399 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c63f42632e652bceec8db5c8d8095b7f.jpg 0117c7b0a4369e43b4b44de9dccc7a5d 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_X344 Title A name given to the resource HRS helicopter transport Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HRS, US helicopter transport, April 1, 1952. 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 1952 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/2330d46a1cafcdf718d13b66ac98e8a9.jpg 0d224c8234d00aa3c08a280ba55a007f 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_X475 Title A name given to the resource HRS transport helicopter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HRS, US transport helicopter, September 1, 1952. 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 1952 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/c9addca22ebdc88f3a06f624baef04bf.jpg 3b98e24d35a109db21e76e67971d5ae4 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_X384 Title A name given to the resource HRS-2 helicopter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HRS-2 US helicopter, March 1, 1954. 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 1954 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/cd50f3b48c226cc4da3abc5524a5b15b.jpg d094efc96e637294aaf77df767bbb75b 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_X237 Title A name given to the resource HSL A/S helicopter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HSL A/S US helicopter, April 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/cf1fd3f758751e7e0affdc5c7c835178.jpg d6c91cd5477e223b8f1a23a3f95ecc6c 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_X367 Title A name given to the resource HSL helicopter A/S search Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HSL helicopter A/S US search, 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/587e2a8456476ee51daa83998df39df5.jpg d151c6a4aede06f81a230dce6d58edc1 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_X348 Title A name given to the resource HTK helicopter training Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HTK helicopter training, 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/44e924b4457416ad3c21d510eaf34a88.jpg 38c5077142e8e90a57dcf5a61b66eec5 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_X588 Title A name given to the resource HTL-2 helicopter trainer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HTL-2, US helicopter trainer, April 1, 1952. Subject The topic of the resource United States. Navy Military education 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 1952 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/1ea352bd89a899cf01c3f5ab7873a161.jpg cffef59a8b372e4fae2bd76cd997c827 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 HubbardPaul_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hubbard, Paul Description An account of the resource Paul Hubbard, Board of Trustees 1989-1996 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/027167293c62f32601877c6e72c58051.jpg 241770243d5deb734b555555874fe334 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 HubbardPaul_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hubbard, Paul Description An account of the resource Paul Hubbard, Board of Trustees 1989-1996 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/5643dacf97605b20dbf7da5c1e4b748c.jpg f22e793e0b0ed4e0e94cd47a5442376a 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 HubbardPaul_Photo3 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hubbard, Paul Description An account of the resource Paul Hubbard, Board of Trustees 1989-1996 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/2492bb380411c7367d45cde80fd4c6c2.mp4 815f5401c92cb289414b7c74f5ec4ef2 https://digitalcollections.library.gvsu.edu/files/original/9c250a9d44c970ab12697958944a2b7f.pdf 8aa765b134644954807a83f4df1a7192 PDF Text Text ORAL HISTORY INTERVIEW GABE HUDSON Born: April 3, 1942 St. Joseph County, Michigan Resides: Grand Rapids, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, March 27, 2012 Interviewer: Gabe, can we start by you giving us a little bit of background on yourself? Where and when were you born? I was born down in St. Joseph County, down in a little town called Sturgis, in 1942, April 3rd 1942. Interviewer: What was your family doing at that time? Well, my father was working in the war machine for Kirsch drapery hardware, and they were making war parts, airplane parts and the like, and he was a tool and die maker. My mother was a homemaker—I had six brothers, no, one brother and four sisters, so there were six of us. When I was six we moved to a farm in Michigan, and we were there until I was fifteen. Great, great, growing up on a farm, and I wish everybody had the opportunities I had when I was growing up because we had eighty-three acres that was ours, and then we had the run of several sections, my brother and I. 1:20 We could hunt, and we worked the land, and milked cows, and did all those good things, it was just a great time growing up. We moved back into Sturgis in 1956, and I graduated from high school in 1960. I went to Western Michigan, went up there, and I was going to become a businessman since farmers were out of the question now. I was going to be a businessman, and of course the Vietnam War was just kind of kicking up in 1960, and one thing led to another. I met a lovely lady there in 1962, and her and I were married in 1 �1965, so that makes it forty-five years this year. 2:06 In November of 1965 I should have graduated already, but my majors the first couple of years were kind of “wine, women, and song”. By the time I got married I said, “I’ve got to crack down and go to work, and get a degree”. I was going to school full time and working full time, and I came home one day and my wife was working, she had completed her degree requirements, but was working an internship at Borgess Hospital. I walked in the door, and she said, “You have a funny letter here from a draft board in St. Joseph County. We don’t live in St. Joseph County do we?” I said, “no, but that’s where I registered for the draft at”. I opened it up and it said, “congratulations Mr. Hudson”, so what are we going to do? We talked it over and--all right, we're going to get drafted, we’ll go for two years, come back, and pick-up our lives and go. 3:07 So, I went to basic training-Interviewer: Let’s back up here a little bit from all of that. Now how was it, did you have a deferment while you were in school, or how did that work? I was—you’re—that’s an excellent question. I had a deferment, I was 2F or F2, 2F it was, I think, deferment, and that deferment expired at four years. But, with four years plus, I got married at the time they weren’t taking married people. So, I told my wife we didn’t have to worry about the draft, so when I got the letter I called St. Joseph County and said, “Hey, what’s going on? I’m a married guy and I’m a student, and I’ve been a student for a long time, I don’t want to be a soldier, and I’m married”. They said, “we don’t care, were out of single guys, and St. Joseph County is just a small little county, and your number’s up, good luck”. 4:07 Interviewer: That was it for you, all right That’s how I ended up. 2 �Interviewer: Now, were you drafted into the Army? Well, the Army, yes sir, and the funny thing about that is that in 1968 I was in the middle of Camp Eagle, I was part of the 1st Airborne Division, and I got a letter from our draft board in Centerville, Michigan that said, “If you do not report your status, you will be immediately drafted in the United States Army”, so the government was just as screwed up then as it is now. Interviewer: So, let’s go back to 1965, the end of the year you get your draft notice, and then where do you report for basic training? Well, I went to a lovely place called Fort Leonard Wood, Missouri. Interviewer: How would you describe or characterize that place? Well, they called it “little Korea”, but there’s other ways of describing that we probably shouldn’t want to talk about on tape here for somebody to listen to. 5:05 But, basic training was relatively easy, I wasn’t in really bad shape, and got in and got kind of lucky on a couple of occasions. I was the first sergeants driver and had a great basic training. We finished basic training—well, now when I got into basic, I had to do a bunch of testing and all this other stuff. Well, the master sergeant, Fackus was his name, I’ll never forget him, I’m still looking for him, he called us in this little room, five or six of us, and said, “all you people, you’re all college kids, you’ve all scored very, very highly, and you can do anything you want to do in the United States Army”. 6:00 I thought, “that’s kind of neat”, but I said, “sergeant, you get two years, and we’re all going home”, “yeah, yeah, yeah”, and they all applaud. He said, “that’s ok guys, you’re all going to be “eleven bushes”, which is combat infantry, and most of you will be dead in six months”. I said, “Can we talk?”, and he said, “sure we can talk”. I started going through this book, and 3 �said, “this is a kind of interesting thing here, what’s this photo interpreter's job?” He said, “man, that’s a great job, you wear a suit and go to foreign lands, and they give you a camera and you take pictures”. That lying bastard, I said, “ man, I’d like to do that, just like James Bond, you know, I want to be like James Bond, you know”. He said, “sign the papers”, so I signed the papers, and I became a photo interpreter, but you sit at a light table with ten thousand feet of film going through it looking at jungle. 7:02 That was rather boring, but I came home from basic training, I picked up my lovely wife, and reported to Baltimore, Maryland, that school was at Fort Holabird, which no longer is. As we were packing up to leave Kalamazoo she said, “you know, the couple of years will be an adventure, Gabe, we’ll have an adventure, let’s look at it as an adventure, all right?” Twenty-seven years later we came home. It all was an adventure. Interviewer: Tell me a little more about the photo interpreter’s school. I got there and the very first thing that happened—and that was very instrumental in my whole career, because I got there and read the school rosters, and my name was not on the rosters, so, of course, you go over to your NCO, and say, “my name's not on there”, and he said, “what’s your name kid?” 8:06 I tell him, and he said, “oh, hell, yeah, you can’t start school yet, go talk to that sergeant over there”, so I do and he said, “you can’t start school, your wife doesn’t have a clearance”, and I said, “my wife’s not in the Army”, and he said, “it doesn’t make any difference, your wife needs clearance”, and I said, “How do we do that?” He said, “fill out this paperwork”, so I take it home that night, and her and I—she said, “I’m not going to fill out that paperwork”, and I said, “you have to, if I want to go to school you have to fill out that paperwork”, and she said, “I’m not in the Army”, and I said, “never mind, don’t argue about that, that’s the government”, 4 �and she said, “all right”, so we filled it out, it was submitted, and they said, “this is going to take somewhere between three and four months to complete, so you’re going to just hang around”. “I don’t want to hang around, you know”, and they said, “well, that’s it you’re going to hang around”, and this guy said, “Do you know how to type?” I said, “yeah”, and he said, “all right , go to work in that office over there”, so I went to work for that office, and I was working for a Sergeant Major. 9:05 He kind of liked me because I got there at 6:30 in the morning, and the office was opened at 7:30 in the morning, and after I worked there two or three days I said, “you know, if you give me a key I can open up, clean the ash trays, make the coffee, and kind of do all the cleaning and things like that, and we won’t have to do it at 7:30 when the office opens”. He gave me a key and I started doing all that, and he thought, “that’s the cat's meow, you’re a good kid, man”, so he kind of took me under his wing, and in the process of a couple of months he got me promoted a couple of times. Then he came in with a piece of paper and he showed me how in 1966, I could make thirty-five hundred good dollars by going to OCS and extending my three years about five months. Thirty-five hundred dollars, you’re not old enough to remember 1966, but that was a new Corvette. 10:05 I told my wife, “Man we could, wow”, and she said, “whatever you want to do, “, and I said, “that’s a new Corvette, and all I have to do is go to school”, so I put my hand up and I said, “yeah, I’ll go to Officers Candidate School”, and they said, “great, great, great”. I went to OCS, down at Fort Benning, Georgia, and got there in March of 1967, and graduated in August of 1967. Hot, jeez, Fort Benning—like Fort Leonard Wood, I had my own words for Fort Benning, but I graduated from OCS on the 31st of August, and immediately went to airborne school and became a paratrooper, because I was being assigned to the 101st 5 �Airborne Division as a military intelligence officer out of the infantry school at Fort Benning. They said, “If you want to go and get jump qualified, all you need to do is sign this paper. 11:03 “Sure, I’ll go, I might as well, I belong to the division”, well that was worth $110.00 a month jump pay, so I went to jump school and finished jump school. They said, “hey, you’re going to get at least thirty days leave, you go home and you guys are all going to go to Vietnam. The 101st had been over in Vietnam, but we had two cars by that time, not a Corvette, not a Corvette, I was saving the Corvette. I said, “look, we could leave one car at Fort Campbell, we’ll take the other car back home to Michigan, we’ll enjoy the family, and spend thirty days up there, it’s going to be autumn and it’s going to be really, really great”. So, I went to Fort Campbell, I found out that unit, went in and said, “hey, I would like to leave a car”, and they said, “You’re not Hudson by any chance are you? I said, “yeah, I’m Hudson”, and they said, “The old man wants to see you”. Man, I don’t have a uniform on, I’m in civilian clothes, you know, I probably need a haircut, nah, nah”, and they said, “that’s all right, he understands what you look like in uniform, go on”. 12:08 So, I interrupt this Major, and this Major says, “am I ever glad to see you, we’ve got a kind of special job for you”, and I said, “Oh, you do, what is this special job?” He said, “Were you planning on going on leave?” I said, “yes sir, I haven’t had any leave in about a year, you know, and my wife and I, thirty days”, and he said, “Will you take five?” I said, “wait a minute”, and he said, “you’re going to take a boat to Vietnam”, “A boat?” “A boat”, and I said, “I don’t know anything about a boat, and he said, “you don’t need to, all you need to do is ride in the boat”. Interviewer: Before we go on to the boat and discuss what was going on with that. I want to go back a little bit to some of this training that you did. When you did the 6 �standard OCS at Fort Benning, what was the atmosphere there like? I mean, do you have a bunch of guy, who expect, probably, are going to go off and be platoon leaders in Vietnam or something? 13:05 Absolutely, we all knew that, we all knew that, our morale was high, feeling were good, you know, none of us were going to get greased, we’re all going to make it. Interviewer: Were the people who were training you, ones who had been there already? "Son, if you don’t learn this you’re going to die in Vietnam”, that was their thing. “You got to learn this or you’re going to die in Vietnam, don’t go to sleep on us here, or you’re going to die in Vietnam”, and of course we started duty day about 4:30 AM, and went to bed sometime between 11:00 and 12:00 PM, you know. We would go into airconditioned classrooms at Fort Benning, and immediately the sleep machine would come on. The atmosphere was good, the morale was high, I had a good bunch of people that I trained with, and some of them I still correspond with. We email, and that makes it so easy now. We lost, probably forty percent in Vietnam. 14:06 We had a very high attrition rate of people that got killed over there. Interviewer: In 1967, even much of the news reporting etc., was still fairly positive. The military’s expectations were still pretty positive at that stage. Yes they were, of course, that was the build-up—LBJ was just sending division after division over there, and the build-up was going on very, very rapidly. Interviewer: Tell me a little bit about how jump school worked. What did you do there? 7 �It was a three-week school, and the first week you run, that’s all you do. You run and you learn how to put on a parachute, and you learn how to put on a harness, and you do training on how to get out of your harness, how to get into your harness, you go through the jump commands. The second week you go to tower week, which you jump out of a thirty-four foot tower with you harness on and you ride a wire down to the ground. 15:07 That’s basically a lot of fun, and I was in absolutely phenomenal shape—I had just finished OCS, and your “charging airborne”, they all wore black hats, and that’s what you called the sergeants, “charging airborne”, and they were really on the Second Lieutenants. There were a couple of us there, I was a little short guy, and I went through jump school with another guy, Flaherty, who was four foot nine, and they use to accuse us of looking for thermals, so we could stay up in the air longer and wouldn’t have to run, during our jump break. Interviewer: Right You went through tower week, and then on Monday morning you went to jump week, and jump week was a five-day week. We finished on Wednesday, two jumps on Monday, two jumps on Tuesday, and one jump on Wednesday morning. 16:11 We graduated on the drop zone, and we were done. Interviewer: Now, what proportion of the people who started the jump school finished with you? About ninety-nine percent, ninety-eight percent, and most of them were was due to injuries. If you got hurt or something like that, they would push you back, or drop you out, but there weren’t a lot of dropouts. 8 �Interviewer: Now, the people in jump school were you just with other officers or were there others? No, there were all ranks, all ranks, and in fact, my stick buddy on the airplane, was a Marine private, and on our fifth jump we were riding in a C119, an old twin engine, rattle trap of an airplane. We finally got airborne after a couple of tries, and he said, “Sir, have you ever landed in an airplane?” 17:05 “Sure”, and he said, “Is it like taking off, or is it more fun?” He was a Marine, and he was our soldier—he was a Soldier of the Cycle, because he was a good kid, and it was very unusual for a Marine, but he was a good kid and the officers, and NICO’s that were in the class, we voted him “Soldier of the Cycle”, and we all voted for that Marine, and I can’t remember his name anymore. He was on his way to Vietnam, and he going recondo, to a recondo unit over there, and I said, “Are you going to jump over there?” and he said, “oh, yeah sir, yes sir, I want to jump, recondo, recondo, great, great”. Interviewer: Now, recondo, is that a version of reconnaissance or something else? It’s a Marine version of reconnaissance. 18:05 They were good, they were very, very, very good, and on my second trip I got to support them a little bit. Interviewer: Is that a cross between reconnaissance and commando? Is that what the-do-part would be do you suppose? Like the Rangers or Special Forces? Yeah, I don’t know, but they would drop them in somewhere and pick them up in five or six days. We did that with our LRPS, Long Range Patrol Special Forces, I’m not exactly sure what it was. He was a good soldier, a good Marine. I’d say, “you’re a good soldier”, and he would say, “No sir, I’m a Marine”. 9 �Interviewer: So, that kind of fills in some of the blanks. Go back, and you’re informed that you’re going to go ride a boat. Ride a boat—you know, there’s one thing I want to throw in here. As a high school kid I was not the Valedictorian, I had a lot of fun in high school. 19:08 I played sports, had a little part time job, had a couple of girl friends, but I started a typing class, I think it was my junior year, and the first semester went well. I was getting B’s and C’s, you know, and the girls were typing fast, so the second semester the girls just pushed the throttles home, you know, they were doing seventy words a minute, and I’m still over there at ten and eleven words. I said to myself, “I’m going to fail this class”, and I never failed anything in my life, so I went to the teacher, the teachers name was DeHaven, Cecil DeHaven, a little bit taller than I was, and I said, “Mr. DeHaven, I want to drop this class”, and he said, “no, you’re not”, and I said, “you don’t understand, I’m going to fail, and I want to go to college, and I don’t want that failure on my records when I apply to college”. 20:10 He said, “I don’t care, you’re going to complete this class”, and I said, “I’m going to go and see the principal”, and he said, “sure, come on”, so we went up there to see Mr. Miller, Bob Miller, and I said, “I want to drop this typing”, “Why?” I said, “I’m going to fail it”, and he said, “So what?” I said, “listen, I’ve never failed anything in my life Mr. Principal, I don’t want to do that, I don’t want a failure”, and he said, “well, I’m sorry son, you’re going to hang in there, so I won’t let you drop it”, and he was God, all right? So, we walked out of there and DeHaven told me, when we got back to the typing room, “Gabe, just learn the keyboard, you’re going to fail the course, and I don’t care if you write papers for the class, write letters to your girlfriends, I don’t care what you do, but when you come in, sit there and learn the keyboard and learn to 10 �type”. 21:06 Well, it was because I knew how to type that I got the job that I did when I got to Fort Holabird. I found that Sergeant Major that said, “hey son, you can do a little bit better than the average Joe”, and it was because of that guy. I went back a couple of years ago, and of course, he’s dead, but I found his son, and he had married a classmate of mine. I told him the story, and he said, “you know Gabe, as I get older, once or twice a year somebody will grab me and say, “your dad really did something””, and it’s a little anecdote, but those teachers, and it’s today because I taught for a while, those teachers really do care about kids, and they do the very, very best that you want, you know, that they think that they’re going to do for you. 22:00 Anyway, that’s another thing, you’re question was? Interviewer: We’re back to the boat. Yeah, yeah, I got on this boat, and we went to Mobile, Alabama, from Fort Campbell, Kentucky, and if you steer from Fort Campbell, Kentucky about 180, you're bound to run into Mobile. We got down there, and there were sixteen of us, and twelve were going to go in one boat, and then four of us were going to go on another boat. “All right, we’ll go”, and one of the Majors told me as we were going down there, he said, “now you watch them how they load that equipment, and make sure that they don’t bang it up or anything else”. I said, “Al lright, yes sir, we can do that, we’re Lieutenants, you know”. Well, the other Lieutenant outranked me by maybe a week, you know, we were both brand new green Lieutenants. We got down there, and the very first morning we were there, we were sleeping on these ships, or boats, or freighters, freighters is what they were, and they were hauling, putting all this equipment on there. 23:02 They didn’t handle it with chains or anything else, they would put a truck on there, and then they 11 �would cut logs and timbers and lodge those things into place. Now it’s all chains, and they can load a ship in a few hours, where it took days to load that thing. Anyway, they banged a deuce and a half against this wall and put a big dent in it, so this guy said, “we better go over and talk to that operator”, and I said, “maybe we aught to just let him do his job”, and he said, “no, we’ve got to go talk to that guy”, so we went over and said, “you better be careful with that”, and of course that operator, a big teamster you know, he kind of told us where we could take the truck, and the ship, and his crane. So, I said, “you know Tony, we ought to go downtown and have a beer, I think they can do this by themselves”. They left in about a day or two days, and thry said, “all right Hudson, you and those three guys, two sergeants and a black kid, Reggie Pruitt, you guys are going to come later when they get that ship loaded”. 24:08 “Ok”, so a day or two went by and nothing happened, so I went and found this Major and said, “What’s going on?” He said, “were missing a train”, and I said, “Wait a minute, how can you lose a train?” And he said, “We don’t know where it’s at. It left Fort Campbell”, and I thought, “Wait a minute, what kind of government operation is this?” Now I know about those things, now that I’m older, but how can you lose a train? A couple of days later I tell this guy, “we're doing nothing, nothing, absolutely nothing”, so this Major comes, and he finds us, and said to me, “we found the train it’s in Chicago”, and I said, “Wait a minute, how did it get to Chicago?” “Don’t ask questions, Hudson, it’s going to be here in two or three days, and they’re going to work around the clock to get it loaded, and you’ll probably be leaving in seven or eight days”. “Ok”, and I went and got my people together and told them. 25:06 This one NCO said, “you know we got rent-a-car on our orders, we ought to rent a car so we can get around Mobile”, and I said, “I don’t know anything about 12 �that”, and he said, “It’s on there, do you have a credit card?” I said, “yeah, I got a credit card”, and he said, “you can rent it, Lieutenant”, and I said, “all right, I guess that’s all right, it says so on the orders”, so we rented a Camaro convertible, and had a ball with it. This Reggie Pruitt came to me and he said—he was an artilleryman—“I haven’t been home, and I’d like to go home and see my children before I go to Vietnam”, and I said, “I can’t grant you a leave”. He lived in Alabama, and we were in Mobile, and I said, “I can’t grant you a leave, you’ve got to... I don’t know what to do”, and he said, “I’m going to Vietnam, I know that, and if you let me go home—I’m not doing anything here”. 26:08 I said, “Well, will you promise to come back?’ He said, “oh yes sir, I promise I’ll come back”, so I said, “all right, here’s the telephone number of that office in there, and you call every two or three days, so you go one home”. He called his parents, and they came down, and it was like four families came down to pick him up, and they took him home. He kept calling, and finally I said, “you need to come back because we’re loading the ship and getting ready to go”, so they all came back, all the families, and his father came up and thanked me. He said, “it was very nice to see Reginald before he goes to war, he had a chance to see his kids, and see all us, and we appreciate it, and we would kind of like to do something for you”. 27:03 I said, “you can’t do anything for me”, and he said, “we’ll say a prayer, we’ll say a prayer for you, that’s good”, but Reggie never came home, he was killed over there, as did the two NCOs, one was a medic and he took it in Bien Hoa when we were at Bien Hoa with the 101st, and the other one died in an airplane accident. Out of the four, I was the only one that came back home. That weighs heavy on my mind sometimes, of why I came home. We had a great time going over there on the ship. The very first or second day I was up on the bridge and was 13 �sitting in the Captain's chair, and I found out that I shouldn’t sit in the Captain's chair. Just before we got into Panama, we were in some really, really, rough seas there, in the gulf, and we sat down for breakfast, and I kept looking out this porthole—up and down, up and down, popping Dramamine. 28:10 I was taking Dramamine by the handful, and one of the cooks, we all ate in the officers galley, that was a decision, whether we were going to eat with the men, or whether we were going to eat in the officers galley, and I made that—I said, “look, were all going to war, let’s take a table for four in the officers galley”, and they said, “wherever you want to be, that’s fine with us”. So, that morning I cut into my eggs, and they were just a little bit raw, and that was it. I said, “man, I’ve got to get out of here”, and I started running for the door. I knew if I got to the door, I could get right to the side, because I was going to throw up. Just as I opened the door and started in, this great big Captain Brown was coming in, and he was probably 10 foot 5, and I ran into him, looked right at his belt buckle, said, “I’m sorry sir”, and threw up all over his leg. 29:09 Oh, I felt so bad, I threw up things I ate as a baby, and they helped me upstairs, I laid down in my room, and we had this old black steward that came up about a half an hour later and he gave me some water, and told me to just lay down and rest. He said, “if you feel like throwing up, throw up, just keep on throwing up”, and about lunch time the same guy came back, and he had been at sea for two hundred years, or something like that, and he had a plate of raw onions and soda crackers, and said, “eat these”. I thought, “you’re out of your mind”, “eat them”, and I ate them, and I was never seasick after that, not a bit. 30:04 We get in and start up the Saigon River, and I drew a 45 out of the arms room, the supply room, we didn’t have an arms room, and I had to buy my own ammunition for it because all the ammunition was packed. I thought, “if we’re 14 �going up this river we ought to get a 45, at least you have some kind of arms, you know, going on the river”, so I went and got a 45. I don’t know if you ever shot a 45 before, but the 1911 army 45, in my capabilities with a weapon, could maybe hit that wall. So, I got this thing and I stuck it in my belt, I walked out on the deck and some guy said, “What the hell are you doing with that?” I said, “What happens if we get attacked?” He said, “put that thing away before you hurt somebody”, and I said, “yes sir”, and I tucked it back in my duffle bag. We rode up river, got there and started to unload the boat. 31:01 Interviewer: Had you stopped anyplace along the way? No, no, we took thirty-seven days, thirty-seven days. My wife said, “let’s go on a cruise”, and I said, “I’ve been on a cruise, and I don’t care to go on any more”. The food was outstanding, the people that were on the ship were outstanding, they were all—they knew we were going to war. The cook, he was a guy named Pierre, and it was a good trip. It was really, just a fantastic trip. 32:02 Interviewer: So, basically, at this point, we have gotten to Vietnam, your on the boat, you’re heading up the Saigon River, now do you unload yet at Saigon, or outside of it? We unloaded at Saigon, and they motored all of that equipment through the streets up to Bien Hoa, which was about twenty to twenty-five miles to the north. Interviewer: What was your first impression of Vietnam when you got there? It stunk, diesel oil and heavy in the diesel oil and diesel fumes. Around all the military installations they mixed human waste with diesel oil and burned that, so that was always a very appetizing thing wake up to in the morning. Very, very crowed streets, and I didn’t expect anything like that. It was a real eye opener. We were there two or three 15 �days, and we finally decided we were going to go see of we could get something to eat other than on the ship, and everything else. 33:09 We wandered into a, like a French coffee house and had some French espresso, and I determined right there that I didn’t like French espresso at all. But, there was some great food over there, and I found my way around Saigon a little bit, and learned my way around. I got to go back to Saigon quite a bit while we there the first couple of months at Bien Hoa. Then right after Tet in 1968, which was late January 30 or 31 of January, the division moved north, and we move up to Hue Phu Bai, which later became Camp Eagle. Interviewer: What were you doing while you at Bien Hoa? I was a military intelligence officer, and we were working in the imagery interpretation section of the 101st military intelligence detachment. 34:04 There were about twenty of us that worked in that section. Interviewer: Were you there when the Tet offensive started? Yes, yes Interviewer: So, what, if anything, happened around, to your unit, or around it? Well, we were on Bien Hoa army base, which was right next door to Bien Hoa air base, and the Bien Hoa air base was attacked by a sapper battalion, and after the attack we found—after the fact, we found our barber we use to go to, Fred the barber we called him, and he had a little barber shop, he was in the wire with a satchel charge on him, so I guess he had cased it pretty well, you know. Anyway, he was dead in the wire. They hit us pretty hard with a lot of rockets, and a lot of mortars. My wife, and of course, she was home here, and she heard on the radio that Bien Hoa army and Bien Hoa airbase had been overrun, and there were hundreds of casualties, which is not true, but we had a hell of a 16 �battle there. 35:11 We were not overrun, and I don’t think any, except for a couple of them, even got inside the wire. They did do something that really hurt us though, they blew up a class six store, that’s a booze store, they blew that up and they hurt one of the clubs. The army in Vietnam was a little bit different than the army in Iraq and Afghanistan now, where they shy away from alcohol and everything else. It was pretty readily available, like a dime a beer, you know, and a dime a mixed drink, they had clubs for everybody. Interviewer: Was the army base under attack for just a short amount of time? It lasted about a day and a half. Interviewer: What were you doing during that day? 36:02 We were inside the wire enough that we continued our mission, but we put a sentry outside to kind of keep an eye on what was going on, but we were also at division headquarters, so we were pretty well protected. Nothing other than bullets fling over your head every so often, or a mortar going off, we continued to do our work. We were pretty busy and you try to do—they were taking some photos of what was going on that day, and some of that stuff was coming back and was pretty hot, and we were taking a look at that, and putting reports out on that. Interviewer: So you were looking at pictures of the Saigon area and what was going on there? We were looking at pictures of the Bien Hoa area, and that was kind of interesting. That all died down and you kind of went back to business as usual. We also started flying a little bit over there. 37:07 We had a—it was very hard for us to get imagery, photographs, or negatives, or whatever it was. The priority that the 101st had was not 17 �real, real high, so we decided among us in the imagery and interpretation shop, that if we got some cameras, we could go out and shoot some sites ourselves, on points of interest to the division, and we could build those inks or photo maps, or whatever we needed to do, from that hand held stuff. We ended up with three or four Pentex cameras, and that’s how most of us started flying over there, laying on the floor of a helicopter, or hanging out the window of a Bird Dog, and snapping pictures. We opened our own development center where we would develop our own film, and we did that, and that was a lot of fun. 38:09 Very, very interesting, and then you begin to fly with the same people again, and again, and they would say, “hey, if you’re going to fly with me, and if something happens to me, you better be able to take that stick in the back and at least put us on the ground, you know”. “Do you think I could fly? Put that stick back in there”. Puts the stick back and were out of the Bird Dogs, you know, and “hey man, this is great”, and I thought, “I’d really like to do this”, and I fell in love with flying over there. When we moved up north to Camp Eagle, we had flew by, and we had four hours, like four hours of Bird Dog a day, and we normally had two hours of helicopter first and last hour of the day. Interviewer: Can you explain what Bird Dog refers to? 39:00 It was an L-1, it was a little single engine old Piper Cub, starch wing, not a lot of power, but we hung a couple rockets on each wing and go looking. It was aerial reconnaissance, recon; we would do some aerial recon, visual recon, and it was a good mission, we did a lot of good work, and wasted a lot of fuel too, wasted a lot of fuel. We got up north and I was with the division until July, and then they sent me down to a brigade, 2nd Brigade, I was doing the same thing at the brigade as I was doing at the division, and ended up getting a couple of aircraft hours every day, and we’d take a look at prints of interest that 18 �the old man, the brigade commander wanted, or targets that we thought might be worthwhile, and also, some helicopter time. 40:05 Flying the helicopter, I began flying with the same kid day after day, after day, and a young kid, both about the same age, and he was a warrant officer and I was a Lieutenant. I said, “Can I fly this thing?” He said, “Do you think you know how?” We would trade off and the more I flew, I just really, really loved it, so I told my wife, “one thing I would like to do when I get back to the states, I’d like to go to flight school and learn how to fly”. Interviewer: Did you spend a full year over there doing this kind of work? Fifteen months Interviewer: Fifteen months? Yeah, I had the pleasure of being extended. When we first got there, of course we were all aware of the “Screaming Eagle”, we’re all tough as nails, and the boss, the detachment commander said, “some of you guys, you know we’re not all going home the same week, so some of you guys have gotta leave and go to other units”, “not me, not me, not me, not me”, so the boss did, he left, and he went to another unit. 41:13 We get this new guy in, and this new guy said, “All right, you guys gonna hang around? You can hang around all you want. Draw straws, some of you are going to go home early, and some of you are going home late”, and I got to go home late. Interviewer: so, they were setting it up so they could rotate in replacements, and not move the whole group out at the same time? Right, you could lose a couple of people a month and never lose any kind of continuity, or mission accomplishment, or anything like that. You could keep everything on the up and up, and keep on moving. 19 �Interviewer: How dangerous was the work you were doing at this point? What was the risk of getting shot down? They shot at you quite a bit. They weren’t very good shots, but they shot at you, and they didn’t like you taking pictures. If you shot at them they would normally shoot at you. 42:05 We carried an M16, and a 38 in your survival vest, so we didn’t have a lot of fire power, but we did have a couple of rockets. Normally with white phosphorus, which we called “Willie Pete” for marking targets on the wings, and it was on a regular basis, those gommers didn’t like you shooting at them. We got our helicopter shot up one time, and we had to put it down on the ground because they hit the transmission, and “psst”, sixty pounds of pressure in there and all the oil was coming out. Later I learned later that the immediate reaction is “land now”, so we set it on the ground, and the little gomers were not too far away, and another bird came in and picked us up. There was no way we were going to get that out of there, so the guys called some Cobras in and they blew the machine in place. 43:01 We got the radio heads, the radio heads we got--the pilots did that, they had the radios, they pulled those out of there, and the machine was destroyed on the ground. Interviewer: You didn’t want to leave anything behind that the enemy could use? No, because they used everything, they used whatever you left behind they used, and we had an incident in—it must have been August or September of 1968, and I was out with this kid in this chopper, Hughes 500 helicopter, and we found an artillery shell, a 175, pretty good size shell, and it was laying beside a trail, and somebody had moved it. It’s not unlikely, when you shoot a artillery barrage, that some of those rounds don’t go off, so what those clowns would do, they would go and dig those things up and make booby 20 �traps out of them. 44:01 We found this thing, it was laying—obviously somebody had carried it, because it just didn’t roll there, and we tried—it was right on the division—the boundaries between the 1st Cavalry, the cavalry was still there at Camp Evans, and the 101st Second Brigade. We laid there for a fuel load, trying to get somebody to blow it up, give us some artillery, do something in there to blow that thing up. They said, “It’s not our responsibility, no, we don’t have this—we gotta get clearance from this”, and finally my buddy, Bill said, “Hey, we got enough fuel to get home on, we’re going home”, and he said, “we’re not going to shoot at that with an M16”, so we went home, and I was angry, talked to my boss, “eh”, and I’m “yeah, yeah, yeah”, and he said, “settle down Lieutenant, things like that happen, you know”. 45:03 Well, five days later a 175 blew up and took out five guys from the 101st on a patrol, and I don’t’ know if it was the same shell or not, but it happened within a kilometer of where that thing was at, and you really carry anger. I still carry anger about that, that was so dumb—a couple of rounds could blow it up, you know. Interviewer: When you flew your missions, did you—were you coordinating closely with the units that were on the ground, scouting out things for them, or were you doing more reconnaissance for sort of longer distance planning? Most of ours was for long range planning, but if somebody got into trouble, we would lend them as much support as we possibly could, and they appreciated it, they always appreciated it. “Hey, you got some eyes overhead, you know”. “What’s in that brush line over there?” “You don’t want to know”. 46:02. There was—we had Marines up there us north of where the 101st was at. There was a Marine platoon that got into a hell of a firefight one afternoon, and they were requesting air support. We were in a Bird 21 �Dog, single engine, fixed wing, and the pilot said, “hey Gabe, we could go up there and at least take a look, you know”, because the guy was on guard talking to us, and we said, “we’ll come up and take a look”, so we went up there and made a couple of passes, and threw a couple smoke grenades out, and I told the Marine officer on the ground, I assume he was an officer, and I said, “you got heavy machine guns up there you know, don’t’ do anything until you get some air or something up here to take care of those things. Where’s you fire support?” Where’s this where’s that, and he said, “we don’t have any, we don’t have any”, and they ended up charging them, and it was slaughter, absolute slaughter, and another thing that made me very, very angry. 47:10 When I came back from Vietnam I was ready to get out, and just throw the whole thing to the side. I was so dumb, some of the things. Of course there were no fly zones, free fire zones, you go here you can’t shoot, you go here you can shoot anybody that’s in the area, disgusting. One story—we were up at, the Bo River ran through there, where we were at,--I think it was—I think the Bo was down—I don’t remember—I’m getting old. There was a river anyway, we went up there, and we were at LZ Sally with the 2nd Brigade, and we get a report that there’s pink elephants up at a certain coordinate, and they’re carrying ammunition, and carrying equipment. 48:12 My boss, he threw the thing over to me, and he said, “Have you got an airplane today?” I said, “yes dir”, and he said, “go look for the pink elephants. You know, the brigade commander wants to know where the pink elephants are”. “Jesus, don’t these people—ok, I’ll go look for pink elephants”. Well, we flew up there, and sure enough, there were some elephants, and they had rolled in that red clay over there, and they looked half way pink. “They’re really pink elephants”, “What are you smoking?” “That’s enough, there are pink elephants up here, you know”. 22 �So they called the air force team in, and killed a whole bunch of them. 49:02 Well, we got some rains that night, and got four or five days of rain, and those elephants floated down the river, bloated up and floated down the river, and one of them got stuck just outside our gate, at a bridge, well, you could smell that elephant for miles away down wing, and the people from the village were out carving that elephant up, and it took like two hours and it was gone. They took all of that meat and took it away—an interesting little story. Interviewer: while you were there, on that first tour, did you get any R&R time, or leave time, or anything like that? I met my lovely wife in Hong Kong. 50:01 She was living here in Grand Rapids, working at St. Mary’s Hospital, and I said, “we got five to seven days of R&R, and why don’t you come, and we’ll meet each other in Hong Kong?” We did that at eight months. I was there for eight months before that happened, and she came over there, and we met in Hong Kong, and we had a really great time. Hong Kong is a beautiful, beautiful city. I was supposed to get up and leave at two o’clock in the morning to meet my flight back, and I didn’t go. My wife left the next day about eleven o’clock, or something like that, so I put her on an airplane, and she was flying to Seoul, Korea, we had friends in Seoul. I went to the R&R center, and I said, “I missed the flight”, and they screamed, “LIEUTENANT”, and they screamed, and screamed, and screamed at me. 51:02 Well, there was a navy Lieutenant over there and he said, “Why did you miss the flight?” I said, “my wife was here, I met my wife here, came time for me to go, and we were snuggling and snuggling, and I said, “screw it, I’m not going to go””. He said, “I’m going to get you a ride, and if you miss this ride, I’m going to Court Martial you” and I 23 �said, “don’t worry, I won’t miss the ride”, so I was walking out of there, and you’ve heard of Air America? I went to the Air America thing over there and said, “Hey, you guys going anywhere near Da Nang soon?” They said, “yeah, were going over there tonight”, and I said, “Mind if I ride along?” And they said, “no”, no orders, no nothing, so I ride to Da Nang, catch a helicopter the next day and fly up to Camp Eagle. 52:05 I go in there, sign in, and tell the old man I’m back, and everything else, and he said, “Gabe, you’re a day early”, and I said, “yeah, well, I went into Da Nang rather than—“, so about three months later they get a report that I had missed the airplane. The old man comes down and says, “What is this? You missed the airplane”, and I said, “No, I came home a day early remember?” He said, “ah, stupid Army”, and he threw it down. That was a great trip that was a great, great trip when I met the wife, a great R&R, a great R&R. Interviewer: Are there other things that happened in that first tour that kind of stand out in your memory that we haven’t covered here? No, not particularly. When I came home I landed out here at the airport, and met my lovely wife, I had my first encounter with the “Peaceniks”, because I got spit at walking down the ramp, so I said, “baby killer and the like”, and spit back. 53:10 Interviewer: Was this late 1968 or 1969 then? This was late 1968. My wife pacified me, and she said, “let it go”, and I said, “ok”. Interviewer: Now were you coming down, at this point, in uniform? Oh yeah, you had to travel in uniform, and a little story about that—we—I was being assigned to Fort Lewis, Washington, and I knew that, but my wife was in Michigan. When I went over to start filling out the paper work they said, “we’ll send you to some 24 �place in California and then you can just go to Fort Lewis”, and I said, “I don’t want to do that, I would rather go back to Fort Dix, to the air force base there, that’s where I want to go”, and the guy said, “sir, were supposed to sent you the closest to wherever you’re going”. 54:04 I had just come from the class six store and I had a case of Budweiser on my shoulder, and he said, “of course, we may be able to fix that “, and I set it over on his desk, and he typed it in, and said, “that’s where you’re going”. We get over there and we get home, of course we’re traveling in khakis, we didn’t have any greens with us, so they process us, and we get all the way through customs, you know, and everything else, walk out into the terminal, and run over to—there’s two warrant officers and another Lieutenant, and we kind of paired up together. We walked over to a ticket desk, and I told them I needed to go to Detroit and this guy was going someplace, and we were kind of going all over the place, and she said, “well, there’s a ride out of the Philadelphia airport at eight o’clock for Detroit, but I don’t know how you’re going to make it”. 55:05 I said, “Well, how do we get there?” She said, “well, you’re going to have to go out there and probably catch a limo, and they’ll take you over there”, so these other guys, were all going to go about the same time, but we got to get to Philadelphia. The first limo we got to, we opened the door, and said, “we need to go to Philadelphia”, and the guys said, “well, I normally go with twelve”, and I said, “you have twelve”, and he said, “Right, get in”. Of course you’ve just been paid and you have a pocket full of money, and you don’t even remember what money is. As we started out the door, this little skinny airman, he was maybe ninety pounds, stepped in front of me and said, “Sir, before you leave, you must report to Fort Dix in an army green uniform”, and I said something like, “I’m going to stuff his head somewhere”, and to get out of the way, and he said, “yes, sir”, and he 25 �stepped aside. 56:05 I always kind of felt sorry for that little kid because we weren’t very kind to him, and he was just doing his job. We came home and then I started—we went to Fort Lewis, Washington, we had our first child out there, I started looking for a job, and I had no college degree, because I was drafted. Ok, I want to do something with the training I had, which was photo interpreter, and oil companies, and all of that, were supposed to really be hot on that thing right now. Well, I sent out fifty resumes, and I got two answers. One from the CIA, and one from Defense Intelligence, and I thought, “I don’t want—oh man, what am I going to do?” I was with an aviation unit out at Fort Lewis, and the old man out there was a Lieutenant Colonel, and he really liked me. I used to fly with him a lot in the evenings, because the only time he could really fly, was in the evenings. 57:05 He said, “Why don’t you go to school? Why don’t you?” I said, “well yeah, yeah, I don’t know”, and he said, “Why don’t you go to flight school?” I was sitting at my desk one day, the phone rang, it was the Military Intelligence branch, and a major up there said, “Gabe, you expressed an interest at one time in going to flight school, I can put you in an OV-1”, that’s a twin reconnaissance airplane, which was state of the art at that time, and I said, “you’re kidding”, and he said, “no, I can do it, do you want to go?” “Yes”, “talk to your wife”, “no, I know she’ll approve”, so I hung up, got in my car, left the hangar, drove over to where the headquarters was, and walked in, and had just gotten my boss, and I said, “hey, branch just called and they can get me an OV-1 slot”. 58:01 He opened his desk drawer, and he had all my paper work filled out, he had everything all filled out, and he said, “I knew it, I knew it, sign here”. The next day I went and got a physical, and that afternoon I got on an airplane and we flew it to 26 �Washington, flew the application to Washington, and I left there with orders to go to flight school, and I was very, very happy. Interviewer: Where did they do flight school? Well, we left Fort Lewis, and we were determined that we were going to save money, we were not going to call home. We had to go over to Fort Stewart, Georgia, opposite end of the country. The baby was like three or four weeks old or something like that little baby Carl. We stopped one night in a driving snowstorm in Pueblo, Colorado. 59:00 Pulled off the road and found a place, and we thought we would go over and get a bite to eat, and there were two little old ladies in there, in this restaurant, and they came over and said, “Why do you have a little child like that, out on a night like this? You should be at home.” “We don’t have a home, were in the military and were on our way to school”. Those ladies just shook their heads and walked off, but ok, we get to Fort Stewart, now that’s like five or six days that we were driving, stopped to see one friend along the way, never bothered to call home—we’re going to save money. So, we walk into Fort Stewart, it’s Friday afternoon, I’m supposed to sign in on Monday, but to save a couple days leave, I signed in on Friday afternoon, it’s late and they can’t screw with you. By this time I’m a Captain, I walked in and said, “hey, I’m here for school, I just want to sign in to save some leave”, and this sergeant looks up and said, “You wouldn’t be Hudson would you?” 0:04 “yes”, “Where in the hell have you been?” I said, “driving here”, and he said, “Do you realize that the whole army is looking for you?” I said, “What do you mean, the whole army is looking for me?” He said, “here, a list of messages, 1, call your mother, 2, call this guy before five o’clock at branch, call him first”, so I called him, the same guy that sent me to school, so I called him and he said, “Where are you?” I 27 �said, “I’m at Fort Stewart”, and he said, “Why?”, and I said, “because that’s what the orders say, Fort Stewart, Georgia”, and he said, “the fixed wing course is closed, you’re going to helicopter school”, and I said, “Where’s that?” He said, “Fort Wolters, Texas”, and I said, “oh no”, and he said, “yes”. 1:04 I told my wife, I said, “ok”, when I was going into the building, I said, “at least our travels are over for a while”. And I walked out, and I got in the car, I sat down, and she said, “What’s the matter?” I said, “we’re in the wrong place”, and she said, “What building do we go to?” I said, “Texas”, and only a wife can go off on the army like that. “Hey, it’s not my fault”, so I called my mom, my mom, and dad, and my dad said, “Where have you been?” I said, “traveling”, and he said, “Gabe, the whole army’s looking for you, and they call here every day. Are you in trouble?” “No, I’m not in trouble, I had a change of orders”, and he said, “Why didn’t you call home?” “Saving money, ok?” So we go to Fort Wolters, Texas, get involved in helicopter training, and fell in love—just fell in love with it. Every day was something new and exciting, I had a new baby, and a wife that understood. 2:08 We were in a class of officers, I think there were twelve Captains or so, and we all had Vietnam experience. We're all at least one time losers, sometimes two, a bunch of young kids, and we’re going to learn how to fly army airplanes, and we’re going to contribute to the war effort. Morale was high, we had a great time—we only lost, out of the class, we didn’t lose any of the Captains, we should have lost one Captain, but we didn’t, we didn’t lose the Captain. He couldn’t fly, and he ended up going to Vietnam, and he flew into a mountain with a loaded Huey, and that makes me mad, too. We went through training, had a lot of fun, all of us knew—as soon as you finish you’re going to go right back to Vietnam. 3:02 When I finished helicopter training, I went back to Fort Stewart for a 28 �transition to fixed wing airplanes, and flew the single engine T-41, learned on that, and I was there for eight or nine weeks, and went back to Rucker, and went through a multiengine instrument course. Then I went through a combat surveillance course with the OV-1, and that was just a—what a neat airplane. I’d had a little time in there anyway, stick time, and I knew I was going to an OV-1 unit, and it was a great airplane. I knew I was going to go to an OV-1 unit in Vietnam-Interviewer: You were training to be a pilot? Yes, I was training to be a pilot at that point. The OV-1, we had a bunch of cameras, radar systems, side looking airborne radar, an infra-red system that kind of like low light TV, and all of it was, almost all of it was real time except for the photography. Interviewer: Did a plane like that have a crew, or was it just the pilot? 4:02 The pilot, and he had a tech observer on the other side, and he ran the equipment. He ran the cameras and IR systems, and everything else, but you were aware of what was going on because you had been through the same classes that he did, and you could troubleshoot it. You flew it every day, and they would rotate two or three times a week, so there were just the two of you. A great airplane, fully acrobatic, and the older models had enough power to fly. I got to Vietnam, got assigned to a unit and flew for two or three weeks, and they made me a platoon leader, because of my rank. I was a Captain with a little more seniority than a lot of the guys, so I became a platoon leader, and flew in the mornings, and normally flew at four o’clock. 5:03 Interviewer: Where were you flying out from? We were flying out of Phu Bai first, which is back in I Corps, and we were there for three or four weeks and then we moved down to a place called Marble Mountain, a little 29 �Marble Mountain air field, about a 3500 PSP strip, perforated steel plate, and it was a great, great air strip, kind of short. You’ve got an old airplane ready to gross out at about nineteen thousand pounds, a full load of fuel, and in the afternoon you’re trying to get that thing off at density altitude, you know, and it’s bouncing along, and you’re pulling up, suck up the gears, and get it up, and that’s not altogether true, but it was hard to get off there sometimes with the density altitude, and short runway like that, but it was a lot of fun. Interviewer: Now, were you doing missions similar to what you had done before, just with a better plane? 6:01 No, no, we weren’t doing any of that. We were working mostly for the Embassy down in Saigon, and sending a lot of the stuff back to the states. The mission that I few a lot over there, we had radar, and we would fly off the north coast. We would fly out about fifteen to twenty clicks, we were feet wet, and with side looking radar we looked over to North Vietnam, and we flew up just north of Vinh, and turned around because we couldn’t go any further because we were slow movers. With the radar mission that I had you could pick-up convoys and things like that, and we did a lot at night. Then you would go through a controlling agency, and say, “hey, I got moving targets over here”, and so, and so, and nothing was supposed to be moving. They would say, “ok”, and for a couple of months I worked with a navy call sign “streetcar”, and they loved us because we would pass those targets to them. 7:06 They would go in and—of course you’re sitting there at fifteen thousand feet, and put it on auto pilot, and sit there and looking over there, and “yeah, yeah” listening to the net, you know, how they were going to roll in, and “boom”, you see an explosion, so we did some good work there. 30 �Interviewer: So, were you shooting at a— We didn’t shoot Interviewer: No, but the people who were doing the shooting, you were observing? Yeah, we were observing Interviewer: Were they firing at naval targets or were they on land? They were from a carrier, working the coastal highways. Interviewer: All right, so they were areas where the enemy was not supposed to be moving thing, so they were targets? So, the whole North Vietnam was—you weren’t supposed to move anything. If it was in a big long—if got a long stretch of moving target indicators, it was a convoy, you know it’s a convoy, so you call that in and somebody would go look at it, and it’s a convoy. 8:00 Unfortunately those convoys could shoot back. Interviewer: Now, were you flying mostly at night? I did a lot of the nighttime, but early morning, and then I could do my platoon leader job during the day, and I also was a tech supply officer over there, with the maintenance. Interviewer: Now, did the North Vietnamese have any aircraft they were using in that area? They had MIGs, and I was just north of Vinh one time and we had a MIG call, and I rogered the MIG call, and I probably had ten miles to go, and I was going to go the ten miles and then turn around. Chugging along, fat and happy, and I hear the MIG call, controlling agency came up and our call sigh was “spud”, and they said, “spud, did you get the MIG call?” “Roger, got the MIG call, I got it, I got the call”. 9:05 “Well, he’s about fifty clicks, and moving, at you”, I pull the throttles back and turn that thing over 31 �and got out of there and back on the deck, and learned a lesson that day. Then we flew out of Thailand for a while, and I was over there for ten weeks, and we worked for the Laotian military attaché, we were flying over the Plain of Jars, mostly low light TV or infra-red, and photography, and we did all of that at night. We would take off about ten or eleven o’clock and fly a fuel load, because we did not have capability of in flight refueling, so four hours was a fuel load. You could get—squeeze three and a half out of it, and we did a lot of good work up there, working with the air force in finding targets. 10:06 That was a fun mission, and it was very, very rewarding. I had an incident that happened, and I had a kid come over, and he was running up the system while you were running up the airplane, he said, “I got a problem here, I got a problem”, so I stopped and went back, and fixed his problem with the system, we worked through it, and went back. I always use my book, always use my checklist, and an old friend of mine, he got me into flight school, and he was this guy that said, “Always use your book Gabe”. I picked up the book, and did the whole thing, and we went out and got shot at, not hit, but we were shot at several times, came back landed, we were at Udorn, on roll out, and once you put your gear on the ground, you know, you’d steer with your feet, so you reach up and undo your riser. We had an ejection seat in the airplane and I’m messing with it, and I turn around and the risers were still connected to the seat—I had never connected them. 11:17 I had my lap belt on. We got over to taxi, taxi, shut it down, and I could hardly get out of the airplane. What a dumb thing, what a dumb, dumb thing to do, and that ate on me for five or six days—just really ate on me. Interviewer: So, what could have happened to you? 32 �You pull the handle, read the prayer, and go out of the airplane. The seat went one way and your chutes gone another way. Oh, geeze, you know—nobody else to blame except me. I interrupted my book, and I did not go back to a point that I should have. 12:02 Interviewer: You mentioned that you’re flying over Laos, and the plane is going farther into the country, were you also flying over the Ho Chi Minh Trail area, or the areas along it? No, we did not fly the trail. We were a slow mover, and no, that was left up to the navy and the air force with the fast movers. We did not fly the trail. There were some lucrative targets right in there that we had a lot of fun at. Interviewer: You mentioned there, that you were working with the Laotian Military Attaché. He was American Interviewer: Oh, he was American? He was a military attaché in Vientiane. Interviewer: Ok That was quite a trip. They invited us up there a couple of times for dinner. “Come up and have dinner”, you know, and we would go up there and travel on classified orders with Air America. 13:03 They would tell you what to wear. Wear this color shirt and this color pants. The first time I went to Vientiane, we landed at the airport, on Air America, and I got off, and I met my counterpart, you know, and he said, “Do you want to get any kip?” Kip is there money, and I said, “ yeah, while we’re here I want to get some gold for my wife, you know. I want to go gold shopping and everything else. He said, “ok, they got an exchange booth right over here”, so, I went over there, and a cute 33 �little girl in that booth, and she said, “You want to exchange money?” I said, “yeah, I think I’ll get fifty dollars worth of Kip”, and she said, “How much”, and I said, “fifty dollars”. “Fifty dollars?” “Sure, fifty dollars”, and she said, “just a moment please”, and she went in the back, and when she came out, she had a paper bag full of money. 14:05 She said, “here”, and there were big bill like this, and little bills like this, and I thought, “What is this?” I walk over there with this paper bad, and the guy said, “What did you do?” I said, “I got fifty dollars worth of Kip”, and he said, “Gabe, what are you going to spend fifty dollars worth of Kip on, nobody wants it?” So, we spent as much as we could, and I tried to buy gold with it, but they didn’t want any kip, they wanted a credit card. They wanted a credit card. I went to a gold thing in Vientiane, and I got some gold for my wife, and I said, “I got this Kip”, and they said, “No, you have credit card? You have credit card?” I said, “yes, I have a credit card”, “you give us credit card, and don’t worry, we won’t cheat”, “ok”. That was a good mission over there. 15:00 Interviewer: How long did you spend, then, in Southeast Asia, total in that? I had another fifteen-month tour, because I got back from Thailand, and went back to Da Nang. The unit had moved to Da Nang main at that time, and we were flying out of Da Nang Main, and that was probably late September. Interviewer. What year? 1972, and then we got orders, we were going to stand the unit down, and send it home, so everybody was, “hey, we get to go home, we get to go home”. So, there were four of us in the unit, we’re all doing our jobs, and everything else, and the group commander walked over and asked to see us. Stan Cass, Lieutenant Colonel Stan Cass, he went over there—he and I had done some things together, and I had flown him a couple of times, 34 �and everything else, and he said, “you guys are really lucky”. 16:04 “Colonel, what do you mean?” “Well, you’re all dual rated, right?” “Yes”. “Hudson, you’re going to be my logistics officer”. “I want to go home”, “you can’t go home, I’ve got your body, and you’ve been reassigned. As soon as you get this unit stood down over here, packed up and sent home, come on over, I got a job for you”. So, you sit down and write a letter to the wife, “Not coming home with the unit, you know, I’m being reassigned”. “Why?” When I told her, when we got ready to go, when we were at the airport, I said, “at least they can only get 365 days out of me”. It was a bad thing to say, because I got another fifteen months. Ok, all right, I went over with the 11th Combat Aviation Group, started flying with them, got checked out in helicopters again, and was working for a Major. 17:02 The Major came in one day and said, “listen Gabe, I got to run to the states for just a couple of days, and I’ll be right back”, “yeah”, and he never came back, so Cass said, “your turn in my unit, you’re my fourth”, and I said, “oh man, I want to go home”, and he said, “you can, you and I will go home together”, so we were on the last airplane out of Da Nang. I can truthfully said, I can truthfully say, sir, that I turned the lights off at Da Nang. When we got ready to leave the compound that morning, we turned over the last of the equipment, and everything else, turned it over to a Vietnamese unit, and I said, “Colonel, are you ready to go to the airport?” He said, “I’m, ready to go to the airport” and he flipped the switch. I said, “I turned the lights off at Da Nang”. We went to the airport on 28 March of 1973. Interviewer: So, you were in Vietnam at a time there was—the North Vietnamese lost a major offensive in the spring of 1972, and were you there during that? 18:07 Yes, yes 35 �Interviewer: Did that offensive affect the kind of work you were doing? We did a lot of photo work when they were—they had actually open tanks, at that point, and they had tanks up north, and somebody said, “hey, there’s tanks up there, you know”. “Go up there and look around, and see if you can find any tanks”. Well, they didn’t appreciate us looking around, and they shot up some airplanes. Didn’t hurt anybody, but they shot some of our airplanes up really, really bad. Went back and said, “they have tanks, they have tanks, I have pictures”. “Oh, they don’t’ have tanks”, and I said, “They have tanks. I developed the pictures of tanks”. “Damn, tanks, the North Vietnamese got tanks, right there”. “Sir, we told you that for a long time”, so that was—we worked very hard during that thing there, and there were some very long hours and days. We were just trying to keep them up there in the Dong Ha area. 19:05 Quang Tri, they leveled those areas there. Interviewer: In that second tour then, did you have much of a sense as to what was going on with the war, or how well it was going, or was there a different atmosphere than the first time you were over? Morale wasn’t as good with the soldiers. Aviation units, the morale is usually quite a bit higher than it is with the ground pounders out there. Yeah, you kind of knew what was going on, and of course, you got mail from home, and read the Stars and Stripes, and you kind of felt like we were getting our buts kicked, and we’re going to get out of there, because the politicians at home were just dead set against everything. Washington and the White House were running the war at that point. 20:02 Interviewer: Did you have a sense of how well the South Vietnamese were going to be able to do on their own? 36 �Oh yes, we had—that’s why we were feeling so bad. They were infiltrated so heavily, as we found out, hindsight was twenty-twenty, but we were pretty sure that once we left, once we pulled our combat troops out of there, it was going to just be a matter of time until it fell, from 1973 to 1975, 30th of April. Interviewer: Did you have much contact with the Vietnamese military personnel, especially when you were turning things over to them? Yes, we were on a regular basis, once they got to the camp. We were turning airplanes over to them, and they would come and look at an airplane, and they would want us to change the windshield from Plexiglas to glass, because that was a new thing they were adding to the UH-1 at that time. 21:00 We couldn’t get glass for helicopters, but we were putting glass in their machines, and it really, really made a lot of people angry. Because you fly at night, and you got all this Plexiglas that’s been rubbed raw with thirty thousand rags trying to keep it clean, and all you got is circles and haze, and everything else, and you’re trying to see at night, or during a rain storm and it was just a—“These helicopters, you put glass in windshield? Tomorrow I come back, I take that”. I had a unit, a Cavalry unit that was up north, and they were standing down, and they owed me six airplanes, which we were going to take, and you turn them into the maintenance facility, and they fix them up, and they turn it over to the Vietnamese. 22:01 So, we got this thing all straightened out, they’re going to bring these six airplanes down, set them on the ground, they’re going to do it early in the morning, the Major talked to me and said, “now look, were going to bring these things in, were going to crews and everything else, we’ve got a ten o’clock flight out of Da Nang, were all going home, I don’t want any B.S, I don’t want anything done, I want to come in, get the paperwork done, and 37 �leave”. I said, “as long as your paperwork is done sir, we can do all of that in fifteen or twenty minutes, you know. Check some tail numbers, check a couple of things out, and I’m counting on you to be straight”. “I’m straight”, and he got in there about twenty minutes later, “all done”, and I said, “Major, that machine you flew in over there”, and he said, “What machine?” I said, “that machine over there”, and he said, “I didn’t fly that in”, and I said, “sure you did, you flew that machine in”, and he said, “I didn’t fly that machine in. What’s the matter with you Captain?” I said, “you flew that machine in here”, and he said, “no, I didn’t do that, were leaving, I don’t know, it was here, it was on the pad”, and I said, “sir, there was nothing on the pad when you guys came in here”. 23:05 He said, “look, I owe you six helicopters, and there’s six helicopters”, and I said, “there’s seven helicopters”, and he said, “I don’t know what that one is, that’s your problem Captain, not mine”, and he took his people and left. So, my buddy and I went to take a look at it, and it was a pretty nice machine, a B model, and not one serial number on it anywhere, and no book. John McGee said, “Do you think it will start?” I said, “it flew in here, see if it will start”. Hmm, hmm, a smooth machine, man, we flew that thing for a month and a half, we had our own airplane. We were getting ready to leave, and he got notice that he was going to leave two days before I was, and he called me and he said, “hey I’m going home tomorrow morning at five o’clock”, and I said, “Why are you calling?” He said, “I’m not going to be there anymore”, and I said, “What am I going to do with that airplane?” He said, “come on over and we’ll drive it over and park it in the ARVN POL point”, and I said, “That’s a great idea”. 24:09 We drove it over to the POL point, filled it up full of fuel, got out, had a driver pick us up, and were gone> Interviewer: So, you made your own donation? 38 �It’s probably still sitting there, still sitting there. Interviewer: while you were there, how much contact did you have with any of the civilians in Vietnam? Did you see much of the civilian population? Yeah, when I got to be with the 11th CAG, Combat Aviation Group, we made a regular run downtown for a couple of good restaurants, and we would have dinner once or twice a week, and got to know several of them there. I had a very close relationship with a Vietnamese orphanage, and I adopted a daughter from Vietnam, who just gave us our ninth grandchild a week ago, a week ago yesterday, so I did quite a bit with the civilian population, selectively, selectively. 25:08 Interviewer: Did you have any sense of what their attitude towards Americans was, or was it just kind of where you were, or when? They didn’t want us to leave because they didn’t know what was going to happen, and many of those people supported the effort, the Vietnamese, the effort of us being there, and they knew they couldn’t hang on to it, and they all wanted to get out. They said, “Will you help me go to the states? Help me go to the states?” “Sure, I’ll help you”, but you just couldn’t do it. Interviewer: How complicated was it to arrange to adopt a child from there? Well, I went to the orphanage one morning because I was with the 131st, the OV-1 company, and I was the orphanage officer. 25:59 It was up to me, at the end of the day, to divide the spoils of the mess hall into three different piles, so that the Buddhist orphanage, the protestant orphanage, and the Catholic orphanage all got the same amount. If they didn’t get the same amount they would complain, so it took an officer to do that. In the process of doing that, I got to know the nuns, I’m a Catholic, and I got to 39 �know the nuns fairly well, in the Catholic orphanage. I went in there one day, and I said, “sister”, Sister Rose was her name, and she was about three feet high, I think. I said, “I’d really like—my wife and I want to adopt a little baby out of Vietnam and take it to the states”, and she said, “wait, wait, wait”, and she left, it was just that fast, and she came out carrying this baby. “Here’s your baby”, and I said, “wait a minute, no, not now, I can’t take a baby now”. 27:04 She said, “I know, this is your baby, this is your baby, this is your baby”, and I said, “I thought maybe I would get to choose”, and she said, “no, you don’t get to choose, this is your baby, I know this is your baby”, and I said, “ok, I guess so”. And there was a—she had a contact; there was an American worker over there that helped with some of the paperwork in the Da Nang area. I had to hire a lawyer here in the states and he worked pretty cheap, almost gratis. My wife found him, she was at Lewis at the time, Fort Lewis, and he did most of his work for nothing. A lot of the paperwork—all it needed was a red stamp and a lot of the red stamp was done in Saigon, they couldn’t do it locally, you had to go down to Saigon. 27:59 So, of course, I had an airplane at my disposal, and Saigon was two and a half hours away, so I said, “I’ll fly it down”. You go to these ministries down there, all these different ministries and everybody wanted a bribe, everybody wanted ten buck, or twenty bucks. Well, when I got ready to leave country the said, “oh no, you—baby? Baby go? Two hundred”. At that point---I said, “I ain’t paying”, and they said, “all right”, so she didn’t come home with me, and I got home, and my wife said, “Where’s the baby?” I said, “still there”, and I explained the situation, and she said, “you should have paid”, and I thought, “oh, God”. You had to be there, you know, everybody had their hand out, everybody, and you get to the point where you say, “I’m not going to do this anymore”. So, that was March, and in 40 �about June, I think, we got a letter from this girl over there, to send six hundred dollars for plane fare. 29:08 They wanted a cashier’s check, or something, not a personal check, so we sent six hundred dollars, and never heard another word. In august, about this time, right around this time of the month, one Sunday evening, we had already gotten to bed, two boys, and the phone rang. They said, “this is so, and so, and I’m in Los Angeles, and I’ll be in Phoenix tomorrow morning at nine. I have your baby”, and we said, “What? What?” they said, “yeah, I have your baby, and we’ll be in Phoenix at nine”. So, I was at school, and called my class leader, and said, “I got to go and pick up my baby”, and he said, “most people do at the hospital, Gabe”, but we drove to Phoenix, and she was one sick, she was one sick puppy. 30:03 She got taken care of and she turned out to be a delight. She graduated from high school Summa Cum Laude, graduated from college Summa Cum Laude, and she has worked, almost since 1994 for Delta Airlines. She’s a special education teacher, she works two jobs, and she’s married to a Marine Lieutenant Colonel who’s in Iraq for his sixth tour. She’s the one that just had a baby, and she ended up—it was a delight. She came and proved to be a very worthwhile young lady. Interviewer: So, you kind of—what was it like to come home the second time from Nam? You talked a little bit about the reception the first time, was it different? It was a little bit different, you came home, and the war effort had died down considerably. We changed clothes in Hawaii, so we were traveling in civilian clothes, we weren’t carrying anything like that, and you’re just glad to get back home. 31:10 Glad to get back home, and spend a couple weeks before you go back to the army. 41 �Interviewer: By this time, had you basically decided you were going to have a career in the military, or were you looking to get out? No, it was already—you know, with each school you learn fixed wing, you learn rotary wing, each of those carry an obligation, you know, so by the time the obligations going to be up, it’s going to be eight or nine years in the service, and it’s not too bad. I could have gotten out, gotten out, and a lot of my friend did. They said, “hey, you know, you’ve got some skills, go with the airlines”, but I had a bunch of kids at home, and military life wasn’t that good, but it wasn’t that bad either, so I said, “we’ll hang around for a while”. 32:06 I just decided that was going to be it, and after—I came back from Vietnam, went to school, advanced course, military advanced course, and then the Department of Army said I needed a degree, and they sent me to college for a year to St. Benedict's out in Atchison, Kansas. That was a good year, full pay, full benefits, they picked up everything, and all I had to do was go to school, and that was a fun year that was a great family year. So, then it was to Fort Bragg, we went to Fort Bragg, and I got a company there, I commanded a company there for a while. I was at Bragg for three years and we went with the reserve components up to Wisconsin, and I got a chance to really learn how to fly helicopters up there. I was with an attack unit, and was an advisor. 33:06 I had never—I was flying an attack machine like ten hours, but I was an advisor, and I told the people at DA, I said, “Why are you sending me, a fixed wing pilot, I’ve got 300 hours in a UH-1, 0 hours in a Cobra, and you’re sending me there?” They said, “you’ll learn, you’ll be all right”, and it was a great tour, it was a great, great tour. From there we went to Korea and we were in Korea three and a half years--three years. Interviewer: When was that? 42 �We got to Korea--went to Korean language course in 1981, so we went to Korea in 1982. We spent a year out in Monterey, in the language course, and learned to speak Korean. 33:58 A difficult language, and now I’m thirty-five years old or something like that, and maybe even older than that, and I’m not too good at language anyway, and can barely speak English. So, they sent me to language school, complete the whole thing, get my diploma, and go to Korea. End up over there, my first night in Korea, they put me up in this hotel, well, the flight from Seattle to Seoul was seventeen hours, or something like that, and I got to Seoul, and got to this hotel, so now you’re running at about twenty-one to twenty-two hours that you’ve been up, and all I really wanted was a cool beer, and something to eat. They put us in a hotel, Korean hotel, U.S., supposedly U.S., so I go down to the bar with my very, very best Korean, and ask for one beer in Korean, and this cute little thing said, “What?” 35:07 I said it again, and she said, “What? You speak English?” “Yes”, and she said, “Do you want a beer?” I said, “that’s what I would like”, but the rest of the tour I worked in a combined headquarters over there with Koreans, and it was a great tour. The Korean people are absolutely outstanding people, and they like Americans. All you need to do is show a little bit of interest in their culture and their country, and they love you, and they’ll do just about anything for you, so we had a great time. By this time we had some kids, and had little blond haired, blue-eyed girls, and take them to a market, and the mamasans would just go absolutely crazy. 35:59 They would come over there and pull on their hair, and my wife was a blond, and they would sneak up behind, and pull their hair, feel of their hair, and they would turn around and look in your eyes, you know, and they were yak, yak, yak’n, and someone would look at your eyes. I told my wife, I said, “don’t worry, they’re not going to hurt 43 �you, they’re interested in you, and they don’t see very many blond babies”. We had a baby in Korea, and that was very interesting because we had a maid, and the maid assumed that it was her baby, and my wife and her use to fight “cat and dog” over who’s going to get that baby. She loved it, she loved the family, and she was just like another mom. The kids would come home from school and walk in there, “take shoes off, you no walk in this house with shoes on, take your shoes off”. 36:54 I would come home, “hi Mrs. Kim, bring me a beer”, you know, and she would say, “daddy’s home, daddy’s home”, and never said anything to me—she treated me like a king, and I loved it. Interviewer: What impression did you have of the South Korean military officers that you dealt with? South Korean? Outstanding, they were—they all wanted to speak English, they all worked very, very, very hard, and all of them very dedicated to their country. Interviewer: This was a period when South Korea was sort of in transition toward a more democratic kind of state, or that kind of thing. To what extent were you aware of that? Not at all, we didn’t get involved in the political thing at all. You hear about it, and the Korean counterparts would talk about it, and they tell you what’s going on downtown, and what was happening to who, and then they would say, “don’t go in this section, stay away from here”. 37:54 For one year over there, I was out at a Korean headquarters, I spent a year at a Korean headquarters, and that was very, very interesting there, because the guy that I worked for didn’t like Koreans. It took them about ten minutes to figure that out , and he told me, he said, “you’ve got, Colonel, you’ve got all the social issues, I don’t want to hang with these people”, and they basically, just shut him out of the net, but 44 �boy, I had some great, great times. They were very, very dedicated, and when a Korean officers says, ”this is where we die, North Korea come, we die here, kill me some before we go”, very dedicated, and all proficient, they’re Korean, and their culture is different. 38:54 A couple of times, the chief of staff out there, who was a graduate of the University of Kansas, him and his wife both, Park e-Doh, the Lieutenant General, the commanding General, who was a graduate of the University of Kansas, a graduate of the Army General Staff School, the Army War College, spoke fluent English, his wife had her masters from somewhere in the states, spoke fluent English until they got with their Korean counterparts, and then it was totally Korean and nothing else, but they were great people, they were great people. I was very, very happy to have worked with them, and the night before we left, we had dinner with Park e-Doh, General Park e-Doh, and his wife, and just a great guy. The chief of staff would call me, and say, “tomorrow’s holiday, American holiday?” “No, colonel, we don’t have a holiday tomorrow”, “I think maybe American have holiday tomorrow, don’t come to compound, we have Korean things to do”. 40:04 “Yes sir, I understand”, so I hang up the phone and say, “holiday tomorrow, nobody work tomorrow, Sunday”. It was always on Saturday, so they had normally discipline time, and they had to discipline soldiers, and they didn’t want us around, you know. They would shoot them or whatever it was, but it was always public, beat them—you go back on Monday and somebody would say, “three deserters, we shoot them dead”, “ok, I don’t want to know that”. It was a good tour. Interviewer: So what was your next step after that? I came back to Forces Command—I went back to Atlanta, and when I left Korea they wanted to send me to the Pentagon. I was promoted to Lieutenant Colonel, and they said 45 �I needed a tour at the Pentagon, and my wife said, “no”, and I said, “no, we're not going to the Pentagon”. 41:08 And they said, “then you’re going to retire”, and I said, “if need be”, I was right at twenty years and I said, “ if need be, I’ll retire”, so we were negotiating back and forth what I was going to do, and they called me, and they said, “alright, were going to send you to Fort Gillem, Georgia, you’re going back to the reserve components”, and I said, “ok”, and they said, “don’t ever expect another good assignment”, and I said, “I wasn’t really expecting a good assignment this time, you know”, “alright”. So, I go to Fort Gillem with a readiness group down there, and I walk in. The full Colonel was in command there, Dan Campbell, and he looked at me and he said, “Are you an aviator?” I said, “yes sir”, and he said, “What do you fly?” I said, “both fixed and rotors”, and he said, “You got any OV-1 time?” 42:05 I said, “I do”, and he said, “they have an OV-1 unit here in Georgia, and they need an advisor, do you want to be on flight status?” I said, “yes sir”, so I spent five years with that unit, on flight status, and it was a very, very rewarding time. You’re almost two years into the tour, and the commander had a heart attack and died on a track, and I was a deputy, so we did all the things, got him planted, and all that taken care of. I was working for a General Betkey, and he came down—we were in the 2nd Army together at Fort Gillem, and he walked into the office unannounced. Normally, general officers will always call and say, “hey were coming, we’ll be in your area”. 42:59 He walked in unannounced, and the secretary said, “General Betkey what are you...?” And he said, “Where’s Hudson? I want to see Gabe”. “Well, he’s back in his office”, and he said, “Why isn’t he in this office? He’s the commander and he should be in that office there”. He was very loud, a very loud—he was a good man, a Major General, so he comes walking down the hall, 46 �“Hudson, where the hell is Hudson?” So, I stuck my head out and said, “General, what are you doing—why didn’t you call?” He said, “I don’t need to call, I’m a General. What are you doing down here?” I said, “I’m doing my work”, and he said, “listen, I want to talk to you, let’s go up to the office”, so we walk into the commanders office, and he sits down at the desk, and I pulled up a chair, and got him some coffee. He said, “you did a good job putting Dan in the ground, excellent, excellent job. You really like this don’t you?” I said, “Like this?” And he said, “like being the commander”, and I said, “absolutely, sir”. 44:03 He said, “ You know, it’s an O-6 position, and were going to start looking for one, and in the meantime take acting off of that commander, and we’ll let you know”, so I had it for a year, they gave me a year, and I was in “hog heaven”, I was commander, and still flying. A commander called and said they needed a helicopter to go visit a unit, and we said, “whatever you need, sir”, and he said, “we need a crew too”, and we said, “whatever you need”, so it was a great tour. Interviewer: You did that for a year, and after that were you back to second in command again? Yes, I went back to second in command for a year, and then I had an eye problem, and I lost part of this right eye, and lost my flying seat, so I was supposed to go to Turkey, and take an aviation unit over there. 45:01 Well, I had a medical problem, and I also had a bunch of kids, so they said, “we can’t take you, or we can’t take the kids, and we can’t take you at all”, so they gave me a battalion at Forces Command, and I became a battalion commander with a security battalion at Forces Command. We took care of special intelligence, and I did that until I retired. 1993, it was—we went through the Gulf War, it wasn’t fun, and not being able to fly anymore. 47 �Interviewer: So, what were you doing while the Gulf War was going on? We were working with special intelligence, and it was our job as a security battalion commander, I had something like thirty-seven different detachments, and our job was to secure special intelligence. Interviewer: Where was that? Was that everywhere” We were all over CONUS, we had one in Panama, and one in Alaska, we had a detachment, and we were headquarters out of Forces Command. 46:02 Interviewer: Where is that? In Atlanta, at Fort McPherson, we stayed right there, so the kids—to the younger kids, that was home. We lived in Atlanta for about eight years. “This is home, I don’t remember moving, this is home”. Then in 1993 I just said, “I know I’m never going to get promoted, I’ve got an eye problem, I’m getting out”. I retired, and we retired for—I had two jobs, and I was working for the state of Georgia, and then Ken Scott from here in Grand Rapids called me, and said, “I got a job opening as a ROTC instructor, do you want to do that?” I said, “What does it pay?” He said, “not much”, and I said, “How are the hours?” He said, “not good”, and I said, “When are you interviewing?” 47:05 He said, “Thursday”, and I said, “Are you paying for the ticket?” He said, “no”, so I called the wife, and I said, “What do you think?” She said, “well, if we get to go back to Michigan”, and I had a mother here, my mom was still alive, and I had a brother who was over in the Detroit area, and he was sick, he had cancer, and I said, “let’s do it”, so I flew up, and was here fifteen minutes or so in the interview, and they offered me the job, and I said, “yeah, I’ll come back to Grand Rapids”, and it was a very rewarding time. Regardless of what they say on the news about Union High School right now, we had a 48 �good program over there. We did a lot for the school, a lot for kids that were in my program. About fifteen, sixteen hundred of them went through my program the thirteen years that I was there. Interviewer: What did the ROTC do for them, and what did the kids get out of it generally? 47:57 Leadership, citizenship, kids got to do—kids who couldn’t be a jock because they were too small, or they’re—they just didn’t want to be a jock or something, but they learned a little bit of leadership skills, you give them a project to do and, “hey man”, and they do one or two of those little things, and we competed. We had some drill teams, and we competed in a three or four state area here. Of course, they took their competition very, very seriously, and then we took all of our military duties. Whenever we moved the colors or anything like that, it was very meaning, and we did a lot of volunteer work for the school. The principal would call and say, “I need this done”, and we always said, “yes”. Interviewer: Did it sort of encourage the students to stay in school, and finish, and go on from there? A couple of them it did, sometimes it didn’t have a great effect. We weren’t recruiters, we couldn’t teach tactics, or anything like that, but I’ve still got probably ten students that are in the military, that e-mail me, and I got two in Iraq right now. 49:10 Interviewer: Just in terms of encouraging them to just finish school, and actually graduate, and that kind of thing? A couple of them, yes, but you don’t touch everybody, you don’t touch everybody, but if you get two or three a year that you can change around. One kid came in there one time, 49 �and he had a couple of piercing, like one of these “metal” freaks that you see, and by mid year, he had gotten rid of all his piercing, had gotten a real good haircut, and he was—“I want to do it, this is fun, Colonel, this is fun, and I feel important”, and I said, “hey, have at it”. Interviewer: Your wife followed you through this extended military career, and all these moves and changes etc, in a basic level, what did she think of our army life, or military life? How did she respond to it? 50:07 She hated it—a lot of traditions she didn’t, she did not like to follow the traditions. “I’m not putting on white gloves to go visit the battalion commander”. “Yes you are honey”. “Ok”. She was an excellent military wife, absolutely superb. I don’t know if I told you this the last time or not, but for twenty-seven years, airplanes, mission, and then came family, and my career was in there too, and that was all-and now we’re trying to make up on that. She understood that, the kids understood that, and I’m not particularly proud of that, but that’s the way it was. She was one hundred percent supportive of anything I ever wanted to do. 51:01 Interviewer: How much of the tradition sort of stuff did she actually have to deal with? Was that mostly early in your career? Early, earlier in my career, and once I became a battalion commander, and things, we didn’t do a lot of those things. We were always kind of laid back. We had a house with a nice pool, and you invited everybody over. “We’re going to have the pool, well have some beers, we’ll throw some burgers and brats on the grill, we’re going to relax. We’re not here for white gloves and hats”. Early in the career, during Vietnam, we got invited to a thing on New Year's day, at Fort Lewis, and we arrived, and the Mrs. opened the 50 �door and said, “There are some very important guests here right now, so just wait outside”, and it was raining. We were probably there ten minutes, and she opened the door and said, “Come in, see the colonel, and leave. Don’t eat anything because we have very important people coming later”, and I said, “Yes ma'am”. 52:06 As we were leaving she said, “I’ll never do that again”. She was drenched, and one couple went home. He had some very choice words, and he turned around and went home. Interviewer: Another thing, somewhere in the course— near the end of your career, you worked with Colin Powell? He was, he was—yes, Colin Powell was CinC Forces commander, commander in chief, forces command, and he came down to forces command. Just a superb man, a superb man, regardless of his politics, you know. One thing about Colin Powell, he had a 1967 Dart, that’s what he drove, and his first day on the job, he drove that, drove it over to forces command. 53:04 He was one to get to work fairly early, and he parked his Dart, and went upstairs to go to work. The M.P.’s that were out in front of the building, you know, were saying, “Whose car, whose car?” And they towed it away. Powell looked around and said, “Where’s my car?” “What kind of a car was it sir?” “A 1967 Dart”, and they said, “oh God, we towed it away”. Powell, he was—he’d get in the elevator, and other command staff, the commanders, they all had their own elevators, you know the important VIP elevator, two or three times a week he would just get on board with us, and say, “Good morning guys, how are you all doing today?” He was just very, very, personable, and very easy to talk to, and he was a great guy, a great guy. 54:00 Interviewer: Now, we’ve covered quite a bit of material, and had it for the better part of two hours, and we’ve done pretty well here, and hey, tape is cheap. I’m not 51 �here to think for BCTV, but that’s the basic rule on this. Now, if you look back on the course of your military career, I guess first of all—are there particular episodes, or things that kind of stand out in your mind about that, that we managed to leave out of the story at this point? Whether it was in Vietnam or in the states, or other stuff that would be good to get on the record? You could talk for three days, four days because there’s—I know when I get home I’ll say, “jeez, I should have done this, I should have done that”. There are a lot of very, very personal things that I don’t share, and I probably should someday, but I don’t. It was just—my time that I spent with the U.S. Army was all very, very rewarding. I never asked for the moon. 55:03 I always asked for a job rather than a location, and the people that I worked with, the people I worked for, and the people that worked for me, were all outstanding people. There was—well, one or two along the way, but across the board, outstanding, outstanding American citizens. Hard working, dedicated, with one thing in mind, you know, we’re here to protect the country, and at any time we could have been called upon, you know, “call in the check, we’re going to cash your check”, you know, up to, and including, one life for the country, because every vet wrote that check, and I was just very, very glad, and very happy to serve, and I had an excellent time doing it, it was fun. 56:03 I really was fun. Interviewer: do you see a different attitude, in this country, these days toward people in the service, as opposed to back in the Vietnam era? Oh absolutely, absolutely, you know when you come through an airport now, or something, and five or six service men get off of an airplane, it’s not unusual to have a bunch of people stand up and applaud them, you know. You see one serviceman get on 52 �an airplane and the captain will say, “move him to first class”, “move that guy to first class”. It’s a lot different than the Vietnam days, and I’m glad of that. You tell people now, “What did you do?” “Spent some time in the military”, and they say, “thank you for your service”, and you don’t know how much that means. It really helps you right there in the heart when somebody says, “thank you for your service”. 57:06 “Were you ever in Vietnam?” “Yes sir, I was”, and they say, “thank you”, and I think, “Where the hell were you thirty or forty years ago, you know”. Interviewer: Sometimes we learn something from history. Yes, and it’s so great for the military to have that change in attitude. People deployed overseas now, and you’ve got these people sending them pillows and bears, and sending them treats, and things like that. It’s really, really great. Interviewer: I think that makes a pretty good note to close on, and I want to thank you for coming in and talking with me today. Again, my pleasure, I totally enjoyed it. 57:44 53 � 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 Hudson, Gabriel (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Hudson, Gabriel Description An account of the resource Born in Sturgis, Michigan in 1942, Gabe Hudson joined the U.S. Army in 1967 following several years of college. After completing training as a photo interpreter, Hudson deployed to Vietnam served with 101st Airborne Division for fifteen months. After returning to the United States, Hudson continued in the military, training with the OV-1 reconnaissance aircraft. Once he completed that training, Hudson redeployed to Vietnam for another fifteen months and was on the last flight of American troops out of Da Nang. Following Vietnam, Hudson served at a variety of different posts, including in Korea and several throughout the United States before finally retiring after twenty-seven years of service. 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 Persian Gulf War, 1991--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 2010-02-09 Identifier An unambiguous reference to the resource within a given context HudsonG 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/99bd3032b6fd6bab3b14d7be368ede04.mp4 728784ffce5e762efdbf2fb9ddb5aff6 https://digitalcollections.library.gvsu.edu/files/original/3e2c5d895a29aa14f6912c331a658c89.pdf 11191d7be5ef4da6aa09a45055ead003 PDF Text Text Grand Valley State University Veterans’ History Project Ron Hudson Vietnam War Time: 1:50:42 (00:00:21) Early Life -Born in Three Rivers, Michigan on February 8, 1950 -Father was a commercial pilot -Had flown a bomber in WWII -Mother had grown up in Texas -Met Hudson’s father there during WWII -Moved up to Michigan after the war -Has two older siblings -Sherry Anne Hudson -C. Gilbert Hudson -Grew up in Sturgis, Michigan -Went to high school there -Wrestled, played football, and played baseball -Graduated in 1969 (00:03:15) Pre-enlisting and Enlisting -Knew a lot about Vietnam -Father followed it very closely -All the neighborhood men had served in WWII or Korea, so they followed the war -Father had arranged for him (Ron) to get a pilot’s license -Looked for jobs within the military that involved piloting -All branches needed a college degree -Army did not need a college degree -Enlisted in the Army for Warrant Officer Flight School -Enlisted in February or March of 1969 -Told to report for duty on August 20, 1969 (00:07:15) Fort Polk, Louisiana for Basic Training -Alpha 3-1 training company -Not very grueling training, but it was aggressive -Had “Tigerland” training course -Good basic training -Almost all of the drill sergeants were from Vietnam -His had been with the 173rd Airborne Brigade and seen extensive combat in 1965-66 -Discipline, team effort, and weapons qualifications were stressed -A wide array of people were there -Some were from the country; others were from the city, National Guardsmen as well -Spent ten weeks there, eight of which was dedicated to actual training �(00:11:35) Fort Walters, Texas -Assigned to Fort Walters, Texas -Given thirteen day delayed route -Made destination: Michigan -Spent time with his fiancée from high school -Time went by very quickly -Went to Fort Walters for primary helicopter training -It was meant to be 6-8 weeks of training -Given snowbird status: too many troops to be trained -Never actually got into a training helicopter -Army strongly encouraged people to go into infantry -Specifically infantry officer training -Opted out of that -At least a few companies worth of soldiers left in waiting -Mandatory physicals were done to thin the numbers of prospective pilots -Warrant officer training -Conducted by graduated, not yet warranted, officers -Had to “pre-flight” uniforms the night before -Part of discipline -Deemed physically unfit to fly due to a perforated eardrum -Took part in multiple interviews -Officers wanted him to go into officer training -Declined again -Had to pick a new MOS -Wanted to go into computers -Picked a computer related MOS: 13 Echo 20 (00:20:15) Fort Sill, Oklahoma -Deployed to Fort Sill, Oklahoma -Learned that 13 Echo 20 is Field Artillery and Intelligence Assistance -Computers are involved, but not the primary focus -Learned how to conduct recon, calculate firing data, and engage in fire exercises -Lots of classroom instruction -Heavily mathematic focused on geometry Finally told they would be given two days of orientation with FADAC -Field Artillery Digital Analytic Computer -Roughly the size of a stereo -Came inside a big, plastic box -It was essentially a giant graphing calculator -Could do automatically what they had been taught to do manually -Plot the target, determine elevation -Manually involved the use of instruments and a map with a grid -Spent eight weeks at Fort Sill plus a Christmas break -One of the best Christmases that he can remember �(00:27:45) Deployment -Went back to Fort Sill to graduate -Sent to Oakland to get ready to go to Vietnam -Did not know where he was being sent specifically in Vietnam -Only knew that he was being sent to Long Binh -Given less than two weeks to report to Oakland -Father flew with him to San Francisco -Drove him to Oakland Army Terminal -Mother was not present (parents had divorced early on in life) -Doesn’t believe that she understood the gravity of the situation -Flew commercially to get to Vietnam -It was a long flight -Stopped in Hawaii then Wake Island, then Japan before Vietnam (00:39:35) Arrival in Vietnam -Opened the door and was blasted by the heat, humidity, and smell -Placed on buses -Taken up to Long Binh -In Long Binh they assembled in a gravel parking lot -Assigned to numbered poles for organization purposes -Mostly free rein on the base -Stayed there longer than most did -After four days his group was called into formation and given their assignment -He was being sent to Dong Ha -Located just below the demilitarized zone -Took four days to get there (00:47:30) Dong Ha and LZ Nancy -Attached to the 108th Artillery Group supporting 24th Corps -Specifically assigned to HQ Company 1st Battalion 39th Field Artillery -Taken to LZ Nancy on a small truck -Past Quang Tri City -Went down a dirt road about one kilometer -LZ Nancy -Not a very large base -Heavily fortified artillery -Given the task of being a clerk for a few days -LZ had four guns to a battery: 8 inch howitzers and 175 millimeter howitzers -Also had a M577 command vehicle (00:51:23) Attack on April 13 -At 2:30 in the morning on April 13th LZ Nancy was attacked by NVA sappers -Grabbed essentials (rifle, helmet, flak jacket, and boots without socks) -Ran outside and saw a hut explode in front of him -Thrown ten feet -Ran to a designated bunker -Decided that the bunker was not safe and laid behind the dirt mound that covered it -Assault lasted until 7:00 AM -Was picked up by an officer to clear headquarters of sappers �-Identified three sappers -One was captured and the other two were killed -After the fighting he was tasked with putting dead NVA in cargo nets (00:59:04) General Zais Arrives -After the fighting on the 13th General Zais showed up to survey things -Three star general commanding 24th Corps -Basically ignores the officers and talks with the infantry -Asks if they have any requests -One soldier asks for a PX (military store), hadn’t seen one in 6 months -Four to six hours later a CH47 Chinook lands -Temporary PX was made with fifty five gallon drums and a cash register -Loaded with candy, soda, etc. -Soldiers were mostly allowed to take what they wanted in that case -Stayed on LZ Nancy until the 28th of April (01:04:10) Camp Evans -Went from LZ Nancy to Camp Evans -Massive base in the north -Battery was located on the southwest portion of perimeter -Given M79 grenade launcher and a .45 pistol and assigned to M577 communications vehicle -Worked as a chart operator -Pulled twelve hour shifts -Told he would be the first up to be RTO (radio telephone operator) for forward observers -Got comfortable with call signs, long shifts, various codes, securing communications -Conducted raids -Cross open plain to the jungle line with artillery and ammo to Firebase Jack -Provide added range for support in the jungle -8 inch gun: 10 mile range for pinpoint support (accurate) -175mm gun: 18 mile range for harassment (inaccurate) -Went out with a Lieutenant Drennen to be a forward observer -Originally went out as RTO -Helped with adjusting a myriad of other batteries (01:11:03) Firebase Rakkasan -In May was told they would be sent to Firebase Rakkasan -Inaccessible due to jungle -Airborne firebase -Had to cut a road deep into the jungle to reach them -Extremely vulnerable -Only five miles from Firebase Ripcord -Desperately needed artillery support -Had to manually carry shells to the guns -He carried powder canisters because they were lighter and more humanly possible to carry -Fired all serious missions from Firebase Rakkasan -Was concerned they would be targeted after the NVA was through with Ripcord -Created bunkers and dug in as best as they could �(1:19:00) Pulling out of Firebase Ripcord -Helped with the retreat from Firebase Ripcord -Was acting as station chief at the time -Had to conduct a TOT (time on target) mission -Mask the fire of other units with your own fire and hope for a synchronized strike -Needed clearance from everyone at Ripcord before it was safe to fire -Filled an 8.5 x 11 in piece of paper with call sign initials approving clearance -Gave the order of Tango Oscar Tango: All batteries clear to fire at their appropriate time -Had to stay in FDC (fire direction center) during initial barrage -Was able to go out and see Firebase Ripcord engulfed in flames afterward -Kept barrage going until the B-52 bombers arrived -Most likely were able to wipe out two battalions of NVA troops (01:24:39) R&R and a Wedding in Hawaii -Was granted leave after Ripcord -Went to Hawaii and wanted to meet fiancée there -She was not allowed to go because her religious parents didn’t approve -Asked to marry her -She agreed and planned to meet him in Hawaii -Got married in Hawaii -Only together for a week (Tapes are changed at (01:27:10) story of wedding picks up again at (01:27:50)) -Got married in Fort DeRussy Army Chapel -Last remaining structure from base today -Remembers meeting her at R&R center -Went from orderly to chaotic as families reunited -At first they didn’t recognize each other -He had lost weight, gotten tan, and grown a moustache -She had cut her hair and had lost weight (01:32:35) Camp JJ Carroll -Returned to duty after leave -Battery had been relocated to Camp JJ Carroll -Far western part of Quang Tri Province -A few kilometers south of the DMZ -Had to support the 1st Brigade, 5th Mechanized Infantry -Engaged in artillery duels with the NVA -Had missions to fire into the A Shau Valley and the Ho Chi Minh Trail -Would split off guns to support other groups -FDC remained stationary -Had to document fire missions with clearance from forward observers and commanders -One type was “political clearance” -Usually got “negative clearance” from these -Usually took the longest to receive clearance from (15-20 minutes) -Left them vulnerable and unable to return fire -First experience with “political clearance” was at Camp JJ Carroll �(01:40:05) More on the DMZ -Spent the rest of his tour on the DMZ -Supported South Vietnam’s invasion of Laos during Lam Son 719 -Went up to old Khe Sanh base for increased range with the 1st and 5th Mechanized - Worked with two APC’s (armored personnel carriers) and a platoon of troops for security -Artillery raids were either very short or very long -Half a day to five days -Operational involvement was eight weeks (01:44:25) Leaving the DMZ -From Camp JJ Carroll was sent back to LZ Nancy -Monsoons had made roads ineffective for moving artillery -Troops on Firebase Barbara needed to be cycled out -Took essential gear and flew out to Firebase Barbara to relieve the troops there -Firebase Barbara was always in cloud cover due to its 800 meters of elevation -Last station of duty in Vietnam (01:46:50) Leaving Vietnam and Coming Home -Left Vietnam in March 1971 -Went to Cam Ranh Bay to depart for the United States -Went from there to Japan, then to Hawaii, then to San Francisco -Was processed in Oakland, California -Released from active duty there -Went to college on the GI Bill -Got a degree in public finance and administration from Ferris College -Relocated to Virginia because of stagnant economy -Worked in local government and banking (01:49:15) National Guard Reserve -Went into the National Guard Reserve -Became a 2nd Lieutenant -Served twenty seven years of active duty -Called up for duty in Desert Storm -Given command of a battery -Didn’t even leave Fort Bragg before the war was over -Told young soldiers who were disappointed it was a good thing � 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 Hudson, Ronald (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Hudson, Ronald Description An account of the resource Ron Hudson was born in Three Rivers, Michigan in 1950. In the spring of 1969 he enlisted in the Army and after training in Fort Polk, Fort Walters, and Fort Sill he became a field artillery specialist. He was attached to the HQ Company 1st Battalion 39th Field Artillery which was a part of the 108th Artillery Group 24th Corps. He conducted fire missions predominantly on the DMZ and his unit helped provide covering fire during the pullout from Firebase Ripcord. After getting married to his high school sweetheart in Hawaii and finishing his tour in 1971 he returned to Michigan for college at Ferris, relocated to Virginia, and eventually served with the National Guard Reserve for twenty seven years up to and including Operation Desert Storm. Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--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 2013-10-10 Identifier An unambiguous reference to the resource within a given context HudsonR1537V 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/7151319cceabe4b548e149fa19fa719f.jpg f57c50f36e1f24bc2af6addc2685698e 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_C226-0016 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 1962-11-24 Title A name given to the resource Hudson's Department Store, Detroit, MI Description An account of the resource Black and white photograph of a young child looking hopeful while sitting on Santa's lap in Hudson's department store in Detroit, Michigan on November 24, 1962. Scanned from the negative. Subject The topic of the resource Detroit (Mich.) Hudson’s (Department store) Santa Claus Children Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4ad7039bbae9f50efa7aaf6d6fea8cd7.jpg 30ea7141aed0a812448a7d9d6c70347f 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_C226-0020 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 1962-11-24 Title A name given to the resource Hudson's Department Store, Detroit, MI Description An account of the resource Black and white photograph of children playing on the floor with toys in Hudson's department store in Detroit, Michigan on November 24, 1962. Scanned from the negative. Subject The topic of the resource Detroit (Mich.) Hudson’s (Department store) Children Toys Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/30129812f8d43b39bc5e911c58c377f9.jpg e7baed138160bb372895c1a3e4e201cd 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_C226-0030 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 1962-11-24 Title A name given to the resource Hudson's Department Store, Detroit, MI Description An account of the resource Black and white photograph of two children playing with toy airplanes in Hudson's department store in Detroit, Michigan on November 24, 1962. Scanned from the negative. Subject The topic of the resource Detroit (Mich.) Hudson’s (Department store) Children Toys Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e281e3846623774bdbe1cbe612c32c8a.mp4 bce4286b3a75828efcb7323ab5663aac https://digitalcollections.library.gvsu.edu/files/original/6636b9988bb5308e269590f8073fa836.pdf 451062c7ef8642ab7076ed064afe3ae9 PDF Text Text Grand Valley State University Veteran’s History Project Korean War Octavio Huerta Interview Total Time: (45:42) Background  (00:09) Born in Crystal City, Texas in 1931 o Lived here until he was almost six o Accidentally found a cigar box full of money, gave it to parents o They used the money to get to Michigan o They heard that Michigan residents were making money  (1:23) Went to school o Potter’s Street School  (1:59) Remembers one winter they went to school out in the country o Parents couldn’t afford to go back to the city after summer  (2:45) Remembers a teacher telling him to answer when she calls him “Tommy” o Was confused by this o In 2nd grade when this happened  (3:19) Moved to Saginaw, Michigan, the year after  (4:10) Remembers that other teenagers his age enjoyed hanging out with him because of his spirituality o Contributed to his choice to not drink or do drugs o They made a baseball team  (6:10) Says the white kids didn’t ever pick on him in school, but black kids did o Mr. Huerta said he always won fights o Word got around “not to pick on Tom” o This was just because he enjoyed boxing, not anything serious  (7:45) Was three weeks into the 10th grade, he wanted to quit school o Graduated early  (8:10) Mr. Huerta got a job at a co-op supermarket  (10:58) Eventually got another job that he really wanted  (17:49) Eventually got his own office at this job Drafted  (19:07) Got married, and got his draft notice in the mail shortly after  (19:20) Had to go to Detroit for a physical  (19:47) He and all the others were lined up and had to undress � (20:08) Remembers that his blood pressure was high because he was very nervous o He didn’t pass because of this o A couple months later was called back and passed the second time o Was drafted into the Army Training  (20:40) Told that he would be sent to Ft. Knox, Kentucky  (21:20) Taught how to use many different guns  (21:40) Remembers being the only Mexican in his company – which was large sized o This put pressure on him to do very well because he wanted others to think well of Mexicans  (22:11) There were inspections often  (23:45) Mr. Huerta and some other guys were asked if they wanted to go to a more specialized military training course o This lasted a few months o They were taught to train other soldiers  (24:37) Eventually asked to go to reconnaissance military training o Here, they learned how to get behind enemy territory and how to find out where the enemy was, what they had, etc. o Felt good about receiving this diploma and the other one  (25:52) Had to wait for orders  (26:11) Told the guy in charge of mail that next time he got orders to send someone to Korea, etc. to replace his name with Mr. Huerta Shipped to Korea  (27:09) Remembers how huge the ship was with all the equipment o Canadians were with them as well o 13 days to cross the ocean o Never got seasick, but saw many others get seasick  (27:51) Had to wait to receive orders o While waiting, made some friends and played baseball  (29:18) Got assigned to be a mechanic  (29:29) He and the others got five tanks to take care of o Had to change oil, spark plugs, grease it, oil it, etc o Had to learn how to tighten the tracks  (30:55) Remembers once that the last tank stopped at the gate o Didn’t make it because a belt was thrown, had to be replaced  (31:22) Enjoyed being in the service; learned a lot about working with people �          (31:35) About three times in the military he was supposed to get a stripe, but didn’t receive it o This was because of prejudice against Mexicans o Tried not to let it bother him, Mr. Huerta went above and beyond expectations because of this (33:14) Mr. Huerta and a group of guys cleaned a ping-pong table and played with it (34:30) Remembers the food being very good (35:40) The highest rank Mr. Huerta received was Private First Class (37:50) Remembers during the next inspection, his platoon passed everything with flying colors (38:20) Recalls another man earning a stripe that was supposed to go to Mr. Huerta (39:00) At one point, got a jeep with a driver and a gunner o Had a black driver and a white gunner o Mr. Huerta was the chief o These three men got along very well (40:15) They once had a break and went to Kobe, Japan o Big hotel – everyone got their own room, free food, etc. o The food was excellent o Lots of places to shop, etc. o Here for about a week (42:14) Mr. Huerta says that he wanted to come home at this point because his wife just had a baby o If he hadn’t been married, Mr. Huerta would have stayed and had a military career (44:45) Proud of military service; learned a lot o Found it very enjoyable � 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 Huerta, Octavio (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Huerta, Octavio Description An account of the resource Octavio Huerta was born in 1931 in Crystal City, Texas. His family eventually moved to Michigan to find work. After graduating from high school early, Mr. Huerta worked for a couple of years before getting drafted into the Army during the Korean War. He received training at Ft. Knox, Kentucky, and did well enough to stay on for reconnaissance training. He volunteered for duty in Korea, and when he got there, he was assigned as a mechanic for a tank platoon. Despite encountering prejudice that kept him from receiving promotion, he found his military experience to be very enjoyable. Contributor An entity responsible for making contributions to the resource Short, Mike (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Korean War, 1950-1953--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-02-21 Identifier An unambiguous reference to the resource within a given context HuertaO1208V 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/344ed46fa86eed32d47c29c51b12467b.mp4 94e6c05cc2b518a8814b25cce6a793f7 https://digitalcollections.library.gvsu.edu/files/original/7d6f0b7acacdb4082925464dc90b4970.pdf fbca2a8e47f63749781cfbe108f4d1ce PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: Other veterans & civilians Interviewee name: Robert Lee Hughes Length of Interview: (00:31:25) Background (00:00:20) Born on June 17, 1956 in Detroit, MI Was a shy child and was held back in kindergarten because of that  Lived in Leonard, MI at that time (northeast of Detroit) Went Oxford High School His father had bone marrow cancer, so he passed away at 42, 1970 Hughes’ mother then had to move back to Reed, MI for work  She had been going to college to get a degree in psychology, but had to quit after her husband was diagnosed Hughes had a half brother that fought in the Vietnam War (drove with “The Crazy Eights”)  At age 27, Hughes’ half brother was in an accident when fixing a truck (1977)  Hughes had just been married when this happened When going to Oxford, in 7th grade, he was in a ½ day program  Ran track, played softball, was a cub scout  In Reed, MI, was a part of the wrestling team (8th grade) His mother was remarried in 1973 After his father’s death, they moved to his grandfather’s horse farm Did vocational education (outdoor education) in school Graduated in 1975 Service (00:12:02) Enlisted into the Marine Corps in 1978 �Was in there for three years Enlisted at in Reed City, went to Detroit for the physical Went to San Diego for basic training Was overweight when he arrived there (300lbs.) Arrived for training in March and graduated in August weighing 170lbs. Training (00:14:01) Every day was physical conditioning; a part of the Physical Conditioning Platoon  Trained with Bugle Sticks Awoke at 5 AM everyday Kept everything in his footlocker Was treated like the overweight man in “Full Metal Jacket” Went to Fort Lee, Virginia for Laundry/Bath training (field sanitation) (00:16:20)  Was there for about 3 months Went to Camp Lejeune in North Carolina (00:17:27) Continued 11-71 Field Sanitation Engineer  Had additional duties, a part of the Motor Pool End of Service (00:18:43) Stayed there until he left the service in 1981 Lived off base with his wife and child Had also done Beach Detachment Duty for 6 weeks  When in the service, his hours were 7 AM to 10 PM (00:20:30) Discharged from Lejeune and went back to Reed, MI where he worked at the Yoplait factory Did not see much action because he was in the service during the Cold War (00:29:23)  If he had stayed on until 1982, he would have been sent into Lebanon �Feels like he was matured due to his time in the service � 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 Hughes, Robert Lee (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Hughes, Robert Lee Description An account of the resource Robert Lee Hughes served his time in the Marine Corp. from 1979 until 1981. He trained mainly in Field Sanitation (Laundry/Bath Training) in Fort Lee, Virginia and Camp Lejeune, North Carolina. He did not see combat due to his time being served during the Cold War. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Other veterans & civilians--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-07 Identifier An unambiguous reference to the resource within a given context HughesR 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/fef5f2db547e17a87fa396ccd3e3a8c8.jpg bf0d3b9ab7dec5376c2761ec1d03b774 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_M167-0031a 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 1972-06/1972-08 Title A name given to the resource Hugo Dyson, Oxford, England Description An account of the resource Black and white photograph of Hugo Dyson, English academic and member of the Inklings literary society in Oxford, England. Scanned from the negative. Subject The topic of the resource Dyson, H. V. D. (Henry Victor Dyson) Inklings (Group of writers) Oxford (England) 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 1970s 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/58024e835a654ddc75fbeecbecab14a5.mp4 de713e6611206473eeba0d4693329299 https://digitalcollections.library.gvsu.edu/files/original/4d17d7f9f5cbc63f7206cd3d58520fd5.pdf 6ffccc57899f6fd0e51aaf0409a2fe8b PDF Text Text Grand Valley State University Veteran’s History Project Vietnam War Tom Huis Interview Length: (00:00:21:00) Early Life/ (00:00:14:00)  Was attending Kellogg Community College before joining the army (00:00:19:00) o Had a draft deferment while taking classes, and after dropping a class, received a draft notice (00:00:20:00)  Received draft notice on Christmas Eve of 1968, at age 21 (00:00:34:00) o Had to decide whether or not to join the service (00:00:43:00)  Parents were Dutch (00:00:01:09) o Became United States citizens and had a great deal of national pride afterward (00:00:01:12) o Felt it was an obligation for their son to serve the country in Vietnam (00:00:01:20) o Being foreigners, parents “had a different outlook on things” (00:00:01:30)  Was not planning on joining the military at the time of recruitment, but originally intended to someday (00:00:01:40)  Very short window of time, only 10 days, between draft notice and entrance into the military (00:00:01:54)  At first, several physicals banned him from entering the military (00:00:02:06)  Branch of service was not a choice (00:00:02:40) o Some volunteered for the Navy to avoid lack of control over where you end up, but most simply got drafted (00:00:03:09) Military Experience (00:00:03:35)  First days in training “was a real rude awakening” (00:00:03:42)  First, was taken to the barber shop, where it costed 25 cents to get the standard “buzzcut” (00:00:03:47)  Did not think it was as bad as many people make it out to be (00:00:04:30) o Did what was asked, and you would not be punished (00:00:04:44) o Those that “made waves” had a hard time (00:00:04:55)  Change in wardrobe was “unusual” (00:00:05:10) o Used to wearing colorful clothing, now must wear “drab green” (00:00:05:14)  Did training in Fort Knox, Kentucky (00:00:05:26) o Was supposed to have 8 weeks of basic training, but the time frame was cut down to 7 in order to supply more men to Vietnam (00:00:05:32)  Traveled from Kentucky to San Antonio, Texas for medical training, but was instead asked to consider being a noncommissioned officer as well (00:00:06:00) o Did not intend on being in the military for more than the required two years, and declined the request (00:00:06:38) o After being asked several times to commit to medical and non- commission officer positions, was asked to consider military leadership (00:00:06:48) o As it turns out, there is very little difference between the training involved for a noncommissioned officer and leadership training (basically for corporals rather �              than sergeants), with the exception of not having to sign up for an extra year in service for the latter (00:00:06:58) Decided to train for leadership (00:00:07:05) Was part of the human resources system, which involved keeping personal records and other related documents (00:00:07:30) While stationed at Fort Sam Houston in San Antonio, Texas, saw many wounded soldiers brought back from Vietnam (00:00:08:10) o Was one of the men in charge of overseeing the wounded men as they were unloaded (00:00:08:40) (00:00:09:05) Was supposed to go to Vietnam, but at the last minute, had a change of orders and went on leave instead. In the six days at home, was married and had gone on the honeymoon (00:00:09:31) Spent a great deal of time traveling (00:00:10:10) o Traveled much of Europe and was able to explore the various countries they went through (00:00:10:15) Communicated with those back home in the United States by letter (00:00:10:38) o All family information was conveyed through written letters, even serious matters such as deaths in the family (00:00:11:15) Because location was so confined, in a mountainous region, received isolation pay (00:00:11:30) o Got very close to the other men stationed in the mountains because of how few people were there (00:00:11:56) o Would spend holidays together (00:00:12:03) o “There was never a dull moment” (00:00:12:39) o It was still a difficult environment to get use to (00:00:13:10) Traditions of foreign peoples were much different, especially popular American holidays such as Christmas and Easter (00:00:13:25) o There were many different religions as well (00:00:13:35) o Religion was dichotomized between rural and urban areas, especially amongst protestants and Catholics (00:00:13:45) Transportation was also very different in Europe (00:00:14:28) o Many took trains, which was the primary mode of transportation (00:00:14:30) o Had a vehicle that the men could use, which made travel much easier (00:00:14:40) Was discharged from service on December 31st, 1970 (00:00:15:01) o Took two days to travel back to the United States from Europe plus one day to “process out” of service (00:00:15:15) o The “process out” portion of duty is supposed to take three days, but knew the paperwork well and was able to finish earlier than most, in fact, was able to do paperwork for all the men that were on the plane back home (00:00:15:31) Arrived in Grand Rapids, Michigan at 12 A.M. on January 1st, 1971 (00:00:16:50) Still keeps in touch with some people from the days of service (00:00:17:05) Joining the military is a compatible choice for some, but not all people (00:00:17:28) o Is a “younger man’s type of position” (00:00:17:57) o Older people “never really readjust” to life after service (00:00:18:09) �  “If you don’t love the country you’re in… how can you say that you’re American?” (00:00:19:10) While in a Chicago airport, was harassed by several anti- war activists (00:00:19:48) o Was called names (00:00:20:20) o “I never really got over that” (00:00:20:30) o “Why is he spitting on me when I’m the one protecting him?” (00:00:20:40) � 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 Huis, Tom (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Huis, Tom Description An account of the resource Tom Huis was drafted into the United States Army at the age of 21. He had, until this time, been deferred from the draft because he was attending Kellogg Community College as a full time student. After dropping a class, he was no longer eligible for deferment and received a draft notice on December 24th, 1968 to serve in the ongoing Vietnam War. Huis was first sent to Fort Knox, Kentucky for basic training, and then Fort Sam Houston in San Antonio, Texas for specialized medical training. He expected to go to Vietnam, but his orders were changed at the last minute and he went to Europe instead. He was discharged at the end of 1970. Contributor An entity responsible for making contributions to the resource Davis, Emily (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 2010-10-20 Identifier An unambiguous reference to the resource within a given context HuisT1224V 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/01c2bcf343703db6508a5213000208cb.mp4 68d2d132941340b1542a929cf80556a4 https://digitalcollections.library.gvsu.edu/files/original/efe66a7d1471d2b4ad332b96384e288d.pdf d003f58ca01ca6c117b14a2726695d01 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: Korean War Interviewee name: Bernard J. Huizenga Length of Interview: (00:29:15) (00:00:25)Pre-Enlistment  Childhood/Education o Served in the Korean War, Navy. o Born in July 20, 1929, Grand Rapids, MI. o Went to a Catholic grade school and graduated from Catholic Central High School. o Used to build sailboats with his friends and sail on Reeds Lake.  Family o Father was a mechanic, mother was a housewife. o Both were Dutch, came over from Holland. (00:01:42)Enlistment and Training  Background o Joined the service right after graduating from high school. o Joined with two of his friends and went to Great Lakes (Illinois) for Boot Camp  Learned a lot about rules and regulations, military.  Three months of Boot Camp. o (00:02:30)Continued at Great Lakes for Machinist Mate School  (00:02:44) Served in the early „50‟s. Active Duty  Duty placements before and during Korean War o After graduating from Machinist‟s Mate School/Engineering School, went aboard the U.S.S Missouri, a battleship. o One of the largest ever built; 880ft. long, weighed 45,000 tons. o The ship had 3000 men on board during wartime and 1500 men aboard during peacetime. o (00:03:50)First cruise was to Panama Canal to Cuba then back to Norfolk, VA. o During the Korean War, was assigned to bombardment up and down Korea. o (00:04:22)In charge of Engineering Office on the battleship; paper work for Main Propulsion Division.  Definitions o Main Propulsion- power for the ship; had four propellers (solid brass), 18ft in diameter. o Two End board Propellers (Power Blades) had five blades. o Two Outside Propellers (Maneuver Blades) had four blades.  Experiences o Had four engine rooms, Huizenga only dealt with the Main Propulsion Division. o (00:5:30) The ship was a like a floating city. o Mess halls, bunks, bathrooms, butcher shops, barber shop, ice cream bar, etc. �  o Made quite a few friends, but didn‟t keep in touch with them after serving. (00:07:00)Peacetime o When arriving in Norfolk, Pier 7, was astounded when first seeing a battleship, “floating gray metal.” o Assigned to the M division. o (00:07:40)Went to the Panama Canal on the Atlantic side the next day. o Other duty locations  Guantanamo Bay, Cuba  Went up and down the East Coast of the U.S., also up to Halifax, Canada.  Has been to seaports in Norway, France, and England.  During the war, went to Korea by the way of Pearl Harbor, Hawaii.  (00:08:48)Before going to Korea, had a new captain; Captain Brown.  Came from a Destroyer which has a more shallow depth compared to the U.S.S. Missouri.  Out of Norfolk, VA there is a deep channel, for aircraft carriers and battleships, and shallow channel, for destroyers.  Somehow got the channels mixed up and the U.S.S. Missouri went out the shallow channel and ran aground.  There for about one month.  Corp. of Army Engineers had to dig one mile channel behind it to get the Battleship out.  Had to go to Dry-dock and fix the propeller blades and patch a 15ft. hole at the bottom of the ship.  (00:10:41)When first going on the ship, Huizenga saw two airplanes on catapults; motor driven.  The helicopter, which was first introduced during the War, replaced these planes.  Helicopters used to spot targets; knock out bridges.  (00:12:00)Went to Japan, as well (00:12:19)Onboard o Played a lot of cards o During peacetime, would go to port. o Sometimes, the port was too shallow for the ship so had to go on land by Cruisers or 30ft. ships (held about eight) that were at the back of the ship. o Drank a lot of coffee, smoked a lot of cigarettes. o (00:14:03) Never carried a gun aboard; was given a flak helmet and life jacket. o (00:14:28) Sometimes didn‟t see daylight for a couple weeks due to the ship‟s enormity. o From the main deck down, held seven stories; from the main deck up, it was about fourteen stories. o (00:15:00) When going to Korea, went through a lot of mine fields. o When going into a war zone, had to shut the doors securely to prevent flooding of the ship, “water tight.” o Pure quiet when going through a mine field. � o (00:16:18) The ship had [anti?] Armor Piercing Steel, 16in. thick; void area filled with air, then another four inches of steel wall with a void area filled with water; beyond that there was another void filled with air. o Would take about three torpedoes in one spot to pierce it. o The only problem, the bottom of the ship wasn‟t 16in. thick, so a mine could pierce it. o (00:17:18) Stayed in contact with family through letters. Korean War o (00:17:46)During the Korean War, the only “mental strain” Huiszenga ever experienced was during bombardment; the guns on the ship could reach up to 30mi. inland to aid troops. o Would also destroy towns or bridges; had 16in. guns, “block busting/destroying guns.” o (00:18:44) No casualties on Huizenga‟s ship; no wounds from enemies, mainly from work. o (00:19:06) Did not go into Korea, no land action. (00:19:30)After the Service  Adjusting to Home o Was very happy to get out of the service and be home. o When first coming back, went to look for a job. o Became an insurance investigator, then took a job at Nabisco after two months, instead; retired after 40 years. o (00:22:57)The War was still on when he was discharged. o Married six months after coming back. o (00:23:45)The problem Huizenga had adjusting was his equilibrium, getting his “land legs” back.  Reflection o (00:24:29)In the Navy, Huizenga learned how to appreciate people and get along with them; lots of team work.  (00:24:54)U.S.S. Missouri o The surrender of the Japanese was made on the U.S.S. Missouri at Tokyo Bay.  Was the Flagship of the 7th Fleet.  Famous for never being attacked.  (00:25:30)One night, Koreans attempted to board the ship by climbing the anchor chains; the ship had a detachment of Marines patrolling the deck who heard them.  Ship called to General Quarters and the Koreans ran, no shots fired  If given the choice to do it over again, would still go into the Navy; very patriotic.  Was in the service for about three years. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Huizenga, Burney (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Huizenga, Burney Description An account of the resource Burney Huizenga served in the Navy during the Korean War. His main job on the U.S.S. Missouri, the battleship he served on, was in the Main Propulsion Division where he dealt with running the engines of the ship. He served in the Navy for three years and was discharged before the war ended. Contributor An entity responsible for making contributions to the resource Dalton, Trevor (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Korean War, 1950-1953--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 2008-06-05 Identifier An unambiguous reference to the resource within a given context HuizengaB 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/f080ba970ed3e02c0ea07f1da88d6176.mp4 299cd28f06ddef5e404a1780122f8ec3 https://digitalcollections.library.gvsu.edu/files/original/9d3873d1755b1007343186805ac0ca4f.pdf 0ff1f58625dd004f9d7177069e4808c5 PDF Text Text Grand Valley State University Veterans' History Project Nicholas Huizenga World War II-Post War 39 minutes 35 seconds (00:00:11) Early Life -Born in Munster, Indiana in 1925 -Northern part of Indiana near Gary and considered to be in the Chicago metropolitan area -Went to a private Christian high school in Englewood, Chicago, Illinois -Father worked as a carpenter -Nicholas worked on an uncle's farm every summer after he turned twelve -Father was laid off during the Great Depression -It was a difficult time for the family, especially since there were eight children -Uncle would give the family food (00:02:09) World War II -Heard about the attack on Pearl Harbor on the radio -Didn't pay a lot of attention to the war before the U.S. entered the war -Pearl Harbor served as a wake up call and made him realize that the U.S. was in danger -Men in Hammond and Gary were working in the factories on government contracts -Meat, sugar, and petroleum products were rationed -Had to have special stamps to buy gas -His uncle that owned the farm was allowed to have more gas -This was because farms were considered crucial for the war effort -Did air raid drills and blackouts at night -Air raid siren would go off and they would go in the basement -There were food caches scattered throughout the city -Graduated from high school in 1943 -Fully expected that after that he was going to be drafted -Had friends from high school that had been killed in action in Europe -Since he worked on the farm he was given a draft deferment -Parents and other relatives believed that he would serve the country better that way -He had an older brother that fought in Europe and in the Pacific -Believes that influenced his parents to get him a draft deferment -Felt somewhat guilty that he was able to stay home and have a good job -Still contributing to the war effort in a major way by helping grow food -He was active in his church producing a newsletter about the servicemen from the congregation -Gave the community information about where they were and what they were doing (00:08:39) Getting Drafted -He received his first draft notice after his two years of deferment expired �-Given a big going away party by his family -He returned 4F (unfit for service) due to having poor eyesight -Guilt was replaced by feelings of inadequacy and embarrassment -He eventually received another draft notice -By now the war had ended -This time he was accepted -Got inducted into the Army in October 1945 -Had initially been told by a doctor that his eyesight wouldn't allow for him to shoot a rifle well -In basic training he received the highest marksmanship badge with the M1 Garand (00:11:14) Overview of Service -Sent to Camp Atterbury, Indiana where he worked in the reception center -Processing soldiers that were returning home from their deployments -From Camp Atterbury he was sent to Fort Knox, Kentucky where he worked with records -Received basic training at Fort McClellan, Alabama near the end of his enlistment -He was in Camp Atterbury, Indiana for seven months and worked as a company clerk -He was in Fort Knox, Kentucky for four months as a technician fifth grade record clerk (00:12:30) Stationed at Camp Atterbury -At Camp Atterbury the company he was in consisted of a captain, a lieutenant, and a 1st sergeant -Beneath them were the barracks orderlies and Nicholas -Their job was to deal with the records of the men working in the camp -1st sergeant was AWOL (absent without leave) -This resulted in Nicholas being made the acting 1st sergeant -It was a very easy and relaxing job -Spent a lot of time playing ping-pong with the captain and the lieutenant -Had great admiration and respect for the men that had served overseas -Offended and unimpressed by their behavior when they got home -Many of them drank too much and spent a lot of money on gambling -Doesn't recall any of them being rude to the clerks though -The barracks orderlies were black soldiers from the South -He befriended them because he was against prejudice and racism -Would often visit Indianapolis to go roller skating, or to see a movie -Did a lot of reading in his downtime, and took a college course on psychology -Went home frequently on a pass -Sometimes took a bus, and sometimes hitchhiked -Went to church every Sunday on the base -Appreciated what the chaplain(s) did for the soldiers -Feels that he was able to grow in his Christian faith -Provided a stabilizing force -Basically the same chaplain led all of the church services -Mother came and visited him one Sunday -Still remembers the sermon that was given that day -Didn't have much in common with the other enlisted men �-Got along better with the officers that he worked for -Remembers that the captain was kind to him (00:21:07) Stationed at Fort Knox -He was sent to Fort Knox after being at Camp Atterbury for seven months -Worked in an office and kept service records -Got promoted to the rank of technician fifth grade (T5) because he was a responsible worker -At that time it was mainly a training base -Saw a lot of new recruits and draftees -Would see tanks being driven around the base -It was a more established base and had more brick buildings as opposed to wooden ones -Remembers that the library was beautiful and he used it extensively -Planned on returning to college after getting out of the Army -Had already taken some math courses at Indiana University -He continued his college education after getting discharged -Officers were good, honorable, and respectable men (00:25:55) Basic Training -Near the end of his time in the Army he was sent to Fort McClellan, Alabama for basic training -Couldn't leave the Army without getting basic training -Traveled to Alabama by train -Remembers that it was very humid, and very hot -Visited Montgomery and saw statues of Confederate war heroes and the mistreatment of blacks -Horrified by how black citizens were treated in the Deep South -Basic training consisted of exercising and one long bivouac -On the bivouac taught how to set up a camp and shoot their rifle -Basic training was eight weeks long -He was in excellent shape, so the exercise didn't bother him -There was a high emphasis on discipline and following orders -Prior to basic training he had never really handled, or fired, a gun -Father disapproved of guns, and he didn't even have a BB gun when he was growing up -As a result of that, he was more humble and attentive during rifle training -Because of that he scored highest on the shooting range -Also awarded the Expert Marksmanship Qualification Badge -Highest marksmanship badge possible -Adjusted well because he had already been in the Army for ten months -Got along well with the officers, sergeants, and other trainees -He was a little older than the other men that were in training (00:30:51) Stationed at Fort Bragg & End of Service -After basic training he was sent to Fort Bragg, North Carolina -Part of a record training company in the 6th Infantry Regiment -Liked the captain and the various sergeants in that company -Got to visit Terra Ceia, North Carolina and attend church there �-Knew that his time in the Army was coming to an end -Anxious to get out -One lieutenant saw that he had the potential to become a professional soldier -He enjoyed the patriotism and the regimen of life in the Army -Wanted to get out and return to college though -Wanted to see Europe, but he would've had to reenlist which he didn't want to do -At the end of 1946 he was discharged (00:33:32) Life after Service -Registered for college at Calvin College in Grand Rapids, Michigan -GI Bill paid for twelve months of school plus the number of months you served -In his case that was a total of over two years worth of college -Completed college in only three and a half years -Tuition and books were paid for, and he was given $100/month -When he graduated he didn't have any debt -Graduated with a degree in education -Worked as a teacher in Indiana and Illinois -Taught middle school -Eventually became a principal -Was a principal in the Chicago area for twenty years -Was a principal in New Jersey for twenty years -Retired from teaching and returned to Grand Rapids with his wife -Wanted to be at a Christian Reformed Church that was more egalitarian -Believed that women ought to be church elders and pastors -Had two daughters that were ministers in the Christian Reformed Church (00:36:16) Reflections on Service -Believes that he became more patriotic as a result of his service -Appreciated the discipline and the opportunity to serve his country -Believes that it made him more liberal and accepting other peoples and cultures -Tremendously helpful when he became a principal -Enjoyed some of the traditions of the Army -Had a deep respect for the officers that he served under -In a way, they became role models for him (00:37:48) Talons Out Honor Flight -Went on the Talons Out Honor Flight in May 2015 -Chance for veterans to see Washington D.C. and be honored for their service -Thoroughly enjoyed himself -People in Grand Rapids and Washington D.C. expressed their appreciation to the veterans -Had a police escort in D.C. as well as a guided bus tour of the National Mall -Enjoyed seeing the Lincoln Memorial, the war memorials, and the Roosevelt Memorial -Great experience getting to mingle with the other veterans and hear their service stories � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_HuizengaN1851V Title A name given to the resource Huizenga, Nicholas J (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-07-07 Description An account of the resource Nicholas Huizenga was born in Munster, Indiana in 1925. He graduated from high school in 1943 and was given a draft deferment so that he could work on his uncle's farm to provide food to the country and the troops during the Second World War. In 1945 his deferment expired and he was drafted into the Army in October 1945. He served for seven months at Camp Atterbury, Indiana processing returning soldiers, then four months at Fort Knox, Kentucky handling records there. He received his basic training at Fort McClellan, Alabama and his final duty station was at Fort Bragg, North Carolina. He was discharged from the Army in late 1946. Creator An entity primarily responsible for making the resource Huizenga, Nicholas J. 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 Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/c7bdbb5b1ad815e5338d5bad11030d1f.jpg ce691fc2781fdb4071e031db4874a23b 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 HuizengaPaul_Photo1 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 1966 Title A name given to the resource Huizenga, Paul Description An account of the resource Paul Huizenga, Biology 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 1966s https://digitalcollections.library.gvsu.edu/files/original/fbf5ff585768800707378b9f3f8791f0.jpg 27984a4b8a599bfd8047ff8bfb79842b 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 HuizengaPaul_Photo2 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 1983 Title A name given to the resource Huizenga, Paul Description An account of the resource Paul Huizenga, Biology 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 1983s https://digitalcollections.library.gvsu.edu/files/original/198794ed440bbcf2b4a17ff24f800dab.jpg 739fc70a417709ca862d4b14ead933c9 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 HuizengaPaul_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 1980 Title A name given to the resource Huizenga, Paul Description An account of the resource Paul Huizenga, Biology 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 1980s