296 24 26018 https://digitalcollections.library.gvsu.edu/files/original/2a58fff3926b7b2d4bf4d61cd3da6fc3.pdf 3dfbee9a91bee70d78f357a4bec39420 PDF Text Text Young Lords In Lincoln Park Interviewee: Estervina Jiménez Velez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 6/23/2012 Biography and Description Although Estervina Jiménez has never lived in Chicago herself, her life has been deeply connected to the city. Born and raised in Barrio San Salvador of Caguas, Puerto Rico, Ms. Jiménez’s husband, Cordero, traveled back and forth to Chicago’s La Clark for work in the early 1950s. Many of her other family members did the same, starting and sustaining the social clubs, congregations, businesses, and other organizations that were at the core of Chicago’s Puerto Rican community. Ms. Jiménez also had several uncles migrate to Detroit during that same period in the late 1940s and early 1950s. Through her memories, it is clear that social clubs like the Hachas Viejas and other were a fundamental source of support for separated families in a strange land. These organizations also provided a way to cope with language and cultural challenges, segregated streets, and housing discrimination. Today, Ms. Jiménez volunteers in her church in San Salvador, the Catholic capilla. She delivers communion to the sick and visits and prays with them. She spends much time sitting on her porch with her husband, who is now in poor health, talking with the travelers who walk down the small path in front of her home. When someone dies in San Salvador, she makes herself available to assist in the traditional novena and helps to lead and to pray the rosary for the nine days. If there is an event or program she also helps out. In fact, she helps the priest whenever called upon and volunteers to daily to clean the church. Ms. Jiménez �is a resource for the residents of San Salvador, especially in the Morena and Lao Frío sections of Caguas. Ask anyone from San Salvador and they will also tell you that she is like the unofficial mayor. � https://digitalcollections.library.gvsu.edu/files/original/8d13342eb1b9b5e319d3a5e823c05fae.mp4 0228b954b73837dd43bda5ad893fff0a 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Estervina Jiménez Velez vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Velez_Estervina Title A name given to the resource Estervina Jiménez Velez video interview and biography Creator An entity primarily responsible for making the resource Velez, Estervina Description An account of the resource Although Estervina Jiménez has never lived in Chicago herself, her life has been deeply connected to the city. Born and raised in Barrio San Salvador of Caguas, Puerto Rico, Ms. Jiménez’s husband, Cordero, traveled back and forth to Chicago’s La Clark for work in the early 1950s. Many of her other family members did the same, starting and sustaining the social clubs, congregations, businesses, and other organizations that were at the core of Chicago’s Puerto Rican community. Ms. Jiménez also had several uncles migrate to Detroit during that same period in the late 1940s and early 1950s. Through her memories, it is clear that social clubs like the Hachas Viejas and other were a fundamental source of support for separated families in a strange land. These organizations also provided a way to cope with language and cultural challenges, segregated streets, and housing discrimination. Today, Ms. Jiménez volunteers in her church in San Salvador, the Catholic capilla. She delivers communion to the sick and visits and prays with them. She spends much time sitting on her porch with her husband, who is now in poor health, talking with the travelers who walk down the small path in front of her home. When someone dies in San Salvador, she makes herself available to assist in the traditional novena and helps to lead and to pray the rosary for the nine days. If there is an event or program she also helps out. In fact, she helps the priest whenever called upon and volunteers to daily to clean the church. Ms. Jiménez is a resource for the residents of San Salvador, especially in the Morena and Lao Frío sections of Caguas. Ask anyone from San Salvador and they will also tell you that she is like the unofficial mayor. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-06-23 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/7b1e430bd6e3cfb65469f788097e3f7c.jpg 0cbaa8e6b95ebfafac4ea323b27764d4 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0117 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1958 Title A name given to the resource Esther and Susie Eddy Description An account of the resource Photograph of Esther Paton Eddy with her daughter Susie a picnic table in a park. In the background there are many trees and a pond. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Families Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</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 https://digitalcollections.library.gvsu.edu/files/original/e59d88210c6c1519a49c7f65644d8148.jpg be20af15d6d8b863fd7fdbb65a4bee10 https://digitalcollections.library.gvsu.edu/files/original/30d54f4ba97d58efc468f15d12d5478e.jpg 6f7dc7f0fcf83598499ffa9395cc0ee6 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0031 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1930 Title A name given to the resource Esther Eddy dancing with her girls on the beach Description An account of the resource Esther Eddy dances with her children on the beach. Verso: inscription reads "L-R Esther, Joan, Joyce (with back to camera-) Mary, Jane Cuthbert." Circa 1930 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Beaches Outdoor recreation Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</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 https://digitalcollections.library.gvsu.edu/files/original/e2a2d5ff22d610403919c9f97d18628c.jpg d4b28805552552746fb7e1d512b06d95 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 Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 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 DC-07_SD-Brigham-D_0127 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1960 Title A name given to the resource Esther Paton Eddy Description An account of the resource Esther Paton Eddy and another lady are standing in front of her cottage on Lake Michigan. Circa 1960s Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Women Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</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 https://digitalcollections.library.gvsu.edu/files/original/4b05bb3818835125c0d53302468887e4.mp3 5476d3cc08df508d06facb3a5662e211 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 Midweek Lenten Service Series Christian Hope in Life and Death Scripture Text Philippians 3:21 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-0-19870408 Date A point or period of time associated with an event in the lifecycle of the resource 1987-04-08 Title A name given to the resource Eternal Life: Reincarnation or Resurrection? 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 April 8, 1987 entitled "Eternal Life: Reincarnation or Resurrection?", as part of the series "Christian Hope in Life and Death", on the occasion of Midweek Lenten Service, at Christ Community Church, Spring Lake, MI. Scripture references: Philippians 3:21. 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/3aeb1da99a1b23368086d8f1980c0b97.mp3 eaf1999e48b447d216d28e09f18a0868 https://digitalcollections.library.gvsu.edu/files/original/e832f434b13602fb3edfeec7c26aa640.pdf 07ce538fb677fdfcd2d487f3bd88711d PDF Text Text Eucharist: A Means of Grace, A Sign of Presence From the series: The Sacramental Character of the Church Text: Exodus 13:8; Mark 14:23-24 Richard A. Rhem Christ Community Church Spring Lake, Michigan Pentecost III, June 28, 1992 Transcription of the spoken sermon You shall tell your child on that day, it is because of what the Lord did for me when I came out of Egypt. Exodus 13:8 ... This is my body. ...This is my blood... Mark 14:23-34 Jesus knew now that inevitably he would die. It must have filled him with all kinds of questions. We know that he left the supper and went into the garden and was stricken with grief - his soul full of anguish. We know on the cross he cried out in dereliction, “My God, my God, why hast thou forsaken me?” Jesus was not a marionette on a string, simply going through the motions as though he was some invader from outer space, some extraterrestrial visitor who was sent down by God to execute a certain plan and then return again. Jesus walked this way, slugged it out in the genuineness of his human existence, fully faithful to the vision, to the calling he understood himself to be called to. And now inevitably he was going to die. Everything that he had claimed was seemingly crashing in around his head. The New Testament scholar Edward Scheelebeeks says that at least in this supper, at least in this moment, Jesus just had begun to appropriate his death into whatever God was doing in him and through him. He must have known now that, unless he had totally gotten his signals crossed, unless his life would come to futility, somehow or other what God was doing, inaugurating God’s rule would have to be comprehended in this inevitable death that loomed before him. It was Passover and as a faithful Jew, Jesus would keep Passover with his disciples. As he gathered with them, feeling already the weight of the morrow, he took the bread and blessed it and broke it and gave it to them and said, “This is my body.” And when they completed the meal, he poured another cup and said to them, “This is the covenant in my blood. And when you eat this bread and drink this cup know that I am with you. Remember me.” It must have been in reflecting on Jesus’ death and his resurrection and the amazement of the encounter with the living Lord after Easter that the Church © Grand Valley State University   �Eucharist, a Means of Grace… Richard A. Rhem Page 2   began to formalize that meal. It was obviously in the pattern of the Old Testament - God delivering Israel from the bondage of Egypt. Moses said to Israel, each year on the anniversary of this deliverance celebrate this meal, this Passover feast. And so they remembered and experienced again the deliverance of God from the bondage of Egypt, and on the night in which he was betrayed, Jesus at Passover time, gathered with his disciples around the table and gave that Passover feast this twist that now it would be a remembrance of him, of his death and of his life. And through two thousand years the Church, as its central act of worship, gathered at the table, broke bread, poured the cup and remembered Jesus. Remembering is an important part of our human experience. This week as a nation we will pause and remember the birth of this nation. For us the 4th of July has lost some of its luster, I suppose. We don’t know tyranny and oppression, by and large. Some of those who have just emerged from it will tell you how deeply moved they are at the celebrations that remind them of their roots and their past, able now again in the freedom that they know, to celebrate them with joy. But we will pause and we will remember, and yet what we will do on the 4th of July is really nothing compared to what Israel was called to do by Moses. The understanding of that ritual, that celebration, in their experience, in the categories of their thought, in their language, was to call them not simply to remember an ancient event but, remembering, to bring it present, to represent it, so that they could with each succeeding generation enter into that experience. The youngest child had a part to play. We’ve celebrated Passover suppers here at Christ Community during Holy Week, and the youngest child has a part to play because that youngest child is to be incorporated into the experience. Not just ancient history, but the present experience of being a people of God’s grace, separately claimed. Each generation was to enter into the experience personally to appropriate that which was celebrated with joy centuries before. Maybe the closest we come to it is the spiritual, “Were You There When They Crucified Our Lord? Were you there when he rose up from the grave?” Not simply to remember something past, but, as it were, to bring it into the present - to experience its power even here and now. That, I think, was the Hebrew experience of Passover and is to this day. And that was the model on which Jesus, when he gathered with his disciples at the table, was saying to them, I suspect: “I don’t know what in the world God is doing but, somehow or other in my presence with you, God is present to you and in this cup of fellowship, in this bread, we are one, and in whatever future God has in store, I will be with you there as well. So take bread, remember me. Take the cup. Know my presence.” One of a former century wrote these words which I think are rich with imagery, trying to grasp what it is that happens when we taken these elements. The blood that we must drink or have no life in us, that precious blood of Christ is not the blood of his poor crucified body. But it is of that body of © Grand Valley State University �Eucharist, a Means of Grace… Richard A. Rhem Page 3   which he is the head and we are the members. It is the life’s blood that flows from his heart of hearts into the veins of us his spiritual members. It is the blood that is the very life of him who living by the Father drinks the very wine of God and of heaven, and which becomes in us the very life of God. Sounds mystical. I don’t know quite how to understand that, but the intention should be clear. Jesus gave us something that, like the Passover feast down through generations, would incorporate each new child of covenant grace into the experience of God’s grace. The Church is a place where the means of grace are regularly offered. We speak of baptism and the Eucharist or the Lord’s Supper - those two sacraments. There are more I think. And we speak of the preached word as the means of grace: a channel, a vehicle, a way by which somehow or other God’s grace becomes tangible in our experience – a way beyond the idea and the truth of it to the experience of it. A means of grace. In the Church we have the baptismal font with its water, by which we are initiated and have that sign of belonging. And we have this table set with bread and cup by which we come to remember, but, in remembering, to experience the presence of our Living Lord, who binds us together as brothers and sisters and sends us out forgiven and renewed again, energized, enlivened with the life of God flowing through us to be God’s people in the world. The Sacramental Character of the Church: How can I preach? How can I use words that might enable you to experience? I said last week, I come to doubt preaching, preachers, and sermons when I see the distortion. Oh dear friends, the distortion in the Church of the Word of God. When I hear sermons that twist the grace of our Lord Jesus Christ, I wonder if it is not a time in the Church when we need a moratorium on preaching? Perhaps we ought simply to come here and baptize our young and those who come to faith and break bread, and drink the cup and hear the words, “I love you. This is my body. This is my blood. You are forgiven, renewed, embraced by grace. You, for all the world, for all time, just come here for a while without words.” Our Reformation tradition was a reaction, of course, a necessary reaction, and corrective at the time. And we claimed that we kept pulpit and table on the same level, but we didn’t at all. The pulpit has loomed so large; the table has almost faded into oblivion. I am so conditioned by that. The shelves of my library are a parable: Last night I walked around them to my dismay. Although I knew it already, I actually got up from my desk and looked. On the shelves are yards and yards of books on preaching. Hardly six inches of books on the sacraments. I was so frustrated - I could preach to you for a solid year on the Eucharist and not mine the riches of its truth. I don’t even know where to begin. I don’t even know how to do it. I am feeling - probing after something - the sacramental character of the church! Our worship has been so anemic, so impoverished, and so noisy with © Grand Valley State University �Eucharist, a Means of Grace… Richard A. Rhem Page 4   words. We have never learned to worship! And I find myself almost at a loss to lead you into a fuller experience of grace. How can I enable you somehow or other to taste and handle things on the scene? How do you experience God? How does grace reach you? What setting? Some of you would tell me that grace reaches you around the table of an AA meeting. Some of you might say simply to come into this place, to hear the music begin, to see the candles flicker, to have the table set. Some of you, simply feeling the body of the one next to you, reminding you that you are not alone and you are part of a community. I don’t know how to tell you. But I do know that there is in the experience of the Eucharist a level of experience that does not come filtered through the head, but is able to move down through the head and into the heart and into the gut. We are so intellectually oriented, so word oriented, so impoverished in our worship. How can I help you, maybe even this morning, to have some fresh experience of grace made tangible? I am moving in my own experience, to the frustration of some of you. It was said not so long ago by a very fine member of this congregation, “By now Dick Rhem ought to have his mind made up and know what he believes.” Not so. Oh, I know in whom I believe, but there’s so much more. We have been so impoverished in our experience, and as I said, I try myself to reach after it and find that it needs to be more than a head-trip. There needs to be those means - those vehicles of grace that can grasp us somewhere here so that grace become tangible. Would you open your life to some new possibility? You have been so conditioned to come here and hear a sermon. You have been so conditioned to be a spectator in worship, to have something done to you and for you. Would you think that there might be a richer experience of worship than you have ever yet experienced? Could I invite you on a pilgrimage of opening your life to something more than the noise of words, that just perchance there might be some touch of grace? I understand the elders in Geneva in the 16th century. The Eucharistic celebration had become encrusted with custom and superstition, and magic, and abuse. I understand their reaction. I understand the elders of Geneva who said that Eucharist would be celebrated only four times a year, and then it will be special; then it will be exalted. I understand. But a great tragedy has stemmed from that. For I feel the feast has not become so very special. The greater consequence is that we lost our appetite for it. So many of us, born and bred on sermons, could even do without it. I believe the Church is on a shaky foundation if it lives by words alone. It is this water. It is that bread and that cup that keep us right at the heart of it all: the grace of God incarnate in Jesus Christ our Lord, who loved us and gave himself for us. I remember, over fifty years ago, a Lord’s Day as though it were yesterday. I must have been in kindergarten. I had gone to morning worship with my father and my three sisters. It was Communion Sunday. We came home and my mother was preparing dinner and my sisters were helping, and my father, as he often did, sat in the rattan rocker on the huge screened-in porch that spanned the front of the © Grand Valley State University �Eucharist, a Means of Grace… Richard A. Rhem Page 5   huge, huge old house we lived in, and child-like I bounced up to him and said, “Daddy, when can I have that bread?” A child’s question moved him to tears and he looked up at me and said, “I pray for the day you have bread.” And I heard him tell that story time and time again. And I feel impoverished because I could not, as my grandchildren can here, sit between my father and mother and take the bread and take the cup. If only he could have taken me next Lord’s Day. If only I could have knelt with my father and received the bread and heard the pastor say, “Jesus loves you.” It would have been an impression more lasting even than that front porch scene. I am so thankful that we are learning to take bread and cup, opening our lives to a dimension of the grace of God that comes in another way. I invite you to put away your resistance, to short-circuit your presuppositions, to let go of all your former experience and today for the first time take the bread, and take the cup and ask God to make Jesus alive to you. I invite you. © Grand Valley State University � 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 Pentecost III Series The Sacramental Character of the Church Scripture Text Exodus 13:8, Mark 14:23-24 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-0-19920628 Date A point or period of time associated with an event in the lifecycle of the resource 1992-06-28 Title A name given to the resource Eucharist: A Means of Grace, A Sign of Presence 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 Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on June 28, 1992 entitled "Eucharist: A Means of Grace, A Sign of Presence", as part of the series "The Sacramental Character of the Church", on the occasion of Pentecost III, at Christ Community Church, Spring Lake, MI. Scripture references: Exodus 13:8, Mark 14:23-24. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Eucharist Grace Jesus' Death Passover Sacrament Worship https://digitalcollections.library.gvsu.edu/files/original/78c5c584301af8941d22f3166cc2c7a8.pdf 52678b667070e5ab62881239fca924a5 PDF Text Text Eucharist: Memory, Presence, Hope Pentecost V Text: Deuteronomy 16:1; I Corinthians 11:24; Mark 14:22, 24 Richard A. Rhem Christ Community Church Spring Lake, Michigan June 26, 1994 Transcription of the spoken sermon "Observe ..by keeping the Passover... The Lord your God brought you out.." Deuteronomy 16:1 "Do this in remembrance of me." I Corinthians 11:24 "Take, this is my body... This is my blood of the covenant" Mark 14:22,24   In the first service there was a young pastor who is between assignments. He is on his way to a new assignment and he stopped here for Sunday morning worship. He said to me, "I've heard a lot about this place and I wanted to stop before I left." He said, "It’s strange the things you hear. I heard that you preached in a rocking chair." (Laughter) "Well," I said, "it sort of has that effect on the congregation, but I always use this stool." (Laughter) We had a reading from the Old Hebrew Scriptures regarding the institution of the Passover, at least an instruction to keep the Passover, one of the great feasts of Israel to celebrate their deliverance from Egypt in the Exodus. We read the account of the apostle Paul, probably the earliest Christian account of the celebration of the Lord's Supper, or Communion, or the Eucharist Feast, and we read the institution itself in Mark's gospel. If I were to read a contemporary lesson I would read from one of our own who wrote to me recently, "As I listen to the minister retell the Last Supper story and present the bread and the cup heavenward, I become drawn into a place of wonder and awe, a holy place where I may begin to experience a little bit of God in my own life. My head stops being in charge, and for those moments I become a child again, a child who has been allowed a glimpse of the heavenly. I feel infused with the love and, for just a fleeting moment, the understanding of God. It is the holiest of moments for me. My fellow participants become at the deepest level my brothers and sisters in Christ in an almost tangible way. I have yet to participate in a Eucharist celebration at Christ Community with dry eyes. For a brief time on those Sundays I am able to let go of my head, of my intellectual faith and questions and doubts, and experience faith on a deeper level. It is a level © Grand Valley State University   �Eucharist: Memory, Presence, Hope Richard A. Rhem Page 2   that is more enriching and rejuvenating, a nourishing faith that can sustain me throughout the week." Would that that would happen to each of us every time the table is set. In this congregation the table is set every Lord's Day at the early service, and from time to time at the second service as today. It is an experience of the presence of God that comes in a unique fashion through the elements of bread and wine. We look at the sacraments now because it is the season of Pentecost. I want to connect participation in Eucharist with the Spirit of God because without that, participation in itself can become empty ritual. But bathed in prayer and received in faith, it becomes a means of grace. It becomes a moment of encounter. It becomes experience. Last week at the baptismal font, there was prayer for God to breathe through the water. Today, if you followed the liturgy, there was the invocation of the Holy Spirit to make this bread and this wine the body and blood for us; to enliven the material with the spiritual—God's Spirit or God's Wind or God's Breath—Wind, Spirit, Breath—the Hebrew word RUACH, which means wind or spirit or breath, which is tangible, which is energy, which is energizing. Jesus said, the wind blows and you don't see it, but you see the tree and the leaves waving because there is an energy there. So in our Christian experience, in any religious experience that is genuine experience of God, it is the breathing of God. It is the present moment, the reality of the living God in our experience. The one who writes to me is fortunate, I believe, for she was raised in the Catholic tradition where there was developed a hunger for the sacraments. The elders in Geneva in the 16th century knew that the sacrament had become a routinized, too often mechanical magical ritual, and so they instituted a practice that has continued in the Reformed tradition to the present. In our tradition, according to our Rules of Order, it is a quarterly celebration—four times a year. As you have heard me say many times, what actually happened is that the good intention to make it special has backfired in that it has become optional. You cannot develop a taste for the Eucharist, taking it four times a year. The opening word of the Old Testament lesson was "Observe," and that word observe or observance is often connected with religious ritual. Thomas Moore says in The Care of the Soul, that we are "to observe our soul," we are to become attentive to ourselves, we are to become aware of ourselves. What's going on in us? What are we thinking? We are we feeling? What are we experiencing? Take a step back, reflect on ourselves. Be self-reflective in order to understand what's going on in us. Awareness or attention. To observe. The serve in observe is an old word that comes from tending sheep. It is as though we were tending our soul. But that word then goes with the practice of religious rituals too. We observe Holy Communion. We observe the Sacrament of Baptism. And in the observation, something happens to us if that observation becomes a part of us. Not if it’s an incidental observance, once in a while, but if it is a regular keeping, a © Grand Valley State University �Eucharist: Memory, Presence, Hope Richard A. Rhem Page 3   regular observance, it begins to shape us. You don't have to observe Christmas. You can be Scrooge. You don't have to trim the tree and hang the socks and wrap the presents. You don't have to do any of that. You could just come to church. That's what it’s all about. But if you don't trim the tree and hang the socks, and delight the children, your Christmas will indeed be a kind of Scrooge-like experience. But, if you trim the tree, and wrap the presents, and create the aura, if you observe Christmas, you will experience Christmas. The world becomes a softer place at Christmas. Miracle of miracles. Year after year. There is something in the observing that washes over us and shapes us and forms us. It is no different with the celebration of the Eucharist. In the observing of it there is a forming in us. As my correspondent said, "For a moment the mind, the brain stops, and I am open to pure experience—a kind of depth moment, a holy moment. A fleeting moment of knowing God's presence." Eucharist is commemorative sacrament. That is, we do it again and again and again. We do it in regular fashion in order that that to which it points might be brought to us again and again. Baptism is an initiatory ritual. Once is enough—marked as belonging eternally. One baptism, but many feasts at the table of our Lord. The background of that was just like Israel's experience. That sacrament of Baptism parallels the sign of circumcision in the old experience of Israel. And this table parallels the Passover Feast. It was a feast that Israel celebrated annually in order to remember and to hope, and in the meantime to experience the presence. The instruction to Israel was that they were to eat in a fashion that would remind them of that night when they were delivered from the bondage of Pharaoh's Egypt, when with a mighty hand God set them free. They were to roast the lamb and they were to eat bitter herbs so that they would remember the years of affliction—remember that from which God has sprung them free. And in the contemporary celebration of that feast, still in the Jewish tradition, as Rabbi David Hartman in Muskegon said recently when he told about the celebration of the Seder in his own family, the little children would watch until after the meal when he would pour the cup of wine for Elijah and they would say, "Daddy, will Elijah come?" And he would say "Sh-h-h-h, listen. Maybe he will come. Close your eyes. Is he coming?" And when his children would say, "Daddy, if he would drink our cup at our Seder feast, at all the Seder feasts he wouldn't be able to walk." To which the Rabbi said, "If you are the prophet Elijah you could handle it, you could handle all the chalices of all the Seder feasts." During the Passover celebration the door is always open, and the youngest child is sent out to the open door to see if Elijah is coming. Fantasy? Did you ever put cookies and milk out for Santa Claus? You see, children know that when he stops by on Christmas Eve he will have a snack and maybe be generous. Fantasy? Yes, like pouring the cup for Elijah, because we need to live with hope and expectation. The cry of the Jewish family is, "Next year in Jerusalem!" I wonder what it was like the first time that the Jews actually returned to Israel and a family sat down for their Seder meal, when after all those years they had said, "Next year in Jerusalem." Doesn't it give you goose bumps to think of it? © Grand Valley State University �Eucharist: Memory, Presence, Hope Richard A. Rhem Page 4   Do you think that anything is afoot in the world? Is God doing anything in the world? Do you live with any kind of hope? I don't know how it will happen. Jesus said," I won't drink this again until I come in the kingdom." Obviously he thought he was on the edge—at the end. He wasn't, was he? Here we are two thousand years later. Paul said, "We will not all die but certainly will be changed." Paul expected that. It hasn't happened now, but Jesus has risen; that's the first fruits. The first seeds have been planted, and the harvest would follow very soon. It hasn't happened. Jesus was wrong, Paul was wrong, Wrong in terms of the immediate end of things, but not wrong in the ultimate set of the heart, which is of hope and anticipation. Believing that whenever, however this God who has been in our past, this God who has met us in the past, intervened in our life, came to us, was the Word made flesh in Jesus. This God is the God of our future, the one from whom we have come, the one who has come to us, the one to whom we go, the one who is coming to us. And, in the meantime, in this in between time, the God who is with us. Breathing— breathing—breathing through water that marks us as belonging. Breathing through bread that becomes body. Breathing through wine that becomes blood. It is all so wonderful. It is a great pageant. It is a great way to live—between memory and hope. Sustained in the present moment. Mind shut down. Just open so that, even if just for a fleeting moment, I might be present with God and God present to me. Well, did it happen this morning? It doesn't always happen. It is not something that is automatic. It is not something that is magical. But, did it happen this morning? Was there a taste of bread and wine that said to you, "God has been gracious. God will be gracious. God has marked me. God will enfold me. And even now, dear God, I know here, face to face, now in bread and wine, but one day with unveiled face we shall behold God and we shall be made like God for we shall see God as he is." Beloved by God. What manner of love with which we have been loved that we can be called the children of God? "And of such we are now and it doth not yet appear what we shall be, but when he appears we shall be like him for we shall see him as he is." Between memory and hope, just now, just a fleeting moment, I know the reality of the presence of the Living God. Thank God. © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/d308f28ea7a6b638a85b0959abd42bba.mp3 3f48f377e5f3d1f2305e8b5d37281c2d 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 Pentecost V Scripture Text Deuteronomy 16:1, I Corinthians 11:24, Mark 14:22, 24 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-0-19940626 Date A point or period of time associated with an event in the lifecycle of the resource 1994-06-26 Title A name given to the resource Eucharist: Memory, Presence, Hope 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 Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on June 26, 1994 entitled "Eucharist: Memory, Presence, Hope", on the occasion of Pentecost V, at Christ Community Church, Spring Lake, MI. Scripture references: Deuteronomy 16:1, I Corinthians 11:24, Mark 14:22, 24. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Awareness Grace Pentecost Presence of God Ritual https://digitalcollections.library.gvsu.edu/files/original/23b1eecade9be0f40c3cfc236fb7f6fb.pdf 91d9b71955c98bef5f22976442c506e0 PDF Text Text Young Lords In Lincoln Park Interviewee: Eugenia Rodriguez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 6/4/2012 Biography and Description Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. The orphanage provided some discipline but she mostly did cleaning and other mundane work and was offered few opportunities to study. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. Mr. Jiménez was working as a hired field hand, farming the land for a portion of the yield. He soon proposed. They were married at the only church in the area at that time, and went to live in a one room, simple home in San Salvador.In many ways their life mirrored that of other poor families in the Puerto Rican countryside during the mid-1940s. Ms. Rodríguez helped with the chickens and the few cows and washed clothes on the rocks of the quebra. Mr. Jiménez became a seasonal tomatero, or tomato picker, for Andy Boy Farms in Minot, Massachusetts. After the death of their first daughter at just one year of age, Mr. Jiménez worked especially hard to bring Ms. Rodríguez to join him in the United States. In 1949, �Ms. Rodríguez traveled to New York then boarded a Greyhound bus bound for Boston. Her daughter, Juana (Jenny), was born there. In early 1951 the family moved to La Clark in Chicago to be closer to the rest of Mr. Jiménez’s family who were already living there. At the migrant camp in Massachusetts, Doña Genia, as she was called, washed and ironed clothes for a profit. In Chicago things were not much different. She cooked and sold food to help her husband with the bills. Like many women, she further supplemented their income by setting up a lotería, or Spanish bingo games, in her home. It was not long after they arrived in Chicago that Ms. Rodríguez, like scores of other Puerto Rican families who occupied the homes in the prime real estate areas close to the downtown and the lake, received a notice that she would have to leave her home. They moved to Lincoln Park. Ms. Rodríguez began holding catechism classes in the living room of her home and joined the Caballeros de an Juan and the Damas de María in setting up Spanish masses and other services for the Catholic church. In later years, Ms. Rodríguez and Mr. Jiménez moved to Wicker Park, then to Aurora, Illinois, before finally returning to Puerto Rico where Mr. Jiménez built his dream home. He died just three months later. Transcription JOSÉ: Que se, se me puede a su nombre. EUGENIA: ¿Mi nombre? JOSÉ: Sí, otra vez. EUGENIA: Eugenia Rodriguez Flores. JOSÉ: Okay. ¿Y naciste donde? EUGENIA: En San Lorenzo, Puerto Rico. JOSÉ: Okay. ¿A qué año? ¿A qué fecho? EUGENIA: 1929, 6 de septiembre. JOSÉ: ¿1929? EUGENIA: Mhm. JOSÉ: Okay. ¿En qué puente de San Lorenzo? :26 EUGENIA: Barrio Pino. JOSÉ: Barrio Pino, okay. ¿El otro lado de San Salvador de Caigua? EUGENIA: Mhmm. JOSÉ: ¿Por Morena? EUGENIA: Sí. JOSÉ: Okay entonces…(pausa) Okay, se me puede… Okay, hoy vamos oral de catecismo que tú hiciste en la, en la Dayton en Chicago, en el área, en el área de Lincoln Park. :55/:55 EUGENIA: Mhm �JOSÉ: Entonces, ¿de qué, de qué te vino esta idea de hacer por los muchachos de barrio en Chicago? EUGENIA: Por la necesidad que no conocían bien a Jesucristo. 1:09 JOSÉ: ¿No conocieron bien a Jesucristo? EUGENIA: mhm JOSÉ: Pero entonces… Estabas… ¿en su familia hablaban de Jesucristo? EUGENIA: Sí, porque como yo nací en la religión católica. 1:23 Pues la religión católica pues, hay catecismo. JOSÉ: Okay. EUGENIA: Y hay, sea era una religión antigua. JOSÉ: ¿Antigua? EUGENIA: uh huh JOSÉ: Okay, entonces pero 1:38 así tiene la religión católica, pero ¿solo practicabas en tu familia, en tu casa? EUGENIA: Claro que sí. Daban catecismo en mi propia casa de mi papá. JOSÉ: ¿De tu papá? 1:48 ¿Y quien daba catecismo? EUGENIA: Daba catecismo…uh. Mi hermana, uh, Monotolibria. 1:56 JOSÉ: Okay, ¿Qué estaba cuidando cuando murió tu mamá, Victoria? EUGENIA: Uh huh. JOSÉ: Okay entonces ¿ya daba el catecismo? EUGENIA: Si, y mi papá también. JOSÉ: ¿Y tu papá? EUGENIA: mhm JOSÉ: Entonces, ¿pero tenía un actale en la casa también? 2:08 EUGENIA: Seguro que sí. JOSÉ: ¿Cómo parecía la actedesi? 2:11 EUGENIA: Pues era como pegado la pared en la sala y entonces allí había uno santo y una cosa la imagen. JOSÉ: Pues, eh, Juan, Don Juan … (interrumpido) EUGENIA: Él tenía eso. JOSÉ: ¿Y es un actale en la pared? 2:28 �EUGENIA: Uh huh. JOSÉ: No era mesa, era en la pared. EUGENIA: En la pared. JOSÉ: Okay. Y entonces ¿qué santo tenía él? EUGENIA: Tenía el sagrado corazón de Jesús. JOSÉ: mkay. EUGENIA: La virgen del Carmen. JOSÉ: ¿La virgen del Carmen? EUGENIA: mhm JOSÉ: ¿En este tiempo la virgen del Carmen en Puerto Rico era…? EUGENIA: famosa JOSÉ: ¿famosa en este tiempo? EUGENIA: Sí. JOSÉ: Yo creo que era cerca de San Lorenzo y en San Lorenzo apareció la… EUGENIA: mhm JOSÉ: apareció la virgen del Carmen. EUGENIA: mhm JOSÉ: Como por mil veinte por 26 o 27… EUGENIA: Bueno, yo parece el 29. Yo solo me contaron.. 3:08 JOSÉ: Pero ¿tenía la, un, un, un, un imagen de la virgen, un estatua? EUGENIA: Sí. JOSÉ: ¿Estatua o imagen? EUGENIA: Imagen. JOSÉ: ¿Tuvo la diferencia de un retrato? 3:16 EUGENIA: Un retrato. JOSÉ: ¿De la Virgen de Carmen? EUGENIA: mhm JOSÉ: Okay, entonces, tu papá daba catecismo… ¿Cómo, que decía él? EUGENIA: (pausa) Pues enseñaba la cosa, los mandamientos.. 3:34 �JOSÉ: ¿Los mandamientos? EUGENIA: Y los sacramentos. JOSÉ: Pero ¿Cómo, a cuándo lo hacía? ¿Por la tarde, por la mañana o…? EUGENIA: Uh, gracias siempre lo hacía por el día. JOSÉ: ¿Por el día? EUGENIA: mhm JOSÉ: ¿Por qué no trabajaba la gente nueva en la recuerda? 3:47 EUGENIA: Porque así los sábados y los domingos. JOSÉ: ¿Y entonces viene todo el mundo? EUGENIA: Claro. JOSÉ: ¿Todo los hermanos? EUGENIA: Hermanos, primos, (pausa) gente vecinos, conocidos.. JOSÉ: ¿Viene a tu casa? EUGENIA: uh huh JOSÉ: Y, y, y ¿Don Juan daba catecismo? EUGENIA: Hice catecismo en mi casa. 4:14 JOSÉ: ¿Cruzaba Don Juan o dorible a veces? EUGENIA: Lo daba mi hermana. JOSÉ: Turilia, Julia. 4:20 EUGENIA: Y… uh huh. Y allí todo el mundo… JOSÉ: ¿Don Juan no le daba? EUGENIA: No. Mi papá no. Mi papá enseñaba a rezar, a rezar el rosario. JOSÉ: ¿Cómo le ensenaba rezar el rosario? EUGENIA: Pues, corriendo un rosario y rezando la cuenta. (risa) 4:38 JOSÉ: Rezando la cuenta de lo nuestro padre nuestro y lo … EUGENIA: Sí, lo padre nuestro y la JOSÉ Y EUGENIA JUNTOS: ave maría. JOSÉ: Okay, como… Rezando rosario… EUGENIA: mhm �JOSÉ: Entonces te… perdona momento. 4:51 JOSÉ: Entonces Don Juan Rodriguez Flores. No, Don Juan… EUGENIA: Cos JOSÉ: Cos. Don Juan Coderia Cos. Él le te… enseñaba el rosario. Pero él… entonces ¿reza este rosario con toda esa gente que viene a los sábados y eso? EUGENIA: Toda la tarde, todo la tarde 5:12. JOSÉ: Toda la tarde también rezarlo. EUGENIA: con nosotros JOSÉ: ¿Toda la tarde rezaba ______? 5:16 EUGENIA: Con la familia. JOSÉ: ¿Desde pequeña hasta vieja? 5:21 EUGENIA: Sí. JOSÉ: Rezaba una clase con Don Juan. 5:25 EUGENIA: Reuní, reuní a toda la familia… en la sala… para que todo el mundo rezar el santo rosario. Entonces, él guiaba el rosario, lo misterio, todo. Y por una vez era un muchacho también, mi hermano. Pues rezaba el rosario o ponía a que aprendieron. 5:56 JOSÉ: Porque era su turno. EUGENIA: uh huh JOSÉ: Así le enseñaba. EUGENIA: Sí. JOSÉ: Pero ese durante la semana, entonces a fin de semana, los fines semana… los sábados o domingos. 6:08 EUGENIA: Mhm, los domingos. JOSÉ: Los domingos ¿por la tarde o por la mañana? Porque llevan por la mañana de la iglesia ¿no? EUGENIA: Pues sí, entonces… (interrumpida) JOSÉ: ¿Todo el mundo va a iglesia? 6:18 EUGENIA: Sí, todo el mundo. Lo echaba el antecatedral. JOSÉ: Pertenece a la iglesia allí.. EUGENIA: obligat…. JOSÉ: allí de San Salvador. �EUGENIA: uh huh JOSÉ: (ambos hablan pero José es más fuerte) Porque ya en ese tiempo, vivían en San Salvador, ¿verdad? EUGENIA: Sí porque no había otro (interrumpida) JOSÉ: ¿encagua? EUGENIA: …otra enseñanza sí, solamente… 6:36 JOSÉ: ¿Solamente hay única iglesia que iba allí? EUGENIA: mhm. Una capilla, se llama capilla, no ante… JOSÉ: ¿No te recuerdas el nombre? EUGENIA: (pausa) Juan Bautista o algo, no sé, no me recuerdo. JOSÉ: ¿No recuerdas? EUGENIA: No recuerdo. JOSÉ: Entonces, ¿pero todo el mundo iba e vivían de lo Monte Dores? 6:59 (ríe) EUGENIA: Las personas que vivían en el barrio iban a mi casa al catecismo a la enseñanza religiosa. JOSÉ: O, entonces ¿van a tu casa y no van a casa de otra gente? EUGENIA: Iban también pero donde se rezaba y se enseñaba era en mi casa. JOSÉ: Sugieren bien conocido allí en la capilla. EUGENIA: Uh huh JOSÉ: Rodriguez allí. EUGENIA: Claro que sí. 7:29 JOSÉ: ¿Y los Jiménez no eran conocidos en la capilla? EUGENIA: No, no había un Jiménez. JOSÉ: (ríe) ¿Por qué tú dices que no había un Jiménez? EUGENIA: Porque no había. ____________ los Jiménez. 7:37 JOSÉ: ¿Por qué no iban a iglesia era? EUGENIA: Yo no sé pero los Jiménez eran a, lo, eh… 7:43 JOSÉ: Tiene que alguien, alguien tiene que ir a la iglesia de los Jiménez. EUGENIA: Sí, pero era en otro, en otro barrio. Barrio San Salvador pero Barrio San Salvador tiene mucho… JOSÉ: Entrada. 7:55 �EUGENIA: Uh huh, ochenta… JOSÉ: ¿Por qué era una capilla allí? EUGENIA: ¿Huh? JOSÉ: ¿Por qué era una capilla? EUGENIA: en la plaza de San Salvador… JOSÉ: Y tú que, ¿tú quieres decir que entonces los Jiménez no iban allá? 8:06 EUGENIA: Pues iban también pero yo no me recuerdo. JOSÉ: Pero ¿no se me entaba? 8:10 EUGENIA: ¿huh? JOSÉ: ¿No se me entaba mucho? EUGENIA: No me… (interrumpida) JOSÉ: En la iglesia… EUGENIA: Oh. JOSÉ: En la iglesia. (pausa) Okay. Ahora entiendo. Porque no hubiera la iglesia. 8:19 EUGENIA: Una capilla. JOSÉ: Una capilla. Ere sí, que sí los Jiménez por lo mental, era que no iba mucho. EUGENIA: Sí, yo iba mucho. Yo iba mucho. 8:27 JOSÉ: (ríe) Entonces okay. Pues está bien. Este… Solo Rodríguez y la gente vaya y daba catecismo. Entonces quien, ¿herman dima? (pausa) ¿Chom? 8:42 EUGENIA: Compadre______ estaba pequeño. JOSÉ: ¿Tal pequeño? EUGENIA: Medio lleva tres años. 8:48 JOSÉ: Okay. Por tal pequeño. EUGENIA: Mhm. JOSÉ: Pero entonces… (interrumpido) EUGENIA: Estaba Margaro. JOSÉ: ¿Margaro? 8:55 EUGENIA: mhm JOSÉ: ¿Ayudada a, a, a Don Juan? ¿ya Turilia? 9:01 �EUGENIA: Al catecismo. JOSÉ: Con catecismo. EUGENIA: No… JOSÉ: ¿Quién daba lo catecismo? 9:04 EUGENIA: Daba catecismo con Altolibria mi papá. Uh… y ___________ lo compadre de lo.. JOSÉ: ¿Danielle, (otros nombres no entiendo) 9:17 EUGENIA: Danielle. JOSÉ: ¿Y Danielle también? EUGENIA: Seguro. JOSÉ: Okay entonces ¿Iban a los que daban a eso? EUGENIA: Seguro. 9:26 JOSÉ: Ignacia. EUGENIA: Ignacia tuvo una muchacha. JOSÉ: ¿Una muchacha ya? EUGENIA: mhm JOSÉ: Okay. ¿Ya no daba el catecismo? EUGENIA: No. JOSÉ: ¿Prohibida a la iglesia? EUGENIA: Claro. Igual cataba en el catecismo estaba en mi casa. 9:40 JOSÉ: O, ¿lleva al catecismo? ¿Estaba allí? EUGENIA: Seguro. JOSÉ: Entonces ¿se llenaba la casa entonces? EUGENIA: Pues claro porque todo el mundo iba a mi casa, la casa de mi papá. JOSÉ: ¿De puede la iglesia? EUGENIA: Uh, de, sería como una segunda iglesia porque era reunían. 9:54 JOSÉ: ¿Y puede la iglesia se lleva a tu casa? EUGENIA: Uh huh. JOSÉ: ¿Y se hace algo de comer o algo o qué? EUGENIA: Sí, cocinaban… �JOSÉ: Todo el mundo, ¿todo el mundo traen cosa? EUGENIA: No, solo mi papá lleva. JOSÉ: Lo _________. 10:09 EUGENIA: Un poco anteria finca. JOSÉ: El tener una finca. ¿Grande? ¿Era necesita? EUGENIA: Sí. Tenía cinco cuerdas. JOSÉ: Cinco cuerdas. Era su modo de daba comida y eso.10:18 EUGENIA: Si, porque empleaba arroz y achuwela… JOSÉ: Entonces el pa, el sacerdote igual de la casa, ¿no? EUGENIA: El sacerdote va a casa confesal… JOSÉ: ¿Confesa la gente (Eugenia tosió) en su casa? EUGENIA: Uh huh, confesaba la gente en mi casa. JOSÉ: ¿Y en la iglesia no? EUGENIA: También pero cuando iba a… JOSÉ: ¿La gente pidió confesión? EUGENIA: Cuando iban para antes de comulgar pues confesaban lo que querían confesar. 10:44 JOSÉ: En la iglesia. EUGENIA: En la, uh huh. JOSÉ: Fue también pasaba y daba la vuelta para confesar ama. EUGENIA: Uh huh. JOSÉ: Okay entonces, te… a su… este gente confesaba para otra semana, entonces… Tienen que… EUGENIA: Le confesaban a eso para… antes de comulgar. Antes de comulgar… 11:03 JOSÉ: (interrumpe a Eugenia) Soltaba allí… pero como… si el padre, si el sacerdote confesar en la iglesia, ¿cómo va a confesar en la casa tuya también? EUGENIA: Pues confesaba lo que no podía ir a la iglesia porque viene enfermo y entonces a los enfermos confesaban en la casa. 11:21 JOSÉ: Oh ¿En la casa de ellos? EUGENIA: Seguro. JOSÉ: ¿Se daba la vuelta y regrese? EUGENIA: Seguro. �JOSÉ: ¿Iban los enfermos a tu casa? EUGENIA: Uh huh. Entonces llevo la comunión a los… JOSÉ: ¿a los enfermos y eso? EUGENIA: a los enfermos… sí. JOSÉ: ¿Y en este tiempo vea la carretera es cemento? 11:35 EUGENIA: No… camino. JOSÉ: ¿Camino? EUGENIA: (tos) uh huh JOSÉ: ¿Pero viene el padre con un caballo o auto? 11:43 EUGENIA: A caballo. JOSÉ: A caballo viene la… okay. Por allí en este tiempo. Y tiene JEEP también, ¿no? ¿Después? EUGENIA: Después, eso fue después, que yo me recuerdo bien. JOSÉ: Sí, pero en ese tiempo ¿no le recuerdas los sacerdotes de este tiempo? ¿El sacerdote? EUGENIA: Padre Otelio. Otelio. JOSÉ: Padre Otelio 12:04 EUGENIA: Otelio. (pausa) JOSÉ: Entonces, ¿él era puertorriqueño o americano? EUGENIA: Americano. Casi no sabía en hablar español. JOSÉ: (ríe) ¿Y la gente lo respetaba como quiera? EUGENIA: Pues claro. No llevan nada. JOSÉ: Pero era todo americano… EUGENIA: Todo americano. No había nada de que fueron… de puedes fue que… que aprendieron alguno puertorriqueño. Él salvieron así sacerdote y esa cosa tuvieron porque su tiene que tener un estudio y entonces como era un pobre, no podía… no podía ir a los sitios donde era el estudio por San Juan o por eso sitio. JOSÉ: Mm okay. Y entonces ¿allí aprendiste como, como esa cosa, aprendiste de catecismo? 12:58 EUGENIA: Pues aprendí en mi casa, se hablaba de catecismo… y se rezaba. Y catecismo era para aprender los mandamientos, los sacramentos, los siete sacramentos y los mandamientos de la iglesia. JOSÉ: Okay bueno, pero entonces fue también aprendiste… porque tú también hacía este… se le sobaba la gente con aceite y eso ¿de verdad? �EUGENIA: uh… JOSÉ y EUGENIA hablan a la misma vez. 13:25 JOSÉ: a mí sobaba .. EUGENIA: Solo me aprendí JOSÉ: _____ de aceite. 13:29 EUGENIA: Con mi papá. JOSÉ: (ríe) ¿Con tu papá también lo hacía? EUGENIA: Seguro. JOSÉ: ¿Juan? 13:33 EUGENIA: Seguro que sí. JOSÉ: ¿Estás seguro no era bien católico patólico? EUGENIA: Pero eso, eso es una cosa que es cates… eh ¿católico? Daba una soba a una persona. Él como yo ahora como __________ y eso no tiene nada que ver. 13:51 JOSÉ: Soba a una pero cuando se, cuando le mete aceite. EUGENIA: Voy a aceite, la aceite a para que revelar la mano… puedo corregir los músculos de la mano y desde lugar. JOSÉ: O, el aceite… el aceite… (interrumpido) EUGENIA: Tapa para que… la vena. JOSÉ: Revale la, la, la mano y eso. 14:14 EUGENIA: Seguro que sí. JOSÉ: Entonces, pero entonces, pero también rezaba a los santos… la… EUGENIA: Pues todo el tiempo los católicos rezan a los santos. JOSÉ: Okay. EUGENIA: Porque todo el tiempo se les rezan… Porque ¿a quién más rezan? JOSÉ: ¿A qué santo le rezaba en este tiempo? 14:32 EUGENIA: A la Virgen María. Porque la virgen María pues (interrumpida) JOSÉ: ¿La virgen de Carmen? ¿La virgen de Carmen? EUGENIA: La virgen de Carmen, la virgen de… La virgen María la principal. JOSÉ: Sí, okay. 14:44 �EUGENIA: Entonces, después eso eh… se le pone el nombre según el lugar donde estaba o donde apareció. 14:53. JOSÉ: Okay. EUGENIA: Sí el monte Carbarrio, el monte, el monte Carmelo usa, se dice la virgen de Carmen. JOSÉ: ¿Porque había un monte Carmelo? EUGENIA: Eh.. JOSÉ: ¿En San Lorenzo? EUGENIA: Monte Carbarrio, seguro. JOSÉ: ¿En San Lorenzo había un monte Carmelo? 15:09 EUGENIA: uh huh JOSÉ: Entonces ¿se puso la virgen de Carmen? EUGENIA: __________ según el pueblito, según la fecha que aparece. 15:18 JOSÉ: Sí. Entonces se rezan a la virgen pero entonces ¿rezan a la virgen de, de otro sitio? EUGENIA: Seguro. JOSÉ: La aparición otro sitio. 15:28 EUGENIA: La Guadalupe, como en México. JOSÉ: Como México la Guadalupe, sí. EUGENIA: Mhm. JOSÉ: Okay ahora entiendo. Entonces te (pausa) pero (pausa) pero a veces una ejercito para pagarse en la lotería también, ¿no? 15:43 EUGENIA: Alguna gente, alguna gente… JOSÉ: Mhm. EUGENIA: …que no entiende lo que son las cosas de Dios. Pues le pide en eso y tal aprenden bella. JOSÉ: Depende… (Hablan a la misma vez.) ¿Aprenden bella también? EUGENIA: Para que Gonzela. 15:57 JOSÉ: ya EUGENIA: Cuando no le dice una promesa de tal, de vestirme de sac. JOSÉ: Mhm 16:05 EUGENIA: Si me dame esto. Ella no puede darse dio no le da. JOSÉ: Pero… �EUGENIA: Pero la ignorancia, ¿verdad? JOSÉ: Entonces ¿tú debes vestirte de sac o una vez también de otro bese por allí en Chicago? EUGENIA: Cinco que… Seguro… eh… porque lo que vale él el penitencia y y y como la gente se ríe y uno lo cuelga de broma ¿verdad? Tiene que uno cuelgo de broma porque la gente no sabe, no sabe de eso. JOSÉ: ¿Cómo yo no hablo de eso? 16:33 EUGENIA: Entienden. JOSÉ: Yo sé, yo no sé. pero tú con ________________ respetua 16:42 EUGENIA: uh huh JOSÉ: Okay, yo sé que te vestiste de, como saco de, de (interrumpido) EUGENIA: Hmm, había un hábito. JOSÉ: Un, un hábito EUGENIA: Sí JOSÉ: Un hábito. Y entonces ¿por qué forque de vestirte de esta manera? 16:53 EUGENIA: Yo no… (interrumpida) JOSÉ: ¿En Chicago en la Dayton? EUGENIA: Yo no me recuerdo bien pero fue por al, por al, por algo que (pausa) que yo quería recibir. Y la única forma era ser una penitencia. Pero no me recuerdo, no me recuerdo… JOSÉ: ¿Nada que ver conmigo, con papi, nada eso? 17:16 EUGENIA: Bueno sí porque casi siempre era por tu papá. (risa pequeña) JOSÉ: Pero ¿por qué era de mi papá? ¿De Antonio? EUGENIA: Para que dejar el vicio toman… JOSÉ: ¿Tiene un vicio tomare? 17:25 EUGENIA: mhm. JOSÉ: Y entonces… okay ¿él quiere dejar el vicio o quería dejar el vicio? EUGENIA: El no quería dejarlo porque se daba con todos los primos y todo. 17:37 JOSÉ: _______ vieja EUGENIA: esachua vieja 17:39 JOSÉ: ¿Y tú quieres dejar a eso? EUGENIA: Yo quería dejar todo eso. Pero no dejaba. 17:46 �JOSÉ: Entonces no lo hecho por un año. Vestiste de un saco. EUGENIA: Vestido de hábito también fue… JOSÉ: Le digo eso porque la gente en la comunidad te veían. 17:59 EUGENIA: uh huh JOSÉ: Y dice, “que le pasa esa señora.” Y … ¿y cómo quiera seguir con, con la promesa? EUGENIA: mhm JOSÉ: ¿Por qué era penitencia? EUGENIA: Era una penitencia. JOSÉ: Okay. Y y que… ¿yo te parece lleva así? EUGENIA: ¿Cómo? 18:10 JOSÉ: Igual ______________ ¿Por qué era una penitencia, okay? EUGENIA: Un sacrificio __________ un sacrificio _________deseo que tu tenga ropa bonita y todo y no te puedes poner por cierto tiempo. (pausa) ¿Por qué? Porque mandate la promesa vestirte de esa forma. Y él no puede _______ otra ropa sino la ropa que tú dijiste que te vas a poner. JOSÉ: ¿Por un año? EUGENIA: Sí, por un año. JOSÉ: Por un año (hablan a la misma vez) EUGENIA: año, dos años JOSÉ: Okay, ¿pero por un año andate? 18:45 EUGENIA: ¿huh? JOSÉ: Por un año andante por la Dayton. EUGENIA: uh huh JOSÉ: En un saco que de San Francis de Assisi. EUGENIA: uh huh JOSÉ: ¿Parecido a eso? EUGENIA: Seguro JOSÉ: Con el colon por el lado. EUGENIA: ____________ 18:57 JOSÉ: Eso se le pone en la, en la.. EUGENIA y JOSÉ JUNTOS: la cabeza �JOSÉ: y todo eso EUGENIA: Sí. JOSÉ: Se parecía el saco de San Francia de Assisi. 19:05 EUGENIA: Pues claro tiene que ser la… (interrumpida) JOSÉ: Eso fue… ¿Eso fue por Antonio Jiménez para que dejarle la vida? EUGENIA: Dejarle la vida. JOSÉ: ¿Entonces no la dejó? EUGENIA: La dejó un tiempo como seis meses y_____ volvió otra vez. 19:18 JOSÉ: ¿Por qué… (interrumpido) EUGENIA: Pero no tanto. JOSÉ: Pero ¿tú le estaba diciendo implicando que era por eso? EUGENIA: uh huh JOSÉ: Porque te preguntaba que _______ era así 19:26 Tú le diste __________ vivida. EUGENIA: JOSÉ: Yo no decía _______ promesa dice que dijera. 19:33 Un promesa que hiciste menos sabía. EUGENIA: menos sabía___________ 19:38 JOSÉ: So entonces (pausa) ¿Fue en este tiempo que existe el catecismo? ¿Con los muchachos de la, del barrio hay de Lincoln Park? EUGENIA: (pausa) um… (pausa) JOSÉ: Organizado como un grupo de un muchacho. ¿Recuerdas eso o no? EUGENIA: Más o menos para eso tiempo. (pausa) Igual como yo estaba… en el grupo de las Damas de María, entre las Damas de María. 20:12 JOSÉ: ¿En San Miguel? EUGENIA: uh huh JOSÉ: St. Michael’s church allá. ¿Con el padre…? EUGENIA: ¿He, Hedling? JOSÉ: Hedling. Father Hedling. EUGENIA: Hedling. JOSÉ: Era de la Dama de María para el padre Catherine. ¿Quién era él? EUGENIA: ¿Padre Cartel? �JOSÉ: También. EUGENIA: Padre Hedling, los dos. 20:29 JOSÉ: Okay. ¿En la iglesia de San Miguel? EUGENIA: En la iglesia San Miguel. JOSÉ: Okay en la Cleveland y Eugene por allí, ¿no? en Chicago EUGENIA: Sí. 20:36 JOSÉ: Okay entonces, eh, okay entonces (pausa) Porque estabas en la Dama de Mared, ¿cómo era las Damas de María? EUGENIA: Pues eso (interrumpida) JOSÉ: ¿Qué es eso? EUGENIA: El nombre de dama de María. JOSÉ: ¿Y quién estaba contigo? EUGENIA: Había un grupo tanto grande. JOSÉ: ¿Pero quién estaba? EUGENIA: Yo no me recuerdo ahora. 21:00 JOSÉ: Estaba Glo, ¿Glotilde? EUGENIA: ¡No! Ya no _______ JOSÉ: ¿Esa no? 21:04 EUGENIA: No. JOSÉ: ¿Estaba Marta? EUGENIA: ¿________ Marta? Yo no creo, no recuerdo tampoco. 21:10 JOSÉ: ¿Estaba Calito? ¿Cómo se llama? EUGENIA: Uh huh. JOSÉ: ¿Ina? EUGENIA: ________ JOSÉ: ¿Cómo se llama? ¿Ina o algo así? EUGENIA: ¿Cómo? 21:19 JOSÉ: ¿Cómo Ina o ella? Calito ____________ posa. EUGENIA: mmm �JOSÉ: ¿Quién estaba _____ ahora? EUGENIA: (grande pausa) Yo digo estaba Patria. JOSÉ: Patria, okay. EUGENIA: Estaba… hmm… (risa) No me recuerdo. JOSÉ: Pero estaba Patria contigo. EUGENIA: Sí, Patria estaba, yo sé. Ese me recuerdo pero no me recuerdo bien. JOSÉ: ¿Y y Nini no estaba? EUGENIA: ¿Quién? JOSÉ: ¿Cristina Nini? 21:51 EUGENIA: No _____________ JOSÉ y EUGENIA hablan a la misma vez. EUGENIA: Nunca ______. JOSÉ: Okay entonces pero yo creo que Glota estaba allí en la San Miguel. Pues estaba allí… yo sé que estaba allí en, en el número nueve. 22:03 EUGENIA: No, pero sí Glota todavía no estaba. JOSÉ: Ooh, Monin. Monin estaba. EUGENIA: Monin Jiménez, sí. JOSÉ: Monin Jiménez estaba en la, en la San Miguel. EUGENIA: uh huh JOSÉ: Y entonces la hija de, la esposa de Medego ¿Cómo se llamó? 22:18 EUGENIA: uh… JOSÉ: ¿Ella estaba? EUGENIA: ¿eh? JOSÉ: ¿Ella estaba? EUGENIA: Sí. (pausa) Ay, se me olvidó. Era como madre mía. Se me olvidó. JOSÉ: Okay. EUGENIA: (pausa) No me recuerdo. JOSÉ: Pero era de Merdego. EUGENIA: Sí. (interrumpida) �JOSÉ: ¿Y no era caldito? ¿Era caldito? EUGENIA: ¿huh? JOSÉ: ¿Él era caldito? ¿Moreno? EUGENIA: Él era caldicho. JOSÉ: ¿Sí? EUGENIA: Y había otro santiti 22:47 JOSÉ: Oh Titi Francisco, eso Francisco. EUGENIA: Francisco. JOSÉ: Entonces ¿le puso estaba él? ¿Allí en la dama? 22:52 EUGENIA: Sí porque la, la, la esposa… JOSÉ: Porque ¿Titi estaba no echaría también? 22:59 EUGENIA: uh huh JOSÉ: (risa) ¿So la, la esposa de estaba en la dama de María? 23:03 EUGENIA: Sí. JOSÉ: Creo que Titi estaba Francisco. 23:05 EUGENIA: Sí. JOSÉ: Sí… EUGENIA: (pausa) Eh que, son tantos los años que uno… JOSÉ: Sí. Yo entiendo. Pero había un grupito allí y entonces ¿qué hacía ____________ la dama de María allí en San Miguel? 23:17 EUGENIA: Pues, hacía no actividades. JOSÉ: ¿De qué, qué clase? EUGENIA: Y nos dio comida. JOSÉ: ¿Dieron comida? EUGENIA: mhm. JOSÉ: ¿Arroz chuela? 23:26 EUGENIA: Lo que apareciera. (risa) JOSÉ: ¿Lo que apareciera a pa de? ¿Pader y todo eso? 23:31 EUGENIA: Todo _____________ �JOSÉ: ¿Y donde lo vendían? EUGENIA: Ellos me lo ___________ el hall. JOSÉ: ¿En el hall? O ¿había un hall? 23:39 EUGENIA: Sí, entonces está locura con ella. JOSÉ: ¿Con ella? EUGENIA: (está riendo) 23:43 JOSÉ: Pero entonces ¿La misa estaba en el hall o en la capilla? EUGENIA: En el hall. JOSÉ: ¿En el hall? EUGENIA: En un salón en la mesa. 23:52 JOSÉ: Con el, oh cuatro treinta tres de la Eugene, era el hall. Yo creo que apuntes eso bien. EUGENIA: hm JOSÉ: Yo creo que fue corto __________ de los Eugenes. Bueno. ¿Allí cerca de la Cleveland al lado de la iglesia? 24:08 EUGENIA: Mhm. JOSÉ: So entonces, ¿por qué se reunió en el hall y no en la capilla? EUGENIA: Porque eso era, uh, porque era un poquito. JOSÉ: Okay. 24:22 EUGENIA: Y entonces pues… Como era un poquito, eh.. JOSÉ: ¿Pero el hall se llenaba? 24:32 EUGENIA: ¿Huh? JOSÉ: Era poquito pero ¿el hall se llenaba? Había como dosci… (interrumpido) EUGENIA: Sí, se llenaba y pues, entonces pasa por la iglesia. JOSÉ: ¿Pudo pasar a la iglesia después? EUGENIA: Sí. 24:42 JOSÉ: Empezaron en el hall. EUGENIA: Uh huh, empezamos en el hall. Y como les daba tu sabes propina a la Baroque. 24:51 JOSÉ: ¿Se daba propina también? EUGENIA: Seguro. �JOSÉ: (risa) ¿Sí? (risa) EUGENIA: Porque darle uno a eso. JOSÉ: Okay. Porque de _________ 25:03 EUGENIA: (risa) JOSÉ: ¿Qué no querían era o qué? EUGENIA: No porque como eso era desconocido. Eso le dar (pausa) esa clase así eso era algo desconocido para ellos para Baroque. Pero cuando vieron como los, los puertorriqueños, o sea las Damas de María y los caballeros de San Juan. Esas cosas se trabajaba en conjunto. Para el sacerdote se pusieron muy contento. 25:32 JOSÉ: Al principio no entendían. EUGENIA: No entendían. JOSÉ: Le da miedo. Le da miedo. EUGENIA: No era miedo, era algo como desconocido para ellos que no entendían. El porqué la eso. 25:45 JOSÉ: _____________ EUGENIA: Cuando, cuando vieron, el churro Rodriguez era encargado. 25:51 JOSÉ: ¿Eso Rodriguez? ¿Pudo encargado allí? EUGENIA: uh, él, él, él… le fue diciendo __________ Pablo entonces. 26:01 JOSÉ: Otro edad. EUGENIA: Seguro. JOSÉ: Okay. EUGENIA: Entonces (interrumpida) 26:05 JOSÉ: ¿So Pablo tiene el importante allí? EUGENIA: To, todo lo, todo ese grupo, los caballeros de San Juan… JOSÉ: Los caballeros de San Juan, okay. EUGENIA: Eran importante ya. 26:14 JOSÉ: Miguel Chebre EUGENIA: Sí. JOSÉ: Y Cesario… Rivera o algo así. Cesario Rivera. EUGENIA: mhm �JOSÉ: César, César. EUGENIA: César JOSÉ: de revueldo es César. 26:23 EUGENIA: Más o menos yo veo ya no me recuerdo. (risa) JOSÉ: Okay. Pero Pablo tiene edad se esa Miguel Chebre EUGENIA: y… No cuanto… 26:37 JOSÉ: Roman… tu hermano Roman también era importante, ¿no? Era conocido, ¿eh? EUGENIA: Después, sí. JOSÉ: ¿Él predicaba? 26:45 EUGENIA: Seguro porque, que… No siguieron conociendo. Y la Baroque hace el sacerdote… Se dieron cuenta la necesidad que había poca porque había niño, había… sabe… era un grupo grande. Entonces se dieron cuenta que había… Y entonces se dieron. Pero cuales, se empezó en un hall y pues cambiaron a la iglesia. JOSÉ: Okay ¿dijeron que había un grupo grande y se llenó esta iglesia? 27:22 EUGENIA: Sí. JOSÉ: ¿Se llenó la iglesia entonces? EUGENIA: mhm JOSÉ: Entonces ¿pero su fue el primer año que luciera hiciera __________? 27:31 EUGENIA: Como dos años. JOSÉ: Fue dos años la misa en la capilla. EUGENIA: Mhm. JOSÉ: Entonces allí… Entonces tú… durante este tiempo, porque empieza allí en la San Miguel con la dama y eso. Entonces ¿decidiste tu misma hacer el grupo de catecismo? ¿O te mandaron hacerlo? 27:53 EUGENIA: Porque ya, yo creo que este Chur Rodrigo o algo había empezado y como sabían que yo sabía también. Pues yo seguí haciendo el grupo de Damas de María. 28:10 JOSÉ: La Dama de María, ¿trabajaste en eso? EUGENIA: Yo trabajé en eso. JOSÉ: ¿En Dama de María en San Miguel, en San Miguel? EUGENIA: En San Miguel. JOSÉ: Pero entonces… pero entonces te hablan… pero… entonces ¿fue… ______ mucha allí voluntaria en la Dama de María? �EUGENIA: Claro que sí. JOSÉ: ¿En San Miguel? 28:30 EUGENIA: mhm JOSÉ: Pero ¿Quién era la líder? ¿Quién era? EUGENIA: ¿Cómo? JOSÉ: De las mujeres, ¿quién era, había una líder, quién era la presidente? ¿Eso no sabe? EUGENIA: No me recuerdo. JOSÉ: Okay. ¿Pero tú no eras la presenta? EUGENIA: No. JOSÉ: ¿Tú trabajabas voluntaria? EUGENIA: Yo trabajaba voluntaria. JOSÉ: Okay entonces… (pausa) ¿Cómo decidiste hacer el grupo de catecismo en la Dayton? ¿Y vuelvo en la Dayton? ______se queda la vuelvo. 28:56 EUGENIA: Porque ya echurro Rodriguez lo formó. Entonces pues codieron la persona que podría ser dando catecismo. 29:06 JOSÉ: O, ¿él formó lo grupo de catecismo? EUGENIA: Uh huh. JOSÉ: Entonces ¿tú fuiste, tú decidiste hacerlo en otra casa? EUGENIA: Seguro. JOSÉ: ____Se reunió con la gente ______ pasarle el grupo de catecismo. EUGENIA: Seguro que sí. 29:17 JOSÉ: Entonces ¿que mataban catecismo este tiempo? EUGENIA: No me recuerdo. JOSÉ: ¿Pero habían man mujeres? EUGENIA: mam mujeres o … JOSÉ: ¿O y hombre? ¿Daba catecismo en la casa? 29:29 EUGENIA: Pues no, no, no, _________ lo cambiaron a, cuando los caballeros de San Juan… JOSÉ: No estoy hablando de la misa, estoy hablando de… tú recuerdas (interrumpido) EUGENIA: Pero el caballero de San Juan empezaron por el… viendo por la casa tocándolo la gente. 29:48 JOSÉ: ¿Cómo viendo, tocaba en la puerta? �EUGENIA: Pues seguro. Donde quiere _________ cuando era puertorriqueño, pues habían hablaban de la religión. JOSÉ: ¿Y le tocaban la puerta? EUGENIA: Entonces, pues claro tocaba la puerta porque donde cuando vineron puertorriqueño. 30:04 JOSÉ: Allí (interrumpido) EUGENIA: Querían venir a la misa, querían iglesia, no sabe. 30:08 JOSÉ: Y entonces ¿allí viene a la misa? EUGENIA: Pues claro que sí. JOSÉ: ¿Y entonces pero se daba el rosario en la casa y eso también? 30:14 EUGENIA: Bueno, por regular haya que persona que, que rezaba el santo rosario por rezaba el rosario. Y alguna persona que quiere unirse pues unía a rosario si no pues… Uno deseo que uno rezaba. 30:32 JOSÉ: Entonces ¿tú rezabas en casa como así? EUGENIA: Claro. Yo rezaba en casa. JOSÉ: Okay, entonces los caballeros San Juan y eso así, ¿qué clase de actividades hicieron allí en San Miguel? Que tú te recuerdas. EUGENIA: Bueno… (pausa) Lo más era se vendía comida. 30:51 JOSÉ: ¿Comida? EUGENIA: A la misma gente. 30:53 JOSÉ: ¿Le puede la misa? EUGENIA: Le puede la misa… JOSÉ: ¿En el gimnasio? EUGENIA: mhm JOSÉ: ¿Había un gimnasio grande? EUGENIA: En el hall. JOSÉ: ¿En el hall? O ¿vendía comida allí en el hall? 31:04 EUGENIA: Pues claro. Así cocinaba, cocinaba y vendían la comida a la gente. Jugaba el Bingo. 31:12 JOSÉ: ¿Después de la misa? EUGENIA: Seguro. No enternía no hay. 31:19 JOSÉ: Pero ¿Bingo en inglés o Bingo en español? EUGENIA: En Español. �JOSÉ: ¿Se pueden jugar lotería en español? 31:22 EUGENIA: Pues claro. No era malo. JOSÉ: Pero ¿no era por dinero? EUGENIA: ____Eso para condigo____ 31:30 (Ríen juntos) Echaba el bosillo así, yo calleito. JOSÉ: (ríe) Siguiendo la lotería así en la sala. EUGENIA: Seguro. JOSÉ: ¿A las condiciones… (interrumpido) EUGENIA: Cuando la persona se ganaba _______ dos, tres, lo que fuera. Pues, todos miraban y miraban ________________y pasaban el dinero. 31:50 JOSÉ: ¿Allá en la memhall o en la memiglesia también? EUGENIA: En la iglesia, no es posible en el hall. 31:55 JOSÉ: ¿En el hall? (ambos ríen) ¿So era después de la misa? 32:05 EUGENIA: Pues, antes de la misa para que cosa era. JOSÉ: Sí. Habla de… (interrumpido) EUGENIA: Había un día para eso. Había un día para eso. JOSÉ: Y entonces ¿la gente lo hace en galleito? 32:11 EUGENIA: Pues claro. JOSÉ: ¿Sí? (ríe) EUGENIA: No es algo publicar 32:15 JOSÉ: Sí. ¿No se publicaban en la iglesia y tampoco no se publicado en __hijeria también _______________. 32:22 (interrumpido) EUGENIA: Sí, así. JOSÉ: ¿Publicaba en el número en el ______ también? EUGENIA: Uh huh. No, yo creo que no, yo no sé. JOSÉ: Yo, yo oí que decían este… hay hay hay pantalones sin cuenta, hay camisa. EUGENIA: Más o menos, más o menos. 32:40 JOSÉ: Así en el ejaria, ¿no? 32:41 EUGENIA: Uh huh. JOSÉ: ¿Solo ______cholocatón______? EUGENIA: Seguro. 32:41 �JOSÉ: (ríe) Yo me recuerdo eso. EUGENIA: Uh huh. JOSÉ: Porque yo me recuerdo de eso porque _______ estaba que tiene la ganga esta semana. 32:52 (ríen) El número ____________ EUGENIA: Número nueve JOSÉ: ________________ EUGENIA: Pero yo no me recuerdo. 32:58 JOSÉ: Entonces, okay… Okay entonces este (pausa) Okay. So hacían eso, jugaban lotería. Y entonces, esta… (pausa) jugaban lotería… y entonces… ¿No había un baile, no tiraban un baile? 33:18 EUGENIA: Sí, hacían baile. JOSÉ: ¿A dónde tienen un baile? EUGENIA: (pausa) En el hall. 33:30 JOSÉ: ¿Gimnasio? ¿Era un gimnasio? EUGENIA: Sí. JOSÉ: ¿Grande? Entonces ¿llamaré como también traen comida al gimnasio? EUGENIA: Pues claro. Era el propósito de hacer el baile para vender comida. JOSÉ: Okay. 33:39 EUGENIA: Entonces _____________ se pagaba el hall y se pagaba el hall y (interrumpida) JOSÉ: ¿O, tiene que pagar el hall? 33:44 EUGENIA: Claro. JOSÉ: (pausa) Este… (pausa) Entonces te (pausa) Okay, entonces tiraban el baile y eso y entonces ¿Qué otra actividades haciendo los caballeros de San Juan y las Damas de María? EUGENIA: Hacían el baile. JOSÉ: Okay. EUGENIA: Que yo me recuerdo el baile. JOSÉ: (hablan a la misma vez) Pero iban, ¿iban mucha gente al baile? 34:14 EUGENIA: Sí, iban mucho. JOSÉ: Pero entonces ¿la gente bailaban bien o eran cosas sencillas que no era _________? EUGENIA: Yo no recuerdo bien eso. Bailaban. 34:23 JOSÉ: Pero ¿todo el mundo baila como chachacha o el salsa? �EUGENIA: Era otra cosa. Igueleros 34:28 JOSÉ: ¿Igueleros y otra cosa? EUGENIA: mhm JOSÉ: Y entonces pero ¿llevan gente que bailaban bien? Me conocido de Churro o de José bailaban… EUGENIA: Bailaban todo ellos. 34:44 JOSÉ: Chacha. ¿Bailaban todos ellos bien? EUGENIA: Sí bailaban bien por lo comienzo (ríe) bien pero… JOSÉ: Sí. 34:46 EUGENIA: Bailaban, bailaban. JOSÉ: ¿Pero todo el mundo se llenaba el gimnasio? 34:49 EUGENIA: Seguro que sí. Habí, uh, iba mucho. JOSÉ: Y la música. ¿Era de radio o qué? 34:55 EUGENIA: A veces…tocaban cuatro guitarras. JOSÉ: ¿Sí, tocaban a eso? 35:02 EUGENIA: Y acordeón. JOSÉ: ¿Y acordeón y eso? EUGENIA: mhm JOSÉ: ¿Y banda de conjunto y eso? EUGENIA: No me recuerdo hace muchos años. Ya no me recuerdo. 35:13 JOSÉ: Entonces ¿las damas iban y cocinaban en la cocina? EUGENIA: Nosotros nos tocaban la tarea de cocinar. JOSÉ: ¿Damas, las mujeres, las damas? EUGENIA: Ah huh. JOSÉ: Entonces pero ¿los caballeros trabajaban también, no? EUGENIA: Pues claro. (interrumpida) 35:25 JOSÉ: ¿Qué hacían los caballeros? Las mujeres cocinaban… ¿Qué hacían los hombres? EUGENIA: Pues… llevaban las cosas porque nosotras cocinaban. JOSÉ: ¿Los cargaron y eso? EUGENIA: mhm �JOSÉ: ¿Y limpiaban y eso? EUGENIA: Todo el mundo limpiaba. Los hombres, mujeres, todos. Había que dejar el lugar limpio. 35:47. JOSÉ: Okay, entonces ¿tener que pagar la renta también de la iglesia? EUGENIA: Claro que sí. Claro que sí. JOSÉ: ¿Es una grátin? ¿Tiene que _______ a la iglesia? 35:56 EUGENIA: mhm. Era para la iglesia. JOSÉ: Bueno para la iglesia pero también para los caballeros, ¿no? 36:03 EUGENIA: Mhm. JOSÉ: So era ___participa__________ 36:06 EUGENIA: Para los caballeros para seguir adelante, entonces para seguir compando aquí por cosa de… 36:15 JOSÉ: ¿Cómo equipo? EUGENIA: Pues… (pausa) Si necesitaban una guitarra, un patro o algo. JOSÉ: ¿De lo compraban de su mismo? 36:25 EUGENIA: Mhm. JOSÉ: Entonces, ___se daba presto________ dieron. EUGENIA: No sé. 36:31 JOSÉ: Okay. EUGENIA: La cosa que era así así para… para ayudar a la iglesia. JOSÉ: Okay. ¿De San Miguel? EUGENIA: Y para que ellos no se dejaron esta actividad. JOSÉ: Okay. EUGENIA: Eso era como pagando a la Baroque para que dejara… JOSÉ: ¿Para que dejara hacerlo? EUGENIA: Ah huh. 36:50 JOSÉ: Porque lo pagaban no podían hacer si no tenían dinero. EUGENIA: Seguro. JOSÉ: No lo podían hacer. EUGENIA: Pues no se podían. 36:56 �JOSÉ: ¿Tienen pagar genta? EUGENIA: Mhm. JOSÉ: Entonces no había, bueno, hay dinero. Entonces, ¿no se hace, no de la misa tampoco? EUGENIA: No, la misa siempre la esa misa ________ estaba ofrenda. JOSÉ: Sí. 37:13 EUGENIA: Entonces se ofrenda para los sacerdotes. JOSÉ: Entonces este… ¿Habían otros actividades, también, verdad? EUGENIA: Sí, después siguieron hacer actividades… JOSÉ: ¿Qué tip…? ¿Pero qué otro tipo de actividades? 37:30 EUGENIA: No me recuerdo. JOSÉ: ¿No había _______ y eso? EUGENIA: Sí, ha ______ retiro. JOSÉ: ¿Cómo era esa de _________? De que tú recuerdas de eso. EUGENIA: Pues iban…. que predicaban … _________ retiro y predicaban. JOSÉ: Me dijeron que ¿iban en corbata y todo eso? 37:53 ¿Y trae? ¿A predicá y eso? ¿Se vistieron bien? EUGENIA: Sí, claro, seguro que sí. JOSÉ: La gente viene bien como la iglesia … en el domingo. EUGENIA: mhm JOSÉ: ¿Con corbata y todo eso? ¿Y zapato limpio? 38:12 EUGENIA: Claro. Pues claro ________________________ 38:11 Seguro, un día de que llevar zapato y todo. JOSÉ: Okay. ¿Y había bastante gente entonces ya? ¿Se llenó eso? 38:22 EUGENIA: Sí. JOSÉ: Bien, había estado una misa en español me dijeron en la capilla, ¿no? EUGENIA: ¿Cómo? JOSÉ: ¿Habían dos misas en español en la capilla? EUGENIA: Sí, después… según fuera porque los puertorriqueños, los latinos, todo, americanos también, todos. Cubanos, todos, iban solo los católicos. Iban los católicos. (pausa) Pues, dar misa español solo lo que quería. Entonces los iban. Se llenaba la iglesia. 38:58 JOSÉ: Okay entonces, ¿también había una para muerte y pasión de Jesucristo? ¿Qué hacia? �EUGENIA: También se hacía eso. JOSÉ: ¿Qué hacía? 39:11 EUGENIA: Pues, todos predicaban. JOSÉ: ¿Predicaban? Pero también ¿había un teatro o algo así que había? ¿Una obra, se dice? 39:25 EUGENIA: Había una obra pero había tantos los años que no me recuerda ni como era. JOSÉ: ¿La misma gente no participaba en la obra? EUGENIA: Escogían persona que va a poner… si daba la vuelta pasión tiene que escoger unas mujeres que lloraban la muerte de Cristo. Entonces cosa. Y una hacía una cosa y una hacía otra. 39:53 JOSÉ: ¿Y algún eran soldados? EUGENIA: Todo, habían que ______ según una, según plaza la muerte de pasión de Jesucristo. _______ así. JOSÉ: ¿Y cómo se veía eso? ¿Bien organizado o cómo? 40:06 EUGENIA: Primero había bien organizado y __________ tienen que hacerlo. JOSÉ: ¿Tiene que hacer actuar? EUGENIA: Actuar, uh huh. JOSÉ: Okay. ¿Entonces invitan de igual?… ¿Se parece como una película? EUGENIA: Como más o menos. Estaba tal bien, bien hecho. 40:24 JOSÉ: ¿Y venía mucha gente? EUGENIA: Claro. JOSÉ: ¿A verlo? EUGENIA: Claro. JOSÉ: ¿Era en el gimnasio? (gran pausa) Yo me recuerdo que estaba eso. EUGENIA: Mhm JOSÉ: Entonces ¿__________________ mataron a Jesucristo? EUGENIA: Todo soltaban, soltaban. JOSÉ: ¿A saltaban a Jesucristo? EUGENIA: Así a soltaban y se veía como soltando pero no le daban. 40:47 JOSÉ: ¿Cómo tu sentía? EUGENIA: ¿Huh? JOSÉ: ¿Cuando veía eso, todos saltando a Jesucristo? �EUGENIA: Que una, que haya una persona que… (Pausa) ¿Cómo se dice? que recuerda todo lo que Cristo sufrió por nosotros _____ duele. Le duele la verdad. 41:10 JOSÉ: ¿Lo sentiste? EUGENIA: No siente eso y por eso no … uno sienta JOSÉ: Con más fe. 41:21 EUGENIA: ¿Huh? JOSÉ: ¿Con más fe? EUGENIA: Porque uno tenga más fe. JOSÉ: Porque hay gente que iba a la iglesia pero en este tiempo no solo iba a la iglesia. Tenía esa obra… También la gente vuelta en las bailes. EUGENIA: En todo. 41:40 JOSÉ: ¿Había ________ o para levantar la gente mano? EUGENIA: Seguro que sí. JOSÉ: ¿Soltaba como la comunidad completa la vuelta? EUGENIA: Como una comunidad, una comunidad… JOSÉ: ¿Iban puerta por puerta? ____________ EUGENIA: Sí, avisaban y… y… todos íbanos se llevaban papelitos y se ponían… (interrumpida) JOSÉ: O, a suelta. Le daba en la casa. 42:02 EUGENIA: Claro que sí. JOSÉ: ¿Todo el mundo puede ir a la misa, iba a hacer eso? EUGENIA: Uh huh. JOSÉ: ¿Invitan más gente para la iglesia? EUGENIA: Pues claro que sí. JOSÉ: ¿So era como hacen lo, lo… a bendita iba por casa a casa y eso? EUGENIA: Sí, porque ir casa por casa rizando porque eso era nuevo. Eso no era… que hacía antes. Entonces cuando uno iba… JOSÉ: ¿Para llenar la iglesia? 42:31 EUGENIA: Para llenar la iglesia. JOSÉ: ¿Llenar el hall para que...? (interrumpido) EUGENIA: Pues llenaba a la iglesia, se llenaba... �JOSÉ: ¿Entonces había muchos puertorriqueños en este tiempo? 42:41 EUGENIA: Sí, no allí iban también mexicanos y cubanos. Todos los latinos, los latinos. JOSÉ: Okay. (pausa) ¿Y se llenaba la iglesia de San Miguel? EUGENIA: Uh huh. Y a los americanos, los americanos que estaban asociados a los puertorriqueños, tú sabes que conocían y _______ como los puertorriqueños. Pues también iban. 43:04 JOSÉ: ¿Con los puertorriqueños? EUGENIA: Mhm, claro. JOSÉ: So ¿entonces así fue que se logró la misa? 43:10 EUGENIA: Así fue. JOSÉ: (Se aclaró su voz) Entonces eso fue como... ¿No te recuerdas los años? ¿58, 59? EUGENIA: mm JOSÉ: ¿61, por ahí? (pausa) EUGENIA: No sé. JOSÉ: ¿55? (pausa) Bueno, okay, eso tiene que ser como 58 por eso 59. 43:33 EUGENIA: Algo así. JOSÉ: ¿Algo así? ¿57 por ahí? (pausa) Okay yo me recuerdo fue después que... yo sé que fue después 56 porque Papi tiene un carro en este tiempo. 43:44 Creo que un 55 Chevy (risa) que se lo quitaron. ¿Te recuerdas eso? EUGENIA: mm JOSÉ: Okay yo estaba buscando información sobre eso y me dijeron que no habían… ah… cuando yo me _____ a San Miguel me dijeron que no sabían nada de los puertorriqueños en este tiempo. EUGENIA: (risita) JOSÉ: Que no era, que no había… EUGENIA: Que, que no guardaron nada. JOSÉ: ¿Qué no guardaron nada de los puertorriqueños en este tiempo? EUGENIA: Pues ese que sí. 44:20 JOSÉ: Entonces te… pero la manera en que me dijeron que no sabían de eso y que no… que yo estaba loco. No me dijeron eso pero ______ como yo estaba loco pensando que habían puertorriqueños ________ porque ahora la iglesia de St. Michael’s de Oldtown. Cómo que de Oldtown, tú sabes. Que es el área que hacía Oldtown… ¿Qué dicen los americanos que estén allí no recuerdan los puertorriqueños y dicen que no habían puertorriqueños allí… en este área? ¿Qué tú piensas de eso? �EUGENIA: (pausa) Bueno, que no miraron, que no negaron. (pausa) Pero nosotros le levantamos y le ayudamos. Así que (pausa) pero… (pausa) No sé que, que… (pausa) JOSÉ: Pero ellos dicen que no eran puertorriqueños y ¿tú crees que habían puertorriqueños en este tiempo o no? ¿O había ba… yo… (hablan a la misma vez) ¿Eran bastante? (pausa) No quiero poner palabras en la boca. ¿En este tiempo habían muchos puertorriqueños o no? 45:49 EUGENIA: Habían bastante puertorriqueños, habían no bastante. Iban a la iglesia bastante también. Lo que pasa que nunca quisieron reconocen con nosotros al hall o al trabajo que hacían. Es la única forma que quieren _______. Pero la iglesia San Miguel creció para arriba con los puertorriqueños. 46:22 (pausa) Bastante dinero que recibieron de los puertorriqueños. Así que… JOSÉ: ¿Y fue por el barrio año, fue por un año, nada más? 46:37 EUGENIA: No, seguro, eso fue por mucho. JOSÉ: ¿Por muchos años? EUGENIA: Seguro. JOSÉ: Eso fue le dijo una persona mayor no digo todo el mundo. Eso fue me dijo una persona una. 46:51 Allí fue un monaguillo, yo fui monaguillo también. ¿Tú recuerdas eso? ¿Cuándo fui monaguillo allí? EUGENIA: mhm JOSÉ: Cuando empezando la misa… EUGENIA: mhm JOSÉ: Yo estaba en la, la… ya era monaguillo en Santa Teresa entonces como estaba de eso ______ mesa _______ un monaguillo. Entonces yo fui para allá. So yo me recuerdo estaba lleno 250 personas allí. 47:20 EUGENIA: Más o menos. JOSÉ: ¿Más o menos? ¿Estaba bastante en el hall? ¿Eso ponía en el hall? Puedes son, no sé. Después siguieron viendo mass, puertorriqueño monaguillo de otros partes también. 47:32 EUGENIA: mhm JOSÉ: Este… Pero este no me recuerdo veía mucha gente que paga esa señora se mesa a mí. A mí no lo veo. (risa) A mí huele Pero yo no me ____ cosa… Este… Okay, so quiero hablar ahora… Tú estabas teniendo el clase de catecismo, en la casa… en la sala que lo tenía la silla, ¿verdad? 48:04 ¿Te recuerdas eso? EUGENIA: Claro. JOSÉ: Y… y ¿Cómo fue? ¿Cómo tú dabas catecismo? EUGENIA: Bueno, que yo lo sabía y leía en la Biblia y enseñaba que yo sabía. JOSÉ: ¿Leía mucho? ¿Por qué tú _________, no? 48:25 �EUGENIA: Yo leía y yo enseñó a mi hermano. JOSÉ: ¿Altolibria? ¿A leer? 48:32 EUGENIA: Claro. JOSÉ: Entonces, en la casa. ¿Enseñó en la casa de él? EUGENIA: mhm JOSÉ: ¿Entonces tú leíste, leíste la, la, la Biblia a los muchachos? EUGENIA: La memoria también tú sabes… como eso yo lo sé que estaba niña. JOSÉ: Uh huh. EUGENIA: Pues yo… JOSÉ: ¿Tú enseñabas a ella? EUGENIA: Enseñaba… 48:51 JOSÉ: __________ ¿Represente de memoria? EUGENIA: Yo le decía y yo lo repetía. JOSÉ: Y si no le repiten, ¿qué pasaba? EUGENIA: Nada a ellos. JOSÉ: ¿A ello? EUGENIA: (risa) JOSÉ: Yo digo que decía. 49:03 EUGENIA: Yo decía que ______ Ellos contestaban muy bien. Muy bien. JOSÉ: Entonces ¿Cuántos muchachos venían, como 15, 20, o como cuanto viene andazo? 49:11 EUGENIA: Más o menos como 15. JOSÉ: ¿Como 15? ______________ EUGENIA: Uh huh. 49:17 JOSÉ: Entonces, tú, ¿tú les enseñaba una cosa y ellos tienen que repetir, “No, señora” o “Sí, señora”? EUGENIA: Sí, uh huh, más o menos. JOSÉ: ¿Pero todo les enseñó de eso? 49:27 EUGENIA: Pues seguro. JOSÉ: ¿Diciendo “No, señora, sí, señora”? EUGENIA: Uh huh. �JOSÉ: Entonces ______ contestar EUGENIA: Pues claro, entonces yo enseñaba el padre nuestro y que repitieron según yo iba diciéndolo que yo dijeron detrás de lo que decía. 49:42 JOSÉ: Okay. A memoria. EUGENIA: Enseñaba. JOSÉ: Solo les enseñaba a memoria. EUGENIA: Uh huh. 49:47 JOSÉ: Y entonces cuando era cabecido, ¿que lo decía? EUGENIA: __________ estaba poniendo en rodillas (ambos ríen) JOSÉ: ________ Era una maestra (ríen) Allá enseña abuso, enseña abuso. EUGENIA: Enseña abuso. 50:04 JOSÉ: A medio ___________Lo rodellaba allí. __ EUGENIA: Uh, yo rodilla JOSÉ: ¿Cabecido duro? EUGENIA: Pero casi nunca yo lo puse. JOSÉ: Okay, sí. EUGENIA: Siempre yo… lo consideraba. JOSÉ: Pero yo lo hacía porque EUGENIA: A yo respetaban. JOSÉ: Respetaba. A los latinos respetan. ¿La mayoría latino? EUGENIA: Pues todo. JOSÉ: Todo… (interrumpido) EUGENIA: No sabían inglés. JOSÉ: ¿Todos no saben inglés? So tenían que decir en español… EUGENIA: Y aprendérselo en inglés. JOSÉ: ¿Y repetirlo? EUGENIA: mhm JOSÉ: ¿Repetirlo? EUGENIA: Repetirlo. �JOSÉ: ¿Y dicen, “Sí, señora, no señora”? EUGENIA: Uh huh. (José ríe y Eugenia empieza a reír también) JOSÉ: Okay, entonces, ¿qué pasó cuando se graduaban como ya tú decías? Entonces, ¿tú tienes un librito conseguía? EUGENIA: Pues yo le conseguí, le conseguí a el… JOSÉ: ¿El librito? EUGENIA: El librito. JOSÉ: ¿Y a donde lo conseguiste? EUGENIA: Un padre me lo daba. JOSÉ: ¿Cuál padre? EUGENIA: Padre Rodan y Padre… 51:13 JOSÉ: ¿Padre Rodan allí del catedral? ¿Iba allí también? EUGENIA: Mhm JOSÉ: O, ¿padre de la catedral? EUGENIA: De la catedral. JOSÉ: ¿Pero ese fue en San Miguel e iba también o ya estaba sin volvió allí? 51:26 EUGENIA: Porque San Miguel… que yo no me acuerdo. Que yo no me recuerdo. JOSÉ: Okay. Porque allí estaba Padre Catherine. EUGENIA: ¿Catarín? JOSÉ: Catarín. EUGENIA: Fue Catalino. JOSÉ: Catalino… Padre Catherine. Padre Catherine. Pero entonces no trabajo está allí. Era de la __________ 51:44 EUGENIA: En, en, en el otro lado. JOSÉ: Era la catedral de allá. EUGENIA: mhm JOSÉ: Okay todo conocía a él de la catedral. EUGENIA: mhm JOSÉ: Entonces okay _________ de lo grande. 51:53 EUGENIA: Mhm �JOSÉ: De ya de la Wabush. ¿Tú ibas a Wabush también? EUGENIA: Pues ya era no iba. 52:01 JOSÉ: ¿A la Wabush también ibas? EUGENIA: mhm JOSÉ: A la, no, Wabush por al lado de la catedral. ¿Tú ibas ya? EUGENIA: Pues claro. JOSÉ: ¿A que ibas ya? EUGENIA: Pues, para la iglesia. JOSÉ: O, ¿a un tiempo fue de la catedral? EUGENIA: Sí. JOSÉ: Okay. EUGENIA: Y después de esto… (interrumpida) JOSÉ: ¿Pero en este tiempo estaba en la San Miguel? ¿Con Padre Catherine? 52:29 EUGENIA: mhm JOSÉ: Y cuando se graduaba, ¿entonces eso que _______, entonces eso? EUGENIA: Pues estaba Padre Rodan. 52:38 JOSÉ: Okay. EUGENIA: Y… Catherine. JOSÉ: ¿Catherine? ¿Trabajan juntos? EUGENIA: No me recuerdo. Que no me recuerdo pero yo sé que trabajaron que yo estaba. JOSÉ: Uh huh. EUGENIA: Yo no recuerdo. Son tantos años que ya… JOSÉ: Yo sé. Entonces te… (pausa) Solta… tiene el catecismo. Y, y, y está graduando un muchacho. EUGENIA: mhm JOSÉ: ¿Quién vino a ver uh… ¿Cómo se graduaban? Tenía que venir el padre, ¿no? 53:17 EUGENIA: Claro. JOSÉ: ¿Cuál padre vino? EUGENIA: No me recuerdo tampoco. JOSÉ: ¿Catherine? ¿Padre Catherine? Yo me recuerdo. �EUGENIA: Padre Catherine, Padre Rodan. JOSÉ: Porque Rodan era hispano. 53:32 EUGENIA: Pues hispano, era hispano que él… JOSÉ: ¿El que venía? ¿Pero también vino el Padre Catherine que hablaba español? EUGENIA: mhm JOSÉ: ¿So entonces él le preguntaba a ellos la pregunta de…? 53:45 EUGENIA: Uh huh, a ver si sabían. JOSÉ: ¿Qué le pregunta? EUGENIA: Pues los mandamientos. JOSÉ: ¿Les preguntaba los mandamientos? EUGENIA: JOSÉ: ¿Y los muchachos los contestaban? EUGENIA: Sí. JOSÉ: ¿Dicen, “Sí, señor”? (ríen) ¿Ya todo les entrenías? EUGENIA: Uh huh. JOSÉ: ¿Dicen, “Sí, señor” y dicen los mandamientos? EUGENIA: Uh huh. 54:04 JOSÉ: ¿Y eso? Entonces… (interrumpido) EUGENIA: Tienen que decir y cerrarlos, los, los sacramentos eran los mandamientos de la ley de Dios y hicieron los mandamientos de la iglesia. JOSÉ: Okay. EUGENIA: Pues dan los sacramentos, dan los mandamientos de la ley de Dios y también están los mandamientos de la iglesia. Que todos son de la iglesia pero se dividen en esa forma. 54:31 JOSÉ: Mm. ¿Y esto estaba en el librito que tú tenías? EUGENIA: Pues claro. JOSÉ: ¿Qué te dio el padre? EUGENIA: Uh huh. La Biblia también. JOSÉ: ¿_______ la Biblia también? EUGENIA: Mhm JOSÉ: Y eso… (interrumpido) �EUGENIA: A lo que yo sabía que yo no tenía que leerlo porque ya lo supieron. 54:52 JOSÉ: Y entonces se graduaba allí ___________ tan preparado EUGENIA: Están preparado por el __________. JOSÉ: ¿Recibieron la primera comunión? EUGENIA: mhm JOSÉ: ¿So todos estos muchachos no iban a la iglesia católica, entonces? EUGENIA: No… (interrumpida) 55:08 JOSÉ: ¿En la escuela pública? EUGENIA: Estaba una escuela pública. Algunos iban después de la iglesia católica. JOSÉ: ¿Fueron al público en este tiempo o no? 55:16 EUGENIA: En este tiempo… (interrumpida) JOSÉ: Porque no tienen dinero para ir la iglesia católica. EUGENIA: Así era. JOSÉ: ¿Así era? EUGENIA: mhm JOSÉ: So entonces… pero ya se hace tan graduando para recibir la primera comunión. Entonces, ¿fueron a donde daban la primera comunión, en San Miguel? EUGENIA: En el hall. JOSÉ: ¿O en el hall? ¿No en la capilla? EUGENIA: No. Primero empezó cuando eran poquitos en el hall. Después siguieron creciendo entonces le dieron en la misa… (interrumpido) JOSÉ: ¿Pero entonces tú seguiste dando clase de catecismo? EUGENIA: Yo seguí dando clases de catecismo. JOSÉ: Entonces pues ¿se graduaron algunos en la capilla? EUGENIA: Uh huh. JOSÉ: Entonces ¿cómo iba victi hoy? 55:59 EUGENIA: No me recuerdo… Bueno, la nena estaba vestida en blanco. JOSÉ: ¿De blanco? EUGENIA: Y los muchachos pantalones y camisa blanco y pantalones negros. JOSÉ: ¿Pantalones negros? ¿Y un corban? �EUGENIA: No, corban, no. JOSÉ: ¿Pero tienen que tener un corbata? 56:17 EUGENIA: Unasito. JOSÉ: Unasito, pantalones negros… EUGENIA: y la camisa JOSÉ: Y la camisa. Pero algunos tenían un gabán también, ¿no? EUGENIA: Bueno, que por el frío, también, si estaba haciendo el frío. JOSÉ: Pero ¿tuviera la camisa estaba bien? EUGENIA: Uh huh 56:35 JOSÉ: ¿Que eran pobre _________ de eso? EUGENIA: Sí. JOSÉ: Pero algunos de ellos eran de familia chalatani? 56:43 EUGENIA: Cuando no (ambos ríen) JOSÉ: Porque eran de barrio, ¿no? EUGENIA: Uh huh. JOSÉ: No estamos hablando de niños de clase alta. Estoy hablando de ______________ 56:58 EUGENIA: Pues claro. JOSÉ: So, pero entonces estabas enseñando disciplina también, ¿no? EUGENIA: Pues claro que sí. JOSÉ: _________ EUGENIA: No no no no no. ________________ haciéndome la pregunta es cierto. JOSÉ: hmm. EUGENIA: Todo es cierto. JOSÉ: ¿Qué es cierto? EUGENIA: De que, de que (pausa) Ellos… ya se me olvidó de lo que estábamos hablando. JOSÉ: Yo dijera que era chalatan a los padres. ¿Tú sabes que quiero decir de eso? EUGENIA: No, no. JOSÉ: Que dice algunos de los padres estaban en problema o algo tomaba o… EUGENIA: Tomar, casi todos tomaban. 57:40 (ríen) �JOSÉ: ¿Eso todos eran casi tomaban? EUGENIA: _________ de los sacerdotes no, papá de los muchachos. JOSÉ: Sí. 57:47 EUGENIA: Seguro. JOSÉ: ¿Todos recochinearon el __________ del barrio? EUGENIA: Pues seguro. Yo iba casa por casa donde queda había a lo último sacerdote como sabía que yo era daba el catecismo ________ enviaba para la casa 58:02 JOSÉ: ¿Enviaba ya? EUGENIA: Seguro. JOSÉ: ¿Pero tú empezabas viendo casa por casa? EUGENIA: Seguro. Viendo casa por casa por la necesidad que había de que nos enseñaba la religión de los muchachos puertorriqueños. Y entonces había una de falta de conocimiento de Dios. Entonces yo empecé en eso. JOSÉ: Entonces tú hiciste el paquete te trabajo 58:29 EUGENIA: No no no, yo lo hice por amor a Dios. JOSÉ: Oh, oh. EUGENIA: Seguro. JOSÉ: ¿Por amor _____? (interrumpido) EUGENIA: Por la necesidad que esos muchachos estaban conocer madio. 58:40 JOSÉ: ¿Porque tú pensabas que tenían que conocer a Dios? EUGENIA: Porque no les enseñaban y se iban a salvan los bandoleros por la calle. JOSÉ: Oh, entonces ibas _____________ de los __________ 58:43 EUGENIA: Yo quería sacarlos de los sitios donde no aprendían cosas de Dios. Creo que aprenden pelean. (ríen) JOSÉ: ¿Y donde era este sitio? ¿En la calle donde se quita? EUGENIA: Seguro. JOSÉ: ¿Estaban peleando siempre? ¿En este tiempo eran pandía? EUGENIA: ¡Uh! JOSÉ: ¿Qué hay era?59:18 EUGENIA: Siempre habían pandías. Que yo sé que hubieron pandías. �JOSÉ: ¿_________ Callejera? ¿Callejera? EUGENIA: Callejera. JOSÉ: Pero al principio de tú llega allí a esta área este pandía americana, ¿no? EUGENIA: mhm JOSÉ: Entonces (interrumpido) EUGENIA: Si odiaban a los puertorriqueños. JOSÉ: ¿La pandía americana? ¿Odiaba a los puertorriqueños? EUGENIA: mhm JOSÉ: ¿Cae encima de los puertorriqueños? EUGENIA: Peleaban todos. JOSÉ: ¿Se peleaban? Pero yo sé en la quinda, había una quinda americana ¿no? ¿La pandía americana? enfrente de la tienda, EUGENIA: No me recuerdo, no me recuerdo. JOSÉ: No recuerdas. EUGENIA: Son muchos años. JOSÉ: ¿Pero había una pandía americana? EUGENIA: Sí. No querían los sábados los puertorriqueños. JOSÉ: ¿Los odiaban? EUGENIA: No, odiaban a todos 1:00:12 JOSÉ: Los odiaban. No era, no era, no era que era de pandía u otro pandía (hablan a la misma vez) EUGENIA: No no no no. JOSÉ: Odiaban a los puertorriqueños. EUGENIA: Le preciaban. JOSÉ: ¿A los puertorriqueños? EUGENIA: Claro. 1:00:22 JOSÉ: ¿Importaban joven o viejo? EUGENIA: A todos, a todos les preciaban. JOSÉ: ¿A todos los puertorriqueños preciaban? 1:00:29 EUGENIA: Era como si tuviera quitándoles algo de ellos. Más o menos. �JOSÉ: ¿Cómo quitándoles algo de ellos? (hablan a la misma vez) EUGENIA: Lo más es como tú tienes tu casa, tu grupo y entonces yo vengo y me hago amistad como con este grupo. Y entonces tú dices, “¿a tú estás quitando esto? Esto es mío.” Más o menos. 1:01:10 JOSÉ: So yo pensaba _____ quitando la casa por ellos o… EUGENIA: Uh huh. JOSÉ: ¿o el grupito? ¿El grupo de ellos? ¿A ellos controlaban a eso primero? 1:01:20 EUGENIA: Ellos controlaban. JOSÉ: Entonces (interrumpido) EUGENIA: _______Controlaban. Ese es la palabra JOSÉ: Controlaban. ¿Esa es la palabra correcta? Ellos controlaban. EUGENIA: mhm JOSÉ: Entonces, este… ¿nosotros estabamos entrando allí? EUGENIA: Entonces nosotros éramos como… la palabra que nosotros los puertorriqueños siempre usamos “metiches.” JOSÉ: ¿Metiches? EUGENIA: (risa) __________ no importa (ríe mucho) JOSÉ: Entonces eran metiches. ¿Metiches? EUGENIA: Metiches. JOSÉ: Cuando entraban a esa área, que se llama a Lincoln Park, ahora. EUGENIA: Uh huh JOSÉ: ¿eran los metiches? EUGENIA: Uh huh. (ambos ríen) JOSÉ: Entonces EUGENIA: Más o menos. JOSÉ: Para ellos. 1:02:07 EUGENIA: Para ellos. JOSÉ Y EUGENIA: Los metiches. JOSÉ: ¿Por eso les caen encima de todo? EUGENIA: Claro. JOSÉ: Yo me recuerdo que caen encima de echarvia. 1:02:17 �EUGENIA: _____________________ JOSÉ: ¿También? ¿Iberia patral? EUGENIA: Claro, yo no sabía andar. JOSÉ: ______ en otro grupo. EUGENIA: mhm JOSÉ: So entonces echanvia empezaba a pelear con otro grupo EUGENIA: Entonces (interrumpida) JOSÉ: Porque ¿había grupo italiano y eso? EUGENIA: Algo Jiménez, Rodríguez y… JOSÉ: ¿Y todo el mundo? Y hacía _________ americano. 1:02:44 EUGENIA: Pues claro. JOSÉ: ¿Hiciera la cosa? EUGENIA: Hiciera la cosa. JOSÉ: Y entonces te… siempre hacía la pandía puertorriqueña, porque antes era una pandía puertorriqueña, ¿no? EUGENIA: Era puertorriqueña esta pandía. JOSÉ: Llegaron los puertorriqueños… EUGENIA: Y se quedaron. (risa) JOSÉ: ¿Echaría y organizara en seguida? ¿A pelear con los americanos? EUGENIA: A pelear. JOSÉ: ¿Hacer la cosa? EUGENIA: Pues pasa ciudadanos americanos. No podían depreciar a nosotros. Nosotros somos ciudadanos y no… hablaba sino somos ciudadanos. JOSÉ: (amos ríen) Para que lo sepan. Así así era. 1:03:26 EUGENIA: Para que lo sepan. (ríe) JOSÉ: Entonces este… somos ciudadanos, y entonces aquí ¿_________ igual? EUGENIA: mhm JOSÉ: ¿Pensaba, o como tú pensabas? EUGENIA: Entonces yo decía pasiva solo yo dio …________. como somos ciudadanos porque no ______________. �JOSÉ: ¿Y lo tiraban? EUGENIA: Sí. Seguro. No depreciaban. JOSÉ: Como, pero ¿de qué manera? ¿Cómo … EUGENIA: Pues era de no depreciaba en forma que no llegaban a nosotros y se iban por este calle, la tercera. Cruzaban a otro lado. JOSÉ: ¿Eso te pasa a ti? 1:04:10 EUGENIA: Yo sé a veces. JOSÉ: ¿A ti? EUGENIA: Claro. JOSÉ: ¿Como ellos andaban en la calle te veían y cruzaban la calle? EUGENIA: Cruzaban por otro lado. Cambió la cara, no miraban. JOSÉ: ¿Y no te miraban? Tú lo _____________ 1:04:24 EUGENIA: No, seguro. JOSÉ: Te meten la palabra en la boca. EUGENIA: Siempre yo le decía a “Good morning” o “Goodbye” o algo. Las palabritas que sabía yo decía. JOSÉ: ¿Tú ____ en seguida? EUGENIA: Seguro. 1:04:41 JOSÉ: ¿Y entonces que decían allí? ¿Dicen nada? EUGENIA: Nada. Algunos decían, “Thank you”o algo. JOSÉ: Algunos. ¿Pero otros no? EUGENIA: Otros no. Otros cambiaban. JOSÉ: ¿So veía en la cara que no querían? EUGENIA: mhm. (pausa) Al principio, cuando los puertorriqueños llegaron a Estados Unidos, no valían nada. JOSÉ: ¿Tú crees? EUGENIA: Claro. 1:05:10 JOSÉ: ¿Por qué tú decías eso? Pues eran ciudadanos. EUGENIA: Eran ciudadanos pero ellos no pero los americanos no querían. Esto reconocerlo. Todavía esto no reconocerlos… tantos puertorriqueños que hay. Así. Somos extraños. JOSÉ: ¿Y en este tiempo __________? 1:05:33 �EUGENIA: Sí. Ahora que tú sabes que de donde quiera y que uno lo ayudada a ellos a subir. O que cuantos puertorriqueños no han trabajado para los americanos. (pausa) Y les pagan renta a los americanos. Así que yo creo que si no reconocen a los puertorriqueños, como que somos ciudadanos _________.Entonces van a esperar a cuando. JOSÉ: So entonces allí trabajaste con la San Miguel hiciste otro catecismo, ¿verdad? ¿O tres o cuatro u otro, algo así? EUGENIA: Sí. 1:06:24 Yo… catecismo a grupo de muchachos… JOSÉ: ¿Grupo de muchachos? ¿Otro grupo de muchachos allí en la Dayton? EUGENIA: Seguro. Lo que… JOSÉ: ¿Se graduaban? EUGENIA: Se graduaban. Pues seguían, ______ a la iglesia y… JOSÉ: ¿Quedaban a la iglesia? EUGENIA: Pues claro. JOSÉ: ¿Eso fue parte de las Damas de María? EUGENIA: Pues claro. Era catecismo, una enseñanza religiosa. 1:06:50 JOSÉ: Okay. EUGENIA: mhm JOSÉ: Y entonces… ¿después eso lo cambiamos por la Santa Teresa? Porque ya ese estaba primer grado en Santa Teresa. EUGENIA: mhm JOSÉ: Jenny estaba en Santa Teresa y yo estuve en el seis grado, grado seis… en Santa Teresa. Claro, seis, siete, ocho. EUGENIA: mhm JOSÉ: ¿Cómo nosotros fuimos a Santa Teresa? Como, lo _____ decir eso. 1:07:20 EUGENIA: No me recuerdo ya. JOSÉ: ¿Pero tú conocías a padre en Santa Teresa? EUGENIA: Pues claro porque uno va a conociendo, conociendo según ________ de la JOSÉ: Porque nosotros no tenían dinero. ¿Cómo entramos a esta iglesia? EUGENIA: Iban a la misa. JOSÉ: ¿Era una misa? EUGENIA: Pues claro. �JOSÉ: ¿De Santa Teresa? EUGENIA: Y la misa todo el sacerdote no pueden sacar a nadie de la iglesia. JOSÉ: ¿Pero reciben a la misa…? ¿Pero tú trabajaste también, en la Santa Teresa? EUGENIA: Pues claro. Yo iba a la misa que daba en inglés que en español. JOSÉ: ¿Se empieza darles a la misa en inglés? EUGENIA: uh huh JOSÉ: Entonces como… ¿habían muchos puertorriqueños viendo a la misa en inglés? EUGENIA: Había no bastante. JOSÉ: ¿En la misa de inglés? EUGENIA: mhm. Chur Rodríguez y eso. JOSÉ: ¿En Santa Teresa? Estoy hablando de Santa Teresa ahora, no de San Miguel. De Santa Teresa en el Quemal y la armitage. __________ rompo. ________ la Santa Teresa y entonces yo me metí allí se metió ____ Jenny y _______ y Mina también, yo creo. EUGENIA: mhm 1:08:40 JOSÉ: Entonces, ¿en la Santa Teresa no hay misa hispana allí? ¿So como empezó la cosa eso? ¿De la misa allí? EUGENIA: ¿Cómo empecé a la misa? JOSÉ: Sí, ¿Cómo empieza la misa hispana allí en Santa Teresa? ¿Cómo empezó? 1:09:00 EUGENIA: Yo sé que estaba uno _____ Fransisco Rodríguez o algo que también Echavía. JOSÉ: Okay. ¿Titi? EUGENIA: Titi. Pues, y Chu. JOSÉ: Okay. EUGENIA: Todos obraron y siguiendo introduciendo. Seguimos entrando unos a nosotros nos avisábamos ataque al sacerdote vio que queda mucho bastante en _______ dio la misa hispana. JOSÉ: Pero entonces tuvieron que buscar una petición me dijeron. EUGENIA: Sí. JOSÉ: Para que llenar a papel para que dar una misa en español. 1:09:42 EUGENIA: Eso ___ decir. De papel, de cosa no te _____ decir. JOSÉ: Okay. EUGENIA: Yo sé que dijeron una vez en español. �JOSÉ: Okay. Entonces pero… no iba gente… yo me recuerdo que tú fuiste con Chu una vez. En vez de Chu… a una casa para predicar y diera el rosario. ¿Y él tenía que ver con la misa también? 1:10:08 EUGENIA: Era que íbamos porque si pedían que se llevara a un rosario o algo y a predican. JOSÉ: Okay. EUGENIA: Pues siempre predicaban algo. Siempre Chu predicaba. JOSÉ: Y tú le invitaba a él porque era todo conocía de San Miguel. EUGENIA: No, invitaba a mí. JOSÉ: ¿invitaba a ti? EUGENIA: Pues claro. Chu Rodríguez porque estábamos todos juntos. 1:10:35 JOSÉ: ¿Todos estaban juntos, los Caballeros y las Damas? EUGENIA: Pues, seguro, las Damas de María y los Caballeros de San Juan. JOSÉ: Pero te invitaba a ti porque fuera para dar palabra de rosario. EUGENIA: Para ayudar. JOSÉ: ¿Pero tú rezaba el rosario? EUGENIA: Pues claro. 1:10:47 JOSÉ: ¿Pero ti como cien como rezar el rosario? EUGENIA: Pues yo rezaba el rosario. JOSÉ: Okay. EUGENIA: Y el rosario pues siempre algunos dicen una palabrita, otra cosa. 1:10:58 JOSÉ: Entonces… y ¿Chu predicaba? EUGENIA: Chu predicaba. JOSÉ: ¿Pues tú rezabas el rosario y Chu predicaba? EUGENIA: mhm JOSÉ: ¿Había otra gente allí? EUGENIA: Claro. Había los Calistos. JOSÉ: ¿Los Calistos también allí eso? ¿En Santa Teresa también? Esto consideraban número nueve. Oh, era porque Monín allí era y estaba Glota, yo creo. EUGENIA: Compaña Montego JOSÉ: ¿Montego allí? ¿Estaba Glota también? �EUGENIA: Lo último, Carmela la última ___ llega de nosotros JOSÉ: ¿Carmela también vino jueves después? ¿Qué era lo último? Porque yo era todavía en la San Miguel. EUGENIA: mhm JOSÉ: Yo estaba allá. Entonces ¿ya estaba San Miguel y estaba Santa Terea también subiendo? EUGENIA: Los hispanos iban a donde quieren para participa a _____________. JOSÉ: Ya de eso. Yo me recuerdo que allí en el área de Lincoln Park, iba puerta por puerta cada la gente, ¿no? EUGENIA: Pues claro, avisaban que se daba una misa o algo. 1:12:10 JOSÉ: ¿Iban por San Miguel? EUGENIA: Claro que sí. Se avisaban. Se llevaron un papel o algo. JOSÉ: Entonces (interrumpido) EUGENIA: Invitaban. JOSÉ: Invitaban. Entonces allí también empezaron a daba la misa en el hall, ¿no? ¿En Santa Teresa? EUGENIA: mhm JOSÉ: ¿No fue en la capilla? Fue en el hall. 1:12:29 EUGENIA: No, primero era en el hall y cuando creció el grupo entonces lo daban en la iglesia. JOSÉ: Eso era le dio a los Caballeros. ¿Así metían a ellos? EUGENIA: mhm JOSÉ: Me daban el hall porque en la, en la catedral también lo daban un un primont. (ríe) En la catedral era en un _______, en la San Miguel lo daba en el hall de Dao. EUGENIA: mhm JOSÉ: Que es el cuatro cuarenta tres de la Eugeni. EUGENIA: mhm JOSÉ: Y en la Santa Teresa era la Quemar, en la hall de la Quemar. EUGENIA: mhm JOSÉ: Y entonces y después fue que te dejaron misa en español en la iglesia. EUGENIA: Claro. 1:13:09 JOSÉ: Okay. Entonces este… Pero hay… ¿sería también que era alguna de la gente que no quería entrar los puertorriqueños todavía? �EUGENIA: Como adentro (interrumpida) JOSÉ: ¿Cómo algunos de los americanos no querían que entrada? EUGENIA: Pues sí, algunos americanos (interrumpida) JOSÉ: No quiero poner las palabras en la boca. EUGENIA: No no no los americanos… eran desconocidos. JOSÉ: Okay. EUGENIA: Los puertorriqueños eran desconocidos entonces como no los conocían, pues no van a abrirte la iglesia para que metiera. 1:13:42 JOSÉ: Okay. EUGENIA: Entonces había que lleva un grupo grande porque como van a adaptar luya todos persona. Pero cuando el sacerdote vio queda un grupo grande que había una necesidad de dando la misa, pues mira. Como la misa en Latín. Pues uno le entiende. La predicación como era en inglés sabe porque casi él que no sabía inglés pues no le entendía. Pero ya más o menos uno la misa los sábados. 1:14:22 JOSÉ: Porque era Latín y eso tiene en… EUGENIA: Claro que sí. JOSÉ: ¿común todo el mundo? EUGENIA: uh huh JOSÉ: Y entonces también los americanos también se sentían como parte. EUGENIA: Pues claro que sí (hablan a la misma vez) había un grupo de los americanos… JOSÉ: Después porque es un, es un… que hubiera estaba creciendo… EUGENIA: Seguro, seguro compartían como todo. 1:14:39 JOSÉ: Compartían y eso. A último se unió al principio. EUGENIA: Claro que sí. Al principio no. JOSÉ: Al principio porque eran como desconocidos. EUGENIA: uh huh JOSÉ: Pero entonces vieron que los… 1:14:50 EUGENIA: Claro. JOSÉ: ¿Tú crees que los sacerdotes te ayudaron en eso para aplicar a los americanos? EUGENIA: Seguro. Seguro que sí. 1:14:58 JOSÉ: Que había… que dejara la… �EUGENIA: Padre Rodán, y Padre… JOSÉ: ¿Hablaban y eso? EUGENIA: Pues claro. Pues yo (interrumpida) JOSÉ: ¿Ellos saben como que había un problema allí? EUGENIA: Que había que ayudaño. JOSÉ: Okay, ¿le ______aron que ayudaron a los latinos o los hispanos? EUGENIA: Claro que sí. 1:15:14 JOSÉ: Pues pero había como ¿ medio conflicto que calleito? EUGENIA: mhm JOSÉ: ¿Un conflicto, un conflicto callado? EUGENIA: Callado. JOSÉ: No quiero poner palabras en la boca. EUGENIA: No no, hay es exactamente eso que tú estás diciendo así era. JOSÉ: ¿Qué era? EUGENIA: Que era conflicto o sea algo, como era algo desconocido pues no querían. Pero cuando vieron que el importante uno que nosotros daban dinero y __________ dinero también. JOSÉ: Pero no era por el dinero, era por tú. EUGENIA: Era… JOSÉ: yo por el dinero EUGENIA: No no no. Claro, por el dinero también pero de todas las maneras ellos vieron una necesidad que queda muchos puertorriqueños, muchos latinos. Y entonces necesitaban que nos dieron la misa. 1:16:14 JOSÉ: Y entonces ¿también en la área de Lincoln Park se está convirtiendo en muchos puertorriqueños ahora? EUGENIA: Uh huh. JOSÉ: ¿Y muchos latinos? EUGENIA: Claro. JOSÉ: ¿Hay más gente viviendo allí en este área? EUGENIA: Ahora sí, ahora está lleno. JOSÉ: ¿Está lleno de gente? �EUGENIA: Claro. Pero nosotros cuando yo fui a pesar no había nada puertorriqueño. JOSÉ: ¿No había? Pero entonces se llenó de hispanos y ¿todavía estaban no lo que dando misa en el hall? EUGENIA: No. JOSÉ: ¿Ya cuando se llenó de hispanos y tuviera que hacerlo? 1:16:46 ¿Cuándo se llenó Lincoln Park, el área de hispanos, entonces por que dieron la misa en español? EUGENIA: Uh huh. JOSÉ: Porque había mucho, muchos latinos, ¿verdad? EUGENIA: Claro. JOSÉ: So entonces, okay. Entonces se tiraban un baile también, ¿no? ¿En la Santa Teresa? EUGENIA: Seguro. JOSÉ: ¿Tenía una oficina, Uds.? EUGENIA: ¿Una qué? JOSÉ: O sea, ahora aparte de la iglesia también ¿había los caballeros de San Juan tenían un apartamento? ¿Un club? ¿Tenían un club _____ todo eso? EUGENIA: Para todo eso. JOSÉ: ¿Aparte? 1:17:19 EUGENIA: mhm JOSÉ: A mí máquina, yo me recuerdo. ______ también allí a nosotros ¿________ las Damas o los Caballeros de San Juan? EUGENIA: Ah, no reunían todos. JOSÉ: ¿El hall era solamente para el baile grande y para la misa? Pero ¿entonces los Caballeros de San Juan y las Damas de María tenían su propio hall en ____ de Quemal? ¿Y la armitage en la norte u oeste de la de la Quemal y armitage Quemal? EUGENIA: Así era. 1:17:59 JOSÉ: Y entonces allí se hacían actividades porque yo me recuerdo Monín viendo Monín hace eso. ¿Qué actividades hacían hay? EUGENIA: Habían bailes. JOSÉ: ¿Bailes? Pero entonces empezaron trabajado en el hall también. ¿Uds. verdad? ¿Sacálo de pandilla? EUGENIA: Ha sacado la pandilla traerlo para la iglesia. 1:18:23 �JOSÉ: Pues yo recuerdo que había parijuana, pari (ríe) ¿Había un pandilla pari? ¿________ que no había problema? ¿Pero todo el mundo iba a _____? (ríe) Yo me recuerdo iban los Young Lords y los, ¿los blackie? ¿Habían los Flaming Arrow? ____________________ Todo el mundo allí. Los rebels, los Trojans. ____________ ¿De los Latin Kings? EUGENIA: Iban todo. 1:19:05 JOSÉ: ¿Iban todo así? Eso se llenaba todo. Y los Paragons. ¿Había un grupo se llamado los Paragons también? ¿Los Flaming Arrows? ¿Pure esis y Queens? ¿Iban todos esos? EUGENIA: mhm JOSÉ: Este. (pausa) Y que y ¿Uds. llevaban bien? Era… porque era ____molestaba_ de ello. Y era pandilla. EUGENIA: No… JOSÉ: ¿Te dan miedo de la pandilla? EUGENIA: Bueno, no le tenía. JOSÉ: ¿Tú tenía miedo? EUGENIA: Eso era mi amigo. JOSÉ: ¿Tu amigo? (Eugenia ríe) ¿la pandilla? Bueno, a mi tú mencionas ____ porque estaba fundamento se arigo. ¿Tú te recuerdas eso? EUGENIA: No, no me recuerdo. JOSÉ: (ríe) A mí me sacó de eso. A ocho nade. EUGENIA: No me recuerdo. JOSÉ: ¿No recuerdas eso? EUGENIA: No me recuerdo. JOSÉ: También cosinante algo _____________ ¿Tú no recuerdas eso de consinante? EUGENIA: Yo solo metía en la cocina ayudando. JOSÉ: No pero yo digo para jóvenes. (hablan a la misma vez) Digo _____consinante_____________ EUGENIA: Seguro que sí. JOSÉ: Tú eres… señora mexicana que se llama Mrs. Eragon. Como mexicana ________________________ después. Pero ya cocinaba mucho tú también ¿cocinabas para Young Lords y ella también? EUGENIA: mhm 1:20:30 JOSÉ: Que fui a pecar otra vez_____ ¿Tú no recuerdas de eso? EUGENIA: No me recuerdo que hace tantos los años. �JOSÉ: Está olvidándole. EUGENIA: Estoy durmiendo, ¿eh? 1:20:42 JOSÉ: ¿Tienes sueño? EUGENIA: Tengo sueño. JOSÉ: Okay, cinco minutos más. EUGENIA: Es mucho, cinco minutos. JOSÉ: (ríen) EUGENIA: Muchacho... Solo once y media. JOSÉ: Okay entonces… entonces te… perdona un momento… Okay, entonces este… Cuando tú estabas en la Santa Teresa…Nosotros estábamos en la Santa Teresa viviendo en el veintiuno diecisiete del piso. El piso de Dickens. 1:21:18 EUGENIA: mhm JOSÉ: ¿Entonces vivía allí muchos años? Entonces de allí, entonces… para la Clairmont y porque… ¿Qué te recuerdas de eso y entonces porque mudamos? ¿Qué estaba pasando en el área porque mudamos? EUGENIA: Era que tu papá quería mudarse. JOSÉ: ¿El quería mudarse? EUGENIA: El quería mudarse donde eran más latinos. JOSÉ: Pero, okay. 1:21:53 EUGENIA: Eso era todo. Se mudaba de esa forma. JOSÉ: Pero ¿entonces ya no era latinos allí? EUGENIA: Habían latinos pero él quería conocer más. JOSÉ: ¿Conocer más? EUGENIA: Uh huh. JOSÉ: Y entonces este… ¿Y no subieran renta o nada eso? EUGENIA: No, eso subiera la renta o alguno cuando uno votaba a una subiera la renta. JOSÉ: ¿Cómo eso? EUGENIA: Cuando quiera mudara, subir la renta. JOSÉ: So allí pagaba como, yo creo, como ochenta peso. EUGENIA: No sé. �JOSÉ: Pero entonces ¿subieron como 4, 7 o algo _______ a otro? EUGENIA: No sé. JOSÉ: ¿Era que hacía? ¿No sabes? _____________ EUGENIA: No recuerdo. JOSÉ: Pero ¿subieron la renta? EUGENIA: Subiera la renta entonces por unos estaban buscando porque estaban más baratos. Eso era. JOSÉ: ¿Los puertorriqueños buscan los más baratos? EUGENIA: Los más baratos. Siempre buscaban lo más baratos. Y buscaban cuando eran más puertorriqueños para estar los latinos juntos. 1:22:52 JOSÉ: ¿So siempre los puertorriqueños buscan donde viven más puertorriqueños? EUGENIA: Uh huh, se buscaban uno a los otros. JOSÉ: ¿Siguieron mudándose cada cuadra detrás de otros? EUGENIA: Uh huh. Se mudaban uno, “Mira renta de aquella apartamento” todo junto ___________todos estaban buscando unidad puertorriqueña. JOSÉ: ¿Como unidad puertorriqueña? 1:23:23 EUGENIA: Pues _________ tú tienes una familia… y lo puertorriqueña era no como una familia. JOSÉ: ¿La clase puertorriqueña? EUGENIA: Pues claro. 1:23:35 JOSÉ: ¿Por eso se buscaban? EUGENIA: Pues buscaban uno a otros. JOSÉ: ¿Cuándo empezaba a subir la renta, una, eso se mudaba? EUGENIA: mhm, sí JOSÉ: Y entonces ¿los demás lo seguían? EUGENIA: Pues los demás lo seguían porque, porque… JOSÉ: Porque estaba subiendo la renta. EUGENIA: Porque estaba subiendo la renta. JOSÉ: ______________________ una myra no mucho 1:23:57 EUGENIA: Era todo. La renta subiera a todo. JOSÉ: ¿Por qué subiera la renta? EUGENIA: Porque tienen que pagar más. �JOSÉ: ¿Por qué tienen que pagar más? EUGENIA: porque le subían. Tiene que pagar tanto. Y entonces si no, tiene que irte. 1:24:15 JOSÉ: Pero eso para, ¿no era para limpiar el barrio? EUGENIA: Ahora yo no sé. JOSÉ: Para limpiar el barrio, ¿no? 1:24:24 EUGENIA: Uh huh. Así que yo no sé. No yo recuerdo ya. JOSÉ: ¿Pero que tú sabes que estaba subiendo la renta y entonces…? EUGENIA: Sí, se conseguía más barato en otros sitios y en el hall… más cómodo. Cuando unos se cambiaron para allá. Además, los puertorriqueños buscaban uno a los otros para estar juntos. Eso era la, lo que buscaban. JOSÉ: Pero ¿unos no sienten mal que tienen que dejarlo lo que tenían, el barrio que tenía? EUGENIA: No se sienten nada. JOSÉ: ¿No se sienten nada? _________ 1:25:03 EUGENIA: No. JOSÉ: ¿Porque no tenía conexión al barrio? ¿Se notaba conectado a Chicago? ¿Estaba conectado a Puerto Rico? ¿O como era? EUGENIA: ______ todo eso. ________ conectado a Puerto Rico. JOSÉ: ¿Conectados unos mismo? EUGENIA: mhm JOSÉ: ¿A los puertorriqueños de allí? EUGENIA: mhm JOSÉ: ¿So era como una planeta nueva para los puertorriqueños. 1:25:45 EUGENIA: Pues claro. Pues era como… suponen esto… tú tienes una casa… y tú tienes la silla. Entonces yo voy y me mudó por este apartamento, un cuarto o que sea. Entonces yo tengo gente que conozco y la casa vacía, pues yo digo, yo vivo, hay apartamentos más sencillos. La gente se iba. Y hiciera menos dinero de lo que ellos pagaban a donde estaba. ______ se iba. JOSÉ: ___________________ más barato. EUGENIA: Pues claro. JOSÉ: ¿Más barato entonces? EUGENIA: Claro que sí. Entonces los puertorriqueños no buscaban a esta manera. 1:26:27 JOSÉ: Pues ¿tú crees que no les afectaba a los niños que tienen que mudar tanto? ¿En la cuela? �EUGENIA: Uno no piensa eso. Uno lo que piensa este salir de este lugar porque no le gusta uno a otro. Uno no piensa, no piensa esto que se puede afectar a los niños y nada. Quieren mudarse. JOSÉ: ¿Y la mayor parte no le gusta porque subieron la renta? EUGENIA: Porque sube la renta. JOSÉ: ¿No era por la cucaracha ni nada eso? 1:27:02 EUGENIA: Quizás esto también. (ríen) JOSÉ: Porque no había mucho cucaracha también, ¿no? EUGENIA: No, donde yo vivía _____ según uno tenga un apartamento limpio o algo. Había tanto cucaracha. Había porque eso era donde queda. Y si uno le daba alimiento _________ JOSÉ: So no era, ¿so lo mudamos no por la cucaracha ni nada eso? EUGENIA: No, mudamos porque buscábamos el ambiente mejor. JOSÉ: Yo recuerdo que en el piso de los Dickens que el ambiente era bueno. Estaba mejor ambiente que yo me recuerdo. ¿Y mudamos allí porque sería? EUGENIA: No recuerdo tampoco yo. JOSÉ: ¿Y la cuadra completa de los puertorriqueños? ¿Entre la Dickens y la Webster en la biso? ¿Eso era los puertorriqueños por dos lados de la calle? EUGENIA: mhm JOSÉ: ¿Ya era no se venían ningún puertorriqueño allí? EUGENIA: No. JOSÉ: ¿No se ve? EUGENIA: Yo no sé. JOSÉ: Bueno estaba frente de _______ San Miguel. ¿Te recuerdas? ¿En vez de San Miguel y no había puertorriqueño? ___ el hall ______apartamiento, ¿no? EUGENIA: No sé. JOSÉ: Okay. No quiero poner palabras en la boca. Okay. Vamos a _____. � https://digitalcollections.library.gvsu.edu/files/original/e0afadde1ca08112672d4481c49583dc.mp4 10b704743ae0d0378d3fd66b6c7f8e19 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Eugenia Rodríguez vídeo entrevista y biografía, entrevista 1 Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Idioma español--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Renovación urbana--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Rodriguez_Eugenia_1 Title A name given to the resource Eugenia Rodríguez video interview and biography, interview 1 Creator An entity primarily responsible for making the resource Rodríguez, Eugenia Description An account of the resource Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez was sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. In 1949, Ms. Rodríguez traveled to New York and then to Boston. In early 1951 the family moved to La Clark in Chicago. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Urban renewal--Illinois--Chicago Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-06-04 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/b8769865b5b3bcd7c159afd88c4f312d.pdf a5ff3777911b8f5afdd815ecfd3d271f PDF Text Text Young Lords In Lincoln Park Interviewee: Eugenia Rodriguez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/30/2012 Biography and Description Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. The orphanage provided some discipline but she mostly did cleaning and other mundane work and was offered few opportunities to study. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. Mr. Jiménez was working as a hired field hand, farming the land for a portion of the yield. He soon proposed. They were married at the only church in the area at that time, and went to live in a one room, simple home in San Salvador.In many ways their life mirrored that of other poor families in the Puerto Rican countryside during the mid-1940s. Ms. Rodríguez helped with the chickens and the few cows and washed clothes on the rocks of the quebra. Mr. Jiménez became a seasonal tomatero, or tomato picker, for Andy Boy Farms in Minot, Massachusetts. After the death of their first daughter at just one year of age, Mr. Jiménez worked especially hard to bring Ms. Rodríguez to join him in the United States. In 1949, �Ms. Rodríguez traveled to New York then boarded a Greyhound bus bound for Boston. Her daughter, Juana (Jenny), was born there. In early 1951 the family moved to La Clark in Chicago to be closer to the rest of Mr. Jiménez’s family who were already living there. At the migrant camp in Massachusetts, Doña Genia, as she was called, washed and ironed clothes for a profit. In Chicago things were not much different. She cooked and sold food to help her husband with the bills. Like many women, she further supplemented their income by setting up a lotería, or Spanish bingo games, in her home. It was not long after they arrived in Chicago that Ms. Rodríguez, like scores of other Puerto Rican families who occupied the homes in the prime real estate areas close to the downtown and the lake, received a notice that she would have to leave her home. They moved to Lincoln Park. Ms. Rodríguez began holding catechism classes in the living room of her home and joined the Caballeros de an Juan and the Damas de María in setting up Spanish masses and other services for the Catholic church. In later years, Ms. Rodríguez and Mr. Jiménez moved to Wicker Park, then to Aurora, Illinois, before finally returning to Puerto Rico where Mr. Jiménez built his dream home. He died just three months later. � https://digitalcollections.library.gvsu.edu/files/original/e83503c89a17357c0bf06674b45bb2b4.mp4 a75c1df8bb96d9416589652be14ae4f4 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Eugenia Rodríguez vídeo entrevista y biografía, entrevista 2 Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Idioma español--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Renovación urbana--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Rodriguez_Eugenia_2 Title A name given to the resource Eugenia Rodríguez video interview and biography, interview 2 Creator An entity primarily responsible for making the resource Rodríguez, Eugenia Description An account of the resource Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez was sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. In 1949, Ms. Rodríguez traveled to New York and then to Boston. In early 1951 the family moved to La Clark in Chicago. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Urban renewal--Illinois--Chicago Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-30 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/e2f8bbc4677a9b94267d78201f0ee2c1.pdf 84dff72082f095ab240bc41570784a86 PDF Text Text Young Lords In Lincoln Park Interviewee: Eugenia Rodriguez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 6/24/2012 Biography and Description Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. The orphanage provided some discipline but she mostly did cleaning and other mundane work and was offered few opportunities to study. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. Mr. Jiménez was working as a hired field hand, farming the land for a portion of the yield. He soon proposed. They were married at the only church in the area at that time, and went to live in a one room, simple home in San Salvador.In many ways their life mirrored that of other poor families in the Puerto Rican countryside during the mid-1940s. Ms. Rodríguez helped with the chickens and the few cows and washed clothes on the rocks of the quebra. Mr. Jiménez became a seasonal tomatero, or tomato picker, for Andy Boy Farms in Minot, Massachusetts. After the death of their first daughter at just one year of age, Mr. Jiménez worked especially hard to bring Ms. Rodríguez to join him in the United States. In 1949, �Ms. Rodríguez traveled to New York then boarded a Greyhound bus bound for Boston. Her daughter, Juana (Jenny), was born there. In early 1951 the family moved to La Clark in Chicago to be closer to the rest of Mr. Jiménez’s family who were already living there. At the migrant camp in Massachusetts, Doña Genia, as she was called, washed and ironed clothes for a profit. In Chicago things were not much different. She cooked and sold food to help her husband with the bills. Like many women, she further supplemented their income by setting up a lotería, or Spanish bingo games, in her home. It was not long after they arrived in Chicago that Ms. Rodríguez, like scores of other Puerto Rican families who occupied the homes in the prime real estate areas close to the downtown and the lake, received a notice that she would have to leave her home. They moved to Lincoln Park. Ms. Rodríguez began holding catechism classes in the living room of her home and joined the Caballeros de an Juan and the Damas de María in setting up Spanish masses and other services for the Catholic church. In later years, Ms. Rodríguez and Mr. Jiménez moved to Wicker Park, then to Aurora, Illinois, before finally returning to Puerto Rico where Mr. Jiménez built his dream home. He died just three months later. � https://digitalcollections.library.gvsu.edu/files/original/5203f6732b3a01f8dc0573f66b6dfae2.mp4 f98a1d578ea9b50f17cdaaa351bff6c5 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Eugenia Rodríguez vídeo entrevista y biografía, entrevista 3 Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Idioma español--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Renovación urbana--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Rodriguez_Eugenia_3 Title A name given to the resource Eugenia Rodríguez video interview and biography, interview 3 Creator An entity primarily responsible for making the resource Rodríguez, Eugenia Description An account of the resource Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez was sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. In 1949, Ms. Rodríguez traveled to New York and then to Boston. In early 1951 the family moved to La Clark in Chicago. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Urban renewal--Illinois--Chicago Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-06-24 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/26cca9fb5d943a205fe567fde895677f.pdf 55ed627c6306e61d87538a8d55f22b41 PDF Text Text Young Lords In Lincoln Park Interviewee: Eugenia Rodríguez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 5/10/2012 Biography and Description Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so Ms. Rodríguez’s father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. The orphanage provided some discipline but she mostly did cleaning and other mundane work and was offered few opportunities to study. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. Mr. Jiménez was working as a hired field hand, farming the land for a portion of the yield. He soon proposed. They were married at the only church in the area at that time, and went to live in a one room, simple home in San Salvador.In many ways their life mirrored that of other poor families in the Puerto Rican countryside during the mid-1940s. Ms. Rodríguez helped with the chickens and the few cows and washed clothes on the rocks of the quebra. Mr. Jiménez became a seasonal tomatero, or tomato picker, for Andy Boy Farms in Minot, Massachusetts. After the death of their first daughter at just one year of age, Mr. Jiménez worked especially hard to bring Ms. Rodríguez to join him in the United States. In 1949, �Ms. Rodríguez traveled to New York then boarded a Greyhound bus bound for Boston. Her daughter, Juana (Jenny), was born there. In early 1951 the family moved to La Clark in Chicago to be closer to the rest of Mr. Jiménez’s family who were already living there. At the migrant camp in Massachusetts, Doña Genia, as she was called, washed and ironed clothes for a profit. In Chicago things were not much different. She cooked and sold food to help her husband with the bills. Like many women, she further supplemented their income by setting up a lotería, or Spanish bingo games, in her home. It was not long after they arrived in Chicago that Ms. Rodríguez, like scores of other Puerto Rican families who occupied the homes in the prime real estate areas close to the downtown and the lake, received a notice that she would have to leave her home. They moved to Lincoln Park. Ms. Rodríguez began holding catechism classes in the living room of her home and joined the Caballeros de an Juan and the Damas de María in setting up Spanish masses and other services for the Catholic church. In later years, Ms. Rodríguez and Mr. Jiménez moved to Wicker Park, then to Aurora, Illinois, before finally returning to Puerto Rico where Mr. Jiménez built his dream home. He died just three months later. � https://digitalcollections.library.gvsu.edu/files/original/19c19278d20b4d7ad550210156e1eff1.mp4 c2a04d23027a05bf315e481b4ad96e93 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Eugenia Rodríguez vídeo entrevista y biografía, entrevista 4 Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Idioma español--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Renovación urbana--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</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-65_Rodriguez_Eugenia_4 Title A name given to the resource Eugenia Rodríguez video interview and biography, interview 4 Creator An entity primarily responsible for making the resource Rodríguez, Eugenia Description An account of the resource Eugenia Rodríguez is the mother of José “Cha-Cha” Jiménez. She is the youngest of 13 children and was born in San Lorenzo, Puerto Rico to Juan Rodríguez and Victoria Flores. They then moved to the Morena section of the barrio of San Salvador, Caguas, Puerto Rico. When she was just a child her mother became sick and so Ms. Rodríguez was sent to be raised by her older sister, Toribia. But Toribia also had her own family to raise, so her father decided to send her to live in a Catholic orphanage until she was 15-years-old. She never attended formal school but did learn how to read and write. When Ms. Rodríguez left the orphanage, she returned to live with Toribia. There she met Antonio Jiménez, the younger brother of Toribia’s husband, who would become her husband. In 1949, Ms. Rodríguez traveled to New York and then to Boston. In early 1951 the family moved to La Clark in Chicago. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Urban renewal--Illinois--Chicago Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-10 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/c377846e0a2677e8ef270c823aa0539f.pdf 8cf9deb60c81f8aaabb93d4c96906b59 PDF Text Text lEUlRlEOCA AVlENUlE COlRlRRDOlR STUDY WYANDOTTE,MICHIGAN �.EUREKA CORRIDOR STUDY prepared for: THE CITY OF WYANDOTTE prepared by: ■ ■■ o ■■ Vilican­ ■ ooo ■■ Leman 888;; & Associates, oooo ■ Inc • • Community Planning Consultants 28316 Pnulltlin Road Southfield, Michigan 4803-4 (313) 35~8181 traffic engineering assistance provided by: Michael F. Kobran, P.E. MAY, 1991 �CONTENTS INTRODUCTION ................................................................................ . .......... . .. 1 PURPOSE ............................................................................................ 1 SCOPE ................ . ............................................................................. 1 EXISTING LAND USE . ...................................................................................... . .. 2 EXISTING LAND USE CHARACTERISTICS ..................................................................... 2 EXISTING COMMERCIAL LAND USE .... .. ..................... . ...................... . ....... .. ............ . 4 PERCEPTUAL ANALYSIS .... . ... .. ............................................................................. 6 LAND USE RELATIONSHIPS . .............. . . . ........ . ............ . ........... . ........................... 6 ENTRYWAYS ................................................................... . ...................... 7 STREETSCAPE ............................................................................. . . . ......... 8 PARKING ANALYSIS ...................... . ......................................... . .................. . ...... 11 METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 OVERVIEW OF PARKING ISSUES ........................................................................ . . 13 ANALYSIS OF PARKING DEFICIENCIES .................................................................. . .. 14 TRAFFIC ANALYSIS ......................................... . ................................................ 18 GENERAL OVERVIEW ............................................ . ...................................... 18 TRAFFIC OPERATIONS ..................................................... . ........................... 19 TRAFFIC SAFETY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 EUREKA POLICY STATEMENTS .............. . .............................. . .. . ................................ 22 LAND USE .......... . ............................................. . ....................... . .......... VISUAL IMPROVEMENT ................ . ............................................ . ................... TRAFFIC CIRCULATION AND SAFETY ...... . .......................................................... . ... . . ORGANIZATION . ....................... . ..................... . ........................................ 22 23 23 24 RECOMMENDATIONS .. . . . ............................................................................. . . . ... 25 CORRIDOR DESIGN GUIDELINES ........................................................................ . . PARKING RECOMMENDATIONS ........................................................................... TRAFFIC RECOMMENDATIONS ........................................................................... GENERAL LAND USE ...................................................... . ............................ 25 28 30 33 APPENDIX ............................................................................................ appendix contents-1 �MAPS AND GRAPHICS EXISTING LAND USE ..... .... ...... ...... ............... . .. . .......... ....... .... ......... .......... ... . ... ... 2 EXISTING LAND USE (map) .. .... ...... .. ..... ............ . ............ . ............... .. ... .... : .............. 2a EXISTING COMMERCIAL LAND USE . .................... ..... ...... .... .... . . .... ... . . ......... . . ..... . ... ... .. . .. 5 LACK OF SCREENING BETWEEN USES ............. . ........... .. . .... ................. .. ........... . .. ..... ...... 7 VISUAL ANALYSIS (map) ........................................ ....... .... .... .......... . . ... .. . ........... . 10a IS THERE A PARKING SHORTAGE ON YOUR BLOCK? .... .. .. .. ............... . . . . . .......... . .. . .... .. ..... . .... ... . 13 EUREKA PARKING ANALYSIS: NORTH SIDE ........................................................................ 14 OBSTRUCTED ALLEY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 EUREKA PARKING ANALYSIS: NORTH SIDE ... ......... .. .................... ... . ... . ... ... .. ... .. .... .. ..... . . . ... 16 UNPAVED PARKING AREAS PROMOTE INEFFICIENCY ...................................................· ............. 17 TRAFFIC AND PARKING ANALYSIS (map) . . .. . .... .. ... .. ... ... ... ... . . ...................... . . . ... .. ...... .. ..... 17a TRAFFIC ACCIDENTS ON EUREKA BY INTERSECTION ................................... . ........ . ............. . ... .. 19 SIDE STREET TRAFFIC ACCIDENTS ............................ . . .. . . .... ...... . ..... . .................. ..... .... 20 ANGLE PARKING IN CLOSE PROXIMITY TO INTERSECTION . .... .... . . .......... .. ... ... .... ... .... ..... . ... ..... .. .... 21 SCREEN WALL DETAIL ADJACENT TO ALLEYS .....................................· ... . ................. . . .. .. ... .. 27 SAMPLE BLOCK DESIGN (map) ................................................................................ 27a PARKING LOT DESIGN (map) . ............. ..... ...... . .. . ........ .... .... .... ... .... .. . ... ...... ........... ... 29a contents-2 �INTRODUCTION As the major west entrance point to the City of Wyandotte's Central Business District, Eureka Avenue plays an important role in shaping the image of the City as a whole. With the dominance of the automobile as the primary mode of transportation along this corridor, the visual perception from the roadway plays a critical role in shaping our perception of the entire community. Of equal importance however, is the functional operation of the roadway itself. In order to operate as intended, the street system must be free of vehicular and pedestrian safety hazards and provide smooth circulation both on and off-site. In order for businesses to remain viable and the corridor to function as a cohesive unit, traffic circulation must remain safe, parking and on-site circulation adequate, and a sense of visual appeal must be maintained. The Eureka Corridor, much like most areas of Wyandotte, developed prior to many of the City's existing zoning regulations. As a result, a variety of land use conflicts exist along with concerns related to sign control, setbacks and parking; and a general lack of and inconsistency with landscaping, screening, and buffering. Recognizing these concerns and the need to identify immediate and long-term solutions, the City of Wyandotte in conjunction with the Mayor, City Council, Planning and Rehabilitation Commission, Tax Increment Finance Committee and Downtown Development Authority, commissioned the study of Eureka Avenue from Fort to Biddle Streets. PURPOSE The primary objective of the study is to recommend improvements after thoroughly analyzing the corridor from a functional and visual standpoint. An in depth analysis was conducted of the existing on and off street parking situation, traffic patterns and streetscape aesthetics. In addition, two evening workshops were conducted and attended by merchants, owners, residents and elected and appointed City officials. The combined input and efforts of these individuals played an integral part in the proposed improvements recommended in this study. SCOPE The scope of the study spans, physically, Eureka Avenue from Biddle Avenue to Fort Street in the City of Wyandotte. ·• Conceptually, the report addresses, the need for parking, means of improving vehicular and pedestrian circulation and streetscape aesthetics, from a planning perspective. Assistance was provided by a transportation engineer for segments regarding traffic circulation. The analysis and recommendations in this report reflect our observations and the existing conditions as they were in the summer of 1990. 1 �EXISTING LAND USE The map on the following page illustrates the existing land use of parcels with frontage on Eureka Avenue and parcels directly behind these uses. A "windshield survey" was conducted in June, 1990 to determine the existing uses along Eureka. The total site acreage of these uses was then tabulated for the entire corridor. Although approximately 36 percent of the frontage on Eureka is devoted to Commercial and Industrial uses, a large portion of the corridor still is occupied by residential uses. Approximately 20 percent of the frontage is occupied by multiple, two-family, and single family uses. The pie graph further illustrates the existing use of land within the corridor. EXISTING LAND USE CHARACTERISTICS One and Two Family Residential: One and Two family residential units on Eureka are primarily concentrated east of Eleventh Street although units exist throughout the corridor. Some have in recent years been converted to businesses and other nonresidential uses. With few exceptions, single family residential homes exist adjacent to the alleys behind the Eureka frontage. EXISTING LAND USE JULY, 1990 Utility (0%} OJosi-A.Jblic (25%) ~1tJ11%) Office (2%) Voe. Comcl (2%} Two-Family (5%} hdustriol (1 %) SF Residential (1.3%) Vacant (5%) A.Jb Parking (7%) Multiple Family Residential: Less than two percent of the acreage with frontage on Eureka Avenue is currently occupied by multiple family units. Apartment complexes are located on the south side of Eureka at Eleventh and Third streets. Additional multiple family units are located behind the frontage parcels between 11th & 12th street and 12th & 14th streets on the north side. 2 �I I I I I. IC I I I I I I I □ <m1im1 t:::s ffi 91 t~ ~Wm ~ (QJ9 [gJ ls~ ~ t::=l @il iJ (@) -.z .-. 0 ~ 0 ~ I • �I I I I I I I I I ' ' Commercial: The majority of land on Eureka is currently occupied by commercial uses. These businesses vary greatly but are primarily dominated by automobile related uses. As expected on a high traffic volume street like Eureka, many of these businesses, such as gasoline stations, automobile and service shops, benefit from high traffic volumes. Office: Currently, offices such as banks, insurance agencies, medical and professional offices make up only two percent of the uses within this corridor. These uses are evenly distributed along Eureka Avenue from Fort to Biddle streets. Industrial: Less than one percent of the corridor is devoted to industrial uses; these include Ferro-Tech Industries located on the south side of Eureka at Fifth Street and Wyandotte Packaging located on the south side of Eureka at 15th Street. These uses are non-conforming under existing 8-2 zoning. School: The second largest use of land is devoted to public school property. Approximately 24 percent of the corridor is devoted to land occupied 9y Roosevelt High School. As the dominant land use East of the viaduct, the high school influences business uses and traffic patterns in the area. Parking: Areas used exclusively for parking currently occupy seven percent of the existing land use. Most of this parking is currently located in the lot behind the NBD Building at Biddle & Eureka and serves Yack Area and other Central Business Area uses. In addition, other areas for public parking are being considered by the City and are not currently included in this use category. Quasi-Public: The only use in this category is the Christian Mission Alliance Church located between 19th & 20th on the south side of Eureka. Utility: Less than one percent of the land is currently occupied by public utilities. The only use occupied by this category is an electric transformer station located on the south side of Eureka Avenue between 15th and 16th streets. Park: The City-owned plaza park located on the south side of Eureka and Biddle Avenue is the only park area within the corridor. The site contains the plaza, fountain and totem pole, and serves as a point of interest. 3 �Vacant Commercial: This category represents existing commercial buildings that are currently vacant. In regard to land area, these uses represent two percent of the total Eureka frontage. These buildings range in size from a large vacant automotive dealership site (between 22nd/21st. south side) to buildings with less than 1000 square feet. There are twelve buildings from Fort to Biddle Avenue that are vacant. Vacant: Approximately, five percent of the Eureka frontage is vacant land. Many of these lots are small and between existing commercial uses, making potential development difficult. However, some of these lots offer the opportunity for existing businesses to expand or provide additional parking. EXISTING COMMERCIAL LAND USE In order to get a clearer picture of the type of businesses along Eureka Avenue, all non-residential uses were analyzed independently and categori?'.ed according to use. These included all commercial, office, and industrial uses. The graph included on the following page illustrates the breakdown of the uses, representing the existing 97 businesses (including vacant businesses) along Eureka. The uses inventoried include the following: I I I CONVENIENCE: Food specialty shops, barber and beauty shops, cleaners and "rent it" stores. COMPARISON: Furniture stores, office supplies and pet stores and other retail. EATING & DRINKING: Bars, ice cream shops and cafe's. I AUTOMOTIVE: Gas stations, truck and auto sales, parts and service. WHOLESALE: Wholesale activities and commercial storage. INDUSTRIAL: Manufacturing; packaging, compounding or processing products. OFFICE: Banks, doctor offices, insurance agencies and professional offices. VACANT: Currently vacant commercial buildings. ' 4 �I I I I I I I ' r As illustrated in the graph, automotive uses dominate the corridor representing 26 percent of all businesses in the area. Most of these businesses greatly benefit from the high daily traffic volumes along Eureka Avenue. In contrast, many businesses remain viable and continue to renovate and expand. A large portion of existing commercial buildings remain vacant. At the time of our analysis. (summer, 1990), twelve percent of all commercial buildings were vacant. Many factors have contributed to this condition. While market force is one factor, it appears that insufficient room to expand and a general lack of parking have been major contributors to the existing vacancy rates within the corridor. EXISTING COMMERCIAL LAND USE JULY, 1990 'M-lClESAf (1%) GENER/IL (19%) /lJJTO'v10llVE (26%) CCX'J'vENIENCE (15%) V/lCANT (12%) NCXJSffi/lL (2%) CfflCE (14%) EAllNG & EBNKING (7%) COv!PftRISCX'J (4%) 5 �I I I I I I I I I PERCEPTUAL ANALYSIS The dominant and continually changing land use patterns along Eureka Avenue have a profound affect on shaping our image of Wyandotte; although the main functional purpose of the corridor is to provide safe and efficient transportation. The "visual quality" of the corridor will shape motorists' impressions of the entire community. As a State trunk line and as a major link to the Central Business District, Eureka plays an important role in the Downriver area and the transportation network. Parcels adjoining Eureka hold significant potential from a land use stand point due to high daily traffic volumes and general visibility. Many businesses along the corridor have been established for decades, prior to current land use controls instituted by many communities to regulate signage, facade treatment and landscaping to name a few. Today many of these elements are currently deficient creating a lack of "organizational structure" for the corridor. Individually, these elements many seem insignificant, but collectively,- their absence creates an overall poor visual quality and leaves the impression that the community does not highly regard appearance. The concerns and existing physical conditions within the corridor are not entirely unique to Wyandotte. Many Downriver communities with similar corridors are faced with commercial strips that are generally "uninviting" and bear little resemblance to the architectural styles that exist in the rest of the community. In order to evaluate the aesthetic quality of the entire corridor, the elements which make up our overall perception have been looked at individually. After numerous field visits and detailed analysis of existing conditions, some general perceptions can be made about Eureka Avenue. These elements have been defined as: Entrance Statements, Land Use Relationships, and Streetscape Conditions. The accompanying "Visual Analysis" maps on page 1Oa further illustrate these points. LAND USE RELATIONSHIPS r The primary conflicts relate to existing intense developments adjacent to residential houses. Lack of proper screening of commercial buildings, storage areas and parking spaces, adds to the negative visual response of the entire corridor. Generally, commercial development has occurred along the entire Eureka frontage with some multiple, two-family, and single family units in between these areas. Behind most of these businesses, sound single family houses exist adjacent to the alley. The lack of screening and buffering coupled with the intense use of such businesses like auto repair, collision shops and industrial buildings, creates detrimental impacts like noise, vibration, traffic and views of unsightly buildings and lots. Such a relationship provides for a difficult coexistence between varying intensities of uses and can result in subsequent devaluation of residential neighborhoods. 6 �I I I I I I I I ' ' I r" f ~ ENTRYWAYS Entryways into a community play an important role by shaping first impressions to visitors. In addition, these entranceways offer great potential to provide motorists and pedestrians information and can direct them to historical, cultural, and business centers of the community. West Entrance: For motorist traveling from west to east along Eureka, it is difficult to distinguish when one is leaving a particular community or entering another. With the same natiooal franchises scattered along the same roadway, one community's commercial corridor becomes indistinguishable from the next. This statement holds true when motorists enter Wyandotte from the west at the intersection of Eureka and Fort Streets. A strong "sense of place" is required for an identity to be established. A LACK OF SCREENING BEIWEEN USES positive identifying statement is lacking at this -important entrance. Motorists and pedestrians alike should clearly know when they have entered the City of Wyandotte. A general lack of cohesive signage, landscaping and inspiring entrance statements leave an ill defined impression for this important focal point. East Entrance: Although Eureka Avenue serves separate commercial needs from the Central Business District, each is dependant upon the other to lure shoppers to a variety of convenient goods and services. In this respect, the park-like space located on the southwest corner of Biddle and Eureka Avenues, serves a vital potential function of identifying this intersection as a major "node" between these two districts. This space holds the potential of directing movement into the C.B.D. and at the same time creates a focal point for Eureka Avenue. The park currently falls short of this potential due to the southwest orientation of the intersection. However, the existing benefits of the public space should not be discounted. Further study should be given to this intersection to promote C.B.D. and cultural activities. 7 �I I I I I I I ' I f: ri STREETSCAPE Unlike the central business district which relies heavily on pedestrian shoppers parked in centrally located parking areas, the businesses within the corridor are geared to accommodate the automobile, providing individual parking areas for each business in most instances. A secondary or non-existent concern has been given to streetscape amenities such as pedestrian walkways, landscaping and street trees. Streetscape improvements have been minimal at best and collectively their impact has not significantly aided overall appearance. In regard to individual sites, added landscaping can in fact increase visibility by creating individual identity and character. A further analysis of streetscape conditions are as follows: Trees: Currently there are over 125 street trees on Eureka Avenue. Their health and size vary greatly depending on location. In some cases trees have been removed and these planting areas have been filled in with cement. The condition and health of many of these trees show a general lack of proper maintenance. Although tree plantings have been encouraged in the parkway _areas, trees within parking lots are virtually non-existent. Parking lot trees could be used to soften the vast area of pavement in these lots. Street trees also function to soften existing buildings and other man-made structures. Even in winter months after their leaves have defoliated, the branch structure of these trees still adds definition to the corridor space. Perhaps more than any other streetscape feature, street and parking lot trees can create a sense of unity for the entire corridor and provide the opportunity to create special themes and design schemes. Screening and Landscaping: Unlike downtown businesses which share City-owned parking areas to serve customers and merchants, businesses along Eureka predominantly offer off-street parking for each individual site. These individual off-street parking areas consume large portions of land and collectively have a significant impact on the overall appearance of the corridor. Due to the large demand for customer and employee parking, many of the sites have left little room for green areas. Without sufficient landscaping, concrete and asphalt dominate the streetscape and leave a lasting impression of poor aesthetic quality. Although parking areas are essential to nearly all businesses along the corridor, their negative visual impact can be softened through application of proper screening and buffering techniques. In many instances unsightly outdoor storage of vehicles waiting for repair and equipment can be seen from the roadway. In those cases where screening measures have been attempted, broken fencing and screening often add to the visual blight. 8 ----- - -- -- -- �I I I I I I , f: In addition, landscaping can also be used to provide a transition between more or less intense uses. The predominate land use along the corridor is commercial, although a significant number of residential uses co-exist with these businesses. In order to minimize the impact to these residential uses, additional screening and buffering techniques are needed. Another important function of landscaping is to provide a visual buffer between surrounding uses and the roadway. Landscaping and screening techniques can also create a sense of identity to a site and minimize confusing parking arrangements. Most sites are in need of landscaping for these purposes, particularly near driveways to help define the point of vehicular entry. Once on the site, landscape islands can be provided to direct and define vehicle traffic and parking. This important element is severely lacking along the corridor as a whole. Pedestrian Links: With the high volume of traffic along Eureka, new and existing businesses have primarily developed to accommodate the automobile. This emphasis has often come at the expense of pedestrian amenities. Pedestrian safety should be of utmost concern _when reviewing a particular site's function and design. In some instances pedestrian walkways are ill defined from parking areas creating potential safety hazards. In addition, a lack of attention has been given to north-south pedestrian move within the corridor. Since it is desirable to have a visual connection from one side of the street to the other, concern for pedestrian movement should also be emphasized. In particular, the area around Roosevelt High School contains heavy pedestrian movement of this nature. Proven design principles need to be applied to allow safe pedestrian movement across Eureka Avenue. Sidewalks: Further analysis was conducted to identify those blocks where the existing condition of the sidewalks may present safety hazards. This was accomplished by counting each flag(slab) and evaluating them on a block by block basis. Evaluation of each flag was based upon specific criteria. Those blocks with greater than 20 percent of the sidewalk in poor condition are listed below: North Side: r 21st to 20th, 12th to 11th. South Side: 22nd to 21st, 15th to 14th, 12th to 11th, 11th to 1025 Address, 6th to 5th . These blocks are illustrated on the "Visual Analysis" maps. The criteria used to evaluate each block including the individual breakdown of each block is included in the appendix. 9 �Signage: Signage as a means of advertisement to the passing motorist dominates the streetscape of many urban corridors including Eureka Avenue. With each individual business in competition to attract the greatest attention from the passing automobile, it is no wonder that signage often competes with only itself. Numerous businesses display window signs, banners, and pedestrian level display boards which are in fact too much information for the motorist to observe when passing. Although the use of signage will remain a favorite median of advertisement for merchants, standards should be considered which address the size and shape among other features of the signage. Facade: A facade is often referred to as the facial skin of a building. More specifically, it is the front of the building that typically has received special architectural treatment. Building facades, in a sense, provide the visual walls that define the Eureka Avenue streetscape. At present, many buildings are irregularly spaced between vacant lots; lots that are often bare, or containing parking and in some instances are overgrown with vegetation. In addition lack of maintenance has deteriorated the appearance of some structures that once displayed a fine architectural character. The composite of these factors creates a negative image. The potential exists to turn this image around by refurbishing the old and building new store fronts that work together to provide a unifying effect, while at the same time expressing individuality in composition. The facade design illustration prepared for this study is for an area selected on the basis of typical conditions that can be observed almost anywhere on Eureka Avenue. This illustration suggests improvements for a combination of buildings as well as on-site and off-site parking and streetscape elements. These general recommendations can also be utilized elsewhere on the avenue. I ' Vacant Land and Buildings: At the time of this study, it was determined that approximately twelve percent of all businesses along the corridor were currently vacant. In addition, 5% of the total land area with frontage on Eureka remains vacant. Many of these areas can be categorized as "eye sores" to the community and offer little value to the overall image of the community. Although market factors have a significant effect on these conditions, community-wide efforts to improve the appearance of the corridor such as thorough tree planting programs, pedestrian amenities, and landscaping can minimize the negative visual impact of these areas. 10 n r ---------------- -- �PARKING ANALYSIS Nearly all commercial businesses along Eureka Avenue are dependant upon sufficient and accessible automobile parking for customers and employees. Increased usage of the private automobile as the primary mode of transportation, has put additional demand on off-street parking areas which serve the various business establishments. As an urban corridor which is nearly 100 percent developed, little room exists for businesses to expand their off-street parking facilities. As a result, businesses most often choose between costly expansion of existing parking facilities or vacating their current location for a more suitable site elsewhere, often outside of the community. I l I r Most new commercial developments require off-street parking areas that typically encompass between 50 percent and 75 percent of the land area for a particular site.1 With this enormous demand for land devoted to parking, existing commercial establishments along Eureka Avenue are presented with difficult challenges to meet their parking needs. In light of this challenge and additional concerns expressed among Eureka Avenue merchants, an analysis was conducted of existing parking deficiencies on a block by block basis to determine those blocks which currently have the most critical parking shortages. METHODOLOGY Mapping: The first step in the process was to develop a base map of the corridor, identifying roads, curb cuts, buildings, and parking areas. Aerial photographs were utilized in conjunction with current city base maps to provide a composite planimetric map. The location of buildings and other features were then field checked and corrections made accordingly. Data Base: A data base was created which included all commercial uses along the corridor, the square feet of these buildings and the current amount of parking available to determine parking need. In cases where the current off-street parking area was ill-defined, an approximate count of potential off-street parking spaces was determined. On-site visits, phone calls and coordination with the Assessor's office, Community Development and the Police Department was conducted to build the data base. 1 Designing Urban Corridors, PAS Report 1989, APA Press 11 �i r r I I I I I ' ' ri r Business Survey: To provide a more accurate representation of the parking situation along Eureka, a business survey was sent out in June 1990, to all businesses along Eureka. Each merchant was asked to identify the following items: number of employees they had, where customers and employees parked, the number of customers in the establishment at any one time, what days and hours parking demand is greatest, the average length of time a customer is in the establishment, and if they felt there was a parking shortage in their block. This information was then taken into account and included in the block by block analysis. Standards: Following this, parking need for each commercial use was determined. The most recent parking standards of the city were utilized in the analysis. In addition, potential parking space requirements for vacant commercial buildings were computed and added to block totals using a standard of one space per 150 sq. ft. of usable floor area. One difficulty in utilizing standards was accurately gauging usable floor area. Most parking standards are based on usable floor area rather than gross floor area. To determine usable floor area, the gross floor area of each commercial business was computed on the basis of eighty (80) percent usable. However, many older buildings have floor space that is not laid out in a manner consistent with modern practices. Therefore, space is often wasted and older buildings are not as efficient making the standard 80 percent unrealistic. In such instances, telephone contact was made and additional site visits were conducted to determine a reasonable standard. In some cases, other standards were utilized that were not dependent upon usable floor area as indicated in the city's parking standards. Such uses included barber shops/ beauty salons, churches, gas stations, and automobile services and repair shops. Parking standards for these uses were determined by using a combination of the number of employees, service bays and trucks, and meeting room space in the case of the church. Assessment of Need: The parking need was compared to the existing parking on a use by use basis and the information was then tallied for the entire block. In this way, it was possible to evaluate whether a block had a surplus or deficiency of spaces. This provided a numerical listing for comparison of each block on a corridor wide basis. However, it doesn't account for various other inconsistencies. For example, some areas currently used for parking were not necessarily located on the same lot as the business or in some cases the same block. Also, a parking area for one building may be restricted for use by an adjacent building due to the ownership and thus, cannot be counted for other uses. In other cases, a lack of clearly defined areas separating customer parking and storage of vehicles required interpretation. In these cases, storage areas were not counted for parking purposes. For these reasons and others, the section which follows provides a block by block description of the findings and conclusions that account for inconsistencies. 12 �f I I I I r r OVERVIEW OF PARKING ISSUES The corresponding tables, indicate the parking need and current deficiency or surplus of spaces on a block by block basis. The Traffic and Parking Analysis map at the end of this section further illustrates the results of the parking analysis on a corridor wide basis. For the purposes of this study a block was determined to have a "minor parking space deficiency" if there was a numerical need for one to 15 additional parking spaces. A "major deficiency" was indicated for those blocks with an additional need for greater than 15 parking spaces. As indicated in the methodology description above, deficiencies may be experienced by individual businesses along Eureka Avenue that the table does not sufficiently portray. These instances are further explained in the block analysis description. Generally speaking however, many of the existing parking deficiencie§ on an individual and block basis can be related to the following: IS THERE A PAR.KING SHORTAGE IN YOUR BWCK? BUSINESS SURVEY, 11190 YESC5") 1. Eating & drinking establishments severely deficient in parking spaces although deficiencies vary according to time of day. 2. Automotive repair shops which lack designated vehicle storage areas separate from employee and customer parking. 3. Lack of cooperation between businesses, especially relating to designated parking areas for employees and customers. 4. Unpaved and ill-defined off-street parking areas that are not efficiently used. These areas have the potential for much higher usage. 5. Lack of sufficient room for delivery trucks and loading and unloading operations which interfere with customer parking and overall vehicular circulation. 6. Businesses on small parcels with little or no room to expand parking to meet current demands. 13 �I I I I ' r ANALYSIS OF PARKING DEFICIENCIES EUREKA PARKING ANALYSIS: NORTH SIDE A total of eleven blocks were identified as containing parking deficiencies from a numerical standpoint. Of these eleven blocks, five were identified as containing major deficiencies, and six with minor deficiencies. These blocks represent approximately 61 percent of the 85 businesses in use along Eureka Avenue. This calculated deficiency is further supported by the results of the business survey, in which the business owners were asked, "is there a parking shortage in your block?" As shown in the pie graph on the previous page, approximately 59 percent of the merchants which responded to this question on the survey indicated that there was a parking shortage on their block. A description of the parking analysis for each block identified as deficient has been provided below for further explanation: North Side: 14th/12th - Major Deficiencies: The eating and drinking establishments require significant amounts of parking. The deficiency total includes a potential requirement of ten spaces for the vacant building adjacent to Prush's. An additional parking lot has been suggested between Prush's and Cozy Corner which will improve the situation. However, assuming that an additional 48 spaces could be provided, a 17 space deficiency would still exist. r, REQUIRED PARKING PARKING PROVIDED SURPLUS (DEFICIENCY) Biddle-3rd. 198 261 63 3rd.•4th. 28 28 0 4th.·5th. 4 5 1 1l th.-Viaduct 5 5 0 11th.· 12th. 9 15 41 12th.· 14th. 119 54 (65,2 14th.• 15th. 52 25 (27JJ 15th.· 17th. 52 eo 8 17th.·20lh. 85 83 12r' 20lh.·21s1. 26 32 8 2tst.•22nd. 18 37 9 22nd.·23rd. 19 63 41 23rd.·Fotd 23 41 18 BLOCK 1. Includes unimproved area behind gas ttatlon that Is also used for storage of vehicles. 2. Does not Include proposed 48 space parking lot between Prush's and Cozy Comer Bar. Includes an estimate of ten spaces ror the vacant building. 3. Does not include approximately seven spaces used 10< storage of vehicles at the Union 76 gas station . Includes nine es11mated spaces f0< the vacant building. 4. Includes V&L estimates of 14 parking spaces for tho Vacant building on this block. 15th/14th - Major Deficiencies: Major congestion primarily around the Union 76 Gas Station. A potential requirement for nine spaces has been estimated for the vacant building on this block. Generally speaking, off-street parking on 15th Street is highly congested and severely deficient. Additional parking is needed for employees, tow trucks, and vehicle storage . 14 �I I I I I I f r r t ~ 15th/17th - No Numerical Deficiency: Although this block has not been identified as containing a numerical deficiency in parking spaces, problems with distribution do exist. Most of the off-street parking spaces on the block are located on the eastern half and are intended to be used for each individual use, not the block as a whole. The existing marina sales/service and body shop requires additional room for storage further multiplying the problem. 20th/17th.- Minor Deficiencies: Primary deficiencies experienced by businesses within the eastern half of the block. The few on street parking spaces in this area are in high demand. Lack of identification of the parking in the rear, leaves customers with the impression that no parking exists. In addition, the ill-defined lots behind these businesses do not allow the space to be fully utilized. South Side: Fort/23rd - Minor deficienc{es: Furniture City is deficient in adequate spaces for customer parking subsequently placing increased demand for the spaces located on the Thrift Flower Shop lot during busy hours. 23rd/22nd - Minor deficiencies: The medical clinic appears to have adequate parking, although the other businesses on the block are generally deficient of spaces. 22nd/21st - Minor deficiencies: For the two buildings currently in use on this block, there is a ~ -7 numerical parking deficiency of two spaces. : ·· However, when the vacant dealership is accounted for, an additional 30 spaces would be required (48 spaces needed minus approximately 18 provided on oosrRuCTEo ALLEY this site). However, taking into account the surplus of 21 spaces on the block east of the site, only an eleven space deficiency would exist with the dealership building in use as a retail establishment at its maximum use. 15 �I I I I I I ' r ~ 20th/19th - Major deficiencies: A primary problem occurs when church seNice or other related functions take place. Parking requirements for the church have been estimated at 75 spaces while only eleven spaces are provided. Area businesses have expressed concern about the availability of parking spaces especially when special functions take place during normal business hours. BLOCK 19th/18th - Minor deficiencies: The body and fender shop lacks sufficient off-street parking separated from storage areas and display of vehicles. The business suNey indicated an occasional need for more parking. 16th/15th - Major Deficiencies: All parking spaces are primarily off-site. Although some room exists behind these buildings for a few additional spaces, it is very limited. Sever problems exist for employees of Royal Meat Packaging and for customers of other businesses to find spaces. This has escalated the parking deficiencies on adjacent blocks. 15th/14th -No numeric Deficiency: Occasional shortage of parking spaces between Daniel Bros. Body Shop and Rondevoux Lounge. Although no numerical deficiency has been estimated, the unpaved parking area behind the lounge is inefficient and adds to parking shortages at peak usage times. 14th/13th - Major Deficiency: General lack of sufficient offstreet parking spaces for all businesses. Additional parking is clearly needed when Marine Corp. Lounge usage is high. fl EUREKA PARKING ANALYSIS: SOI.JfH SIDE REQUIRED PARKING PARKING PROVIDED SURPLUS (DEFICIENCY) Fort-23rd. 23 21 (2) 23rd.-22nd. 44 38 (8) 22nd.-21st. 62 51 (11)1 21st-20th. 18 37 21 20th.· 19th. 83 35 (48) 19th.- 18th. 29 14 (15) 18th.-17th. 40 40 0 17th.-16th. 21 23 2 16th.- 151h. 34 18 (18) 15th.-14th. 32 35 3 14th-13th. 42 27 (15) 13th.-12th. 29 37 8 12th.• 11th. 30 28 (4) 11th.-vladuct 9 0 (9) 7th.-6th. 28 30 ,z2 6th.-5th. 21 23 2 5th.-4th. 87 18 (89/ 3rd.-8 1ddle 20 28 8 1. Includes a required pasl<ing potential of 48 spaces for the vacant car dealership and the use of 21 surplus spaces located east of the site. 2. Appro•lmately 20 spaces &e provided wtthln the "Y-N-OOr building. Includes an estimate of • I• spaces for the vacant building. 3. Includes 42 estimated p&klng spaces for the vacant buildings. 16 �12th/11th - Minor Deficiency: Unpaved parking lot behind the businesses on this block creates an inefficient parking layout. Additional parking spaces are needed especially during peak demand hours at Ron's Bar. 11th/Viaduct - Minor Deficiency: Home occupations and converted residences primarily make up the few businesses on this block. Due to this fact, sufficient room is not available for customer parking in front or behind these uses. "'T - 5th/4th - Major Deficiency: The general retail uses on this block coupled with the employee parking demands of Ferro-Tech Industries, have created deficiencies in parking for the entire block. The vacant buildings on this~ block remain at a disadvantage from a marketing standpoint without the availability of sufficient off-street parking. UNPAVED PARKING AREAS PROMOTE INEffiCIENCY r r r 17 �() ,_ f r LACK OF Cl£AR ACCESS TO THESE BUILDINGS CREATES A HOH oEM AND FOR EASILY THE ANGLE PARKING IS IPI Cll)q l'IIOXIMITY TO THE INTERSEC TION cREAlllG A POTENTIAL FOR VEHICULAfl SAFETY PROB .... ACCESSIBU PAIIKINO &PAC ES ON EUREKA UNOER-UTIUZED PARKINO AREA LACK OF CLE.AR EGRESS, INGRESS ANO DEFINED PARKINO SPACES HOHL Y CONGESTED AREA. OFF-STREET PARKINO Cl.fflENTLY OCCUPIED BY TOW TRUCKS. VOtCLES WAITINO FOR SERV1CE AND CUSTOMER PARKINO • POOR ACCESS DESIGN. INGRESS AND EGRESS SHOULD BE 04RECTED AWAY AIOM THE INTERSECTION WITH TI\AfflC CIRCULATION P!lovm PARKJNO ANO STORAGE AREAS AAE T WELL DEANED . CUSTOMER PAAKING ULD BE CLEARLY IND4CATED L AN EXCESSIVE NUMBER OF ORVEWAYS PER SITE AFFECTS TRAFRC FLOW AND ACCIDENT POTENTIAL------....- Ii l~UI □ ~ Jl □ fil •~ ~ Lu~""" ' ~ 11 ·i Cl □ □ ·r , ~ ~~fa' l l [=;l\ CJ ti ll I WALJ\ +-Q---+ EUREKA ______ .. AVENUE DUMPSTER CAN CAUSE SITE ~ WUT90UICI ,_.,......,...,..,..""""...,..-"" ..., -ir Jl~_:-= oUMPSTER LOCI\TION INTERFERES WITH PARKING AND CIIICIAAnoN ~ ~□ ~' ]~-7 l~ ~ o □ o oD ~~ a :_ ~- u ·~ : DO 'n~Al J □ □ n D ;! u ~--+ Df'!IVEWAY SPACING CREATES AND HEAVY TI\AfflC VOLUME WW~tfW§(Q)lftff§ ·,CO ~ MJNOR PARKING SPACE DEF1CIENCY MAJOR pARKJNG SPACE DEF1CIENCY • ~ ~ ~ § IM ~ ~ © (Q) ~ lg} Il rJi_j JC.At. • Ill 1a• r ~\_fFIFil@ ~IM9 10CilIN1~ ~~~~Y©IT@ ©Il7f"V @I¥5 ~ UNlMPROVED pARKJNG AREA ------+- WHENEVER POSSIBU ~ IMPROVED pARKJNG AREA , --r CONFLICTS BETWEEN VOtCLE.5 TURNING RIGHT OR LEFT FROM ADJACENT DRIVEWAYS. MARGINAL ACCESS DRIVES AND SHARED DRIVEWAYS SHOULD BE ENCOURAGED THE AREA BECOMES CONGESTED AT PEAK TIMES WITH THE COMBINATION OF OFF-STREET PARKING tLlJ ONE-WAY TRAFFIC F-=====9f,: i DEFINED PARKING AREAS [!§ TRAFFIC SIGNAL a □ □ O C ='- POOR ACCESS HIGH FREQUENCY OF ACCIDENTS C 0 ~ DO'o'~QI! I!~ 0 •••• •c • ••••• ~ --n WA,,.. 00. UT~ , . . □ INUMU:R OF ACCIOENTI: 1- 1.Sl , 5 - 1 -,01 ♦ t.laT---, 1,,00'lf:"'°-ICAIACff'f(ATI.E'IB.O,.aMCII-C, NAIIROW ALLEY CREATES CONFLICTS WITH LOADINGNNLOADING&VEHICULAflCIRCULATION ~ ~ ~ IJl/11,,..,.o..l c;#t.ctrt ~f U'iB. o, SfJMCI 'C"'I TRAf'FJC / CIRCULATION CONFLICTS ('-) DISTANC E PROBLEMS M,,ll(le WMCUa (.LO.T, a0TM OIMCTIC)NS) DISTANCE PROBLEMS 0 ,,-, ~ - - -- - pAAKJNG BAYS LOCATW WITHN CLOSE PROXIMITY TO THE INTERSECTION CREATE SITE UNDER-VTILIZED PARKING AREA LOCATION OF ~ ~@~ 1D !\ Im rµ;p 1r 0 1n1t1• wC lg) IRl ~ lF ~ IQ) V �I I I I I I I r I f r TRAFFIC ANALYSIS An important functional relationship exists between commercial development patterns and the efficient and safe movement of traffic. A number of variables including traffic speeds, sight distances, grades, service levels, and the operational and traffic-generating characteristics of adjacent land uses, come into play when evaluating this relationship. For these reasons a traffic analysis has been conducted to identify current and potential problems before they become critical. GENERAL OVERVIEW Eureka Avenue is a five lane, east-west, arterial in Wyandotte between Fort Street (State Trunk line M-85) and Biddle (Yv. Jefferson). It is a county primary road under the jurisdiction of the Wayne County Office of Public Services. There are two lanes in each direction for through traffic and a continuous center left turn lane except in the area between 11th and 7th where Eureka goes under multiple grade separation structures and the center lane is taken out of service because of center piers for the structures. The approach to the westerly and easterly piers is constructed of rumble strips to warn traffic not to use the center lane in this area and the piers are protected by impact attenuators. The structures, built in 1927, carry the tracks of the Grand Trunk & Western Railroad (2), Conrail (2) and Detroit Edison power transmission facilities (1 ). A partial height retaining wall connects the structures on both sides. The pavement width of Eureka is a standard 60 ft. five lane cross-section except for the section just south of Fort to 23rd where the pavement was widened in 1981 to 72 ft., providing a right-turn lane to northbound Fort Street. The original concrete pavement was built in 1927 (7th to 11th) and 1932 (Biddle to 7th and 11th to Fort) . Asphalt overlays were placed between 1951 and 1956 on segments and the present overlay was placed in 1981. The surface condition rating by the County ranges from "Good" (Biddle to 11th) to "Very Good" (11th to Fort). The posted speed limit is 35 mph. The nominal right-of-way for Eureka is 120 ft. This means that, where the R.O.W. exists and the pavement is centered in it, the margins (distance from curb to property line) are 25 ft. Certain sections of Eureka take advantage of this width with attractive landscaping. In other areas parking bays have been constructed to provide on street parking for the businesses. There are traffic signals operating at Eureka and Fort, 17th, 12th, 11th, 6th, 5th, 4th, 3rd, and Biddle. The County has indicated that the signals operate on an 80 second cycle and are providing progression along the route by means of time based coordinators. 18 �I I I r I I I I f TRAFFIC OPERATIONS The latest traffic count available from the County was taken 10/30 and 10 /31 /86 and showed approximately 24,000 vehicles daily in both directions on the section of Eureka between Fort and Biddle. The peak hour westbound was from 4-5 p.m. with about 100 vehicles; the eastbound peak was 5-6 p.m. with about 880 vehicles. A road such as this has a capacity of about 750 vehicles per lane (without making a laborious analysis based on percent trucks, amount of green time allowed for Eureka in the traffic signal timing, the effect of the parking bays, etc.). This means that during the peak hour Eureka is operating with 1,000 vehicles westbound in two lanes where it could probably handle 1,500 vehicles at level of service "C". Unless traffic volumes have increased substantially since 1986 or there are concentrations of traffic in less than hour periods that "bunch up", Eureka is handling about two-thirds (2/3rds) of the traffic it could handle and probably operating at level of service "A" which describes operations with very low delay, less than 5.0 seconds per vehicle. Progression is extremely favorable and most vehicles arrive driving the green phase and do not stop at all. TRAFFIC SAFE1Y Traffic accident reports provided by the Wyandotte Police Department were used to analyze traffic safety along the corridor. These reports cover the period from January 1, 1987 through April 30, 1990 (40 months). A data base was set up to quickly summarize these accidents in two groups; those involving intersections of Eureka and a cross street and those which took place solely on one or another of the cross streets. The result is a graph for each of the groups which shows the number of accidents for either the intersection or street in the forty months. For analytic purposes the viaduct was treated as an intersection. As the graphs in this section indicate, the problem intersections, relatively speaking, along Eureka are 3rd, 4th, 5th, 11th, 12th, and 17th; all signalized intersections. The problem streets are 5th and 14th. The worst intersection, 3rd, averaged a little over one accident per month and the worst street 14th, one accident every five months. TRAFFIC ACCIDENTS ON EUREKA BY INTERSECTION 110 ~ - - - - - - - - - - - - - - - ~ w '40----- - - - - - - - - - - - - - 0 ao +---a- - - - - - - - - - - - - - - C ~ ~ 20 ___,____ _ ___ - - - -- - -- - - - - a: w al :I: ::::, z INTERSECTION 19 �I I I f f It would take more information (cross street volumes, for example) to determine whether these accident rates are excessive, however twelve accidents per year at an intersection is not abnormal given the current traffic volumes on 3rd (higher volumes would increase the accident rate which is based on exposure). In light of this analysis, some design problems are evident and probably contribute to accidents. The following briefly describes these problems: SIDE STREET ACCIDENTS (1/1/89 to 4/31/90) 10 . - - - - - - - - - - - - - - - - - - - 9 +--- 8+---------- 7 -+----------8 - i - - -- . - -- - - - - li t - - ---1- -- - - - a: I f f f f --------------- ~ 4 t - - ---t- -- - - - - Too many traffic signals between Biddle and 12th.: Traffic 3 -t--z signals can cause accidents as well as prevent them. As 2i - -noted above, the highest nu_mber of accidents were at the signalized intersections. There were 82 rear end accidents 0 at these intersections in forty months as well as a significant 3rd number of right angle accidents, the type signals are supposed to prevent. These traffic signals may well be too close together. A quarter-mile spacing is usually optimal. In a little under a mile, there are seven signals where four might suffice. :E ::, .--- 5th 91h 7th 12th 13th SIDE STREET Parking bay design not sufficient: The existing parking bays are protected from through traffic at their ends by reverse curve projections that bring the curb line back to the edge of through pavement by the intersections. However, vehicles can enter this space at any point along the block and can pull out at any point, sometimes causing a collision. Also the cars are allowed to park too close to the intersecting streets disturbing the sight lines necessary for vehicles to spot intersecting traffic. Driveways are too numerous and sometimes ill-defined or too wide: Areas where this seems to be causing problems are, most notably, at 3rd, 4th, 5th, and 15th. These types of situations are causing some rear ends, some right angles, and some problems with backing into traffic. There are several driveways that are too wide to ensure safe and non-confusing operation. These are located between 6th & 7th, north side (Roosevelt High School - 100 ft.) ; west side of 14th, north of Eureka (65 ft.); west of side of 15th, north of Eureka (100 ft .); south side of Eureka between 16th & 17th (80 ft.) ; south side of Eureka between 22nd & 23rd (50 ft .). A maximum driveway width (two-way) of 30 ft. (two-way) or 16 ft. (one-way) is more appropriate. 20 �I I I I I I I I Side streets are too narrow or not being operated properly: The most glaring example of this is the angle parking along 14th. Angle parking is inherently the most dangerous kind since it involves backing into traffic and it is less advisable on a narrow street. Additional access problems exist with local streets in the area being used by trucks to reach individual destinations in the areas north and south of Eureka. CIAIUl1111JC1 l'MltSTIRE - . "'- ' ' ANGLE PARKING IN CWSE PROXIMilY TO INTERSECTION ' r r J 21 �I I I I I I I I' Ii f r r Ji EUREKA POLICY STATEMENTS Recognizing the issues identified in the preceding sections along with the concerns expressed by merchants, residents and employees of businesses along Eureka Avenue, general goals and objectives have been identified to guide recommended improvements. Projects identified later in this report serve as a means to attain these goals. LAND USE GOAL: Promote a viable business atmosphere through compatible commercial uses while maintaining the integrity of adjacent residential districts. OBJECTIVES: 1. Maintain frontage of Eureka Avenue for commercial businesses where designated on the future land use map. 2. Revitalize existing commercial areas by eliminating incompatible uses. 3. Require quality site development through careful integration of site plan review which encourages proper land use relationships between adjacent land uses. 4. Identify and encourage appropriate development of vacant land parcels. 5. Encourage appropriate transitional uses to interface harmoniously with residential uses 6. Improve and protect sound residential districts through appropriate land use relationships and development of regulation standards. 7. Enforce land use regulatory codes and ordinances to maintain a viable business atmosphere and to protect property values. 22 �r1 I I I I I I I I , , VISUAL IMPROVEMENT GOAL: Improve the visual quality of Eureka Avenue through the revitalization of store fronts, parking areas and the streetscape. OBJECTIVES: 1. Introduce streetscape standards which provide structure, organization, anq cohesiveness between various land uses along the Corridor. 2. Require sufficient landscaping and screening along the street frontage, within parking areas, incompatible uses to soften the dominance of concrete and asphalt. 3. Provide appropriate facade guidelines to merchants and business owners that respect the scale and function of Eureka Avenue. 4. Carefully reduce and restrict the number, type and size of signs in order to protect the motorists' view and competitive edge of each business. and between - TRAFFIC CIRCULATION AND SAFE'IY GOAL: Maintain and improve the safety and efficiency of traffic circulation through on and off-site design improvements and the careful application of development regulation techniques. OBJECTIVES: 1. Provide adequate and well organized off-street parking areas for employees and customers. 2. Preserve the capacity of Eureka Avenue through access management mechanisms which may be more stringent than the standards of the Michigan Department of Transportation or Wayne County. 23 �I I I I I I I I ,' , , , f 3. Increase safety and efficiency by encouraging shared access through connecting parking lots, rear service drives and/or marginal access drives. 4. Improve short term parking needs by the location of safe and strategically placed parking bays adjacent to Eureka Avenue. ORGANIZATION GOAL: Organize the business community, residents and city personnel to address common concerns and to set guidelines for the revitalization of Eureka Avenue. OBJECTIVES: 1. Identify a priority of the most critical projects to be undertaken. 2. Promote further cooperation of merchants to address common concerns of shared parking and site improvements. 24 �I RECOMMENDATIONS CORRIDOR DESIGN GUIDELINES I I I f In the perceptual analysis section of this report and on the graphic analysis maps, issues are identified which relate to the "visual appeal" of Eureka Avenue. These comments focus directly on the image of the street, made by landscape plantings, sidewalks, building facades, signs, fencing and paving. This image is generally referred to as the streetscape. Sometimes it is not one single element of a streetscape that accounts for the poor visual quality, in fact it may be a number of on and off site deficiencies that contribute to the total degradation. Eureka is a collection of the old and the new with buildings comprised of many different architectural forms. The presence of residential homes and vacq_nt lots mixed with commercial buildings portray irregularity; take away trees, lawn or anything green and the view becomes further blighted by the dominance of concrete and asphalt. The white to grey landscape of the winter months offers a challenge to the landscape architect. The branch structure of trees is often used to place emphasis on defining the corridor. Selected foundation elements are also used to influence space and create unity. The loss of street trees can be readily recognized by the exposure of structures intended to be softened. A well conceived streetscape improvement will return something back to the view of Eureka. It is the intent of this study to provide the impetus for change so that good aesthetics becomes the preferred choice rather than a wishful concept. The sample block study included on page 27a illustrates an example of improvement through design. The beautification of Eureka Avenue is everybody's business and the attitude that "if my neighbor doesn't care then why should I" affects everyone. Plant Materials: Streetscape beautification is needed to soften hard edges and surfaces of buildings, parking lots and the street. Plantings can provide a fresh new image to a business corridor and should be an element of high priority. The following suggestions give an indication to the types of landscape treatment that are viable for Eureka Avenue. r J J 1. Utilize trees to provide a sense of unity to the street. Replace those trees that have been removed and consider adding another row in areas where the wider parkway will allow. 2. Retain the existing species of Gleditsia (Honeylocust) and build upon this start as mentioned. Spacing should not exceed 50 feet on center. 25 �I I I I I I I r r r 3. Adopt a comprehensive maintenance program. maintenance staff to discuss its objectives. 4. Plan to design and install an automated irrigation system for all plant materials especially trees to insure that they are getting water on a regular basis. 5. Through the guidance of a landscape architect, select a plant palette (a combination of plants) that provides function, hardiness, color and flexibility, to the streetscape. This palette should be used for all planting applications on the avenue. 6. Invest in an entrance identification study. Possibilities exist for a center island planting and city identification on Eureka Avenue east of Fort street. An additional island could be positioned west of Biddle. 7. Vacant inactive lots should be seeded into lawn areas to provide a temporary greening effect until the time of development. On larger lots, a peripheral berm of lawn would visually hide the undeveloped portion of the lot and would reduce the maintenance requirements. The new Eureka business association should meet with City Facades: Building facades provide the greatest contribution to a cohesive streetscape. Although Eureka Avenue buildings were constructed over a relatively wide period of time they can work together to create this image. Today this image is nondescriptive in architectural style and lacks interest and detail. Building elevations with irregular roof lines and mismatched materials create visual discontinuity. The recommendations offered are in general terms to spur further study. Each merchant will need to explore opportunities where individual improvements will contribute to the total streetscape. A sample facade study was conducted for this analysis and is provided on "Sample Block Study" map. 1. New construction should respect the architecture (including the roof lines) of adjacent buildings. 2. Align the face of new structures to the R.O.W. line where such line is respected by existing buildings. Buildings should provide a sense of foundation and structure to the avenue. Building continuity by the continuation of facades and linkage through screen walls can knit together this foundation . 3. Streetscape elements should work to complement facades. Store fronts are merchandising tools that should not be hidden or camouflaged by plantings, signage and automobiles. 26 �I 4. Facades having historical significance should be restored to the best of their original character. Although, many of the traditional facades have been inappropriately modified, reestablishing the traditional character will produce an inviting environment. r 5. Encourage detail in all new construction. This will add interest to the individual facade while the building contributes to unified character of Eureka. I 6. Prohibit billboards on Eureka Avenue. r Parking Lots: Every business realizes the need for parking. It has a very important role in customer convenience and it is also the final destination point for the vehicle or point of transfer from car to foot. _As such the parking lot can greatly influence the impressions of the business by its aesthetic appeal. Parking lots occupy vast areas of land and are typically paved in a sea of concrete or asphalt. Lots that appear as dead spaces need visual relief from hard surfaces and connection to adjoining uses. Thus, the following recommendations are offered as parking lot treatment. (See Parking Lot Design on page 29a). I I r 1. J J f r r 2. 3. Adapt enforceable parking lot standards that require trees by the ·number of stalls or by square feet of parking lot area for existing and all new construction. Parking lot trees should be a minimum of 2 \" in caliper and should be classified according to the American Association of Nurserymen's standards as large deciduous trees. RESIDEHTIAL USE I ALLEY COMMERCIAL USE r- ·- ·-·-·- ·- ·-·-·-·- · 1I.- -- ·- ·- ·-·- ·- ·-·- ·-·-·-·-·-· I il(J!1 I I • ~ r------ -- -- ---------- --------- • :: < ... .. SCREEN WALL DETAIL ADJACENT TO ALLEYS Adapt a standard detail of installation for trees, and shrubs including the construction of the planting area that they are to occupy. 27 �I I I - 1 IUILD1HOI ARE HOH · DESCRIPT IN AACHITECTIJRAL STYLE. AHO ARE LACKING IN I l J 4 8UILDINO E\..EVATIONS CHA.NOi! OREATLY fROM BUILDIHO TO BUILDING. IRREGULAR ROOF UH!.S ESCAl.ATE UP AND OOWH ACROSS THE IKV UNE CREATING VISUAL DISCONTINUITY. CL.UR ACCESS IS OREAT\.Y NEEDED AT ENTRANCE WAYS TO BUSINESSES. fACAOE.S IHOUlD HAVE ~ IHVfTIHQ APPEAL PAflUlJNG IS DUINABLE ONLY BY THE OH· STRl!n PARALLEL PARKING ON EUREKA. MORE &PACfl AND DIRECTIONAL IHl'ORMAT10H IS HU~D E.LHWHEM. EACH BUILDING PRESENTS A OlffEAENT OUTOATEDfACAD£MATERlAL IMPROVV.ENTS SHOULD WORK TO UNIFY COMMON MATE:UALS, INTEREST AND 0£T AIL TO CRUTE ,ORM, LINE, TEXTlJM AND COLOR. I 7 THE RESIDENTIAL BUILDING DOES NOT REL.At!: TO THIS BLOCK BECAUSE Of' rrs SET II.ACK. AACHIHCTURE AND CHANGE Of ELEVATIONS fROM THE STREET TO THE flNISH '1..00R. ALL o, THE BUILDINGS LACK DETAIL AROUND THE W1NOOWS AND IN SOME CASES, THE WINDOWS DO NOT REL.AT!. TO THE STREET OR OTHER BUILDINGS. WINDOWS ARE A PRIMARY ,EATURE IN ATTRACTING HEW CUSTOMERS. Il~@IID ~ I I I I I I I 1 Rl!MOW. ALL O:ISTINQ PACAM MATUUAl...8 WHVII 9HOWN BY THIS SUTCH AHO MIHITAU. ITOHI: 0fll 'RICA.ST WAU. CAPS. SACK UQKT AWHINGI W1TH DAY a NIGHT IDe.HTIPtCATION WHEAi IHOWH. 2 CH.I.NOi! ALL DOOAS, WINDOWS I TAAHIOM WtHDOWI AHO PA.AMES WtTH MORI ATTM.CTIV!: WOOO IN ue,iHQ WITH THI! NEW IUILDfNG CHARACTUI. 3 IM,ftt)V!. PAAKINO LOT lnwttN l'AOPOIED CAPII! AHO 0 I L ll!L!CTRONICS IUILotNQ. CONITRUCT A Al!AA ~~:;~1::o'i.°i RTWl!!N 0 I l l!UCTAONtcl AHO 4 IMl'AOV!: AUZY CONDITIONS ll!TW!.!H 121h AND 1M : : , ~ o ~ ~ ~-AEAffA llUJIPtC PLOW AHO I LAHO&CAPI! TIIEATMl!NT IS N!.l!Df:0 TO SOPTt:N THI HA.110 EDO!.S AND SURPAC!I OP TH!. IUllT !NVIAONMEHT, PLANTS ALSO ,ROVIDE A PR!.IH NEW IMAOI! TO OLDER E.STAIIUSHMlNTS ,A.HO ITRUC"TVRU. I l'ROVIO!. ,f:OESTRIAN LEVEL UOHTINQ lN ,AAK»tO A.AU.SAND WALKWAYS TO IMPAOV!: I.AnTY. 7 CONSTRUCT WALLS TO SCRE(H ntl! PARKIHO lOTI PROM THE IM.\OE OP TI-ti! ITRHT ANO TO CRUTI UNIPY9H0 TIES BETWEEN BUILDINGI. �f r r r r r r r J r f r r 4. Develop guidelines for screening parking lots that are adjacent to public rights-of-way. Those R.O.W.s that front on Eureka could be treated with a low three feet high screen wall and should be offset where possible approximately three feet to allow for low growing shrub materials to face the avenue. A wall would provide a unifying tie between buildings, permit visibility into the lot and define the entrance drives (see diagram on preceding page). 5. Screen walls should be uniform in material selection and should blend into the streetscape. Avoid bright colors and overpowering textures. PARKING RECOMMENDATIONS Parking issues have been identified as a critical component of business vitality. With over 61 percent of the Eureka Avenue merchants expressing a shortage of parking spaces on their block and thirteen blocks identified with numerical parking deficiencies, further attention_has been placed on these issues. Through the parking analysis and information-attained from the business survey, an attempt has been made to identify the most critical parking issues facing the corridor. The recommendations which follow serve as a starting point from which these problems can be addressed. However, the City in close cooperation with the Eureka business community, must further establish priorities for these recommendations based on long term objectives as well as the present concerns of each business establishment. Paving of Unimproved Parking Lots: One of most immediate solutions to alleviate parking deficiencies, is to pave existing parking lots. Over half of the blocks identified as containing deficiencies, contain partial or fully unpaved parking lots. This encourages inefficient use through a confusing and ill-defined layout. These lots are also listed on the Parking and Traffic Analysis map. Currently the blocks with parking deficiencies that also contain unpaved parking lots are as follows: 1. North side - 17th/20th, and 12th/14th. 2. South side - 23rd/22nd, 15th/14th, 14th/13th, 12th/11th, and 11th/Viaduct. Use of Parking Bays: Currently, there are twelve blocks which have parking bays located in the front yard adjacent to Eureka Avenue. Some of these bays are located too close to intersecting streets adding to vehicular safety hazards. In addition, as indicated in the traffic analysis, vehicles can enter these spaces from any point along the block, sometimes causing a collision. 28 �r r r r r f r r r r r r r Another issue in regard to parking bays, is the use of time limits. Some of the current bay parking locations have one hour time limits. Although concern has been raised about the use of time limits, it appears an over all lack of parking is causing most of the concerns and not the time limits themselves. These spaces are intended for short term use, not all day parking. Through proper design, on street parking can provide a means for convenient customer parking. Although traffic safety issues must be fully addressed, there is the potential for additional parking bays on the following blocks to decrease parking deficiencies. 1. North side - 17th/15th 2. South side - 15th/14th, 18th/19th, 21st/22nd Expansion of Parking Areas: Although paving and striping of unimproved lots as well as adding bay parking in critical areas will relieve some of the demand for parking spaces, there is still a need for additional off-street parking lots on some of the blocks with parking deficiencies. Most businesses fronting on Eureka Avenue are situated on lots with widths of 50 feet and depths less than 150 feet. In many cases, buildings occupy most, if not all of the site area. With increased demands for parking, there is little room for expansion to meet parking demands. In order for the Eureka corridor to remain competitive with other commercial corridors and to promote a healthier business atmosphere for individual merchants, it is recommended that P-1 parking districts be established behind these businesses to provide sufficient parking. This is an alternative to the piece-meal approach to parking which as a whole, does not contribute to long term stability of the corridor. The following recommendations summarize these efforts: North Side - Expand parking in the rear yard adjacent to the alley between 14th and 15th streets. In addition, it is recommended that the vacant building located on the northwest corner of 17th street be removed and replaced with a parking lot to serve the businesses on this block and the adjacent block. Vacant lots located between buildings provide a good opportunity to provide additional parking. The block between 12th and 14th Streets has been identified as containing one of the greatest numerical parking deficiencies of any block on Eureka Avenue. The vacant parcel between Prush's and Cozy Corner could help to alleviate this deficiency if used for off-street parking. The "Parking Study Analysis" map on the following page illustrates this potential. With proper screening techniques and the use of landscaping as indicated on this plan, this parcel could provide much needed parking and improve the appearance in this area. 29 �r I-· r ALLEY I r I t- w w a: RKING FOR 48 t- u, r t; r r r -;t=tr=r~i:;;~~ ~ ~ ~ ~ ~ ~ ~ ~ ~..r=_=rJL - - - - -~~~~~- - - --\t~r--\----1----~'''~- -~---~- - - -~~~-___. [7 r • r r J: ,.... I WIDE PLANTING t- w w a: t- u, J: t- N ,.... 36" HIGH SCREEN WALL EUREKA AVENUE SHRUB PLANTING STREET TREES 0 20 40 SCALE IN FEET �I I I I I I Another opportunity exists to increase parking along 14th street adjacent to the drug store. This area is currently congested with traffic and customer parking. Closing this street from Eureka north to the alley would create the opportunity for additional parking spaces. This would help to solve two current problems; the need for more parking on both adjacent blocks and eliminate the high frequency of accidents at this dangerous side street. However, the current design and circulation patterns would have to be revised to make the operation optimal. South Side - Expand parking in rear yards adjacent to the alleys on blocks 21/22nd, 18th/19th, 15th/16th, and 13th/14th. To address the major parking deficiencies of the block between 4th and 5th Streets, it is recommended that a parking lot be constructed on the west side of 5th street. This lot if constructed, would address most of the immediate parking deficiencies for the block. However, for long term viability and taking into account the potential of all buildings on this block, parking in the rear yard adjacent to the alley should be considered as a long term objective. TRAFFIC RECOMMENDATIONS Eureka Avenue primarily serves two purposes; to move traffic safely and efficiently and to provide access to adjacent commercial and residential uses. Although traffic safety (accidents, etc.) is of utmost importance, there is a secondary consideration in the decreased attractiveness to a motorist of a business that has confusing or difficult access. If problems are left unaddressed, the corridor will never reach its maximum potential as a viable business address. In any redesign of Eureka Avenue the following recommendations should be considered. Driveway Location and Spacing: Short spacing between unsignalized access drives compounds the driving task by requiring the driver to watch for ingress and egress traffic at several points simultaneously. 2 The following basic principles of access control for driveway placement should be used whenever possible: I I I I 1. Reduce the number of driveways or increase the spacing between driveways and intersections. 2. Limit or prevent certain types of maneuvers to reduce the frequency of conflict or reduce the area of conflict at some or all driveways. 2 Transportation and Land Development, ITE, Stover and Koepke, 1988, p. 108. 30 �I I I I I I 3. Provide separate paths and storage areas for turning vehicles. The minimum distance needed to eliminate overlap of conflict areas created by a vehicle making a right turn from a driveway and entering the through traffic stream is 160 feet with 245 feet preferred. Thus, where possible, driveway access should be spaced a minimum of 160 ft. from another driveway or an intersecting street. This requirement is especially critical for signalized intersections. Where the distance between a drive and Eureka is too short, such as the approximately 60 ft. between the 7-11 drive on the west side of 3rd and the north curb line of Eureka, there are two problems that can occur. First, if more than two cars are stopped on southbound 3rd for the red light in the curb lane, they will block access to that drive. Cars trying to turn left into this drive from northbound 3rd will not be able to do so and may back into the Eureka westbound movement. Second any car turning north on 3rd from westbound Eureka does not have sufficient distance to stop if a car pulls out from 7-11 in front of it. It is recommended that the City adopt access management guidelines to address these issues. Only through proper regulation will future circulation/safety hazards be reduced. Improvements in Aesthetics of Existing Traffic Control Signing: The traffic control signs are the responsibility of Wayne County. Routine maintenance of such signs are usually neglected by most highway agencies because of more pressing concerns. The signs along Eureka between Fort and Biddle should be the subject of a comprehensive review by the County prior to a complete replacement program. It is strongly suggested that the existing word message parking control signs (which are 12 x 18 inches) be replaced with twelve inch square No Parking or No Standing symbol signs to improve the sign appearance along the street. There are existing signs that say "No Standing and No Parking". These are redundant because "No Standing" includes "No Parking". I I I Another specific type of sign that should be reviewed by the City, are the street name signs. Consideration should be given to (a) using reflectorized replacement signs, (b) reviewing the letter size and design and (c) making major cross-street signs more visible by increasing their size and/or using internally illuminated signs at these streets. The need was discussed to select a better location and a more eye-catching design for the "Welcome to Wyandotte" sign which is presently in the Fort Street median just south of Eureka. An alternative location would be in the center island median on Eureka or on the south side of Eureka at Fort street. The changeable message sign being considered for the Fort Street median will have to pass the permit approval process of the Michigan Department of Transportation. The guidelines for such signs prohibit advertising, names of local officials, and external or internal illumination or animation by way of example. 31 �I I I I I Suggestions for Location of and Access to Off-street Parking: Additional parking has been recognized as a very beneficial improvement for business properties. Improvements to parking lots in the rear yard must consider the narrow width of many of the alleys. The rear parking would have to provide circulation for parking vehicles as well as access to the business for delivery trucks. In effect the alleys have to be widened so that trucks making deliveries do not impeded circulation. The major design problem when accommodating rear parking is the potential to cut off direct local access by closing side streets at the alley. The same could also be true when an alley is relocated to make a parking lot deeper. This is detrimental to residents of such streets and may also hinder the delivery of emergency services as well as routine services such as garbage collection. Exactly which cross streets are to be left open and become the secondary collectors for the neighborhoods on both sides of Eureka is the heart of the issue. It is suggested that 22nd, 20th, 17th, 15th, and 12th be kept open between the railroad and Fort Street on both sides of Eureka. Eureka Avenue Accident Record Relative to Typical Arterials: The Southeast Michigan Council of Governments has done an as-yet unpublished report of accident rates by area, type and number of lanes. A four lane road in an urban area has a mean accident frequency of 12.02 accidents per lane-mile per year with a six-lane road having a frequency of 9.87 accidents. Interpolating for a five-lane road, we could expect about eleven accidents per year per lane mile. The section of Eureka from Fort to Biddle is 1 \ miles which means there are 7 \ lanes miles. The expected accident frequency for 40 months would be 11 x 7.5 x 3.33 or 272 accidents. The accident summaries utilized totalled 308, which could be said to have happened along Eureka or within one of its intersections with a cross street. This would mean the frequency of accidents is about 13 percent greater than the mean frequency in the metropolitan area. Certain changes to driveways and other minor design fixes would likely bring this accident frequency down to the norm for such streets. C Improve Alley Conditions: The pavement of all alleys that serve the Eureka street frontage is essential to orderly service to stores as well as for access to parking areas. In addition, the utility of the alley will be greatly enhanced by providing a smooth dust free surface which will benefit both the business user as well as abutting residential properties. At such time as alley pavement takes place, abutting businesses should be encouraged to pave service and parking areas adjacent to the alley. I I 32 �I I I I I GENERAL LAND USE RECOMMENDATIONS As uses change, Eureka Avenue will continue to play a significant role in shaping the character of Wyandotte. Sound land use relationships and development policies are important components toward achieving long range planning objectives. Eureka Avenue is made up of a variety of businesses, however the predominate uses are automotive and general commercial. The relationship of these uses to the surrounding districts should be closely evaluated. The existing intense uses located on the corridor should be carefully buffered and screened from adjacent residential districts as indicated in the design recommendations. However, a long term objective of the City should be to limit the placement of such uses along the corridor and require additional conditions for their use. Another important consideration, is the high traffic-generation potential of such uses. The side streets along Eureka serve commercial as well as residential properties. Delivery trucks and other such vehicles can be a nuisance to adjoining residential districts. The relationship between the uses allowed in each district and the current function and character of surrounding districts must be closely examined. For example, the area on the north and south side of Eureka east of Eleventh Street to the viaduct is currently zoned B-2. Some home occupations and other more intense uses occupy this area. Narrow one way service drives provide access to some of these properties and little room exists for parking. However, due to the character of the area, expanding parking into the adjacent residential districts would not be appropriate from a land use planning standpoint. The rezoning of this area from commercial to residential should be considered. These recommendations when viewed separately may appear to be irrelevant to the viability of Eureka Avenue. However, when implemented collectively, they represent a comprehensive approach that address the appearance, function , and safety of Eureka Avenue. I I 33 �I I I I I I APPENDIX EVALUATION OF SIDEWALK CONDITIONS Where sidewalks exist, each flag (slab) was counted and evaluated. Evaluation of each flag was based upon the following criteria. Condition Criteria Good The sidewalk is structurally sound. No cracks are present although there may be minor spalling (surface pits). Fair The sidewalk has minor cracks and/or moderate spalling. There may also be slight upheaval, less than one-half inch, between flags. Poor The sidewalk has major cracks and/or major spalling or a minimum one-half inch difference in height with an adjacent flag. The information was then summarized per block as sidewalk slabs in either good, fair, or poor condition. From this each block was further categorized by percentage to identify areas which may have a high percentage of sidewalks in poor condition. The blocks with greater than twenty percent of sidewalk slabs in poor condition are mapped on the preceding Visual Analysis maps. The following tables differentiate the slab totals in each condition category by block. I I I appendix-1 �I I I I I I I CI'IY OF WYANDOTTE SIDEWALK SURVEY OF EUREKA AVENUE STREET Sidewalk CondHlon 20th. to 19th. South NOf1h South North Sou1h North Sou1h Good 30 38 47 44 25 45 14 40 Fair 7 0 3 2 7 0 7 Poor 4 4 3 2 10 11 9 17th. to 15th. North Good 80 Fair 7 Poor 10 - South NOf1h - - South NOf1h Sou1h 39 80 29 5 9 14 4 5 11 North • no ramp E. aide 16th. South • no ramp W. alda 15th. North - no ramp E. side 15th. Sou1h - no ramp W. side 14th. North Sidewalk CondHlon NOf1h Good Poor - 4 9 - 43 92 2 4 19th. to 18th. South North 15 - 4 - - 18th. to 17th. South North - 34 14 2 No ramp E. side 20th. 31 34 11 29 - 8 3 - Sou1h North - No ramp W. aide 12th. 12th. to 11th. Sou1h 49 - ◄6 - 0 1 0 2 No ramp E. 1lde 17th. 1025 to 5th. North Sou1h North Sou1h North 40 -40 30 27 39 81 4 12 3 0 0 12 - 4 14 14 0 21 8 - 4th. to 3rd. No ramp E. aide 11th. 3rd. to Biddle North Sou1h North Sou1h North Sou1h 48 61 56 63 66 93 71 4 2 3 0 4 4 , 19 12 2 2 1 12 7 North - no ramp W. side 3rd . appendix-2 North 11th to 1025 Sou1h Comments South Sou1h North - no ramp E. 1lde 131h. Sou1h • no ramp W. 11de 12th. 5th to 4th. 17th. to 16th. North • no ramp E. 1lde 18th. Sou1h • no ramp Vf. aide 171h. 131h. to 12th. North No ramp E. aide 14th. - 40 North South - North Sou1h 14th. to 12th. 6th. to 5th. Sou1h 20th. to 17th. No ramp W. aide 19th. 14th. to 131h. 7th. to 6th. STREET - 3 15th. to 14th. 16th to 15th. North No ramp E. aide 20th. North - no ramp E. aide 22nd. North - no ramp E. side 23rd. South • no ramp W. side 23rd. Fair I I I 2 1st. to 20th. North STREET Sidewalk Condition 22nd. to 21st. 23rd. to 22nd. Comments Comment• I I FOf1 to 23rd. South � 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 Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 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 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 Wyandotte_Eureka-Avenue-Corridor-Study_1991 Creator An entity primarily responsible for making the resource Vilican-Leman & Associates, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 1991-05 Title A name given to the resource Eureka Corridor Study Description An account of the resource The Eureka Corridor Study for the City of Wyandotte was prepared by Vilican-Leman & Associates, Inc. in May 1991. Subject The topic of the resource Corridors--planning Wyandotte (Mich.) Wayne County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</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 https://digitalcollections.library.gvsu.edu/files/original/7048f8dca446d8f89f8f52cc2407ef7e.jpg 2e3c612efa1392c996ca16534139a2c0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_2_1909-1911_007 Date A point or period of time associated with an event in the lifecycle of the resource 1909-12-03 Title A name given to the resource Eva James & baby, Amsterdam Description An account of the resource Black and white photograph of Eva James and baby in Amsterdam, New York. Subject The topic of the resource Portraits Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/26e7bc6c40d7f2708db194c8296b85c3.pdf 8d60bae0c3cca2f38e8e3122341b176e PDF Text Text GEMEENTE LANGEDIJK . Algemeene aanw11z1ngen voor afvoer der burgerbevolking in het geval van een evacuatie. U behoort (met uw gezin) tot. wijk BROEK OP LANGENDIJK groep: ..... /..~ ···De naam van uw wijkcommandant is H. VAN ZUYLEN, adres BR. OP LANGENDIJK nr. 417, die van uw groepsleider · · · · ·-!: . . .~ .. ,adres . F ef Bij vertrek moet uw huis, nadat gas", water• en electriciteitsgelei" dingen zijn af gesloten en uitgschakeld, gesloten worden en de slew tel met daaraan gehechte schriftelijke vermelding van naam, straat en huisnummer aan een nader door den groepsleider aan te geven persoon worden af gegeven. Zooveel moglijk wordt voor bewaking der huizen gezorgd. U moet medenemen: a. Papieren. Persoonsbewijzen, distributiestamkaarten en ,bescheiden, trouw• boekje, geboorte• en huwelijksakten, spaarbankboekjes, geld en waardepapieren, verzekeringspolissen, belastingbiljetten enz. b. Mondvoorraad. Mondvoorraad voor twee dagen. c. Kleeding en uitrusting. Overkleeding, reserve"ondergoed, dekens (liefst gerold), ledige bedzakken en kussenzakken (eventueel als bergingsmateriaal te gebruiken), waschgerei, eetgerei, veldflesch en drinkbekers. De aandacht wordt er op gevestigd dat U slechts het strikt nood" zakelijke kunt medenemen. Om de gedachte te bepalen, moet per volwassen persoon worden rekening gehouden met een totaal mede te voeren gewicht van ten hoogste 35 kg. z.o.z. �d. Algemeen. Eenig verbandmateriaal en ev.entueel geneesmiddelen uit huis~ apotheek. Voor wat betreft mede te nemen huisdieren, zullen hoofdzakelijk honden en katten in aanmerking komen. Elk pak mede te nemen bagage moet voorzien zijn van een etiket of label met duidelijke àanwijzing van naam en adres van den eigenaar. Labels worden door den groepsleider verstrekt. e. Mede te nemen transportmiddelen. Aanbeveling verdient het medenemen van kleine wagentjes, spottkarretjes, kinderwagens en rijwielen, in welk geval de moge• lijkheid om meer bagage per persoon mede te-nemen wordt ver• groot. In te dienen opgaven. Reeds nu moet aan uw groepsleider opgave worden gedaan van de te uwen huize aanwezige: a. niet,marschvaardige zieken; b. gebrekkige.Il; c. andere, in bijzondere omstandigheden verkeerende personen. f. Wijziging hie:rvan moet steeds aan den groepsleider worden me=< de gedeeld. Door het bevoegd gezag wordt aangewezen welke personen (met hun gezin) moeten achterblijven. Alle overige personen moeten in het geval van een evacuatie vertrekken. K 28'/tl � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-144_Termaat_DOC_1940s-Evacuation-instructions Creator An entity primarily responsible for making the resource Broek op Langendijk (Neth.) Date A point or period of time associated with an event in the lifecycle of the resource 1940 Title A name given to the resource Evacuation instructions Description An account of the resource Detailed instructions in the case of an evacuation for the town of Broek op Langendijk, North Holland, Netherlands, circa 1940. In Dutch. Subject The topic of the resource Dutch Netherlands World War, 1939-1945 -- Netherlands Netherlands--History--German occupation, 1940-1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource nl Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/41a057d7ad6bbfe4ad786db778c789bc.mp4 a4e7c1612255c9057919f7097231afca https://digitalcollections.library.gvsu.edu/files/original/83c2da3e6777538e61535ec0955ec375.pdf 716581d00de400c474d446bc88b53942 PDF Text Text Grand Valley State University Veterans History Project Interview World War II Jane Evans Length of Interview: 31:59 (00:37) JS: We’re talking today with Jane Evans, who had two husbands in the war. Not at exactly the same time. And she’s going to tell us a bit about both of them, and their experiences as well as her own experience being married to a soldier. To start with, could you tell us when you married your first husband and what you and he were doing then. (01:04) JE: At the end of three years of college, I left the college and went and married him. I married him in San Antonio. With my mother and mother in law along. We didn’t expect to have anybody watch us, see us at the, where we were supposed to have our wedding. But the whole church was filled with people. They were going to meet later on, to have another service, so they came to watch us too. JS: And what were you doing in San Antonio? JE: He was there in the flight school. And he was there, well, I guess it started out at Kelly, it was already beyond that. And he was at Randolph Field and Brooks Field. Which he graduated from. (02:15) JS: So maybe let’s back up a little from then. Before you were married, when did you meet him? What year, roughly? JE: Well, I’d known him for years because he was caddying at Silver Lake. And I went out there. And he went to school with me. He was five years older, but he went to the same school. So we knew each other for years. JS: And what year did you get married? JE: You would ask that. (laughs) 1941, I think. JS: Okay. Was he in the service at that time? JE: Yeah. He’d been in the service for two years, maybe. JS: Had he volunteered? JE: No. He was drafted. �(03:08) JS: And what do you know, or what did he tell you about his initial experience, in being drafted and being trained? What did you learn about that? JE: Well, not a whole lot. He was at Camp Livingston to start with and they went on patrol more than once. And I know that one time, there was a man behind him who was killed because he had a coral snake kill him. And needless to say, Roy wrote and told me about that. And I really, I didn’t think that there was anything down there that could bother him, you know? Ha ha. He also told how all the boys had chiggers. They had trouble with them. And he, being a chemist and an engineer, at Wolverine, went and had the doc prepare a substance that he could use down there. And he took a lot of it down there. Sold it off for cost. (04:33) JE: So, let’s see, what else. I know both men had the same experience of living in the south. They didn’t like it, either of them. JS: What did they not like about living in the south? JE: The heat. The people were not very friendly. They would take periods of time to go into town, you know? And the nearest town to Camp Livingston, I can’t remember the name of it. But they found that people were not very friendly to them. And I can understand that easily. We had the weather school here that time and most of the boys felt that we were pretty friendly. That we tried to have them come out to our houses and eat, and that kind of thing. And I know that more than one gal got engaged to some guy from that. (05:35) JE: So…but that was their feeling about that, that it was not very friendly and it was hotter than hell. And they got everything you can think of in the way of diseases. JS: And how was it that your husband switched from being in an infantry division to being in the Air Corps? (06:02) JE: I guess he just looked at it and decided that it was not for him. And that he wanted to fly planes instead. And he did. He passed everything and he got his wings. I know a couple of other guys went with him at the time. Woody Bacheholder for one. And they ended up not piloting but bombardiers or whatever. But Roy was in the pilot seat. I went flying with him, when we were down at B-25 school. He took me up one afternoon, on his plane. I don’t know whether that was permitted or not, but he never said much about it, so I assume it was okay. (07:07) JS: After you were married, did you live together off base, or how did your living arrangements work? JE: Well, I was living off base. In fact, over there in that one album, is all the pictures of all the places I stayed. All the things I had to deal with. I was never homesick though. Just having him �there. There was Mrs., oh, gosh, what was her name? Anyway, she was a heart patient. And she didn’t have too good of a heart, evidently. She spent a good bit of time in bed. But she rented out the house to three of us gals, I think. And we could use the kitchen down there, for kitchen privileges. JS: Were they all married to men… JE: I knew nothing about cooking, of course. At that time. But I learned. And one of the gals went right away, soon, with her husband, somewhere else, but the other gals stayed with me, pretty much. I have a picture of us, in there. (08:32) JS: And how long were you living there before your husband shipped out? JE: Oh, he didn’t ship out at all really. He never went overseas. He was killed right here in Michigan. Up at Glennie. He was towing targets for the French guys who were coming over to learn it, I guess. I know he said it was on their radio, they had this chatter in French thing. But I stayed with him down there in San Antonio for maybe four or five months. And then we were transferred someplace else. And we bought a convertible, a used convertible. And we enjoyed the life down there pretty much. And then we were transferred to, gosh, I can’t remember. (09:49) JE: I think we were transferred first to some place in Pennsylvania, and then we were sent to B25 school down in South Carolina. And we lived in Florence, South Carolina, for a while. Then we went to Cape Cod. We got through with that and then we went to Otis Air Force Base, I think it was called. And some of the same people went with us. So we had a little gang, you might say. Then, after he got through there, we went to Delaware. And John was born in Delaware. At the field. We were trotting around New York all that day, trying to find him a pair of shoes, without too much success. My mother was with us by that time, too. She had come to be with me for the baby. And so we three were all trotting around New York. And we got into Delaware that night, early that evening, 6, 7, and I had the baby that night. So strange. (11:34) JS: Was the Army providing medical care for you? I mean, was there a base hospital that you were using, or… JE: Well, no. There wasn’t any Army base hospital there. I did have an Army doctor, however, who delivered the baby. ‘Cause I can remember him saying, what’s this gal’s name again? (laughter) So they put me on the…they didn’t have the arrangements to have anybody there, really. And so they put me right on the operating table, and there I laid. Thank God it wasn;t too long, no more than four hours from start to finish. Which for a first baby is pretty fast, I guess. And then we went to, after we were done in Delaware there, my husband was sent up to Oscoda Air Force Base, up here in Michigan. And so we rented a cottage on that lake that was there. What, Lake Huron. Then of course it got cold and so we had to leave the cottage. (13:01) �JE: Find a place in town. He was killed up there. JS: And then, what did you do after he died? JE: Came home, again. I’d been home, too, before. After he left Delaware, I came home for a little while, until he knew what he was going to do and where he was going to go. And he had sold the car and got another car. Thought it was better for a baby, I guess. And so we went up there for maybe seven, eight months. I don’t know how long. I know that he was killed when Johnny was seven months old. And I expected him to take me to the doctor that day and he didn’t come, and didn’t come, and I was thinking, good god, where is he? Next thing, the captain and his wife were at the door and I thought, oh, geez. (14:19) JS: Did they explain to you what happened? JE: They told me he’d been killed. Three others with him. Just along for the ride. ‘Cause he was trying out a plane that had come in from Selfridge Field. And they did that quite frequently, tested them out to go back to overseas. JS: So that was his regular assignment? To test fly aircraft and to tow targets? JE: Yep. His group went overseas. And I was due to have the baby right then, and the captain was very very nice to us and let him stay until the baby came. I thought then he’d be sent over with the others, but he wasn’t. So I came home and stayed a couple of years. And we went down to Florida once and took the kids and another wife, who had been widowed, with Roy, and we all went down there and stayed for a few months. (15:49) JE: And I rented the house, so we couldn’t go back into it until…I can’t remember what the dates were now. JS: And how did you meet your second husband? I’d known him. I’d gone to school with him. Not to school with him, but he was in the same grade as I was. And I dated him, before the second marriage ever took place. And he went to Culver. We went down there. I went down there with his folks for graduation. And he asked me to marry him, before I could finally take a deep breath. JS: And when was that, then? Was that still during the war or was it after? (16:59) JE: No, that was after the war. In fact, right after. Vern was in Munich. In Munich as a fuel allocator. He was expecting to go to Japan, of course, like everybody else, and they didn’t have to, of course, because of the bomb. JS: What do you remember about his time in the service? �JE: Well, he was overseas in the service. From the time he finished college, he finished and went to Fort Belvoir, to get his officer’s training. And then he was sent overseas. Actually, he was at Normoyle, in San Antonio, when we were down there. Because we got together with him one night. And took him out some place, I don’t remember where now. (18:21) JE: Took him out then. But he went to Fort Belvoir and then overseas. JS: And what area did he serve in? JE: He served in the Eastern, whatever you call Eastern. He was at Africa first. In fact, he said everybody got sick over there, that Thanksgiving. Everybody got sick at the Thanksgiving dinner. I don’t know what they did wrong but they did something. And he said everybody was sick, not a soul missed it. Including him. And then he was on [NZO/Enzio] as a just a soldier. Which he wasn’t, cause he belonged to the engineering corp. And he was an engineer. He graduated from Carnegie-Mellon. Carnegie Institute of Technology, in those days. (19:49) JE: So he built bridges after that. All along the…was it Patton that was supposed to be coming along? JS: Well, if he was in…did he switch from Italy up into France? Or did he stay in Italy? JE: He went from Italy right to the Rhone River. JS: Okay. So he would have been with the 7th Army and landed in the South of France and gone north. So that wouldn’t be Patton, but… JE: Whoever it was. JS: So he was basically rebuilding the bridges in France, just to support the Army? (20:27) JE: France, and in Germany, too. ‘Cause I know he said he built every bridge in that area, I think. With his team. JS: Well, the Allied Forces had destroyed all the bridges, so we needed to rebuild them in order to ship any supplies, so he had a lot of work to do. JE: He had a lot of work to do. I know that he and his group…it was a Company, so called. And he was in charge of that Company. As he said, he was the youngest person in the Company. He was all of twenty-one at the time. He said, it’s a good thing they took care of me, cause I didn’t know from nothing. JS: So what did he tell you about the guys that he was with? They were older than he was? Or they were construction workers, or…? �(21:22) JE: No, I think they were pretty much, had to have some experience with construction work, yeah. Of some sort. His sergeant was the one who kind of took care of him. He was new in the group, you know. And somebody had been killed, I guess, and they moved him in there. And he said he built bridges from then on. Sometimes they were getting shot at, too. JS: And you mentioned…did he tell any particular stories, or… JE: I can’t remember any. I know he did, but I can’t remember ‘em. JS: And what did they have him do when the war ended? (22:18) JE: They then took him into Munich. And made him…cause he didn’t have enough points to go home. And he thought he would go to Japan, but of course, nobody went to Japan. Except the one guy who flew it all over. And, so he worked there for a better part of a year, I think, before he came home. I know Roy had been killed quite a while before he came home. JS: Did he tell you anything about what it was like living in Germany after the war? What kind of an experience that was? (23:02) JE: Well, there wasn’t much. We went back, years and years later. In Munich. He ate in the Art Museum, and he ate there. He didn’t sleep there. I don’t know where he slept, he didn’t say. But they ate there. And he said everything there was torn down or destroyed pretty much, except for the one building that they left. And it was the building that had the little people that came out. Um, I can’t think of what it was called. I used to know it, too, but I… and he said that everybody was anxious to go to the United States. He said he could have had any girl over there, right then. (laughs) And I remember he got a letter from this Renee, after he got home, and she was his secretary I guess. And she was asking him to help her get over. (24:44) JS: How did the, aside from wanting to get to the United States, did he have a sense that they accepted the Americans or were there still people who were hostile? What kind of relationship did they have? JE: I don’t know, for generally, they were friendly. All friendly. It was kind of a situation where you have to do the best you can, you know? And for some guy to come in a take over the fuel allocation for that area… JS: And what did that involve? What did that fuel allocantion, what was he allocating and who did he allocate it to? JE: Well, he was allocating fuel for individual houses and everything. I mean, everything in the town. Such as it was. I know that he said there were people, when they were on their way to �that town, that there were people who came out of the woods, holding a white flag. They wanted to be taken as prisoner. (26:00) JS: so was the war over at that point and they didn’t know it or was it just toward the very end? JE: It was at the end. And they had decided…(break in recording)… about that. I know he said, going into Munich, they stopped the car and wanted to surrender. And there was quite a crowd of them, evidently. So the guy that was with him was higher in rank than he was and he seemed to know what he was doing, I guess. And so he had those guys go into some area. I know my husband, he never talked about it. You know, that was the thing. You never got anything out of him. Was that he liberated one of those concentration camps. I don’t know which one it was. (27:19) JS: Well, Buchenwald was near Munich, so that’s possible. Or Bergen-Belsen. JE: I don’t know. But he never talked about it. I could ask questions and he’d just grunt. So, never talked about it. Never talked about any of the stuff, except just casually through the years. JS: How do you think his wartime experience sort of affected him, or affected his later life? (27:52) JE: Oh…well, he became a controller for Reynolds Metal Corporation. And then he was sent from Grand Rapids to Phoenix, his boss wanted him to stay with him. He was going to Phoenix. He had us come out to Phoenix to take a look at it. As if you could see anything that way. (laughs) So we decided we could see the whole west and let’s do it. So we did. By then we had another baby. Well, we had two more, actually. And the fourth one was born out there. So, when we were living out there. Rick was the one who brought all this stuff in, in fact. (points over her shoulder) He’s the one that has my house, now. (29:01) JE: And so, he went through all that stuff and brought it in. I was amazed, that he could find that much. I said, get a picture of Roy in uniform and Vern in uniform. That’s all I really wanted. And this is what he brought. He said, I thought you’d enjoy seeing it, Mom. So, he’s 46 now. I have a daughter whose 59 and another son whose 62. And I had a daughter, the middle one, who committed suicide. Post-partum. There again, she went down to Florida and she didn’t like it, she had to live in a hotel. She didn’t like the house she got there. She was leaving a brand new house here in Muskegon that she was very happy with. They really had a hard time building it, they built it themselves. They had the base of it brought in, but they went from there, lived and learned. (30:40) JE: We built our own house here at Silver Lake, too. Lived there twenty five years and Rick has it now. �JS: Well, there the engineering experience may have come into play. He had some idea of what he was doing. JE: It did. The genes have passed down, too, because my grandson out in Arizona, or not in Arizona, but California, wrote and said, I fixed up so and so. I did so and so to my new house. I guess the genes are there to do it. So Rick has done a wonderful job, wonderful. He’s taken my house and changed it completely. The rooms are still pretty much the same but, he has completely re-done every touch of it. The house next door became a Parade of Homes house, after they finished it. Dr. [Kloistra] and his wife built that one. (31:52) JS: I think we’re probably done with the interview part… (31:59) � 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 Evans, Jane (Interview transcript and video), 2007 Creator An entity primarily responsible for making the resource Evans, Jane Description An account of the resource Jane Evans is the widow of two WW II Veterans. Her first husband, whom she met in school before the War, died in a plane accident during a training mission in Michigan. Her second husband, whom she also met in school, was an engineer during the war. They married after he came home from his service building bridges throughout Europe and staying a year after the war was over, allocating heating fuel to homes in Germany. 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 Military spouses Veterans Other veterans & civilians--Personal narratives, American Video recordings 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 2007-05-29 Identifier An unambiguous reference to the resource within a given context EvansJ 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/0cb6e76a8661617babf1bb6b3491221b.pdf c966101f13438683f074b945761aa05d PDF Text Text ({F~,p~!~!!o!!!h}) 0 ({F~o,p~!~!!o!!!h}) ({~!~m R @ Uv!!! ~~!~}) IVSI Y-DIY CILLEIE CIIPIIIN 28D9 PRESENTS 11111111 THE STORY OF WOIEI The Vagina Monologues is a benefit production sponsored by the GVSU Women's Center and funded by The Nokomis Foundation. All proceeds will go to the V-Oay Spotlight, the Center for Women in Transition , the YWCA of West Central Michigan and the GVSU Women's Center. TICKETS: STUDENTS w/lD ($10) NON-STUDENTS ($20) AT THE DOOR ($20) Pick up your tickets for all performances at the GVSU 20/ 20 desk. For more information call 616-331-2020 or 616-331-27 48. • Tickets for the February 14 performance at Wealthy Theatre can also be purchased at Wealthy Theatre, 1130 Wealthy, Grand Rapids, Ml 49503, or by calling (616) 459-4788x131 All venues are wheelchair accessible and all performances will have sign language interpreters. If yru need other accommodations, please contact the GVSU Women's Center at 6 16-331-27 48. @ GRANDVAU.EY STATE lJNivERsrrv WOMEN'S CENrER ({IBBU) www.vday.org � 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 GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory 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 DC-09 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 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-09_SGF_Womens-Center_2009_Vagina-Monologues.pdf Creator An entity primarily responsible for making the resource Women's Center Date A point or period of time associated with an event in the lifecycle of the resource 2009-02-12/2009-02-14 Title A name given to the resource Eve Ensler's The Vagina Monologues Description An account of the resource Poster for the benefit performance with information and prices. Subject The topic of the resource Community centers Lectures and lecturing Plays Source A related resource from which the described resource is derived Women's Center 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 https://digitalcollections.library.gvsu.edu/files/original/94449d2f90a4b3e644528c4c361dcb6f.m4v f10750e97e91eed13eeab5a096878c28 https://digitalcollections.library.gvsu.edu/files/original/48f38a973136f552fa17cc46cae8a348.pdf 50dd04efefe6eaababa5056450901145 PDF Text Text Grand Valley State University Veterans' History Project Jerry Everitt World War II-Postwar 1 hour 6 minutes 8 seconds (00:00:19) Early Life -Born in Big Rapids, Michigan on April 5, 1927 -Grew up in Big Rapids -Mother stayed at home to take care of the family -Father worked for the county road commission as a night watchman (law enforcement) -Also did other odd jobs like build barns and break horses -Had work through the Great Depression -He had seven brothers and sisters -Attended Big Rapids High School through the tenth grade -Did some factory work -Made 25 cents an hour -Made plywood in a dry kiln -Only 15 or 16 years old (00:03:06) Start of the War -Doesn't remember where he was when he learned about the attack on Pearl Harbor -Paid some attention to the fighting in Europe and Asia before Pearl Harbor -Brother was in the Michigan National Guard -When the U.S. entered the war, the national guard was federalized -Part of the 126th Infantry Regiment of the 32nd Infantry Division -Fought in New Guinea -Remembers rationing going into effect -Always had a sweet tooth, so he had to make sure he didn't use up his part of the sugar ration -Neighbors did a little black market trading with used tires -Good people though -The factory he worked at did not have to convert to wartime production (00:07:56) Enlisting in the Navy -Remembers a lot of people he knew were joining the military -One of his friends worked at Ferris Institute (Ferris State University) training servicemen Morse Code -He helped his friend with that work -Friend that worked at Ferris Institute enlisted in the Navy -Told Jerry the Navy had better food than the Army -Enlisted in the Navy on March 20, 1945 -Unconcerned with maybe having to invade Japan -Had his physical exam in Detroit then came home for a bit before reporting for duty (00�:10:47) Basic Training -Went to Great Lakes Naval Station, Illinois on April 30, 1945 for basic training -Learned how to march and use a variety of firearms -Taught how to recognize Allied and Axis aircraft and ships -High emphasis on discipline -Wasn't difficult for him to adjust -Some men had problems, but he feels they would've had problems anywhere -Contracted pleurisy �-Spent a week in a hospital -Led to him training with men from Missouri -Lasted six weeks -Doesn't remember Victory in Europe Day (May 8, 1945) -Not allowed to go into Chicago (00:14:26) Deployment to the Pacific Theater -Came home for a short leave after basic training -Took a train to Portland, Oregon and boarded a transport -Sailed to Hawaii and gathered supplies -From Hawaii sailed to the Philippines -During the voyage across the Pacific Ocean they received word that Japan surrendered -Doesn't remember any major celebrations on the ship, but there was a sense of relief -Got a little seasick on the voyage -Slow roll of the ship caused it -Found that if he ate something he felt better (00:17:53) Service on the USS LST-457 Pt. 1 -Arrived in the Philippines in late August 1945 -Boarded the USS LST-457 in the Philippines -Note: LST (landing ship tank): landing craft capable of carrying troops, vehicles, and supplies -He served as a regular seaman on the ship -Sailed to Los Negros Island in the Admiralty Islands -Picked up a small load of supplies -Pulled onto the beach and had a bulldozer clearing an area for the ramp -The bulldozer's brakes failed and it went right into the water -Some of the officers wanted jeeps, so they found a few and drove them onto the ship -Told they had to take the jeeps off to make room for the supplies -Still managed to get their jeeps on before they left -Picked up a half dozen soldiers that had gotten separated from their unit -Brought them back to the Philippines -USS LST-457 was slated to return to the United States, so he left the ship (00:22:40) Service on the USS San Clemente (AG-79) -Boarded the USS San Clemente (AG-79) in Manila in late 1945 -Note: Supply ship and it used to be called the USS Wright (AV-1) -Didn't get to go ashore in Manila -Served in the laundry room -Sailed to Shanghai, China from Manila on January 3, 1946 -Anchored in the Huangpu River -Went ashore a lot in Shanghai (00:24:30) Service on the USS LST-457 Pt. 2 -Prior to leaving USS LST-457 they sailed up to Okinawa -Fleet was still assembled there in preparation for the invasion of Japan -Sailed north to Japan -Had to stay in a group when they went ashore -Everything was flattened and devastated -Possibly went ashore at Osaka -Sailed from Japan back to the Philippines and boarded the USS San Clemente (00:26:51) Shanghai, China -While they were in Shanghai they had Chinese civilians come aboard to help work -He had a Chinese boy helping in the laundry room on the USS San Clemente �-Worked 24 hours a day and seven days a week in the laundry room -Worked days for a while, then rotated to nights -Had a heating plate in the laundry room -Allowed to get steak, pies, and bread from the mess hall to make food in the laundry room -Older Chinese man made coffee for him and the other sailors -He never drank any of the coffee, rather, he wanted hot water with sugar in it -The Chinese boy that helped in the laundry room could speak three or four languages -They shrank down a Navy uniform and gave it to him -Noticeable tensions between the Nationalists and the Communists -Rickshaw drivers avoided neighborhoods controlled by the Communists -Visited the European sector -Remembers going into European hotels and ordering whatever food he wanted -Didn't see any British of French residents though -Never had any problems with the Chinese civilians (00:32:18) End of Service (First Time) -Sailed from Shanghai to San Francisco -Sailed through the Panama Canal to New York City -Took a train to Chicago and was discharged on June 5, 1946 (00:33:48) Reenlisting in the Navy -Decided to reenlist in the Navy on August 22, 1947 -Was married -Had gotten married in June 1945 after basic training -Had a job at Calvinator in Grand Rapids, Michigan -Living with wife's family in Grand Rapids -Thought that if he made a 20 year career out of the Navy he could get benefits (00:37:52) Electrician School -Reported to a major Navy base in New Jersey -Either Naval Air Engineering Station Lakehurst or Naval Weapons Station Earle -Sailed through the Panama Canal to San Diego, California to attend Electrician School -Learned the trade of being an electrician -Trained on a Patrol Craft, Submarine (PCS) -Officer candidates learned how to operate sonar -Learned how to track submarines by chasing American submarines -He worked on the radio -Had trouble doing that because he couldn't hear radio transmissions -Did other jobs on the PCS -Captain liked to go fishing, so they went fishing off the coast of California -Not supposed to go fishing, but they did anyway -Wife lived with him while stationed in San Diego -Lived off the base -Remembers experiencing his first earthquake in San Diego -Thought a man was making the floor shake -Realized that that was impossible because the floor was concrete (00:43:45) Service on the USS Molala (ATF-106) Pt. 1 -Transferred to the USS Molala (ATF-106), an ocean-going tug -Sailed back to the Philippines -Stationed at Subic Bay north of Manila -Used primitive drones for gunnery practice -There was a missionary in the Philippines that needed a wing for his airplane �-They ran the wing over to him -Sailed around the Philippines -Visited Tacloban where his brother fought in the war -Didn't see much damage from the war -Had contact with the Filipinos -Got along well with them (00:48:40) Reflections on Service Pt. 1 -Meeting other people taught him that while people are different, they're also largely the same -Believes 80% of people want to just live their lives and get along with each other -Ultimately, the color of one's skin is irrelevant to their humanity; we are all the same (00:49:40) Service on the USS Molala (ATF-106) Pt. 2 -Sailed from the Philippines back to Japan -Remembers the crowded trains in Japan -So many people packed in the train you couldn't fall down -From Japan they sailed back to the Philippines -By the late 1940s the communists had taken control of most of China -There were concerns that the communists would advance on the British colony of Hong Kong -They were sent to Hong Kong as part of a force to deter the communists -Sailed to Guam to pick up a dry dock to bring back to the United States -Took a long time to sail back to America -Used a three inch steel cable to tow the dry dock -At one point they had to get refueled at sea -During the refueling the cable broke -Had to repair the cable before they moved on, and the tanker waited for them -Tanker crew was not happy that they had to wait around -Sailed through the Panama Canal and dropped off the dry dock on the Atlantic side -Passed back through the Panama Canal and sailed to Long Beach, California -Discharged at Long Beach (00:53:57) Visiting Hong Kong -When they were anchored at Hong Kong he was able to go ashore -Only visited the city a couple times -Didn't notice any tension in Hong Kong related to the civil war (00:55:10) End of Service (Second Time) -Discharged at Long Beach, California on March 23, 1950 -Decided not to make a career out of the Navy -Stayed in the inactive Navy Reserve, but never did anything with them (00:56:02) Life after Service -Returned to Grand Rapids, Michigan -Worked at different factories in Grand Rapids -Moved to Lowell, Michigan in 1970 -Lived near a school in Grand Rapids, so it was easy for children to go to school -Busing program began and they didn't want their children scattered all over the city -Decided to move to Lowell so they could decide where their children went to school -Had a job with General Motors -Worked there until he retired (00:59:36) Spirit of Grand Rapids Honor Flight -Went on the May 16, 2015 Spirit of Grand Rapids Honor Flight to Washington DC -Chance for local veterans to be honored and thanked for their service -Thought Washington DC was very interesting �-Had a police escort through Washington DC -He thought the most impressive monument he saw was the Washington Monument (01:02:55) Reflections on Service Pt. 2 -It was a period of his life different than any others -Grew up in the Navy -Made him more worldly -Learned that people of different nationalities are still human beings -Desirous of the same things that all people want in life -Most people just want to get along and live in peace -Showed him that any notions of discrimination are stupid � 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_EverittL1931V Title A name given to the resource Everitt, Lawrence Jerry (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-03-03 Description An account of the resource Jerry Everitt was born in Big Rapids, Michigan on April 5, 1927. He enlisted in the Navy on March 20, 1945 and received his basic training at Great Lakes Naval Station, Illinois. He served aboard the USS LST-457 in the Philippines, Japan and the Admiralty Islands then transferred to the USS San Clemente (AG-79) around the Philippines and in Shanghai, China. They returned to the U.S. on the San Clemente and was discharged in Chicago on June 5, 1946. He reenlisted in the Navy on August 22, 1947 and went to Electrician School in San Diego. He served on the USS Molala (ATF-106) in the Philippines and in Hong Kong. After towing a dry dock back to the United States from Guam he was discharged from the Navy for his second, and final time on March 23, 1950 at Long Beach, California. Creator An entity primarily responsible for making the resource Everitt, Lawrence Jerry Contributor An entity responsible for making contributions to the resource Jones, Adam (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Type The nature or genre of the resource Moving Image Text 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 video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/3b31d46d672f6ff86017bb5a2df3295e.pdf 263945ed325d42e8fc4181b51d45cc1b PDF Text Text Every Family Has a Story From the series: Christian Faith: Interpretations of Experience Text: Deuteronomy 6:6-7, 6:20; Mark 3:19b; Acts 1:14 Richard A. Rhem Christ Community Church Spring Lake, Michigan Mother’s Day, Eastertide, May 10, 1998 Transcription of the spoken sermon I was given a tape of an interview on National Public Radio, of a novelist, Jim Crace, an Englishman. In the course of the interview, which was about his recent novel, Quarantine, which he has written recently and which centers on the temptation experience of Jesus in the Judean wilderness, I was struck by the fact that Jim Crace, who wrote the story about the temptation of Jesus, is himself an atheist. And he is a very articulate and intentional atheist. He’s not an angry atheist, but he is, by conviction, a person who believes that the scientific explanation of reality and its purely naturalistic fashion is sufficient for him, and he lives comfortably with that view of the totality of things. But, what struck me was his recognition that atheism and any kind of scientific naturalism has failed to develop ceremonies and rituals and celebrations that can elicit awe and wonder, and cultivate that depth dimension in the human person. That came up in the interview when he told that, as his father, who is also an atheist, was approaching his death, he had said, "No priest, no music, no ritual." They grew up, of course, in that grand Anglican tradition where the liturgy sort of permeates the air and his father, obviously, was a very deliberate atheist who wanted none of the folderol at his death and burial. Well, the son felt a lack, but what impressed me was the fact that, once again, the apple doesn’t fall very far from the tree. A good, intentional, deliberate, articulate atheist produces a good, articulate atheist son. You can point to exceptions to that fact, of course, all about you, but the exceptions prove the rule. As a matter of fact, the apples don’t fall very far from the tree, and it is, therefore, the claim upon us by our Christian tradition that we keep telling the story to keep the faith alive. Every family has a story. We have a story together and we have a story individually in our respective families, and on this Mother’s Day when we focus on the family, I do want us to understand how important are our family stories. As we have been saying these weeks, in this Eastertide series, our tradition, the Christian tradition in our case, is the consequence of a foundational event that finds expression and symbols and images that have developed into a story that eventually is conceptualized and systematized, but is really kept alive and is shaping and determinative of ongoing generations by the story itself. We have a © Grand Valley State University   �Every Family Has a Story Richard A. Rhem Page 2   story. We keep telling the story and the generations, one following another, hearing the story, are shaped by the story and by the story are given lens through which to understand life, to interpret the meaning of human existence. The stories that we have received, that have shaped us and that we pass along are terribly important. This is a critical matter. I don’t know what would be more critical in the midst of the congregation as we think about being a part of the Christian tradition than to be reminded of the critical nature of storytelling, passing on the faith by reciting the story. We Christians are relatively new kids on the block. The Christian tradition came out of the Jewish tradition and, whenever we think about these things, we rather naturally go to the sixth chapter of Deuteronomy where we have a classic package - the creed which had been crystallized and made concise, "Hear, O Israel, the Lord our God is one Lord." Yahweh, our God. This is our God. That creedal statement is set in the context in which Israel is commanded to love the Lord with their whole being, to keep the commandments in their heart, that is, all of the ordinances and the statutes and the rituals, the liturgies, the prayers, all of that which make up the religions experience - keep it in your heart, and recite it. Tell it to your children. Talk to your children about it all the time. Talk to your children as you’re going along the way, when you rise up, when you sit down. Put it on the doorpost of your house so that every time you go out, you touch the doorpost and are reminded of the Shema, "Hear, O Israel, the Lord our God is one." In other words, be so saturated, so drenched in the consciousness of our God that the whole atmosphere is controlled, conditioned by that spiritual reality. One is, at it were, drenched with spirituality to the cultivation of a consistent, continual consciousness of God in one’s life. And a little kid exposed to that doesn’t have a chance. That’s essentially what Israel learned, found out, and that’s why Israel continues to be a vital reality, a living reality, a living people today. What are they? Not a race. They’re not a tribe. There is again a nation, but finally, they are a People. They are people with a story and they have magnificently kept that story, and all of that religious tradition intact, practicing it, observing it, and continuing their struggle to preserve it. Jesus was a part of the Jewish People - an observant Jew. On this Mother’s Day I am pointing to the fact that the family is where tradition is observed and kept alive. That is a challenge. It takes serious commitment. The family, in whatever configuration we find it, is the key place for telling the story and passing on the tradition. We get just little hints of Jesus’ own experience in the New Testament. Mary, in the Gospel of Luke, is this beautiful maiden in total submission to the word of the Lord brought by the angel that she will bear this one conceived by the Holy Spirit. And then she, with Joseph, does everything for Jesus, according to the Law. All of the ritual, all of the requirements are fulfilled. Then the next thing we find is that © Grand Valley State University �Every Family Has a Story Richard A. Rhem Page 3   Jesus is off on his own, in his own ministry, and we have an interesting episode in Mark, the third chapter, where the word is out that Jesus has gone off the deep end, that Jesus is demon-possessed, beside himself, meaning literally in that day that he had possession of some kind of spirit. And so, Mary and his brothers go off to get Jesus. They want to bring him home. Obviously, there’s tension and there is alienation and estrangement because Jesus doesn’t budge, Jesus doesn’t move, even though his mother is outside. Mothers have a way of expecting their children to respond, to obey, to follow their word. One of my favorite mother stories is when I presented myself to my own mother for the first time with a beard. I had grown a beard in Europe and since I couldn’t grow it any other place, I thought it looked good, and the day before I came home to see my mother, I shaved it off. (I had other problems; I didn’t need that one.) But, after a couple of years, on the way to Florida, Nancy looked at me and said, "You didn’t shave." I said, "I didn’t shave and I didn’t bring my razor." I thought, you know, at one time I needed the whole Atlantic Ocean to separate me from my mother to dare to grow the beard, but now Florida would be enough distance. But, when I got back and she saw me for the first time, she said, "I don’t like it, Dick. Shave it off." Now, I’m a grown man. But, I can imagine Mary saying, "Jesus, come home." My mother said, "Shave it off. I don’t like it." Well, I gave her a hug and then probably another three or four weeks later I saw her again and I still had the beard. She was quite nonplused, not really believing her eyes. She said, "I told you to shave that off." Well, Nancy was enjoying it a bit and thought she’d add a little fuel to the fire, so she said, "You know what else he’s doing now, Mother?" And my mother said, "Don’t tell me." Nancy said, "He’s now sitting on a stool to preach." My mother looked at me as if to say, "Tell me it isn’t true." I said to her, "Mother, do you know that Jesus had a beard?" She said, "He did?" I said, "Yes." And I said, "Mother, do you know how he preached?" She said, "No." I said, "Well in the 4th chapter of Luke, he reads scripture and he sits down to preach." She said, "He did?" © Grand Valley State University �Every Family Has a Story Richard A. Rhem Page 4   I said, "Yes, and, Mother, from a child you have taught me to be like Jesus and I’m doing the best I can." I will never forget the absolute certainty with which she said to me, "Dick, shave off that beard." And the next time when I came and hadn’t done it, she could not believe I hadn’t obeyed. I imagine it was that way with Jesus. He is handed a note, "Your mother’s outside." He says, "My mother? Who is my mother? My mother is those who do the will of God." I’m glad that John, the 4th Gospel, gets Mary and Jesus back together at the cross, although he speaks of her as "Woman," hardly the kind of thing that warms the cockles of a mother’s heart on Mother’s Day. That’s why I read that little paragraph from Acts. Following the Ascension, that early community, the disciples gathered praying, waiting for power from on high and there’s Mary and there’s his brothers and sisters. The reconciliation and the coming together - that’s not so easy. It’s a very, very difficult thing, as a matter of fact. I think it’s part of God’s wisdom and perhaps his humor that he makes us live in families. We can choose our friends – parents are a given. And our children are a given. And our brothers and sisters are a given. And that’s why, close as we are, living in that close, intimate proximity, we allow ourselves to be revealed in all of our humanity. It is in that mix that we have a story to tell and it is that story that shapes us, forms us, and it’s so critically important that we tell the story and pass on the faith. That’s the only way it happens. I want you just to think about it this morning, how important that is. We have had a rather unruly worship service this morning. I kind of like high church Anglicanism, myself, but I do get misty-eyed when I see those children, and when I see those children, I realize what a treasure is the community in which they are present, and what a responsibility to nurture them, to tell them the story so that the story becomes their story, so that the story shapes them and, in turn, gives them lens through which to understand who they are, from whence they have come, whither they are going and what is the meaning of it all. Don’t you love the passage in Deuteronomy? When your son or daughter says, "What do these things mean?" then you have a teaching moment, a wonderful opportunity. And what do you do? You don’t get out the catechism. You tell the story. You say, "Our fathers and mothers were slaves of Pharaoh in Egypt and God brought you out ..." You tell the story. And the story becomes that which is remembered every year, annually in festival, in ceremony and ritual, and the story shapes the community, it keeps the faith alive. That’s so terribly important. Just hear me say that this morning. © Grand Valley State University �Every Family Has a Story Richard A. Rhem Page 5   Now, how are you doing? Not just parents with active children, but parents who had children long ago and now have grandchildren. How are we doing? How are you doing it? I think it used to be a simpler matter, although maybe it never was an easy matter. For example, when my parents told me the story, they were dead certain there was only one story. You’re going to have to tell your children, with compassionate commitment to the story, that it’s not the only story. It’s our story. It’s the story that has shaped us and formed us in which we find our hope and the grace of God. We don’t want to build walls for them that need not be built, or that need later to be torn down. You have to give it proper priority. What is proper priority? Well, I don’t know what to tell you. I could make you feel very guilty right now, because who of us doesn’t know that we’ve been lousy at the job? I could tell you stories of years ago when Mr. Bryson on Saturday morning had Choir School. I could tell you even more ancient tales of when I went to catechism on Saturday morning, so that the next time you run to the soccer field on Saturday morning, you might think, "Hmm. Soccer rather than catechism; soccer rather than choir school. I wonder about my priorities." I wish at some point I saw as much commitment to the spiritual nurture of children as I see to soccer on Saturday morning. But, in all honesty, I have to say that for kids who go to school Monday through Friday, then to bring them to catechism on Saturday morning must be a form of child abuse. So, as a grandparent, I’m glad that my kids didn’t get warped enough to damage their children. But, how are we doing it? What are we doing? Are we doing it? Does it have proper priority? And then, do it with passion and grace. That means you don’t, like Mary, go rushing off to bring the kid home. Your passion is felt; they’ve got to feel your passion, but laced with grace. There’s a different feel, then, and there’s a different feel because you are trusting the process, which is another way of saying you’re trusting the Spirit. Or, let me say it this way - what you do, do for yourself. Be genuine and authentic in your own choice and expression. That will be perceived. That will be communicated. That will catch, sometime, some place, believe me. And then, let me say that what I see in you moves me deeply. I honestly believe my children are better parents than I was. What I see in your families in the respective arenas in which you live and in this arena in which children are being nurtured, I see a commitment that is deep and wonderful, and I think you are doing a marvelous job. Traditioning, instilling the faith story must be recognized for the critical nature of which it is. It must be given priority. It must be laced with passion and grace. But, I want to say, you are doing a really good job, I believe. Parents, grandparents - I see a wonderful commitment to those beautiful children, and I believe that there is grace in the end of it all. © Grand Valley State University �Every Family Has a Story Richard A. Rhem Page 6   You want a nice Mother’s Day story? Betty’s mother is going to have surgery tomorrow. It was a little over a year ago when Betty came out of church one day and said, "We’re going to see my mother whom I’ve never seen before." She had finally found her mother! Betty and Norma went down and found her mother, brought her home, and Betty P. found out that her name was Elizabeth Grace. What a name! Is it any wonder that on this Mother’s Day that Elizabeth Grace says, "Pray for my mother," because after decades, there is reunion, there is love, there is grace. Beautiful! Now, go out and love each other. © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/1278b0e7d174dca9f634f0177cb9ace5.mp3 cc53f7887644da70daef649a6c6e30a7 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 Mother's Day, Eastertide V Series Christian Faith: Interpreting an Experience Scripture Text Deuteronomy 6:6-7, 20, Mark 3:19b, Acts 1:14 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-0-19980510 Date A point or period of time associated with an event in the lifecycle of the resource 1998-05-10 Title A name given to the resource Every Family Has a Story Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University 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 Text Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on May 10, 1998 entitled "Every Family Has a Story", as part of the series "Christian Faith: Interpreting an Experience", on the occasion of Mother's Day, Eastertide V, at Christ Community Church, Spring Lake, MI. Scripture references: Deuteronomy 6:6-7, 20, Mark 3:19b, Acts 1:14. Community of Faith Story of Faith Traditioning https://digitalcollections.library.gvsu.edu/files/original/9f0808fd50e0386f49c5a16a6f37db54.mp3 9f27dab74c1edca7b9e7000275cd5dbc 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 Pentecost XIII Series Human Transformation: The Gospel & AA Scripture Text Psalm 32:1, I John 1:9, 2:1-2 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-0-19890813 Date A point or period of time associated with an event in the lifecycle of the resource 1989-08-13 Title A name given to the resource Everyone Needs a Priest 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 August 13, 1989 entitled "Everyone Needs a Priest", as part of the series "Human Transformation: The Gospel & AA", on the occasion of Pentecost XIII, at Christ Community Church, Spring Lake, MI. Scripture references: Psalm 32:1, I John 1:9, 2:1-2. 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/5795c5bf1504d7cd1254b400e62ea506.mp4 a6ae3da3d36867a98e14df68a0411b94 https://digitalcollections.library.gvsu.edu/files/original/6351b216c2eb2dc62555b7f977e5a125.pdf bf0fa2d237b393c9fb9dd52be71fe5d5 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: Wallace “Wally” Ewing Interview Length: (24:57) Interviewed by Frank Boring Transcribed by Chloe Dingens Okay, my name is Wallace Ewing, but I usually go by Wally and I was born on September 11th, 1932. Of course, 9/11’s become kind of an important date in recent years but when I was born, I was the only event, and I was born in Grand Rapids. Interviewer: Okay, what was your early childhood like? Well I was born in the height of The Depression and my father in fact was out of work when I was born and that's why I happened to be born in Grand Rapids because we lived in Grand Haven, but we had no residence and so we lived with my father's parents during my birth, and for a couple of months after that. Childhood was good, I had solid parents, I had an older brother, and two older sisters, so I was the baby of the family, I got treated like the baby, nothing wrong with that in retrospect. My dad changed jobs a lot, so we moved around a lot, Grand Haven was always emotional home, that's where we came home to. We had relatives that lived here and ancestors that could go back some ways but we lived in Ohio, Illinois, and Indiana, as well as Michigan so the variety of locations and during that upbringing, I learned that it's a challenge especially when you're young to make an adjustment to a new environment every time you move and I think that probably helped me in the long run, but at the time it was kind of a trauma. (2.11) �Interviewer: So, you were born in 1932, your father, you have a fam- you have a father, you have a family, but 1940’s became very difficult time in- in the world. What, did you have any indication of what was going on in the world as you were growing up? I was paying attention to what went on even though I was quite young yet, but it, the impact of that didn't really sink in until I became some years older. As a youngster 8, 9, 10, 11, 12 it- it's hard to relate to those kinds of problems, the world war strife and of course there was the second recession that came along that kind of changed the improvement that had taken place in the later ‘30’s, but all of that was interesting to me but I didn't really absorb it. Interviewer: Sure, in 1942 you would have been 10 years old, we already, Pearl Harbor had already happened, do you remember any of it? (3.12) Oh, I do. Interviewer: Okay, what… We lived on North Shore and near Ferrysburg that year, that winter and I remember we gathered around the console radio as so many families did and listened to the reports, the news reports that were coming in of this bombing, again I didn't absorb that. I didn't know exactly what that meant, but I knew it was bad. And I have a very clear memory of that Sunday by the radio, yes. Interviewer: What was your, what- what happened to your family, in terms of your father, was he called up or what happened in terms of that? My father at that time was what, 48 years old so he was beyond the- the draft age but my brother and my sister both enlisted in the Navy during World War II, my brother graduated from high school in 1943 in Muskegon and immediately enlisted and my sister was somewhat older, but she enlisted about the same time, both in the Navy. �Interviewer: Let’s backtrack just a little bit, you- you have a Navy family I take it. I do because my father served in World War I as a radio man and he was, received training at Harvard University and that's where he met my mother. (4.27) Interviewer: So now the war years, tell us about the war years here in mid-Michigan, this area. It's a little bit, several aspects of that but it's a little bit shameful in one way, but I was, you know 11/ 12 years old and I would read Time Magazine and see where the front was moving this way and the front was moving that way, and it was obviously worse than a football game but it was kind of, our guys have gained a few yards, our guys have lost a few yards, they’ve scored, the other team has scored. But at least I followed that, I knew what was going on in the Eastern Front and the Western Front. The war years in Grand Haven were certainly we were not deprived of much of anything, but, we again as young people were aware of the needs and we'd saved metal and turn that in, save paper, turn that in, any kind of tin foil, anything like that that could, rubber, that could be recycled was turned in, and we had that kind of activity. In addition, there were the bond drives and for 18 dollars and 75 cents you get a $25 bond, it’d be worth $25 in ten years. And at that time that seemed like pretty good money, so we'd invest in that and you get these little books that had the stamps in them that every time you bought a stamp you make progress towards that $18.75 and getting that bond. Interviewer: And as, do you recall the end of the war? (6.03) Oh absolutely. �Interviewer: I mean Europe first and then Japan. Yeah. Interviewer: Yeah. I do indeed, I was going to a- a school in Grand Haven at that time on, between Franklin Street and Clinton, seventh and sixth. And my sister, another sister, not the one in the Navy, lived across the street. She had a- a couple children at that time, she lived upstairs and I remember hearing that the war in Europe was ended, it was V-E Day and the schools were dismissed I think and we spent a lot of time just with my sister in her car, going up and down the streets honking our horns and cheering. It was a, really a joyful occasion. When V-J Day came later that year in the end of the summer, I was at a boy's camp up north and I remember when the bomb was dropped and again you know you’d be gettin’- getting old enough to really absorb what that means and then watched the capitulation of the Japanese I think it was on September 3rd, 1945. And felt the again, the joy, the relief that that part of our life was over. (7.16) Interviewer: Can you describe if you can remember soldiers returning home- soldiers returning home, Grand Haven, Grand Rapids? No, I don't, I just remember my- my brother coming home and that he had been stay, he was also a radioman like his dad, our dad. And he was stationed on Attu Island I think it was in the Aleutian Islands in Alaska. And so again he was not faced with active combat, but he did experience the war in that regard. When he came back it was a relief and then he benefited from the GI Bill, started Michigan State University, the winter began and he said, “you know what, I don't like winter.” And he went to the southwest and never came back. Interviewer: How about your sister returning? �She returned but not to Grand Haven, so she went to Washington, D.C. and got a job as a science writer there and I have no memory of her response. (8.21) Interviewer: So, as your- your now between wars so to speak, what were you goals after the war was over with? You’re in high school by now? I was in high school, started high school in 1946 and the goal was to get through high school and college obviously was mandatory. My parents didn't have any, we didn't have enough money to send me to college and I heard about a program that was called the Naval Reserve Officer Training Corps, NROTC and at that time I was going to high school in Chicago, and I applied for an entrance exam, took the entrance exam, and just one occa- one- one event in that while we're taking the exam, they were long, it was about six hours of- of test questions, and about halfway through, the, now it was lunchtime so all these guys stood up and suddenly some officer stood on the stage and yells, “stand fast.” I don't think anybody had ever heard the phrase “stand fast” before but everybody knew what it meant, and the whole crowd sat down immediately. It's a way that you learn language, by intonation, emphasis, as well as the words. At any rate I passed the exam and was admitted into the University of Wisconsin, in Madison, and began my career, very short career with the Navy at that time. (9.57) Interviewer: So, what was the actual- what was the actual procedure, you know, of getting in? Well passing the- the test was the- the very extensive and intensive examination that measured your verbal skills, your mathematics skills, your science knowledge, and- and all aspects of life at that time, history as well. And so, you had to pass that, and you had to pass at a fairly high �level to get through and I was fortunate enough to somehow make that happen. And then there was a physical exam and one little sidelight of that, I’ll tell you a little family story, when I was, I think was nine years old and my mother said, “it's time for you to get a dental checkup.” So, I went to the dentist and, “oh he's got a great set of choppers, nothing to worry about.” That ended any worries that my parents ever had about my teeth, I never went to a dentist again. So, I went for this physical and had a dental exam and he said, “we can't let you in until you get those cavities filled.” So, I had seventeen cavities that had to be filled and my mother said, “well that's your problem, you take care of it.” So it was five dollars a- a filling, $85 out of my meager savings that I had to put into this kind of like an investment and but once that was done and I passed the physical, everything was set and all I had to do was show up at the University of Wisconsin on a certain date in September of 1950 and start my time with a NROTC. (11.31) Interviewer: So, what was ROTC like at that time? Well the NROTC was a- a group of good, it was made up of a group of good young men, I think I made some good friends there unfortunately not lifetime friends but friends at the time. And because what was coming ahead, we spent a lot of time together not only on the campus but on our summer cruises during the next three summers. There was, we had to take naval science courses and my brain is both sides are literary oriented, so that was a bit of a challenge for me, but somehow, I managed. And just had a- a- a, yeah, I didn't really care for military life I'll be honest. Too stringent, too demanding I thought. I'll give you one example, one of the summers I was at Quantico in Virginia and during, at the evening we were off and I’d be, had been elevated to a platoon leader which big deal, and when we went to see a movie it was called High Noon with Gary Cooper and Grace Kelly. I neglected to take off my cap, that was a transgression, an �officer saw me, I was stripped of my platoon leadership and relegated to the- the platoon as a follower. And I just thought, wow that's pretty small, you know Cap, tell me, reprimand me, but don't strip that from me, but it happened so probably like if I've remembered it that long, you know all these years, it must have been a good lesson for me and I think maybe I learned something from that. (13.21) Interviewer: During ROTC did you have to go to boot camp? No boot camp. Interviewer: Okay. Well it- it, well it depends on how you define boot camp, I didn't have to go to Great Lakes or anything like that. But we did have a vigorous training during those, our active weeks during the summers of ’51, ’52, and ’53. Six weeks each summer that was devoted to learning more Naval skills, either on the water or on land. In the summer of 1952 our group was sent to Quantico for about half our time there and then we took a troop train which was an experience from Quantico, Virginia to Corpus Christi, Texas for training at the Naval Air Station there, and to be on a troop train for two solid days, not allowed to get off the train was also an experience. (14.18) Interviewer: And these were all ROTC people? Yes. Interviewer: Alright. Yeah- yeah. Interviewer: So, these were the people you had been with all this period of time. �Yes, these are other young men who were on the scholarship program at the UniversityUniversity of Wisconsin through the NROTC. Interviewer: Okay, so, once you competed the ROTC part- part, what was the next step? Well, let- let me… Interviewer: Sure. If I- if I could I’d like to backtrack just a little bit because we took two summer cruises that were overseas, and they were important, I think. In 1951 I went to Norfolk, Virginia and got on the DD-864, the H. J. Ellison there and we then sailed out of Norfolk, went to Panama Canal, which was an experience, went to Gitmo, Guantanamo Bay, saw that in it's more or less early years, least a lot earlier than it is right now, and learned a bit about the sailor’s life and an officer's life. As a midshipman, we were, had a variety of experiences, we might be in the boiler room, we might be on the bridge, might be in some other category. And- and we learned how to feed the ack-ack guns with the 50-millimeter shells and fire those in practice, but still, learned how to do it. And that was a- a really good experience, even though, you know did a lot of paint chipping, and painting, and that kind of routine stuff too, but I learned a lot. Then in the summer of 1953 we sailed out of Norfolk and went to New York City which was, never been there before, that was an experience, and from New York City we went to Edinburgh, Scotland. As a- a, with my Scots background, that was an exciting experience and I remember walking around Edinburgh and- and getting acquainted with the tartans and some of the clans that were there. And the train, the Navy provided us with a train down to London, so we spent a couple of days there too, and that was a great experience, in fact they put us up at a London hotel and it's the only time in my whole life I was ever served breakfast in bed. So, here's this midshipman sleeping in a little bit, �and a knock on the door and the maid comes in with the breakfast on a tray, hey this is pretty neat; I can take this. (16.43) Interviewer: 1950’s, did London have a evidence of the war? Absolutely, there were still- still blocks of, that were devastated, buildings that had been destroyed by the bombing and The Blitz, yeah. It was very- very apparent at that time. And then we had another exciting trip from there, we went from Edinburgh to Oslo and went up the, if you’ve ever been to Oslo you know that there is long fjords and exciting experience to go into those fjords and see the lovely snow-capped mountains and that was 1953, and the year before, 1952 had been the Winter Olympics so we saw the- the remains of that too, the ski jump and theand the areas where they did the- the skiing and the skating. And I met a lovely young Norwegian, a woman there who knew English and she escorted me around, showed me the different sites in Oslo and it was a- it was a great experience. One time the- the Navy arranged a lot of out… special activities for us and they had a bus that was going to take the Midshipmen to Bergen, another Norway- Norwegian City and got to the bus and got loaded up, we went into the city of Oslo and they said, “you know we have too many people out here, we need some volunteers who are willing to bow out.” And I thought, wow I can bow out and no one will know. They’ll think I'm in Bergen and the people in Bergen will think I'm in, back at the ship, so I probably pretty dumb thing to do but I said, “okay I'll volunteer to leave.” I left, I rented a room in a hotel, The Hotel Philadelphia I took off my tie and- and all the paraphernalia that indicated I was Navy, and I just had a great weekend in- in Oslo and got back to my ship and they were absolutely no repercussions. So, it turned out alright, but I wouldn’t recommend it to anybody. (18.53) �Interviewer: I was gonna ask you also about your social life, but you’ve pretty given us, you had opportunities to down time. Yeah, we did we had leave, we had shore leave. And you know Oslo is just such a memorable place so was London and Edinburgh, but Oslo was special because we were there in early August and the land of the Midnight Sun, the Sun didn't set until midnight and it rose about 3 o'clock in the morning. So, there was very little dark and it just, when you're young, 20 years old, and you have that time and that- that opportunity it's just great to rejoice in that. And I and my buddies we- we did. Interviewer: So, once that period of your ROTC was over with, what was the next step? What’d you do from there? Well it gets complicated because my personal life got in the way, one of the criteria of being a midshipman is that you remain single, back home I fell in love and I got married in my senior year. That necessitated, eventually my departure from the NROTC, so the next step would have been to get a commission as an ensign, serve in the Navy for four years, and probably gets an advancement but I- I did not have that opportunity. (20.19) Interviewer: So, then what did you do next? Well after that, then I had a wife and we had children eventually and I obviously had to, I had to work. I had not finished my college degree moved to East Lansing and started studies at Michigan State University, eventually got my bachelor, I said, “you know I like this, this is what I like to do.” So, I stayed and got my master degrees also and then became a teacher. Interviewer: So, your naval career then was over with? Three years. �Interviewer: Three years. Yeah, that was it. Interviewer: You showed me some pictures, one of them was an official picture that ended up in the newspaper, how did that come about? (21.02) The- the Navy was always looking for ways to publicize its name and those pictures that would be sent to the hometown newspaper of the Midshipmen and usually would appear in the paper, I don't know if that would happen anymore because newspapers have kind of narrowed down their choice of articles. But they were very likely to appear in the local newspapers at that time. So, I probably, every midshipman had his picture taken at least once on each cruise. Interviewer: So that’s how they, that’s how it ended up… Yeah, that's right, yeah. Interviewer: You know it’s interesting, one of the things you said about not caring that much for Military life per se, and then you said towards the end of we were just talking that University life seemed to be very appealing. Yes. Interviewer: …to you. Yes, it did. Interviewer: So, what did you end up doing, you said you became a teacher, but what- what happened? Well I became, I taught at a variety of universities and ended up my academic career as a Dean at a small College in New England and suppose in a sense that's military too, gives a certain recommendation that has to be followed and certain rules that have to be followed. �(22.19) Interviewer: What did you teach? I, my teaching was primarily English, English language, and linguistics. Interviewer: Wow, okay. Yeah, and that- that- that worked up there. Interviewer: Yeah you said earlier, literary, you said you do literary, yeah. Yeah- yeah. Interviewer: Did you find at all that your military training, the ROTC period, the discipline and what not have any effect on how you have, how you went about becoming a professor, becoming a dean? I think all, every experience we have is- is, has some kind of effect on the choices that we make and how we handle those choices. So even though I was not enamored of the military life, I'm glad I had it. I look back on it I think it was good for me and I think it did help me accept a sense of responsibility and to recognize the importance of rules, and boundaries, and to, well I think succeed in life. I think it really did contribute towards that. (23.23) Interviewer: Once you decided to retire from academia, what did you do? I came back to Grand Haven my hometown, I’d consider my hometown and be, here I became the director of the Ottawa County Red Cross for nine years and then I retired from that, and on a part-time basis joined the local Historical Museum as curator of Education. Enjoyed that, and I said, “hey here's a whole new career, local history, I can get into that,” and I did, and it's been 20 years of it now and it's been wonderful. �Interviewer: Well I'm very pleased to hear you say that because as I mentioned to you and of course at the- the meeting that I spoke at, this part of the oral history, the Library of Congress Veteran’s History Project is about local history. Yeah it is. Interviewer: And so, on camera I want you to accept the challenge of encouraging other people to go through this experience. Oh, I would absolutely encourage it, and you know I have to say that what you're doing is a good thing. And I felt a little uncomfortable starting out, because you know what did I do? I didn't, II- I benefited much more than I gave, but I think I enjoyed the interview. I enjoy your questions, and you really prompted me to think and to respond. I believe that every veteran should have that opportunity and I hope that when the time comes that each veteran will be able to take advantage of it and have the same experience that I've had this morning. � 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_EwingW2126V Title A name given to the resource Ewing, Wallace (Interview transcript and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-22 Description An account of the resource Wallace Ewing was born in Grand Rapids, Michigan, on September 11, 1932. He recalled listening to news reports on the radio about the attack on Pearl Harbor, but remained unworried about the global events of the Second World War. After graduating high school in 1950, Ewing pursued the NROTC program at the University of Wisconsin in Madison. He participated in three overseas cruises and training exercises, but was forced to abandon his training when he was told he could not be married and become a Midshipman. Ewing and his wife started a family in East Lansing, he finished his degree at Michigan State University, and he became a university English teacher and later Dean at a small college. Creator An entity primarily responsible for making the resource Ewing, Wallace K. Contributor An entity responsible for making contributions to the resource Erichsen, Wallace (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Naval Reserve Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings 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 Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/e4ca77ca03a1e4a712c8c1ab2f6fca79.mp4 3d98d435d9e344e2154fbf6d966ae65b https://digitalcollections.library.gvsu.edu/files/original/604714ca510988edcbe02bccdd90c09a.pdf 40273a357f858c9d97da1ac2b6907a97 PDF Text Text Grand Valley State University Veterans History Project Interview Notes Length: 54:00 William Ewing World War II Veteran Air Force; 1941:Oct. to 1984 3rd Attack [i.e. Bombardment] Group [ Ed. note: Mr. Ewing suffers from Alzheimer’s and his answers are often repetitive and sometimes unclear.] Introduction (0:25) • Ewing was born in Vicksburg [Michigan] and grew up in Grand Rapids. He attended college at Grand Rapids JC and Western Michigan U and earned a B.S. degree. Entry into Military Service (1:23) • Ewing joined the Reserves in fall of 1941. He had gotten his private pilot’s license and wanted to fly in the military. Before he could get into flight training for the military he was called up by the draft board but was sent home. • Ewing was then transferred to the Air Corps. He took military flight training, earning his wings in and later assigned to the 3rd Attack Group, a light bomber group and flew the A-20 Avenger. (3:17) [Ed. note: The 3rd Attack Group was redesignated 3rd Bombardment Group (Light) in 1940, 3rd Bombardment Group (Dive) in 1942, and 3rd Bombardment Group (Light), in 1943.] Training (4:26) • Ewing was sent to California for basic training and to Arizona for flight training, earning his wings in 1943. After graduation he was sent east to the Carolinas, then to Oklahoma City. • In California Ewing underwent training in the B-25 Mitchell in an outfit under James Doolittle. (7:13) [ Ed. note: Ewing mentions that his recollection may be flawed. General Doolittle was assigned to the Eighth Air Force in 1942, originally headquarter in Savannah, Georgia and later that year took command of the Twelfth Air Force in North Africa] A-20 Avenger (8:18) �• Ewing describes how the A-20 was his dream plane, since there was no co-pilot, the aircraft was his responsibility. He also describes sometimes flying with a navigator and up to three gunners. Also mentions that the waist gunner would sometimes use his turret to strafe ground targets. • Most of the people in flight school wanted to be fighter pilots and were disappointed to be assigned to bombers. Ewing initially didn’t know anything about the A-20, but was happy when he learned more about it. (9:30) New Guinea (10:10) • Was stationed in New Guinea and the Philippines. Wanted to island-hop the A-20 to New Guinea as a few did, but was shipped there by boat. • Ewing talks about his first mission, his squad leader, and the practice of “skipbombing” (12:10) • Ewing describes the types of missions flown, mostly in support of the infantry, also against Japanese shipping. Almost all were flown at treetop level, which Ewing enjoyed, making target acquisition and damage assessment easier. (14:20) • Ewing discusses casualties caused by dropping ordinance too close to friendly positions and gives a figure of 1,500 friendly troops killed. Ewing attributes this to faulty communications and talks about the observer flying in a loitering aircraft giving co-ordinates on the map that weren’t always accurate. Ewing says communications improved as they got experience, and didn’t blindly follow instructions (15:15) • Ewing describes in detail being hit and ditching his aircraft in the sea, hiding from the Japanese in the jungle for a night, his attempts to destroy the downed aircraft, and being rescued by a flying boat the next day. (18:18) [Ed. note: Ewing mentions towards the end of the interview that his gunner was also with him the entire time when he was shot down and rescued] • Ewing describes New Guinea and going on leave to Sydney, Australia. (28:40) • Ewing mentions that there were a lot of Japanese aircraft when he first arrived in New Guinea and that his second mission was against enemy airfields at Wewak in the north. • He also mentions that his favorite contact with the enemy was when they attacked during a dress parade on the airfield. Ewing also describes enemy fighter cover, anti-aircraft fire, and night attacks on his airfield. (29:56) �• Ewing mentions that on shorter missions, they usually had fighter cover, but not on longer missions. He also recounts an incident when low on fuel, he missed his initial landing, and had to circle around again, after landing, while taxiing off the runway, he ran out of fuel. (32:25) Philippines (35:17) • When Ewing and his unit moved to the Philippines, they loaded all their belongings into their aircraft. Ewing first arrived at an island south of Luzon, and ended up being stationed within visiting distance of Manila. • Ewing talks about the differences between people in the Philippines and those in New Guinea. He also tells about visiting Manila shortly after it had been liberated, and the Army’s takeover of a local brewery. (36:51) • Ewing talks about the Japanese being well dug-in and supplied. When they were hungry they would sometimes take a uniform and stand in the mess line. (31:22) After the War (39:17) • Ewing earned his points and left before Formosa fell. He returned home to Grand Rapids, and recalls being at his parents when the war ended. Recalls feeling good about the bombing of Japan. • Attended college for one more quarter, then worked as an insurance adjuster for thirty years. (40:52) Additional Wartime Recollections (43:35) • Ewing talks more about being shot down, and trying to keep his gunner calm. Speaks about a lot of gunners being mutilated or killed when ditching the A-20. • Ewing states that his squadron suffered a loss rate of ten or twenty percent overall. (46:33) • At the news of the bombing of Pearl Harbor was happy to be going in. Talks about anti-shipping missions and that a lot of the Japanese shipping consisted of converted merchantmen. Describes the armament of the A-20 and an incident where he sank a ship with gunfire. Mentions that he only attacked a Japanese tank once. Comments on communication with the Army on the ground. (47:35) • Considers the war a learning experience he was lucky to survive. Couldn’t recall the rank at which he left active service. Retired as a lieutenant colonel [in guard] in 1984 after 43 years of service. (51:58) �� 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 Ewing, William (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Ewing, William Description An account of the resource William Ewing enlisted in the Air Force Reserves before the beginning of WW II and remained in the Reserves until 1984. During WW II he flew the A-20 Avenger out of New Guinea and later the Philippines before returning home after completing his tour. In this interview Ewing discusses basic training and flight training, combat experiences and procedures in the A-20, and being shot down and rescued. Mr. Ewing also discusses hearing about the end of the war and his feelings about the bombing of Japan, and what he did after the war. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American United States. Air Force Veterans Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-09 Identifier An unambiguous reference to the resource within a given context EwingW 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/8fc1bd687ba743407a6b29a9bd293082.mp3 6342504f390b0bdd265c99ea0b23b2ed 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. Scripture Text Psalm 118:24, 28, Revelations 19:6-7 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-0-19860504 Date A point or period of time associated with an event in the lifecycle of the resource 1986-05-04 Title A name given to the resource Exaltation and Exultation 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 May 4, 1986 entitled "Exaltation and Exultation", at Christ Community Church, Spring Lake, MI. Scripture references: Psalm 118:24, 28, Revelations 19:6-7. 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/aa5d3e6e86338846886ecd519538efeb.jpg ecb0d870005381db7772176747e14d43 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00356 Date A point or period of time associated with an event in the lifecycle of the resource circa 1937 Title A name given to the resource Excalibur at Genoa Description An account of the resource Black and white lantern slide of the S.S. Excalibur docked in Genoa, Italy. Subject The topic of the resource Lantern slides Steamboats Boats Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7c455f87fa38154ac8fd4c997caa360a.jpg 661e25df9202441c2043553b88aef1b1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_LS00218 Date A point or period of time associated with an event in the lifecycle of the resource circa 1930 Title A name given to the resource Excavating at Abri des Merveilles, Sergiac Description An account of the resource Black and white lantern slide of archaeologists working at an excavation site with two Mousterian levels at Abre des Merveilles, Sergiac. Subject The topic of the resource Lantern slides Archaeology Excavation Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives