332 24 26018 https://digitalcollections.library.gvsu.edu/files/original/312834ffa6f260cb9ec4ec06581145e9.pdf bcf170f5ed80ce39571fa7eb8e404350 PDF Text Text Founding Vision: Floundering Independence Day Weekend Text: Isaiah 58:12; Romans 12:2 Richard A. Rhem Christ Community Church Spring Lake, Michigan July 2, 1995 Transcription of the spoken sermon Let me simply try to give a word that will wind together the various pieces of this morning as we've thought about our nation, about our present situation, the challenge before us. It seems to me that that song elicits from us that which is deepest in us. It is the poets that draw out that which is noble, and I really believe there is a great reservoir of good people and of good heart in the American people, frankly in the people of the world. And I believe that it is poetry in song that moves us in our depths and allows that which is best about us to come to expression. It is finally the vision that will beckon us to realize that high goal of the rule of God, moving toward the Shalom of which the prophets spoke. Our world is in crisis, and our nation is in crisis. It is not an overstatement to speak in our day of culture wars. But it is good for us to know that that's really nothing new. There has always been in this land protest, taking to the streets, the political process, the lobbying for advantage, the clamor for rights and for human dignity. And in our particular situation today, maybe the nub of it in this nation, in a time of transition and a lot of social unrest and turmoil, centers around whether or not we can realize that founding vision which is floundering. Whether or not we can realize that grand dream of our founding documents and the passion that filled the lives of those who came to this land to create an experiment in freedom. The question of whether or not there is an American culture, an American dream that is rooted in reality, that is reflective of truth. One of the great tension points in our society today can be understood under that catch word "multiculturalism." There are voices from the margins, the minorities, the outsiders who are saying, "Hey, you tell your history and you have an identity which is caught up in the myth of the melting pot. But some of us never got included. Some of us have been left out. You tell the American story, but it's not reflective of the part that we've played. And you tell the American story and you gloss over some of the dark shadows that lie across it." And so we have voices, and they clamor to be heard. And then some of us who have been so steeped in the tradition and so blessed by it grow defensive, and we grow hostile and, before © Grand Valley State University   �Founding Vision: Floundering Richard A. Rhem Page 2   we know it, there is a great gulf separating us. The right and the left. Us and them. And the nation is torn with tension and strife. But it seems to me that, on this anniversary of our nation's founding, it's important to us to hear that word from the Lord and to see whether or not that founding vision is not rooted deeply in the biblical tradition. I think it is. Giving all due to the claims of those who have been excluded and have been left out and have been hurt, nonetheless, there is a magnificent vision there, a vision of human dignity, of human freedom, in responsible community. I think that Jon is quite right - the government will not do it for us. And it is for the people of God to lead the way. There was that day when God's people said, "Look, we're doing all of our religious thing. We fast and you don't hear." And then the word of the Lord came saying, "Take care of the poor. Feed the hungry, clothe the naked, take the homeless into your homes. Then you'll call and I will hear. Then you will seek me and I will be found by you. Then the dawn will break upon you. Then you will raise again the foundations of the generations. Then, then there will be streets in which you can dwell in safety." It's almost as though the prophet could have written yesterday rather than way back in ancient Judah. But the point of the vision was that God is known and experienced in the doing of justice and in the loving of mercy. And in that founding vision, although it was not broad enough, although it was not inclusive enough, it was nonetheless rooted in that prophetic vision that comes to us as a gift from Israel's faith, that understanding of God as the Creator. Our founding documents root human dignity and human freedom in the Creator God, and we cannot in 1995 be Americans first any more than we can be Christians only. Our world is the size of a grapefruit. We live in a global community with intimate connection with a multiple diversity of this globe. It is time for the bells to sound, the bells to sound that celebrate the diversity of life, that can still find its unity and its coherence in its grounding in the Creator god who calls us to justice laced with compassion. When I think of the task I read in the vision, something within me melts. I know it's true. And I observe the world and I could weep. Ready to throw up my hands and say, "Why preach? Why strive? Why continue to care? It goes against the grain of human nature. It's so contrary to every other aspect of our lives. Why continue to raise one's voice and hold up the vision and call people to dream the dream?" But then I remember that human transformation is possible. This is what Paul was writing about. "Be not conformed to this world." Do not give in to its aggressiveness and to its consumerism, to its competitiveness and to its destructiveness. Do not give in to its rugged individualism and its selfishness. Do not give in. Continue to dream. Continue to have rumors of Shalom floating across the atmosphere through the transformation of your mind. That's what it really takes, folks. It really takes a transformation; it takes an altered consciousness. It calls us to a whole new way of being. Be not conformed © Grand Valley State University �Founding Vision: Floundering Richard A. Rhem Page 3   to this world, but be ye transformed by the renewing of your mind to find the will of God, what is good and is true and acceptable. And down deep there's something in me that so yearns for that. And I believe it does for you, as well. If we could just turn the decibels down, that shouting across the great divide. If the Church, if the people of God could be at the forefront of reconciliation rather than the catalyst for division, if we could just listen to our hearts, if we could just follow the song, if we could just make real the songs we love to sing. Of America the Beautiful, thine alabaster cities gleam, undimmed by human tears. Dear God, is it not worth a commitment of life anew on this Independence Day Weekend? God grant it. © Grand Valley State University � https://digitalcollections.library.gvsu.edu/files/original/cfe6d754b8c5005eec11dc17a364a063.mp3 8c295f0573846872560174d493fb9adf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Independence Day Weekend, Pentecost IV Scripture Text Isaiah 58:12, Romans 12:2 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19950702 Date A point or period of time associated with an event in the lifecycle of the resource 1995-07-02 Title A name given to the resource Founding Vision: Floundering Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on July 2, 1995 entitled "Founding Vision: Floundering", on the occasion of Independence Day Weekend, Pentecost IV, at Christ Community Church, Spring Lake, MI. Scripture references: Isaiah 58:12, Romans 12:2. Global Community Inclusive Shalom Transformation https://digitalcollections.library.gvsu.edu/files/original/50ed2389c4af9a7caf822d109e163c2a.jpg 125f45bab0e7350dc58b813bafc52f03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I146-0017 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-08-07 Title A name given to the resource Fountain in Karlsruhe City Park, Germany Description An account of the resource Black and white photograph of an outdoor fountain and sculpture located in a wooded area in the Karlsruhe Schlossgarten, or Palace Garden, the landscape park situated north of the Karlsruhe Palace in Germany. Scanned from the negative. Subject The topic of the resource Karlsruhe (Germany) Fountains--Germany--Karlsruhe Gardens--Germany--Karlsruhe Parks--Germany--Karlsruhe Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a894e02df9580862ee91f29b58af0271.jpg 9ede5812ec9f50989d1bcb319b43614b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I146-0022 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-08-07 Title A name given to the resource Fountain in Karlsruhe City Park, Germany Description An account of the resource Black and white photograph of an outdoor fountain and sculpture located in a wooded area in the Karlsruhe Schlossgarten, or Palace Garden, the landscape park situated north of the Karlsruhe Palace in Germany. Scanned from the negative. Subject The topic of the resource Karlsruhe (Germany) Fountains--Germany--Karlsruhe Gardens--Germany--Karlsruhe Parks--Germany--Karlsruhe Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/345a8c3628f8430df81526613028feec.jpg 9bc926757f9eaa76d60041e8ff603ae1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_4_006 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-18 Title A name given to the resource Fountain Villa d'Este Description An account of the resource Black and white photograph of the fountain at Villa d'Este. Subject The topic of the resource Rome (Italy) Villa d’Este, Spa Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4779658df1c2a82013f9f143b67e1fbb.jpg aaea207410b8dc5e1036b508a9882e70 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Boat and Canoe Club collection Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Description An account of the resource Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s to 1940s Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)</a> Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Publisher An entity responsible for making the resource available Grand Valley State University Libraries Identifier An unambiguous reference to the resource within a given context RHC-54 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-54_Photographs-GRRC26 Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Date A point or period of time associated with an event in the lifecycle of the resource 1922 Title A name given to the resource Four Crewboats in Water Description An account of the resource Distant crewboats in water at S. A. R. A. Lake Peoria with open water in the foreground. Found in dark brown scrapbook. Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known Copyright</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/ac8b5a6b7d922537773a0e1612a5d9bb.jpg b849d5d17ddbfcc2b034c604d907f5d6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Boat and Canoe Club collection Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Description An account of the resource Scrapbooks of newsclippings, photographs, postcards, and ephemera of the Grand Rapids Boat and Canoe Club. Photos were taken at regattas on Reeds Lake; the Grand River; Peoria, Illinois; and in Chicago of club members, and events. Historical articles, reports of regatta events, and articles featuring members Charles McQuewan and Jack Corbett are included. Programs include the First Grand Regatta on Great Salt Lake 1888, and Peoria Rowing Festival, and banquet and music programs and the GR Log, a publication of the Grand Rapids Boat and Canoe Club. Materials from the Central States Amater Rowing Association, and the National Association of Amateur Oarsmen are also included. Date A point or period of time associated with an event in the lifecycle of the resource circa 1980s to 1940s Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks, (RHC-54)</a> Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Racing shells Publisher An entity responsible for making the resource available Grand Valley State University Libraries Identifier An unambiguous reference to the resource within a given context RHC-54 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-54_Photographs-GRRC38 Creator An entity primarily responsible for making the resource Grand Rapids Boat and Canoe Club Date A point or period of time associated with an event in the lifecycle of the resource no date Title A name given to the resource Four Teammates on Dock With Oars Description An account of the resource Four teammates pose for picture on a dock, holding their oars with their right hands. Found in dark brown scrapbook. Subject The topic of the resource Grand Rapids (Mich.) Outdoor recreation Boats and boating Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/481">Grand Rapids Boat and Canoe Club scrapbooks (RHC-54)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NKC/1.0/">No Known Copyright</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/1ee6988becc23e7907970ac930f2b9c5.pdf 9e0954b0a118b3af42b9a6ebe5549c0e PDF Text Text 4th Annual Report .. Tw o of the many refugees lo safely reach Palestine through th e help of th e United J ewish ApjJeal. UNITED JEWISH CHARITIES a( GREATER MUSKEGON 1943 - 1944 �OFFICERS AND TRUSTEES OF UNITED JEWISH CHARITIES 1943 - 1944 • C!tairrnan , PAUL l'vI. WIENER Co-Chairman, Leo S. Rosen Treasurer, H. S. Si lverman Secretary, M. L. ·w o lfe .Jew is I nano comn over natio ) in stit also to th, j Trustees R. V. August CamfJaign and Collection Committees H. S. Berman E. H. Baum S. G. Kalyf B. R . Fisher Sam. Lipman Carl Steindler Advisory Committee .J. M. Kauffman Mrs . .Jack Lawson Hy. Braverman M. W. Go lden .Jack Lawson L. M. Berman Ted Neumer Vice Pres. Sisterhood Mrs. L. M. Berman Pres. Hada ssah Mrs. Carl Steindler I\Cjl. U .S.0. S. S. Siegel Al. Golden Harry Lahr instn mu111 will l This ' Hebr until with wortt the ( ment advar Heigl the U I wholt assun �A Message From Your Chairman • On behalf of the officers and trustees I am submitting a report of your United .Jewish Charities for the year 1943-1944. During 1943 greater demands were made on this community for increased financial assistance from overseas, national and local institutions and agencies. Our community accepted the challenge and raised $ 14,065.00, or an increase of 156 % over the previous year. Thus you have made it possible for Muskegon to be known nationall y as one of the most philanthropic communities on a per capita basis. Your attention is called to Schedule A-1 which shows allocations to thirty-six institutions and agencies. This is seven more than we contributed to last year. W'e also increased and in some cases doubled the allocations over what we gave last year to the same recipients. An allocation of $250.00 was sent to the Hebrew University of Palestine with instructions that this sum be awarded in the name of the Muskegon Jewish Community as an a nnual scholarship to a worthy refugee student in agriculture. We will be advised of the student's name and background when the award is made. This is a magnificent expression of generosity on the part of this community. We are now forming a Cemetery Association to b e known as Mona View H ebrew Cemetery Association, with Milton Steincller as its temporary chairman until an election is held and by-laws are adopted. In the meantime we are negotiating with the City of Muskegon H eights for the purchase of approximately $20,000.00 worth of lots to be paid for within ten years. Your board vot~d a $2,000.00 loan to the Cemetery Association with instructions that said loan be used as a down payment towards the purchase of the lots. It might be necessary in the future years to advance additional funds to maintain the contract with the City of Muskegon Heights, but eventually as the lots are sold the monies advanced will be repaid to the United Jewish Charities. It has been a so urce of pleas ure to work with each a nd every one of you. Your whole-hearted sacrifice and cooperation h as kept us united in the past and it also assures a united, bright future. Sincerely yours, Paul M. Wiener Chairman. ,, �UNr Schedule A UNITED JEWISH CHARITIES SUMMARY REPORT OF CASH AND PLEDGES 1943 - 1944 Al Amount pledged- 1943-1944 . . . $ 14,215.00 Less: Uncollectible pledges ca ncelled . . . . . . . . . . . . . . . . 150.00 NET PLEDGES . ... .... . . . . . . $14,065.00 Less: Collectible pledges-unpaid .. .. .... .. . PLEDGES COLLECTED .. ... . $L-3,481.oo Cash balance 1942-1 943 .. ... • • • • • • • • • Loan repaid by Synagogue . . ... . . . ... . Refund from Histrodruth Ivreth ... .. . 415.21 150.00 100.00 TOTAL .. .. ........... . ..... ..... .. . .. $14,146.21 Monies allocated and paid listed on Schedule A-1 .. .. .. . .. . ....... . .... . . $11,611.00 General and Administrative Expenses as shown on Schedule A-2 . .. . . .. . . ... . .. . Hospital and Nurse Expense as shown on Schedule A-2 . . . . . . . . . . . . . . . . . . . . . . 541.05 Cash in bank at August 10, 1944 . . . . . . . . . 1,465.86 TOT AL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $14,146.21 UNITED JEWISH CHARITIES GENERAL AND ADMINISTRATIVE EXPENSE 1943 - 1944 Sch edule A2 Gen eral Expense-Florists, etc. . . . . . . $ 62.70 Administrative Expense . .. . . . .. .. . . . 20.29 Printing Expense . .......... ... .. . . 94·5 1 Traveling Expense . ... ... ... . . .. .. . 92 .43 Bond .. ... .. .. . ...... . ........ . .. . 12.50 25.00 Speaker . . . . . . . . . . . . . . . . . . . . . . . . . . . Dinn ers-Occiden ta! ... . .. . . ... ..... $437 .62 R ealized Sellin g Tickets . . ..... .. . 2 16.75 220.87 Hospital and Nurse Expense . . . . . . . . . 541.05 TOTAL ... .. ......... . .... . ..... .. .. .. . $1,069.35 I. J �UNITED .JEWISH CHARITIES ALLOCATIONS Sch edule A1 1944 /• 1·, ,I B'nai B'rith '\'Var Service Funds .. .. . .... . $ 11 1.00 Michigan Hillel Bldg. Fund ............. . 100.00 Belfaire Orphan Home .. . . . ... . ... .. .. . . 25.00 Jewish Welfare Board .. .. ... . . . . . . .. ... . 100.00 United Jewish Laymans Committee ...... . 75.00 B'nai B'rith-Wider Scope . . .. ...... . .. . . 200.00 Nat'l Jewish Hospital of Los Angeles ... .. . . 75.00 Nat'l Jewish Hospital of Denver . .. .. .. . .. . 75.00 Ex-patients Home of Denver . .. . . .. ..... . . 25.00 Levey Memorial Hospital .. . ..... .. .... . . 50.00 Nat'l Home for .Jewish Children .... .... . 40.00 Jewish Consumptive Relief .... ........ .. . 60.00 Nat'l Farm School .. .. . .. .. . . ....... . .. . . 4 0.00 .Jewish Braille Institute ........ ..... ... . 25.00 0 Hebrew College of Theology of Chicago . . . 75.00 / o .Jewish Theological Seminary of New York .. 75.00 ;r,oC? Rabbi Elehanan Seminary . . . ...... . ... . . 75.00 /~ Hias . . . ..... . . . .. • • • • • • • • • • • · · · · · · · · · · · 200.00 ~ / · Hebrew University ................. . ... . 200.00 µ.,50 Technological School of Haifa ... . . . . . ... . 50.00 Jewish Telegraphic Agency . . ...... ... .. . . 25.00 ~ Vaad Lumi .. . .. . . .. . . . ... .. .. . .. .... .. . 25.00 Federal Council of Palestine . ....... .. .. . . 5 0.00 X Histadruth of Palestine ....... . . .. ..... . . 100.00 roo Youth Aleyah .. . .. . .. .... .... . .. .. .... . . 1, 500.00 .)O0.C:"\ United Jewish Appeal . . . ... . . .. . . .. . .. . . 5,000.00 100.00 loo• ()c, Sons of Israel-Matzo Fund ... ... . ..... . . . Society for Relief of Yemenite Jews . . .. . .. . 25.00 Council of Jewish Federation a nd Welfare Funds ........ ... .. . ...... . .. . 75.00 Histadruth Ivrith . ... ... . ...... .. .... . . . 25.00 Am erican Jewish Conference .. . . . .... ... . 25.00 U.S.O. at Fort Custer .. . .. . . . . . . ... . .... . 360.00 Joint Defense Appeal ... .. ..... ... . ... . . . 400.00 Hebrew University of Palestine- Annual Scholarship in Agriculture . . . .. . .... . .. . 250.00 Mona View Hebrew Cemetery Association . . 2,000.00 ~°s;1 / 15 ;s 2 ;5 TOTAL . . ... . .... . . .... .. .. . . . . ....... $ 11 , 611.00 �CONTRIBUTING MEMBERS L oui s Aron .. ...... . .. .. . .. 150.00 Be rnard Fish er . . . . . . . . . . . . . 100.00 Ben I- T on y Aron . . . . . . . . . . . . . . . . 150.00 Harry Fish er . . . . . . . . . . . . . . . 300.00 M. N Abe Ashe ndorf . . . . . . . . . . . . . 300.00 .Jerome Fisher . . . . . . . . . . . . . . 100.00 Alex l Samuel Ashendorf . . . . . . . . . . 200.00 Alfred Frank and .J. H echt 300.00 .Jack l Dr. Ralph August . .. .. . . .. . . 300.00 Dr. Martin L. Fri ede nberg 25.00 Harry Stanley Baru . . . . . . . . . . . . . . . 25.00 Morris Friend . . . . . . . . . . . . . . 200.00 Rueb, E . H . Baum . . . . . . . . . . . . . . . . 25.00 Abrah a m Golde n . . . . . . . . . . . 50.00 Herm .Jaco b Baum . . . . . . . . . . . . . . . 25.00 M orris Golden . . . . . . . . . . . . . 100.00 H yma Sa m Belfe r . . . . . . . . . . . . . . . . . 25.00 .Jacob Goldberg .. . ·. . . . .. . .. 25.00 Samu< Harry H . Be rman 75.00 Mike Goldberg 100.00 Chas. Harry S. Berman 250.00 M . .J . Goldberg 100.00 Dr. .Jt L ouis Berma n . . .. . . . . . . . . . 200.00 Phillip Granik 50.00 .J ames Mrs. R ose Berman . ... . . . .. 100.00 Grossman De pt. Store . . . . . . . 500.00 Miss l Ruben Berma n . . . . . . . . . . . . . 75.00 H a rold Grossma n . .. .. . .. .. 250.00 Teel 1' Morris Bespal ov . . . . . . . . . . . . 50.00 H e rman Grossman ... ... .. . 250.00 Max Marcus Bess . . . . . . . . . . . . . . . 10.uu Sadi e Grossman .. .. .. . .. . .. 300.00 Ben C H e rman Braverma n . . ..... . . 50.uu Samuel Grossm a n 10.00 Sam C N a than Broutman . . . . . . . . . . 50.00 David Gudelsk y . . . . . . . . . . . 150.00 Natha Dr. Sol G . Cohan ...... ... . . 100.uo K. Gud elsk y . . . . . . . . . . . . . . . . 25.ou SamuE Sigmund Calm . . . . . . . . . . . . . 25.00 Oscar Gucle lsky . . . . . . . . . . . . . 50.ou Max ( Dr. Seymo ur Ca n e . . . . . . . . . . 1 5.00 Tilli e .Jacobs . . . . . . . . . . . . . . . 10.00 l. Roel R obert Cherin . . . . . . . . . . . . . 300.00 Miss Blanche H ass . . . . . . . . . . 5.00 Leo R .Jack & Ellis Chevlin . . . . . . . . . 30.00 Morri s Kantor . . . . . . . . . . . . . 75.00 Leo R Ludwig Darmstadter . . . . . . . . 30.uo .Jacob Kaufman .. . .... .. . . . 600.00 Haro!< Milton Coh en . . . . . . . . . . . . . . 5.00 Samuel G . Kla y£ . .... .. .... 100.00 Samue Epstein . . . . . . . . . . 125.00 Mrs. Sara Kl ein . . . . . . . . . . . . . 100.00 MaxR Rober Andrew .J. Harry Field . . . . . . . . . . . . . . . . 25.00 Harold Kline . . . . . . . . . . . . . . . 50.00 Arthur Fisher . . . . . . . . . . . . . . 25.00 R ev. .J acob Klitzn er . . . . . . . . . 10.00 .... �CONTRIBUTING MEMBERS , Ben Komis ................ . 25 .00 M. N. Kositchek . ......... . 10.00 Alex Krause ............... . ~ 2 5. 00 M. S. Segar . . . . . . . . . . . . . . . . . 5.00 250.00 Max Schubb . . . . . . . . . . . . . . . 25 .00 .Jack Lawson . . ... . ........ . 150.00 Samuel Siege l . . . . . . . . . . . . . . 100.00 Harry Lahr .. .. ..... .. .. . . . 25.00 400 .00 Rueben Levy ............. . . 5 0.00 Paul .J. Schlossman (non-member) Herman Mendel sohn . . .... . A. Shmookler .............. 300.00 25.00 H yman Lipman .. ... . . ... . Max Sch umacher . . . . . . . . . . . 50.00 300 .00 Samuel Lipman ........... . Harold Silverman ........... 425.00 300.00 Chas. Locke ...... .. ... . .. . . Sol Silverm an ......... .. . .. 1 5 0.00 25.00 Dr. Julius Magill ..... . .. .. . Eel. Simcoe ...... . . .... .. ... 100.00 1 5 .00 James Mell ...... . ........ . J oe Simon . . . . . . . . . . . . . . . . . 100.00 50.00 Miss Eva Mill er ..... . ..... . J acob Singer ........... : . . . 2 5 .00 2 5.00 Ted Neumer .. . ..... . . . . . . . 200.00 J oe Singer . . . . . . . . . . . . . . . . . 50.00 Max Newman .. . ..... , . . . . 50.00 Samuel Singer . . . . . . . . . . . . . . 5 0.00 Ben Oppenheim . . . . . . . . . . . . 25.00 Freel Skolkin . . . . . . . . . . . . . . . 25 .00 Sam Orlikoff .... . .......... 100.00 Charles Smith . . . . . . . . . . . . . 100.00 Nathan Price . . . . . . . . . . . . . . E li Smith . . . . .............,. 100.00 1 50.00 Samuel Price Carl Steindl er ............. . 100.00 1 50.00 Milton Steindl er ........... 1 00.00 , ,villiam Stern ............. 300.00 J oe S. Strifling 500.00 Max Quater . . . . . . . . . . . . . . . 25 .00 l. Roden . . . . . . . . . . . . . . . . . . . 5 0.00 Leo Rose . ........ . . ... ... . 25.00 Leo Rosen ..... ... . ..... ... 225.00 Harold Rosen ... .. .... .. ... 225.00 0 Samuel Rosenbaum .... ..... 100.00 0 Max Rosenberg . . ..... . . .... 250.00 D Robert Rosenberg . . . . . . . . . . 50.00 _) Louis Segar 10.00 Josiah Wiener .............. 300 .00 Miss J osephine Wiener . . . . . . 15.00 Paul Wien er . .. ............ 1000.00 Morton W'olfe . . . . . . . . . . . . . ) .... Dr. M. Teles . . . . . . . . . . . . . . . " 1 5 0.00 �Armed Service DONOR l Harry Ash e ndorf I. Ash enclorf .J. As he nclo rf M a x Ashendorf l A be Berman J ack Be rman M ax 0. Berma n M a rcus Bess Phil Bes t Sta nford Bro utm a n .Je rome Cherin Be n Co hen Osca r Dani els H enry D arnstadter L es lie Davi s G . B. De.J ong Frank Diske n Eugene Fisher Norman Fl eishm a n Arclo M. Fr ie nd H ar rison (Buddy) Frie nd L aw rence Gluck D ave Goldberg L o uis H . G ross ma n Hilli a rd Guclelsky .Just in Gucle lsk y L eon G uclelsky E ugene Hi rsch Irving Hirsch l J ROL : �rmed Services ()NOR ROLL t I Sam .Jaco bs Morton .Jacobs H erman Kess ler Lawrence Klein Ben Klitzner E. H. Kra use David Krupp R aedell e S. Levy Volf Liebov itz .Jack Lipman Phillip Miller .James M intz D an M. Moore Louis Orlikoff Al Parker Syd. Poll y Leonard Price Dougl as R ose n Seymore R osen berg Chas. Rubinsk y Louis Rubinsky I ] . Sam Schumacher Irving E. Si lverman H arry Singer H y. Singer Irving Singer J ay L. Singer Marvin Skolkin N . H. Skolkin Lewis .Jack Steind ler Natha n Talbot �M o nday eve. 7- 17-44 Dear M om: It's h ard to begin to write abou t Dael, b ecause there is so much to say. People's reaction wh en th ey fi rs t m et h im was, h ow alive h e is! h ow li ve ly! Dad Ji ved the fullest kin d of life, full of t he kin d o f activity h e beli eved in . M oney was of no consequence to him, a nd the strivings of so m a n y oth er profess iona l men fo r publicity and glo r y fi lled him with disdain . alth o h e h ad n eith er fal se pride n or false m od es ty. His idea of li fe was a life of acti vity in a nd for a group ; his J ews; his fa mil y; his community; his coun tr y. I remember h ow on Yorn Kippur h e used to emphasize Isaiah 's r inging dem a nd : " Tha t thou hide not thyself from thine own flesh!" T o him the urge to organize his fell owmen to p erform useful and sacred du ties was irres istibl e. He brough t children togeth er into reli gious study; h e b rou gh t their p aren ts to synagogu e and to Zionist work ; h e reached o ut into the gen eral communi ty to fin d m ore groups wh ere h e could ex pound and expl a in and teach and exh ort. I remem ber som e of his favor ite verses: " ' l\lorship th e Lord in the beau ty of holin ess." " Purify you rselves, ye bearers o f the vessels of th e Lord ." His mos t successful h ymn was ca lled the J oy of W orship. You can see h ow h e associated puri ty a nd b eauty a nd holi ness with reli gious worship, whi ch was of cou rse group worship . Pro babl y i t is n ot ch a nce th at durin g his las t clays in the h os pital, when h e surely knew hi s clays were numbe red, h e chose to read a book on "The Socia l Origins of Greek R eli gion ." T h e thes is of this book is that th e m ost eleva ted religi o us concepts h ave th eir roo ts in th e ordin a r y ever y-clay acti vities of a primi tive community (and n ot, therefore, in th e soli tary med ita ti ons of a h e rmi t) . Out of the struggles to grow food an d catch gam e, to grow in to ma nhood and r aise a famil y, to res ist or cajole n atural forces, there grow ideas of Goel, salvation, hum a n brotherhood , a nd immortality. So th e li fe of the gro up is the so u rce of h oly things. Not that D ad h ad a n y illusions abo u t his J ew~. But h e must always ha ve fe lt th a t in spite of ignorance, indifferen ce, a nd smugness, there was al ways h ope. H e used to say (I forget th e exact words): " .Jud aism h as fa ith in th e infinite improvability of m a n. " .Judaism , a nd Aaron C oh en, too. From the time wh en, at the age of fi ftee n, h e a te moldy bread in orde r to bu y Zi onist pa mphle ts; a nd no t long a fte r that, braved th e spy ing of the I mperi a l Russ ia n secret po li ce to parti cipate in illega l Zionist m eetings; for fi fty years h e labored fo r .Juda ism a nd fo r Zion, talking, w ri ting, teaching, organizing, creatin g poetry a nd song, leading prayer. Great fai tq , indeed, in th e infini te improva bili ty of his fellow man. W ell , th ere are many oth er things to remember a nd I'm sure they' ll come back to me . I remember th at h e was n ever afra id a nd never unkind, a nd tha t h e h a ted ignorance a nd cruel ty more th a n a n ything else in the uni verse, a nd tha t indi ffe re nce to human su fferin g h u rt him more than an y physcial pain h e ever felt. Writing of the m assacres of th e Polish a nd Russ ia n J ews b y the Nazis, he said "The h orror is that there is n o horror." And I'm su re yo u rem ember well, M om , how when Hitler cam e to power, he su ffered every clay with th e Germa n J ews. A nd in his las t clays, wh en fl owers and messages of ch eer po ured in to fill his room to overfl owing, h e said, "Thousands of young men are d yin g everyd ay, a nd they m ake all this fuss ab out one man ." W ell , there a re p leasanter thin gs to remember, too. H e loved to laugh a nd joke, to sing, to write p lays an d p oem s, to walk, to find somethin g and som eone new every d ay, to be with children . H is life was rich and full , a nd ou r li ves h ave been rich er a nd full er because we were so close to him. H e left us when h e was sti ll in his you th , b ecause h e never grew old . M uch m u ch love, · Herz l. May writt, I S J)ll ., l- 1 l\ E S C A 1 A 1. ,, A �The commu nity mourn s the loss of R a bbi Aaron Cohen who passed away on May 2 1, 1944. The greatn ess o f the R a bb i is bes t ex pressed in a le tter wh ich was written by his son H erz l to his m oth er, a nd with M rs. Cohen 's permission the le tte r )- is p u bli shed together w ith two of the m any poem s whi ch the R abbi left behind . :I ,f r r :I e d e e :I ,f y I, y f 1- 1- s t e ,. R ABBI COHE N ~ H ear m y Father! Ma y you keep My sou l, whi le l am fast aslee pMay a ll m y thoughts a nd all des ires Be in yo ur h eart, lik e secret fires Se nd ing forth a tend er ligh t Over m y face through out th e nigh t. A nd when the d awn will g ladl y bre:.1. k . M ay I joyfull y a wake And gree t the da y wi th smi les a nd glee And tha nks fo r what yo u've d one for m e:. I thank you, God , ln ever y way For all the hours Of the d ay. For work , for res t, For pa rents' care ; For sm iles of welcome Ever ywhere. 0 may I make Thi s com ing d ay A happy son g In eve ry way. �V·A.NDI J. a lLT 6- 1o8o 1943 • UNITED JEWJSB APPEAL roa ltBFVGEEI, OVERSEAS l'IEEDI AND PALEITDIZ on behalf of JOINT DISTIIIUTIOH COMMITTII UHITID ,.PALISTINI NATIONAL llPUGII APPIA\ SIIVICI H•'-JC....,.__. H• MADISO]'f AYEN!n Nr.W YOll 17, N. Y, W illi• m Roeenw&ld Ra bbi Ab!M Hill td Sih-er Ra bbi Jooab B. 'WiM a-.,., ch.;~ liq 4 , 1944 P• WBaerw• ld Louis D• mbua:u A lben Einstein Harry Priedr:11wald ?.! r . P~u Fr e si d< :..ue kegc Hmrylrtlr,on Henry Mo nsky til~-~ ·tsi::00":1 H on. Mai: C. Slou Fe,din.nd Sonnd>oro Hon. N • 1h • 0 Scn11.1 M in Hmri«1• Szold Ed• • rd M . M. W • rbur1 Mn. Pelil: M. W • root1 R • bbi Stepha, S. Wi,c Co-Cb.irwt~ : J• mn H. Beck« R • bbi Solomon Goldman R abbi bnel Go ld11t io Mon roe GoJd.,..• ur Ra bbi Ja me G. Helltt Hon. Louis E. Levin1bal Mra. o... id M. l.e")' Lou it Lipsky Ch • rles A. Rie,relm• o Hoo. Mo rri• Rotbcober1 Ct1-Tr• • 111rtr1.• I. Ed win Go ldwu.wr Cb11 r le1 J. Roseo bloom f.,,,_,;.,. Vir...C.h•~: h id or Coont Henry Mootor b • u.tiv. Co~,nillu: Aleundcr E. Arostefo Jowph £.8Kk Lou,, Rroido Ralph P. Colin Hon. D• .,id Dia.mood Abraham Goodman Sylv• o Gouh• I J ~ph C. H ymao Sidne, U.nsburgb A l Paul ~ftoo baacH. l ~ Alben H . Lieberman .A b raham L Liebo.iu Rabbi Miller Bernard A. R-blatt 1"ina H . Sbum1U1 Mr. Panl M. Weiner , Ch ail"man Unite d Je..,,1ah Ch fl rit1e s Musk:eg on, Michigan lt= 1f~~11eboro E lihu O . Stone I wan t g r a tit l Deer Mr. Weine r: bu t a l t f inanc i I am happy t o aeknoYled.ee your le t ter of Ap r il 26 ..- 1th Yhieh ..,ae enclo s ed a cheek f o r $2 , 500 in fin a l P&J'fflent of our min i mum 1943 allo t ment of $5 , 000 fr om the "Jnited Je..,hh Charities of Greater Muskeg on. Our offic i al e omoun ity receipt h en el o!!l ed f or your records . t o us i The r e J of the s l a ven t he ir 1 l t h helo ful i ndeed t o have these fun d s a ve.il able at this time f or the urg ent needs of our &&eneies , anrl your e on sider nti on in respond i ll8 so promptly t o our r eqne s t is deep l y appreeie.ted. I no te ..,1th particu lar ,e n c ouragemEnt :your advi c e t hat et the next me-e t1 ng of the trust ees of t he Uni t e d Je";h h Ch arities , consideration will be g i-ven t o t he ma t t er of a sup'Ole cie n tary allotment t o the United Jewi Rh Ap-p ea l f or 1943, and U•_at you will th en adv h e ue of the decisi on r ea che d, I am c onfide n t t hat t he need f or a suppl emen tary sum will be viewed vi th &J'l!!Pa.th.y- and underet end1n&, With kindegt regard •, I in teg n Home l ar The knc to havE t h .::. n k e t h is c c ·, a s hine I re cnai Since r e ,<J.......,1 Do r a :::: . 81:l Sincer ely y our,.7 ~ - Charle s " l"i1111 Simon Shetter Dea r l!.J fi-___/ ,,, j -/ Roaenbloom P~s t Pr ,. CJR:PRH Mn.Ro11;c:r\V. Straa, -.l of}in ~, Aur,.ust l fl , 1944 ADDRESS REPLY TO : t at i onal Jewis il ,lel.~a r e Boar d 170 We st ''ichi"ar. Av ~nue .:l attle Cree k . rHc hi r,, an t'.r, Pa ul rl'i ener , C'l'lli r rran Fni ted Jewi sh Ch:i r i ti e s o f Gr eat'! r Muske gon Post Offic e Box 306 Mus"<e ,:-on , Mi chigan Dea r Mr . f/iener: Ne we r e rl:li ;: - 'lted t o re ce ive 1our c~ec!~ o f ~180 . 00 , ba l ance 0 f :roi.: r allo cation fo r this ye ar for servic e:-ier. ' s activiti'!s in the F'o r t C1,.1ster ar ~a . It e ame at o n•ost op :> ortune tine inas -,ueh as w: a r e pre par in r. now fo r t '1 e hi~ 'l hol y day peri od w"-\e n our oppC'l rtuni ti e s for provi din g hc s,:,i tal ity to c ur <> er vi c~me o at Fort Cust~r an d pati ent s at t:le c,en e ral ho s p ital i. n °att le \.. re e k wi ll inc r eas e gr eat l y . The CJ t.v of ,1us~ " [ On h 'l. 8 ex'l1bit ed a consciousn" ss o f it s dut y t c ou r s e rvic e• me n , wllic ., Yrill be r emenbere d lon r., afte r t h is war is over. We of t :1e 1:aticno.l Jewis :1 ;;el !'aro Hoar d a? p re c i ot e g reatl y t he SU!)?Ort o f your co rrrnun i t y an d it has indee d be en an inspiration t.o us in carr y in g on our work to kr.ow t'19.t t he re is suc h an aC' t ive and pub l ic spirited t r oup re ad ,v t o J o its utrr.o~t fo r ou r s ervic e• men. We pray t!lat the r e will be no nee d fo r additional sorvi c e ;i.e n ' s ;i ro gr ams ne xt year , 1ie ho?e that ou r bc- .vs wi 11 b~ baek ho:ne S E, 8 in and with s ue, spi r it as you h ave a ll displaye d 1 know that it won't be lon g . fl.any thanks and be st wishes Sinc e r e ly . ~¾-SK:1\Y Samuel l<u r zon Dir ecto r t.;SO- .JWi} TIIE ,·ou,-.:c ~l[,' \ S OIRISTI,, .-.: ... ssocuT10,'\'S • TIIE N...n o:-.,.,1. c ... n ~c co., ,,h ..'\ i n :Sf"..11\'ICE 11,, .Yl l\ .. ,10~ ...i,~1; 'THE YOUNC \\'0~1[.'1S OIIIISTl,\:'\I "SSOCIATIO:-.:s • TllF. J(\\'ISI • \\"EIJ" .\11 £ 90.\110 • nu -.;,.TIQ-.:111. lll.,.\T.I..EAS AID .\SSC,O,..f!Q:"11 �HADASSAH TH E WOMEN'S ZIO NIST ORGANIZATJOtJ MUSKEGON, MICHIGAN 'Tlie h,·al111g of tlie dauglitc, of my people· July 8, 1944 Ur . Ptml Wiene r Fr esident , United Jewish Cha~itlee ~uekegon, Uichig an Dear l!.r. Wiene r : I want to take t r. Ls Oppo rtun ity for expreoeing the r' g ratitude of not on ly your local Hadassah Chapter, but also t he National Or ganization fo r t he splendid financial r e mit 1. ance your o r g- anization pr e sented to us for Youth A llyah . There is no mo r e noble and heroic Wi O"" k tna.n that of t he o r ~ani'zed rescue of children of Europe from s l avery and death, t.belr transf e r t o Palestine, their r ehabi litati on and tralnlne: and their integ ration i n:o t he life a nd s pirlt ·or t he Jew Leh Home l and • . The know ledr e t ha t you have aided in allow1n ~ a child to have a ho~~ and " liv e again" wlll be sufficient th ~nke in your near~ F f or you r par ticipation in this c ause . ·,·as hing you continued success io r t he ensuing ye ar, I re ,nain Sinc e rel y }f_ure, ,<,......., t . j + •" &-M Do r a :.:. Bern:an Pa st. President.- 1.luske go n Chapt e r of Hadas t ah • Sc11oot - - - - ~ O N A L FARM euc ... s SC MOOL CQUN"TV ... ou, 9 • .. ,•sc .. . ,s, y•i;: 1< .,.1<, ,o ,.,n ._.. UltlCIE J • COBS . H•D v ,c c .,,u s , oc,., a.c o., RO S IE,.e • u M . u,,. .. ,.,,.,.. ... ,ss Cl. S I ( M IIICLO"IICLD. s11:c•11:• •· T •$• 00"1- 0 A "' L 50N COU,.SC L PENNSYLVANIA JOSlt,-H M MA GCOO lt ," O N O "" .. ,, ,: .. ......... flO • • ., or • • UST l[ICS LltO .. o ~ •• US T._ .. . ,,u: 111 z. ,; .... ...... ... fl O A•D ""'ltS JOS ("'H KRA USKOP O" . c, ... , ,. ., . ,. wo.,. 1<,. ·s • .,,.,,., . ,.y,:0 .,. .. .,, 1< ,c Bo ard lo c- ation cmne at ol _y day 'me n at increas e t service• 1;ati cnnl anc:l it h as the re is u r servic e• ms next i ri t as you Apr 11 21 , 1944 Mr. Paul Wiener, Chairman Uni ted Jevrish Chari ties Lluskegon , Michigan Dea r if.r . Wi ene r : I wtsh to expre ss the :,incere ap pr eci a tion or The tl e. tiona l Farm 3choo l of the contribution of $40 whi ch you sent to us on beha lf of the Jewish Community of Greater :.'. us~:ee;on. Your action means moru to us th nn the me r e 1noney valuo e xp ressed in your g ift, al t hou &h \·1ev. is h you to kno-w that this amottt:rt will be of consid er a ble aid in our present sitm1. t ion . It would please us very much if at any tiine re p re• sontotive s of you r organiz.a t ion shoul d find it convenient to poy us a visit fmd to see at fir~t bnnd v.tin t we are nqcom• pl1sh ing . I should like to add also that we s hould be gla d to c ons ide r for edmhsi on to the School at any time, worthy c S:nd i dates f r om your section of the c ountry . For t he du roti on of the war ou r entrance requ i rements havt1 be e n r ev i sed to admit boy s l5 y ears of 11ge El.nd over. Our cata log and appliC l' tion for ms will be glad l y 1Sent to arzyone who may re ques t them . In thh crucial per iod when there is a mA rked tendency towsrd e.n ti - Semitisrn. it is essential tha t the Jev,ish boy s be encouraged t o enter voc t1.t i o ns such e.s agricu lture end thus der1ons tr ut e thet the Jews of F..me rice ca.n be or o • ducer-s and not mer-oly c onsumers . · r e lj your-s , ,...______ '1 110:'11 "R~r, "ssoo" no~ . ,;. BtL~ -;~,Q Secretary~l;L~ E:-tB,.TI,lC SCl(N Jl,., c AND PR• C •• c • ... F°O U NO CO 189 6 9Y Ac .. ,cuL f Uqc R••11• JOSIE., .. Su PPORT(O 6Y VOLU NT•R Y l<JfAU S K O • r . 0 . 0 . CoNT R1 8UllON $ �JOINT DEFENSE APPEAL 11, W e st J7tb Strut o f the Sui tc 11 0 I AMERICAN JEWISH COMMITTEE and ANTI-DEFAMATION LEAGUE of B'NAI B'RITH Nt.., York 1 9, N . Y. C I r, I• I • , I Augu st 21, 1944 h con B L AUnt1N Cltairma11 A1ncrica11 l o:•1iJa Camm1 lltt Si,c; .111 0 1.-r, Ll\1 /<(;i,TOI' Cltuirma,. A n1i,Oe/amation Lea,.,,: Jh.1'11Y Mo~~n l',ctid.enl H'nai B'ritl1, J!Mtl'H M. P. o. Box i/'306 Uuskegon , Michi gan Dear ~ r. Wi ener: 1'110~1uuu l 'ruillc,11 America" },:WliUI Camnultc" Na 1ionalChairm1J11 NATIUN M.r. Paul .,ll oner. Cha.1l'"!D8Jl United Jewi s h Charities M. 01..iu,cu C/ti,:11,:11 t :am/HJi&n Cltni,man Moo111: J. Sr1tc1u ., J1. A .C. 8.uu:l'l c:1:• I..UAII USC IIAl'lo!AN 1'1.1t:11Sa1.Nr:.o:< ,\'r w Yl)lk l"umpai,:,o l 'liairman Mu J. Scmu:mu ,hwci111cClu,ir11H,11 l 'IIIL l.l r Ln r Au,. M.Snoou 11',dfarcfundCampai(lfl Chaitma11 Su uJtL S. Sc11 ,-t1tMOI' Plea s e acce pt n\y sincere than ks f or your generous a:llooation or $400. 00 to t he Joint De fense Appeal of the American Jewi" h Committ ee e.nd An t i - Defamation Leacue or B 'nai B'rith . In bohalf of my usociates and my s elf, r wish to exp re ss to you our heartfelt gratitude not only for your financial support to t he very vital cause rep r esen t ed by our organiu.tion, but al s o fo r the moral encouragement whio h you r oontribution carri e s with it. Your conti nued suppo rt makes possi b le the maintenance and expansion of our program whic h in those critical days is an intec ral part of the whole s trugble for human fre edol:'l. '!:1th your he l p we shal l con tinue to ,.,a ge a relent less fi ght a gainst bi gotr y and prejudice, and thus rende r a service not. only to Jews but to the American people o f wh i ch we may be justly proud . Pie are p lea sed to enc l os e here\-rlth your receipt f or ti400 . 00 as payment of you r allooa-ti on . Sin cerely , P•blic Rtla tio111 Commitltt ~ Chairm1111 )JU, M . Yoml'ICH TrtoJuru A.C. Hoa" A. C. Horn ACHt oe Tr easurer Au«i•t• Ttuturu [,1..11LMOllH Estoli11t Dfrtc1<1r t)n';:..: pn~· iJ :li n :l' t:I,' P111Lll'CHA.51!f Publicitr Di,uto, Noato" Bena Rilbl11 lsiiill Eld1il1Jiln Th r.ulogicil l Scminilry il nd Yeshi va Coll ege AMSTERDAM AVENUE & 186nt STREET NEW YORI< 33, N . Y . WAosw o 11tnt 7-0110 HECUTtVE O H I CE~ /,pr11 4 , 1944 ))I MADISON AVENUE NEW YORK MU ,,• y H;I I 1 7, N. Y ].I b 'f0-1 Mr . Pttul \'l i o nur, Chairma n United Jew i sh Chur iti es Poot Of fice !lox 306 J.!uskegon , i,i i ch i ga n Deur 1.•. r . 1:aen c r : Th i s is to acknow le dge receipt of your l etter and chccl< in t he amount of :j,75 . wh ich rerwescnts t he o llocotion t o 0'4r institution for 1944 fror:1 t he United Jew i sb Cha r1 t 1e s of h~skegon . In behalf of 'o ur officers , directors and facu l ty body , I wi sh to convey to you 11nd the officers c>nd membeJ•s o f your Com~11 1t tee ou r s1nce1•e und earnes t upprec i t1 tion fo r your k i ndness ~nd cooporh tio n . I n these tr ag ic deys , Yesh iva Co llege s t und s out a s n fortress of the spir i t , procle i mi ne u message of hope L.nd faith . Yest• i v& Co l lege l s a contr i bution to the cu lture of the l and we love, to the 11.me ri ca that h o l ds ttloft the li gh t of freed om and tolerflnce 1 n a macldcne d world . Your c ont1• 1 bution adds the strength u nd encouro g eme nt that only u n derstanding fr i ends l i ke yourse lf ca n c;ive . Sincerely yours, ,, acob irec . r JS : ELI ~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-08_BI-UJCGM-AR_1943-1944 Creator An entity primarily responsible for making the resource United Jewish Charities of Greater Muskegon Date A point or period of time associated with an event in the lifecycle of the resource 1943/1944 Title A name given to the resource Fourth Annual Report: United Jewish Charities of Greater Muskegon Description An account of the resource Fourth Annual Report: United Jewish Charities of Greater Muskegon, 1943-1944. Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/193a6b6b1c57bbb46bc30f6dcb6b7f53.mp4 0544a3347439f320de03b273d36324d4 https://digitalcollections.library.gvsu.edu/files/original/8b87d1892dbe81161105be1b731a2ccc.pdf 346f8d02ce7200829ab1513474c037ef PDF Text Text Grand Valley State University Veterans’ History Project John Fowler Vietnam War 52 minutes 9 seconds (00:00:20) Early Life -Born in Kansas City, Missouri in 1947 -Lived there for a few years -He and his family moved around the country as he grew up -Father was in sales management -Spent three or four years in each city -He worked for Continental Can -Mother was a stay at home mom -He has an older brother and a younger sister -Went to high school for two years in Mt. Prospect, Illinois -Moved back to Kansas City and completed high school there -Graduated in 1965 (00:02:12) College -Attended the University of Kansas -Liberal arts education -Went to college for three years -In 1968 he dropped out for six months -Rejoined school in spring 1968 -Didn’t do well upon returning in 1968 -He knew that he’d be drafted sooner than later (00:03:03) Getting Drafted and Basic Training -Volunteered for the draft in the fall of 1968 -Entered basic training in November 1968 -Reported to Fort Leonard Wood, Missouri -Training was tough -Cold weather -Flu -Affected his physical performance -Basic training was about two months -Given leave for Christmas -Finished basic training in January -His drill sergeant had been a Vietnam veteran (00:04:41) Awareness of the Vietnam War -Confused about what the war was really about -Saw Catholics and Buddhists fighting in South Vietnam -Heard about the Gulf of Tonkin Incident and knew that war was coming �(00:05:48) Advanced Infantry Training -Went directly to advanced infantry training (AIT) at Fort Lewis, Washington -Cold and snowy -Told that they would all be sent to Vietnam -His AIT specialization was infantry -About 70% of his training company had infantry as their job designation -Training lasted two months (00:07:20) Noncommissioned Officer School (NCO School) -Approached about NCO School three weeks before graduating from AIT -He signed up for NCO School to further prepare himself for Vietnam -This is in February 1969 -His unit wound up getting sent to South Korea -He was given two weeks leave and he was sent to Fort Benning, Georgia -NCO School was the same training as Officer Candidate School -Focused more on fieldwork though, and less on classroom work -Training lasted three months -Became a platoon sergeant at an AIT unit at Fort Gordon, Georgia -Led troops through training -Given his sergeant stripes and orders for Vietnam at the end of training (00:09:55) Details about NCO School -He was glad that he was going to Vietnam with leadership experience -Still didn’t prepare you for the reality of Vietnam -He was tolerated by the other NCO’s at Fort Gordon -They didn’t have to work as hard with new NCO’s around -There was tension between older NCO’s (“lifers”) and newer NCO’s (“shake-n-bakes”) -The older NCO’s had a lack of respect for the newer ones -Adjusting to being in a position of leadership was difficult (00:14:06) Deployment to Vietnam -He was given thirty days of leave after Fort Gordon -He had to report to Fort Dix, New Jersey -Once there he was given jungle fatigues and specific deployment orders -Family was expecting him to be sent to Vietnam -He didn’t know what unit he was going to be in, or where he was going -Stayed at Fort Dix for three days -While there he was given more gear and basic advice (00:15:51) Arriving in Vietnam -Arrived in October 1969 in Long Binh, near Saigon -Given more gear and pulled basic duties waiting for his assignment -Assigned to 101st Airborne Division -Surprised because he always associated the 101st with paratroopers -Flown up to Da Nang then from there Camp Eagle -Given basic introductory training at Camp Eagle -Protocol and procedure in Vietnam -How to watch for enemy sappers -How to set up land mines and flares -Training lasted a week and made him realize how unprepared he was �(00:18:43) Camp Evans -Assigned to Charlie Company 2nd Battalion of the 506th Infantry of the 101st Airborne Division -They were stationed at Camp Evans -Drove up there by truck -His company was still on the demilitarized zone covering the 3rd Marines who were leaving -They returned to base four days later -His company had seen fighting in the A Shau Valley, at Hamburger Hill, and the DMZ -Intimidating to try and relate to them and to assert his leadership -He wanted to prove that he was knowledgeable (00:20:42) In the Field-Overview -Went into the field shortly after his company returned to base -They patrolled the firebases in the area -Spent Thanksgiving and Christmas in the field -They had very little to no enemy contact -Stayed in the foothills and the mountains (00:22:17) In the Field-Details -Each soldier carried an eighty pound backpack that contained: -Weapons and ammunition -Fresh, clean water -Food to last their time in the field -They got close to running out of food a few times -Clothing -An empty M16 ammo can to keep important material dry -Claymore mines and grenades -They covered one kilometer to two kilometers a day in the mountain -They covered three kilometers to four kilometers a day if they were on easier terrain (00:25:52) In the Field-Conditions and Relations -If they went on hunter-killer operations they left their packs behind -Rain and mud made travel even more difficult than it already was -He always had a disconnect with the battle hardened soldiers -Bonded better with “greener” soldiers -He was able to gain their respect after a few months of proving his credibility -He focused on finding good positions -Focused on making sure they established secure perimeters at night -They ultimately spent three months in and out of the field during monsoon season (00:28:27) Beginning of Firebase Ripcord -He didn’t realize how close they were to the enemy when Ripcord was being established -He remembers seeing the bombardment and storming of Ripcord from a distance -Knew something big was happening -They were spared the details -When the establishment of Firebase Ripcord began they lost a soldier early on -Drove home the fact that the situation had changed -Accounts part of his survivability to Captain Vasquez (the company commander) -Former special forces -Knew how to lead troops �(00:32:48) Establishing Firebase Ripcord -His company moved up the hill and established Firebase Ripcord -Under Vasquez they made Ripcord a heavily fortified firebase -Moving up the hill was oddly easy -Once at the top they established security and started building -They had the high ground which made it easily defendable -All positions at Ripcord were underground -No above ground structures -First experience on Ripcord lasted three weeks (00:37:11) Conditions At and Around Firebase Ripcord -Patrolled the area around the firebase afterwards -His company was operating at two thirds strength -Casualties made them even weaker -And a lack of replacements didn’t help -Returned to Ripcord for about one week -Treated it like a base camp -Going back to Camp Evans felt like they were Stateside -Spent a lot of time looking for enemy supply caches and bunkers -Enemy contact was increasing at the time -Enemy was beginning to appropriate American weaponry -He was wounded by an enemy mine (00:42:01) Camp Evans and USS Sanctuary -He was sent back to Camp Evans for treatment -Sent to the USS Sanctuary (hospital ship) for one week -They determined that he was okay -Returned to Camp Evans and received word that his company had been “wiped out” -Wanted to go out immediately to help them -His company had lost eight soldiers and taken multiple wounded -His company was moved from Hill 902 to another one to provide security (00:46:09) Leaving the Army and Coming Home -He took R&R at Saigon and was advised to return to his company -Stayed with his unit until the second week of August 1970 -Returned home and was able to leave the Army -He had applied for an early out to return to college -The University of Kansas accepted him back in -Advised that there could be confrontations with the protestors -Never ran into problems with protestors at the airports (00:47:27) Life after the Army -Went from Vietnam back to school within nine days -He was underweight and nervous -Experiencing culture shock being home -Got an apartment and a car -Did well in school this time -Majored in English and business -Never graduated due to trauma from Vietnam -Got married �-Found a job in sales and marketing -Had a daughter -Later entered therapy to deal with his trauma -Wife recognized it early on -Glad that he was able to make peace with it -Glad that he is now able to reconnect with soldiers from Ripcord -Appreciates the interactions he can have at the reunions � 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 FowlerJ1533V Title A name given to the resource Fowler, John (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Fowler, John Description An account of the resource John Fowler was born in Kansas City, Missouri in 1947. He attended college at the University of Kansas and eventually dropped out. In the fall of 1968 he volunteered for the draft and was sent to basic training at Fort Leonard Wood, Missouri and later AIT at Fort Lewis, Washington. After AIT he signed up for NCO school and in May he was promoted to the level of sergeant. In October he was deployed to Vietnam and was assigned to Charlie Company of the 2nd Battalion of the 506th Infantry of the 101st Airborne Division at Camp Evans. He and his unit participated in the establishment and operations around Firebase Ripcord until he was wounded in June, 1970. He left Vietnam in the second week of August 1970 and was discharged. Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-10-10 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f2eefa35a9c15c8bf77508dbb2f4738b.jpg ec0aa1dba38c0a330cfd75384702ac8e 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_MX1659 Title A name given to the resource Fox-Tare-Charlie Japanese merchant ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Fox-Tare-Charlie Japanese merchant ship, May 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Japan Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-15 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/59556be1f0d4ca0c3742c5c5a10505b6.jpg 366bcbcc061142c277e97fa8168db006 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_MX1666 Title A name given to the resource Fox-Tare-Charlie Japanese merchant ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Fox-Tare-Charlie Japanese merchant ship, May 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Japan Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-15 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/d8e8745f0aec1dba8b76a919d6788cd5.jpg 77a888bcf7a00b3b8b5b71eb8fc6275b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_B060-0015 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1961-07-25 Title A name given to the resource Fox's Diamond Importers, Holland Description An account of the resource Black and white photograph featuring the storefront for "Fox's Diamond Importers" in Holland, Michigan, as taken on July 25, 1961. In the photograph, jewelry and keepsake gifts can be seen featured in the windows for window shopping outside the store. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Central business districts Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/aa55b043f80109f4a3a6cfa547000627.jpg a20b71c2da3137a19e3198915a76f9ae 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_MX2526 Title A name given to the resource FR-1 Fireball fighter plane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FR-1 Fireball fighter, US Navy SSF, May 15, 1945. 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 1945-05-15 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/0f2d73dcfd7e7d593413d2034b0a9f14.jpg 3be1f728b1c1fed0c1f9af55c700ba86 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_MX2527 Title A name given to the resource FR-1 Fireball fighter plane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FR-1 Fireball fighter, US Navy SSF, May 15, 1945. 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 1945-05-15 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/c75d5c0aa324c19e2053447a855b064b.jpg 54b8c0b218dfba337755d9cc2c756a74 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_MX924 Title A name given to the resource FR-1 Fireball US Navy fighter aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource FR-1 Fireball US Navy fighter aircraft, June 25, 1945. 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 1945-06-25 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/0057a8231238949898b603f21fc0bdc4.jpg 9c22f8d12df4d0dc888b24fde3bd6e7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context FragaRosa Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Fraga, Rosa Description An account of the resource Rosa Fraga Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/1e8cd683aebe6166bc0c4a3192d39e7d.pdf 69cc1cf01fb1585aaf6558d23d67481e PDF Text Text L'dor V'dor project Interviewee: Fran Boyden Interviewer: Chavala Ymker and Marilyn Preston Date: November 17, 2018 Place: Temple B’nai Israel, Muskegon, Michigan Transcriber: Chavala Ymker Fran Boyden was born in 1947 and has lived in Muskegon, Michigan her entire life. She spent almost 40 years as a teacher at Mona Shores, and is now happily retired. Having been a member of B’nai Israel from birth, the Temple has factored greatly in her experiences. She is a proud wife, mother and grandmother of two. CY: Today is November 11, November 17 [2018] and I [Chavala Ymker] am here with... FB Fran Boyden CY Conducting an oral history for the L'dor V'dor project. Do you consent to participate and have your history recorded for this project? FB I do. CY Alright. So we'll start with, just tell me about yourself and your life. And then what were you like as a child and as a young adult? FB I'm 72 years old, almost. I'm a few months shy of that, but I'm really proud to be this old. I never thought I would be. I was born into this congregation. I was born in 1947, and the congregation already existed. This building was in the process of fundraising to complete it. And it was opened, fully finished in 1948. So my whole life, all I've known is Temple B'Nai Israel at Fourth and Webster. My grandparents, were among the families that worked on the fundraising and contributed. And my father and mother were also participants in that whole process. My mother was very active in Temple Sisterhood and, I, I have brothers that were Bar Mitzvah'd here. I was Bat Mitzvah'd here. I was one of the first girls that had a Bat Mitzvah. It traditionally was a male thing and girls were sort of an afterthought. But I started studying Hebrew when I was in third grade because that's the time my older brother started-he was a fifth grader and I was so anxious to learn what those markings were 1 �that I couldn't wait and I, started Hebrew at that time. So by the time I reached 13, I was demanding my Bat Mitzvah take place. And it did. And it was, it's always, been something I've been very proud of. It's such a singular event in a young Jewish person's life because the process involves learning to read Hebrew, which is a difficult language and conducting an entire service that lasts about an hour and a half, including delivering a sermon that is based on that portion of the Torah that you study. The Torah is Hebrew with no vowels in it. So it's doubly difficult. It's not just written in those funny looking little symbols that go right to left, but the words have no vowels. So you learn it from a textbook, and then you learn it, you memorize it so you can read from the Torah and read those words minus those vowels. It's very complicated. And when a young person at 13 concludes that, they feel like they could do anything. And in fact, the temple recognizes, Judaism recognizes, that once you've had a Bar or Bat Mitzvah, you could lead any service anywhere in the world as a rabbi-that you were entitled to lead. So it, it is a, an amazing experience for a child. Our son was, my husband and I have a son, Jason, who was raised in this temple, also went through religious school, had his Bar Mitzvah here. And he moved away, married and returned with his wife. And now, my grandchildren Noah and Goldie are both enrolled in a Sunday school- United Jewish school-in Grand Rapids. Because we don't have a Sunday School at Temple B'nai Israel anymore. We ran out of children, Noah and Goldie were literally the last children here. So our son and daughter-in-law drive to Grand Rapids every Sunday. And our grandson Noah will be 13 in March and his Bar Mitzvah in this temple with Rabbi Alpert will be June 22, 2019. So I have this warm, embery glow inside about Temple B'nai Israel because five generations have benefited from the existence of this Temple as a grounding source for the family. It-it's not that any of us were deeply religious, more reform Judaism. Our son did consider, Jason, considered for a short while being a rabbi, and then considered being a cantor, because music is his life. And I am just so happy to have Temple B'nai Israel. We struggle. It's a small congregation now. At one time it had 150 members, and now we're down to 40. But as a dear friend of mine, Merle Scholnich said a long time ago, "We're a little, but mighty." It-it's almost like we're the Chanukkah Menorah. We were supposed to have run out of oil a long time ago, [laughter] and we never have. It just keeps, the flames keep burning. And I'm proud of that in a satisfying way-that Temple has been really the center in, in my life. I've always wanted to be a teacher, so that's one of the things- But my first opportunity to be a teacher, was when I finished Sunday school at Temple B'nai Israel. By the time I was a sophomore in high school, I was a Sunday school teacher. And so I got to experiment on [laughter] the other kids here. 2 �And I knew for sure that I wanted to spend my life as a teacher then. CY That's cool. So, would you be able to tell me a little bit more about your childhood and youth outside of the temple? FB My childhood was unusual. I didn't know it at the time, but it was unusual. I, my parents owned a business in Muskegon, and they also, besides living in Muskegon and having a home here, had an apartment in Florida and in the winter months they would go to Florida. And I have three brothers that were Spring or Summer birthdays and they were all born in Muskegon, Michigan. I was a February birthday, so I was born at St. Francis Hospital in Miami Beach. I think though, that very first year having four children down there and one of them, a baby, changed what they wanted to do. So, my two oldest brothers at that time, were old enough that they didn't go back down to Florida when my parents did. And so, my mother hired a full time, live-in housekeeper who became very much like a mother to me. And she, when my parents would continue to go to Florida in January, often until March, she- She is Bea. Bea lived in our house, always, and for 25 years. And so that covered from the time I was 1 until I was 26. And, she was a wonderful, kind, loving support. That really helped ground me in the absence of my parents when they were traveling. I lived across the street from Nims school where I attended elementary, and so being very close to the school and the playground and, you know, I could just cross the street and go. I don't remember that I was particularly inspired student. I think I looked out the window a lot and I learned later that I was pretty much a classic underachiever, maybe in part because of the absence of my parents when they were gone and even when they were home, working hours in the business. But my interests were not in learning, my interests had more to do with making people laugh and just being kind of outrageous. And I had a good time. [Laughter] Much to the dismay [laugher] of my parents who really wish that I would have been a little more of a student. I-in those growing up years, it was difficult if I look back at the things that I missed because my parents were gone quite a bit or very involved in the business. And-but I learned from that experience a great deal about how I wanted to parent. And I loved my parents dearly, and I, I do, when I think of how unusual my growing up situation was, I 3 �think they really did the best they could with what they had because they had both grown up in poverty. And so for them to be able to do the things that they did, you know, it enriched their lives a great deal. Do you know, I-one of the reasons that I loved going into teaching is because I had been that underachiever. I knew that school was not necessarily a measure of intelligence, and I had been more interested in making my class laugh than in, you know, acquiring knowledge. But, I really learned after I graduated from high school and was accepted at Eastern Michigan University because nobody else would have me. And I flunked out my first year. I-I was sent home in June with the suggestion to never return. And I, I, I really had to face facts at that point. I had wanted to be a teacher my entire life.The other key person in my life, my wonderful sister-in-law, who I had come into my life when I was five and M-she was 19, had such a tremendous effect on me that between her, Millie, and Bea, I just always wanted to be a teacher and help and work with other kids. When I flunked out of Eastern, I had to return and really face facts that in order to be that teacher I wanted, to be, I was going to need a degree. [Laughter] So I enrolled in Comm-Muskegon Community College and four pointed that for a full year. I had to prove, you know, what I had. And then Grand Valley took me, and I really loved Grand Valley. It was a little teeny tiny new college. [Laughter] It was 1968 when I went there and there were six buildings the Great Lakes buildings plus the science building. And it was a nice little school. But because of the way it was arranged in quarter system, there were four quarters a year rather than tris, I was able between community college, and Grand Valley to finish four years of college in three-going year round. So I still was able to land my first teaching job at 22 after four years in college. And that first teaching job was at Mona Shores. That first teaching job was at Mona Shores junior high at that time and later Mona Shores high school when ninth graders became part of the high school. And I was there for 38 years, almost four decades and I loved it dearly. CY So going off of that, what were some of the most important roles you've had in your life so far? FB Well, I-I think number one, is being a mother. I, I know that my husband isn't thrilled to hear that. [Laughter] When our son went off to college, my husband said, "Well, I finally have my wife back," [laughter] and I was crying so hard to have lost my son to collegeSo being a mother was everything to me and having my son in my own school district, having him as a student, being able to be part of his life as he was growing up, it was 4 �something very satisfying. And-and it made me very proud of him that when he from high school, he left, went to school at the University of Michigan and was recruited to teach music in Clark County Schools, which is Nevada [laughter], Las Vegas, Sin City. And that's where he met his wife and they opted, after him being gone for 11 years to move back here. And I'm very proud of that because we did everything to make him strong and independent. He went out and figured it out for himself and then decided that he and his wife, with her full support and agreement, Ruby, wanted to raise their children here, not in Las Vegas. So we were very lucky to have them return. Obviously for me, the second most important role, but the one I treasure most today is as a wife. I met my husband when I was 17. Rick has been the anchor in my life. We will celebrate our 50th wedding anniversary in June. And I-but like any long-term marriage, my favorite thing to say is, I vacillate between being scared to death he's going to die and wanting to murder him with my own bare hands [laughter], because, he and I are a lesson in long-term relationships being problematic, problem solving, supportive, forgiving, and just being best friends because there isn't anything you haven't seen or done. And I-I feel sorry for the people who think when they find those first faults in their mate that it's time to pack it in. So that my relationship, my marriage has been, has-I can't even define the importance it's so deep. Other roles, teacher-being a teacher. Oh, I-I've been retired for 11 years and I miss it so much, but I could no longer physically stand the schedule up at quarter to six every morning and teaching sick or well, because it's easier to go do it than to write plans for a sub and know, it wasn't going to really happen the way it needed to. So, I-my teaching years were wonderful. I had not just the joy of the rapport and relationships with kids-I had the pleasure of having students who then grew up, got married and brought me their children. And I retired just before I heard, "You had my grandma" for the first time. [Laughter]. But I sure heard, "You had my mom, you had my dad, you had my uncle, you had..." And I always used to love telling the kids what 'bonditons'-that's a Yiddish word for bandit-their parents had been-or relatives. The-I had mentioned before, that one of the reasons I retired was for the physical reasons of not being able to handle that kind of schedule and the hours-teaching speech, which was my last assignment, meant that for every speech, I took in detailed outlines that had-bibliography sheets at the end, and in-text citations, and the job became so difficult to correct for every speech-that boat load-and having to correct, because we were newly into computers at that time, and computers-the computers didn't have programs that would have the kids set up their bibliography page. They 5 �actually-we had to use a handbook, and I felt like I spend half of my life circling commas that weren't supposed to be there and putting in [laughter] semicolons that should be, and it became just a really difficult thing. The other thing that changed was the political climate and I could not, you, you know-I left so much in my classroom every day is how I felt. I gave it my all, I referred to myself as a one dimensional person everything was education. And I couldn't stand what I was seeing happening with parents, that I was becoming the enemy, that if I found someone was plagiarizing and talked to parents about it, they wanted to tell me that my expectations were just too high and that I should lighten up. And a couple of them went after my job [laughter] and I, I adopted at one point the attitude of-and this is where it was hard for me-"Okay, this is your only chance parents to have your child get all this free support in education. I'm done with your child in a semester. You've got a life sentence. So you can enable them as much as you want and I promise you they'll be in your basement for a lot longer than you wanted them." Well, that wasn't a popular thing for me to say, but by the end of my career, I was saying it. And the last thing that pulled me out of my classroom-that made me know it was time to retire-was the birth of our grandson Noah. And I was so jealous because my husband's work schedule was very flexible, and every Tuesday he had Noah all to himself all day, and that was just not fair. So I taught one more year and then I retiredhappily. I mean, it wasn't like I was done with it, I treasured that last year I taughteverything I did not as, "Oh, this is it, this is never, great!" It-everything I did felt more like I-this is the last time I'm going to be teaching a debate- constructive speech. And so I have to do it really well. And it was satisfying for me when I retired to feel like I was the best teacher in my entire career on that last year I taught. So, that's pretty much me. That pretty much defines, you know, everything that has been important in my life. CY Yeah, I can-definitely. Thank you for sharing that. Okay. So now we're going to move on to some more questions about what it means to you to be a Jew. So how would you describe what it is to be a Jew for you? FB I, you know, I don't even know if this means anything to people anymore, but I grew up in the years when the Catholic Church was teaching Jews as Christ killers. When there had to be something wrong with you if you didn't embrace Jesus as your personal Lord and Savior. And when I was the only Jewish student in my classroom at Nims school, one of two or three at Nelson junior high, one of three or four at Muskegon high school, I 6 �was always the outsider. And I was particularly that outsider because-and here's the phrase that makes me crazy-I don't look Jewish. There is a stereotype, and when we were in New York, we went to the Jewish Museum, and in the Jewish Museum there is a display of the hate art that occurred in Germany and other places in the world. It always depicted Jews with these big awful noses. It was always-they were always dark. Well, Semites, you know, you've heard anti semite. That means, you know, not liking Jews, but Semites basically are darker skinned. And I was that blonde haired, blue-eyed, perky little nose kid growing up. So I was often in situations where people would say anti semitic things because they felt they were safe. They thought they were saying it with no Jew around. I had several instances when I was going through school, I was an eighth grader at Nelson junior high, and the Easter assembly happened. And they had a speaker at the Easter assembly and it was a lawyer in the community. And as his speech, he came in and he tried and convicted the Jews in his speech of killing Jesus and sentenced them to death. It was the first time that I had ever seen anything quite so bold. You know, there was a Christmas program every year in elementary complete with the manger and I was always the narrator because I had a strong, clear voice and I think they were afraid to make me an angel or a sheep. I-it just wouldn't have worked out for me. And so I was always the narrator. But when I got to that eighth grade assembly for Easter yet, I was angry and I walked out of that assembly and went and sat in the office. Even my parents were angry with me because I had made a ripple. You just didn't call attention to yourself. Because of that, I'm probably crabby about the public schools. I taught for 38 years at Mona Shores many of those years home of the singing Christmas tree. And my classroom was down the hall from the choir room and I heard Christmas music starting in August, and going through the entire semester. I, I just felt like, if you were a Jewish kid or you were of any other religion besides Christian, the comparisons and the feeling of being excluded was just great, huge. And I-but I've always, in my teaching, I had a person that-another teacher-that actually became a very, very [good?] friend. But when I was with him one time he talked about someone 'jewing' him out of something and I said-this is how I've always handled it since then because I've heard that often-I always use it as an education point and I say, "You know, I know you probably aren't aware and don't mean to be hurting me. But I'd like you to hear that through my ears. What is it that you're saying about someone when you say you're 'jewing' them out of, or they're 'jewing' you out of? And if you are in fact Jewish, then what do-" That adult co-teacher, colleague, was part of the social studies department and drank what I said in and started a Holocaust remembrance week. And so for many 7 �years, at Mona Shores, and you know, I've been out 11 years. There was a always a Holocaust remembrance observance, just as a jumping off point to talk about eventually, [inaudible] demeaning people, being aware of, you know, with some sensitivity. So I am somewhat crabby and combative, but, and I do speak my mind, but I try to do it in the calmest, most educated way. I am amazed that people don't even know sometimes that they're saying something that is based in anti semitism. CY Yeah. So how do you practice Judaism? FB I love coming to Shabbat morning services. We didn't always have these. I did not like coming to Friday night services all the years that I taught. By the time 5:00 [PM] rolled around on Friday, I was spent, nothing was getting me out of the house, even a good party, not even a football game. I'm-I've been actively involved in the temple for all but about 10 years. I took a time out for about 10 years. My husband Rick never took a time out. He's always been in there just working and helping to manage and be part of the labor around the Temple. As we've gotten older and had illness, that hasn't, you knowwe cannot do labor anymore. We used to take care of Gilana's Garden. That was something that was very meaningful to us. We enjoyed gardening and when Rabbi and Anna lost their daughter, Gilana, and the Temple decided that the sunken garden would become Gilana's Garden, for us, the spirituality of working that garden was practicingHonestly, Rick is pretty much an atheist. I don't believe that he, that's the word he says. He lives a very moral, spiritual, kind of service oriented [life], you know, for the Temple. We observe the holidays, not in a conservative or Orthodox way. We engage in all the Temple activities. We really enjoy being with our Temple family. That is what it has become to all of us. I'm really proud of our members because it is a temple family, and we have many people who have settled here from other places and so they, they don't have proximity to cousins or siblings or whatever. So that's one reason, but the other reason is, simply we enjoy each other. So, I, I love reading Hebrew. I taught Hebrew to three of my very good friends and when I first retired, there was a joint Bat Mitzvah, of four women who were all in their sixtiesthey had never had Bat Mitzvahs. Two of them were fluent Hebrew readers, but they were scared to death of public speaking. The other two were pretty comfortable public speakers, but they couldn't read a word of Hebrew. So and for me, I was retired and that was the best class I ever had because they all wanted to learn. And so I taught those two friends Hebrew, and one of them is Lee who's also being interviewed right now. We 8 �have been friends for almost 70 years [laughter] and-and Andy was the other person. And I would work with them first individually and then together, while I still had my own Hebrew class with Marcia and Helen who were fluent readers. And then we put the-I put the four of them together and they divided up the service, divided up the prayers and it was really a beautiful event where, you know, they did a joint Bat Mitzvah called a B'not Mitzvah and it was one of the high points in my life to be able to help that. And I, it was-they were the best students I ever had. [Laughter] And so I guess in how I practice Judaism, I am not somebody who even believes we need to brick and mortar structure for religion. I think, in fact, I, this sounds like a joke, but I don't really-it is what I believe. I, I'm not sure there ever has been a God. I think it's a spelling error that 'good' is the word that we should have in our minds and our hearts. What's good? And somebody just didn't know how to spell it, so they called it God and then it started all kinds of arguments about, you know, how it could be used for some people to gain power and riches. And I, I guess that's my-I'm not crazy about organized religion speech. CY I agree. [Laughter] FB You know, it's just a big spelling error, get over it. Well, and it's difficult because I, I sometimes read an ad where someone's looking for child care for their family and they want a good Christian woman. And I, you know, I had a friend who put that ad in the newspaper at one point and I said, "Hon, you think I could come and raise your kids?" "Oh, Fran! I'd love that. I'd love that." "I'm sorry I'm not Christian." [Laughter] CY So you were talking a little bit about how you took a break for about 10 years. Can you tell me a little about that? FB Yeah, it was figuring some things out for myself. It was a rough part of my life. There was a lot of illness. I was losing my mother and my sister-in-law. And of course I was working full time and really, really involved there. When I taught from Mona shores, I, I always found myself in these positions where I was doing more than what was in the classroom. I was in the initial group that wrote the mission statement for the district. I mean, I was always the-there were the committees, the endless committees the North Central Accreditation and the, you know, chair of this and the- And I don't mean to promote myself as a leader or self-important, but just, for me, when I look at a task, I see it in steps and it's easy to I think starting one step at a time that anybody can do 9 �anything. And it's part of what I used to teach my students, you know, when I taught speech and we were going to do a debate at the end of this unit and they didn't have a clue what it was. I literally would draw on the board this step drawing that was what we do each day in order to build to that last ability of writing a constructive-of taking a viewpoint, proving, creating main points, doing that constructive speech, knowing how to crossexamine, knowing how to- Everything is just a little tiny, one step at a time and it's such a logical thing to me. So I often wind up being that person who will say-well, at least that's the way it was at school, "I think the first thing we probably should do is-" And, and so, you know, I was really deeply involved-back to my, I'm a one dimensional person, it's all about education. So that, you know, that, and I don't know- I-socially it was, it was just a difficult part of my life kind of, dealing with those realities, that you think will just not really happened to you when you're young. CY Yeah. [Laughter] So the next question is, can you tell me about a time that you questioned your faith? FB Well, every year when I put up my Christmas tree, [laughter] but it isn't that I questioned my faith. No, I mean-I can't say that I've always been convinced that there is a God. I, I do remember that when Bea died-and I was 26-and I sat at her funeral and I was just uncontrollable and-I was crying so hard-and I thought, I still, the thought went through my head, "Oh my God, I better get some religion before the next person dies." And then it's like the second voice in my head said, "Wow, you're really something." And you know, I-it isn't that I questioned my faith. I look in nature, I-we live close to the beach and I-our house-our backyard is a tree covered dune. And I-and we're gardeners. I don't think that things are coincidental. I, the longer I live, the more I can see the patterns and the up and down and the more I have accepted that life is just one, one big set of changes. The only constant is change and that sometimes they come unexpectedly, like death comes out of time. You know, I-I had a twelve-year-old seventh grader in South Shores Junior High, who dropped dead in his gym class. And then I, you know, it was unexpected and-but it's something we're never really-there is no good time, it's a painful event. But we just-as I age, I have gotten more accepting that it is part of life. You can't live if you don't die and, you know, the-what do I do today and how do I feel about it today is the important thing. So I often say, and I don't know, I'll probably one of the be one of those screaming crazy people "Save me! Save me!" But I-I often think that if I died today, I would be okay with that. There isn't anything to me that's left unsaid or undone that would be torturous. [Laughter] 10 �CY That's cool. FB Well I'm grateful. I'm just grateful because that hasn't always been true, but I think there should be some reward for putting up with all this physical crap. CY Right? [Laughter] FB My bones hurt, you know. I'm diabetic, you know, I have stuff happening and- But I think some peace of mind and having expectations that are realistic and just being grateful because you, you can look any place and see somebody who's suffering so much more. CY Yeah. So now we're going to kind of transition into talking about the temple more. FB Okay. CY So what-can you describe your earliest memories of the Temple? What was it like growing up here? FB Sunday school, Sunday school- There are classrooms up in the third floor. You've seen those and that little kindergarten classroom with its own bathroom in it and the artwork up there. The balcony-being able to sneak across the hall and look through the little glass inserted window into the balcony. This is all-I'm not speaking in complete sentences because I just want to do this flow and they're just-I don't want to complete every thought. [Laughter] I'm just trying to let it rip. I'm loving the idea of being in that balcony because you could hide in it and you could-if I was at Temple with my parents, I and one of my other little people could sneak up those stairs and get in the balcony and look over it. Then my later classes in religious school, were in the social hall and it- I always look up at that ceiling because they had tracks up there that these doors that would slide and give you some semblance of privacy or you know, you could actually do some teaching in there. And I, I just remember, I didn't know anybody who liked Sunday school and that is so generational. I mean, it doesn't matter who you talk to and they- Nobody liked Sunday school because you had to get up on Sunday, because they maybe had too intellectual of a teacher for the grade you were in, you never got to do enough art projects, and 11 �there was always the damn I'm Chanukkah play. And there was a Purim carnival where you got to dress as a character in the Purim story, and then you go downstairs and you could play- You could do musical chairs, which was actually a cakewalk. So you could win a cake, which to me as a child was kind of heavenly. And then the Passover Seder, which was absolutely terrible because you had to sit for two and a half hours and the rabbis that we had when I was a child were just horrid. They wouldn't allow any noise at all. Children were not welcome or if you did dare bring yours, you better shut them up. And they-you know, the rabbi that married Rick and me was from South Africa. He was our "apartheid rabbi". I don't even know how you get to be a rabbi if you believe in segregation of races. But he was- He didn't last here real long, which we were quite pleased about. He was a South African who temporarily got bounced into Muskegon, I'm not sure how, but he conducted our wedding and you know, and- I have a lot of memories. I went to Nelson Junior High School and I have a lot of memories in elementary school of walking here [B'nai Israel] after school for Hebrew school and walking here because my mother would be working on the Passover Seder. And so, I was around here a lot as a child. There was a little kids organization called the Hadassah Buds and you know, it was all the little girls in their little dresses and our mothers would get us together and we were never quite sure why-it felt like another Sunday school session. You know, I used to think that the High Holidays was a fashion show. It was the day that-the days that my mother would make sure she had taken me shopping and crammed me into some dress that didn't fit and we would all come and admire each other's clothes and it was just- It's so not like that now, you know. But in-in my childhood years the temple was not nearly the friendly place it is today. It was not the warm and welcoming place. I-that's my memory. And it was cliqueish and gossipy and you know, I just, I don't see that now. And we all actually today we're too small, you know, to be at odds with each other. We need everybody. And in the old days they were very judgmental and they did things like print the amount of money you gave in dues, you know, or in fundraising and sometime- I mean it was just not. The Temple was not the warm, fuzzy place that it is today. CY So what changes have you witnessed over the life of the Temple? FB The biggest change that I saw was the coming of Alan Alpert and from the point that he came here, the tone changed and it was difficult for him because he was dealing with 12 �some pretty tough people who didn't want change. He wanted to be more inclusive. He was the one that when he had Gilana, their first child, and she made noise in a service and some of those people in that day said, "We can't have any noise," and it-Rabbi will tell you, it's one of the times, few times, in his years here that he said,"If children are not allowed in services, you have the wrong rabbi and I need to leave." And so he really brought the beginning of change. He became a much greater, kinder emissary to the community. The other rabbis, if you can imagine the apartheid rabbi, and before him we had some real ringers too. And, that I only-I don't even want to say anything aboutExcept note in the audio that I'm shaking my head "No", as I'm telling you that I don't want to talk about the others. Rabbi is so beloved here, and also to the general community because he is warm and open and caring. And I have-he always, he mentioned today in services that he was upset with himself because he can usually see things from both sides. I would cross out 'usually' and say he always sees things- It doesn't matter what you observe. If you say to him, "Rabbi, I think so and so is-" he's always going to present you with another possibility. And it's his wisdom. It's his kindness. And I-our life would have been totally different if he hadn't come. The last rabbi that was here, I didn't want-our son had been born-and I didn't want him anywhere around the temple and I just had a bad feeling about that rabbi. But when Alan came, one of the first things he did, my father was dying at that time, he sat at the hospital every day with my mother. And my mother loved Alan like a son and he just, he brought with him here, just a whole different flavor and you couldn't help but love him and he just brings people together. He is so wonderful that I have to ask them to leave me alone. [Laughter] Rick suffered throughRick and I both did-a time that spanned about six months, a year or so ago, and then it happens periodically of illness, and serious stuff. I have to ask rabbi not to text or call and to forgive me for asking that because I couldn't get a nap in [laughter] because they'd be texting "How is he, what can I do? Do you need anything? I'm going to Meijer," and you know. So it's just, he is the great change, and has made this a warm and comfortable place to be. So, many people have said, "When Rabbi leaves," because that is going to happen. Their children are grown. Aleza lives in North Carolina. David is in New York. And Aleza has a baby now and will have more. And you know, and Gilana is buried in California, and I hear the clock ticking and a lot of people say this temple will fall apart when Alan leaves. And my response, "How dare you say that? What an insult to him that he has done so little here that without him we're nothing. If you really want to pay homage to who he is and what he has done here, then you have a commitment to keep this going." 13 �So, that's the change. I feel like we've been talking a long time. Am I-I'm a little worried about the time. CY I think as long as Marilyn doesn't come in, we should be good. FB Okay. CY I only have like three questions left. FB Okay. Okay. CY Alright. So the next one is what are your worst and best memories of the temple? FB That's really hard to say because that really reflects what, you know- Everybody is a product of their own experiences. I hate to even put this in here-I'm just going to say it. I have always been a little fat girl, as a 90 pound kindergartener. So I've always had that baggage and I don't care if anybody believes me or not, but it's metabolic damn it. And someday science is going to substantiate that. But-so if I talk about my best or worst memories of the Temple, a lot of times what I'm doing would be reflecting how I was feeling about myself. So in that question, I don't think the Temple has always been the warmest and welcoming place in the world. I think that although my dad would have been viewed as successful in that money realm because remember the winter in Florida that looks, you know- But I-I think there was a kind of moneyed group that made things difficult for others. And I, you know, I didn't always feel like I was included as a younger person, but I have to temper that again with 'I'm a product of my own experiences and reflecting what I'm doing to myself kind of.' So I'm really, you know, hesitant to say much about that. My childhood was quite unhappy, so that means that there would be a lot that goes with that andBut the thing that I would be proud of, are really best memories, were when I had my Bat Mitzvah. Being able to learn to read Hebrew. I loved my Hebrew teacher dearly. Her father had been a rabbi. She and her husband, her husband's father had been a rabbi, they were both really brilliant people and I just loved being in her company and learning Hebrew. I also had a really good memory are some of my Sunday school teachers. I remember Roz Grossman, who may she rest in peace, was a lovely, wonderful warm woman. I had broken my leg in [laughter] an ice skating accident. We were playing 14 �"Catch and Kiss" at the ice rink. And these guys threw me over and [laughter] I broke a leg. And she was my Sunday school teacher that year and she would come to visit me, and she was just a sweetheart. I also-Carol Rosen is another person who has passed away, died way too young, but she was somebody else that I admired so much. You know, I think that's it. CY So I'm going to push back just a little bit. FB Okay. CY I understand if you don't want to share a worst memory, but because this is your personal history and we do understand your experiences and the environment[s] all of us grow up in completely inform how we see things, if you would like to share, I think we understand that. FB I think I can't isolate the worst experience. I think the often-happening experience of feeling embarrassed, unsure. You know, and I'm also thinking of the same time, if you were to talk to other people, their eyes would be wide open because I had a defense mechanism of acting just the opposite that would make me the most outrageous. You know, it was my defense mechanism, you know, I'd straightened those shoulders out and make that spine straight and, you know, nobody would be able to tell it from the outside because of the defense mechanism was pretty strong. I've had people comment on the degree of confidence that they saw in me at various times and I always say, "Oh man, you should have been in this side of my eyes," you know. [Laughter] So my defense mechanism was successful, but it didn't deal with the inner turmoil. CY Yeah. [Laughter] I can identify with that. FB Yeah. CY So what would you describe as the values of [the Temple?]? FB Well, again, I have to look at the values of today because it has been in change and I think the values are back to God being misspelled, "Be good". And you know, that's just a simple word and I- But I think we all know what good is, because you can feel it when you do it. And it goes back to, "How would you like to be treated? What is it that you 15 �need? What are your needs that you would like to have fulfilled and are you capable of fulfilling somebody else's needs in those areas?" But sincerely, not the phony, you know? I say, "I love you," to a lot of people, but I think love is a word that has a different depths, different- I mean, it isn't like the love that I have for my son is not the love that I had for my dog, but yet we're still crying from July. And so, [laughter] you know, it isThere's kind of like a line. But I think sincerity. I cannot stand a phony. I can feel it. And I found with my students-maybe one of the reasons I had so much fun with them and so much luck-was that I was real. You know, I didn't-I always have said about selfesteem, "You want to build somebody's self-esteem, a student? Give them something hard to do and then help them find their way through it. And then they'll feel so good about it." You can tell your kid all you want that they're the handsomest, the smartest, the sweetest, and it's bull. That's why kids say, "Thanks mom," {laughter] you know. You help somebody do something difficult. And to me that's- Like when I worked with the B'not Mitzvah ladies, my friends, that joy was because they were joyful, you know. Theyone of them never thought that in her sermon she could get up and expose herself in that way. But I mean her speech was so beautiful and people were so moved by it. And what she got out of that was, you know, just huge. CY So what keeps you a member of this temple? FB Hmm. Well, my husband for one thing. [Laughter] He loves being treasurer so much he knows that if we quit we couldn't be. I couldn't as long as I draw breath and there's a facility here, even in the years that I didn't-I felt like I didn't need bricks and mortar and I didn't need a temple-I felt, both Rick and I felt a strong sense that we needed to keep it here for the people who needed the bricks and mortar. And that maybe we even needed it. [inaudible] I mean, Rick loves to come down to the Temple and [inaudible], you know, I- [Door knock and laughter] FB I said, "I feel like we've been going a really long time." MP You have. Everyone else is already switching out and so I'm just coming in to check. CY One and a half more questions. 16 �MP And if for whatever reason you need to, like come up with or whatnot, there's always that Wednesday. So it's okay to do that too. Rick's down there and he's like, "Fran's still going." FB You know and I said, "Boy, this feels like a really long time." And you know, Ah Hava Raba said [laughter], "Well, unless Marilyn comes in we're not in trouble." [Laughter] MP I have such power. FB So we've been waiting for you. I just wanted to see if I could- MP Could wait it out. FB Yeah, here's the problem. She's too good a listener. And I've away from teaching too long. And like when she gives me all of those nonverbal cues the direct eye contact, the nodding the head, the facial expressions. You really out did yourself. MP Chavala's good. FB I think this one is also very empathetic and she draws that out and it's dangerous because is it nightfall yet? What time is it? MP It's like 1:00. FB Okay. Oh good. When we had company coming at 3:00. MP Chavala has a second interview to do with Beaty. FB Okay. MP Beaty is also very chatty and has been getting the coffee going. [Laughter] FB I haven't had time to eat my bagel. CY I know! 17 �FB It's probably some hard old thing. CY I'm just watching the cream cheese harden on the edge. FB Wait, I thought you were listening to me. You just outted yourself. [Laughter] She has 71 teeth. [Laughter] "Hey Marilyn, did you notice she has a gold tooth?" CY All the things I've learned so far. [Laughter] FB: That is too funny. CY Alright. So, back to what keeps you a member here. FB I can't imagine, I could never-I like the fellowship and I don't even like to use that word to me it- I just have the connections here that it would never occur to me to exit this Temple. I get angry at certain things, but an exit strategy is not on my list. CY Yeah, it's good to have that center and base. Last question. FB Oh my God. CY How do you envision the future of B'nai Israel? FB You know, and I've kind of already answered that, but I could flush that out just a little bit more. I envision that there will be a point that Alan, he made a commitment to us to be here and I did the math, my little Goldie, will have her Bat Mitzvah with Rabbi. She's nine. But you know, the joke about 'plans are what God laughs at' and so never really knowing what's around the corner, what I feel like it as long as I'm still part of this I see us looking for a student rabbi, a visiting rabbi. I have seen other congregations that have been close to closing. I know some that have also too, and combined with others or just disappeared. But I have seen my niece's congregation in Flint their rabbi's gone, they got a student rabbi. They really, really liked this student rabbi, that student rabbi [was] really bolstering membership. I just see this existing. We do our best in this structure to keep it attractive and viable. It's a new parking lot out there. There was a new roof two years ago. We've always worried about not being able to pay for those very expensive things that are $23,000, $22,000, but it's almost like every time we get to that point and 18 �it's like, where's that coming from? Someone produces magic and we have angels that lived here at one time. Rick is very good at sending letters out to all of our members and past members. And in terms of money to keep going, I don't worry about that anymore. Not after what I've seen all these years. But one of our other members once posed a question that I found much more terrifying and that is 'What if we run out of people?' So when we see Marilyn and Ellen, when we see any younger faces, new people moving in, wanting to affiliate- We think what we have here is so special. Historic. Caring. That I want to see new people moving in and I want us to have the forward-thinking to allow those new people to do some leading. Not, "Oh, we've always done it this way," you know. Okay. That was my swan song. CY Thank you so much FB You're so welcome. Now I have to go down and put up with my husband. No, I have to go get my picture taken. CY Oh, that'll be fun. [Laughter] 19 � https://digitalcollections.library.gvsu.edu/files/original/f35ceecfc27200f93174a9b30ff6bb0b.mp3 4f0e334a81cc38179aab2ae53bec1f5c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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 DC-08_BoydenF_20181117 Creator An entity primarily responsible for making the resource Boyden, Fran Date A point or period of time associated with an event in the lifecycle of the resource 2018-11-17 Title A name given to the resource Fran Boyden (Audio interview and transcript), 2018 Description An account of the resource Fran Boyden was born in 1947 and has lived in Muskegon, Michigan her entire life. She spent almost 40 years as a teacher at Mona Shores. Having been a member of B'nai Israel from birth, the temple factored greatly in her experiences. In this interview, she discusses her personal and family history as well as memories of the temple and Muskegon Jewish community. Contributor An entity responsible for making contributions to the resource Ymker, Chavala (interviewer) Subject The topic of the resource Jews--United States--Personal narratives Muskegon (Mich.) Oral history Source A related resource from which the described resource is derived Recorded for the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/81503eb5eb2a7ad29930757892652f00.m4v 259fe7a8027648c2db48387137f042b5 https://digitalcollections.library.gvsu.edu/files/original/cbfaa7a706a235061b3e57f8537bd2eb.pdf e2564deb0af1664fd46809a2556c0c4a PDF Text Text Grand Valley State University Veterans’ History Project Gerald France World War II 1 hour 18 minutes 46 seconds (00:00:42) Early Life -Born in 1925 in New York City -When he was only a baby his father left the family -For a year and a half his mother struggled working as a waiter at a restaurant -They were invited to Governor’s Island by one Master Sergeant Kehoe -Wound up living there for sixteen years -Military Police guarded the island -Military prisoners swept the street and were constantly under guard -Nonviolent prisoners, mostly soldiers who were AWOL -Home of the 16th Infantry Regiment -His stepfather, Master Sergeant Kehoe, had fought in the Spanish-American War -Also fought in Mexico against Pancho Villa and in World War I -Part of the 1st Infantry Division by World War I -On Governor’s Island there was a golf course and tennis court -There was a New York state public school that went up to the eighth grade -There was a Boy Scout troop on Governor’s Island -Only mounted (able to ride horses) troop in the country -They had polo matches on Sundays -Got to see the Statue of Liberty -There was a small Boy Scout post on Liberty Island -When he graduated from the eighth grade there were only ten students in the graduating class -Went to Curtis High School on Staten Island -Had to take a ferry from Governor’s Island to Staten Island -Gave him enough time to do his homework (00:07:05) Start of the War and Awareness of the War -The boys on Governor’s Island had a clubhouse in the basement of the chapel -His brother’s eighteenth birthday happened to fall on December 7, 1941 -They were holding a party for him in the clubhouse and had a radio on -Heard the news that Pearl Harbor had been bombed by Japan -Immediately after the attack all the boys that were old enough went and enlisted -At the time of the attack he was only sixteen and a half at the time, so he was left behind -His brother enlisted in the Army Air Corps as an air cadet -He had already spent his summers working in the PX (general store) for the 16th Infantry -Knew that there was a war on in Europe and in Asia -Partied with the 16th Infantry Regiment soldiers, so he was aware of certain issues -Everyone expected the war to finally reach the United States -Initially thought that it would be because of the Soviet Union -The Boy Scouts had received training that would prepare them for war -Learned how to shoot rifles, and learned about how to maintain machine guns �(00:10:48) Enlisting in the Army Air Corps -When he was seventeen and a half years old he enlisted in the Army Air Corps Aviation Cadets -He could have enlisted in the Navy or Marines at seventeen -This required parents’ permission, and his parents wouldn’t grant the permission -When he enlisted in the Army Air Corps he took the necessary exams and was sworn in (00:11:46) Overview of Training -Began basic training when he was eighteen -He was sent to college training in St. Cloud, Minnesota -Took courses on astronomy and navigation -College training lasted ten weeks -Sent to classification process in Santa Ana, California to see where recruits would go -He was given coordination tests among other exams -Given the choice to become a bombardier, or a pilot -He choose to become a bombardier -He was sent to pre-flight training at Santa Ana, California -In the meantime his Uncle Bill died and he was allowed to return to Governor’s Island -After that returned to Hemet Field, California for primary training -He trained with the PT-22 low wing, monoplane, sporty training aircraft -While in primary training kept up with the progress of the war -While he was in training the pilot program was accelerated because so many pilots were lost -When the P-51 Mustangs were introduce the training decelerated and training changed -The P-51 allowed for long range escort of bombers -As a result fewer pilots were being lost which meant fewer pilots were needed -This resulted in major cuts to the pilot training program (up to 80% cuts) (00:17:42) Transfer to Armament School -He was offered three transfer choices: armament school, engineer school, or radio school -He requested a transfer to the 16th Infantry Regiment, but was denied -Army felt that too much time and money had been invested in him to go into the infantry -He decided to go into the armament school -There were eight weeks of armament training followed by eight weeks of gunner training -Trained in Kingman, Arizona and then in Plant Park, Florida -At Plant Park met his crew for the B-17 that he would be serving on -He and his crew were sent to Drew Field, Florida for overseas training -Learning how to be a crewmember on the B-17 bomber -Getting acquainted with the other crewmembers (00:21:44) Training Details -He had gotten to fly the PT-22 solo before he was cut from the Aviation Cadet program -The original place he had been sent for armament training was Lowry Field, Colorado -Learned how to dismantle and put back together the .50 caliber machine gun -Learned how to maintain a .50 caliber machine gun mid-flight -Learned how to get a ball-turret gunner into the ball-turret of a bomber -Learned about the various positions of turrets on bombers -During training he was issued a .45 caliber pistol -During gunnery training he was trained on how to fire the .50 caliber machine gun -First part of training was riding around on a pickup shooting at clay pigeons -Later phases involved being on a B-17 and firing at targets towed by another plane �-Spent 6-8 weeks training in armament and gunnery (00:26:15) Deployment to Europe -He and his crew picked up a B-17G bomber and flew it around Georgia -From Georgia flew up to Bradley Field, Connecticut -From Connecticut flew to Goose Bay, Labrador, Canada -Spent a night there while an engine was changed out -From Goose Bay flew to Iceland -It was a long flight that heavily relied on the navigator’s abilities -Over the course of the war 1000 planes were lost flying to Europe due to bad navigation -Before landing in Iceland they had to fly around Greenland to search for U-Boats -Spent a few nights in Iceland waiting for an engine to be replaced -Arrived in Iceland during the winter of 1944 -Remembers having guard shifts on the plane and having to sleep on it -Luckily for him they had plenty of blankets, so it wasn’t too awful -They were at Keflavik Air Station -Remembers seeing little kids unfazed by the cold walking around in summer clothes -From Iceland flew to Valley, Wales -Got to have a hot bath and hot food (00:34:01) Assignment to the 490th Bombardment Group -After Wales flew down to Royal Air Force Eye air station to join the 490th Bomb Group -They lived in a Quonset hut that housed two other crews -Slept on bunk beds and the mattresses were grain bags stuffed with hay -No insulation whatsoever and relied on a single pot-bellied stove -Had to feed it compressed paper rings that had been used for shipping bombs -Had the option to collect coal from passing trains, but chose not to -Civilians in the area needed the coal more than they did -Arrived at RAF Eye in April 1945 -At the time of their arrival not many missions were being flown into Germany -All major targets had been destroyed already (00:38:12) Flying Missions -During WWII he and his crew flew only a handful of missions into Germany -Towards the end of the war bomber crew positions were being eliminated and shifted -For instance, the radioman also was going to be a gunner -His gunner position was eliminated and he was shifted to a new position on the bomber -The major threat to them was the flak from German antiaircraft guns -The way to combat flak was with a substance called chaff (aluminum, glass, and plastic) -His job was to throw chaff out of the bomber to interfere with German radar -Without their radar the Germans couldn’t pinpoint the bombers and fire on them -Towards the end of the war the Air Corps adopted the strategy of blanket (or carpet) bombing -During missions bombers had to fly at different altitudes in their formation to create a box -This allowed for greater defense, but also avoided the threat of prop wash -Heavy turbulence created behind the propellers -On his first mission he saw a German fighter jet -Didn’t quite know how to handle it -They didn’t have tracer rounds which would have helped to shoot down the jet -On missions P-51 Mustangs were everywhere around the bombers �-For the missions that he did fly during wartime they always flew deep into Germany -There were still some targets left on the coast of France though -Fortresses and a few minor German airfields -They flew at 25,000 feet and the jets could only stay up long enough for one pass -When the jets retreated the P-51s followed them down to their base -Gave the P-51s the chance to destroy them on the runway -During the missions they didn’t lose any aircraft, or any airmen (00:51:22) Post-German Surrender Service -After Germany surrendered he and his crew were kept in England [recalled after interview session that he flew relief missions over the Netherlands to supply food] -One of their missions was to fly into Orly Air Base, France to collect freed political prisoners -Before they could allow them on the bomber they had to be disinfected -Had to spray them down with a sprayer full of the pesticide DDT -During one of their post-war missions their tail-gunner had an epileptic episode -He was never allowed to fly again -Made him realize that none of them had any formal medical training from the Army (00:54:16) Downtime -In the Quonset hut there was always a poker game being played -During downtime they would play softball, or go into town for a beer -He got to visit London once while he was in England and stayed at the Red Cross Club (00:56:20) End of Service -Final bit of overseas service was to help close down the 490th Bomb Group in England -Returned home for ninety days of leave -During those ninety days the atomic bombs were dropped and Japan surrendered -Reported to MacDill Field, Florida to wrap up his service and be discharged -Temporarily joined their football team as a running guard -Played alongside three All-American players -Practicing in full gear in Florida heat was hellish -Went to play his first game and the coach passively kicked him off the team -Coach told him to drive his car back to base -He was discharged in December 1945 before Christmas -He was offered the chance to reenlist and be promoted and given a pay raise -The trade-off was that he would have had to go to Germany as part of the occupation -He declined because he wanted to be able to go home for Christmas (01:02:49) Life after the War -Hitchhiked back to Governor’s Island, New York -Remembers on Governor’s Island there was a group of Italian prisoners of war -During the war they had grown food, cooked, and built furniture to sell it -Still has some of that Italian furniture today -None of them ever tried to escape the camp, and some even became U.S. citizens -During the war his mother had moved to Brooklyn -He wound up marrying the daughter of the new commander of Governor’s Island -Stayed married for sixty six years until her death -His father-in-law personally knew Douglas MacArthur and Dwight D. Eisenhower -He and his wife were able to attend his father-in-law’s retirement ceremony -Remembers that when he became a father he was working three jobs at one time �-Went back to high school and graduated so that he could get into college -He went to college at Pace Institute (now Pace University) in Manhattan, New York City -Majored in accounting and graduated from there -Went to the American Bridge Company and became an industrial engineering apprentice -Trained as an apprentice for three years -From there joined Avon Products in New York -Became the manager of the industrial engineering department -He got placed in charge of making better packaging for shipping their products -Products were getting damaged en route to their destinations -From Avon became the director of packaging for Elizabeth Arden, Inc. -From Elizabeth Arden he was recruited by a new Michigan-based company called Amway (01:13:14) Reflections on Service -He never really planned on looking back on his service after leaving the Army -Partially regrets the decision to have gone into armament school instead of engineering, or radio -Realized that the only application his training had was in the military -His service instilled in him the idea of having good group morale, or esprit de corps -Always tried to carry that idea, and mindset through life -Over the years he kept in close contact with the other members of the crew -He is now the sole surviving member of his bomber crew -He attended a few reunions, but he was the only one of his crew to go -He just didn’t feel as close with the other airmen as he did with his crew 01:16:36 Interview Ends � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_FranceG1696V Title A name given to the resource France, Gerald (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-11 Description An account of the resource Gerald France was born in 1925 in New York City. He grew up on Governor's Island, New York City, the home of the 16th Infantry Regiment. He left high school in 1944 to join the Army Air Corps. He qualified for flight training and went through the early stages of it, but was reassigned to armament school due to a lack of need for pilots. He trained at different bases and joined a B-17 crew that flew to England in April, 1945, joining the 490th Bomb Group at Eye Air Station. They flew several missions over Germany and against isolated German forts in France. When the war ended, they flew relief missions, including ferrying political prisoners. Creator An entity primarily responsible for making the resource France, Gerald Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Army Air Corps Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/29308328d5ba018d253190de14bd01c5.jpg a3f7172eb877302aec92fb29b87b93ac Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Concert & Event Posters Subject The topic of the resource Posters Events Michigan Universities & colleges--Michigan Description An account of the resource Division of Student Services provides programs, services, and environments that enhance the personal, social, and intellectual growth of undergraduate and graduate students at the University. Events including concerts were managed by the office of Student Life. Posters for music, speakers, poetry readings and other campuswide events are included. Creator An entity primarily responsible for making the resource Grand Valley State University. Division of Student Services Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</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 2017-07-17 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource 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 GV028-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1963 – 1981 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 GV028-06_FrancesMoorelappe Title A name given to the resource Frances Moore Lappe, March 17-18, 1981 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges--Michigan Events Posters Description An account of the resource Frances Moore Lappe, speaking at the William James College Synoptic Lecture at Grand Valley State Colleges, March 17-18 Format The file format, physical medium, or dimensions of the resource image/jpeg 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> Date A point or period of time associated with an event in the lifecycle of the resource 1981 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</a> Type The nature or genre of the resource Image 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/bbf26c28458ebf95415b53fec7394d18.pdf 3acb9ca46634bf91ebf70eaae6c9b6a6 PDF Text Text Young Lords In Lincoln Park Interviewee: Francisca Medina Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 3/2/2012 Biography and Description English Francisca Medina lived for many years in Chicago’s Lincoln Park neighborhood. She describes visiting with other Latinas on the streets of Lincoln Park, at laundromats, and in the large variety of Puerto Rican owned shops in the 1950s, a time when the community was thriving and safe. Her memories emphasize how close knit the Puerto Rican community remained in those days. When there was a funeral, wedding, or baptism, Puerto Rican women gathered to pray the rosaries together. Groups of Puerto Ricans went door-to-door singing in parrandas and getting petitions signed to have Spanish mass celebrated at St. Michael’s and at St. Teresa’s, two Catholic churches whose membership was already largely Latino. Ms. Medina recalls her involvement in Council Number 9 at St. Teresa’s, as well as her work with the congregations at St. Vincent De Paul and St. Sebastian. Ms. Medina raised her family in Lincoln Park, moving several times within the neighborhood including homes on Sheffield, Bissell and Fremont Streets. Her experience is representative of the way that many Puerto Rican families moved at that time, pulled slowly, looking for larger and more economical homes that their families could enjoy and live in more comfortably. During the 1960s and 1970s, Puerto Ricans were moving west along North Avenue and Armitage Avenue, from Clark Street to Kedzie, and from �Grand Avenue north to Lawrence. Still, as Ms. Medina recalls, the community stayed connected, separated only by the Chicago River and the I-94 expressway. These memories are essential as they negate attempts by city officials to emphasize geographical neighborhood boundaries and dilute the cohesiveness of Chicago’s Latino community. Spanish Francisca Medina vivió en el vecindario de Lincoln Park en Chicago por muchos años. Describe visitando las calles de Lincoln Park con otras Latinas, las lavanderías, y las tiendas en donde la mayoría de los dueños eran Puertorriqueños en los 1950, un tiempo donde la comunidad era segura. Su memoria aclara que cerca estaba la comunidad puertorriqueña en esos tiempos. Cuando había una funeral, boda, o bautismo la puertorriqueñas se reunían y oraran juntas con sus rosarios. Grupos de Puertorriqueños iban de puerta a puerta cantando en parrandas y adquirían firmas en peticiones para tener una misa en español en las iglesias de St. Michael’s y St. Teresa’s, donde la mayoría de los miembros eran Latinos. Señora Medina recuerdo su parte en Council Number 9 en St. Teresa’s, igual que su trabajo en la congregación en St. Vincent de Paul St. Sabastian. Señora Medina crio su familia en Lincoln Park, se mudo muchas veces dentro del vecindario, incluyendo en Sheffiel, Bissell y Fremont Street. Sus experiencias son representativas de la forma en que familias puertorriqueñas mudaban en ese tiempo, cambiándose a un lugar en que es más grande y donde su familia podía vive más cómodo. Durante los 1960s y los 1970s puertorriqueños so estaban mudando de oeste sobre la calle de North Avenue y Armitage Avenue, de Clark Street hacia Kedzie, y de Grand Avenue hacia el norte a Lawrence. Durante estos cambios la comunidad todavía estaba unida, separad solo por el rio de Chicago y el expressway 1-94. Estas memorias son esencial porque oponen los oficiales de la ciudad que tratan de subrayar fronteras en el vecindario y deshacer la propiedad coherente en la comunidad Latina. � https://digitalcollections.library.gvsu.edu/files/original/b3d6ecaaf25ee14d77f4f7e77044e0df.mp4 74e37a1dd4b59b2af64deff261b69a15 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Francisca Medina vídeo entrevista y biografía, entrevista 1 Descripción Spanish language Description entry Francisca Medina vivió en el vecindario de Lincoln Park en Chicago por muchos años. Describe visitando las calles de Lincoln Park con otras Latinas, las lavanderías, y las tiendas en donde la mayoría de los dueños eran Puertorriqueños en los 1950, un tiempo donde la comunidad era segura. Su memoria aclara que cerca estaba la comunidad puertorriqueña en esos tiempos. Cuando había una funeral, boda, o bautismo la puertorriqueñas se reunían y oraran juntas con sus rosarios. Grupos de Puertorriqueños iban de puerta a puerta cantando en parrandas y adquirían firmas en peticiones para tener una misa en español en las iglesias de St. Michael’s y St. Teresa’s, donde la mayoría de los miembros eran Latinos. Señora Medina recuerdo su parte en Council Number 9 en St. Teresa’s, igual que su trabajo en la congregación en St. Vincent de Paul St. Sabastian. Señora Medina crio su familia en Lincoln Park, se mudo muchas veces dentro del vecindario, incluyendo en Sheffiel, Bissell y Fremont Street. Sus experiencias son representativas de la forma en que familias puertorriqueñas mudaban en ese tiempo, cambiándose a un lugar en que es más grande y donde su familia podía vive más cómodo. Durante los 1960s y los 1970s puertorriqueños so estaban mudando de oeste sobre la calle de North Avenue y Armitage Avenue, de Clark Street hacia Kedzie, y de Grand Avenue hacia el norte a Lawrence. Durante estos cambios la comunidad todavía estaba unida, separad solo por el rio de Chicago y el expressway 1-94. Estas memorias son esencial porque oponen los oficiales de la ciudad que tratan de subrayar fronteras en el vecindario y deshacer la propiedad coherente en la comunidad Latina. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Idioma español--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Puertorriqueños--Illinois--Chicago--Vida social y costumbres Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Medina_Francisca Title A name given to the resource Francisca Medina video interview and biography, interview 1 Creator An entity primarily responsible for making the resource Medina, Francisca Description An account of the resource Francisca Medina lived for many years in Chicago’s Lincoln Park neighborhood. She describes visiting with other Latinas on the streets of Lincoln Park, at laundromats, and in the large variety of Puerto Rican owned shops in the 1950s, a time when the community was thriving and safe. Ms. Medina recalls her involvement in Council Number 9 at St. Teresa’s, as well as her work with the congregations at St. Vincent De Paul and St. Sebastian. Ms. Medina raised her family in Lincoln Park, moving several times within the neighborhood including homes on Sheffield, Bissell and Fremont Streets. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Spanish language--Personal narratives Social justice Community activists--Illinois--Chicago Puerto Ricans--Illinois--Chicago--Social life and customs Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-03-02 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9dccbe645d128556e20399fa2f32397b.JPG 89960a63b6ece599ad3b60ea28460122 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history 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-06_Oceana_Vasquez-Zandra-005 Creator An entity primarily responsible for making the resource Vasquez family Date A point or period of time associated with an event in the lifecycle of the resource 1987-11 Title A name given to the resource Francisco and Zandra Vasquez, picking apples, November 1987 Description An account of the resource Francisco and Zandra Vasquez picking apples at Golden Hart Farms in Hart, Michigan. Source A related resource from which the described resource is derived Vasquez, Zandra Vasquez, Eloisa Relation A related resource Growing Community (NEH Common Heritage 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 Subject The topic of the resource Hart (Mich.) Migrant agricultural laborers Hispanic Americans Farms Farmers 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/faf1693404e2b77a4d59c38a8d9133eb.JPG a230d4f6179592f9e773facda55ba612 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history 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-06_Oceana_Vasquez-Zandra-003 Creator An entity primarily responsible for making the resource Vasquez family Date A point or period of time associated with an event in the lifecycle of the resource 1985-05 Title A name given to the resource Francisco Vasquez and daughter, asparagus season, May 1985 Description An account of the resource Francisco Vasquez with his younger daughter riding on a tractor in an asparagus field at Golden Hart Farms in Hart, Michigan. Source A related resource from which the described resource is derived Vasquez, Zandra Vasquez, Eloisa Relation A related resource Growing Community (NEH Common Heritage 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 Subject The topic of the resource Hart (Mich.) Migrant agricultural laborers Hispanic Americans Farms Farmers 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/a599ecf63b7259d690fd0187bc0e51f8.JPG 60c1d250e94069630e953236258aec95 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history 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-06_Oceana_Vasquez-Zandra-001 Creator An entity primarily responsible for making the resource Vasquez family Date A point or period of time associated with an event in the lifecycle of the resource 1978 Title A name given to the resource Francisco Vasquez picking apples, 1978 Description An account of the resource Francisco Vasquez in Traverse City, Michigan. Pictured during apple season in one of the fields where he worked. Source A related resource from which the described resource is derived Vasquez, Zandra Vasquez, Eloisa Relation A related resource Growing Community (NEH Common Heritage 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 Subject The topic of the resource Traverse City (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans 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/ea9d03b042a9eb7353e0768db6986200.JPG f00aa91b5479166b142538cb6a6bd73f 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history 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-06_Oceana_Vasquez-Zandra-004 Creator An entity primarily responsible for making the resource Vasquez family Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Francisco Vasquez, picking pickles (cucumbers), 1984 Description An account of the resource Francisco Vasquez at Golden Hart Farms in Hart, Michigan picking pickling cucumbers. Source A related resource from which the described resource is derived Vasquez, Zandra Vasquez, Eloisa Relation A related resource Growing Community (NEH Common Heritage 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 Subject The topic of the resource Hart (Mich.) Migrant agricultural laborers Hispanic Americans Farms Farmers 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/7f5a1e09a2e238ef51dc39666ac9899d.jpg 0e3a45ea1fd370f0f0fcd33a6a826ae9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_43_1916_010 Date A point or period of time associated with an event in the lifecycle of the resource 1916-10-28 Title A name given to the resource Frank Hall Description An account of the resource Black and white photograph of Frank Hall, relative of Robert H. Merrill, standing on a porch. Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives