) He took his preflight in Memphis Tennessee; he was the first in his class to fly solo (44:00) Most of the preparation was learning navigation and flew a Stearman Biplane (44:40) He was taught about carrier landing and during his first solo flight he almost overshot the runway (45:50) After that he learned aerobatics and other maneuvers (46:15) He left the military in 1946; he finished his flight training. He was told that once the war ended he could leave at any time even though he was signed up for five years (47:37) When they were not flying planes they spent time in Memphis and playing cards (48:17) Segregation was very notable because the town next to the base, Millington, Tennessee was 100% black (49:00) They also sank a tug off the coast of Florida. They picked up a ship on the radar, they challenged it and they got no response. They tried to light it up with comet shells but got no response; they turned on the searchlight and found out it was an American tug (50:50) After the war, he went back to tool design, but joined the telephone company (51:20) He could have gone to college but did not (52:10) �He did maintenance of switches for the telephone company; he retired from the phone company after 35 years. (53:32) He moved to Michigan because they had enjoyed coming to the lake (54:08) � 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/. Identifier An unambiguous reference to the resource within a given context RHC-27_DeBoerJ1707V Title A name given to the resource DeBoer, John (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-11-20 Description An account of the resource John DeBoer was born in 1924 in Paterson New Jersey and before the war he worked as tool and die apprentice. He enlisted in 1943 and trained in Sampson New York. He was sent to radio school and was assigned to the destroyer USS John D. Edwards as a radio technician. The ship did convoy duty and anti-submarine patrols throughout the Atlantic and the Mediterranean and participated in the sinking of a German U-Boat. He left the ship in 1944 to began flight training, and was based near Memphis Tennessee. He left the military in 1946 before finishing flight training. Creator An entity primarily responsible for making the resource DeBoer, John 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 World War, 1939-1945--Personal narratives, American United States. Navy Language A language of the resource eng Type The nature or genre of the resource Text Moving Image 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> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/94d79f02423858a8258b19408d9aa3a0.pdf 7da630bdf7af9b47c15fb2e7ae3c1f3b PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Interviewee: Debra Sawinski Interviewers: Brian Schreur, Laura Sawinski, Marcus Bell and Robin Moening Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 11/28/2011 Biography and Description Debra Sawinski discusses how she started the first all girls track team at her high school and the struggles that came along with in. Transcript LAURA: Oral history project. We are here on November 28, 2011. I am Laura Sawinski and I am here with Debra Bussing Sawinski to talk about her involvement in the formation of the track team at Fruitport High School in Fruitport, Michigan. First I need you to sign our consent form. This states that you agree to participate in the interview and that you agree to have your name published and if not you can state that now. DEBRA: I agree. LAURA: It also says that you understand the interview will take approximately 2 hours and that you can withdrawal from the project whenever you feel necessary without any prejudice. You also agree that upon completion of the interview the recording and consent of that recorded belongs to Grand Valley State University. You understand that any restrictions to use of portions of the interview indicated by me will be edited out of the final copy of the transcript. You understand that upon completion of this interview and signing this release the recordings, photographs and one copy of the transcript will be kept in Grand Valley State University library special collections in Allendale, Michigan. So here you can wish to remain anonymous or to be identified by name. DEBRA: Identified by name. My initials? LAURA: Yes. To start this interview and to find out your experiences with starting the track team and how you got to that point.. .11 you could tell us about your childhood, what it was like growing up, and just the background of you as a child. DEBRA: Well I grew up in the country and our neighborhood was kind of unique. My grandfather had owned all the land and he divided it up so all ofmy neighbors were also related, my aunts and uncles, cousins and I.. .wejust did everything together and maybe that’s where I got.. .to the point where I liked running because we had to run in between each other’s houses all the time to- - because we had no Page 1 �tel—in our house we had no telephone so in order to use the telephone we ran to somebody else’s house. LAURA: And explain your family, how many siblings you had or what it was like growing up being so close to your family or extended family. DEBRA: I have four sisters, two of them are older two of them are younger. Probably the two older ones we did more things together because we’re closer in age. And I. ..being that close to our relatives we had a shared feel that we did a lot of different things, activities. It was just a good neighborhood. Everybody watched out for everybody else and we did lots of things together, we-- that’s who we played with, had baseball fields set up, did all kinds of things together. So it was a really—just a really neat experience growing up. LAURA: And how long did you guys live in the same proximity was it until you graduated high school or did some move along the way? DEBRA: Well some ofmy older cousins moved away but we all basically lived here and all of us went to the same high school and graduated from the same high school. LAURA: And where did you attend school throughout your whole year, where did you start with your first year until the year you graduated? DEBRA: Went to Fruitport Elementary, Fruitport Middle School, and Fruitport High School. LAURA: And what was your experience in general? Did you like school, did you enjoy going and what part did you enjoy the most? DEBRA: For the most part I liked school; it was a good experience all the way through. Of course there are parts that you don’t like more than others.. .let’s see. I didn’t like Spanish very well but I did really well in social studies. I took every history class, every geography class that there was available so, I liked English classes. I have—I was accepted into honors lit which was a really fun class and had a really good time with that and... For the most part I did very well in school and liked it. LAURA: What kind of treatment did you receive during your school years? Did you feel that you were treated fairly well or were some kids treated better than others? Or with you being a female did that ever effect how you were treated or did you feel like it was pretty equal across the board? DEBRA: I think some kids were treated better than others, just their personalities or whatever it may have been. I know that I had to ride the bus and I know even our bus driver had her favorites and— LAURA: Were you one of them? DEBRA: No. I was not. Usually it was the boys that were a favorite, only certain ones. And. . .but for the most part I feel I was treated fairly. I don’t remember ever being.. .not.. .because I was a girl not being treated fairly. I think that across the board it was pretty equal. Page 2 �LAURA: And what year were you when you decided or thought that you would want to start a girl’s track team? DEBRA: Senior year of high school. LAURA: And why did you decide that you wanted to start that track team even though in Fruitport there hadn’t been a girl’s track team? DEBRA: There were about four of us seniors who all liked some portion of track whether it was running or shot-put or whatever it may have been. We all liked that part. In gym class we did very well in those areas. And when we were seniors, and especially one of the girls was--had a boyfriend who was on the guy’s track team and we thought it would be fun to have a girl’s track team and a good experience for us. LAURA: Do you have a main motivation for starting the team or just was it something you guys enjoyed and thought why not? DEBRA: We thought it was time that the girls had a track team. Other schools had girl’s track teams and Fruitport had never had one. So we thought it was time that they had one and if we were going to have anything to do with it we had to do it quickly because we were all seniors and.. .so we just started to move forward in that just kind of talking about it among ourselves and then figuring out what to do to get one going. LAURA: So is there a reason why you waited until you were a senior to start the formation of n a track team? DEBRA: I think we just didn’t, we didn’t think that we could do it, that most the sports werem started by either a faculty member or the need to have it and I don’t think that any of us thought that we would— could or would be able to do what we did in starting the team. LAURA: Who was the most influential you think in helping you start the team. Like you said there was faculty that normally had started it was there a faculty member that had helped you? Or anyone in particular? Or did you feel like you as a collective group kind of had to head it up and convince others that you guys needed a track team? DEBRA: I think that there were the four of us and we went to the athletic director at that time was Dale Levondowski and he told us that there was no way that we were going to have a girl’s track team that year. So at that point we went to the guys coach, the boy’s track team coach, and we asked him ifwe could run with the boy’s team and he said yes. LAURA: Were there other girls sports at that time or what options did girls have? DEBRA: There were I believe girls softball, and cheerleading, and I. . . girls basketballLAURA: So why— DEBRA: Oh swimming and gymnastics. Page 3 �LAURA: So why did the athletic director say no way to a track team for girls? DEBRA: First of all he said that we wouldn’t be able to get a coach, we didn’t have the schedule set up, there was no money for uniforms, there.. . it would be a problem with bus transportation. He gave us all the--all the things that involved mostly I believe it was money. That all the things were rooted in that, beside the fact that. . .1 think it would have been more work for him and he just didn’t feel like that-that he didn’t want to do that at that time. LAURA: So with the guys track coach was his idea that yea just come run with us or was he influential or did he try to help you form a team of your own or did he just figure you can just join us? DEBRA: Well he said that if we couldn’t have a team of our own that we could run with the guys and because it was a non-contact sport that would have been allowed. LAURA: So when you went to high school you couldn’t play, like a girl couldn’t play football? DEBRA: No. LAURA: Or wrestling? DEBRA: No, because it was a—it could only be a non-contact sport. And so he said we could run at— come and run with the guys and—and he didn’t cut us any slack for being girls. LAURA: Should he have? DEBRA: No, but I mean we—we had started out a little later with practice than the guys, and I just remember our first—our first practice with the guys it was a five and a half mile run, and some of us made it. So—and it was really interesting because the coach, the coaches, there were two of them, Mike Thompson was the head coach, they drove the car and followed us, we ran on the roads in Fruitport. No, he was, I believe the guys coaches were very, very supportive of us having a girls team. Thought we deserved one, should have one, and that’s why they said that they would go along with us joining the team and supporting us in any way that they could so that we would be able to get a team eventually if it wasn’t that year then hopefully the next year. LAURA: And so you were allowed to practice with them. Were you allowed to run in meets with them, or did you get a team before the meets occurred? DEBRA: We ran with them in practice and worked with them and—and I have to say all the guys were very supportive of us and gave us helpful hints and different things. They were still telling us that we could not have a girl’s track team. So this meet came up, it was an invitational, actually it was held at Grand Valley, the indoor track, and we rode with the guys on the bus and we got to the—the track and there happened to be a few other schools that had girls track teams that came too. And I remember that we had to wait outside the locker rooms until the boys were all done in the locker rooms before they’d let us go in and get changed for the meet. And then we ran in the meet with the guys. They did have separate heats for the girls but we were able to run in the meet and it was after that, that the Page 4 �administration of the school and especially Mr. Levondowski, figured that we were serious about having a girls track team. LAURA: So at that invitational how many guys would you say were there? DEBRA: Overall.., all the schools? LAURA: Yes. DEBRA: Hundreds.. .hundreds. LAURA: And how many girls? DEBRA: Oh less than a hundred, maybe fifty. Of all the teams together because we went into one locker room but there were hun—there were multiple schools and so there were hundreds of boys there to run. LAURA: And at that particular invitational did you feel like there was one school who had way more girls than others or was it kind of a few on each team? DEBRA: There were a couple of schools that fielded a whole team just about for girls. A few others had a pretty good amount. Our school we probably at that one, we—there were, at that point probably five or six from Fruitport that went. LAURA: So as you guys came up with this idea, how did you, the group of you so there was five of you? DEBRA: There was four of us that started out. LAURA: Four of you. Were you friends prior or how did you kind of come together to say hey wouldn’t it be cool to have a track team? DEBRA: We were all friends and we were in this one class together and we sat together—we had to go the library a lot and we ended up always at the same table and talking amongst ourselves I think that that’s really where the formation really started to take place just because we were talking hey we would like to be able to do the—we would like to be able to run and to have a team. LAURA: With the administration did the athletic director ever say hey we have a few sports for girls can’t you just join one of them? Why do you have to make your own team? DEBRA: No. I don’t remember him ever saying that and we found out later that actually there was an equal rights amendment or something along that line that legally they couldn’t tell us no you can’t have—we won’t give you a team but it was the consensus that they would do everything for us not to have a team. Telling us there was no money, there was nothing but ifwe would have taken it to court and even though we didn’t know about it we didn’t know that there was that—that equal rights thing. We had no idea at that time because it had just passed and now of course they even have more rights, the girls do to play sports. Back then it was something new and I think they used the fact of the financial part of it to—to stop us from having a team. Page 5 �LAURA: And do you think for him or others who opposed you that was the main thing? Not that they thought girls shouldn’t or couldn’t run but just the money? DEBRA: I think money was the main thing and then trying to put it all together in a short amount of time would have been—was more work. LAURA: And how long did you have? What was your time frame? Just your senior year? DEBRA: Yes. We—well we started early spring asking for a team and of course it’s a spring sport so had to be done fast. LAURA: So what was your first step in forming the team? Was your first step going to the athletic director? DEBRA: Yes. LAURA: And did you have anything prepared for him or did you just go in there with these ideas you had talked about? DEBRA: I think we just went in with our ideas and asking ifwe could get a team. LAURA: And his first response was? DEBRA: No way. It wasn’t going to happen this year. And that’s when we said—actually the words were used ok we’ll run with the guys. LAURA: And what did he say? DEBRA: He goes—he shook his shoulders and said ok. But I don’t think that he thought that we were going to stick it out and I think that that’s—he wasn’t going to go to all the work when he didn’t think that we would—we would stick it out for the season. LAURA: So he didn’t feel like you were actually committed to this. DEBRA: Yea. LAURA: So how did you feel when you couldn’t have a team when he told you no and you had to run with the guys? Did that anger you or were you like well, we’ll just do this for now? Or did that motivate you more? DEBRA: Yes. We were more determined than ever to prove that we were going to run with the guys and that we were going to make it work, that Fruitport was going to have a girl’s track team. And at that point I think that’s when we enlisted more girls we had a. . . like a little petition so to speak ofhow many—we went up and asked girls if they would like to run, if there was a team would they be interested in running and we did that. LAURA: Was there a number that you had to get to form a team? Page 6 �DEBRA: No, but the more we had the better because there were a lot of events and that we knew that ten of us it would be hard to have a team and be able to even have enough people for the events so we knew we had to get more than that. LAURA: So at your first meet how many did you have? DEBRA: The invitational when we went to Grand Valley? Or at the first— LAURA: When you had a girl’s team. DEBRA: We probably had, well I want to say around twenty. We ended up for the season having 22 all together that stuck it out. We doubled up and made sure that we had somebody in every event. LAURA: So you were able to cover every event? DEBRA: Yes. LAURA: When you first started running with the guys were any of the girls better than the guys? DEBRA: Yes. LAURA: Any how did the guys feel about that? DEBRA: They ma—they would tease us. Saying that we were fast or whatever and back then that, that meant that you weren’t always a nice girl but they, they, though they were really good. They really pushed us and wanted us to excel and so I don’t think any of them were very.. .oh down us or anything and if we beat them they thought that was pretty good. LAURA: So you ran in the invitational at Grand Valley with the guys but in separate heats. Were there any other meets that you ran with the guys? Were you ever combined like for relays or were they always separate even though you were at the same meet? DEBRA: It was always separate. We never run a combined guy run one leg and a girl we never did that, no they were completely separate. LAURA: How did you do that with only five girls then? DEBRA: Because by the time the first meet, dual meet, came we—we had a team. LAURA: But at Grand Valley you just ran...? DEBRA: We ran what we could. There was a—a relay team and then a couple of other events that we were able to run in. LAURA: So you just weren’t able to run in everything? DEBRA: Right. Page 7 �LAURA: And how would you say your support from your family was kind of from the beginning of the first formation of the idea and then when the team actually formed and after that. What would you say the progression of support from your family and other friends who weren’t on the track team? DEBRA: I would say our support from our friends was good and they came out to cheer us on. Me personally I did not have much support from my family. I had to go to someone else—actually to get to a practice a lot of times if the practice wasn’t right after school if it was a day when school wasn’t on because we did often have Saturday practices, I would have to run to my friends house that lived on the next road over and hitch a ride with her into school with her because I wasn’t able to use my parents car. The only one from my family who ever saw me run in the—in track was my youngest—younger sister Penny. Neither my mom nor my dad ever saw me run. My mom wasn’t very supportive of it at all. She thought it was foolish and didn’t know why a girl would want to run track. My dad was a little bit better about it. He—he worked at night so he couldn’t come to the meets because he had, was either at work or going to sleep. But he did ask me about it and so each time we had a meet I would tell him about my race and how well I did and that and but as far as the rest of it—my one older sister Denise probably would have done very well if there had been a track team when she was in school because she could always beat me no matter how much I practiced or anything in track, she was, she was very very good and would have done well and I always have wished there had been a team for her because I think that that would have been a very neat thing for her so other than that I don’t—a lot ofmy other friends especially Barb Vennema who was one of the main ones in starting the team, her—her mom was really supportive of us and she was at most of the meets and really encouraged us on, and like I said a lot ofmy friends were really supportive of it. LAURA: And you said that your mom wasn’t necessarily supportive or thought it was foolish. Can you describe kind of her thoughts on a girl and what her role should be? DEBRA: We should go to school and do the work that we need to do and come home and do the chores that she gave us to do. And I still had to all ofmy work at home after I got done with practice whether— and part of that was cleaning up the supper work or whatever even if I hadn’t eaten even if I had missed the meal. It was my job to do the dishes and clean up the supper table and that’s what I had to do no matter if I had just come from a meet and were later or whatever it was. I just had to get all ofmy work done and—and that’s how it was. I mean she just didn’t— she just thought it was all foolishness and couldn’t understand why anyone would want to run around a track. So, she—she did not grow up with the idea that girls should be involved in sports or any of that so she just couldn’t figure out why one of her daughters would want to be interested in that. LAURA: Did your older sisters play any sports? DEBRA: No. LAURA: So you were the first to be in a sport? DEBRA: Yes. I was rebellious. Page 8 �LAURA: Airight. And do you feel like your dad would have possibly gone to more if he wasn’t working at night? Or do you think that he kind of distanced himself as well thinking that it’s not necessary? DEBRA: No, I think he would have come because he always asked me about them and always had me run through—it was like running my race for the second time and telling him how we did and all ofthat. He made sure that he always asked me and I felt that he would have come if he would have been able to. My one sister did play the clarinet in the band and he always went to her concerts when he could, so I knew that he would have come if he would have been able to. LAURA: And what did your dad do for a job? DEBRA: He drove a truck. LAURA: So he was gone at night? DEBRA: Yes. He—he—actually he was gone a lot and so sometimes he would work until late in the evening—and then he would. . .he would get up, he’d have to sleep a few hours and then he got up and would have to be on the road again by midnight or a little bit before. So it was at that point, it was impossible for him to go to a meet. LAURA: And did your mom have a job? DEBRA: No, she was the housewife. LAURA: So do think that in any way that disappointed you or how did you just feel like this is what you wanted to do so you would do it or—were you wishing for more support from your family or how did you feel that that experience with your family not being 100% supportive, how do you feel like that affected you, if any? DEBRA: Well it didn’t change my mind I still wanted to be on the track team, to have a track team. So it didn’t change my mind at all. It would have made me feel probably better to know that there was more support and that they were behind me 100% in doing it but it didn’t change my mind I still wanted to do it. LAURA: And with your friends you mentioned one in particular, Barb, who was close with you and helped start the team with you. Do you feel like you guys had a special bond or you guys created a bigger and better friendship because of being involved in something like this? DEBRA: Yes and—and the fact that we were together every day in practice and running and had a common goal together especially those that were seniors and that were on the team. There were four of us that started it, Barb Vennema, Beth Cummings, and Pam Straight and each of us did a different event we didn’t even run the same events or anything. And—but yet there was always that common goal and we were always there to help each other and I think that that made our friendship stronger, and especially for Barb and I. We just, it was just one of the best experiences that we had that we could—and, and making a difference and starting something new and knowing that maybe the next year they would even do better the girls track team, than what we were—we were able to do. Page 9 �LAURA: With you four was it a coincidence that you did not run the same thing? DEBRA: I think... No. LAURA: Or based on different abifities it just kind of happened that you were not all milers DEBRA: Right I think it was our different abilities and also we started with guys and figuring out the events we were going to have, barb was the miler, and Beth ran shot put or did shot put and ran a couple of long distance events, Ann ran hurdles why we don’t know she just liked them, and I did middle distance the 880 and 440 which today is the 800 meter and 400 meter so it was just what we thought we were good at and what we like of course it helped that barbs boyfriend was a miler on the guys track team so she trained a lot with him so maybe that’s why she chose that one. LAURA: Did any of you hold any records in the races that you ran in the short time you were there? DEBRA: Well we all set records and they were all broken the next year but no for mine in the 880 I held the record for two years and I think that there was one other one but I’m not sure but I know that one but the goal was to have somebody break our record because in all actuality we were not very good and so the goal was to each year to improve and that is what happened. LAURA: And in forming this team and you necessarily did not have the support from the administration because they didn’t want to put the time and money into it how did you go about organizing the meets once you had a team established with different schools was that something that you were responsible for? DEBRA: No what happened is that when, I believe that when the administration the athletic director in particular saw that we were serious and that we were going to run with the guys team whether we had a girls team or not things started to take place I remember being called into his office and being told that because they saw that we were going to run with the guys that they had found somebody who would coach and actually it was going to be a team they did the girls swim team it was Linda and Roger Harriman.. . linda would be the head coach for the girls track team and roger would assist her and we thought it was funny because we knew that they were interested in it from the very beginning but the administration kept saying no we couldn’t have one so it was within a matter of a couple of weeks we had a coach we had new uniforms the schedule was set up busses were arranged and for the rest of the season it wasn’t like we had to set up the meets ourselves or anything Mr. Lovendowski had to go ahead and do that and we just always marveled that they were adamant that we weren’t going to have a team and then that was put together within a couple of weeks and I mean all of the things that needed to be done the meets he called other schools and got the meets because almost all of the other schools that the guys ran against had girl track teams so it was just the matter of us having another bus maybe to go to that meet there were a couple of meets that we went to that the guys didn’t go to that they set up separately so that we would feel enough events to if it was at all possible to qualify for states or conference but for the most part it was all done by Mr. Lovendowski once I think they saw the we were really serious and there were girls that were going to come out for the team. Page 10 �LAURA: So did you feel that he wasn’t against you personally he just didn’t want to put time and effort into something that wasn’t going to happen? DEBRA: Right I don’t think he was ever against us personally he just said it wasn’t it wouldn’t happen because of the timing the fmancial reasons and just the work that had to go into it Ijust don’t think he thought it was going to be worth it. LAURA: So you didn’t get uniforms until the track team was officially started correct? DEBRA: Correct. LAURA: So what did you wear before you had an official girl’s team? DEBRA: We wore some old basketball girls basketball teams uniforms which if anything about sports they are completely different from track uniforms so they were a little awkward but we were happy to have them we used them. LAURA: So you felt since other schools had already had a girls team there was no opposition from other schools and it was fairly easy to collaborate with them to get a team going and do you feel they were supportive of you guys getting a team as well? DEBRA: Yes some of the schools were really glad because they had girls teams and it made it a lot easier if they could run it in conjunction at the same day with the boys teams because they would run one race for the guys and then we would run a race as girls or whatever it was and then in the 2 mile and the mile they would run together and just have different timers but it worked out well and a lot of the schools were glad that we had started the team. LAURA: What were some of the schools that you ran against? DEBRA: Spring Lake, Muskegon, Mona shores, kellogsville, I can’t even think of all of them that we ran against. LAURA: Are they fairly the same conference that Fruitport is still currently in? DEBRA: Yes well a lot of it has changed since then because they have changed the boundaries and the rules and all of that but for the most part it would be the same o we ran against orchard view Fremont Fremont is where we held the conference was held that year at Fremont Reese puffer LAURA: And the other girls track teams did they have uniforms at first did you ever feel inadequate when you would go against established teams or were you just ready to run? DEBRA: I don’t know if the word inadequate would be the word we felt kind of a little bit awkward because they weren’t track teams but we were so excited to be running that we really didn’t care if we had to wear are own shirts t-shirts or whatever we would of done that but at least we looked like a team because we were all in a uniform even though they weren’t the correct ones. LAURA: In terms of running shoes what did you wear for shoes just regular tennis shoes? Page 11 �DEBRA: I did there were a couple of girls that we had that were sprinters that got a hold of some cleats but I ran with tennis shoes just regular tennis shoes because that’s all I had at the time a lot of us did we ran with tennis shoes but because we knew that our shoes weighed differently what we would do is run with weights at practice and then they felt lighter when we got to the meets. LAURA: And how did you figure that out was that something you guys came up with or did the guys help? DEBRA: The guys helped because they all had a lot of them had their track cleats and things and we knew that there were other shoes out there because we were interested in track so we learned things and read things and got information so we knew there were other things out there but a lot of us didn’t have extra money for that and of course the school didn’t provide for any of that either. LAURA: So when you started the team you had 4 girls and when you had an official girls team how many did you have? DEBRA: About 22. LAURA: And how long did that take you to get or did you find that it was hard to or were girls eager to join the track team? DEBRA: I think they were eager to join the track team there were a couple we would of liked to of had but their fathers said no that they couldn’t run track was not for girls so we had but for the most part we had ones that were really interested and really committed to it we got juniors and sophomores on the team so that we knew it would carry through to the next year we had a couple in fact our one sprinter actually qualified for conference and regional’s that year even and she was very good and the next year went on to win other things but we just went around asking as many as we could plus others had different commitments so the next year it was even bigger but that’s what we ended up with was 22 for the year. LAURA: Do you know approximately how many today run at Fruitport? DEBRA: No I don’t know for sure the team is a lot bigger they fill a couple 2 to 3 for each event and so the team is a lot bigger and has done a lot better in fact a couple of years after I was there they had quite a few that even qualified for conference and states and that so it’s grown over the years. LAURA: Did either one of your younger sisters run in the track team? DEBRA: No they didn’t my next younger sister probably would of but I don’t know that she really liked running she did powder puff football and that kind of thing and then my youngest sister had rheumatoid arthritis and was never able to run very well so she did not run on the track team either. LAURA: Is that something you would of liked for them to do or were you just happy to do it yourself? DEBRA: Well I was happy to do it myself but I would of liked to have see one of them do it I tried to encourage my sister penny to go out for the team but it just didn’t work out for her to do that. Page 12 �MOM: In our year on the track team was a harder year to the coach they had set up Linda Herrmann on our sports we had a sports banquet with the team and that night her daughter hit her head and had a brain aneurysm and she died so our last couple of regular meets plus the conference regional’s were with a different coach just one of the teachers he was math teacher Mr. Carison just stepped in and also one of the counselors Mr. Broderick stepped in to help the team going with us as a coach and that so it made the season a little bit more difficult and we were very determined after that because we wanted to not only do well for ourselves but to honor Linda and the effort that she had put out as our coach and losing her daughter and not being able to finish the season with us. LAURA: Was she ever the coach again? DEBRA: No her daughter’s death hit her pretty hard and so she didn’t come back as the swim coach or the track coach. LAURA: Do you know who then took over? DEBRA: Nope I don’t. LAURA: Do you feel like after you guys had your season that the rest of the school body and the administration were behind you and backed you? DEBRA: Yea I think that they did we got a lot of good comments from people staff members other students who think it was something that students saw that even though they were told no that things could still happen and I think that they were all very supportive and very glad that we did that and proud that there were some students that took action on their own we had a number of guys later that kept saying that there should be a plaque put up in the school for us because we went against the opposition and even though at the time we didn’t think it was any big deal but I guess other people thought it was and girls that ran afterwards were glad that we did that because even though the school would eventually I believe had a girls track team because that would have been what they did for sports I don’t know how many years it would of been before they would of done that. LAURA: So how do you think your impact on others was or what do you think your impact was in terms of those who ran track as well as those who did not do you feel like you guys had an impact on them? DEBRA: You mean on other students. LAURA: Yes. DEBRA: Yes I think we had an impact girls saw that they could have a sport even though if it wasn’t established at that time since then of course there is volleyball and all kinds of sports for girls and fruit port girls have done very well I think that it made a difference and kids believing that they could have a voice in the school even though they were told at first no and that if they showed detennination and stuck with something things could change. LAURA: Overall do you feel like you were satisfied with the outcome of what you four started? Page 13 �DEBRA: Yes overall we were glad the next year our records were broken and the next year more records were broken and as we could see that girls became more interested in track and ones that could excel at it because track is a team sport but also its an individual sport so girls that maybe weren’t really good in a gymnastic setting or even swim team were able to go out on the track and run around and they could do really well or they could high jump or even shot put or whatever it was it was a whole different kind of sport then gymnastics or swim team and so they could do something that maybe they could excel at. LAURA: So even though you were satisfied with the outcome what would you say were some of the greatest obstacles that you faced in developing the track team? DEBRA: Probably the greatest obstacle was just proving to those in leadership that we were going to stick with it and fmancially the opposition there being told that there was no money and we never were told where the money came from when they finally decided to let us have the team we all of a sudden the money was there so I think all along the money was there they just didn’t want to use it for that because they didn’t think that we were going to stick with it and so I think that was our greatest opposition was the administration it wasn’t the boys on the team it wasn’t the coaches themselves the guys coaches were great about it and so it wasn’t them I think it was the administration was our greatest opposition and using the funds for that. LAURA: In terms of the community or media did you get any media coverage or how do you feel the community felt what you guys were doing was right or wrong did you feel that you got support from them? DEBRA: I think for the most part we did get support from the community I know that there were a couple articles in the local newspaper in Fruitport and then also in the school newspaper of course you are going to have opposition from those who weren’t supportive of girls sports in the first place and like I said there were a couple girls their dads wouldn’t let them run and that kind of thing but overall the community support was good and I know that in the next years that followed there was a lot of support for the girls track team. LAURA: Did you feel like the team had a following if you went to different meets were people there to watch and support you? DEBRA: There were a few parents that did come regularly to the meets there were some of our friends who came and usually were there to support us but for the mostp it was if there were people at the meets they were there to watch the guys and even though they supported the girls we knew they weren’t there just to see us there were a couple on the guys team that were very good and they had a lot of fans you could say but I don’t think we really even thought about it or even cared who was there to watch us we were there to run and that’s what we wanted to do. LAURA: Were you involved in any other extracurricular at Fruitport or did track take up most of your time? Page 14 �DEBRA: I worked on the school newspaper and then also the yearbook although at that time the school newspaper was a class so I did that during the class time yearbook took up so time for me once I became involved in track that took up a lot ofmy time. LAURA: And in track or the other activities that you did, did you feel like that helped you as a person or in leadership roles do you think that did it take you out of your comfort zone or were you very comfortable in taking the role of a leader? DEBRA: Before that track team I didn’t know that I could lead I think it did take me out of my comfort zone for the most part I was pretty quiet in school until I had to go to the athletic director and talk to him about the track team and I remember that I somehow became the spokesman and when he needed something or wanted to talk to somebody I got called to his office about the team and how that happened I’m not even sure but I believe that the experience with the track team gave me a lot more confidence as an individual and helped me in going off to school and thinldng that I could take on things that I hadn’t taken on before and after school and working at a public school I was able to coach assistant coach for one year and coach the next year the girls track team which was a new venture for Comstock Park also at that time the girls track team was a new thing for them and that was pretty neat to get to see these girls trying to make the team work in their school to and working with them so I think the experience of starting a girls track team at Fruitport was life changing for me. LAURA: As the coach at Comstock Park did you share with them what you had done and did you feel they were more inspired by what you had done to inspire them? DEBRA: I think so I was able to talk with a lot of girls and say you got to keep trying you got to keep pushing and even though they were new and actually for being a new team they had quite a few girls that came out for the team and then of course talking to them because unless you have a vast amount of talent in the school the first year as a team in any sport will be a struggle and just fmding out where you fit in and different things like that so I think I was able to talk to the girls at Comstock Park because there team was new and encouraging them that it wasn’t always going to be like that they would have each year improve and more girls would be interested and more girls would come out and so then you can specialize in your events and you don’t have to run or fill in so that you have enough to fill the events and that’s what I think our first year at Fruitport because we didn’t have as many and we had to fill in and maybe we couldn’t focus on just one event like some of the schools that you run against girls would only run one event I remember I would have to run against girls in the 440 that were fresh coming out to run the 440 and I’d already run an 880 and so I never came out on my 440 fresh and not already used up a lot of energy for that so I had to and that makes a difference and that part I could encourage others and that say keep working at it and it will happen. LAURA: Are you glad that you were in the place you were at Fruitport to start the team or does a part of you wish that you could have specialized in an event.. .had it already been established? DEBRA: Sometimes I wish I would have been able to specialize, I would have liked to have seen what I could have done. But yet, as I said, the whole experience of starting a team, working administration, Page 15 �standing up for something I really thought should be was life changing and I wouldn’t have wanted to change that even if I could have focused on one event. LAURA: Although it was life changing for you did you think about the impact that it would have on future generations of girls pretty much forever? DEBRA: Not a whole lot. We knew that, the next year the girls were going to be able to have a team and it would be kind of neat to see. And it wasn’t until I was coaching and we went to a regional meet, where I saw girls from Fruitport running and it was kind of neat to see girls from Fruitport in Fruitport uniforms.. .by that time they had new uniforms.. .and just be able to see them run and win events and stuff and think “I was part of that, I had a part in letting them run.” LAURA: Do you think that they knew what you guys had done for them? Do you think that necessarily girls think about that? DEBRA: I think the couple years after we graduated I think they thought about it. But after that, no. Because the stories die down and they don’t know you as much. I think those that were freshmen when we were seniors in running, they still remembered it when they got to be seniors. But after that no. Even though there were, like I said, those guys kept saying that a plaque needed to be put up. LAURA: Is there? DEBRA: No. That was never done. LAURA: So there’s nothing a Fruitport High School to show that you guys started the team? DEBRA: No, just in the archives that will say when the team started and the records that go back. And I guess the athletic director will have the archives or the yearbooks are in the libraries. And that’s pretty all that, except for our memories. (laughs) LAURA: Do you have any advice that you would give to others that face adversity? DEBRA: I guess my advice would be, first determine is what you’re doing or what your faith, is it worth standing up for. And if you believe that it is worth standing up for that, and that it will make an impact later than, to stay with it. And eventually things will change. They may not always change to the way you want them to or exactly the way you pictured it. But things will change and to just stay with it. LAURA: What do you think the key factors were for you personally to keep with it? What drove you to stick with it and what determined you to start this team? DEBRA: Well I always liked running. I thought I was good at it. And I wanted to win a first place (laughs), I guess that motivated me a lot to want to do that. But also for the fact that I guess.. .because we wanted a team... guys had team, and why couldn’t girls have a track team in school. And just that they told us “No, we couldn’t have one”, and that we just wanted to show people that we could. And that kept us going and when the guys coach told us we could run with them and the fact that when we ran with guys they were very supportive of us and kept us along with that. Page 16 �LAURA: So do you think without the support of the guys it would have been a lot harder? DEBRA: Yes! Yes. Because there was...I mean just little things that they would tell us. How to keep hydrated. How to.. .you know something, if we had pains, how to stretch. How to do just things that they were always.. .that they got told by the coaches and had been working at it. They had already had a team for years. And just little things that they did. I’ll never forget.. .a funny thing. They told us to have orange slices but oranges go fast. And so one kid told us have a grapefruit. He always brought a grapefruit and that’s what we started doing (laughs). And grapefruits lasted through the whole track meet. LAURA: Do you think that the difference in the community and how close knit some people were, do you think that affected their support or did they just want to see you succeed regardless whether you were a close knit community? DEBRA: I think they just wanted us to succeed. I don’t think at that time we were really.. .1 don’t know if close knitted community Fruitport is.. .buy yet I think there would be support for the team. It was just the right time. LAURA: So after you graduated where did you.. .you coached at Comstock Park and where did you go after that? DEBRA: Well I went to school to Grand Rapids School of the Bible in New Zeek. And there I ran.. .which was interesting they had a cross country team for the guys but did not for the girls. And there was a couple of us that did run with the guys at a couple of the cross country meets. To me that was just a usual thing at the point. And we didn’t get a whole lot of support there but we still did it. One of the girls happened to be from the Ludington area Scotville, who came from the school with a tremendously big girls school track team. And she was this All-State champion. And her and I hooked up together and we ran cross country with the guys there and ran with the school of Bible Music. And it was after that the.. .1 was working at Comstock Park Public School. After that, got married and moved away. Continued to run for a number of years and finally let it go. But always been supportive of track teams. Had a daughter, have a daughter who ran track and was always real proud of that. Felt that in some ways it was just cool to watch my daughter get to run on a team and not have to question whether she would be able to or not, it’s an accepted thing now for girls. And that’s a cool thing to watch. LAURA: Do you think even if it wasn’t socially acceptable with your experience would you be supportive of your daughter even though your mom wasn’t fully supportive of you? DEBRA: I think so I... We all have our individual taste and even though it might be something that I might not be fully liking but that she would like it I think that I would be supportive for her. LAURA: Did your mom ever later have more support for you or after you started the team, did she show more support or was she still distant? DEBRA: I would say no she’s never been supportive of it. In fact I talked to her not too long ago about it. She just always brushes it off as, well she has other things to do. And she flatly told me that she didn’t think girls should have been involved in that. So that’s the way it stands and probably always will be. Page 17 �LAURA: Do you think with that experience that you were more supportive of your children or did you try to attend more activities they did? DEBRA: Yes, I never wanted one ofmy children to ever say that my parents never saw me do something. So I made the determination at that point that I would go to what my children were involved in and watch them, whether it was something I really liked or not. I don’t always understand some of the games but I was there to support them no matter what because I did not ever want them to look up in the stands and wonder what it would be like to have mom and dad there. I never wanted them to wonder that. I wanted them to know that I was supportive of them and I would be there for them. LAURA: So, although track was a big part of your life, you said that you think that it gave you the confidence to do things that helped you in other areas of like and if so, what? DEBRA: I think it did give me help in other areas of my life, it gave me confidence that I didn’t know that I had. Because I could stand up for what I believed in and for what I wanted. I could voice my opinion. And in what areas.. .1 just think an overall in life. I mean even just going to job interviews later on, and just meeting different people and talking to different people. It gave me the confidence to know that I was capable of doing things I hadn’t tried before. And it helped me want to try to do other things that I hadn’t before. LAURA: With your children did you ever share your story of starting the track team in hopes that they would have the confidence to stand up what they believed in? DEBRA: I did share it, I don’t know if they ever did something with it (laughs). But yeah I did share it in hoping that they would try something new, to go out there and maybe it’s not always easy, life isn’t always easy. And just to, to try it. Even though there is opposition sometimes that it’s not the norm thing. LAURA: Have you been back to Fruitport since you graduated? DEBRA: I have not. Oh, I take that back. I did come back to Fruitport, there was one meet that I did go to while I was still in the Grand Rapids area and after that I moved away. So I haven’t been back since then. But I did come back and try to keep track of it. Especially when my sister was in school, my sister Penny and my sister Jennifer, I tried to keep track of what was going on and how the track meet was or how the track team was doing. But to come back for a track team after that for a track meet, I haven’t. LAURA: Did you ever think that you would stay in Fruitport and coach the track team or wasn’t that some that you necessarily wanted to do? DEBRA: Never thought about it, never thought about coming back and coaching there or even.. .1 left shortly after I graduated from high school and really have not lived in the area since. So I really never thought about coming back. LAURA: Do you have any ties to the Fruitport area still? Page 18 �DEBRA: Yes I have my sister. In fact now that you.. .my sister’s youngest daughter is running track and did last year in middle school. And she has another year in middle school and hopefully she’ll stick with track and go on to run for the high school. That would be pretty neat to see? LAURA: Does she know that you started the track team? DEBRA: I told her! (laughs). I said “Kelsey”. I told her that little story and hopefully she’ll remember that. And I know that my sister Penny remembers it, she was the one who came and watched the few times when she could. Staying after school, she had to stay after school and come over to the track meet. So hopefully, Kelsey will continue to run and maybe I’ll get to see her run in a high school meet. LAURA: Did you feel that because of what you accomplished that people or your sister in particular looked up to you? DEBRA: Penny, to a certain extent, looked up to me and that always make you feel good when someone looks up to you. But I think that the one thing that made a difference for me in thinking about it, is because my sister who, next oldest to me Denise, was always very good at running and everything. And I remember her always saying, “I wish there would have been a team for me, I wish I could have done what you did.” And that was always kind of neat because a lot of times when you’re the younger, you don’t hear that for the older siblings very much. And it was neat to have Penny, one of the younger ones look up to me, but it was kind of neat to have an older sister say that. LAURA: Did you feel the impact of people being inspired by you or were you just happy with yourself and not really worried what others thought, positively or negatively? DEBRA: I don’t think I really thought about how other people were going to see it. I was just happy that I could run and participate in the meets. I really didn’t think about what other people were thinking about it. LAURA: And in terms of accomplishments did you receive any varsity letters or medals? DEBRA: I received a varsity letter and numerals also. Did not receive any medals. I never was able to place first in any of the events that I ran. I was close, I was only a tenth of a second against Muskegon. So even though that would have been nice, it was just the fact I was able to run and 4. come that close. So yeah got my varsity letter and numerals. And I hadn’t been able to do that in any other thing because I wasn’t involved in any other sport so it was kind of neat to be able to accomplish that. LAURA: And was there a specific leader or.. • was there one person that was the point person or the.. .kind of the head of the track team besides the coach or did the four starters kind of take the role? DEBRA: I think it was mostly Barb, Venimu, and I that were the leaders. Pam was kind of a quiet girl, so she didn’t really take that much. And Beth, she was kind of crazy (laughs) and she just wasn’t very organized or anything. So I think it was mostly Barb and myself that became the point people or the spokespeople when there was an issue or something that needed to be handled, the athletic director would ask for one of us. Or when Linda.. .the Haremans, when her daughter died. It was Mr. Carlson and Mr. Broderick who would ask us for information, or who was running what or whatever it was. So that Page 19 �we helped a lot of that. We even ran... one of the meets was on Senior Skip Day and we were told that the seniors didn’t have to show up. But every one of the seniors showed up to run. And that kind of cool because they didn’t have to, but they did anyway. LAURA: Did you receive any special recognition for being one of the two main leaders? DEBRA: Not really.. .1 got larger numerals (laughs) from the athletic director because he said we had helped out with the team so much. But other than that, no. Just at the sports banquet. It was mentioned it was the first year for the team for those who had started it. LAURA: And... DEBRA: I don’t think. LAURA: Are you still close or are you still friends with any of the girls that you first ran with on the track team? DEBRA: With Barb. Pam I haven’t seen since high school. Beth Cummings I saw at our 20th class reunion, she is now a doctor out east at one of the big hospital back there, so she doesn’t come back much. And the fact that I moved away and really have not lived around here since high school made a big factor, (inaudible). There are a couple, Sherry Lenard ran on the team and I still have contact with her. I think that’s about it. I’ve seen a couple of them, but not to have stayed real close in touch with any of them. LAURA: And do you feel that girls today are treated equally in terms of sports? DEBRA: No, I don’t think girls are treated equally. I think boys sports will always get, to a certain extent more recognition, more money, more support. Especially football and boys basketball. Even though girls a lot of times excel at that their sports, I don’t think it’s equal. And I don’t know why that is. But, in any school system that I’ve been involved with or that my kids have been in, I’ve never felt that girls sports are equal to the boys sports, in any way, financially or supportive by the parents or any of that. So I just think it, no I don’t think it’s equal. LAURA: And how many... do you have sons? DEBRA: Yes. LAURA: How many? DEBRA: Two... and one daughter. LAURA: And when watching them did you, felt the same that girls’ sports didn’t get as much recognition as boys and as a parent, does that bother you? DEBRA: I don’t think girls’ sports get as much recognition, even if they win state championships in their division, in their sports. I don’t think their recognized as much as the guys are. I don’t think the attention is focused on girls’ sports. I don’t think that financially the money goes towards girls sports. One school we were in they setup a whole weight room and everything. They told us it was for the football team, even though it had been used for a lot of different sports. It was mainly put there for the boys’ football Page 20 �team. Which was a lot of money and yes, football team players could use it. But I thought it was very unequal to the girls because so much money is put in the boys’ sports and not into girls. I just wonder what it would be like if more money was put into girls sports. The coaches were scrutinized like they are for the boys, especially for football and basketball and that kind of thing. LAURA: So even though you have come so far. ..help Fruitport come far and girls sports as a whole, are you at all disappointed where girls sports are versus boys or do you feel that girls are in a better place than what they used to be? DEBRA: They’ve made a whole lot progress. They’re in a better place than they used to be. Could they be in a better place? Yeah, I think so. Fruitport has a fantastic girls’ volleyball team now. The girls track is better and bigger than it ever was. But I think it could do better, but it doesn’t have the financial backing that boys’ sports does. LAURA: And in closing and further advice or any comments you would like to share? DEBRA: I don’t think so. Just that be supportive of those sports, and if you see something that’s being unfairly done, speak up. Let’s see ifwe can make them equal. LAURA: Airight, thank you. And that concludes our oral history with Debra Bussing Sawinski on November 28th, 2011. END OF INTERVIEW Page 21 � https://digitalcollections.library.gvsu.edu/files/original/e21dfc76d2c673cc683308457c6476cd.mp3 ce760d719b0e6dd83eb853d19bd1b14d 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) 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 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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 An unambiguous reference to the resource within a given context GV248-01_Sawinski_Debra Title A name given to the resource Debra Sawinski audio interview and transcript Creator An entity primarily responsible for making the resource Sawinski, Debra Contributor An entity responsible for making contributions to the resource Schreur, Brian Sawinski, Laura Bell, Marcus Moeing, Robin Description An account of the resource Debra Sawinski discusses how she started the first all girls track team at her high school and the struggles that came along with in. Subject The topic of the resource Civil rights--Michigan--History Women--Personal narratives Discrimination Sex discrimination Language A language of the resource eng 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-28 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/35986cd3c79c12e1ed3763153701a117.jpg 0fcbd580bf8bc30e8574b534b3b580db 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 Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource 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 An unambiguous reference to the resource within a given context DeBruineMarinus Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource DeBruine, Marinus Description An account of the resource Marinus DeBruine, Accounting 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 An entity responsible for making the resource available 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 The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/079fc10b9ff3afd8e435dbd783c7b4b8.jpg 28f85524d8d33e3c3b7057a65389d37d 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_X843 Title A name given to the resource DEC, control escort Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource DEC, , US destroy escort, September 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945--Warships 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 1953-09-01 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/066e2af78b93b40afbac164e3907626f.pdf 9e68caee7f4f7a0b2c5d6cc8f366e164 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 Decisiones Rotae Romanae [folium 184] Identifier An unambiguous reference to the resource within a given context DC-03_184Decisiones1483 Description An account of the resource One leaf from Decisiones Rotae Romanae, printed in Rome by Georgius Teutonicus and Sixtus Riessinger in 1483. [GW 8205; ISTC id00112000] Publisher An entity responsible for making the resource available Rome: Georgius Teutonicus and Sixtus Riessinger 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 1483 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/86a3011a23601fc1401cb605563e654d.jpg 5ba1cd983465ed856e0118d0f42be9bb 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 Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource 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 An unambiguous reference to the resource within a given context RHC-183_A017-1078 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1960-05 Title A name given to the resource Deck View of "Bonnie" Boat in Saugatuck Description An account of the resource Black and white photograph of the deck of a fish tug boat named "Bonnie" in Saugatuck, Michigan in May 1960. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Saugatuck (Mich.) Boats and boating Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</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 Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s 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/206fc9d9721d8ef9a3fadc308f138b24.pdf fff3a4f22823d6cb38b43602616cd5c9 PDF Text Text CIUDADANOS POR JOSE CHA-CHA JIMENEZ PARA MAS INFOBMACION: Angela Lind 11 549-94S7 - Slim Coleman. 275-4778 20 JUNIO 1974 DECLARAC!ON DE CM1>IDATURA Durante los dltimos veinte anos la "Renovaci6n Urbana" ha transformado enormes secciones de -la ciudad de Chic•go 1 derrumbando miles de hoga res y desplazando millares de familias latinas. La raz6n y el resultado de est• actividad es el aumento de las ganancias de los grandee negociantes en bienea rafces. los terratenientes, ayudados por los polfticos vendidos. ,Que efecto ha tenido esto sobre las familias trabajadoras y la gente pobre? Mi familia tuvo que mudarse nueve veces antes de que yo acabara con la escuela primaria. En total, estuve en cuatro escualas diferentes. Estos cambios frecuentes. ast como la pobreza que nos obligaba a vivir en barrios donde las drogas. la prostitucion y el crimen eran comunes, fueron obst!tculos para mi desarrollo. Ahora que yo y los de mi generacion somos padres y ma.drea, ttendremos que sufrir las mismas penas? Me preocupa que mis hijos y los hijos de familias pobres recibirln educacion inferior y crecerSn en ambientea insalubrea. La respuesta a estas preguntas y preocupacioues est! en manos del Consejo Municipal. porque allf reside la respcnsabilidad. LCuales son las metas de la ciudad? LEliminar los arrabales y tugurios o eliminar a los pobres? La soluci6n al problema de la vivienda no es desplazar gente, sino renovar y construir hogares de alta calidad. con rentas m6dicas. La soluciSn a la pobreza no es eliminar a la gente pobre 1 sino ofrecer buen tTabajo 1 servicios adecuados 1 y ambientes sanos. �DeclaraciSn de Candidatura En - 2 - el pasado• organizamos demostraciones. marchamos y piqueteam.os. pero los pol!ticos vendidos no quisieron escucharnos. y nos desplazaron aqut al ~uartel 46. Esta secci6n de la ciudad es singular porque la mayorta de las persona& han sido obligadas a mudarse aqut desde otros barrios. Durante los Gltimos nueve meses he dialogado con latinos, negros, indios. blancos surenos. as1fticos y judtos, muchos de ellos conocidos desde que viv!an en Lincoln Park o en La Clark. Las ticticas de protesta del pasado ya no sirven. Para ser escuchados, necesitamos un representante en el Consejo Municipal, doude hoy no hay siquiera dn latino. Para lograr esto, hemos organizado u~.a coaliciSn de gente comprometida al futuro de nuestra com.unidad 1 capaz de derrotar a "La ~..ac;,uina" de Daley. Per la prese11te me declaro candidato al Consejo Municipal por el cuartel 46. Nuestro pueblo merece una victoria 1 ya, que con esta ca:npeiia la lograrf. Los pol!ticos vendidos podrin seguir sus relaciones !ntimas con los grandee legociantes y los terratenientes; mientras tanto, nosotros trabajamos con. para, y por el pueblo. -30- � 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 Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</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 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 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-65_1974-06-20_Declaracion-de-Candidatura Creator An entity primarily responsible for making the resource Jiménez, José "Cha-Cha" Date A point or period of time associated with an event in the lifecycle of the resource 1974-06-20 Title A name given to the resource Declaracion de Candidatura Description An account of the resource Spanish statement of candidacy for alderman of Ward 46, Chicago, Illinois. Subject The topic of the resource Young Lords (Organization) Young Lords (Organization) History Puerto Rican Civil rights Puerto Rican Social conditions Chicago (Ill.) Civil rights movements Community activists Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource In Copyright 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 spa Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s https://digitalcollections.library.gvsu.edu/files/original/91e4b6a256f57a503f4b43f3f4b58af8.pdf 7065311d9d2f910d3c386ca484b009d3 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 Decretales cum glossa [folium 78] Identifier An unambiguous reference to the resource within a given context DC-03_078GregoriusIX1478 Creator An entity primarily responsible for making the resource Gregory IX, Pope, approximately 1170-1241 Description An account of the resource One leaf from Decretales cum glossa by Pont. Max. Gregorius IX. Printed in Basel by Michael Wenssler on August 19, 1478. Illustrated with red rubricated initials. [GW 11456; ISTC ig00450000] Publisher An entity responsible for making the resource available Basel: Michael Wenssler Subject The topic of the resource Incunabula Printing 1450-1500 Gregory IX, Pope, approximately 1170-1241 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 1478 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/288e8cad5f67abb2e8988e8c7c453838.pdf 11e1b12dace5d9111173d5ccbbb1385a 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 Decretales cum glossa [folium 80] Identifier An unambiguous reference to the resource within a given context DC-03_080GregoriusIX1486 Creator An entity primarily responsible for making the resource Gregory IX, Pope, approximately 1170-1241 Description An account of the resource One leaf from Decretales cum glossa by Pont. Max. Gregorius IX. Printed in Basel by Michael Wenssler in 1486. Illustrated with red rubricated initials. [GW 11472; ISTC ig00460000] Publisher An entity responsible for making the resource available Basel: Michael Wenssler Subject The topic of the resource Incunabula Printing 1450-1500 Gregory IX, Pope, approximately 1170-1241 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 1486 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/659d76eebb6ae8c64ce709f51b283d6d.pdf f0e5965874320c640005a359c3c670e1 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 Decretales cum glossa [folium 81] Identifier An unambiguous reference to the resource within a given context DC-03_081GregoriusIX1482 Creator An entity primarily responsible for making the resource Gregory IX, Pope, approximately 1170-1241 Description An account of the resource One leaf from Decretales cum glossa by Pont. Max. Gregorius IX. Printed in Basel by Michael Wenssler on March 15, 1482. Illustrated with red and blue rubricated initials. [ig00454000] Publisher An entity responsible for making the resource available Basel: Michael Wenssler Subject The topic of the resource Incunabula Printing 1450-1500 Gregory IX, Pope, approximately 1170-1241 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 1482 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/f0d62f81074aa0d81dae6f1dc747294c.pdf 50af2e8636246e2c3703c1e38da1c687 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 Decretum (cum apparatu Bartholomaei Brixiensis) [folium 82] Identifier An unambiguous reference to the resource within a given context DC-03_082Gratianus1476 Creator An entity primarily responsible for making the resource Gratian, 12th century Description An account of the resource One leaf from Decretum (cum apparatu Bartholomaei Brixiensis) by Gratianus. Printed in Basel by Bernhard Richel on June 10, 1476. Illustrated with red rubricated initials. [GW 11356; ISTC ig00365000] Publisher An entity responsible for making the resource available Basel: Bernhard Richel Subject The topic of the resource Incunabula Printing 1450-1500 Gratian, 12th century 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 1476 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/6f41f68256593dc58abd8c222369b933.pdf da1b1a90692be91be10fc35c4414937f 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 Decretum [folium 33] Identifier An unambiguous reference to the resource within a given context DC-03_033Gratianus1485-86 Creator An entity primarily responsible for making the resource Gratian, 12th century Description An account of the resource One leaf of Decretum (cum apparatu Bartholomaei Brixiensis) by Gratianus. Printed in Venice by Baptista de Tortis circa 1485-1486. Illustrated with red and blue rubricated initials. [GW 11369; ISTC ig00375500] Publisher An entity responsible for making the resource available Venice: Baptista de Tortis Subject The topic of the resource Incunabula Printing 1450-1500 Gratian, 12th cent. 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 1485/1486 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/d84640b69e654495340eaf62956db1a7.jpg a351020025eb3becff82be28d1dc0c06 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1990s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_001180 Title A name given to the resource Dedication of Berlin Wall fragment Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Dedication of Berlin Wall fragment, L to R: Don Lubbers, Fred Meijer, ?, Political Science faculty William Baum, September 1, 1992. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Events Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1992 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/5126f8bf7f669b3286b494f65a78997e.jpg c5b70608d7ff49fbc8472b21de7fdc5d 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1990s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_001299 Title A name given to the resource Dedication of Grand Valley State University's Meijer Campus in Holland Description An account of the resource The Grand Valley State University Meijer Campus in Holland was dedicated in 1998. President Arend Lubbers is shown speaking at the podium during the ceremony. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1998 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/4e6ca82ba3fcbcda4e8e56ed582c7c76.jpg 9b4c928700b5ad118da3bf206e2f8d38 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</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 GV012-01_UAPhotos_001047 Title A name given to the resource Dedication of new rowing shell Description An account of the resource Left to right: Paul Springen (rowing coach), Don Dufek (athletic director), President Lubbers, and Pat Manning. Dedicating new rowing shell in Manning's name. November, 1974. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Sports Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/73b991b91490fc04806267e47de12792.jpg 047a4c72c7cba5f6341fb9b4d5a3512e 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 Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</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 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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. Local Subject Subject headings specific to a particular image collection 1970s 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1974 Title A name given to the resource Dedication of new rowing shell Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001642 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Description An account of the resource Dedication ceremony for the rowing shell "Pat Manning." Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Sports Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In copyright - Non-commercial use permitted.</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/e312de96547e4ddb69710b02d69043ec.pdf 09af77e6f938291213e5ca1d9c59dfed PDF Text Text PROGRAM Q',,1/,,iY't /t(,n TEMPLE B'NAI ISRAEL SUNDAY EVENING NOVEMBER 2 1 , 1948, e: • u P , M. �I ..?iZf' f,/ l'li.,lr,'/, n lite r,rr!f'1/ur rl fj 1/u:;jt n 17 J'a m tJ a n(t n ,rl,ulion r/ lit,, r·f I el' r/ lite <!J,Jr/r,11 ,31t rl•11f•u· in jt njta ntlio11 1 , I �r • �?:Jte Stor!f of Our (Jo/deJt Root \ fa mou, arti,t is no" cngaaccl in prcparing for our Congreiration . a li\rge il llradi \C hook . lo he kno" n <>s the 01· \IL.:SKECO If'\ \I I R \El COU)L 1 • BOOK OF CO'\:GREGATION 0-IICI IIC ,\ '- In this l)()ok . ";II bc rc(Ordcd the HI --1ORY of the Ir ( ,RI.C \ TIO ll'' " S, nagoguP \I J:R .\f: I. CO 1- ilw memlwrs of the huilcting rnmmiltec- : thc- rnnlrilrntors to illf' . huilding- : ihc- Yarzheit dates of our belo, eel; the \nniYe rs.1n dates of our membership: the Birthda)s of our children ; the name, of our Confirmant-, a nd Bc1r \litz\i1h, : th<' nanw, of the men and \\Omen '"ho ,enc-d the cormnunit) fnithfull, and l<l\all). and other irnporlant mailers of interest. The Book is dcsigned lo he t N E\'ER EXI> \ '1)1 ·c I !!STORY OF JE\\'ISH LIFE in l\luskeaon ,rnd ih , i< initie,. ll \!Ol,!U<.: i, interesting ho\\' the idE·a of the hook <ame about : ,'\Jt<'r our ne" '"na- bui Id; ng "as conslrud<'d. the Board of Directors dedded that I hey would d<'\'iale from th<' age old custom of marring the beauty of the Temple and the obj•·< h tl1crt>i11. h) eitl1er commemorating contributor;.; "ho Pil'-ed away. or honoring largt> donors still ali,·e. h, perpetuating their names and gifts ihrough plaquf's and inscriptions on the \\alls or any other part of the buildin(!. _\s a ' l 'B 'TITUTE. the Board thoughtfully recommended that all those who C'arned the .. ffection of th<' community through gifts and deeds. and deserved lo lie rC'memlwred . be inscribed instead. in a ;.;pecial book lo be named ns the DE ' BOOK. rl,rough this HOOi ' not on!) will the beauty of the Temple l," pr<',ened. hut E\ ERY O 'E "ill have a chance to BE ['\SCRIBED nnd <JOI rc·memberecl . IJe liis iii ft large or smnll. The recommendation of the Board ,,as un ,tnimously adopted, hence-a GOLDE. 1 BOOK. Beu,u,e of ihe nature of this bool and the spirit it S}mholizes. il might well \ f ,p called the Democrati c Book of Congregation f3' nai lsra<'l. for it truly represents I the> ideal Jc\\ i,h ,rn,-the demonatic liberal "n) . This is the way of the Je,, s of ~realC'r ~luskegon . Tl1e COi DE. HOOi\. i, 01wn lo memhen, as \\ell as (!uest~ . GIFT TO ·1Hf-:. rE\IPLE \ I) YOL.:R ;\,l:\1,1-.: .\ I\0JE \VIU . BE I'-\ CRIRED. �{!l1,r1/f 1ca/rn DEDICATION OF TEMPLE B ' NAJ ISRAEL SuNDAY EvENING. Nov EMBER I 21. 1948 - 8:00 P.M. • . ·t~tn · .,~~:J - ··. I ~ - I I • PRESE ITATJO OF THE COLORS NATJO AL ANTHE 1 INVOCATJO . Color Gunrd Audience Habhi Samuel Umen ~1' Pr,li11f/J rt 11rlf/e/corrne 1 LEOS . ROSEN PRESIDENT OF CONGREGATION, s'NAI ISRAEL SEU SH'ORlM PSALJ\ r OF DEDTCATIO r 'lY SOUL THJRSTETH FOR GOD ( // JP F n u1n RABBI SAtvIUEL UME EL YIV EH HAGALIL Clioir Rabbi Choir I Choir c:§upJ/~1/)-teahe ,, LOUTS WIRTH PROFESSOR OF SOCIOLOGY ,-, UNIVERSITY OF CHICAGO SHIVlSI lVIEMORIAL PRAYER EL MOLE RACHAMIJ\ T Choir Rabbi Cl1oir Jn Memory of Congregation M eml>ers and Our Sons \Vho Fell in Battle Fighting for Democracy PRAYER FOR U. S. GOVERNME TT HALLELUYAH BENEDICTION ADON OLAM Ral>hi C'lwi,· l~ofJl,i r11oir � 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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 DC-08_Predication_Program_1948 Creator An entity primarily responsible for making the resource B'nai Israel Temple Date A point or period of time associated with an event in the lifecycle of the resource 1948-11-21 Title A name given to the resource Dedication of Temple B'nai Israel Program Description An account of the resource Program telling story of the Golden Book, where the history of the congregation will be detailed and the ceremony proceedings. Subject The topic of the resource Jews--United States Muskegon (Mich.) Synagogue dedication services Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) 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 eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives