392 24 26018 https://digitalcollections.library.gvsu.edu/files/original/6d19ff28360ed283508db45d7682f6a8.jpg aadc9808031c452f85b5246c73cb7d00 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 HoeksemaRobert_Photo3 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1985 Title A name given to the resource Hoeksema, Robert Description An account of the resource Robert Hoeksema, Spanish Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng 1985s https://digitalcollections.library.gvsu.edu/files/original/1c954ec47d39deec96e83c5daac5881b.jpg 0be02ed26e1d92ff419657c3bf72bc47 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 HoekstraPeter_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/e372dc41761bf3d983f37877cea2de24.jpg ef6778a40f2dc1e815c3a5f490a389d5 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 HoekstraPeter_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/cb24b0a3f6cdc42bb7e3d82c1c9e5de2.jpg 8f73c7b2995c94583e338a0d307435eb 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 HoekstraPeter_Photo3 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/d94194c697b49463691a94afba4d657a.jpg 36d09fb6df5e54787151cfa66f3354f2 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 HoekstraPeter_Photo4 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/36584cea4c61ea8d01dd3943851b3a64.jpg a8de62da0c0454be5e187b692838bd2a 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 HoekstraPeter_Photo5 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/f8e65866441fdb72243858b335765fc1.jpg dcc7c092aed8bb830866d98099c78fec 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 HoekstraPeter_Photo6 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoekstra, Peter Description An account of the resource Peter Hoekstra, Guest Speaker 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/e29409d27fa6b7fe4ed50404d1b3d4e2.mp4 fa7e810f6acbde1c1861e4b3c9120d8d https://digitalcollections.library.gvsu.edu/files/original/40d8119588306586a2f4291883461873.pdf dd77429cdec7d2688d98bea1c0d7b545 PDF Text Text Grand Valley State University Veterans History Project Interview Doug Hoekzema (20:58) Notes: „ Lived in Kentwood, Grand Rapids, Grandvillle. (:15) „ Knew Gerald Ford, raised his children a block away from Ford's childhood home. (:20) „ Worked for his father in a food distribution plant as a minor (1:15) „ Worked mostly in the summers and on Saturdays during High School (1:59) „ Enlisted in the service, was not drafted. (2:15) „ After graduating high school, he and a friend went on a hunting and fishing trip in Alaska. The trip lasted approximately seven months, at the end of which they were out of money and had to seek temporary employment to pay there way back home. (2:15) „ Enlisted in 1953, in the Navy as he thought it would be the safest branch of the military. (2:43) „ First assignment was to re-commission a destroyer which had been retired due to age and damage. (3:09) „ Started out active duty in either Guam or Midway, he is unsure (3:42) „ Truce was signed early on in the Korean War. His ship was then put on patrol duty along the coast for two months. He recounts that they were so close to the coast that he could see the Army maintaining order in Korea. (3:45) „ After patrol duty ended, the ship then was sent on a world tour. (4:08) „ Later on, he was transferred to Florida, where his first son was born. (4:19) „ He stayed on the naval station at Florida for about a year. (4:28) „ Discharged in 1955. (4:31) „ Most of his time on ship was taken up with military maneuvers and practices. He does not recall much free time while on ship (4:45) „ He had some free time while shore, during which he explored the different cultures. (5:02) „ During most of his period in the Navy, he was not involved in active duty. (5:20) „ He recounts that the most important event of his time in the service was the peace treaty. His comrades at the base were excited to hear the news of the treaty, and he recalls being relieved. �(5:45) „ He recounts that he made a few friends in the Navy, most of which he has lost contact with over the years. (6:35) „ He expresses grief at being unable to find his best friend from his Navy years, although he has not tried Navy or Veteran contacts as of yet. (6:35) „ He recounts that he and his friend watched out for each other during there shore leave. (7:58) „ Tried to sightsee while touring the world, but had to moderate due to his low pay and the money he sent home to his wife. (8:20) „ He recalls that of all the places he visited, he found Japan the most enjoyable, especially the food. (9:05) „ He doesn't believe that his time in the service impacted him very much. He was happy to be out of the service, and did not join the reserves. (9:34) „ He believes that most people, aside from those aiming for military careers are glad to be done with their time in the service. (10:04) „ He is somewhat bitter about his experience in the Navy. (10:19) „ After finishing with the Navy, he re-joined his father in his business. (10:33) „ Moves to East Grand Rapids. (10:54) „ He recalls that there were few life-threatening encounters during his period in the service. He did have some anxiety initially on his way to Korea, but the treaty served to allay his fears. (11:21) „ Doesn't remember celebrating any significant holidays. (12:00) „ Recalls his frustration with the cramped ship conditions. (12:18) „ He explains that during his time on ship he was in charge of accounting, and food services as a result of his prior experience in food services. (16:11) „ During his time in the Navy, he believes he was helped by Gerald Ford. He had known Ford through groups such as the Freemasons, Foundry Club, and the Lion's Club of which they were both members. After spending three years at sea, he had become sick of life on the “dumb ship” and wrote Ford a letter asking if he could somehow have him put on shore leave. Approximately six weeks after the letter, he was transferred to shore leave in Florida. Ford never sent him a letter confirming he was involved, but Mr. Hoekzema is certain he had something to do with his transfer. (13:04-16:49) „ During his time in Florida, he took advantage of the hunting and fishing of the area. (17:00) �„ Bought a new trailer, and raised his son during his stay in Florida. He also notes that he and his wife got their first dog. (17:35) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hoekzema, Doug (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Hoekema, Doug E. Description An account of the resource Doug Hoekzema served in the US Navy between 1953 and 1955. He served on a destroyer in the Pacific, and his ship patrolled the Korean coastline shortly after the armistice there. The ship then toured the world, and Hoekzema got reassigned to shore duty after that, possibly due to the intervention of his congressman, Gerald Ford. Contributor An entity responsible for making contributions to the resource Novak, Hailey (Interviewer) Forest Hills Eastern High School (Ada, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy Korean War, 1950-1953--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-30 Identifier An unambiguous reference to the resource within a given context HoekzemaD 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/34ec3e8b4d0d71c56407e316bd0ff820.mp4 237f8a12410fa3fa5b5f4bf9a8856110 https://digitalcollections.library.gvsu.edu/files/original/144371f920aad62c24dbbad7ecb04925.pdf 469918e1758d87324720d9b1f17f0372 PDF Text Text Grand Valley State University Veterans History Project James W. Hoerner (01:29:00) Pre Enlistment • Born in Fort Wayne, IN • July 20, 1918 (0:17) • Attended St. Patrick’s Catholic in Fort Wayne and Catholic Central High School (0:40) • Attended International Business School in Fort Wayne for 2 years (0:40) • Attended U of M for 2 years after the war (1:00) • Intended to own a business or have a career in banking • Went into the service before he was able to finish school (1:50) • Was drafted in June of 1942 (2:00) • Was in his car driving through Ft. Wayne, IN when he heard about Pearl Harbor (2:20) • Knew America would go to war before Pearl Harbor (3:00) • Had no interest in getting involved in the military (4:00) Draft/Induction • Just received notice that he had to report for duty (4:30) • Given a date to report, and rode a bus with 40 or 50 guys to Toledo, OH (5:15) • Processed in Toledo, and then rode a train to Fort Harrison to be inducted (6:00) • Sworn in in a large group (6:17) • Took intelligence tests, and health testing (6:30) • Had no idea where he would be assigned (6:50) • Spent the first 5 days on KP (7:20) • First job was lining up the salt and pepper shakers and ketchup bottles in the mess hall (7:35) • Did it for 3 or 4 days (7:54) • Cooked for about 5,000 people, but then was a cook (8:30) • Cooked massive volumes of food, and couldn’t eat turkey for about twenty years after (9:00) • Officer told him to report to Finance School because of his IQ test (10:00) • Never underwent Basic Training (10:40) • Schooling took 3 months, with the intent to learn military finance (11:00) • A finance officer is always attached to an Infantry Division (11:20) • Was able to get reports of the war at school (13:00) • Did not dwell on the facts of the war, just on what needed to be done (13:30) • Most of his barracks buddies were from the Mid-West (14:20) • Had a graduation ceremony and a certificate (15:00) • Was bumped up to a T4 rank, a technical grade (15:20) Finance Officer �• • • • • • • • • • • • • • • • After graduation, went to Camp Blanding to set up a finance office (15:50) Adjusted fine to military life (16:16) Had desks, typewriters in the office (16:50) A major was in charge (17:00) Sergeants ran the office (17:15) Jim would calculate the pay for a regiment or battalion by each man (17:30) Paid once a month (17:45) Took 2-3 weeks to get the payroll together (17:50) Had to determine how many individual bills to get from the bank (18:00) Gave the total pay for regiment to dispersing officer to pay the men (18:50) Stayed at Camp Blanding for 5 months (19:20) Army assigned him to a brand new division at Camp Howes in Texas (20:10) Camp was still under construction (20:25) Trained new men from the school (20:50) Formed friends and had time to visit places during the weekends (21:20) Wanted to be an officer to not wait in line at movies (22:15) Officer Candidate School • Volunteered and was accepted to go to Officer Candidate School at Fort Benning (22:25) • Army probably looked through his file to establish eligibility (23:00) • No longer in Finance, but an Infantry environment (23:30) • Before training, there were 200 people in the class (23:50) • First Thursday he was there, they posted jobs for everybody, and Jim was assigned Company Commander (24:40) • An old Sergeant from Boston took him under his wing for the weekend before class started to help him (25:00) • Went to the woods to show him how to make his voice carry, and gave him a piece of paper with the instructions (25:30) • Everything went smoothly on his first day (26:50) • Until he put the men on trucks (27: 20) • Officers came and brought him to talk to the Major (27:40) • Major was unconcerned after he heard the explanation (28:00) • Jim was Company Commander for the rest of his time at school (29:00) • Jim was the assistant ammunition carrier for maneuvers (29:20) Training • After school, the Army sent Jim to 90th Infantry Division in the Mojave Desert (31:45) • Was not used to the desert (32:00) • Took him two weeks to find the unit, finally found them in November (32:50) • Was a second lieutenant (32:55) • Was first assigned to 357th Regiment, 1st Battalion (33:30) • Was in A Company, 1st Platoon, which was 39 men (34:15) • Still had no clue where they were going (35:00) • Carried a canteen, wore khakis, carried an M1, wore a pack (37:20) �• • • • • Did maneuvers against the 94th Division (38:00) Had no idea about the danger involved in warfare even while training, everything was put on (39:30) Training lasted until December 24th of 1943 (40:25) Division was moved by train to Fort Dix, NJ (40:45) Took 5 days to get from the desert to Fort Dix (41:45) Europe • Knew he was going to go somewhere in Europe by this time (42:20) • Traveled overseas on a British ship with the whole regiment (44:30) • Was in a convoy, which travels at the rate of the slowest ship (45:00) • Convoy had merchant ships, destroyers, submarines to protect the convoy (45:10) • Took 21 days to cross the Atlantic (45:15) • Arrived in Southampton in England (46:00) • Battalion was stationed on a huge farm called Gattacres (46:41) • Slept in two man tents (46:50) • Did calisthenics, took road marches (47:00) • Only interacted with the British in the pubs (47:15) • Received notice they were going to France (48: 15) D-Day Invasion • Still had no idea as to the scope of the invasion he was involved in (50: 40) • As soon as he stepped on the ship, he realized why he was trained to use the cargo net to depart the ship (51:30) • People would fall off the net, get knocked around by the LCI (52:00) • Day of invasion, suddenly realized the danger (54:00) • Had full packs (54:05) • Some of his guys slipped off the net getting into the LCI and drowned (54:50) • Had about 35 out of the original 39 men in his LCI (54:55) • The LCI gets in a waiting circle pattern until the whole group is ready to go then heads to shore (55:25) • Finally realized the scope of the invasion (55:40) • Still imagines the look on the Germans faces when they woke up on June 6th (56:00) • Every unit had a designated area they had to get to on the beaches (57:15) • Had Brig. Gen. Teddy Roosevelt as a commanding officer (57:35) [Ed. note: Gen Roosevelt was the assistant commander of the 4th Division, which landed at Utah Beach on D-Day. Elements of the 90th Division, including Hoerner’s unit, landed there in support of the 4th Division, and Roosevelt had command of them until the rest of the 90th landed on D+1.} • Navy put Jim’s group a mile and a half off the designated drop zone (57:50) • Had no fire coming at them (58:00) • Turned the whole unit around and headed to the fighting (58:30) • First round he heard thump into his area, he truly became an Infantry Officer (59:40) • Still had to land in the water and struggle ashore (01:00:20) �• • • • • All 35 of his guys made it ashore (01:01:30) Never kept people less than 5 yards apart so a mortar round would take out less people (01:02:15) Got to the assembly place and waited a day until they received orders (01:03:15) D-Day +1, but still could hear sounds of battle (01:04:00) Assigned to get organized and wait for further instructions (01:05:00) Fighting in Europe • Assigned to a sector, and had to attack in that sector (01:06:30) • Still lobbed shells in from ships (01:07:30) • Had one tank battalion attached to the division (01:08:30) • Had two tanks in his company (01:08:50) • Encountered heavy opposition as they went through their sector (01:09:05) • Was in hedgerow country for about a week (01:09:15) • If they gained 100 yards a day they were lucky (01:09:30) • Germans knew they could use hedgerows for good defense (01:10:50) • Used grenades, knee mortars to clear out the hedgerows (01:11:15) • Had a lighting outfit, and reflected the lights off clouds onto the battlefield (01:12:00) • Eventually stopped because they needed sleep (01:12:20) • Stayed light until 10 or 11 at night (01:12:50) • Hard to get weapons in position, mostly used grenades (01:14:00) • No artillery in this area because everyone was too close to each other (01:14:30) • Was in hedgerow country for weeks (01:14:45) • Received C, K and sometimes D rations (01:15:20) • Had officer meetings every night. Reported casualties and position and outlined the plan for the next day (01:16:15) • Casualties were evacuated very quickly (01:16:40) • After hedgerows, a line formed from Periers to St. Lo to Caen (01:17:45) • 2 Divisions would be on the line and bombing would happen in front of them (01:18:00) [refers to carpet bombing in St. Lo sector] • Happened in July (01:18:20) • Had a smoke line to show where Allied forces were, but wind blew the smoke back and accidentally bombed some Allied forces (01:18:50) • 5th and 79th Infantry Division b • Now fighting in open country (01:19:20) • Once Patton arrived, things moved quicker (01:19:50) • Mostly rode in trucks to the next point (01:20:00) • 4th Armored Division went crazy (01:20:22) • Not a massive front going forward, but usually a Division or so (01:20:30) • Got really excited to receive socks (01:22:00) • Germans took their casualties back, as well (01:23:05) • Moved in to the area that had been bombed (01:23:45) • Enemy was so stunned, they couldn’t fight back (01:24:00) • There was a constant stream of bombing (01: 24:30) • Went to LeMans, but ran out of gas there (01: 25:00) �• • • • • • Injured at Bocanraille on third or fourth day (01:25:12) Was evacuated (01:25:30) Out for a few days (01:25:50) Had a local boy that collected things from the 90th Division (01:26:30) He put museums and plaques up wherever the Division went (01:27:00) Wrote down things that happened in a book (01:28:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hoerner, Jim (Interview outline and video), 2004 Creator An entity primarily responsible for making the resource Hoerner, Jim Description An account of the resource Jim Hoerner was drafted in the US Army in 1942, received financial training, and then attended officer candidate school. Upon graduating, he was assigned to the 90th Division as a platoon leader. He landed on Utah Beach on D-Day and fought in Normandy, across France, through the Bulge and into Germany, although the interview mostly focuses on his experiences through the Normandy campaign. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2004-09-08 Identifier An unambiguous reference to the resource within a given context HoernerJ 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/18aee6790398d9815da14ce3ab6b3bf6.mp4 f5780e9716679f932f7f66dc6ee43c1d https://digitalcollections.library.gvsu.edu/files/original/16630ebeeecae13da335a75c3d052573.pdf 3c841239b092fc6e8364d2e5243a11bc PDF Text Text Grand Valley State University Veterans History Project Interview Charles Hoffman World War II Total Time: 1:11:30 Childhood and Pre-Enlistment (0:00:12) • • • • • • Born in Brooklyn, New York in 1924. Father worked as a printer before the depression, however he lost his job during the depression. However, he was able to find work eventually. Also lived on an island in Jamaica Bay, New York for a time. He remembers that he was playing football when he heard about Pearl Harbor. He had a brother that was already in the service, so his parents refused to sign his release while he was underage. He heard that the Navy was about to stop enlistments, so he went to sign up in April 1943. Training (0:04:30) • • • • • • • • He was sent to Sampson Naval Training Center in upstate New York. They learned to march and swim while at Sampson. (0:05:25) They learned to swim in water with burning oil on the surface. He knew how to swim and row before he arrived. He had some trouble adjusting to the discipline of military life (0:08:04) He was then shipped to Newport, Rhode Island where he attended gunnery school. There, they had classes and practiced on the gunnery range. (0:10:15) They had some limited time off while they were there. (0:10:23) He was then sent to Norfolk, Virginia where he was trained in the practical aspects of being aboard a ship. (0:11:43) He experienced segregation for the first time while he was on liberty in Virginia. He sat down in the back of a bus and was looked at in a strange way. Active Duty (0:13:42) • • • He was assigned to the USS Garfield Thomas (DE-193). The ship was approximately 306 feet long and had a beam of 36 feet. They had a crew of around 200. The ship was brand new. He went from Norfolk to Brooklyn Naval Yard where they had a commissioning ceremony for the ship. His parents were able to attend, because they lived in Brooklyn. (0:15:45) The ship went for a shakedown cruise to Bermuda. During the shakedown, they fan into a terrible storm. (0:18:40) His first cruise was to Recife, Brazil where they were sent to deliver some ships and protect them from submarines. His ship was involved in anti- �• • • • • • • • • • • • • • • • • • • • • • submarine operations, and they encountered several on the trip, but were never fired upon. There were 6 ships escorting the convoy. (0:20:30) He specifically recalls there being a lot of prostitutes in Recife. (0:22:10) His ship also took several trips to North Africa and England. He remembers there being a lot of submarine activity in the Mediterranean Sea. (0:24:05) At one point, they destroyed a Japanese submarine off the coast of South America. (0:25:05) His job was to work the forward gun. They had 8-hour shifts, and they would change the hours of the shift each week. (0:26:35) Each man on the ship had a small bunk that they slept on. (0:28:40) They did have a man go overboard at one point. The ship rolled while the man was on the railing and he fell off into the ocean. They tried to get the man, but the ship was unable to get to him. (0:32:02) He did see German submarines on a number of occasions. (0:32:25) They never lost a ship when his boat was on convoy duty. (0:33:50) He did sustain one injury on the ship. His hand was cut fairly badly at one point. (0:36:20) During his time in England, he recalls specifically the blackouts and going to the pubs. (0:38:20) When he traveled through the North Atlantic, he recalls the weather being fairly rough and stormy. He remembers a number of storms on several different crossings. (0:40:40) He was sailing off of the coast of Spain when D-Day occurred, and he was not part of the operation. (0:41:10) His ship stopped in Cherbourg and Le Havre after D-Day, but he did not go ashore. (0:42:50) He went through the Panama Canal after VE day, and proceeded on to San Diego. (0:43:40) When he crossed the equator for the first time, he was subject to some severe hazing, including electrical shocks. (0:45:10) He was then sent across the Pacific, and encountered some Japanese submarines in the process. (0:46:15) His ship would have participated in the invasion of Japan if the Atomic bombs had not been dropped. (0:47:00) After the war officially ended, his ship served as a weather ship in the Aleutians, where they were fired upon by some Japanese soldiers that were unaware the war was over. (0:49:10) After the war, they would sometimes spend their free time on the deck of the ship watching films. (0:52:50) He remembers icebergs making it difficult to maneuver and navigate, although the ship was easy to steer. (0:52:59) The ship had several African-American crewmen who worked for the officers doing daily tasks. (0:54:08) He did make a number of friends while he was on the ship. �• (0:54:35) He was shipped to Brooklyn Receiving Station, New York and then to Lido Beach, New York where he was discharged. Post-War (0:55:00) • When he got out of the Navy, he flew to Detroit, Michigan where he met the sister of the man who had fallen overboard, because he was good friends with this man and after he died he began corresponding with the man’s sister. While he was in Ann Arbor, his friend’s father offered him a job in construction, and he eventually married the sister. He eventually switched jobs and worked for AT&T. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hoffman, Charles (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Hoffman, Charles Description An account of the resource Charles Hoffman was born in Brooklyn, New York in 1924, and served in the Navy during World War II. He was assigned to a destroyer which was used to guard convoys from submarines. He served initially in the Atlantic, but moved to the Pacific after VE day. He sailed to many places, including Brazil, North Africa, France, England, and the Philippines. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Navy World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2005-08-29 Identifier An unambiguous reference to the resource within a given context HoffmanC 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/5e2aa7ad944036a08f00cb340a19ec76.jpg 3866a6f42a4d69b6901c59c0efb0c056 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 HoffmanJames Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoffman, James Description An account of the resource James Hoffman, Education Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f570b9fbe195a804d4d0adf76700688b.mp4 44e73035134f2e42f3b4c6c37a416d14 https://digitalcollections.library.gvsu.edu/files/original/5b0bf48f326d2e41ad987f0807f7df36.pdf 50534eee3c0f9ce20c96703293bbbd30 PDF Text Text Grand Valley State University Veterans’ History Project Mort Hoffman World War II 51 minutes 18 seconds (00:00:31) Early Life -Born in Rochester, New York -Most likely in 1926 -Grew up in Rochester -Attended George Washington High School and Ben Franklin High School -Graduated from high school in June 1944 (00:01:05) Enlisting in the Navy -He enlisted in the Navy after graduating from high school -Sent to Naval Training Station Sampson, New York -A lot of his high school friends joined the Navy at the same time that he did -Had been in the New York National Guard from 1942-1944 -Got sick of being a foot soldier -There was also a patriotic duty to serve one’s country during World War II -He felt a personal duty to help stop the spread of fascism due to his parents’ heritage -Mother had been born in Ukraine -Father had been born in Belarus -Father had served in the Russian Army in WWI -Moved to the United States after the war (00:04:47) Deployment -Sent to Camp Parks, California to receive his overseas assignment -He was given a week leave home before being deployed -Upon returning from leave he wound up in a naval hospital due to a severe fever -His original unit was shipped out to the Marianas Islands at this time -He was reassigned to another unit and deployed with them -On December 7, 1944 he was aboard the SS Carl Schurz bound for the Aleutian Islands (00:06:10) New York National Guard -In the National Guard as a high school student -Only had to be sixteen years old to be in the National Guard -He received Army basic training -Drills and marching -Would go to Camp Smith near Peekskill, New York for maneuvers -Several of his friends were in the National Guard as well -Helped prepare him for when he enlisted in the Navy (00:07:29) Basic Training and Assignment to the Seabees -Basic training lasted twelve weeks -Basic training consisted of a lot of marching -Went out for drills on Lake Geneva -He was in good shape during basic training -There was an emphasis on discipline and following orders �-Wasn’t too difficult for him to adjust -There were 144 men in his barracks -He was not allowed to leave the base during the twelve weeks of basic training -Parents were allowed to visit him after four weeks though -He had worked for an auto parts store in high school -He had experience with putting things together which led to assignment to the Seabees (00:10:00) The Seabees -The Seabees had been established in 1942 -Navy’s version of the Army Corps of Engineers -Duty of the Seabees was to do construction work -Building docks and airstrips -Destroying enemy coastal defenses (00:10:52) Stationed on Adak -Constructed a spare parts depot for vehicles on base -He was part of the 114th Naval Construction Battalion -He had been assigned to the Navy side of Adak Island -Maintaining refrigeration units for the mess hall and the medical facilities -His unit finished a landing strip in only nine days -The men in his unit got along together well and did their work well -Primary duty was to maintain construction vehicles for the construction of that air strip -In early 1945 he was reassigned to the Marine camp on Adak Island -Trained with the Marines -Carried the twenty pound Browning Automatic Rifle -Went on marches with them across the tundra -It got down to -55oF one night while they were bivouacking -There was a fleet assembled to prepare for the planned invasion of Japan -British ships, Canadian ships, and Russians ships were assembled there -NOTE: The Russians did not declare war on Japan until August 9, 1945 -The planned invasion was cancelled after the atomic bombs were dropped -The rest of his time was spent doing maintenance work (00:15:33) Coming Home Pt. 1 -In early July 1946 they flew back to the continental United States -Landed at Seattle, Washington then took a train to Lido Beach, Long Island, New York -There was an attempt for the men to reenlist -He declined (00:16:53) Living Conditions on the Aleutian Islands Pt. 1 -They lived in Quonset huts -The snow could get up to nine feet high -There was a major snow storm that was the result of a typhoon near Hawaii -During that time you were not allowed to walk anywhere without another sailor -There were ropes strung between the buildings -Both of these things were to avoid anyone getting lost during the storm -This storm had 107MPH winds -They had “foul weather gear” -Heavy, fur lined, insulated jackets that the soldiers envied -Some soldiers would trade their beer ration for a coat �(00:19:11) Downtime on the Aleutian Islands -The normal shift was eight hours and everything after that was downtime -There was a movie theatre that they could go to -There was a beer hall -There was a recreation center -Had pool tables, shuffleboard, etc. -A lot of downtime was spent sleeping -There was no alcohol abuse that he was aware of -Used downtime to write letters home every day -His parents would send him corned beef, cookies, and cake sealed in cans -It was far better than the processed meat and powdered eggs they were served (00:21:17) Contact with other Military Forces -He met Russian, Canadian, and British troops -The Russians could speak a little English and he could speak a little Russian -This was because of his parents’ heritage -Found that it was actually harder to communicate with the English due to their accent (00:22:11) Living Conditions on the Aleutian Islands Pt. 2 -There were sixteen men to one Quonset hut -Also could sleep in an insulated tent -They would keep their food in a box in the ground as a sort of improvised refrigerator -Also allowed to cook their own food on an oil stove (00:23:18) Contact with Friends after the War -He had a lot of friends while he was in the Navy -He still maintains contact with some of them -There has never been a formal reunion for his unit though (00:24:45) Life after the War Pt. 1 -He went to Des Moines, Iowa for college at Drake University -Started college in January 1947 -He joined the American Veterans (AMVETS) -His roommate had been in the Army and had landed at Sicily and Anzio, Italy -He and his wife visited Anzio after the war -He met a man that knew a man that Mort worked with in Grand Rapids -He saw the American cemetery that had been established at Anzio -Now works as a civilian contractor for the Navy -He worked for Wolverine-Hushpuppies Shoe Company -Opened 128 specialty stores around the country -Worked with foreign distributors -Established a store for the company in downtown Charleston, South Carolina -He set up locations for the Navy -Due to his job he has gotten to travel around the United States and around the world -He has been to Japan three times, Italy two times, and Spain one time (00:30:24) Morale -The morale was good in his unit -Everyone knew they had a job to do and did it -There was only one casualty in his unit -Man killed himself after learning that his first wife knew about his second wife �(00:32:08) Indigenous People and Animals -The only other living things on Adak were foxes and some trappers -There was also salmon and king crab that they could go fishing for (00:32:39) Revisiting the Aleutian Islands -He has since gone back to Kodiak Island -He tried to return to Adak but it has since been returned to the Native Americans -It is also basically inaccessible (00:34:00) Famous People -He saw President Roosevelt and Eleanor Roosevelt when he was in the Navy -Got to see actor Don Ameche -Saw Phil Spitalny and His All Girl Orchestra -He had gone to high school with one of the girls -Got to go to dinner with them -Saw actor Tyrone Power (00:34:56) Logistics -There were a few thousand men on Adak -Ships would come in periodically to deliver supplies and refuel -There was an Army Air Base nearby and planes would fly patrols from there (00:35:50) Life after the War Pt. 2 -The summer of 1946 he worked for a local gas and electric company doing construction -He attended Drake University because some friends were going there and it wasn’t crowded -He majored in marketing and accounting -Worked for the Edison Brothers’ Shoe Company -From there he went to work for Utica Shoes and became the manager -Worked there for ten years -Worked on his master’s degree but didn’t complete it -GI Bill took care of that -Moved to St. Louis in 1958 and got married there -He worked for another shoe company in St. Louis -It was strange to go from being the one taking orders to being a manager (00:41:14) Veteran Group Involvement -He joined the AMVETS -Eventually became a post commander -Still receives their newsletter -He has attended AMVETS conventions in Iowa, St. Louis, and Grand Rapids (00:42:38) Life after the War Pt. 3 -He has one daughter -Moved to Grand Rapids, Michigan in 1976 and got the job with Hush Puppies (00:42:58) Reflections on Service -Taught him about camaraderie -Always thought positively about their contribution to the war effort -It was difficult to visit Japan the first time after the war in light of their war crimes -Taught him people skills -Learned how to get along with a lot of different types of people -Taught him teamwork -Learned that sometimes some jobs can’t be done by just one man �-He did face discrimination due to being Jewish -Some men beat him up solely for being Jewish -Just tried to ignore the people like that -Otherwise he and the non-Jewish soldiers got along and took care of each other -There were three Navajo Native American soldiers in his unit -They faced some discrimination as well -Remembers that one wasn’t allowed to go home for his parents’ funerals -Felt that it was a worthwhile experience and is grateful that he came through it okay -Reflects on the men that didn’t make it, especially some of his friends that didn’t make it � 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 HoffmanM1755V Title A name given to the resource Hoffman, Mort (Interview outline and video), 2015 Description An account of the resource Mort Hoffman was born in Rochester, New York in 1926. He grew up in Rochester and graduated in June 1944. From 1942-1944 he was in the New York National Guard and after graduating from high school decided to enlist in the Navy. He trained at Naval Training Station Sampson, New York and was deployed out of Camp Parks, California. He was sent up to the Aleutian Islands in Alaska and served on the island of Adak with the 114th Naval Construction Battalion, helping to maintain vehicles and equipment as well as take part in construction projects. He stayed on the Aleutian Islands from December 1944 to July 1946, and was discharged shortly after his return. Creator An entity primarily responsible for making the resource Hoffman, Mort Contributor An entity responsible for making contributions to the resource Moore, Deb (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. National Guard United States. Navy Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-04 Relation A related resource Veterans History Project (U.S.) 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/505da1d914d256ae5340c783f7000aaf.jpg 0690a79b0edc1ae073520805697b0b7d 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_M3068 Title A name given to the resource Hog Islander Cargo ship Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US Cargo-Split Super, USSB Hog Island type, May 20, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-05-20 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/24df270fef2f782cabb960b5c7fb7f9e.jpg 65e185c55d072c5bf5c9ad52a1507767 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 HoganHenry Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hogan, Henry Description An account of the resource Henry Hogan, Board of Control 1969-1974 Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/54c416bd4bac87e967d635d79dded21c.mp4 cd0e6c3ec664469ed89d0a4be6531d28 https://digitalcollections.library.gvsu.edu/files/original/7d5e780391ab26d0cfd940d1e48e546d.pdf 9e706a6c9e98054259c1d135b7a20102 PDF Text Text Grand Valley State University Veteran’s History Project Vietnam War Robert Hogue Interview Length: (00:52:09:00) Pre-Enlistment / Training (00:00:26:00)  Hogue was born on October 12th, 1950 in Salem, Ohio where his father was a farmer and his mother worked as a paraprofessional in the local school district (00:00:26:00)  After Hogue graduated from high school, there was nothing in the area job wise apart from coal mining and steel mills, but those all went down and the family farm was not big enough to supply both Hogue and his father, so Hogue went to live with an uncle in Detroit, Michigan (00:00:37:00) o Hogue’s uncle was an executive for the Goodyear Tire and Rubber Company and Hogue went to work for him (00:00:52:00)  Hogue eventually ended up working in Lansing, Michigan, for Goodyear when he became eligible for the draft and in 1969, he was drafted (00:01:01:00) o Hogue was officially drafted through Ohio because he had been born in Salem; although the military drafted him while he lived in Michigan, Hogue had to go through the Ohio draft boards (00:01:18:00)  Hogue remembers that everyone who was drafted with him were trying to get out of their obligations but Hogue was young at the time and he did not understand why they did not want to serve their country (00:01:30:00) o The biggest method draftees used was taking a bottle of Pepsi and putting a lot of sugar in it to intentionally fail the tests (00:01:42:00) o There were a lot of draftees who did not want to go and they tried all sorts of methods to try and get out of the obligation, including get girls pregnant and several others (00:01:52:00)  Hogue went to serve his country and out of his entire family, including his own children, as well as his father, his brother and his brother’s children, Hogue is the only one who served in the military (00:02:02:00) o Although Hogue was willing to go, it was still a hard time for him and he believes that it was only through the grace of God that he managed to make it through the experience (00:02:17:00)  When he was drafted, Hogue’s only information about the fighting in Vietnam came from the news and what he heard from different people (00:02:41:00)  Hogue was the twelfth in line to be drafted and when he was, he was ticketed to go through infantry training and on to Vietnam; within four months of being drafted, Hogue was nineteen years old and in Vietnam (00:02:51:00)  Hogue went through basic training at Fort Campbell, Kentucky for eight weeks; the training was hard, strenuous, and all geared towards the infantry, such as how to kill others, how to defend yourself, etc. (00:03:09:00) o The soldiers received weapons training but fortunately for Hogue, he had been raised on a farm and he had done a lot of shooting on his own; while most kids �o o o o were spending their allowance in candy stores, Hogue was spending his allowance in ammunition stores (00:03:24:00)  Not a single day passed in training when Hogue did not shoot and he even attempted to get onto the Army’s marksmanship team; however, the Army needed infantry, not shooters, in Vietnam at the time (00:03:46:00) The instructors were very strict towards the trainees; they would tell them in the face that if the soldiers did not pay attention, then they probably would not come back from Vietnam alive (00:04:07:00)  Adjusting to military life was not that bad for Hogue because his parents were very strong people and he had been taught to obey and do the best he could do; he had been raised in a Christian home, which helped instill these values in him (00:04:26:00)  On the other hand, the service was awful because they had different rules and tasks the soldiers had to do; for example, the soldiers would go on fifteen miles hikes with fifty pound backpacks (00:04:39:00)  At that time, Hogue only weighed one hundred and thirty pounds, although he was in pretty good shape from growing up on the family farm (00:04:56:00)  Hogue does not want to speak ill of the service and the instructors because they were only doing their job, but that did not make the experience any less difficult (00:05:11:00) The rest of the men Hogue trained with were split about fifty/fifty between draftees and enlistees (00:05:47:00)  At the time, there was a lot of money for people joining the service; for example, the standard enlistment was four years but someone could sign up for a six year enlistment and receive ten thousand dollars (00:05:59:00)  Upwards of seventy-five percent of the soldiers in training did not want to be there and they did everything they could to get out; Hogue had never heard of some many conscientious objectors in his life (00:06:23:00)  There were people who did not believe in carrying guns or fighting and they came out of the woodwork (00:06:35:00)  Around sixty percent of the people who started training with Hogue actually finished (00:06:59:00) The training was rigorous, strenuous, and Hogue would dare say it was one of the most difficult things he had ever been through (00:07:10:00)  The soldiers knew they were lined up to go to Vietnam and if they did not know how to fire a weapon or how to use their senses, then they were not going to survive (00:07:15:00)  Hogue knew some of the soldiers were from the city and they did not even try to complete the training; instead most ended up simply using drugs (00:07:30:00)  Hogue never used marijuana and he never had any use for the drugs because he was there every day to make sure that he was going to be able to come home (00:07:46:00) The drill instructors were lifers in the military and they had served in Vietnam already (00:08:02:00) �   Although they were only doing their job, the instructors were still hard people to understand or deal with (00:08:12:00)  The instructors knew they had a job to do and some of them got their jollies out of bossing the other people around, making it seem like they were in charge; although they were in charge, the instructors sometimes did go overboard (00:08:22:00)  The instructors tended to pick on the soldiers who put up the most fight and they knew how to buffalo the soldiers in an effort to get under their skin (00:08:46:00) After completing basic training, the Army sent Hogue to Fort Polk, Louisiana for another eight weeks (00:09:12:00) o The experience at Fort Polk was totally different from the experience Hogue had at Fort Campbell, although training was still rigorous and difficult; instead of carrying fifty pound backpacks, the soldiers had to carry one hundred pound backpacks (00:09:22:00)  It was more of a setting that the soldiers knew their next stop was going to be in Vietnam and in fighting (00:09:33:00) o During the training, the soldiers had to go into the Louisiana swamps, where the instructors had set up silhouettes to simulate what the soldiers would be experiencing once they got into Vietnam (00:10:22:00)  Hogue remembers between six and eight different courses set up for training and although the instructors did everything they could to protect the soldiers, at a certain point, it was expected that a soldier’s senses would click on and make him ready (00:10:46:00) o While he was in Fort Polk, all the instructors told Hogue to watch the children and civilians because they would be the worst enemy, more so than the people Hogue was actually fighting and ultimately, the advice rang true (00:11:06:00)  The children were trained starting at five or six years old to know how to kill Americans; they would have their hands out and simultaneously try to stab the soldiers in the back (00:11:25:00) o Hogue knew that if he did not survive the training at Fort Polk, then he would not be coming home, although Hogue feels his prior experience with firearms greatly helped prepare him for the task of killing the enemy (00:11:49:00)  The training in Louisiana prepared the soldiers as much as possible for the task of fighting the enemy (00:12:20:00) o All the instructors at Fort Polk had been in Vietnam as part of the infantry, they had all been leaders in the infantry, and they all had a large period of experience, which Hogue estimates around ten and twenty years for all of them (00:12:27:00)  The instructors were good at their job but were hard and the soldiers had to decided whether or not they were going to listen to the instructor’s lessons or risk being on their bad list, something Hogue did not desire to be on (00:12:41:00) After completing the eight weeks of training at Fort Polk, Hogue was not allowed to go home (00:13:06:00) �o There was a ceremony marking the completion of the eight weeks and within seven days, he was out of the country, although he does remember his parents coming down to see him (00:13:10:00) Deployment (00:13:37:00)  From Louisiana, the soldiers went to Fort Lewis, Washington, where they boarded airplanes, with around one hundred soldiers to a plane, and from Fort Lewis, the soldiers flew directly to Vietnam (00:13:37:00) o Hogue’s first impression of Vietnam was that it bore some similarities to Fort Polk, in the sense that it was extremely hot and dry (00:14:21:00)  As a nineteen year old who did not fully understand the politics of why he needed to be in Vietnam, Hogue simply followed whatever directions he was given (00:14:34:00)  Although he had been trained in infantry, Hogue had an MOS (Military Occupational Specialty) for mortars and long-range shooting (00:14:51:00) o However, although he had a mortarman MOS, Hogue almost right away became a platoon leader; while as a platoon leader, Hogue walked both point at the front of column and drag, at the rear of a column (00:15:14:00) o He remembers seeing soldiers wounded by claymore mines, which forced a constant shuffling of soldiers in and out of the platoon because the Army tired to keep each platoon’s compliment around fifteen soldiers (00:15:33:00) o For those first six months in Vietnam, Hogue went with out a bath or a shower (00:15:54:00)  When the soldiers first arrived in Da Nang, they were all brought into a large room and their individual assignments were pointed out on a map; the Army had between six and eight different locations to divide the newly arrived soldiers amongst (00:16:07:00) o Hogue ended up shipping directly into the field to join his unit, 434th Infantry Regiment, Americal Division (00:16:22:00)  From Da Nang, Hogue traveled to the Vietnamese settlement of Chu Lai and the surrounding area, which was where the 434th was positioned (00:16:37:00) o While the soldiers were in the field, their commanders would periodically call and tell them to move a certain distance or to a certain location; the soldiers would be scared whenever they received these calls because they did not know what exactly was going on (00:16:57:00)  Whenever a soldier would use drugs, the smell would get into the air and Hogue had a hard time with the soldiers using it; at one point, Hogue even caught his commander smoking (00:17:11:00) o The commander was supposed to be their leader but he justified his smoke as it did not hurt anyone and it was merely a stress reliever (00:17:33:00) o The soldiers who smoked marijuana tended to do so whenever the unit was encamped at a location for the night (00:17:42:00)  When the soldiers had encamped at a location, they would go out for a couple of hours then return to the main camp and they repeated this process several times during any given night (00:17:45:00) o There would be bombs flying overhead and the soldiers would dig foxholes for protection and the defend themselves from any attack (00:17:54:00) �       o Whenever Hogue dug a foxhole, he knew never to dig one only as deep as his hands would go; he wanted one that was six to eight feet deep (00:18:01:00) There was a large firebase a Chu Lai that acted as the command center for the regiment and from there, Hogue and his men were assigned patrols or to smaller bases in the region (00:18:22:00) o During Hogue’s first patrol, the soldiers were expected to do some scouting in the area and it was an experience to see the culture and the different kinds of people the soldiers would have to deal with (00:18:38:00)  It was probably one of the scariest times of Hogue’s life because he did not know what was going on or what exactly the soldiers were supposed to be doing; they were supposed to listen to their sergeant or platoon leader but the soldiers did not know whether to trust them or not (00:19:00:00)  When somebody was smoking drugs or doing this and that, their minds were not always there and ready for action (00:19:15:00)  In Hogue’s opinion, a lot of the people who died in Vietnam died as a result of stupidity and doing dumb things (00:19:47:00) When he first joined his platoon, no one made an effort to show Hogue what to do; he was told they were to going on a patrol and to get in line and he had to do it (00:20:05:00) o They expected Hogue and the other newly-arrived soldiers to watch the more experienced soldiers and imitate whatever they happened to do; the newly-arrived soldiers caught on pretty quick because if they did not, then they going home on their backs (00:20:18:00) o A lot of people did not want to do the right tasks while in the field and they were either sent home or killed; however, Hogue was determined to get an honorable discharge, so he stuck it out (00:20:37:00) The first time he came under fire, Hogue was in a Vietnamese village and the first time the enemy started shooting, there were kids everywhere (00:20:53:00) o The Viet Cong came out of a house and began firing while everyone else took cover (00:21:04:00) o The entire experience was horrible all the way around and Hogue remembers two or three of the soldiers in his platoon were killed in that first fight (00:21:14:00) Often, the soldiers would be in the field somewhere and the enemy would be coming out of the trees and everywhere else to attack the soldiers (00:21:40:00) o From what Hogue saw, the enemy soldiers were mostly kids and younger people, meaning they were skinny and able to move around easily (00:21:48:00) During his entire year-long tour in Vietnam, Hogue had thirty-three conformed kills to his name and although he is not proud of them, he did so to defend himself (00:22:05:00) While in Vietnam, Hogue was armed with a machine gun and he ended up purchasing another gun while he was over there; the soldiers could buy anything they wanted to so long as they had the money (00:22:25:00) o The Army issued Hogue an M-16 but he purchased a .22 pistol because it was something he was familiar with; although the .22 was a light-weight weapon, it was good enough to do the job at close range (00:22:41:00) Most of the fighting occurred at close range; Hogue estimates that there were no more than thirty feet dividing the fighters (00:23:01:00) �       o Nevertheless, it was terrible to see people die; they might see a soldier who needed help but there was nothing the other soldiers could do and although help might eventually arrive, it would be six hours later (00:23:12:00) o The length of the fights Hogue was involved in tended to vary; some were quick and some would drag on for days (00:23:33:00)  During the longer battles, the unit was told to move a certain distance and the enemy would fight them the entire way; once the unit had covered the distance, then they were expected to turn and out-smart the enemy (00:23:50:00) One of the soldiers in the platoon had lived off the land before joining the military and was a self-professed “mountain man”; between he and Hogue, they felt that they could conquer the world (00:24:05:00) It was a terrible war and although a lot of people died, Hogue does not believe it was senseless; it was just a series of small, depressed villages full of people trying to merely survive (00:24:42:00) o People worked in the rice paddies but Hogue remembers not being able to differentiate between the people who were allied with the Americans and people who were the enemy (00:25:05:00) Hogue’s platoon did not have any South Vietnamese soldiers or interpreters in it; they were strictly an American unit (00:25:32:00) As far as Hogue could tell, the majority of the enemy combatants were the local Viet Cong; the soldiers did have some encounters with North Vietnamese regulars but not much (00:25:44:00) o It was mostly villagers fighting against the Americans; on occasion, the soldiers would believe they had secured an area but when they would travel through a couple of days later, villagers would be fighting again (00:25:58:00) Hogue’s platoon went through the usually rounds of replacement and as far as he can remember, the platoon leader and sergeants stayed with the platoon until they were either injured or something else happened (00:26:22:00) o Hogue tended to stay near the platoon leader and so long as he stayed off the drugs at night, he was a pretty good leader; the platoon leader knew what he was doing and the different stuff (00:26:49:00) During some operations, the platoon would be dropped off at a location around fifty miles away from the primary base (00:27:33:00) o At one point, Hogue went six months without see the inside of the main base and during that time, he never had a shower or anything (00:27:44:00) Whenever the platoon stopped for the night, they would set up a perimeter with guards in the four different areas to watch for the enemy and the guards would work in two-hour shifts (00:27:59:00) o Although they tried to keep the platoon around fifteen soldiers, Hogue recalls a time when there were only six soldiers in the platoon due to the number of casualties (00:28:12:00)  New soldiers would come in from the United States and sometimes they listened to the older soldiers and sometimes they did not listen (00:28:26:00) �    When the platoon had only six members, the soldiers returned to the base but only for a day or so before going back out into the field (00:28:43:00) o When the soldiers stopped at night, they came under enemy fire and on some occasions, the soldier on guard duty had either fallen asleep or did not hear the enemy, which made the attack more effective (00:29:04:00) o The other soldiers would sleep under tents, although sometimes it was nice enough that they did not need the tents; on the other, there were times it rained constantly and Hogue remembers many times being soaking wet for several days, often a week, because of the rain (00:29:16:00) o Although it was dangerous to smoke at night because the enemy would be able to see the glow, soldiers did it anyway; they would put their hand over the glow and cup it, but they forgot about the smell (00:29:33:00)  They could tell the soldiers not to do something but if they were going to do it, then they were going to do it (00:29:47:00) When the platoon was on the extended patrols, the Army would have to helicopter supplies in for the soldiers (00:30:30:00) o The re-supplies took placed during the day and they often contained packages of the soldiers’ mail, although it still took anywhere from two weeks to a month for a soldier to get a letter (00:30:38:00) o The food was all K-rations, meaning everything was dry and they had to cook it with water they gathered from a stream (00:30:47:00) o Those six months in the field were an experience and by the end of them, the soldiers were very experienced in fending for themselves (00:31:06:00) During the patrols, the area the soldiers operated in was a mixture of jungles, rice paddies, and hill country; the soldiers went wherever they needed to go to fund the enemy (00:31:28:00) o Hogue remembers one firefight in the jungle when although it was raining, the temperature still made it a hot, sweaty day, akin to the weather in Florida; at some point, people started shooting and it caused a total mess, with the platoon lose two or three soldiers (00:31:35:00) o The enemy would come from all directions when attacking the soldiers and on some occasions, the soldiers were killed by enemy mines (00:32:11:00)  The children tended to be the ones responsible for setting the mines; the soldiers would see children in the field and believe they were good but in reality, they tended to be the soldiers’ worst enemy (00:32:24:00) o On the other hand, when the soldiers would set up a perimeter for the night, they would use claymore mines and booby-traps as part of the defense (00:32:47:00)  Sometimes, it was just a terrible thing to see what could happen because of the mines (00:33:03:00) One time, Hogue’s platoon got called back to the main base; the commanders felt they had the enemy in a good position, so they called the units in the field back and began attacking with mortars (00:33:18:00) o Hogue remembers there being a large number of mortars going of for hours on end; the mortarmen had different grids where they would shot and the next day, the soldiers would hear reports that people had been killed at a specific location on the grid (00:33:32:00) �      The commanders would then send a patrol out to see how many people had been killed (00:34:00:00)  The mortars used had a range of twenty to thirty miles and the mortarmen needed to receive special training to use them (00:34:06:00) When Hogue’s platoon went into the field, it tended to be the platoon by itself and they would have smaller mortars with them (00:34:38:00) o Hogue had both his .22 pistol and M-16 rifle but he tended to do more shooting with the .22 because he felt more secure with it (00:34:45:00) For the entire year he was in Vietnam, Hogue did not receive any R&R; he was in the field for ten and a half months before being pulled back because he had received the designation of a “short timer”, meaning he had less than forty-five days until his tour ended (00:35:10:00) o Hogue was scheduled to come in and the helicopter was waiting when a fight broke out and Hogue was left behind in the field (00:35:31:00) o Another twenty days passed before they came around again to pick Hogue up; by that point, Hogue only had twenty days left in Vietnam and he was pretty scared (00:35:49:00) o The theme of a soldiers staying with the unit until he got hurt or finished his tour was commonplace in Hogue’s unit (00:36:11:00)  From what Hogue could tell, R&R consisted of a soldier receiving a twenty-four or forty-eight hour pass and being able to do what he wanted, so long as he stayed on base (00:36:15:00) o Hogue’s platoon was either in the field for six months straight or they would return to the base, spend a day or two, at the most three, in the base before returning to the field (00:36:49:00) The year-long service was hard but it helped open Hogue’s mind to the experiences of death, survival, and anything else related to combat (00:36:55:00) On the occasions when Hogue was on the larger bases, such as the base at Chu Lai, there were Vietnamese civilians working on the base, although in his opinion, they were attempting to do a lot of underhanded things (00:37:15:00) o The Vietnamese civilians were doing dishes or cleaning the soldiers’ hooches where they slept (00:37:38:00) o There was a lot of stealing going on; the soldiers would set down their money to take a shower and the money would be gone (00:37:58:00) o By that time, Hogue just simply had a hard time trusting the Vietnamese, feelings which had lingered to this day (00:38:09:00) o Overall, Hogue did not have positive interactions with the South Vietnamese because he saw all different underhanded things they did (00:39:14:00)  He did not understand why they allowed a Vietnamese onto an American base when they were fighting the enemy, who were often the relatives of the people working on the base (00:39:22:00) With around twenty-five days left on his tour, Hogue came in from the field and returned to the rear area, where he worked as a CQ runner and did any other tasks that his commanders had for him (00:40:11:00) o Around fifteen days to go, the Army placed Hogue in a room and tried to get him to re-up his enlistment with an offer of ten thousand dollars (00:40:22:00) �   They kept pressuring Hogue to re-enlist but Hogue eventually said that he did not want to stay in the service; he was tired of fighting but he would stay in if he could be an MP (00:40:40:00) o Hogue eventually traveled to Fort Benning, Georgia, where he continued to work as a CQ runner for a general; for two months, Hogue acted as the general’s quasimaid, including picking up the general’s dog’s droppings (00:41:11:00) Hogue finally got out of the service the week after Thanksgiving, 1971 (00:41:59:00) Hogue got back from Vietnam in August 1971 and he and his wife married in September, after which they went to Fort Benning so Hogue could finish his enlistment (00:42:23:00) o While Hogue was in Vietnam, he received a letter from his fiancé about once a month (00:42:42:00) Post-Military Service / Reflections (00:43:02:00)  After getting out of the service, Hogue went back to Michigan and began working for the same company he had worked with before being drafted (00:43:02:00) o The company soon transferred Hogue to work in Grand Rapids, Michigan, which he did until 1973; however, a recession hit the United States and Hogue ended up losing his job (00:43:18:00) o Eventually, Hogue overheard that the school district in Byron Center, Michigan was hiring while he had been shopping, so he got a job working as a janitor for the school district in October 1973 and still has the job (00:44:04:00)  Overall, the experience in the military was good for Hogue; however, like he told his own son, if someone wanted to go into the service, then chose an occupation that the person would like (00:44:29:00) o Hogue believes that the only reasons he survived his service was because he had some experience with weapons and through the sheer will of God (00:44:43:00) o Hogue rolled the dice when he enlisted and although they worked out well for him, it was still a difficult experience; it was hard trying to get through the experience (00:44:57:00)  The Army was great and the instructors were great but sometimes, they would go overboard with authority; the instructors knew how to get into people’s minds and mess with them (00:45:15:00)  When he returned home, Hogue did tell people that he had served in Vietnam and the most common reaction was that “Hogue was smarter than that” and he should have tried to get out of serving (00:45:45:00) o Hogue remembers people point out that their son or someone else son did not have to go and Hogue remembers he being one of the few, if not the only, man from Salem, Ohio who served during the war (00:45:54:00)  All of Hogue’s friends either got girls pregnant or did something else in order to get out of serving (00:46:12:00) o Hogue remembers taking his physical in Detroit and while others tried to get out of serving, Hogue did not because he felt it was dishonest to do so (00:46:36:00) o The anti-war protest also had a tremendous impact on Hogue; the protestors considered Hogue a killer and when he only said he was defending the country, they somehow managed to get a hold of his service record (00:47:03:00) �  Hogue still remembers that they made signs calling him a “baby killer” or a “child killer”; while Hogue admits that is true, he did so to defend himself and his fellow soldiers (00:47:14:00)  While he was in the service, it was not about being a higher rank, it was about surviving; Hogue cannot remember anyone that enlisted with him signing up for more time (00:47:30:00) o Hogue’s parents did not fully understand what he had gone through, so he took them to see a movie about the war (00:48:19:00) Hogue did not have much understand of why he was in Vietnam to begin with; the commanders tried to explain the situation as best they could but even today, forty years later, Hogue still has a hard time understanding why (00:48:50:00) o The older Hogue got, the prouder he was that he served his country; while he is not proud of the people he killed or specific episodes that occurred, it is what he had been trained to do (00:49:55:00)  Hogue recalls walking during a patrol one time and the situation did not feel right; he stopped and had he not, his entire platoon probably would have died (00:50:28:00)  The enemy had set out a string of claymore mines in an ambush and the mines would have decimated the platoon (00:50:38:00)  Had Hogue gone another step further, he would have blown up everybody (00:51:01:00)  The common saying is that a person has five senses but in Vietnam, a person needed twelve senses because they did not often know who to trust or what to do (00:51:12:00)  Hogue recalls many a night during the six months he was in the field sleeping under the stars (00:51:21:00) o While people say that just the Vietnam War was senseless, Hogue believes that any wars is senseless (00:51:52:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hogue, Robert (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Hogue, Robert Description An account of the resource Robert Hogue was born on October 12th, 1950 in Salem, Ohio. After graduating from high school, Hogue moved to Michigan to work of the Goodyear Tire Company because there were no jobs in the Salem area. In 1969, Hogue received his draft notice and after completing basic training at Fort Campbell, Kentucky and Advanced Individual Training at Fort Polk, Louisiana, Hogue deployed to Vietnam to serve with the Americal Division. He served as an infantryman in a rifle platoon and spent most of his tour in the jungle engaged in patrols and small unit actions. Following a yearlong tour in Vietnam, Hogue returned to the United States in August 1971 and received his discharge. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings 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 2011-03-15 Identifier An unambiguous reference to the resource within a given context HogueR 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/ff2aeb24ce3caee901c8dbe362fa3dfe.jpg 917fb5d8871ecca58f6db917187d5306 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 HoitengaDewey_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoitenga, Dewey Description An account of the resource Dewey Hoitenga, Philosophy Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/e5876f430ab931c7dd1549395835f509.jpg 578b6660879090fb48d6bd07da91791c 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 HoitengaDewey_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hoitenga, Dewey Description An account of the resource Dewey Hoitenga, Philosophy Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/b85fb2ee9a644a72606d52ac4188583a.jpg 374f6391624c14fc071f3f52f4abd6d9 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_X347 Title A name given to the resource HOK helicopter observation Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HOK, US helicopter observation, September 1, 1953. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953 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/71f5b60d70673a09dbede19ead918b42.mp4 87c7beb1afa3b92be3dc8df0bdcfcd3e https://digitalcollections.library.gvsu.edu/files/original/4ec3ce5a7399af1d8f98be0ee376aef1.pdf c26cbf6ecb0d4926a633784494254574 PDF Text Text ORAL HISTORY INTERVIEW JOAN HOLDERNESS Women in Baseball Born: Kenosha, Wisconsin, March 17, 1933 Resides: Interviewed by: Frank Boring, GVSU Veterans History Project, August10, 2010, Detroit, MI at the All American Girls Professional Baseball League reunion. Transcribed by: Joan Raymer, February 6, 2011 Interviewer: “What is your full name and where and when were you born?” I was born on March 17th, 1933 in Kenosha, Wisconsin. Interviewer: “And your full name?” Joan Holderness Interviewer: “What was your early childhood like?” I can recall that my dad played a lot of ball and my grandfathers both played and they used to go out to the lake when I was a little tot, so I played ball all the time. I had a bat and a ball and they had those flat gloves and I can remember doing that as a little kid. The first time I heard about the league was when my mother took me to a ball game of the Kenosha Comets with a friend of hers, and man, I just loved that. 43:11 Interviewer: “About how old were you when you saw them?” I was probably in the fifth or sixth grade. From then on I wanted to be one of them, but my mother was very strict and I didn’t go to any more ball games until I got into junior high and I use to go down and watch them practicing. We could sit in the left field free as fans, so I got to meet several of the ball players and they would play catch with or me. 44:05 In 1947 I was fourteen years old and they asked me if I wanted to be their batgirl. They didn’t have batgirls, so I got a uniform and I was a batgirl, and of course, I was with them in town I’d see them. 1 �Interviewer: “So, you were going to school and then during the summer is when you would be a batgirl?” Yes Interviewer: “Did they pay you?” No Interviewer: “But you got a uniform?” Yeah, in 1948 they started a farm system for the league and they played in Chicago and my dad agreed that he would drive me down there once a week to play. They had four teams, so I got to play. 45:14 I played shortstop and I really loved that, but we had to drive all the way to Chicago and there were no Interstates or anything, but you would get there and get into the game right away. I enjoyed that for the whole year in 1948. In 1949 they invited me to go to spring training in Indiana, so I went to spring training and I ended up getting a contract and my dad signed my contract. 46:01 Interviewer: “Because you were underage.” Oh, yeah Interviewer: “How old were you?” In 1949 I was sixteen, but my mother wouldn’t let me travel. Half of that year I couldn’t—I could go to Racine, and I think that’s the only place she would let me go, so how are you going to get on a team when you can’t go on the road, so it was tough for me to get on the team and on a position. They liked me and they were very nice with me. Anyway, in 1950 I played quite a bit. They use to put me as a pinch hitter a lot and I played right field once in a while, but they had established some players that wouldn’t give up their spots, so it was tough. 47:08 About in July of 1950 Grand Rapids needed a 2 �player in right field and I guess—Johnny Rawlings was the coach and he had watched me when I was practicing with them and I had a good arm and so they wanted me to go to Grand Rapids. Well, Grand Rapids was in town playing at Kenosha and when they were leaving Kenosha they went to Racine, so they brought me up to Racine with my mother and my mother was sitting and talking with the chaperone. Then they brought a girl down that I was going to room with and they met her mother and so my mother finally let me go. 48:11 Then I got to play all the time, but every night in right field, so I really loved playing for them. I really enjoyed playing with the Chicks. And that was a lot of nice girls. Interviewer: “What was your—now you’re living in a house or something during the season? You’re not living at home anymore right, for the Grand Rapids Chicks? Where did you live when you were playing for Grand Rapids where were you living?” We were first in a home with a family and we just had a room. We couldn’t cook there or anything. We could wash clothes, but we couldn’t cook or anything, so it was just a place we could sleep. 49:08 We had twin beds and it was a nice place, and nice people. Interviewer: “Was that your first time living away from home?” Oh yeah Interviewer: “By that time you were maybe seventeen or eighteen?” That was in 1950, so I was seventeen. We ended up getting an apartment and that was nice because we could cook and everything and it didn’t cost so much. I couldn’t go to a lot of restaurants because I wasn’t old—if they had any booze they wouldn’t let you in and they always had the best cooks. 3 �Interviewer: “How were you as a hitter?” How was I? I don’t remember striking out, but I think they got a couple places where I struck out, but I don’t remember striking out. 50:17 I wasn’t a three hundred hitter or anything, but I was good at meeting the ball. Interviewer: “How about strawberries? Did you slide into bases at all?” Not real good. Too many legs you know, but I did all right, I didn’t like sliding. Interviewer: “Did you think, at that time, that you were going to continue playing baseball as a professional? You were sixteen, seventeen, years old, were you thinking about playing?” 51:15 I played 1951, but I felt like the league was kind of busting up. Kenosha let their team travel all the time and a couple tournaments they were going to different teams and Grand Rapids was losing their fans. They just—they had other things to do then. They had gasoline and they could go where they wanted to go, but we had some nice crowds for a while, especially in Grand Rapids. Rockford was a nice place and Fort Wayne had good fans. 52:11 Interviewer: “What were your plans in terms of—were you going to go to college or did you think going into the work world or were you going to get married? What were you thinking about?” Well, I was planning on going to school, but I never did. When I went back home I had to go back into school and some teachers didn’t like that I left early to go to spring training and when I came back they wouldn’t let me make up my studies, so I had problems with them. I ended up—I didn’t graduate when I was supposed to graduate, so I was disgusted with that, so I ended up going back and getting a job with the 4 �government. 53:06 Then I didn’t want to go back to play ball anymore. It was hard to get a job with the government and I worked at Great Lakes. Interviewer: “Did you make the decision not to play anymore?” Yeah, they called me the next year, but I decided not to play. I couldn’t because I didn’t want to leave that job and my dad had signed for me to get a car, so I had to pay for the car, so I couldn’t quit the job. Interviewer: “Did you miss it?” Well yeah, I did miss it and the first couple years I really did, but after that-Interviewer: “How did you find out that the league had folded? Do you remember how you found out?” 54:07 Well, the last year I played a lot of the teams were busting down you know. They were running out of money and they were losing money and they just quit. The girls had to go to other teams and it was just traveling, traveling. Buses bothered me; I got tired of bus rides. I didn’t ride a bus for a long time, many years, I was sick of them. Interviewer: “After you quit the league, did you ever talk to people after that, years later did you ever talk about the fact that you played professional baseball?” Not really, we didn’t discuss it. No, sometimes I would see the girl that I was living with. She got married and she would have a child, every year she would have a child. 55:14 I would see her and I was bowling quite a bit and I would meet several of the girls that were ball players and were bowling, so I got to see some of them, but I really didn’t—I loved playing baseball, and I’ve been a Cubs fan all my life. I just—it was done you know. 5 �Interviewer: “Now, you’re at a reunion after many, many years, what prompted you to come to a reunion?” Oh, to see people. I went to the first one in Chicago and to see everybody again was really great and we had a lot of fun. 56:10 We got to play golf and whatever, so it was fun Interviewer: “What was your reaction to getting into the Baseball Hall of Fame?” Oh, I thought it was great that they accepted our league. At the time I was a computer worker with the government and I built a database for the league and I helped Cooperstown to get all the names up, and that was nice to find everybody. Interviewer: “Did you go to the Hall of Fame?” Oh yeah, I’ve been there two or three times. Interviewer: “Did you go there when they actually had the opening ceremony?” Yeah Interviewer: “What was that like?” 57:04 That was super and when they opened that curtain, oh, we were all excited and I took a lot of movies of that. Interviewer: “Did you see the movie, A League of Their Own?” Did I see it? Oh yeah, I’ve seen it a lot of times. Interviewer: “What did you think of that?” I thought she did a great job. There was a lot of Hollywood stuff in there, but I thought she did a wonderful job, and everybody I talk to about it today, people say they have seen that movie so many times, not the players or fans, just people. Interviewer: “I’ve seen it maybe five or six times myself.” 6 �It’s on TV quite a bit, so they really enjoy that movie. Interviewer: “Do you think the movie, the movie itself when it came out, did that get you thinking more about your time in baseball or were you already thinking about the baseball anyway?” 58:14 At the time it came out I was president of the association, so I was pretty excited for everybody and I think Penny did a wonderful job. I met her in Chicago and I met a couple of the stars, Rosie and Madonna, they were there, so I got them, but I thought Penny did a wonderful job with it. She had a couple of our girls there helping her. Interviewer: “Were you at all surprised at the big—this huge outpouring of affection for your league that didn’t really happen before that, right? Before the movie?” 59:13 They didn’t know about us, they just—of course the girls were from all around us, east and west, but the league itself played right in the Midwest. People just didn’t know about us, they just didn’t know about our league. Interviewer: “Were you surprised at this? It’s big, and you probably didn’t think it was going to be this big when you were playing ball. Were you surprised at how big it’s become?” I think I am, yeah, I think it’s wonderful, especially for kids, they just think it’s wonderful and they wish they could play. It’s surprising they are so happy. Interviewer: “Do you think that the fact that you played, that the league played, had an affect on young people, on young girls? Do you think there was an inspiration from what you did?” 7 �Perhaps, yeah and they realize that women can play in sports and I think that helped a lot of people. Tennis was wonderful for women and they just went for everything, soccer, it’s great, and a lot of ball players are out there, I just don’t see them that much. I don’t see them anymore, but I know there’s a lot of them playing ball. :55 Interviewer: “Were there any particular games or events that happened during your playing that stand out? A home run or stealing a base?” No, I didn’t make it—I had a triple once and I got to third base and I couldn’t go any farther. I told John, “I guess I wasn’t breathing when I was running across there”, but he was motioning me to go home and I couldn’t make it. That was in Fort Wayne and that was funny, but he was mad that I didn’t go. Interviewer: “How did the manager treat you?” Every manager I had was very good. Johnny Gottselig from Chicago, he was a hockey player and I never thought about him as a baseball player, but he was nice. 2:00 Interviewer: “Did the managers treat you like a woman or did they treat you like a ball player?” Both I guess, yeah. John was wonderful, John Rawlings. I’d be in the field and he’d be standing—you know when you’re warming up prior to the game, and he would hit a fly ball and then he’s hit two ground balls to right field and he’d put his bat down near the ground and that’s what he wanted, for me to throw that ball right at that bat and man, I would make him move it because I had a good arm. He thought that was funny, the way I could hit—that I could throw that ball so well, but I could do anything for that guy, he was great. I really enjoyed playing for him. 3:03 8 �Interviewer: “Some of the other girls said that they knew how to play baseball from playing on their own or playing with neighbors and things like that, but the managers taught them specific things that professionals knew. Did that, did they teach you certain things that you didn’t know before, on how to play better?” Well, I think John did if we were in the infield or whatever, he would—don’t take steps and things like that or how to be in position to flip. My dad taught me a lot about throwing from the field, my hand close to my head. I had a good arm. 4:00 Interviewer: “Were you playing the standard baseball when you played, or was it the larger baseball?” It was overhand when I played, but it wasn’t down to a nine inch, which they ended up with I guess. I think we were around ten or nine and three quarters or something. It was a good fast ball and it was—I thought it was a good game because it was fast. Interviewer: “What did you think of the uniforms?” The uniforms didn’t bother me, but you know, it was kind of wide at the bottom and I’d cut mine down a little bit. I had long legs, but I didn’t flip them out you know, but they were ok, and they never bothered me. 5:12 Interviewer: “Looking back on that period of time, how do you feel about that period of your life?” Oh, it was great, I was making about ninety dollars a week and that’s more than my dad was making. When I think about when I went to a job with the government, I wasn’t making nothing, it was terrible, but I spent over thirty years with the government and by that time I got up a little bit. It was good money for a lot of the girls. A lot of them—a lot of my friends went to school and it was great. 5:58 9 �Interviewer: “Did you help support your family when you were playing?” Yeah, not that I wanted to, I was saving money so I could go to school and they needed money for taxes, so in a couple years I lost it, so anyway-Interviewer: “How do you like the reunions?” The reunions? Oh, they’re great, but we’ve lost so many girls now. Especially the last couple of years ooh. When I was the president you know, I think I had gotten over five hundred and seventy some players in the league, but we couldn’t find about a hundred and thirty people, so I don’t know where they’re down to now. 6:57 Boy, it was tough finding them. Interviewer: “We’ve had the same problem trying to find you to be able to get an interview with you, so I understand. It’s important that we get these, and I’m glad you sat down with me. I did a wonderful interview with Beans Risinger and a couple of weeks after that she went to Oklahoma and she passed away, but I got calls from Cookie, I got calls from others saying they were so happy I got that.” 7:34 She was a wonderful gal. Interviewer: “She was a wonderful gal.” She was a good pitcher too. Interviewer: “Yeah, and tall too.” She was taller than me, that’s for sure. Interviewer: “Were there very many tall girls like you? Because you’re big.” I’m about five ten, but I Beanie was over six foot. Another girl from Duluth was about six two or three. Barbara Rotvig, she died of Cancer when she was thirty-five years old 10 �and she was like a big sister to me. 8:11 I was the oldest in my family and I have two sisters and a brother, but she was my big sister. She was a great pitcher too. Interviewer: “When you first started in the league you were very, very young and you were mentioning the chaperone. Were you carefully watched because of your age?” Oh yeah, especially when I went to Grand Rapids. If you wanted to date anybody, she had to know and when you couldn’t go to these restaurants, you ate at the huddle house or something. 9:14 Interviewer: “You can’t go where they serve alcohol, right?” Yeah, it was terrible. We didn’t—the girl I was rooming with, she was only a year older than I was, so we had to be careful what we were doing. She had a car and she was from Chicago, so we had a good time. Interviewer: “Whenever I get together with you, because I was in Milwaukee, we were in Milwaukee doing interviews too, and you hear certain stories. What’s your story? What’s the one you tell?” 9:55 I don’t really have any stories. Interviewer: “Well, you hit a triple once you said.” I can remember when I was at Kenosha, John would put me in as a pinch hitter and I would get a hit and win the game and the fans went crazy you know and that was wonderful. Two or three times that one year, so I remember those times, but it was a lot of fun for me to play because I really enjoyed baseball. My brother didn’t like to play ball. 10:51 11 �Interviewer: “You played, you said, with your father, right? Did you just play catch or batting too?” With my father, sometimes he would take me out and he would throw and if we would go to the park he could hit a ton and I couldn’t find the ball you know. Yeah, he spent a lot of time with me hitting balls. My mother was a pretty good athlete too and they didn’t have a lot of organized leagues in Kenosha when I was a kid, but they did have about four teams for the city and I ended up being a pitcher for softball and my mother was in the backyard catching for me, but I don’t remember her going to the games. 11:53 My dad would go to the ball games when we were in town, and my grandfather, my dad’s father, he would come to the ball games if I was there. It was nice, but when you’re out there you’re worried about if you’re going to throw the ball away or something in front of them and I would worry about that. You know a lot of my friends were there and it was embarrassing if you did something wrong, but I really enjoyed playing ball. 12:39 Interviewer: “Thank you very much.” Well, thank you. 12 �13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource All-American Girls Professional Baseball League Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The All-American Girls Professional Baseball League was started by Philip Wrigley, owner of the Chicago Cubs, during World War II to fill the void left by the departure of most of the best male baseball players for military service. Players were recruited from across the country, and the league was successful enough to be able to continue on after the war. The league had teams based in Wisconsin, Illinois, Indiana and Michigan, and operated between 1943 and 1954. The 1954 season ended with only the Fort Wayne, South Bend, Grand Rapids, Kalamazoo, and Rockford teams remaining. The League gave over 600 women athletes the opportunity to play professional baseball. Many of the players went on to successful careers, and the league itself provided an important precedent for later efforts to promote women's sports. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-58)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Sports for women World War, 1939-1945--Personal narratives, American All-American Girls Professional Baseball League--Personal narratives Oral history Baseball players--Minnesota Baseball players--Indiana Baseball players--Wisconsin Baseball players--Michigan Baseball players--Illinois Baseball for women--United States Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Identifier An unambiguous reference to the resource within a given context RHC-58 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2017-10-02 Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-58_JHolderness0369BB Title A name given to the resource Holderness, Joan (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Holderness, Joan Description An account of the resource Joan Holderness was born in Kenosha, Wisconsin, in 1933. She learned to play baseball from her father, and after the Kenosha Comets came to town, she started going to their games and became their bat girl, and was recruited to join the team as an outfielder in 1949, even though her mother would not let her travel farther than Racine for road games. The next year, she got to play full time, and was traded to Grand Rapids. She left the league after the 1950 season and took a regular job at the Great Lakes naval base in Illinois. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings All-American Girls Professional Baseball League--Personal narratives Baseball for women--United States Baseball Sports for women World War, 1939-1945--Personal narratives, American Baseball players--Michigan Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-08-10 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-55)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/74aa1b82109ebe633f0bec93e490f0a0.jpg d89dd54ecffab6b54e0c4bc6be0f96b9 https://digitalcollections.library.gvsu.edu/files/original/83445040560ce6ecf829e21b9b9f7ce7.jpg f30d7460377edb67f9c9bad6836e6cd7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Heuchan_Hole-18 Date A point or period of time associated with an event in the lifecycle of the resource 1965-07-23 Title A name given to the resource Hole 18 Description An account of the resource A photo of a woman putting a golf ball towards Hole 18 of a course. Two other women and one man watch as she plays, but only the woman in the middle has a golf club. On the back is stamped “Don Heuchen Photographer PA. 5-3624” and then an address. Below that, there is a 45424 Jul 23 1965. Handwritten to the left, "Westshore G.C. St. L at Douglas golf joust." Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Outdoor recreation Golf Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7a0c2db7c99f88dc9d3f1a969d7000a5.jpg 5555ff10cc8819905e0972dd027ff7b4 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 Honors Institute for Young Scientists (HIFYS) Scrapbook Subject The topic of the resource Science--Study and teaching East Grand Rapids (Mich.) Grand Rapids (Mich.) University of Michigan Description An account of the resource The Honors Institute for Young Scientists provided a competitive scholarship to an advanced summer educational program in science and math for high school juniors and seniors in the Grand Rapids, Michigan area. It expanded to include approximately 12 states by 1962. In 1966, Grand Valley State College took over the program, changing its name to the Honors Institute for Young Scholars. The scrapbook includes articles and photographs of the Honors Institute for Young Scientists (HIFYS) in Grand Rapids. Creator An entity primarily responsible for making the resource Honors Institute for Young Scientists Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/465">Honors Institute for Young Scientists (RHC-38)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-28 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context RHC-38 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-1966 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="https://gvsu.lyrasistechnology.org/repositories/2/resources/465">Honors Institute for Young Scientists (HIFYS) scrapbook, RHC-38</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-38_HIFYS13 Title A name given to the resource Holiday for science Subject The topic of the resource Honors Institute for Young Scholars Honors Institute for Young Scientists East Grand Rapids (Mich.) Grand Rapids (Mich.) Grand Valley State College Science--Study and teaching University of Michigan Science Description An account of the resource Holiday for Science, Grand Rapids Press article, July 21, 1958. Creator An entity primarily responsible for making the resource Honors Institute for Young Scientists Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Date A point or period of time associated with an event in the lifecycle of the resource 1966 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image https://digitalcollections.library.gvsu.edu/files/original/a4632f7e3c5d10a4e51197fba46e05a2.jpg a84c241fe3c67f8eb8742d171447d6f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-LordB_Holiday-Meal Title A name given to the resource Holiday Meal Description An account of the resource Page from Bob Lord's family photograph album with four photographs. In the top left, a man takes a picture of the individual taking the picture. The top right picture is of two men and a woman getting food from the spread. The bottom left image shows two women and a man filling their plates. The bottom right image is of two boys getting food from a large pot. A woman directs them from behind. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Families Children Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b7d22fa595e80eac986512249167761f.mp4 941b4df7b60939020aa3faaa944ba388 https://digitalcollections.library.gvsu.edu/files/original/84236a5645f804f7ae4848fba521fa3c.pdf b4e1698232b600a95b3c5604cf40e1e8 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: World War II Interviewee name: William Holl Length of Interview: (00:14:25) Childhood and Pre-enlistment (00:00)      Born in Orange, NJ in 1927. Mother was a homemaker and father owned an ice company and worked at General Motors He had 3 brothers and sisters. (01:25) He had taken courses and had just graduated High School when he enlisted. He enlisted in the Navy at an early age because of his brother’s service in the Air Force. Training (02:59)   Remembers boot camp involving basic military procedures (03:20) He was part of the Naval training program for Naval Aviation Electronics. The program took a year, and took place in Gulfport, MS and Corpus Christi, TX. Active Duty (05:10)      He was stationed at Banana River, FL after training, where they practiced blind landings for carrier aircraft on the beach. (06:26) They would be on the beach controlling the aircraft by electronics. He made a number of friends while he was in the service. (07:55) When he was off duty, he would surf in the Atlantic Ocean. (08:35) He was stationed in Corpus Christi, TX when the war ended. Post-Service (10:20)  He attended college after the war to become an engineer. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Holl, William H. (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Holl, William H. Description An account of the resource William Holl was born in Orange, New Jersey in 1927 and served in the Navy during World War II. He worked in Naval Aviation Electronics for the war, and served in the United States for the duration of the war. He did a number of tasks, primarily involving electronics. He attended college after the war. Contributor An entity responsible for making contributions to the resource Babcock, Nicholas (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-06-01 Identifier An unambiguous reference to the resource within a given context HollW 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/c6b2ad1f7807c21fc6cb3235d8b9b9b8.jpg f6f12b308db9f2959ebd97ce48ef9f7c 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_A003-0930 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1960-02 Title A name given to the resource Holland High School Senior Play Description An account of the resource Black and white photograph of a theater scene from Holland High School's senior play in February 1960. In the scene, a man is kneeling down next to a woman holding a traditional folding fan and they are both dressed in formal attire. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource School plays Holland (Mich.) 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