321 24 26018 https://digitalcollections.library.gvsu.edu/files/original/7b8c5fa2cc4246422ca5d24afb46dcee.jpg ef66e0fa5091701f353bb46c96fff985 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_0001 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 1910 Title A name given to the resource Fishing on the Pier, Saugatuck, Mich. Postcard Description An account of the resource Front of the postcard of individuals fishing on the pier in Saugatuck, Michigan Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Outdoor recreation Fishing Postcards 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/52d9386b15e28b90f0b259d80eb2291d.jpg 6dff548faddfd0fa8f18eea00cb3d099 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_LS00635 Date A point or period of time associated with an event in the lifecycle of the resource circa 1938 Title A name given to the resource Fishing party of Dr. Bell Description An account of the resource Black and white lantern slide of a group of people on a boat. Two women holding fish are smiling at the camera. Subject The topic of the resource Lantern slides Fishing Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 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 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/8b57631c242ad1f5f757562c4b8f3142.jpg 9cac5b1b886920608936881c7c4b2032 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-Walter-PG_0028 Creator An entity primarily responsible for making the resource Walter, P. G. Title A name given to the resource Fishtown and Lighthouse near Kalamazoo River Description An account of the resource Copy of a foldout photograph of a lighthouse and a few houses near the mouth of the Kalamazoo River. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Kalamazoo River (Mich.) 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/0aeacc199a5ced9fd5f327dc8febf5e5.jpg 4078c8f756d68a80e4536811b5c9754c https://digitalcollections.library.gvsu.edu/files/original/e541ee2c5b57ebab03df91ca91a5a08c.jpg 0e215eac61cd94cb08957046cc0e0b90 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-70s-coll_0016 Creator An entity primarily responsible for making the resource Armstrong, Joe Title A name given to the resource Fishtug Boat Description An account of the resource A black and white photograph of a fishtug boat cruising along the Kalamazoo River.. The back of the photograph has writing which reads, "Fishtug passing Mt. Baldhead Hotel" however, the second line of writing underneath it is illegible. The back of the photograph has two stamped inscriptions which read: "Saugatuck-Douglas Chamber of Commerce, Saugatuck, Michigan." In the bottom right-hand side there is a stamp which reads: "Joe Armstrong, Allegen, Michigan." Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas Chamber of Commerce Subject The topic of the resource Michigan Saugatuck (Mich) Allegan County (Mich) Black-and-white photography Source A related resource from which the described resource is derived Digital file contributed by the Saugatuck Douglas History Center 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 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/5f5ed05cf5f30108851fc19ea538f4ba.jpg 12a5eca1e29570651f0ab2e20128d285 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_2029 Title A name given to the resource Fitter fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Fitter Russian fighter, March 1958. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1958-03 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/740c8bb1ece2cc651d5d2a2333175dd7.jpg d4362413bfcb3c3b1f25fa5749b727d3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X314a Title A name given to the resource FJ-1 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-1 Fury US fighter (jet). Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) 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/630feb31116827e71c05fc7b4f625719.jpg 2dc5dca1bc0945567b86d42a4b06f78c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_85 Title A name given to the resource FJ-1 Fury restricted fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-1 Fury fighter, December 1, 1949. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1949-12-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ebf5fab5ae93cdc119258cc4b1d2b0cd.jpg 602f10081a2ca1da1bbee58cb270dd07 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_92 Title A name given to the resource FJ-1 Fury US Navy fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-1 Fury US Navy fighter, September 1, 1948. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1948-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/71396d51f88de2ad6c745c0b3c4afabb.jpg 53d2679663395e2aeda3f055e989df17 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_93 Title A name given to the resource FJ-1 Fury US Navy fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-1 Fury US Navy fighter, September 1, 1948. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1948-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/edf506d726b6fa97822a4c4196b4544b.jpg 2682475774cd3b2c10246046162152b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_99 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury US fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/edf5a85cc8d62ec168639ce98fc0a880.jpg 797a9e730a47635ab5ad4d39a3109e6f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X100 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury, US fighter, September 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8e099faa60eabf407f28731d54d9fe11.jpg 2821781ba85ab933e813f49a3b3c6754 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X48 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury US fighter, March 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954 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/a62154d21396fea743f828fc578061e5.jpg 93d908b118e57ea297351a24508db009 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X49 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury US fighter, March 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954 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/815481cf8a0b0d22e714e41d7cd7c179.jpg 4f2c2019650a4e38a81001f4198696bb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X78 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury US fighter, April 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1113662ab2db03903ed41dd10ac346a3.jpg 1d559eb2aae14ee03b310889d430cfb1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X79 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury US fighter, April 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f2c13e2a87599aeacb87005ff9bdc43a.jpg 56a1df9f70bee0da375dc299cd397877 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X87 Title A name given to the resource FJ-2 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-2 Fury fighter, April 1, 1952. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ac3c234b90e3e98f42b3b542efa954bc.jpg 2a68dd2f53061c94001cda9ba3bf9008 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X80 Title A name given to the resource FJ-3 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-3 Fury US fighter, September 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3ff769eaaf0135190881d2820b56f2a1.jpg faf3473b1c1e3e4d9b45fc4a2c8f4f87 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_141 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1f60cf513224707ed3a356ae390afb70.jpg 643696ae725bd9edd7a82ad4ebd89a47 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_143 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/eaffc7497dd881c508cef6cae10d4975.jpg a7835a780646a3b5f3b2a7cc9225c908 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_59 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6f7ab62405c16514421cb54a392183cc.jpg eb69552d9f708fd0c1f2345ef7a6ff2c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_64 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2c2f8a358d12a73661c5e9869a83cc77.jpg 9a89e3d55a2500161c2df1a3979c8a55 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X150 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2279c0ebcd97cb716505344b59d4c3bd.jpg 85d8ff2f0cef85d655f082c7c0335d8a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X152 Title A name given to the resource FJ-4 Fury fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FJ-4 Fury US fighter, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/17ba9771c488c59052c4b8d55b17808b.mp4 9906731bc2ad979031e222045aca2cca https://digitalcollections.library.gvsu.edu/files/original/df32bad8be88a3d09c2ad9131798ecc3.pdf 376bf31760a142c7d2f7242948fc17df PDF Text Text ORAL HISTORY INTERVIEW DEREK FLACK Born: Detroit, Michigan Resides: Byron Center, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, February 7, 2013 Interviewer: Mr. Flack, can you begin by telling us a little bit about your own personal background? For instance, where and when were you born? I was born in Detroit, Michigan July 5, 1948. Interviewer: Did you grow up there? I grew up, born and bred there my whole life. Interviewer: What did your family do, your father do? My dad worked for Ford Motor Company and he was an automotive engineer and we had the typical lower middle class and it was great. Growing up in—I had a brother and two sisters at the time and I had a late sister later on, but yeah, we had a great life. Interviewer: Did you live in the city? I lived in Detroit, right. Interviewer: Did you go to the public schools? Public schools for most of the time and then my dad sent my sister Gwen and myself, being the two oldest, to a parochial school for the last two years. 1:05 Then back to a public school later on when we moved from Detroit to Dearborn and that‘s where I graduated from in 1966. Interviewer: Okay, what did you do upon graduation? 1 �Actually, prior to graduation my family life, at least from an eighteen year olds point of view, kind of was going downhill, you know. So, what I did, and Vietnam was roaring, and I was gung ho about the Marine Corps, so I went down to the recruiter and signed the papers when I was seventeen. Of course I went home and told my parents and my mother was absolutely shocked. My dad, he was stunned, he‘d been in WWII see, so he kind of understood a little bit about it you know, although he didn‘t like Vietnam. 2:03 My mom didn‘t like Vietnam, and little did I know that later on no one would like Vietnam, but that‘s neither here nor there at that time, so they wouldn‘t sign for me to go in early even though I graduated in June and I was turning eighteen in July. They said, ―No, you have to wait until you‘re eighteen and you can do it. So two days after my eighteenth birthday, on the 7th of July, I went to downtown Detroit and they swore me in, and I said, ―I do‖, and I did, and they whisked me off to San Diego, California for training. Interviewer: Was that Camp Pendleton? San Diego, there is a Marine corps recruit depot in San Diego, only two in the country, San Diego, California and Parris Island, South Carolina. Interviewer: Is that where you had your basic training then? Basic training, right Interviewer: Describe basic training in 1968? Well, 1966, yeah 1966, well we flew to L.A. and caught another flight down to San Diego. 3:09 We get out of the plane and into the terminal and the drill instructors, or DI‘s, are there waiting for us, and of course they‘re out in the public, so they usher out into these school busses with no seats, so you‘re standing. The base is right next to the airport, so then they get on the bus and they are screaming at you. From that point on 2 �they are screaming at you and they‘re calling you every name you ever thought of and then some. Interviewer: Did you know they were going to do that when you went in? No, no, I didn‘t think it was going to be easy, but I didn‘t think it would start off like that. So it‘s the shock value that they‘re going for and they shock you right away. Some people in our group, who would become part of our platoon, had fathers who had been in the Marine Corps, so they knew what to expect. 4:04 My dad was in the Army Air Corps in WWII, so there was nothing like that. Anyway, I stood there and I‘m grabbing onto one of the poles as they‘re taking off and thinking, ―What did I get myself into? So, they go around to the front of the base, they come in and they‘re screaming at you all the way, you stop and they actually push you off the bus, they‘re pushing you know. There‘s these two big sets of yellow foot prints and they yell, ―Get in the footprints‖, and they‘re like you‘re standing at attention the way they‘re painted on the asphalt, and we‘re all in one section, there was only enough of us for one, and they‘re yelling at us and this is by the barber shop. 5:01 They have a group of six guys run in there, they‘re yelling at you the whole time, running up the steps, into the chairs, the barber‘s there, zipp, zipp, zipp zipp, and you‘re out. I mean you went in there with whatever hair you had and you came out with absolutely nothing and I remember it was just, ―Wow‖. Finally after everyone gets shorn of their hair, then they sort of march you, because you‘re not—you don‘t know diddly squat about marching at this point, over to one of the receiving barracks‘ where you pick up your gear. You‘re going through and they‘re throwing it into a box or sea bag, you get a sea bag, and just dump it in there, just keep dumping, dumping, and finally they run you over to the showers. 6:04 Everybody gets a shower and then you put on 3 �your—we had yellow sweat shirts, which said U.S. M. C., had the emblem and the whole thing and we had a cover we put on, we had on our utility pants, tennis shoes and socks and that was it. Then they march us across the base, about two O‘clock in the morning, yelling and screaming at us, and it‘s like a herd moving down the street. These Quonset Huts that they had at the time and they put so many in a Quonset Hut, and what happens, you have these metal racks with mattresses on them and then you have something you put over them called a ―fart sack‖, that‘s what they called it, so those of us that at least figured that out, we‘re trying to get that over the mattress and the DI‘s would yell, ―Stop, you‘re not going to do that right now, you‘re going to go to sleep and that‘s it‖. 7:00 So, we stopped, we stopped right where we were and then he said, ―You will now lay down‖, and we were laying there at attention, you know and then he turns off the lights and says, ―You are now asleep‖, and slams the door. I remember this quite distinctly. Interviewer: Then how early did they wake you up the next morning? This was the morning. How many hours later? Interviewer: Yes I would say maybe about three, three hours later and everybody‘s in their clothes still, some of us were smart enough to say, ―We‘re going to stay in our clothes‖. So, we jumped up and then what happens is we fall out in some sort of formation and they‘re trying to get us by height or whatever they do, you know—oh geez, and as time went on at boot camp we got better and better and better at doing these things. You got all squared away and you‘re marching and you can do your manual of arms and all kinds of good stuff you know. 8:01 I mean, and you‘re going through your basics, which could 4 �be an obstacle course or you‘re going to classroom on the history of the Marine Corps, or first aid, or all kinds of good stuff. Actually that lasted—we were there for nine weeks. Interviewer: As you were there, did you adjust to that reasonably well? I mean did you learn the routine and mostly stay out of trouble, or how did you do? Ha, ha, if you didn‘t you were crazy, you really were. I adjusted pretty darn well to it. I accepted that, ―Hey, I‘m stuck for four years‖, and I wasn‘t drafted, see they had few draftees in the Marine Corps at that time. Most of them were enlistees and so anyway, we just—you adjusted and you learned. You learned to stay out of a lot of sight, you know, you just—you‘re the mouse in the corner, you know. 9:00 You‘re going to get along because we saw a guy who didn‘t—we had some guys who were injured, naturally. One guy broke his leg and he had to go back through the system again after his leg was healed up and so on, but there were some guys—back then what they use to do is, these recruiter needed numbers back home to fill their quotas, and there were guys in there who should never have been in there, who you could tell should never have been allowed to enlist, they would never make it. Interviewer: Just physically not strong enough or mentally they were not right? Everything, everything, and the recruiters didn‘t care because it‘s numbers for them. That became a real big deal after Vietnam. Anyway, what happened is that they would weed out those individuals right then and there and they would be sent home because they‘re unacceptable, or unfit for military service. 10:00 We were down to about, our platoon, to about seventy five, seventy four, seventy three guys eventually. Interviewer: Out of how many? 5 �Out of close to eighty, and I‘d come out of high school and I thought I was in pretty good shape, but no—I got in shape though and it was quite an experience, boot camp because they‘re screaming at you all the time and as time goes on, during the nine weeks, they‘re screaming less, and less, and less, until finally at the very end you‘re almost buddy, buddy with them. I mean they‘re nice to you because you do what you have to be doing. A good example was, during the end of our time at boot camp we got to marching in cadence real easy. We‘d be marching down one of the streets and we could see one of the new recruit platoons coming towards us with the tee shirts on. 11:07 By that time you‘ve shed all that new stuff and you‘re in your regular uniforms. Anyway, we could see them coming and the DI that was with us, we had three for our platoon, didn‘t have to say a word, not a word, we all saw what was coming and we began hitting the pavement with our heels, bang, bang, bang, and we were loud, we were all in cadence and it was beautiful. We‘re going by these guys, and it screwed them all up, you know, and the DI that was with us, he was chuckling and the DI from the other platoon, he was really—he said, ―What‘s the matter with you girls? What are you doing? You can‘t let them screw you up like this‖. He knew what was going on and after we passed by we went down to a normal march and you didn‘t have to tell anybody anything because it happened to us. 12:05 You do that, you know, and it‘s sort of a, I guess, a rite of passage when you can all do that without anybody telling you when you‘re doing it in unison correctly and rookies are just going by and their all screwed up, I mean we could hear them fumbling around. It reminded us of what we‘d been not too many weeks earlier. 6 �Interviewer: Now, while you were there at boot camp, were they figuring out what kind of specializations you’d go into and what kind of advanced training you would get? Yes, and what would happen was, you went through a battery of tests to determine—first of all when you enlisted you had a contract, not that any of us knew what contracts were about, some of them like me, I‘d asked to go into intelligence and I didn‘t make that. I probably wasn‘t smart enough, I don‘t know. 13:00 Anyway, we had twelve batteries of tests and in those test they began seeing what you‘re good at, you know. If you had a guaranteed contract, which some people did, then those batteries of test would be geared toward whatever that guarantee was, and there were very few guarantees. So, what would happen was that we would go through and take the test ad after a while there would be a break, we‘d go outside and if you smoked you could smoke and you still couldn‘t do too much because you‘re still in boot camp. Then you go back inside and do some more tests and then they would say, ―Okay‖, and call out names, and my name was one of them that was going to stay for another battery of tests. I thought, ―Whoa, what in the world‘s going on?‖ Well, little did I know that they thought I‘d be a good communicator, so I took the test and at the end of boot camp I got my assignment. 14:06 Of course we all went up to Pendleton for ITR, everyone does that, and if you‘re a grunt you had four weeks of ITR, if you weren‘t a grunt, you got two weeks of ITR. Interviewer: What does ITR stand for? Infantry Training Regiment, everybody gets that and then the grunts get more because they‘re going to be infantry and eventually down the road beyond that, whereas someone like me, they gave me the first two weeks only to familiarize me with a lot of stuff that 7 �turned out to be pretty useless, but nevertheless. I found out at boot camp that I was going back to San Diego for training because I was going to be in communications. Do you remember the old Gomer Pyle series? Remember the arcade and the whole thing? That‘s where what used to be what‘s called Communications Electronics Battalion, used to be and now it‘s moved out of there up north. 15:00 Anyway, that‘s where it was, right along that old arcade were all barracks back there and that‘s where I was sent, back there for communications school, and I was going to be what was called a Radio Telegraph Operator. You‘d go through the school and you‘d learn the radios, you learned Morse Code, you learned to get quicker, and quicker, and quicker at sending and receiving and that became useless because we never used it again, everything was voice. Interviewer: Were they using telephones and things like that? No, it was radios, radios that you carry on your back. There‘s no more Morse Code, although we had a couple gung ho NCO‘s later on and in another outfit who wanted to set up a communications net to practice in when we‘re in Vietnam. The guy had a death wish I swear he did, because in a combat zone you don‘t screw with people like that, you don‘t hassle them. 16:00 When they‘re there, they‘re there for combat and you let them be while they‘re back at base camp and then they go out again, you know. Anyway that‘s an old, old story. Interviewer: Describe a little bit, please, the certain equipment you’re trained on and particularly the stuff you wind up using. We learned all the radios. Some were huge radios, some were mounted on vehicles, and some were mounted permanently in installations. Actually it was the same radio, it just had a different designation where it was mounted, believe it or not, I swear to God. 8 �Anyway, we learned all that stuff and we learned how to use it, we learned, oh geez, of course, the Morse Code, like I said and spent eighteen weeks doing that, which was a waste of eighteen weeks as far as the Morse code went, and I never used it again. 17:01 I never ever, ever, used it again Interviewer: Did you learn anything about the maintenance of the equipment, repair of it or anything? Well, no repairs, you learn—of course when you have the equipment you keep it clean naturally, but you just use it and if it needs repair you send it over to a tech who--that‘s his job, so you don‘t worry about that. I never had to worry about that kind of stuff. Interviewer: Now, while you were training to use this equipment and this kind of thing and learning the Morse Code, were they still keeping up with the conditioning exercises and marches and stuff like that? No—well, yes and no—what would happen, after a while you would—once in a while you would get someone who would say, ―Well, we need to get your people out there and run around the base‖, and we would do that once in a while. Not as often as we should have and you have to understand something—back then it was different than it is now. Now, they stress a lot of that stuff and that‘s good. 18:00 Back then they didn‘t and we played pickup sports among our groups and that was great, but we didn‘t do a lot of organized calisthenics like we had back at ITR or boot camp. I now look back at it and I wish I had because it would have helped with the next unit that I went to after that, but I got back into it right away with the next unit, so that wasn‘t any problem. Interviewer: Now, this period where you’re training for this radio work in San Diego, were you getting time to get off base and do things and so forth? 9 �Yes Interviewer: What kind of stuff did you do when you weren’t on duty? Well, San Diego at that time wasn‘t nearly as big as it is right now, and we use to walk down Rosecrans Boulevard, I remember that name, I‘ll never forget that, it goes right down town. They use to have things downtown, they had a naval base right next to us where they had the naval recruits. 19:05 We got to get off base in civilian clothes and they had to wear uniforms and you could see the navy guys, these little white Dixie cups bobbing in the crowd and know that‘s the navy. We use to go down there and there were all kinds of stuff. They had this town square in the middle and I don‘t know if it‘s still there or not, and on Sunday mornings they had a preacher on every corner, I remember that and it was kind of cool, you know. And then there were things like the San Diego Zoo, and that was a great place to go, especially for picking up girls, and they had the bars down there. Because there were two classes every day in communications school, and this is the part that didn‘t hit me until later on, why they would have two classes a day for communications while the Marine Corps was no nearly as huge as the army, why would they need that many communicators? 20:07 Well, I was to find out later on – anyway usually what we‘d do is we‘d hop a bus down to Tijuana, Mexico. Now, Tijuana, Mexico back in 1966 was one jumping place. There were all kinds of things you ever imagine down there, I mean all kinds. We‘d get out of school about ten or ten thirty at night and we‘d be on liberty until seven o‘clock the next morning and we had guys rolling in there drunk as a skunk, you know. Then we‘d get in there and we‘d have to clean up the barracks and do that in a stupor, you know, clean the barracks up somehow and then we got free time, so next to the barracks, usually, was a little grassy lot and the 10 �guys would sack out there for I don‘t know how many hours sleeping it off. 21:02 This is the honest to God truth. Then we‘d have to get ready and head for formation for school and we‘d stand for formation down farther in the arcade in the back part there was another area. We‘d stand there for whatever things they wanted to tell us and then we‘d go into the classrooms and we‘d put on the headphones and we‘d start the Morse code thing and do that for hours on end. Interviewer: After a week's time you’d need to go back to Tijuana. That‘s right, exactly; it‘s time to go to Tijuana. Interviewer: Where did they send you after San Diego? I went back to Pendleton and there had been a unit authorized to be called the 5th Marine Division, which had not been organized since WWII. The 5th Marine division was made up of a number of units and one of those units is the 28th Marine Regiment, so I was assigned to them, to the 3rd Battalion 28th Marines at that time. 22:01 We got up there—I got up there with a bunch of the guys who were with me, we went to school together and we‘re in the same—we‘re all spread throughout the 28th, but those of us in the 3rd Battalion, you know, we stuck together and there was no one there. There was no one up there, maybe two or three guys in 3rd Battalion and that was it, it was us and them. I mean we had free run of everything, we could do what we wanted to do. It was great because there was no one there, the unit was just forming, and as time went on more and more people came into the unit and formed the units and so on, and then we got into a regular routine, which sort of sucked because we liked being free, you know. Then after a while the 28th Marines became a regular outfit and we all wondered when we were going to Vietnam because one regiment, the 26th Regiment had already made it to 11 �Vietnam along with attached units. 23:00 They were over there and the 27th Marines, which is the 3rd Regiment in the division was at Pendleton also. So, we just figured, ―When are we going to go?‖ We hear what‘s going on in Vietnam, we watch all this stuff and we‘re thinking ―Geez‖, and then, of course, the Pueblo thing happened the end of 1967 the beginning of 1968, and we thought, ―Oh my God, we‘re going to Korea‖, and we didn‘t want to go to Korea, it‘s cold there and I said, ―I‘m going to Vietnam, it‘s warmer‖, and I kid you not that‘s what I said. ―I don‘t want to go to Korea‖, I said, ―I‘ve read the stories of the guys in Korea. I want to go to Vietnam, if I have a choice, Vietnam, it‘s warmer‖, and now that didn‘t happen, as you know. It sort of was resolved or whatever, and that whole year of 1967 we were training, you know, and doing really useless stuff, I swear. 24:00 You would think, going through the training that we went through, that you were going to fight Europe in WWII, that‘s the kind of training we got. I‘m thinking, ―I know Vietnam‘s not like this even though I haven‘t been there. I‘ve talked to enough guys who have come back, it‘s not like that, and I don‘t understand all this stuff, you know‖. Interviewer: Were there officers or noncoms assigned to your unit as they were building it who’d been in Vietnam already? Yeah, some had and some weren‘t, some who were in a long time had been In Korea. At boot camp I even had a guy who, a gun and gunnery sergeant who was on Guadalcanal, but that was boot camp and that‘s different. But, in the regular outfit some people just hadn‘t been in contact with that, but they‘re just doing what they‘re ordered to do and that‘s the whole thing. But, I thought to myself, ―This sounds more like the reading I‘ve read about WWII and what they did there, and how it was. People I‘ve talked to who 12 �were in WWII—this isn‘t even like the Pacific in WWII. 25:02 I‘m thinking, ―Something‘s wrong here‖, and I didn‘t understand what was going on. So, comes the end of the year, Pueblo, and then into 1968, and Vietnam is heating up, and we‘re thinking, ―Okay, another year‖, and then it rolls around, around Valentine‘s Day, this time of the year 1968. I had duty that night. I was corporal of the guard and the officer of the day, he and I used to—the duty was to patrol at night during the week-ends, just the barracks, walk them, come back and write your log in ―All okay‘, or whatever, you know. No big deal. Anyway, we were sitting there, we had just gotten back off a practice operation on ship, and those were fun 26:08 Interviewer: Were those practice landing operations? Yeah, we use to come on shore on these landing craft you see in WWII where the ramps drop, and I‘m thinking, ―If this happens in Vietnam, we‘re all going to get killed, because where are you going to go?‖ Or the other where you‘re going to be on an Amtrack, and on the Amtrack you would go from the troop ship over to an LSD and you would go on board this LSD and the Amtrack‘s below and the big door in the back would open up and they would roll out and they would go through the water about that high above the water with maybe ten of you in this Amtrack and they roll up on the beach. These Amtrack‘s, unlike the WWII Amtracks, unlike the WWII Amtracks, or the ones they have now, dropped in the front. So, I‘m thinking, ―If this happens we‘re going to get killed, where you are going to go? You can‘t hide anyplace, and at least if it drops in the back, you got a place to hide‖. 27:02 I‘m thinking, ―Oh god‖, and we all those kinds of things. We would climb up those nets and that was a joy, let me tell you, climbing up and down those nets, especially when you have a whole lot of gear on. 13 �Interviewer: That’s what you’re using to get into the landing craft or whatever you’re using? In and out, yeah, and one time they had me loaded down with over a hundred pounds of gear on this backboard, plus my personal gear and everything, you know. We were motored out to the ship, the nets were down, and you grad onto the vertical ropes and you climb up and it‘s tough. You got your helmet on , buckled, because you can‘t lose it, you‘ve got this heavy M14, which was a great rifle, I‘ll tell ya, a great rifle, slung across you, I had this backboard on me and I had a huge radio on top of that and below that I had my own gear, so I‘m loaded down. 28:00 So, you get up to the top, the railing, and you‘re tired, and what you do is you just reach over the top, you swing a leg over and you just roll and you hit the deck. That‘s what you do, you hit the deck, you lay there and you get up on your knees and then you stand up and you‘re leaning forward because you have so much weight on your back. Interviewer: So, you’ve done one of those exercises and you’re back at camp with the offer of the day and what takes place? So, what happens, all of a sudden sirens go off and I‘m thinking, ―What in the world is going on?‖ Lights are going on, I run back to the company office and the OD‘s there and I said, ―Sir, what is happening?‖ He said, ―We‘re having a recall, everybody who‘s off base is being recalled.‖ He said, ―Those people who are away on leave, even as far away from California as you can get, are being recalled‖. 29:00 California‘s west coast and people are from all over the country and if they‘re on the east coast they‘ve got to get back now. I thought, ―Whoa‖, and he said, ―Also we‘re having what‘s called a ―mout out‖ where you get all your gear ready and you go‖, and I thought, ―Oh, come on now‖, 14 �and I said, ―Are we going to Vietnam?‖ He said, ―I have no idea where we‘re going‖. This is just after Pueblo and North Korea and I‘m thinking, ―Oh geese, I hope it‘s warm‖. Here I‘m from Michigan and I‘ve been in Michigan my whole life and I want a warm climate and I should move to a warm climate anyway. Anyway, everybody came in, even some of the people you never see after—see at 16:30, which is 4:30 in the afternoon, is when liberty starts and when you see some of the lifer NCO‘s coming back in, you know that something is up because they don‘t come in for nothing. 30:01 So, here they‘re coming in and the regular office staff comes in, so I‘m relieved of my corporal of the guard duty and the whole thing, and I hook back up with my communications platoon and our comm chief, he was a pretty good guy, said, ―Okay, everybody down to the comm shack‖, and he said, ―You, you, and you dial the motor pool and get the comm sheets ready‖, so we ran down to the comm shack and we had these mount out pallets, which were huge stacks of individual boxes, which were banded together and you throw your stuff in there and nail the top on it and then the next one, the next one, and the next one. He said, ―Okay, what I want you to do is I want you to start busting apart the pallets‖, so we bust apart the pallets and we took each individual box and we had our radios up on shelves on the wall s all the radios, and he said, ―Start putting the radios in boxes and get everything ready to go‖. 31:03 We worked there, we were doing this all the way until four o‘clock, five o‘clock in the morning, we didn‘t stop, you know. Of course when you‘re nineteen you can do anything, I swear, and I wish I was nineteen again, God. Anyway, we got all this stuff ready and we brought it outside to a truck and they shipped it away and we‘re standing there with nothing to do. We said, ―We‘re done‖, and this communications chief we had was a first sergeant, he had been to 15 �Vietnam, so he said, ―Get over to the mess hall and get some chow‖. He said, ―They‘re keeping it open all day long for all of you people‖, so I said, ―Okay‖, so we went over and got some chow and went back to the barracks with nothing to do, so we started playing cards, which was a way we killed time. 32:04 We played Pinochle, Casino, we played Poker, we played everything, so we‘re just sitting in there all day long doing nothing and wondering, ―What in the world is going on?‖ Finally someone comes in and says, ―Okay, go down to the‖---across from us was another building, which was supply, and he said, ―Okay, go down to supply and draw a seabag‖, and I thought, ―Well, I got a seabag‖, and he said, ―Well draw another seabag‖, so we went down and we each drew another seabag. These were those heavy canvas things they used to have, they were heavy and then you fill them up and they‘re even heavier. Anyway, we came back and he said, ―I want you to start putting things in that seabag you want to send home‖, and they had these big boxes you could then put the seabag in the box, address it, and it would be sent out, and we kept the original seabag. 33:00 We thought, ―Oh boy, something‘s happening‖, so we all got that done, we‘re out in formation , it was at night, evening I should say, and we‘re standing around and our CO says, ―Okay, in the morning you‘ll be transferred to the 27th Marines, which is our sister regiment, still in the states. We said, ―Okay‖, so we went back in squared up the rest of our stuff, cleaned up the barracks and that was it. You couldn‘t get off base, nothing. I called my parents at that point and said, ―I think we‘re going to Vietnam‖, so I gave them all kinds of—I said, ―I got $10,000 insurance‖, that‘s all that I had at the time, and I said, ―if something happens to me, split it up among Marty, Gwen and Gloria‖. Christine wasn‘t there at that time. 34:02 Anyway, I said, ―Okay, I think we‘re going ―, and the next morning trucks 16 �arrived in the back of the barracks. We had a big huge parking area back there and we all jumped on trucks and downed us, Camp Margarita at Camp Pendleton where the 27th Marines was. We got down there and it was chaos, absolute chaos. Here we had our stateside utilities on, we had to wear our flak jackets and our helmets, our M14s, everything. Where were we going to go? And our packs, we‘re ready to go. We get down there and we‘re assigned to units and I was assigned to the 2nd Battalion of the 27th Marines, and they said, ―Well, draw boots, jungle boots‖, and that told me Vietnam, no Korea, Vietnam, because if we were going to Korea we‘d be keeping our leather boots, so that was cool, I‘d rather go there. 35:02 Anyway, I drew boots, they didn‘t have my size, I drew a size too small because that‘s all they had and I eventually gave those away. I went back to the old leathers and then we got all the 27th Marines gear on trucks and went up to El Toro Airbase and maybe you saw that in the movie ―Independence Day‖ when they had that fighter squadron, that‘s the base that we flew out of. We got up there and we‘re sitting over by one of the hangers on the tarmac and we‘re just sitting there with our gear with nothing to do, not even a PX nearby. So, I found a phone and made one last phone call to my parents and told them, ―I think we‘re going‖. Sure enough, it was later on that day, one of those big C-141‘s came in and our gears on a big metal pallet all strapped down and we file in. 36:00 We got on our flak jackets, our helmets, our M14‘s and we‘re sitting on this plane all in rows, gears in the back, and they take off for Hawaii. We landed at Hickam for an hour for refueling and that was the first time I had been to Hawaii. Then they took off and flew to Wake. Have you ever been to Wake? Interviewer: No 17 �Nothing there, I mean nothing there, we landed and it was hot, I mean this place is hot in February, I mean it was like in the summer. Anyway, you land and all you see is water around you, there‘s nothing there. There‘s a lot of FAA personnel that man the island now, or back then, but still, you look around, water, they‘re only about that far above sea level. So, we go into the terminal, the air conditioning, where we can just stretch our legs and we walked around and found a couple of old WWII emplacements that were still there, we refueled and off we go again. 37:04 Headed for the Philippines, and we landed at Clark, which doesn‘t exist anymore because Mount Pinatubo destroyed that. Landed at Clark, a big base, and we file off the plane with flak jackets, helmet, M14‘s, and we start walking around the base. Air Force is really nervous; here you‘ve got all these planes landing with all these marines with rifles. They weren‘t loaded, didn‘t have any ammunition, but they were nervous, I kid you not. They hadn‘t seen anything like this, maybe ever, and finally they told us in the terminal, stack arms and we could have our run of the base, which was neat. Air Force lives like kings let me tell you, they really do. 38:00 So, we went over to a group of barracks, each barracks has their own little EM club, we walked in there and we began pounding down San Miguel beer, ten cents a bottle. San Miguel is one of those beers that goes right through you, I mean there‘s no stopping along the way, it goes in and goes through, and we pounded down a bunch of those and when we got back to the terminal, we were there about five hours, and we took off for Vietnam. We landed in Vietnam and we stayed the first night in Da Nang, and from there our unit went out to a LZ right below Da Nang and the LZ was a one battalion LZ. Well, there was already one battalion there, so our battalion kind of crowded—it got kind of crowded you know. 18 �Interviewer: What is a LZ, a landing zone? A landing zone, yeah, and we got down there and of course, all these guys are from the 3rd Battalion, 5th Marines who had been there a while. 39:00 We‘re all new guys and they got jungle utilities, jungle boots, jungle this and jungle that, and M16s you know, and here we are walking around in stateside utilities and a lot of us had on the leather boots because they didn‘t have the jungle boots and all that kind of stuff, so you stood out. So, we had to pitch pup tents because there wasn‘t enough for two battalions on the base, so we pitched pup tents and we stayed like that for maybe a week or so and then the 3rd Battalion, 5th Marines left. They just had an assignment and they were gone, and it was all ours, and we were there alone. We had gone out on patrols with them. We used to walk down the roads on patrols and you have one side, guys from 3/5, that‘s what Robby called them, 3/5, and guys over here from 2/27. 40:02 You could tell the difference, it was a sharp difference, but we were learning as we were going. This was a smart move on their part, learn, learn, OJT. I cannot stress to anyone who—about any war that they‘re viewing, whether it‘s the two wars going on now or any war in the past or any war in the future, OJT, if you can survive OJT you got it. Interviewer: Now, was this area one where there was a lot of enemy activity? This was during Tet, we landed during Tet. That‘s why we went over there, because apparently it was so bad that they needed extra troops quick and we were part of the extra troops for Tet, we landed during Tet. Yeah, we use to get hit and so on and we learned, you learn and if you don‘t you die. Interviewer: Were you dealing with snipers and mortars and things like that? Everything 19 �Interviewer: Did you have larger units? No, smaller units, snipers, mortars, rockets they were actually in large units, thank God, at that point. 41:10 Later on we would with another outfit, but still—yeah, we‘re learning. The idea is to learn because number one, no matter what anybody tells you, your number one job in combat, I don‘t care what anybody tells you, is to stay alive. If you don‘t stay alive you can‘t do anything else, number one job. Interviewer: What kind of tricks or techniques were you able to learn that was going to help you stay alive while doing these patrols? Don‘t touch anything, don‘t touch, that‘s what got me eventually, somebody touched something and I paid the consequence. But, don‘t touch anything--we had people— unless you know what you‘re doing don‘t touch, because everything is booby trapped and you just don‘t touch it. When you‘re on patrols always spread out when you‘re going on these patrols. 42:07 You got about twenty yards between individuals contrary to what you see on TV. You have a large space in there, let me tell you, because the larger the space the fewer guys are going to get hit or killed. Interviewer: When you were doing this were you going single file spacing that way or were you spread out? No, single file down—like road sweeps, and you walk down the road and you‘re looking all around you, you‘re looking this way, that way, every which way, yeah. You have people—of course I was in infantry, I was—they made me infantry for a short time like that believe it or not. I was a radio operator, but they made me infantry for a very short time and this is what the infantry did, and you have an assignment, or a mission to go out to a certain point and you don‘t talk, you don‘t smoke, don‘t talk unless you have to 20 �because your noise carries. 43:08 You‘re making noise anyway, a group of guys and yeah, you‘re just going down the road and you‘re looking around and it‘s boring, believe it or not, war is boring for the most part. One thing you notice is the guy in front of you, in his back pocket, usually has a little paperback book and what he‘ll do when he gets time to sit down and rest, and he might not have to be out on perimeter, he‘ll sit down and read a few pages of the book, and that‘s the way it was. Interviewer: As you were going on these patrols, I mean was there every anything actually to see or did shots come at you while walking? Yeah, once in a while you get a sniper shooting at you, which is you know, hopefully you‘re not going to get hit. Sometimes there‘s a unit out, there‘s the enemy and they have a mortar and they drop mortars in on you. 44:03 Mortars you can hear coming and the closer they‘re going to hit the less you hear, but still you get a little chance and you hit the ground and you flatten out right away, it‘s just what you do. From there you do what you‘re going to do, you know. That was with the 2/27, I was with them for—after that little infantry stint I got in communications finally, and I was doing communications with them, and actually what happened was that what I had done in the states for the 28th Marines, I did with the 27th Marines, and later on with the other outfits. I was part of what‘s called the tactical air control party, TAC party, and that‘s where you go out in the field and you‘re the guy who‘s responsible—you‘re the communicator and the officer who‘s supposed to be with you, key word is supposed to, is the person who calls in the air strikes and resupplies medevac‘s. 45:07 Anyway, you carried the radio for the guy, well I got news for you, we had very few officers and very few pilots, and it usually 21 �wound up that it was just me and that was it. I was with this outfit and I had the job of all this stuff by myself, no one else, just me and that‘s what happened after a while. Interviewer: So if you got into a situation where you needed air support what did you do? I would talk to the officer in charge out there. I‘d say, ―Skipper, what do you need? Can I help you?‖ He says, ―What do you have on station?‖ You have nothing on station and I said, ―I got nothing on station right now, but I can make a call and see what we can get out here‖. 46:00 He has the forward observer for the artillery and he can call in a fire mission, maybe, so it depends, it just depends if I can get somebody out there to help us out if we need that help. What I would do—you see it in the documentaries, the guy standing up with the radio on his back out in the middle of—―Shoot at me‖, that was me. I‘d do that and bullets flying around me all time and I never got hit with a bullet, never got hit, whizzing over my head, dropping next to me, you never know, and I‘m calling in the air strikes, or whatever, and it‘s scary business. That was when I began to realize why they had so many communications schools going through there. It was a job where you didn‘t last too long usually, and you keep replacing communicators. Yeah, that was with the 27th Marines and from there I left for the 7th Marines. 47:07 As I understand later on, the 27th Marines was only going to stay there until the fall of 1968, and then all the short timers were going to go into the 27th Marines and all the 27th Marines were going back to the states as a unit. Interviewer: You were a four year man, so they were going to assign you to something that was going to stay out there longer? 22 �Well, I was surprised they didn‘t grab me earlier. Anyway, I went to the 7th Marines and I wound up at the 7th Marines regimental headquarters, cushy job, I should have stayed there, but guess what? I‘m not real bright see, and I was there for a while, communications, and I did what I had to do. Interviewer: Were you manning one of the big radios? We had the small radios in the command bunker and whatever I was doing I was using the small—the big radios didn‘t really—they were in Da Nang out in battalion [division?] level, but in regimental level you didn‘t have hardly any of that stuff. 48:09 Anyway, we‘re sitting there and we got the small radios, which are adequate, and are called PRC25‘s, small radios, carrying them on your back if you want. Anyway, I was there with the 7th Marines for a while, and like I said, I wasn‘t real bright, and I kept saying, ―I want to get out of this place, I want to get out of this place, nothing‘s happening here‖. Little did I know, so anyway, finally my company commander—see, when you‘re in communication you‘re always part of headquarters support in the communications platoon, and your NCO, the comm chief, they finally got sick of me and they transferred me down to the 3rd Battalion 7th Marines, my last outfit. 49:01 I get down there and I‘ll tell ya, I didn‘t know I stepped in it. Boy, I get down there and I was busy. Interviewer: Where were they stationed? Okay now, the LZ for 2/27 was right below Da Nang and the 7th Marines was over on Hill 55, which is a little bit west. Interviewer: is that Central Highlands country? No, we were up at I Corps. Interviewer: So, up in the northern part. 23 �Yeah, up at I Corps, and then a little southwest of Hill 55 was Hill 37 where the 3rd battalion was and that‘s where I went to eventually. That was about, geez I‘m trying to think, June 1, 1968, that I got to the 3rd Battalion 7th Marines. I get down there and I didn‘t get a greeting like I got at the 7th Marine headquarters. My first night there they rocketed us, oh my god, the first time I had these huge rockets coming at me, unbelievable. 50:04 I mean we were crawling in the dirt trying to get away from where they were hitting, you know. But anyway, I get down to the 3rd battalion and I check in and there aren‘t many of us. Now, here you got four companies, four grunt companies, four infantry companies in a battalion, and normally the way it‘s set up, when I learned it in the states was a TAC party unit going out was an officer and two communicators. As I learned with the 2/27, we didn‘t have enough people, and at regimental, regimental didn‘t have to worry about that, Now, 3rd Battalion 7th Marines we didn‘t have enough people, we had even less than 2/27 had, so what happens is that, I got to get back in to calling in stuff like I used to , so I went out with another guy a couple times just to check me out and to be sure that I knew what I was doing, and I did. 51:06 After that it was just a grunt company and me. I‘d be assigned something and I‘d be going out and maybe it would be Lima company, L Company, I‘d go out with them for a while, however long it was and do what I do, airstrikes, resupplies, medevac‘s, the whole thing, and come back in, just come back in just in time to do what we called the three s‘s, shit, shower and shave, maybe catch some chow, and go back out again. The next company, maybe it‘s M company, Mike, and you‘re back out again with them doing something. Interviewer: So, do you think you were out in the field more than the regular infantry guys? 24 �Yeah, the grunts Interviewer: They got longer breaks between, but there weren’t enough of you guys. Yeah, they get longer breaks and we just had to keep doing it, and doing it, and doing it, so the odds keep going down on me. 52:00 Interviewer: What kind of fighting was going on here? Were you engaging sort of North Vietnamese forces as far as you can tell? Usually Vietcong— well, Vietcong during Tet had been pretty much wiped out and NVA, North Vietnamese forces, were moving in, and yeah, we would engage them. You hardly ever find any bodies, they were good at picking up their bodies and going, they really were, and yeah, there was a lot of that. Interviewer: Were these mostly small scale fire fights? Small scales, yeah, yeah, we did—the one—a couple of times we‘d assault the tree lines, there was a large unit in there and we don‘t know how many we killed. All I know is that we found three bodies and when we reported to Stars and Stripes, they came out and said we‘d killed three hundred—propaganda, I swear, god it was horrible, we‘d read the Stars and Stripes and just laugh. 53:02 When they talk about something you were involved in and you knew it was different, we‘d say, ―Geez‖. Interviewer: So, if you’re doing a fight like that you assume they had an actual target to attack? Oh yeah Interviewer: They bring in artillery, airpower, and then send you guys in? 25 �Oh yeah, in fact when we hit the tree line, we hit it with artillery for two days straight, we hit it with airstrikes two days straight and we went in behind flame tanks after that, oh yeah. Interviewer: There couldn’t be anybody left after that. You‘d be surprised, you‘d be surprised, those suckers were tough and they were well dug in and they were tough, oh yeah. We go to the tree line and we go behind the tanks with the flames and we do what‘s called recon by fire. You put your M-16 on automatic and you‘re spraying, and it‘s called recon by fire, and we‘d do that. Unbelievable, and we went to the tree line and we stopped for the night and someone, I don‘t know what happened, but someone didn‘t—I got separated from the CO, I don‘t know why, I don‘t know how. 54:10 I kept walking and finally I get up to a point and I realize there‘s no one going by me anymore. I look around and I don‘t see anybody and I‘m thinking, ―Oh shit, what did I do?‖ And here I‘m out in the middle of nowhere. So, there was a ditch and it had just rained, so I slid down the ditch and lay on the one muddy wall. I‘m lying there with my file in my hand and my radio on my back and I‘m thinking, ―Oh God, what the hell did I do? I got to stay here until daylight at least‖, so I‘m there until daylight. Daylight comes around and I‘m awake because you‘re scared. 55:00 I peeked my head up and I don‘t see anything and I thought, ―Oh, geez‖. I could call on the radio, I could do that, but during the night you don‘t want to do that. In the daytime it‘s different because it‘s a little different anyway. So, I peek my head up farther and I see a guy sitting about thirty yards away, one of our guys. I thought, ―Oh God thanks‖, so I made my way over to him and I said, ―Where the hell are we?‖ He said, ―Who the hell are you?‖ I said, ―I‘m the forward air controller, I got separated from the CO‖, and he said, 26 �―The CO is back there, a hundred yards‖ , and I thought, ―Oh shit‖, and I said, ―Okay, okay‖. He said, ―Just—we got guys all along here, just make your way back‖. I‘ll tell ya, talk about stupid. 56:04 I told you I wasn‘t real bright, you know. Anyway, that was one time, and another time I was attached to India Company, I Company, and India Company, at that time, had a CO, how can I describe him? He was not well thought of, put it that way, and he lived up to that expectation, he did. He was a Captain and he used to, when he was with our battalion, he was given jobs that were easy jobs, relatively speaking, road sweeps and stuff like that, which you can get into trouble, but your odds of getting into huge trouble are diminished. 57:01 He used to be given those kind of jobs because the battalion CO didn‘t think that he was—I don‘t know for a fact that he thought this, but with the actions, and easy jobs is a reason why, and also, he was a very important person, this Captain, he had political clout, yes, big political clout. So, the idea was not to let him get into too much trouble. Anyway, needless to say, India was doing a road sweep between the hills—one of the platoons of India was on Hill 37 and the rest of it was over on Hill 65, and the idea was for me, as forward air controller, to go with this platoon over to this Hill 65, meet up with the rest of the company that is going to do the road sweep, over to Hill 52 and drop off a convoy for the army. 58:02 Now, at this time, what happens is that—every battalion has an air officer, a pilot, and we had an F-4 pilot that was the air officer and had never been out in the field, a great guy, pilots are fabulous people, I mean they really are great. I loved them and that‘s why I loved the job that I had, I could deal with pilots, you know. They were fabulous people, I loved the pilot. So anyway, they decided we were going to do a regular setup this time where we have an officer and two communicators, which was ―wow‖, just like the book says. So, 27 �Lieutenant Ferguson, the pilot, everybody called him ―Fergie‖, he was going to go out for the first time , otherwise he stayed in the battalion the whole time, he didn‘t go anyplace, but he would—he hooked up with then, with Jim Logan and myself and I was carrying one radio and Jim was carrying another radio and Fergie was just himself. 59:02 I‘m assuming that Fergie was so nervous about going out in the field that he got drunker than a skunk the night before, typical, and I mean he was wasted. So, we got him over to the platoon and we hooked up and went over to Hill 65. There, they had tanks, Amtracks, and six by‘s, and this was all going to be part of a convoy going out to Hill 52 to meet with the army who‘s coming in from Thuong Duc to pick up their supplies. Thuong Duc was also, one of the areas where we would go to rescue if they got hit. Anyway, so were going out there and Fergie is so drunk –we‘re on top of the Amtrack and in the back of the back of the Amtrack is the ventilator or the ―dog house‘ and he‘s back there sleeping off his hangover. 00:03 Jim and I are up in front and we‘re going down the road, we got a tank in front of us, we got tanks behind us and you got six by‘s and Amtracks you know. Interviewer: So, you got your lieutenant and your Captain arguing about what to do. Yeah, so finally the Captain says, ―This is a direct order Lieutenant, get your people on top of these two vehicles and we‘re going back‖, but he climbs on top of two vehicles. I‘m on the first Amtrack and I‘m sitting right behind the driver, who is down in his hole, and I‘m sitting there and next to me is the Lieutenant in charge of the Amtracks. He‘s sitting there with a sand bagged air cooled 30 caliber and next to him is Jim Logan, my buddy and then behind me is a mass of humanity and Fergie‘s still back in the ―dog 28 �house‖ still sleeping it off. He tied one on, so anyway, we‘re going down the road and pick up the guys we dropped off, and the tank treads are about that wide and Amtrack treads are about this wide, so the driver is putting his treads in their tracks. 1:10 He figures, if there‘s a mine out there he‘s going to get it, not us, a smart guy. So, we‘re going down the road picking up guys and we‘re to almost where we started from and once we do that ―pow‖, we put the pedal to the metal and we‘re out of there. Well, sitting over in the bushes, as we always called him, ―Luke the Gook‖ with a detonator in his hand. That means if you run over the mine it won‘t go off until he pushes the plunger, so I‘m sure when he was our Amtrack with so many guys on top, he‘s saying, ―Oh my God, what a target‖. The tank rolls over, nothing happens, our Amtrack rolls over and right when the back of the Amtrack where the engines at, he pushes it and ―wham‖. 2:01 This Amtrack weighs about sixty two tons. Interviewer: This is one of those— Amphibious vehicles and you also use them on land too; they used them in Iraq that way too, on land. Anyway, he blows it and this thing weighs about sixty two tons, not including the people on top, their gear, the fuel, the ammunition, whatever gear is inside, so who knows how much this sucker weighs. This whole thing goes up almost on nose, imagine that? Here I am right in the very front and I‘m looking at the dirt in the road all of a sudden in front of my face. It happened so fast, you cannot believe, and if that thing had gone all the way over, I wouldn‘t be sitting here today, we‘d all have been dead except the ones that were blown off. Anyway, I‘m sitting there and I‘m thinking, ―uh, oh‖, and the road is in front of my face and I‘m stunned because, ―What in the world?‖ 3:01 The thing drops back down on what‘s left of its tracks. Well these things are 29 �maybe eight feet in the air, tops, and I jump off, hit the ground running and there‘s some barbed wire next to the road, busted right through that, down through the bushes, into a dry rice paddy. I‘m lying there; I‘m flat on my face, lying there, I‘m just lying there waiting for the assault. My rifle was gone, my radio was gone, I didn‘t know where anybody else was, guys were around me, I could see that, and nothing. I thought, ―Oh geez‖, and I wait, and I wait, and I wait, nothing, nothing happens, so I get up and I walk back up the embankment and there‘s the Amtrack burning. The driver‘s still in the hole and there‘s a guy laying on top burning. The driver jumps out of his hole, throws him off the top onto the ground and they smother the fire, but the guy eventually died. 4:05 there was no one else on top of the Amtrack, so I walk around and I‘m looking for Jim. I find him, and I said, ―Where‘s Fergie?‖ He said, ―I don‘t know, I don‘t know‖, and I said, ―Geez, we got to find him‖, so we walked around and seventy five yards away here‘s Fergie lying on a mound, burned about the face, the hands, the neck, all the exposed areas. His clothes were burned, he was right over the explosion and he got thrown seventy five yards away. What happened, I didn‘t have my radio and there was a grunt infantry walking around dazed and I said, ―Come here, you‘re mine, kneel down‖, and I dialed in my frequency and I called in the medevac‘s. 5:00 Fortunately, what happened was our area was being partially being taken over by the 1st Battalion 5th Marines and all there choppers were going back and forth bringing their people and when I called in the medevac‘s they diverted them. I medevaced seventeen guys out of that mess and then we brought thirteen back with us with all the rest of the vehicles, yeah. I never saw Lieutenant Moore again—he was—I don‘t know whatever happened to him. I know the Captain wasn‘t on the Amtrack and I saw him on TV this past weekend while I 30 �was snowmobiling up in Kalkaska. It was something going on in Washington and he was in the audience, never forget a face, never forget a face, even though it‘s thirty some years later. 6:02 Interviewer: Who was this fella anyway? Captain Charles Robb Interviewer: Oh my You know who he was? Interviewer: Naturally, the son-in-law of Lynden Johnson, right? Exactly, he married Lynden Johnson‘s—it was Linda Bird and he became a US Senator from Virginia. Yeah, well after that, Captain Robb got transferred up to division G-4, which is transportation and supply and I never heard from him again, how‘s that? Interviewer: Now, how much longer did you stay with this unit? I was just attached to them, I was with the 3rd of the 7th Marines and I did other operations. Like I say, we went out one time and we were going through a woods and the enemy saw us and they dropped mortars in on us and one mortar dropped on a group of guys and right in the center. Whew, knocked them all down, a couple guys got chopped up pretty good from the shrapnel. 7:02 I was about thirty yards away, the concussion knocked me over, I mean it‘s that much. It depended, just doing different things with different outfits and what happened, in the summer of 1968, this is before this Amtrack thing, every regiment has four infantry, grunt companies, and one night Lima and Kilo were out on a sweep and I was with Mike. Mike came back in, so I came back to base camp and I got my three ess‘s and a little more and it was great. All of a sudden we heard that Lima and Kilo had run into a reinforced North Vietnamese Army force, a 31 �reinforced battalion or something, and there was a hell of a fight going on, and that Kilo had gotten hit bad, real bad. 8:02 So, I was assigned back to Mike again and we went back out there and linked up with Lima. We got out there and the company commander and of, of course, sat down and we sent our guys out and we set up a perimeter. What happened is that Lima was licking it‘s wounds, they weren‘t hit so bad, but Kilo got wiped out. I mean our company guys, we were never full strength, no one was full strength over there, so we‘re talking over a hundred guys easily, maybe a hundred and fifty guys, and I don‘t know how many got killed, but a ton of them. So, we had these big Chinook choppers, so what happened, every guy out there, who was available, one would grab the arms and one would grab the legs, they would walk to the back of the chopper and drop the body off, out the side, come back around, grab another body and around and so on and so forth. 9:04 I don‘t know how many choppers of dead I medevaced out of Kilo, just they wiped out that company something fierce. So, we went with Lima sweeping for that battalion and never found them, made it back to base camp and we were, all of a sudden, a three company battalion. We operated that way until September when what was left of Kilo they formed a whole new company around them. Now, you got to understand this, when they‘re forming a whole new company around— these are mostly new guys from the states who don‘t know their ass from a hole in the ground, they really don‘t, like me once. Again, I‘m not too bright, and I should have been more cognizant of that fact. 10:02 I went out with them on their second or third time out and you‘re going through ojt at this point for them, so we went out in a blocking force, which is a pretty easy job, you set in and you block while somebody pushes the enemy toward you and you pick them off. It gets kind of hairy because bullets are flying 32 �all over the place and you never know, you know. Anyway, so we‘re out there and finally the 2nd Battalion 7th Marines had been the pushing force. They pushed toward us, got up to us, and that was it. Then we all went our separate ways, and a long story short, we went someplace, they went someplace, and we were where we were for a day or so and then we went back to this place where they were and they went someplace else, and that‘s where the end of the world happened. We landed there and I was out with a guy named Holcomb, a new guy, showing him the ropes. 11:08 I told him how to do this, and this, and this, and I said, ―This is how we‘re going to do it‖, and so on. The first thing I had written down was how to do a medevac, the very first thing. I said, ―This is how you do a medevac‖. I wrote it down for him in a little booklet and I said, ―Just watch what I do and you learn, and that‘s the way you learn‘, so anyway, he was there and we walked around the whole area looking for a place to stay for the night, someplace to lay down and so on, you know. Here were all these grunts in the area and they picked all the good spots first, so we got back to where we started from. So, I said, ―Nah, let‘s just take the poncho‖, and there was a big berm of dirt, ―We‘ll stake it up on top, stretch it across and stake it at the bottom. We‘ll sleep underneath and we‘re done‖, so that‘s what we did. 12:04 There was a pathway through the berm to a dyke going across this ditch. The company CO was on the other side and I thought, ―We‘re okay, no big deal‖, so that night we sat in and that was it. The next morning I get up , and being the senior person for the air control, I figure, ―I‘m going to go over and talk to the CO and see what he‘s going to do that day and if he needs anything on station, and what does he need‖, it was part of my job. So again, not real bright, I get up, it was about seven o‘clock in the morning as I remember correctly, and I walk through that opening in the berm, start 33 �walking across this dyke, there was a guy standing there and he was pulling on this tree and I didn‘t pay any attention to it and I should have. 13:02 ‗Don‘t touch anything‖, I learned that, ―Don‘t touch anything unless you know what you‘re doing‖, well, these guys didn‘t know anything. I get about eight feet past this guy and the world blew up, just unbelievable, I just, you can‘t imagine, everything just ―whoo‖. I was standing there and I had lit up, I smoked at the time and had a cigarette in I don‘t know which one of these two hand, I forgot which one. I had this hand out in front of me and I saw this finger go and this is all in a few seconds. I turned it toward me and it was cut right off straight and I thought, ―If that‘s all there is, I‘m lucky‖, because I‘d seen enough guys getting blown up and shot up and I knew how bad it could get, and then the concussion knocks you over. I hit the ground and I‘m lying there and I look around and everything is red and I thought, ―Oh God‖, and a few other things. 14:10 So then what I did, I rolled over and I looked down at my feet because being in the job I was in I knew a lot of guys who ran into land mine, I knew it was a land mine automatically, lost their feet, so I looked down at my feet to see if they were still there. I looked down and they were still there and I thought, ―If I roll on my stomach, will they come with me?‖ No joke, I rolled and they came with me and I thought, ―Yeah, I made it‖. I rolled over and got up on my elbows and I began screaming for a corpsman, and the corpsman was real close by, but I think it took him five years to get there, I swear to god, just the time lapse. He gets over there, reaches down and rolls me back over on my back and began cutting clothes off of me. 15:05 I‘m sure he hit me with morphine, I don‘t know for a fact, they bandaged me up like a mummy, I didn‘t know what was wrong with me, all I knew is when I rolled, ―Do not bend your knees‖. If there‘s shrapnel in there you don‘t want to—that was my 34 �thinking anyway, so he rolled me back and I‘m lying there and I looked over to my left and I had a watch on this hand that‘s the scar, it was still on, it was inside the wrist, and I thought, ―Whoa‖, the face was all blown out, the band was broken in half, so I twisted my wrist over and each side could flop either way, but it stayed inside my wrist, you know. 16:00 So, I shook my wrist and it fell out, and I‘m thinking the whole time, I don‘t feel any pain, maybe because of a shot, maybe morphine, I don‘t know. Anyway, I‘m lying there and they cut the clothes off me, and let me tell you something, when you‘re lying naked out in the field, in the morning after it rains, it‘s cold, I mean it‘s cold. They threw me into a poncho, and that‘s cold, let me tell you, that‘s cold, it really is. It‘s just like being on an operating table without any blankets on there and it‘s cold in that operating room, so I‘m out there in the middle of the field, totally naked now, all bandaged up, and it‘s cold. I‘m thinking, ―Awe geez‖, so they, good old Holcomb, calls in the medevac just like I taught him. He did a good job and he was all alone out there. just like I used to be, all alone. 17:02 Then from there I flew into Da Nang, and the Marine Corps use to use these old H-34 Choctaws from the Korean War. You could run faster than they could fly. They had the big door on the side and the big bulbous nose and the wheels were fixed down all the time, so they came out, it was early in the morning, emergency medevac, flew me into Da Nang, and I got in there and we landed. They rushed out to grab me and rushed me into the emergency. I‘m lying there and all these IV poles are all around me and I‘m thinking, ―What in the world is all this stuff?‖ Then I passed out, I had lost so much blood. Interviewer: Were you hit in the body as well? 35 �Well, what it did , it blew off—it was on the left side, I was in mid step when it went off, it blew off about a third of the left calf, it pulverized the entire left leg going up to the left buttocks. 18:07 I got it in the left arm, inside of the right leg, which means both knees got it, and I just got a knee replacement by the way, which was after all these years it finally wore out. Then I got something in the left eye and didn‘t know it, little pieces that I found out later on. I lost so much blood that I had cardiac arrest, I guess it was an embolism had formed in one of my veins and it broke loose and went to my heart and I was dead. The last think they recorded, according to the records, was four and a half minutes of no activity, so I was gone to the other side. What‘s really weird is somehow the doctor got me back, obviously, I‘m sitting here today. 19:04 I told you about the books that you read and war is boring except for the times you‘re out in the field and something happens, but that doesn‘t happen all the time, it really doesn‘t, it‘s just the normal patrols and routine and it‘s boring, but you‘ve got to be alert, and if you get a chance you sit down and you read something, whatever you can do, you know. Something they show on TV, of guys when they sit down and they‘re playing cards a little bit, or whatever, well that happens, that happens. I‘m an avid reader and you read whatever you can get ahold of, in Vietnam not a whole lot to read, let me tell ya. So, I had read this one—I had read two books, no a bunch of books, but one book I remember especially, the last one, about the Marines in WWI. That‘s all there was to read, so I read it. 20:00 So anyway, so here I am and I‘m out, okay? My mind is somewhere and I‘m fighting Vietnam in my mind, and I‘m also fighting WWI in my mind. Mix those two together and that‘s a trip. When I finally came to I was disoriented, I knew I was in a hospital, but other than that—I had amnesia, couldn‘t remember who I was, nothing, and 36 �I had—in fact it was so bad, I found out from a buddy of mine who was a crew chief on a Chinook, he told me , because he was there when I was there and he got hit about the time I got hit, and he told me, he said, ―Yeah, we used to do these medevac‘s and go out to the USS Sanctuary, which is a hospital ship, or was a hospital ship at that time‖. 21:03 I said, ―Yeah, I was out there for a while. I remember quite distinctly being out there. They used to put me in a wheelchair, strap me in so I wouldn‘t fall out and wheel me out on the deck for fresh air, it was great‖. ―Yeah‖, he said, ―People we brought out to the Sanctuary were scheduled to die‖. I said, ―Really‖, Gordy, he was the crew chief and he said, ―Yeah, they were scheduled to die, the ones we brought out there‖. I said, ―Whoa, no one told me that, if I‘d gotten orders I‘d have done that, but I didn‘t, so what can I say?‖ So, I made it off the Sanctuary, and through the system back to the states, and wound up in Great Lakes over here by Chicago, and then, of course, recovery after that. I went to college, got a degree and became a teacher, God help me. 22:02 I stayed with that a few years and realized that was not for me. Interviewer: What level were you teaching? Junior high and high and the people who hired me loved me, I was good, they loved me, but I just couldn‘t—it wasn‘t for me. So, then I did something else and something else, and back during the seventies jobs were bad, not as bad as they are now, but they were bad back then, and you take what you can get. Finally I got a job working for the Disabled American Veterans, a service organization. The perfect job for me and I worked there for twenty-one years, and fortunately they were into state retirement, the same way my teaching was. I worked for the State of Michigan a while, that was state retirement and it was beautiful, it all bundled together. I worked for the veterans for 37 �twenty-one years and I was a service officer. 23:00 I‘d do the claims, I‘d counsel them, I‘d do this, that, and everything, you know and I retired and I‘m happy. Really, that‘s been my life more or less. Interviewer: A couple of basic questions, and one of them is, as you really got into things in Vietnam, the routine, patrolling, and the different assignments you were getting, and stuff was kind of blowing up around you, and that kind of thing, were you wondering why you were there, did you have some understanding? No, no, no, I put that all out of my mind. It was a job I had to do and I was sort of numb to that. Interviewer: Where you thinking kind of day to day? Day to day Interviewer: Were you counting how long— Was I counting the days? You betcha, I had a calendar, a plain white calendar back at base camp and I‘d be marking off the days, you know, although I have to be honest about it, I planned on extending. 24:01 I had a younger brother coming up behind me and at the time, the word was, it wasn‘t official, was that if you were in service and you were in Vietnam and you had a sibling who, say got drafted or whatever, they couldn‘t be sent to Vietnam while you were there. So, even though Marty was six years younger than me, I had no idea what was going to happen and I thought, ―I‘m going to stay here forever if I have to, if I have to‖, just so Marty wouldn‘t have to do it and whoo, it was scary. Interviewer: To look back at the whole thing now, how do you think that whole experience affected you as a person? 38 �It‘s amazing, it took me thirteen years after I go home—see I was retired out medically from the Marine Corps, It was that bad. 25:01 It took me thirteen years after that to fully come to grips with what happened. I was just going through life, I‘d gotten married, then kids and all—it wasn‘t kids yet, I‘d gotten married and waited for kids, and it was about thirteen years, and I never really thought about it. I used to talk about it a lot, like I do now, I can do that now easily again, but I used to do that, but It never really hit me right there. I could see myself every day how badly chopped up I was, and I knew it was going to get worse, which it has, I‘ll tell you that, it really does, old age plus all this stuff, it‘s not a lot of fun, I‘ll tell ya. I didn‘t—I ignored it and then one day I was doing a claim at the VA, I worked with the Disabled American Veterans, and I was doing my own claim. 26:04 I knew my parents had received telegrams after I had been hit, from the Marine Corps, tell how bad I was and what my status was, and they were not great, let me tell you, they were not great. They were saying, basically, this kid ought to die, he probably will die, so be prepared, that‘s what the sum of the whole thing is, it was that bad. I remember, when I got home I looked at those, my mom had them, I read them and it still didn‘t hit me, even reading the telegrams and I was through it. Finally, thirteen years later I was doing a claim at the VA, trying to get an extra benefit here or there, or whatever, you know, and I called my mom, and I was married at the time, and I said to her, I said, ―Mom, I‘m doing a claim with the VA and I need to use those telegrams‖. 27:04 ―Well‖, she said, ―I don‘t really want to give them, even though they‘re about you, I don‘t want to give them out. Why don‘t I have your father make copies of them at work?‖ My father was an automotive engineer and he could go in to work, to the copy machine, and do anything he wanted to do, you know. So, my mom gathered up the 39 �telegrams and gave them to my dad, he went into work and made copies, and then came back and the copies were waiting for me at home, or at my parents‘ house. I said to my wife, ―I‘m going to go over and get the copies later on‖, and what happened was, we were moving out here. I‘d just gotten the job here, and we were over by Detroit, so our apartment was all chaos. We had a bar stool sitting in the middle of the floor, so I‘m sitting on the bar stool with the phone there. 28:05 I‘m sitting there and the phone rings, my wife gives me the phone, and I‘m sitting on the bar stool talking to my mom. I said, ―Yeah mom‖, and she said, ―Your father called and said that he had made the copies and he‘ll bring them home‖, and I said, ―Great, I‘ll be over later on‖, but she said, ―I just realized I had forgotten to give him one of the telegrams‖, and I said, ―Well‖, I said, ―Gee, I don‘t know if it‘s important or not, why don‘t you read it to me and I‘ll see if It‘s important‖. A stupid thing to do, God that was so stupid I couldn‘t believe I said that, I wasn‘t thinking. So, anyway, she reads the telegram to me over the phone, and I‘m sitting there and I‘m thinking about it and it hits me, the first time in thirteen years, the first time. 29:00 I went nuts, my wife is just getting ready to go to work, and I‘m sitting there, I take the phone over my head and slam it into the floor, and my wife is saying, ―What the hell is going on?‖ I started crying uncontrollably, I went to the door, up against the door, and I‘m pounding on the door, and I‘m thinking, ―Oh my God‖, it gets me going a little right now, you know, and I‘m thinking, ‗What the hell happened?‖ It was me, and so my wife picks up the phone and she says, ―Mom‖, she says, and my mom is going crazy on the other end of the phone, and she says, ―Mom I‘ll get back to you later, something is wrong with Derek‖, and finally she got me calmed down. I sat down and I just—it was horrible, I just cried and I told her, I said, ―Geez, that was me‖. 30:00 40 �So, finally I got it together the end of the day, went over to see my parents and we sat down and we talked at the kitchen table and we cried, God we cried and ever since then it‘s been better, but I‘ll tell you, traumatic. Interviewer: What kind of support were you able to get from the Veterans Administration, or anybody else? I‘m your typical vet, I‘m in denial, you know, I really am, I‘m in denial, I always was, but not anymore, I don‘t deny anything anymore, I just don‘t do it, it‘s not worth it. I went to the VA, of course I had medical problems and dealing with the VA, I went to them a lot. 31:07 My wife would go with me once in a while and she got disgusted with it, you know, because it was a crazy system. It got better, but still it never—I never went for anything emotional, and I never dealt with it and I should have, I should have and I didn‘t do that until the very end, after I got divorced years later, but then I had already come to grips with it myself and I was well past that. They had group for people who had PTSD and everybody who‘s in combat has PTSD, I don‘t care what anybody tells you, everybody‘s got it to some degree and how you deal with it then is something else too. I used to—in the very beginning I had nightmares, but I got over that. 32:03 All the stuff that I saw, I was able to internalize and handle that, and being in the job that I was in, working for the DAV, that was the greatest counseling in the world. Here I am talking to people like me, I don‘t care what war they‘re in, we can relate and it‘s therapy. I don‘t care what anybody tells you, it‘s therapy. We could talk about thing, or different places we were at, or wars, or whatever, or how things were, and it was great. I get my job done and they walk out and I always had a goal and that was, anybody that walked in my office would walk out receiving more than they ever expected to, that was my goal all the 41 �years that I worked, and I lived up to that. I figured, I want to give them everything, and I did that. 33:02 I did a pretty good job too, all the years that I worked. Like I say, it‘s one of those things—the VA, as far as the system, the bureaucracy—one thing I always, and I almost got fired for this, I always—I told my boss this, the hierarch of the DAV, of course they‘re invested in the VA, my boss was one of them at the time, at least one of the bosses I had, and I‘d say, ―Mike, this is stupid‖. I said, ―Here we are veterans and the system is now that you have to go to the clinic here in town, which doesn‘t have a whole lot of capabilities‖, but they handle basic stuff. If you need more you have to go to a veteran‘s hospital. How far away is that? 34:01 In this case, not Battle Creek because that‘s the best Psychiatric unit, and maybe I should have wound up there, I don‘t know, but you go to Ann Arbor, or Detroit, or Allen park at the time. Yet anybody here in town, and this was one of the big things, anyone on Medicaid could go locally for anything they wanted. I said, ―They treat us like second class citizens‖. I used to be rather vociferous about that and almost got fired, but I didn‘t though. Even though Mike sympathized with me, he never went to the VA, he was the boss, so he made more money, he had good health insurance like we did, but he would go privately for all that stuff and so did everybody else who could do that. That‘s what I do now, my insurance is fabulous now, I don‘t go to the VA for anything, because I can get it locally, everything I can get locally and then all I have to do is wait for the end of the year on my medical, if I have any prescriptions, I take it off my taxes. 35:07 I have to wait a year for it and with the VA you get it right now. So, you have to wait or go through the hassle, and that was always the problem with the VA, I just—when I had my hip done two years ago, my hip wore out because of limping on my left leg for thirty-five plus 42 �years, the right hop wore out, it never got hit. I had that done locally and if I had the VA do it, I‘d have to go over to Ann Arbor or Detroit, come on now. Interviewer: A different kind of question. When you got back from Vietnam and you’re out of the hospital, did you talk to people much about being in Vietnam and did people ask you stuff? Remember, I was in denial, so it was easy. I didn‘t get emotional about it and it was very easy to do that. You find people like you who had been there and you talk about it over a couple of beers, or whatever, good old times, you know, and you do that. 36:07 Interviewer: Did people who hadn’t been there want to know anything about it, or did you get treated oddly because you had been there? At that point it wasn‘t like it was in the sixties, okay. Now, I understand, people had told me that in the sixties when they came back that they were spit on and called baby killers, I don‘t remember that because I went through the hospital system on the way back, so I never—and then when I was in college, I don‘t—there was none of that stuff when I was in college. People would talk to me about it and that was in the seventies, the early seventies, 71, 72, 73, and whatever, you know. Yeah, but no, there wasn‘t any of that stuff, I don‘t remember any of that, and I don‘t know if it ever happened, to tell you the truth. I know people who didn‘t like the war, and that‘s fine, and I don‘t blame them. I didn‘t like it and I was there. 37:00 It‘s one of those things, yeah, that you—I didn‘t get any of that. Interviewer: As a final thing, if you were going to give any advice, maybe to military families now, people who’ve got relatives, maybe, over I Iraq or 43 �Afghanistan, or anything like that, about how to support the family members, and so forth, who are there, what can you tell them? Well, it‘s a little different now; unfortunately we have a very small group now bearing the burden. Not like when I was there, we had a large group bearing the burden. That‘s unfortunate, the war is unfortunate, let‘s put it that way, but you have to, if you‘re a military family, or a friend of a military family, when these people come home, both men and women now, when I was there you didn‘t have women in combat, all men, and the only women you saw in uniform were the nurses, basically that was about it. 38:06 You have to treat them with a lot of respect, you really do, because they‘re bearing a burden now that even we weren‘t asked to bear, even when I was in Vietnam. Now they have these ungodly tours, now you have a total obligation that you always sign up for and you enact part of that obligation you signed up for and the rest is inactive. That‘s what we were under and they‘re still under that now, except there‘s so few troops they‘re going for the entire obligation and they‘re keeping you in, I mean, that‘s what they‘ve been doing. I‘s tough, it‘s duration without saying duration like in WWII. In WW II at least they‘d say duration and even then though these guys in combat in WWII would go into combat for whatever short time, they‘d be pulled back and they would go in again, and pulled back. 39:04 You would go back in and be pulled back, now in Iraq and Afghanistan you‘re never pulled back, you‘re there all the time, and if the tour is even longer and you have more tours, no wonder you got a higher PTSD rate going on right now, no wonder, talk about abusing people, that‘s what it‘s doing. Again, it depends on the individual, some individuals can take a lot, some individuals can‘t, some individuals see more, some individuals don‘t, it‘s a whole mix of things. If you‘re a friend of a 44 �family you have to give them consideration, you really do, and we didn‘t have that back in Vietnam. In WWI I guess they all hung together because they were all together and it was different. Interviewer: And there were a lot of them. 40:01 Korea was treated much—and Vietnam were very similar in that way, you didn‘t really hang together as much as you did in WWII, even though it was a short time after WWII. Vietnam was that much later and you didn‘t hang together and that‘s the problem it‘s— and then you see a lot of spouses on TV talking about the VA system. I‘m not talking about the Walter Reed thing they had, that‘s part of DOD still, except you can get out of that and it‘s run by the VA now and it‘s a hassle. While you in, medical care is beautiful, it‘s fabulous, and then when you get to the outpatient, while you‘re still in the service and when you‘re not actually in the hospital ward all the time , it‘s a little better, except for this thing out at Walter Reed where someone screwed up there royal, and the VA, you get out and you‘re on your own. Unless somebody tells you what‘s going on, you‘re picking up little bits of information here and there and everywhere, you don‘t know. 41:08 That‘s where people like me come in with our jobs. We spread the word, not that we did a great job, we did what we could, and yeah, it‘s a tough time. When both these wars started I had my misgivings, I did, I really did, I had misgivings about it. They were saying in and out real quick , well we can do that, with a great military you can do that, but afterward, that‘s where the hassle comes in and it‘s a mess. Interviewer: We do what we can to provide whatever support we can. That‘s right, it‘s—you really have to support these people, it‘s—I have a lot of friends of mine that are Vietnam vets an, of course, after Desert Storm and guys came back from 45 �that very short thing they had going and they got the parades and the accolade‘s and that. 42:03 The guys my age were saying, ―We didn‘t get any of that stuff‘. We got nothing, we got ignored and I used to say, ―Hey that‘s just the way it is, you can‘t change it‖, and now with the guys coming back there‘s—again they‘re getting accolade‘s, thanks and the whole thing, you know, and that‘s great, you should do that, but still some of the guys my age, we‘re hanging together and we didn‘t get any of that stuff Interviewer: That’s in part because of what happened with you guys. They began to realize, after Korea, that it was not fair. Exactly, that‘s exactly, Korea wasn‘t fair, same thing that happened in Korea happened in Vietnam. Interviewer: You have to separate the politics from it, and at least part of that lesson seems to have sunk in. You really do—the guy across the street from me, Marine Corps reserve, spent a tour in Iraq, he came home and I went over and talked to him right away. He knew I retired, you know, I mean, I understand, I understand. 43:07 I told him, I said, ―You‘re back, you weren‘t hurt, thank God‖, and we talked a bit and then another guy across the street, Larry, he was in the service during Vietnam, did make it to Vietnam, but he was in, and his son is in the Marine Corps and fortunately for him, his son is in a specialty that he‘ll never go to Iraq or Afghanistan, it‘s one of those jobs, you know, he‘s—so he‘s lucky, yeah, lucky, and we‘ve talked and I tell him, I say, ―Jeff, geese, you‘re lucky, you‘re not missing anything, believe me‖. He sees me hobbling around and I do what I do, I‘m on motorcycles, I just got through snowmobiling, so I do things, but I say, ―Hey, it‘s tough, it‘s tough‖. I‘m going to be sixty in July, come on sixty. 44:05 I want to be sixty real 46 �bad, I really do. The decade of my fifties was not great. Three major operations, my forth minor operation is coming up next month, I retired, got divorced, all in ten years, how‘s that? Interviewer: Well, let’s hope for a better decade. Now, let‘s go for the sixties, huh? Interviewer: Thank you very much for talking to us. 47 � 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 FlackD Title A name given to the resource Flack, Derek (Interview transcript and video), 2008 Creator An entity primarily responsible for making the resource Flack, Derek Description An account of the resource Derek Flack is a Vietnam veteran who served in the U.S. Marine Corps from July, 1966 to April, 1969. Flack provides detailed discussions of training in California and service in Vietnam during and after the Tet Offensive. Flack was wounded in action and eventually sent back to the US, where he has worked extensively with veterans' organizations. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Byron Area Historic Museum (Byron Center, Mich.) BCTV Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army. Medical Corps Vietnam War, 1961-1975--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-01-29 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