401 24 26018 https://digitalcollections.library.gvsu.edu/files/original/28ee63178b6bfd19ace1ec2fd8ec46dd.jpg ace484d94a01fd816923592c787af887 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_932 Title A name given to the resource Hunter fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Hunter British fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/25ee2280a67c74c7dba4de052c6bf8ad.mp4 fc93bfdf4a63b345876db6a8659251f1 https://digitalcollections.library.gvsu.edu/files/original/2b085df2438e9c186ad436454bc892e0.pdf 31e1237dc203d0963ad12d03bf7e13fc PDF Text Text Native American Oral Histories Gi-gikinomaage-min Project Interview: Hunter Genia Interviewer: Melanie Shell-Weiss Date: November 29, 2016 [Melanie] Okay terrific. So, it is now 4:22 in the afternoon on Wednesday November 29th. Melanie Shell-Weiss and I'm here in the Eberhart Center seventh floor conference room with Hunter Genia and Belinda Bardwell. Hunter, thank you for being willing to talk with us today I appreciate it. [Hunter] Eh. Thanks. [Laughter] [Melanie] This interview is part of the Gi-gikinomaage-min Project. So, Hunter, can you start by spelling your full name for the record? [Hunter] Letter by letter? [Melanie] I know it's cumbersome but-- [Hunter] [Sing-Song Voice] H-U-N [Laughter] Wow, I got my Mom's voice in there. [Melanie] Nice. [Hunter] H-U-N-T-E-R. Middle-name Todd. T-O-D-D. Last name Genia G-E-N-I-A [Melanie] Great. Thank you. So where are you from originally? [Hunter] Uh, Grand Rapids. Born and raised. [Melanie] When were you born? [Hunter] 1969 [Melanie] Okay, what neighborhood in Grand Rapids? [Hunter] Uh, actually on the West Side of Grand Rapids. I believe we were living--well, I don't know. Somewhere on the West Side and then eventually grew up in the Walker kind of Standale area. So that's where I grew up most of my childhood and adolescence. [Melanie] Great, can you tell me about your family? 1|Page �[Hunter] [Sigh] Oh-- Where to start? Well, um-- I'll probably start with my grandparents. My grandpa is Joe John. Joe [Kinowakise?] -- John was his baptismal name. I think at two years of age it changed. My grandmother is Hazel Pontiac and, so my grandpa's areas is originally from Middle Village, Cross Village. Beaver Island kind of area. My grandmother was born, I believe, in Rosebush, Michigan. So, and her dad, Jim Pontiac, was in the Everett area. So... And then my mom was born in the McBain area. In a – true story—in a log cabin. [Laughter] As funny as it sounds, that's a lot of our people. Then she moved to Kent City, and graduated from Kent City High School in 1957. And then she moved to Grand Rapids. At probably eighteen years of age. And then she had my sister, and then my brother, and then me. So, we kind of grew up on the West Side of Grand Rapids, initially, and then moved out west of town. [Melanie] What brought your mom to Grand Rapids originally? [Hunter] Probably just work. You know, so yeah, she basically eventually got into manufacturing. She was working at Grand Rapids Metal Craft at first, and then she moved over to General Motors. And then retired from General Motors. [Melanie] Cool. What are some of your earliest memories? [Hunter] You know what? I was actually thinking about this, and you know 'cause we had the passing of Dennis Banks recently, and I was thinking about a meeting in Muskegon. Where the-- some of the members of the American Indian Movement, came in early seventies? [Melanie] Mmhm [Hunter] Because I was there and I was probably, I don't know, five, six years old maybe somewhere? 'Cause, funny story, I just remember the news coverage and it showed this boy running all around in the background, and that was me. So, but – and then I remember going out to the Longest Walk in Washington D.C. and that was around 1978. And, we rode with the Martin family. And, I think I was probably eight years old. And that was interesting. I've never seen so many Native American people in one location. And then understanding, after the fact, why we were there, and you know, the whole purpose. And really the magnitude of it. Because, if you think about it just a few years earlier, you had the standoff at Wounded Knee. You know, you had the takeover Alcatraz. You had the takeover of the Bureau of Indian Affairs buildings in Washington D.C. So, I didn't realize you know, everything until a little bit later. The significance and what that was about. You know, and then, I guess, just as you know childhood just playing sports was kind of my thing. You know, and then also too, you know, with the Grand Rapids Inter-tribal Council, my grandparents who both spoke the language 2|Page �fluently, and also attended Mount Pleasant Indian Industrial Boarding School. You know, they would often go to the events or support the events. And my grandpa was often asked to say the prayers because he would do it all in the language. You know, and so, I also remember when the pow wow, the Three Fires Pow Wow was in front of the Gerald R. Ford Museum. And that was really interesting. I think one vivid memory I had, damn it, was my brother taking me out into the pow wow circle. And so, he's gone now, and he's been gone since 2002. But, I just remember listening to the drum and it was really just calling my spirit. So, I think that my path, I guess that even I'm still on, was chosen for me, and is what the Creator had in mind for me growing up and just trying to, I guess put me in a place to try to help our people. So yeah. [Melanie] Mmhm. [Hunter] So, yeah. And then, I think where I grew up, being close to Lake Michigan. That was often always a good memory because we lived so close. Within a half hour drive and going out to, whether it's Grand Haven, or Kirk Park, or wherever, and being there with my family, and the water. Those are always positive, good memories. [Melanie] Yeah. [Hunter] You know and the school experience, and that was kind of interesting too. You know, because I think basically, I was the only identified Native American student in our school often. So, you know. [Melanie] And where did you do your schooling? [Hunter] Initially it started out at the Sand Creek Elementary(?). [Melanie] Mhm. Yeah? [Hunter] And it was part of Grandville schools. And actually, it was very close to Allendale. And I would get bused out there because I used to live, we had a house off M-45. So, I think maybe, I think it went through K through 2 there. Then when my mom got a divorce we moved closer to Standale and I lived in a mobile home park. [Melanie] Mhm, okay. [Hunter] Close to Wilson and Leonard street. You know, and so then when we move I transferred over to Kenowa Hills. That's where I went halfway through third grade through high school. So, and the interesting thing too about Kenowa. You know my grandpa was like "Kenowa, that means to look or to see." And, so you'll hear that sometimes in our songs we sing about looking at the dancers. "Kenowa" 3|Page �Yeah, so. Those are, I guess, some memories. [Melanie] Those are some good memories. [Hunter] Yeah, and I mean, and all through that time. You know too, my sister worked at Grand Rapids Inter-tribal Council for a while. So sometimes, when I would just kind of drop in there during high school. She would be working there so I really got to know people I still know today. That are alive, you know, even though they may have moved back home up north. But they served you know like board of directors or other positions. [Melanie] And what does your sister do at the Inter-tribal Council? [Hunter] She, uh, was just--I shouldn't say just--she's like an administrative assistant. [Melanie] So, something I would like to understand a little better I've read fair amount about your grandfather and his work with the Northern Michigan Ottawa Association and others. Your family has been very politically active for a long time. Could you talk about that a little bit at least what you know about it or remember how that may have shaped your thinking, that sort of thing? [Hunter] He was part of the Northern Michigan Ottawa Association. During the time that some of the Dominics that were part of that, and I think in general. I mean for my understanding of course I was young and doing my own thing. You know they were advocating, just in general, for the welfare of Ottawas general. He would always talk about the Indian money. Course he didn't really see that, you know, but it also, kind of, almost became kind of like a joke in a sense. I think a lot of our elders kind of talked like that. But as far as going into meetings, and stuff like that, I mean I didn't participate in the Northern Michigan Ottawa Association. [Melanie] You had been really young or not born yet. [Hunter] Yeah, often times you know I'd be more of a chauffeur for him. And my grandpa was legally blind. [Melanie] Yeah. [Hunter] You know. So, he had a seeing eye dog. Name was Toby, a German Shepherd. But my grandpa always got around, like he would walk all over. You know? So yeah, he’s, I guess, you know seeing how active that he was, he never like necessarily pressed that upon me. But, I'm sure it did influence me. And he would always talk about Indian education. And, going further. You know? So, I know that that was something that was important to him. I know he's helped with some of the city's work like Ah-Nab-Awen Park. He actually named the park and 4|Page �then the statue that's out there, Nishnabe Gemaw. Is something that Fred Meijer and those guys asked him to translate that too. Yeah, so I--you know. [Melanie] Was your Mother active politically as well in the community? [Hunter] Not really, no. She would always go to the events and activities. You know maybe some meetings, but being a single parent, you know, she was always kind of busy and working. Family is important, you know. We got a lot of you know cousins too, like on the West Side. And it was kind of like you know some of their parents didn't necessarily live that long. So, even though she was technically was their aunt and she kind of was like their mom in a way. She kind of held, often times, a lot of our family (cousins) together. She kind of was organizing and coordinating. You know, step up kind of person you know. So, you know. Yeah, definitely. Luckily, she's still she's still around, you know today, she still active. Now we're working on some other political stuff with just some tribal, federal recognition efforts and stuff, so... [Melanie] That's good. [Hunter] Yeah. [Melanie] So thinking about some of your own earliest experiences. Certainly, meeting with leaders of AIM in Muskegon is a big deal. Longest Walk, another. What do you remember from the West Side and even after you moved to Walker and Standale? You would have been coming of age at a time when the ITC was forming for the first time and a lot was going on. When did you become aware of some of that? What are some of your memories around that? [Hunter] Um. [Melanie] Did it matter to you? [Hunter] No, I think in a way it was something that is still missing. Like when the Grand Rapids Inter-tribal Council went away it's almost like, we just didn't have a place. Which I think is unfortunate, because there are still, you know, a lot of our people here in the West Michigan area, in the Grand Rapids area, but we don't have like a center. You know, that all of us can come together and support. And we should, but you know that's a different story. But I think, I always kind of identify with the Grand Rapids Inter-tribal Council. You know, there's a lot of families that really represented many different tribes that were on that board. You know, from Grand Traverse Band, and you know some of the Rayfields, and Mary Roberts. She was a [INAUDIBLE] and you know Roger Williams. You know the [INAUDIBLE], [INAUDIBLE] coming from Little River Band. Williams Pottawatomie. I mean it's so it was kind of cool in that way. You know? And it 5|Page �didn't matter what tribe you belonged to, you were serviced. And I think that's something just unfortunately it's missing. I mean it's good that all the tribes you know they're getting their own services and stuff like that. We just almost have become too separate in a way. And don't have a way to come together. So, I kind of miss that that part of it. And some tribes, they became federally recognized after, and not until later. You know. So, you know. But it always felt like the West Side, that Grand Rapids, was kind of like its own reservation. You know, in the city. [Melanie] In what sense? [Hunter] There were just a lot of families down here, you know? The Rayfields', the McSaby's, and the Sam's, and the--you know...the--I mean [INAUDIBLE] and just..I mean there was--you know, a lot of people that it seem like--you know, the Davis' I mean coming out of living in [INAUDIBLE] another one. You know--you know Dayse, that family, you know. I mean so--Shomans, I mean so-- It just I mean--you know. Yeah, and I mean, it was all these families sort of you know living in this area and-- But seemed like we, you know, one Grand Rapids Intertribal Council at a community event you know all those different families would show up, you know, and we would have our own, you know, ghost suppers, you know those kinds of important, you know, important cultural activities and stuff like that. You know, so yeah it--you know. It's-- [Melanie] Did Native families know each other other ways? [Hunter] Oh yeah. [Melanie] Yeah? Like how? [Hunter] A lot of them were related. [Laughter] So, I mean--you know. And your extended family. You know, and in 1990 actually took a position with Grand Rapids Intertribal Council they were starting a youth program. [Melanie] Right. [Hunter] So, I just got like a call out of the blue, and I was a little bit nervous but I was like okay. You know so we started this Young Eagles Program. And--uh...So a lot of these kids that are now--you know, have families of their own, I remember a lot of them when they were younger. Some [INAUDIBLE], some of the Daysons, and Williams, and-uh… you know. So, we're trying to, you know, use after school prevention activities. [INAUDIBLE] another family that were involved. You know. We were just--we were trying to, you know because, a lot of our people didn’t have a lot of money were down here. You know--So, I mean what are some positive activities that could be after school? That they could come to? You know, 6|Page �we just really wanted them to be proud of who they are, learn more about who they are, but we'd just do a lot of fun cultural activities too-- So, I would ask different families that knew how to do different things to come in and teach our kids. You know, then we eventually started Middle School/High School group. We started traveling around by raising our own money, not through grants, to some of the National Unity conferences. They would raise their money by actually going and doing school cultural, like pow wow education programs. And-uh. So a lot of the youth would you know, dance. But we also, through that process, they got comfortable in actually talking and explaining to the students about their dance and about the history. We did the same thing with the drum. We didn't just want to come in there and do a song and dance and leave. We want to make sure they came away with some education. So, we just kind of took a donation from the school. They used that money to go to these national conferences to pay for the hotel, the gas, everything. [Melanie] That's great. [Hunter] So yeah. Yup. So now those kids boss me around. [Laughter] They all have their own families and kids. [Melanie] So how did you get involved in that position? So you mentioned your sister worked as an administrative assistant in ITC. [Hunter] Yeah, one of my sister's friends though, she's in charge of the substance abuse program. and then one of the other families--Uh, she worked for 4H and her name was Rosanna Martell. And, so it was a collaboration.It was partially being supported by 4H because of Rosanna's involvement. And, so the Shawa[?] family, Martell family was involved in that program too. You know and we would just use the basement, and kitchen area of Grand Rapids Inter-tribal Council. and I mean we had parents come together just you know help support, you know-- and also, but yeah when they were launching it. I mean, I don't know Vicky Upton was the substance abuse director. She must of, I don't know if she talked to my sister or not but all of a sudden, I got a call at home for a part-time sub-review thing, and I was like, "Uhh, I've never done that before, but okay, I'll give it a try." And, uh--and that took me down probably--well it helped me to get to where I'm at now too because it really was talking about prevention from alcohol and tobacco and other drugs and I eventually went down the social work path and you know--Actually I got my bachelors in criminal justice, and then my master's in social work. So, I just remember I had to make a decision between criminal justice and going into the police academy when I completed the criminal justice program here, or not. [Melanie] So what attracted you to criminal justice? 7|Page �[Hunter] You know the thing is, like, I didn't really know what I wanted to do. You know? [Melanie] That is true for most of us at that age, yeah? [Hunter] Yeah. So, it was--it was like I kind of felt pressure, more-- not from the outside but you know within myself to just-- even though I didn't know what I wanted to do, just go to college, and go. You know, and I would figure it out. So, I actually I started out at Grand Rapids Junior College and got my Associates there, and then I transferred to Grand Valley. [Hunter] And then I thought maybe criminal justice, law enforcement--you know. But then I was enjoying so much what I was doing I just felt like I couldn’t make a big enough difference if I stayed in law enforcement, so I decided to stay working where I'm at--got some encouragement to go for my master's degree. So then three years after I started my master's degree. [Melanie] That's good. Were you active in Native American student groups on campus? [Hunter] Yeah, we actually we tried starting one at Grand Rapids Junior College. We actually did, we actually had some speakers come in. In fact there's the one gentleman from the Canary Effect who speaks about the-- in South Dakota about getting money from the state for the non-Native students going to the Standing Rock Tribal College and he was one of our speakers. I can't think of his name now, but we did try to get a student group going there. Then out at Grand Valley State. You know we had the Native American Student Organization there. And it, for me, the highlight, of that was bringing in Floyd Redcrow Westermen. And he came in and he did like a concert in the evening at the--I think it was the Kirk-ahof? [Melanie] Kirkhof? [Hunter] Yeah, Kirkhof. Is it Devos though, out there that has the little auditorium? [Melanie] Cook Devos has the auditorium. Was that there then? [Hunter] Yeah with the clock tower? So, he came out an' did a concert in there and it was packed. It was--it was it was nice. And 'course, everyone kind of knew him from Dances with Wolves. You know his acting and all that, but you know he was a tribal rights activist, through his music, you know he sang a lot about that I guess we kind of became friends in some way. I remember out in San Diego. I was at a youth conference and they have no evening activities planned. So, I ended up calling him, he was living in Venice Beach. And never heard back from him. But next thing you know, he comes walking into the conference with his guitar and 8|Page �[Melanie] That's great! [Hunter] Ended up doing some songs for everyone that was in attendance, and I was just like-- I just was like how awesome was that. I ended up giving him a ribbon shirt that I had and when I went to the Canadian Aboriginal Festival at the Sky Dome in Toronto I--we checked into the hotel room turned on the TV and that Naturally Native Woman movie with the three Native business women [Melanie] Yeah. [Hunter] He was in that movie and there he was wearing the ribbon shirt I gave him in the movie. [Laughter] [Melanie] That’s so great! [Hunter] I was like going hysterical, everyone thought I was nuts around the drum. You know, but--cause all of a sudden how cool is that? Ya know—'cause you never know, ‘cause people get gifts, you think wow, do they just put them on a shelf, do they just give it away? I mean I don't know! There he was wearing it in a movie. [Melanie] That's very cool. [Hunter] Yeah, yeah. And I miss Floyd I wish he was still here but it just seems like--you know--when he was present he brought kind of this serenity to you know wherever he was, you know, so...But uh, yeah. So… [Melanie] So how would you describe Grand Rapids Native American community to somebody who's never been here or to a Native American person from another part of the country? Like what would you--How would you characterize? [Hunter] Oh my gosh. Uh, Diverse? [Laughter] [Melanie] Yeah? [Hunter] Um [Melanie] In what sense? [Hunter] I don't know--you know--it was... I--you know. It--it...um… I think it just seem like I was sort of in my own little world. It seemed like growing up and what was going on with, you know, like Grand Rapids Inter-tribal Council. It was almost like I thought that was like almost the only thing that existed in the Grand Rapids Anishinaabe community. And I knew there's a lot of people. You know, sort of on the outskirts and stuff. We would just kind of like would never see them. You 9|Page �know and I remember kind of almost growing up in a way where I felt like, almost like some resentment towards them because why aren't they speaking up? Why aren't they getting involved? I mean there are so much going on that we needed to stand up and fight for and they were… they were nowhere to be present. You know, and it was just interesting. you know and just almost seemed like there was two different social classes of our own people. Those that were familiar and identified on the West Side and then you had everyone else. You know, which is kind of interesting. It was just kind of a weird dynamic. [Melanie] Did it feel like a generational thing? Or an individual choice? Or something else? [Hunter] I just--well, I just think-- I think when people move to the city and away from our traditional areas, it's like you know did they -- I mean maybe work just kind of consumed everything, and family. You know raising family and doing work and-you know--but then you had you know sort of this other core group of families that sort of were so involved in the Native Center, the Indian Center, you know-and trying to make decisions that would help our people that were in need-- you know. So, that really had kind of a profound impact on me. I think, just kind of how I guess it shaped me--assisted in shaping me in a direction that I would--you know--Like even stuff that I'm doing now and all. With these trainings for these different issues and then even my regular position. In terms of working with tribes in the United States that are trying to implement programs that will help reduce suicide, and substance abuse. It's been kind of my--I guess my life's mock work 'casue its going on twenty-eight years now. Or will be twenty-eight years next year. I mean that's--I don't know, and it's going fast. [Melanie] It goes fast. [Hunter] Yeah. [Melanie] So what we're some of those issues. Just thinking about the seventies as much as you remember the seventies, the eighties, and nineties. What were some of those real pressing issues? [Hunter] Well, you know growing up I think it's not something anything necessarily that I read. I think it's just something that is either innate or I just knew that what I was seeing with a lot of families and the struggles and sort of what they would consume their time with. You know, and I think that in combination, you know the crap they were teaching us in public school, will hurt people. I think you know it's just like this isn't--what's going on here? This isn't who we are! [Melanie] What were you taught in school about your people? [Hunter] Weren’t taught anything about it! You know we talk a lot about Michigan. And I'm 10 | P a g e �not sure if anything has really changed so much. Because the focus wasn't on the Michigan Native history and you know. But I think a lot of that for me, some of the substance abuse concerns, and drug concerns, the incarceration. You know it's like there's just, I think it just kept gnawing at me. Why is this happening? Why is this happening so much? And, and also understanding that culturally or traditionally this isn't who we aspire to be, this isn't who we are. But, you know, and then having sort of this anger at the United States. I mean you know just the treatment of our people and the violation of our treaty rights. Violation of treaties, period. I mean there was you know, it was kind of robotic in some ways going to public school back and then the same time having this this other stuff that I was carrying with me. [Hunter] And I think you know the hardest thing was. You know, what the hell can I do about it? I mean you know, you can't just make things you know disappear and go back in time. You know, start over, change the course history. Although if I could I probably would! But, that part is really just like I think has eaten at me over the years. I remember one of my family members, and he was like my mom's generation and one of her cousins. I just remember him telling me, he was like, he told me--"I didn't know any different." Like you know, the drinking and all this kind of stuff was just like how, what they did. You know 'cause--I mean, well it did make sense, because everything through government policy and even just the ripping away of traditional family culture and structure. I mean you know it's like everyone seemed like they're just kind of converted over to other stuff and kind of left our traditions behind and it's like. I just--I mean I can't fit in that world. I mean it’s hard for me to operate in that world. So, I think a lot of what motivated me in school was if we're going to have any chance of making change, and impacting change-- I'm going to have to go to school. Get my degree and sit at the same table where I can speak up for-- A lot of times you're the only Native at the table. Nobody else even knows this is what's going on. [Hunter] So, when you're at the table. I mean, you have to take that opportunity to speak up. So that was a motivation. We're still dealing with a lot of the stuff. So, I could kick a lot of our people’s butt. Kick them in the ass cause they still, some of our people, the way we treat each other and a lot of this lateral violence and oppression it’s like, you know what I mean. To me it’s like it’s so non-Native. People think being Native is just carrying around a tribal card. And then they don't know crap about their history, their culture, their ceremonies, their traditions. And I remember I had one person do a lot of training for tribes, you know, this person is so anti-tradition. You know, just saying, “this does not belong here in our area.” I'm thinking in my head, “I'm pretty sure it was here a lot longer than the religion you brought, or that you transitioned over to.” And when I think that way or say those things it's not so much about passing judgment about whatever they're comfortable with the terms of their own spirituality or religion. To not even recognize our own? To not even acknowledge it? I mean I understand 11 | P a g e �where it comes from because I do a lot of training-- you know understanding the roots of what we see coming. You know in symptoms and some of the behaviors, and stuff like that. But, you know--for tribal elected leaders to talk like that… It's like, you know. But I think the only thing you can do is to continue like what we're doing. To educate, to inform. You know, to do it in a way where it's okay to talk. To, you know, have that conversation. It's not like I can change people's minds I can only, hopefully, kind of instigate or help spark a fire with them to learn more. You know, I mean I didn't grow up Christian, I didn't grow up Catholic, I didn't grow up any-- and I'm really thankful that my mom didn't push me that way. And I don't mean that in terms of being anti-Christian or anything. It's just that I'm so glad that she was encouraging of me to-- she was supportive of me going down the path that I needed to culturally. [Hunter] You know, there is a lot of us that gathered down in Larry Plamondon and we had Frank Bushes and the (INAUDIBLE) and we were having ceremonies out there. A lot of different people came from many different directions and communities. And there was some of that traditional politics going on. You know, where these teachings came from. I just laugh about it, it's just ‘cause-- you know, it's funny. If someone tries to identify me as being traditional I mean it's like what the hell is that? I'm just me. If I follow this-- I mean going to sweats, and I mean what? Does that make me traditional? You know--Singing at the drum? You know, dancing and stuff like that, and speaking about these things. I'm not one for labels. I can't really stand them... I am no expert. I mean I will tell people that. But I do have some information that I can share with you. Let's, the group, if I'm doing a training with people, I try to do it in a way that we are going to talk about the issues. We are going to are talk about the history. And it may make you uncomfortable. But I'm going to try to make this time that we have as safe and as comfortable as possible. So that we can have a meaningful conversation and dialogue. Who knows maybe we can work together too and come up with some strategies. So, that's kind of what I-- I guess that's kind of my walk in life. But I really feel, I mean. The Creator just had this laid out for me and I have to trust it. That everything will be okay. Even if sometimes that's a little scary. [Melanie] Can ask you a bit about the controversy and the sense of discomfiture? So, I mean, it seems just from what I've been told and I've read that the ITC itself was fairly controversial when I got started, in some ways. [Hunter] I wasn't there when it got started. [Melanie] Right. I mean you're too young to have been there when it got started. But what did things look like from the time that you can remember what the organization was like. I mean were there's still controversy surrounding the ITC end of the ‘80s and the ‘90s. Within the-- 12 | P a g e �[Hunter] Well, I didn't start with Grand Rapids Inter-tribal council until 1990. [Melanie] Did your family participate in activities? [Hunter] Yeah. Yeah. But I think uh-- you know the politics--excuse me Don't record that. [Laughter] The politics I don't we didn't really get. I mean when I was working there. I was aware of a lot of you know the politics. It was really about strong personalities and people just you know not really. you know sometimes they have these outbursts at their board meetings. But sometimes it's okay. I think at the end of the day they got along and I think a lot of it was about how to-- what direction are we going in, and how do we get there. And, so I think a lot of times what our people struggling with is sort of that strategic planning. [Hunter] Just is… we have a lot of intelligent people, but I mean that's the skill. You know, and so if you don't really train on how to do strategic planning, it's like throwing a dart at a map and let's see where it lands, was kind of the planning sometimes. So, I think some of the politics that entered in Grand Rapids Inter-Tribal Council 'course I think there were funding issues you know and how you know sustainability as far as you know long term funding. You know I think this is probably what caused a lot of stress. So--but, I think a lot of it just personalities you know you have different families. you know course you know there's some strong personality and some people thought we always knew how to do things right. So, I mean it's that's just kind of what I remember. You know, from that part. But when I started Wag Wheeler was the director. [Melanie] Right. [Hunter] Then Levi came on for-- after that and--I don't want to say too much...[INAUDIBLE] [Hunter] You know, some of it is just styles. You know, for me I'm much better with styles that are grounded and more humbled and humility. If somebody is kind of arrogant and ego. You know, I can be nice and kind, but we're not going to be hanging out. You know I just don't really have time for that. But, you know, I think being young, too, at that time. I think the struggle for me in that environment is like, you know, why are you fighting so much? You know, we got bring people together -- find a way to bring them together. You know? And there were some groups, there were some tribal groups that just didn't want to work together either. Like they'd rather just stay out on their own. Excuse me. Sorry. And not collaborate and not partner. And sometimes for me I struggled with that because I wanted people to come together. Like, you know, that to me felt like that's who we are. I mean that is who we are. So other groups that just--for whatever reason. I know that some of them just didn't want to because they didn't like, maybe people that were in charge or on the board. I mean they might come to 13 | P a g e �meetings and give updates. But they didn't necessarily, as an organization, they maybe were not involved with wanting to partner and collaborate. You know, for myself that I kind of got along with everybody. But you know I'm sure is people like Lin that just can't stand me. And kick me in the (INAUDIBLE), more than ten times. But--and it's okay. [Melanie] Sure. [Hunter] I mean that's, you know. [Melanie] When did the Inter-tribal Council come apart? [Hunter] Around 1995. [Melanie] And you were active in the council right through that period. [Hunter] I was actually. When Grand Rapids Inter-tribal council folded. They turned over the management of our program, which was like, the Native American Prevention Services-- Community Services. Over to-- under Grand Rapids Public schools for a year. So, because we are also in an alternative education Grand Rapids Public School building. And so, they kind of, somehow made an arrangement or agreement with Grand Rapids Public Schools. And so Kendra Simon, on paper, was sort of in charge. But then the Inter-tribal Council of Michigan out of Sault Ste. Marie. Up until the time that I left to work for Saginaw Chippewa Tribe in 2000 they were managing and supervising our programs out of Lexington building out of the old offices of Grand Rapids Inter-tribal Council. [Melanie] So did it become part of the Native American education programs at GRPS, or something else? I don't-- [Hunter] No, it just was in the interim around 1995 for a year. It was just under Grand Rapids Public Schools for a minute. Then it was under the umbrella of Inter-tribal Council of Michigan Incorporated. Whose headquarters is in Sault Ste Marie. And that stayed that way until--I guess whenever Inter-tribal Council was no longer managing that program. [Melanie] Why did the ITC come apart? [Hunter] I don't know. I don't know. [Melanie] Was it a surprise at the time? Or did you kind of feel that it was coming. [Hunter] I mean I guess I didn't know that they were not going to do it anymore. But you know and that wasn't the reason why I left. You know. There was just a better 14 | P a g e �opportunity somewhere else. [Melanie] Where did you go in ‘95? And then af-- [Hunter] In 2000. [Melanie] In 2000 was when you went to work for the Saginaw and Chippewa. [Hunter] In Mount Pleasant. [Melanie] Okay. Cool. [Melanie] So after the ITC kind of shuttered its doors, if you would, what replace it? What did people do? What did youth groups do? [Hunter] Actually, I think it went under Grand River Band of Ottawa's. The Native American Prevention Community Services part. And then eventually went over to Family Outreach. But after I moved Mount to Pleasant, I sort of lost connection of all the happenings that was going on with that program. I would hear things. Who’s running it now. Or who’s under what umbrella. Or what it was under. I just you know--Once I moved to Mount Pleasant, just cut ties with it and had to focus on raising a family up there and working. [Melanie] So how do you think the Native American the community in and around Grand Rapids has changed over the past twenty-eight years or so. [Hunter] Oh gosh. Well I think with the more tribes that were recognized and then when gaming started happen for those tribes too. I think it seem like they were some them were just interested in just having their own programs. Honestly, I mean Kent County might be in some tribes’ service delivery area. But I can really only think of one tribe that actually has an office. And I don't think any of the other eleven--I could be wrong. The other eleven federally recognized tribes actually have services at they are offering at that office in Grand Rapids. To me, I think there is so much change and so much shift within the tribes themselves. The idea of them having a coming together to have a Native American center, or partnering with other tribes to have a center per se in Grand Rapids. I just don't think it's even on their radar. You would need someone or group to try and establish and launch that themselves. I know there's been some efforts. I don't know exactly where they are at anymore with that. You know-- I know that there was talk trying to get their own building and their own place for people to come together. But I do think that people, depending on the cause or issues or event will still come together to support. But a lot of families have changed. Although in some ways they are still connected to the old families that may have moved back home. You know, to the reservation. 15 | P a g e �[Melanie] Has there been a lot of families that have done that in the past twenty-five years or so? [Hunter] I think so. And either that or have -- some of the elders have passed away. You know. So, then I guess whatever becomes or doesn't become--beyond. You know--Lin. [Melanie] It's really all up to Lin, isn't it? [Laughter] No pressure. [Hunter] So, yeah. So, I don't know. I mean, you know, and I think once my son graduates from school. He's a junior now in high school. There is a possibility that--could move back down this way. But I don't know what be I'll doing. If I do. But then we have some other federal efforts that could possibly impact you know the direction I am going to, so... [Melanie] Well, tell me about your citizenship, and your tribal identity too. That was something I didn't ask you early on. [Hunter] Yeah, well I'm on the board for Saginaw Swan Creek Black River Band of Chippewa. It's a federal historic treaty tribe that was unlawfully terminated. So, we are working on efforts to reaffirm our federal recognition. And get back the list of federal tribes. You know we're hopeful that because of precedents already been set. Six other-- six or seven-- other Michigan tribes have been restored. Based on that same language that we were terminated under. So, you know--but it costs money too. And you know to fight in federal court and litigate, and/or hold back other tribes that may not want to see us be successful. [Melanie] And why not? [Hunter] I'm going to- And people may disagree--I think it comes down to gaming. And tribes that are in fear or threatened about their share of the market-- probably have a fear that you know because our historic treaty territory is pretty large. You know, I don't want to go too much detail about it--But, we feel very confident. We have had meetings in D.C. and those have been promising. And the more research that we did on our history and our case is just like-- What's really sad is that there are people within a certain tribe who became aware of their own history, that either they borrowed or stole for their own benefit. Which impacted us and even once they became aware of who they really are--they stayed quiet and they remain quiet to this day. And we know who they are, I mean we've done our research. We know the names and who was on council at that time. Some of them keep getting re-elected to council. But that’s all going to come out, you know. We're just trying to correct a wrong. But then also descend from the Grand River Bands of Ottawa and-- They're actually seeking federal recognition also! I 16 | P a g e �sometimes, I got to pinch myself because it's like I cannot believe I live in an age, where we're still fighting for--to be acknowledged in that way. And, you know, some of these tribes that did get recognized--they were like created tribes. They don't have federal historic treaties that they even signed. And somehow--well, we know how-- Both through federal policy, and-- I don't know. Backroom deals, or whatever. And it's just--And it's really sad. I don't know. I sometimes, I think about what would our ancestors tell us today if they were here. To give us a message. You know, and sometimes I feel like I was born wrong--in the wrong century. [Hunter] You wake up every day and you're kind of reminded of where your place is in this society. You do the best that you can, but it's just very clear that our-- or most of us...many of us...that our values just don't mesh well culturally with other societies. And I mean I live in a pretty humble home I have two thousand five truck I dive. I'm okay with that. Money and materials are just not my thing. I mean, I do good enough. Support myself and my boys. I try to make things right. That's what really drives and motivates me. I just kind of feel like some of the people like even you know like American Indian Movement and some different people that continue to speak up and fight. Those are my--those are the people I look up to. I've always kind of told people you can pray. Praying is good. I'm a praying man. But you can't just pray, you have to pray and then have action. If you think about whether it's Martin Luther King or Gandhi or Dennis Banks. All these people, I mean--they didn't just pray! They didn't just go to ceremonies-They also knew that they had to walk, they had to march, and they had to speak up. And we just have too many people who are quiet and silent or don't want to get involved. Or maybe they just aren't driven by the same values or things that we wanna see restored Like our language, like our traditions, like our culture. So, It's you know? I guess we do come together we need to. Standing Rock is an example. But you know even before that with the Michigan Indian Tuition Waiver you know being on the capitol steps in Lansing. Trying to fight to keep that. And now they've even restricted so much that if you're not enrolled in a federally recognized tribe you don't get it anyways. [Melanie] Right. [Hunter] So for people like me, and hundreds or thousands of others that aren't federally recognized tribes, and yet you know they are Anishinaabe you're screwed. [Melanie] Right. [Hunter] And I remember going to a meeting that was the-- and I hope you are watching this someday. But it was the United Three Fires--United uh... [Melanie] The United Tribes of Michigan? 17 | P a g e �[Hunter] Yeah, the United Tribes of Michigan. And I actually happened to be at the meeting where they voted on whether to go along with the changes on the Tuition Waiver. I was the only one that spoke up and said "what about the tribes that are not recognized?" And it's not about question on blood quantum or anything like that. It's just that they're not recognized-- I mean you're just going to leave them out? And basically, I was told by your former chief Frank Ettawageshik there is no such thing in state recognized tribes. And that in order to save the Michigan Indian Tuition Waiver--its either go along with these changes, or we lose it. [Hunter] I get that to a point. But it's just like--It don't feel right. It doesn't feel right and those things--God, I mean the tops that we ever had for the number of Native students even accessing it was maybe, in the whole state, maybe like three thousand. And the millions and billions of dollars that the state gets from the tribes, from the gaming, you're saying you cannot set aside enough to just leave it be? [Melanie] Right. [Hunter] I mean, I just, that don't feel right. And I'm a feeling kind of a person. That just does not feel right to me. And it still doesn't. The injustice by the United States government with these policies that forced tribes to get terminated and/or going through the bureaucracy and red tape. I mean--it's not right. [Melanie] Gotcha there. [Hunter] I don't have much more say, but- [Melanie] I wanted to ask you what keeps you going. So, you know she said this was a long fight. What keeps you going? And what advice would you have for somebody who wants to speak up? [Hunter] Honestly, I mean-- I mean we're always the one person in a group. Like when I came to Grand Valley State. Like one Native American student in the whole damn program. I hope it's okay just to speak freely. [Melanie] Yeah, yeah. [Hunter] So you feel like your representing your whole damn nation. [Melanie] Right. [Hunter] Who’s going to do it if you don't? If you don't step up? Who’s going to do it? I mean-- [Clears throat] Damn it… I just think about everything that our ancestors 18 | P a g e �gave up-- You know, we didn't ask--We didn't ask for us to be treated this way. So, we have to keep fighting. I don't know maybe we're not going about necessarily most efficient or effective ways. You know, but we have to keep trying. Generally, I’m just not a person who can just sit and watch things, you know, happen. And I try to make some kind of a difference. I have three sons. If don't teach them who will? It's my responsibility, nobody else's. I take that to heart. I'm so thankful that they love who they are, as an Anishinaabe. They sing and dance and go to ceremony. they just love being Anishinaabe. And I know that they will fight for what they need to. [Hunter] They were out there standing [INAUDIABLE] they were there. [Melanie] Alright Hunter we're rolling again. I'm sorry. [Hunter] No, that's alright. [Melanie] Tell me about your sons. [Hunter] Yeah, I just--I mean If I don't teach them and share with them. I mean I just feel like they'll just get lost. Like a lot of our people, they just get lost. It's so easy to get distracted and being consumed by money, by materials. That what is really important. So, yeah. There is a great deal of responsibility. [Melanie] So was there anything that you would like to say for the record that I didn't ask you about that you didn't say already. [Hunter] Get off your ass people! [Linda] That's the advice? [Melanie] It's good advice. [Hunter] I-uh...That is such a deep question. I feel like… I don't know like… Don't you wish that tribes with money was sort of incentivized? Like the more language, the more culture, the more traditions you learn. I know some people would say that well it isn't genuine. They're just doing it for that. Our language is just so beautiful. I mean what I know of the language its beautiful. That's always a been dream of mine. I mean I use to sit with my grandparents even though you know they spoke the language. But they wouldn't speak it in front of us. They didn't teach you know like my mom, my uncles, and aunts. but whenever I would go to their house and visit with them--I asked them questions. They taught me. I still have all the notes that I took. Yeah, you know. So, you know. And this wasn't post-high school this was while I was growing up. Because I just wanted to know. It was at that time that one of my lifelong goals was to become fluent in our 19 | P a g e �language. That's still a goal of mine. I really am trying to set myself up now. Where I can either try, like after my son's done with high school, maybe live with the family. So that's all you know, all you hear. So, I can immerse myself. Because I think I know that the more language increases more understanding of who we are because our language is so sacred that it opened up those doors and windows of understanding. At a spiritual level. So that's what I want to make happen. For myself. I wish the boys would, like my son now, like in high school they have an agreement with the Saginaw Chippewa Tribal College. So, he actually is taking a language class at the Tribal College [Melanie] Oh! That's great. [Hunter] While he's in high school. I hope he doesn't stop learning. They are probably are tired of me hearing this it's going to be up to them how much gets passed down to the generation after them their own children. Just as much as it's my responsibility to teach my boys what I know and encourage and support that no one else can do it. It feels--it feels like a mountain. It feels like everything is so stacked against everything we've lost and are trying to get back but I just you know and it's really sad to see how some of our people--It's just not important. And they don't want to go that level. So, we'll see what happens. [Melanie] Thank you. [Hunter] Yeah. I was worried that I might shed a tear [Melanie] It's stuff that matters. That's okay. [Lin] You know I make you cry all the time. [Hunter] You do, Lin. I miss you, you know. [Melanie] Lin, did you have anything to ask Hunter as we wrap up? [Linda] No, not really. [Melanie] Okay. Put you on the spot [Linda] Nothing that needs to be saved for posterity. [Laughter] [Melanie] Okay this concludes the interview. 20 | P a g e � 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 Gi-gikinomaage-min Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. Native American Advisory Council Grand Valley State University. Kustche Office of Local History Description An account of the resource Interviews with members of Grand Rapids' urban Native American population collected as part of the Gi-gikinomaage-min Project: Defend Our History, Unlock Your Spirit. Translated from Anishinaabemowin, the original language of this area, Gi-gikinomaage-min means "We are all teachers." This is the name our project team choose to convey to the Native American community that through our stories and experiences, we are all teachers to someone. As we share those stories, we are allowing for our next generations to experience the past. Grand Rapids’ Native American community grew dramatically in the last half of the 20th century as a result of a little-known federal program that still impacts American Indian lives today. Called the Urban Relocation Program, it created one of the largest mass movements of Indians in American history. The full scope of this massive social experiment and its impact on multiple generations of Native Americans remains largely undocumented and unexplored. Date A point or period of time associated with an event in the lifecycle of the resource 2015/2016 Source A related resource from which the described resource is derived Gi-gikinomaage-min Project Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Indians of North America Indians of North America--Michigan Indians of North America--Education Potawatomi Indians Bode'wadmi Ojibwa Indians Anishinaabe Navajo Indians Dine'e Cherokee Indians Tsagali Aniyunwiya Archaeology Mound-builders Hopewellian culture Indian arts--North America Personal narrativse Grand Rapids (Mich.) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-10 Format The file format, physical medium, or dimensions of the resource audio/mp3 video/mp4 application/pdf Type The nature or genre of the resource Sound Moving Image Text Language A language of the resource eng Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-10_Genia_Hunter_1117 Creator An entity primarily responsible for making the resource Genia, Hunter Date A point or period of time associated with an event in the lifecycle of the resource 2016-11-29 Title A name given to the resource Hunter Genia interview (video and transcript) Description An account of the resource Hunter Genia is a member of the Saginaw Swan Creek Black River Band of Chippewa. He was born in Grand Rapids, Michigan and holds degrees in criminal justice and social work. In this interview, he discusses his family history, the Grand Rapids Native community, and Inter-tribal Council. Contributor An entity responsible for making contributions to the resource Shell-Weiss, Melanie (Interviewer) Subject The topic of the resource Ojibwa Indians Anishinaabe Personal narratives Grand Rapids (Mich.) Indians of North America Indians of North America--Michigan Source A related resource from which the described resource is derived Gi-gikinomaage-min Project Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/059228b4f40b589f634167b746c67152.pdf b4d7fd161a58394f4fe63377d9194179 PDF Text Text Grand Valley State University Veterans History Project Interview Korean War Clarence Hunter Total Time – (10:01) Background                He was born in London, Arkansas on September 1, 1935 (00:17) He served in the Army and the Navy (00:30) o He was an E7 in the Navy and an E6 in the Army (00:36) He served in Korea He was a farmer before he joined the military There were five members of his family that served in the military before him (01:16) o All of them were his brothers He joined the military through enlistment o He chose to enter the military because he knew that he would get drafted (01:41) o That is why he chose the Navy Basic training was extremely difficult (01:49) o The training was sixteen weeks long o The food in training was not bad “as long as you like slop” (02:07) o He received basic mechanic training He served all along the Korean peninsula (03:01) o In the Army the soldiers were always stuck in one spot, but in the Navy it was much different He was able to make friends in the military o During that time there were not easy ways to stay in contact with friends from the military (03:52) There were some points where he would spend two years overseas before he was able to go home (04:44) He was not on shore for Christmas for four straight years He only made sixty-eight dollars a month (05:43) His family was extremely happy when he came home from the war The war helped him to learn how to be away from home (06:06) A lot of the jobs that he had did not carry over to civilian life – soldiers never use many of the things they learn in the military �     He saw twelve year old children with their ears cut off (07:05) He believes that Communism is meant to keep people dumb and it tries to kill all intelligent people (07:24) The Americans were fighting Communism (08:27) He saw some people in China that used so many drugs that their life expectancy was twenty-eight years old He saw fourteen year old prostitutes (09:02) � 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 Hunter, Clarence (Interview outline), 2012 Creator An entity primarily responsible for making the resource Hunter, Clarence Description An account of the resource Clarence Hunter was born in London, Arkansas in 1935. He enlisted into the military and served in the Army and Navy. During his time with the Navy, Clarence spent a lot of time traveling up and down the coast of Korea during the Korean War. Contributor An entity responsible for making contributions to the resource Bush, Kyle (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Navy United States. Army Korean War, 1950-1953--Personal narratives, American Other veterans & civilians--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 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 2012-05-28 Identifier An unambiguous reference to the resource within a given context HunterC1419V 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 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/10381c9cdbd4a2d2d10818d8b5d97ce6.mp4 c2737087c62c6ddbf97301af29b677e4 https://digitalcollections.library.gvsu.edu/files/original/be067db4c3e032244f7f2778f58f5064.pdf 372d34b8f3aef93f044caca2b3802142 PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam Jim Hunter Total Time – (1:36:10) Background (00:00:13) • Jim Hunter grew up in Grand Rapids, Michigan and was born in July of 1946 as he attended St. James grade school and West Catholic High School (00:00:28) ◦ His family included his mother who was a stay at home mom while his father sold motor oil for for 50 years (00:00:42) ▪ His family stayed in the Grand Rapids area the whole time; He has three siblings total, two sisters and one brother (00:00:52) ◦ Jim graduated West Catholic in 1964, the first graduating class for West Catholic at the time (00:01:11) ▪ He decided to enroll at Grand Valley State University [College] in 1965; He took German, Philosophy, Western Civilization (the latter course was particularly tough) (00:02:24) ▪ Jim and his best friend decided to not pursue Grand Valley State University after their freshman year and chose the Marines; Jim never doubted his decision, but caught flak from his mother for his decision (00:03:05) Enlistment / Training Camp (00:03:21) • Jim and his best friend enlisted in the Marine Corps of February, 1966; (00:03:21) ◦ Jim knew a bit about Vietnam at the time but was more intrigued by the pride and tradition of the Marines than the thought of going to war (00:03:54) ◦ He started basic training in the spring of 1966 in San Diego, California and stayed there for advanced infantry training (00:04:17) ▪ Jim flew out to San Diego by himself and quickly noticed life was going to change as upon his arrival, the Marines began their orders and profane yelling as soon as Jim boarded the bus to training camp (00:05:36) ▪ The physical training with drill sergeants banging on garbage cans to wake the recruits up; although most of the training was physical work, there was classroom training as well as this provided a breather from physical workouts (Jim still has his note book with tradition and terminology) (00:08:46) ▪ Although most of the men made it through training camp, some were sent to motivational platoons while some others were discharged (00:09:51) • For Jim, the pride of being in bootcamp started to show up as drill sergeants respected the recruits near the end of training (00:10:04) ◦ Nearly all the men were enlistees at the time although there were a few two-year reservists who were headed home after bootcamp (00:10:38) ◦ Bootcamp lasted about 10 weeks and ended with a transition to Infantry Training Regiment (ITR) which produced mostly infantry units (00:11:13) • Jim and the men of ITR knew quite well that they were headed Vietnam (00:13:32) ◦ Training for ITR lasted about 6 weeks, a few weeks less than bootcamp; the physical work was quite grueling and more demanding than bootcamp but Jim and the men were stronger and did things they never thought they could do (00:14:20) ▪ Jim and the men of ITR were treated much better than in bootcamp and were viewed as �Marines; the drill instructors were mostly Vietnam veterans by that time (00:14:47) • At the end of ITR, Jim received his orders to go to the “Staging Battalion” which was two weeks of processing (medical clearance and signing wills and paperwork) followed by a move to a Marine air facility in El Toro, California (00:16:40) ◦ From El Toro, Jim and the men of ITR flew to Hawaii via a commercial airliner to Vietnam (00:16:48) ▪ Before going to Vietnam Jim was allowed a leave back home as it was a quiet, somber time more than a fun leave (00:18:02) • Jim's parents were proud of his decision and his father was even part of the local draft board in Grand Rapids (00:18:22) Arrival in Vietnam (00:19:21) • Jim arrived in Da Nang in the daytime to the heat and smells of Vietnam after he walked off the plane to meet the other men from the army and marines (00:20:00) ◦ About every ten minutes or so Jim experienced a F4 plane taking off for a bombing run or air support for marines which caused immense noise (00:20:23) ◦ Jim was lined up with a few hundred other men where he was assigned, like every third man, to the 9th Marines, 2nd Battalion; this unit in particular took many casualties and needed many replacements (The unit became known as “The Walking Dead”) (00:21:29) ▪ When he arrived Dong Ha, Jim had to pick his gear and weapons from a pile of marines who had recently departed to go home, or recently deceased marines; the weapons and gear were all relatively new (00:23:25) • To get acquainted with the area and scenery, Jim worked on patrol in Dong Ha; as a new guy, he unloaded ammunition and bodies (00:25:09) ◦ When Jim joined his company, they had just finished a rather lengthy move around Dong Ha which enabled them a few days rest until they moved by foot to Cam Lo to do patrol, man perimeters, combat and ambush patrols (between Dong Ha and North Vietnam) (00:27:03) ▪ At first, there wasn't too much enemy activity (a few mortar shells here and there), some contact with enemy combat patrols, a few ambushes but nothing big although the listening post was tough because you could hear absolutely everything – bugs, animals, foreign noises; the listening post was critical as he had to stay awake and listen for the radio (00:28:43) ▪ The listening post was anywhere from 100 meters to 150 yards out from the rest of the unit- depending on the terrain (00:29:09) ▪ Although the climate was quite warm, the constant rain throughout the day and the temperature drop at night along with the newness and being constantly wet made sleeping at night a difficult task for Jim (00:31:28) Combat (00:32:50) • Between moves from Dong Ha to Cam Lo, Jim got into a pretty bad firefight; It was his first time seeing marines being ripped apart- the 1st sergeant was killed along with a couple of other guys as well (00:33:58) ◦ Jim and the other men had to get the dead and wounded together while they blew a hole in the jungle with C4 explosives just to get the medevac in; It was the most traumatic thing he seen since his arrival in Vietnam- this experience was the beginning of the war for Jim (00:35:02) ▪ Militarily, the men were in position and prepared to respond to the incoming attacks as they had cover to some extent but Jim and the men were not prepared for the fifty �• caliber machine gun as it was shredding down trees; Jim remembers shooting back for the first time (00:36:49) ▪ Lower members of the military were treated better by the senior members after intense fighting happened- Jim quickly learned that they were there to keep each other's backs as they had to depend on one another (00:37:48) ▪ Camp Carroll was one of Jim's assignments as part of his duty; their location was a strategic military base where Jim had to secure and defend the perimeter as this location had massive guns that could reach North Vietnam (00:39:39) There wasn't a platoon or squadron for the US forces that was at full strength while in Vietnam; a platoon was lucky to have 30 men (00:41:02) ◦ Air support and artillery was one of the things that saved many lives for the marines; the support was mostly there when they needed it (00:41:28) ▪ From May til December of 1966, Jim used a M-14 rifle and was happy with that for the most part; Jim was mailed packages of dry slide from his father (who worked for a motor oil company) to help maintain his weapons (00:43:34) ▪ Jim didn't see or use bazookas but used LAW's (Light Anti-Tank Weapon) but he never saw any tanks- they used the weapons to blow up bunkers (00:45:18) • Most of the bunkers Jim saw were unoccupied but well constructed and concealed; some were quite big and carried hospital gear- the enemy bunkers were better than their bunkers of foxholes and sandbags (00:45:09) ◦ Booby-traps were quite common and a lot of the injuries were booby-trap related rather than gun fire (00:47:07) ▪ The booby-traps were probably put in by the locals rather than the North Vietnamese Army (NVA) (00:47:34) • Encountering civilian locals was a hit or miss situation as they villages were mostly controlled by the Vietcong and NVA (00:48:54) ▪ In Jim's location, he never really knew who the locals were loyal to so he tried to steer clear of them (00:49:42) ◦ If the company had to move, which was a noisy operation, they tried to move by being spread apart from one another just in case of an enemy attack (00:51:42) ▪ Sometimes being spread out was a scary thing, especially for the tail end person as there was a chance to not keep up with the rest of the company and head the wrong way on a trail (00:51:58) ▪ To prevent the enemy from trying to get into their foxhole areas, Jim and the others would set claymore mines and have two men (one always awake while the other tried to rest) in a foxhole every 8-10 yards from each other (00:53:00) • Jim never faced an attack where their foxhole areas would be overrun as they always had artillery and air strikes- which were quite good as they were very close and accurate (00:54:12) ◦ Downtime in Vietnam for Jim consisted of being able to take his boots off and stretch out a bit, getting new clothes as they would rot out sometimes, visiting medical centers (Jim had an infection on his hand at one point), and being able to write letters (00:55:02) ▪ Jim wrote letters to receive items which sometimes arrived rather quickly (10 days) and sometimes not; he got cookies, fudge, fruitcake, sardine cans, can hams, socks, foot powder, mailing supplies- the handiest items he got were the dry slide lubricant and socks- the most important things were the ammunition and mail from home (00:57:28) �• • Jim was quite fortunate as his girlfriend wrote him at least once a day, his mother got involved in the Marine Corps league- he always got quite a stack of mail and felt bad for some guys who didn't get any mail- other than the ammunition, the mail kept him going (00:57:47) ▪ Overall the morale in Jim's unit was good although rumors did surface at times but they learned to toughen up quick and do your job to cover the guys with you (00:58:31) • The lowest points for the group was when they had to deal with injuries and casualties (00:58:43) ◦ Jim never had a 2nd lieutenant for more than a month or two at a time which was tough to deal with; they were either killed off pretty quickly or rotated elsewhere -captains as well, the leadership was always in change which resulted in a lack of cohesion (01:00:05) ◦ On the other hand, his lieutenants were gung-ho and he never dealt with a bad lieutenant or captain (01:00:31) Jim remembers a few particularly unpleasant experiences: Con Thien, Thon Khe Tri (Rockpile), being told he was in the crossing the sea into North Vietnam, the rain, climbing, the bugs, and snakes, pulling leaches from his private parts, soreness from the cold, carrying ammunition and others' ammunition that got hit- the tough training was nothing what he faced while in Vietnam (01:04:11) End of Tour / Injuries (01:05:38) • Jim heard a rumor that the company was heading to Phu Bai on foot- it took all of November and into December- it was the southern most base in Vietnam (01:06:19) ◦ On December 14th, 1966, Jim was sleeping under a tank and went to set up and ambush: on the way they were set up by a booby-trap and ambushed, a big firefight for a small group ensued and Jim ended up being injured (01:08:30) ▪ Jim's injuries blurred his vision and impaired his use of his rifle- his arm was hurt and his stomach was burning up; Jim received morphine in his leg as a medevac arrived to pick him up (01:09:41) • Jim laid in the helicopter between dead and wounded- the ride seemed like forever and was very cold (at 01:10:35) Jim shows part of his shrapnel wound on his arm) • He was taken to Charlie Med in Da Nang to be offloaded on a stretcher- his clothes were cut away and was being kept stable; he clearly remembers the talks of the medical staff debating whether to amputate his arm- he was taken into surgery and learned he was shot through his stomach as well (01:11:34) • After he woke up, he didn't know where he was and was told he was on the USS Repose on the China Sea- there were other wounded around him as well and he remembers the screaming from the others (01:12:42) ◦ The medical staff tried to graft skin of Jim's legs to put on his arm which was then soaked in a liquid penicillin- the grafts didn't take to Jim's arm so there are gaps of skin on his arm (01:13:17) ◦ Towards the end of Jim's time on the USS Repose, he was able to walk around a bit- a picture was taken of him holding onto a railing while catching some fresh air- before he was let go the medical team wrapped him up in a bundle as a pretty nurse gave him a kiss and away he went (01:14:30) ▪ Jim reveals his father sent him a .38 caliber snub nose pistol- this was one of the items Jim received in the mail- he didn't want to be captured and the weapon was illegal to have and the night Jim was hurt a gunnery sergeant confiscated it (01:15:18) �• • On the USS Repose, Jim was too hurt to open a wooden box sent to him so the team on the ship did it and there was .38 caliber ammo in the box- he jokingly told them to throw it over the side of the ship as he no longer needed it- (01:16:08) ▪ Jim received his last rights from a Catholic priest while in Da Nang; while injured, Jim remembers a voice telling him “I'll talk to your parents”, the colonel's driver was a marine by the name of Mazzarelli who had communication with Jim's parents in Grand Rapids (01:18:38) • Jim's father took him to see the Mazzarelli family (who owned a bowling alley on Plainfield in Grand Rapids); they ended up being connected by a friend of a friend but the marine was found dead in Grand Rapids before Jim could reconnect with him and thank him (01:19:37) Jim received the purple heart from General Lewis Walt; while General Walt was on the USS Repose, Bob Hope was as well too (01:20:08) Recovery (01:21:44) • From Yokohama Japan to Clark air-force base, it was a long road home for Jim; he roomed with an army lieutenant at Clark and went on to Andrews air-force base via Elmendorf air-force base in Alaska for refueling (01:22:20) • From there, Jim went to Glenview naval air-station in Chicago and then taken to Great Lakes Naval Hospital just north of Chicago; Jim spent seven months at Great Lakes recuperating while having surgeries on his eye and arm (01:23:10) • Jim had a three year enlistment and wanted to stay in, but with his eye problem he was unable to shoot properly- something that the marines were much harder on back then; nevertheless they wanted to put Jim on light duty and he was given three choices: 1. Key West, Florida 2. Stay at Great Lakes 3. Quantico, Virginia (01:25:22) ◦ Jim chose Quantico because his friend that he went into the Marines with was in Anacostia (in Washington D.C.) which was across the river from Quantico (01:25:32) ▪ Jim worked in Quantico at the Amphibious Warfare School as a light duty worker and was involved in training foreign officers and tactical issues as well; To work there, Jim needed top secret clearance to work with some of the new equipment (01:26:48) ▪ Jim was in charge of using transparencies on a project and remembers getting yelled at because of his impaired vision from being injured- his depth perception wasn't great and he couldn't focus the projector the way the instructors wanted (01:27:20) ◦ Jim's enlistment in the Marines had to be reviewed by the naval review board- the board decided to discharge Jim from the Marine Corps because of his limitations (01:29:14) Reflection / Post Marine Corps (01:29:51) • Even to this day, when Jim reflects upon his time in the Marine Corps, the word 'pride' sticks out to him; there were no regrets on his decisions- he understood his discharge but still knew the downside of his trying to find employment and there were times when he had doubts about himself (01:30:40) • Jim was put on partial disability; he receives a check every month along with free medical care through TRICARE For Life from his honorable and medical discharge- but he feels the compensation is small compared to the partial loss of his eyesight (01:31:47) ◦ Even though Jim had developed cancer and went through two years of chemotherapy he feels lucky that it was not related to cancer caused by Agent Orange (01:32:22) • Jim signed up for the Michigan Rehabilitation Agency and although some interviewers told him his limitations would impair his ability to work he ultimately applied for a position with the Michigan Interstate Motor Freight System in Grand Rapids; he want from being a claims clerk �• to a director of loss prevention (01:33:19) ◦ After his company was bought out and went out of business, Jim went to the Grand Rapids Federal Court House and through a connection from his sister, he became the 1st administrative officer in West Michigan (01:35:10) Jim has recently retired and although he misses the people he doesn't miss the work and is excited to be able to do things such as this interview (01:35:53) � 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 Hunter, James (Interview outline and video), 2014 Creator An entity primarily responsible for making the resource Hunter, James Description An account of the resource Jim Hunter was born in Grand Rapids, Michigan in July 1946. After briefly trying college, he enlisted in the Marine Corps in February, 1966. After training in San Diego, he deployed to Vietnam and was assigned to the 2nd Battalion, 9th Marine Regiment; this unit took many casualties and became known as "The Walking Dead." His unit operated close to the DMZ, around Dong Ha, Cam Lo, and Camp Carroll. He was badly wounded in December, 1966, and upon recovery was sent to the Amphibious Warfare School at Quantico, Virginia until he received a medical discharge in 1968. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) 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. 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 2014-03-13 Identifier An unambiguous reference to the resource within a given context HunterJ1584V 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/736ac1e742e5ce868390743d0b74c69f.jpg 7ba88f3bae0fde19cfb252cd22c6ae10 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 HunterKenneth_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hunter, Kenneth Description An account of the resource Kenneth Hunter Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/067c813583f27aa899008af9a3f2891f.jpg 1490e7490914a40e7687c4b0af646d72 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 HunterKenneth_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hunter, Kenneth Description An account of the resource Kenneth Hunter Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/715b8df24c4015422ac94ed6a17edba0.pdf 1262444b551bc9ac4117f8debdd2b219 PDF Text Text 1 Grand Valley State University Special Collections Kent County Oral History collections, RHC- 23 Mr. David Hunting Interviewed November 12, 1971 Edited and indexed by Don Bryant, 2010 – bryant@wellswooster.com Tape # 35 (1:00:00) Biographical Information David Dyer Hunting was born in Grand Rapids 26 August 1892. He was the son of Edgar W. Hunting and Grace Emma Dyer. David died in Grand Rapids on 19 April 1992 and was buried in Woodlawn Cemetery. David Hunting married Mary V. Ives in Ann Arbor, Michigan on 25 May 1925. Mr. Hunting was one of the founders of Metal Office Furniture Company which is now Steelcase, Inc. Edgar, David’s father was born about August 1862 in Grand Haven, Michigan. Grace Dyer was born about May 1869 in Missouri. They were married in 1891. ___________ Interviewer: Were you born in Grand Rapids Mr. Hunting? Mr. Hunting: I was born in Grand Rapids on College Avenue between Wealthy and Cherry in eighteen ninety-two. At that time, there were no houses between College Avenue and Madison and there was a diagonal walk or path that ran across the two lots and across Morris Avenue to the corner of Madison which we used to go to and from the Wealthy Avenue School at Lafayette Street. Interviewer: That school, that school’s still there, isn’t it? Mr. Hunting: The school is still there. It’s been remodeled somewhat but, that was a school that served the entire area, that I grew up and played in. Interviewer: Were there, were there other houses in this block that you lived in? Mr. Hunting: At that time there was a Tetium house on the corner of Cherry and College and the Shaw house on College Avenue and between the Shaw house and Wealthy Street there was only one other house which was later occupied by the D.C. Scribner family. On the east side of College Avenue, there were several houses. The street was pretty well built up from Cherry Street down to the middle of the block. There was the Wilson house, the Gilbert house, the Maddox house, the Twing house, the Hunting house, the Waddell house and the Murray house. Those were all practically along in succession. And then further down were some other houses. When I was growing up, and was going to school there were forty-one children on that block. Interviewer: Did, did all the children know each other, play with each other? �2 Mr. Hunting: Oh, we played together constantly. Other Man: Tell them about the black girl you grew up with. Mr. Hunting: About what? Other Man: The black girl that you grew up with, that little black girl, the only one who could recite the poetry as well as you could. Mr. Hunting: Yeah. Interviewer: What’s her name? Mr. Hunting: Theola Ford. At that time, Paris Avenue was pretty well built up too and the Wilcox family moved from their farm out on Lake Drive into the city for the winter and took a house on College Avenue directly behind the Murray house. The other families lived along on Paris that we grew up with were the Palmer family, the Wilcox family, the Shank family, the Seymour family, and we all played together. Also the Spencer and Baker families were there. One of the things I most remember was building a cave in a vacant lot opposite us. As a boy we had a big table over there which served as a headquarters for a group of boys with a long tunnel exit to a clump of trees so we could escape if we were trapped in the cave. That was the type of activity that we seemed to have. And I remember at the time of the Spanish American War we were greatly discussing, among ourselves, what we would do if we were in Cuba or if Cubans invaded Grand Rapids, Michigan. Interviewer: What was this, that John mentioned to us, young black girl, Theola Ford. Mr. Hunting: Oh, going through school, at Wealthy Street, Miss Blanchard taught the first grade and Miss Martine the second grade, Miss Cole the fourth grade, and there at that time was only one black girl in school and she was the daughter of Joe Ford, the passenger agent, assistant porter down there. Theola Ford, and she was probably the brightest girl in the class. I remember one of our second grade requirements was to learn Hiawatha and she could recite the entire poem of Hiawatha verbatim. We always had a terrific competition between Theola Ford and myself, eee who could remember the longest portions. Interviewer: What ever happened to her? Mr. Hunting: I don’t know, I don’t know. She moved out of town. I don’t know. She went all the way through grammar school and then to high school with distinguished marks. Interviewer: Were there, were there very many black people in the city at that time? Mr. Hunting: Very few. But the ones that were there we all knew, and were very friendly with. Weren’t very many. �3 Interviewer: Did they, did they have a neighborhood of their own? Mr. Hunting: There wasn’t any particular neighborhood. It was mostly down on Sheldon between Wealthy and Franklin, and perhaps a very few across Division street but very few. Interviewer: What did you remember the first time you ever saw an automobile? Mr. Hunting: Yes, the first, about the first one, I had much familiarity with was when the Russell family, who lived out at Comstock Park bought a Ford and that was when I was in grade school. And I used to ride in that car with Fran Russell a good deal. Then the Keeler family bought a Lozier with chain drive and Mr. Will Gay bought a White Steamer, which rode up and down College Avenue and the Austin family started to develop a car called the Austin, which was an assembled car with coachwork mostly supplied locally but a very well regarded car. Always in white with brown trim. And for quite a while the Austins were a recognized automobile made in Grand Rapids. Interviewer: Where was that factory located? Mr. Hunting: That was on Division Street, between Cherry Street and Oakes, I believe. Right in that area somewhere. It no longer stands. I completed the eighth grade in Wealthy Street School and went into the old Central High School on the corner of Ransom and Lyon. We went at morning and afternoon to that school walking from College Avenue to Lyon Street and Ransom, four times a day. And then playing football we would leave the school in the afternoon and go to the old YMCA building, change in our football clothes, walk across Pearl Street Bridge to a vacant lot where there is a freight boarding station now, along Fulton and Front Street, practice there till six o’clock, walk back to the Y, take a shower, walk home up State Street hill to College Avenue. Interviewer: It’s a little different than today, isn’t it? Mr. Hunting: I imagine, I imagine we got more exercise walking than most people do today playing football. Interviewer: Were sports very important at that time in school? Mr. Hunting: Yes, we had a good sport activity. We had, our big game was with Muskegon. We played Benton Harbor, Kalamazoo, and in basketball we had a very good team and played in the YMCA gymnasium, and had a long season of basketball. Interviewer: What, what was this neighborhood that you grew up in? Was this a neighborhood of well-to-do families? Mr. Hunting: Well, I wouldn’t say they were well-to-do, but that were comfortably well-off. There were no very wealthy families there as I regarded at the time at least we weren’t conscious �4 of any, any distinction of that kind in that entire neighborhood. But up, we did feel that up on the Lafayette hillside area the more wealthy families had their home like the Hazletine's and the Holt’s and the Hollister's and the Lowe's and the Blodgett’s. Interviewer: So they, they lived all up on the, in the, what’s a really the hill district up on Fountain and Lafayette and that area? Mr. Hunting: That’s right. Interviewer: Did, did the children in your neighborhood, the forty-one children in your neighborhood associate with the children in the Hill district? Mr. Hunting: Oh yes. Interviewer: So there wasn’t any discrimination of… Mr. Hunting: No, feeling any way. The Bundy family, the White family all had children, we played tennis a lot together and saw each other quite a little bit. Interviewer: Were there very many parties when you were growing up? Mr. Hunting: There were a lot of parties and they were quite formal parties and Mrs. Bissell always gave a dance in the evening during Christmas vacation for all the young people. That was one of the big events we looked forward to at Christmas time. Interviewer: Then that was a formal affair? Mr. Hunting: That was formal, and usually in the St. Cecelia ballroom. Interviewer: Some of the people that I’ve interviewed have said that there was no liquor or very little liquor served at parties, really evidence of… Mr. Hunting: I, I never saw any alcohol served at any party till, well after I was out of college. Interviewer: So did, did the kids you grew up with drink at all? Mr. Hunting: Not at all. Not at all, and it wasn’t till after I got out of College that I saw any beer drinking in Grand Rapids. Interviewer: That’s curious. What, what did the young people do for entertainment outside of the parties? Mr. Hunting: They would organize small dances. We had a one group of dances which we called P A Y E group. Pay as you enter where we’d donate enough money to buy a little music, piano player and a violin perhaps and dance in somebody’s ballroom, usually in the Huntley Russell �5 house. We had picnics, we had treasure hunts, we had a great deal of social activity in skating. Skating and tobogganing was very popular. This was before skiing became a recognized activity. Interviewer: The Russell Family now, Huntley Russell where did they live? Mr. Hunting: They loved out at Comstock Park but a Francis Russell and Lucius Boltwood who lived there both came to the Wealthy Avenue School. And they would eat their lunch at one of their relatives on Madison or Morris. Interviewer: I see, the time, in other, no liquor well, no liquor at all I guess, How does that time compare, the time you were growing up compare to the time, for example, that your own children were growing up? Mr. Hunting: Well I think we had much simpler tastes and much less was done for us than was done for my children. I remember you could get an ice-cream soda for a nickel and when I first ate a banana split, it was fifteen cents, and that was quite an event to do that. When the summer time we had the Ramona Theatre, vaudeville. And that was an entertainment to do for an evening to go there and do some of the, some of the activities, in door skating rink, or roller coaster, features like that that were around the Ramona Theatre. Interviewer: What, what do you think that the time that you were growing up, was a slower paced way of living than today? Mr. Hunting: Oh it was much slower because you walked everywhere. When we first had our fraternity party at the new Kent Country Club out north of here at its present location, we would rent a street car to bring everyone home from the party and a great question was whether the car should run up Cherry Street or run up Wealthy in order to come to the nearest, to the homes of the people that went to the party. And at that time I remember we were, Sandy [Sanford] Wilcox, and I were taking two girls, the girl’s mother objected to her riding out in a Wilcox carriage. She thought she should go in the streetcar with everybody else. The girls always would carry their slippers in a bag and wear their regular shoes and overshoes till they got to the party. Interviewer: Well, I remember I was, I think it was Mrs. Avery that I was talking to, she was talking about, like dating customs, holding hands for example was considered, according to Mrs. Avery, was not the thing to do at all. Mr. Hunting: If you were able to hold a girl’s hand walking home why you thought you’d made quite a little progress. And certainly you didn’t want to be seen doing it. Interviewer: Yeah, what, what do you think that changed the way of living from that period of time to today. What, what was the big change? And when did it change? Mr. Hunting: I can’t tell because I haven’t been in a teaching business or any business where I saw the gradual change develop. It’s a complete change in, standards, conventions, and I see it �6 reflected in other ways that, there’s reluctance for people—unless they have to, to dress properly to sit down and eat, eat in the manner in which I was accustomed to eat, slowly and, everyone sit at the table until everyone was finished. It now has almost become a counter-grab and people do not like to take the time to go through a full meal in company with other people. I don’t, I can’t see where the complete change in young people’s relationships occurred. There seems to be a great desire now to show people their affection for each other and to act in a manner that normally they would feel, I mean that in older times they would feel should be reserved for privacy. I don’t know whether that really means a desire to be seen with people in affectionate poses, or in a boastful manner, or because they really can’t wait till they are alone. What do you think? Interviewer: I don’t know, it’s hard for me to, to talk about something like that because I never grew up in an, in an age where holding a girl’s hand was making quite a bit of progress. Yes, it’s very interesting that, that the way the society was then when you were growing up compared to the way it is today. It sounds like they had many differences. Mr. Hunting: Well it is, there’s, there’s a great difference. I… parents had much firmer control over their children; they knew what they were doing because the children were with them more. They couldn’t get out of sight. They couldn’t get in a car and disappear for the day and couldn’t be reached anymore. Now, you can’t tell where you children are because the mobility is so great that they can either go on their own or with somebody, and once gone they’re gone. And the activity no longer is centered in the house, like ours was. Interviewer: A question that I haven’t asked anybody yet, yet… I suppose it didn’t come along until a little later was, about the airplanes. When did, when was, do you remember the first airplane you ever saw? Mr. Hunting: Yeah, the first airplane was brought here by fellow named Bill Turpin, it was a graduated Phi Delta Theta in Ann Arbor and he would give exhibitions at the fair of flying an airplane and he just would go from fair to fair, to fly an airplane. That was before the First World War. In the First World War airplanes became rather common but it was six or eight years prior to the First World War, airplanes were infrequently seen and the only places they could fly from would be at a county fair or on a race track. Interviewer: Did you go out for the First World War? Mr. Hunting: I was in the First World War; I was in Europe for about eighteen months. I was first Lieutenant of infantry and I trained at Fort Sheridan, Camp Custer and spent the rest of the time in Europe. Interviewer: Was there quite a bit of patriotism? �7 Mr. Hunting: Oh yes, everyone, everyone volunteered practically, and the officers training camps were completely subject to volunteer enrollment. And I don’t just remember when the Brass started that. I was in the first officers training camp and felt very fortunate to be selected and I was very, had a, had a very high morale in the companies that I was with all the time. The attitude was terrific. Interviewer: After the war, what were, what were the twenties like, where they as wild as, they make it out to be? Mr. Hunting: They was a breakdown and there was, drinking became more common and they, they brought in dances that were not as dignified or as well recognized as the ones we were used to, but the participation was limited to few people and they were, were examples that were referred to, Fitzgerald group and, some of those and I would say that it was not generally through the society that I was involved with. Interviewer: Let’s see, I just have a couple more questions. How old were you when you got married? Mr. Hunting: Thirty three. Interviewer: Now was that common in those days for men, to, to wait until they were a little older to get married? Mr. Hunting: Well my brother was married when he was twenty one. Interviewer: Oh… Mr. Hunting: Best answer I can give you to that. And I know of the many that were married in their very early twenties. Interviewer: I see so that there was no, no set standard on that? Mr. Hunting: No, I think it shifted around a great deal. Interviewer: Ok good. We were just talking about schools, tell me a little about what the schools were like when you were going to school compared to the way they are now-- at least what we read. Mr. Hunting: Well the, in the grade school, particularly and also though high school, the teacher had complete control of the pupils. The discipline was excellent and it was imposed completely. You stood in line as you left properly, walked out properly, you came in to the school and into the class and you studied quietly. There were some occasional pranks played. I remember one time bringing in a lung-tester which my uncle made and which was filled with flour. When you blew into it the hand dial, hand on the dial which was supposed to go around didn’t but a lot of flour come up all over your face. And Miss Banister, the teacher, saw it on my desk and says �8 what was, and I said a lung tester. She said, bring it to my desk and you may have it after school, which I did. Well during the writing lesson I heard the damnest yell, Miss Banister stood up covered with flour. She kept me after school because I had no right to bring such a thing like that in the school. But the discipline was excellent and the teachers were uniformly older than the teachers are today. And teaching was their profession which was quite honored and quite respected and they, we did not have PTA groups then but the teacher would occasionally write a letter for someone to take home and have the mother answer or come to see her at a certain time. Interviewer: So then the big difference, the two big differences, one the respect for the teachers and two, the discipline within the school. Mr. Hunting: The students, I never saw a student show disrespect for a teacher or attempt to talk back to her or refuse to do what she told him to. And a teacher would occasionally send a pupil out into the hall to sit through a session if he’d been whispering or doing things that were wrong. Interviewer: Well is there anything else that… Mr. Hunting: OK, glad to talk to you. INDEX Ford, Theola · 2 A Avery, Mrs. · 6 G Gay, Will · 3 B Baker Family · 2 Banister, Miss · 8 Bissell, Mrs. · 4 Blanchard, Miss · 2 Blodgett Family · 4 Boltwood, Lucius · 5 Bundy Family · 4 H Hazletine Family · 4 Hollister Family · 4 Holt Family · 4 Huntley Russell Family · 5 K C Central High School · 3 Cole, Miss · 2 Keeler Family · 3 Kent Country Club · 5 L F Lowe Family · 4 First World War · 7 Ford, Joe · 2 �9 M Martine, Miss · 2 P Palmer Family · 2 R Ramona Theatre · 5 Russell Family · 3, 5 Russell, Fran · 3 S Scribner Family · 1 Seymour Family · 2 Shank Family · 2 Spanish American War · 2 Spencer Family · 2 T Turpin, Bill · 7 W Wealthy School · 5 Wealthy Street School · 3 White Family · 3, 4 Wilcox Family · 2, 5 Wilcox, Sanford · 5 � https://digitalcollections.library.gvsu.edu/files/original/91fb24701c0fec0d09c68dfd0f2721c3.mp3 d757e587e9b67ad33009042a01c9ce99 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Rapids Oral Histories Subject The topic of the resource Heritage Hill (Grand Rapids, Mich.) Local histories Memoirs Michigan--History Oral histories (document genre) Description An account of the resource Taped and transcribed interviews conducted in the early 1970s primarily of the children and grandchildren of many of the founders of Grand Rapids, Michigan; many of whom were residents of the Heritage Hill neighborhood. Interviews were collected to develop a significant collection of oral resources that would supplement other primary and secondary local history materials. Initially funded as a private project, Grand Valley State College (now University) assumed responsibility for continuing the project until 1977. Creator An entity primarily responsible for making the resource Various Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/452">Grand Rapids oral history collection (RHC-23)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf; audio/mp3 Language A language of the resource eng Type The nature or genre of the resource Text; Sound Identifier An unambiguous reference to the resource within a given context RHC-23 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1971 - 1977 Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. 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-23_35Hunting Title A name given to the resource Hunting, David Creator An entity primarily responsible for making the resource Hunting, David Description An account of the resource David Hunting was born in 1892. He was a lieutenant during WWI. He married Mary Ives in 1925. Mr. Hunting worked in the office furniture manufacturing business and was founder of the Dyer-Ives Foundation (now Steelcase). He died on April 19, 1992. Subject The topic of the resource Michigan--History Local histories Memoirs Oral histories (document genre) Grand Rapids (Mich.) Personal narratives Heritage Hill (Grand Rapids, Mich.) Grand Valley State University 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 Text Sound Format The file format, physical medium, or dimensions of the resource application/pdf audio/mp3 Source A related resource from which the described resource is derived Grand Rapids oral history collection (RHC-23) Date A point or period of time associated with an event in the lifecycle of the resource 1971 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/de17802143d68974363ac2f9c41b9c4d.jpg d8a76bf7401940a7355bb7eae3601c9b 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_341 Title A name given to the resource HUP USN helicopter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HUP USN helicopter, November 1, 1951. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1951-11-01 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/b33f88097394dd388d7c1d05f51870c9.jpg 4821c8fd6c8998055c1723fbb892cc99 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_X324 Title A name given to the resource HUP-2 helicopter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HUP-2 US 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/91b13a57328cb55dfa159736a78c087d.jpg 7b34fe405fd55ee799c2f6f011cadd74 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_X369 Title A name given to the resource HUP-2 helicopter utility Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource HUP-2 helicopter US utility, 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/293a533297d22c0621f7e61d2b3f1e03.jpg 571105b33942856973b6b353c4ad6a3b 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 HupkaArthur Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hupka, Arthur Description An account of the resource Arthur Hupka Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/c7b5c45615706ecd5a2e49023cb6c2fe.m4v 967b89b8e1ca834248d7728a7e851b4d https://digitalcollections.library.gvsu.edu/files/original/f64d805d15b43cdfd6fd83e64e90b173.pdf ef0eae97d57b41a61cb2c8adfc178d98 PDF Text Text Grand Valley Stte University Veterans History Project Emil Hurbanis (26:02) Background Information (00:12)     Served in the U.S Army. (00:14) Served in the Vietnam War. (00:18) He graduated from Western Michigan University. He had received his degree in Accounting. Several weeks after his graduation he was drafted. (00:37) Because of some training Emil was required to take to work a job at the U.S. Treasury Department, he had to change draft boards. This delayed his draft notice and gave him time to enlist. (1:01) Training (1:30)      He attended basic at Fort Leonard Wood, Missouri, in January of 1969. (1:35) He was then sent to artillery training at Fort Sill, Oklahoma. (2:02) Emil was then sent to Virginia for Officer Candidate School to become a combat engineer. He did not complete his artillery training. Emil dropped OCS because if he was to be sent to Vietnam he did not want to go as an officer due to their short life expectancy. (3:37) He was then sent to Arizona to learn to use unattended ground sensors. He was then sent to Vietnam in October of 1969 for 1 year. (4:00) Service in Vietnam (4:20)       He recalls the country looking very beautiful from the plane. (4:25) Emil had to go through a 1 week orientation after he landed. He had to be trained with the M16 and the M60. (5:08) Emil was assigned to the 1st Infantry Division. (5:40) Emil was sent to Cambodia to set up sensors on the Ho Chi Minh Trail. These were used to track enemy movement. (6:17) Emil’s favorite sensors were seismic sensors. These were dropped by helicopters. Once dropped, a bush was deployed to camouflage the sensor. (8:11) He was sent into the jungle with rangers. The rangers knew Emil’s position. He himself had no idea of his whereabouts. (9:14) Discharge (10:05)    Emil flew home on a commercial airline. He loved the safe feeling of leaving the air strip. (9:19) He landed in Oakland, California, where he was discharged in late 1970. (10:10) If something was bothering the men physically the men would have to stay for several weeks. Though Emil had an ear infection he did not tell anyone because he wanted to be discharge so badly. (11:02) �Life after Service (11:43)    Emil received a job as a revenue agent in Benton Harbor Michigan for 2 years. (11:48) In January of 1973 he was sent to Ohio to work in the criminal investigation branch. (12:06) Emil does not have any friends from his service. This was due primarily to the fast turnover of men that occurred in Emil’s unit. (12:51) Service in Vietnam (cont.) (17:28)     While in Vietnam men often didn’t sleep because if they did they would make noise. (15:00) While Emil was on the Ho Chi Minh Trail in May of 1970 there was a lot of movement on the trail. (17:30) After a bomb was dropped, Emil also had to assist clean up the targeted area. The men would examine the weapons the men had after an attack. (18:49) He received several Bronze Stars. (20:03) 1st and 9th Infantry (20:36)    The 1st infantry Devotion was one of the first to be pulled out of Vietnam. Because Emil did not have enough months to go home, he was transferred to the 9th Infantry Division. (20:37) Emil retained his job in the 9th Infantry Division but he was in rice paddies as opposed to jungle. (22:11) Emil’s most frightening moments was his first mission. When he met Rangers who were true combat soldiers it was very intimidating. (23:04) Life after Service (24:47)  He changed and came home in civilian clothes to avoid protesters. (25:01) � 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 HurbanisE1360V Title A name given to the resource Hurbanis, Emil (Interview outline and video), 2012 Description An account of the resource Emil Hurbanis served in the U.S. Army from approx. 1969-1971 in the latter half of the Vietnam War. Emil spent 1 year in country. He was first assigned to the 1st Infantry Division where he worked with unattended ground sensors on the Ho Chi Minh Trail in Cambodia. He was later transferred to the 9th Infantry Division. He retained his same job but had to perform it in rice paddies. He was awarded 3 Bronze Stars. After service Emil continued his career as an accountant working to the U.S. Treasury Department. Creator An entity primarily responsible for making the resource Hurbanis, Emil Contributor An entity responsible for making contributions to the resource Rodgers, Rob (Interviewer) Birkmeier, Nicholas (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Michigan--History, Military Vietnam War, 1961-1975--Personal narratives, American United States. Army Source A related resource from which the described resource is derived <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Type The nature or genre of the resource Moving Image Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> 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 2012-02-27 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/bc1d6855824bf282417c36d3b549a8e2.jpg c4c9d1078876a1190a6c21bb59bd0f7c 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 HurdzanMichael Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hurdzan, Michael Description An account of the resource Michael Hurdzan Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/720aeb6f15c8172b2bdaa29aa05e6351.jpg 607a401b9a699d5715a1ed8c3d2d952b 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_920 Title A name given to the resource Hurricane fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Hurricane British F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/fb5f41bacc96112d4108e93827fab92b.jpg 4fd545a93578974f3823c17ffc1f8108 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_M2713 Title A name given to the resource Hurricane I BR-RAF-fighter aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Hurricane I BR-RAF-fighter aircraft, March 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Great Britain Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-03-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/76e1eff6e7aa53559ad17b6a57662090.m4v d253aa1972d8aa8117c658576b363f83 https://digitalcollections.library.gvsu.edu/files/original/f743f1ef9c19f44c411b7a25bcb1b94c.pdf a024ce9635c73b13b3bc198ac60c08e4 PDF Text Text Grand Valley State University Veteran’s History Project World War II J.W. Hurst Interview Length: (00:43:07:00) Pre-enlistment / Training (00:00:00:00)  Born July 1, 1918 (00:00:00:00)  Fought in World War II and served with the First Army Task Force (00:01:09:00)  Hurst served mostly with the infantry; his job involved calling back for artillery guns to shoot at enemy guns and trucks (00:01:37:00)  He landed on Omaha Beach a few minutes after the Marines [Rangers?]landed; maybe ten minutes or so after the Marines (00:02:27:00)  The military did not have any location in Tennessee, Hurst’s home state; instead, Hurst was told that he had to go to a base in Georgia to be sworn into the military (00:03:40:00) o At the time, the military picked people out of a hat or box; Hurst was not drafted, he was picked to be drafted (00:04:33:00)  He went to Georgia and was sworn into the military and originally joined the Air Force [Army Air Corps at the time] (00:05:14:00) o Both his sons also ended up in the Air Force (00:05:32:00) o He went into the Air Force, but they would not let him fly; Hurst eventually told his commander that he did not like the situation (00:05:58:00)  The commander asked Hurst what he wanted to get into because he could not keep Hurst as Hurst was not drafted (00:06:17:00)  Hurst said that he did not know and asked what openings the military had for him; the commander said that he would send Hurst back to North Carolina, “where they were jumping” (00:06:31:00)  The Air Force commander sent Hurst back to North Carolina but the men were not jumping out of airplanes; instead, they were jumping out of tall towers (00:07:01:00) o In North Carolina, Hurst’s first sergeant turned out to be a man that he had gone to school with (00:07:32:00) o At the time, the men had parachutes for jumping out of the tower and Hurst told the sergeant that he did not like the jumping (00:08:27:00)  Hurst had been used to working all the time (00:08:45:00)  The sergeant told Hurst to talk to the jump commander and Hurst told the commander that he did not much care for the jumping of off the tower; the parachute had barely opened by the time Hurst reached the ground (00:09:09:00)  Again, the commander said that he could not keep Hurst and asked Hurst where he wanted to go; again, Hurst said that he did not know (00:09:39:00)  The military eventually sent Hurst north to Vermont, which was extremely cold when Hurst got there (00:09:54:00) � o The Army used to take the man all over the place; one time, they took the men out and put down in a massive hole that the Army had dug (00:10:57:00) o The men were told to use their tools to climb up the embankment and get their equipment out with them; the men stayed in the hole for days before they finally climbed out of the hole (00:11:52:00)  One man eventually made it out, tied ropes to several trees, and then the men were able to pull their equipment out, including: guns, trucks, weapons carriers, and jeeps (00:12:19:00)  It took the men a long time to get out of the hole because they had to get their equipment out as well (00:13:09:00) Hurst stayed in Vermont and then he went to England and eventually fought in France (00:13:15:00) o He landed on Omaha beach, where he eventually got high enough that he could see smoke rising from a nearby city (00:13:40:00) o After they had landed, the Army turned Hurst’s unit around, took them back aboard the boats and through the Straits of Gibraltar, and had them land in Italy, on the heel of the boot (00:13:52:00)  During this landing, Hurst got off the same time as the infantry got off of the boats (00:14:08:00) Training cont’d / Service (00:14:46:00)  When he was in Vermont, Hurst’s unit went to New York state for a period then would go back to their base in Vermont (00:14:46:00) o Whenever the unit returned from New York, the unit commander said that he would take the men out for walks and runs of seven miles (00:16:06:00) o The men had to run seven miles out and seven miles back and when they returned to camp, the commander asked if anyone wanted to go to town (00:16:22:00)  Whenever the commander asked the question, the men from the South, Hurst included, raised their hands (00:16:56:00)  There were five men from the South in the unit and they all raised their hands to get into the city and see a show (00:17:05:00) o The commander told the men to be back at a certain time (00:17:40:00)  Hurst’s training was all over; he was in New York state, Vermont, and Virginia; on the trip to Virginia, Hurst drove a truck that pulled on of his unit’s four guns (00:18:04:00)  There were four batteries in the unit and each battery had four guns; Hurst was in “A” battery and he only had to worry about “A” battery, not “C” or “B” (00:18:39:00) o At any given time, three men from the unit were up with the infantry at the front and they all did the same job, calling back for the guns to fire at something (00:19:03:00) o The guns in the unit fired ninety-five pound shells (00:19:25:00)  England had a channel dividing it from the continent (00:20:23:00)  Hurst was in the service for four years, including two years training in the United States (00:20:50:00) o He did all types of training, including having to crawl under wires that the Army had pulled across a swamp (00:21:00:00) �    o The training was mostly to help the men prepare to land on Omaha beach (00:21:50:00) o Hurst also went to New York, Vermont, Virginia, and Tennessee (00:22:01:00)  Hurst’s grandfather had died and he asked his captain if he could go and see his grandfather buried (00:22:22:00)  The captain said that they had march orders to go to Rhode Island and Hurst asked if he could go to the funeral and meet the unit in Rhode Island (00:22:52:00)  When the captain asked who would carry Hurst’s equipment, Hurst said that it would be the same man who drove him to Tennessee (00:23:19:00) When his unit went to England, the Army took the unit out to the moors, where the unit’s trucks became stuck (00:23:54:00) o The men got the trucks out but getting one out first then pulling the rest out (00:24:30:00) At one point, Hurst almost got in trouble over a church (00:25:46:00) o One time, Hurst saw German’s in the church’s tower, so he called for an airburst round, which he received (00:26:09:00) o The ninety-five round airburst near the church and “B” and “C” batteries took their cue from the smoke and hit the church three times (00:26:27:00) o However, they accused Hurst of hitting the church and it took a long time to convince the Army that he was not at fault (00:26:50:00)  Hurst said that he ordered an airburst round to scare the Germans out of the church, which it did (00:27:11:00) o The church in question was in France and the Germans were climbing it so that they could see a long distance for their eighty-eight guns (00:27:32:00) Now, the situation in the military has changed (00:28:19:00) o For example, men no longer have to take training to land (00:28:25:00) Both of Hurst’s sons served in the military; one flew with a bomber and the other flew with a refueling plane (00:28:41:00) o The refueling plane flew right at the point of going into space (00:29:07:00) o One time, the refueling plane flew over the General Motors planet where Hurst worked; the plane had started refueling one plane over Canada and released it over the Mississippi River near Tennessee (00:29:46:00) o The other son flew in a bomber and helped drop bombs (00:30:36:00) Post-Military Life (00:30:48:00)  The one thing that bothered Hurst when he got out of the service was that he did not know how many people he killed (00:30:48:00) o He caught both trucks and tanks and the trucks were hauling either ammunition or soldiers to the front (00:31:07:00) o This fact bothered him, so Hurst went to see a doctor, where he meet a kid who had done the exact same thing Hurst was doing (00:31:36:00) o The kid asked if Hurst was bothered in the head and Hurst said yes, because by the time his unit reached a spot they had attacked, the spot had been cleaned up and the bodies taken away (00:31:58:00) �    This fact bothered Hurst because he could not get over how man people he had killed (00:32:36:00) o He did not know how many people he killed, but Hurts knew that he had killed some people (00:32:52:00) o One time, there was bunch of Germans that Hurst could see and he called back for one round to explode three feet off of the ground (00:33:06:00)  They battery sent the round in and that was when Hurst knew that men were killed; the round tore the group up and killed most of them (00:33:38:00) o When Hurst met the kid who had done the same thing, the kid said that he went to an herb doctor who was from India (00:34:24:00)  Hurst eventually went and the doctor told Hurst to rub a root on his tongue three times (00:35:20:00)  Whenever Hurst went to this doctor, the kid was always there (00:35:39:00)  Hurst went to the doctor three times and he took Hurst’s mind away from the men being killed (00:35:49:00)  When Hurst asked about going for a forth time, the doctor asked if Hurst wanted to die because if Hurst rubbed the herb on his tongue for a forth time, he would die (00:36:09:00)  The doctor said that Hurst used the exact amount that he wanted Hurst to use (00:36:51:00) Hurst was fairly young when he went into the military; he was about twenty years old when he went into the military (00:37:43:00) At one point, he started driving a caterpillar vehicle hauling dirt to pack down for the building a dame (00:38:22:00) o They then put Hurst another, larger, caterpillar vehicle and had him pushing down trees; one time, he accidentally turned too hard and broke a large axle of another vehicle (00:39:09:00) o The other vehicle was on the other side of a river and Hurst was pushing things back to him to the point that they could tie wires to the tree’s stump (00:40:32:00) He met his wife’s brother and sat with him and ate dinner; the brother eventually asked Hurst if he had a car (00:41:12:00) o Hurst said that he did because he had just purchased a new V-8, when the V-8’s had first come out (00:41:34:00) o The brother suggested that Hurst come with him and that was when Hurst met his future wife (00:41:48:00) Discussion of Hurst’s service pictures (00:43:07:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Hurst, J.W. (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Hurst, J.W. Description An account of the resource J.W. Hurst was born in July 1918. After enlisting in the military, Hurst bounced around training, including going into the Air Corps, going to paratroop training and finally receiving training in artillery. Hurst served with the First Army Task Force and participated in the landing on Omaha beach and the campaign in France. Contributor An entity responsible for making contributions to the resource Hoffman, Jake (Interviewer) Glamo, Jared (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. 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 2005-05-24 Identifier An unambiguous reference to the resource within a given context HurstJW 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/771bd645ff9a33d15b5660b2dc63b74d.mp4 b833251c58f97ce796dac21370e18763 https://digitalcollections.library.gvsu.edu/files/original/988882c8c6a166db4bf202428f082f7e.pdf fefcf5724de8d32f8cd41b3f334eaca4 PDF Text Text Grand Valley State University Veterans History Project Jay Huston (54:18) (00:15) Background Information • • • • Jay was born in Erie, Pennsylvania on August 25, 1925 In high school Jay had wanted to work as a railroad postal clerk Many of Jay’s friends began being drafted and he did not want to be drafted into the Army Jay graduated from high school in May of 1943 and enlisted in the Navy that August (04:00) Training • • • • • • • Jay took a bus to Pittsburgh and was sworn into the Navy He then took a train to the Great Lakes naval base in Chicago, Illinois The base was huge with many barracks, a parade ground for drilling, and a large supply building They got up every day at 6, had breakfast and then began training, which consisted of drilling, gunnery, orientation, commands, and marching Basic training lasted for 8 weeks and then he was interviewed to determine what his future course would be Jay had wanted to be a radio operator and his second choice was to be an electrician They decided that he would be going to hospital corps school (14:30) Specialized Training • Jay had nine days on leave and was waiting to be assigned to a school • Jay went to the main side hospital at Great Lakes • He went to hospital corps school for anatomy, physiology, field medicine, pharmacology, and other general nursing essentials • After 6 weeks Jay was a hospital corpsman 2nd class and attended a graduation ceremony • Jay remained working at the same hospital for 3 weeks on his first assignment • He was working in the contagious ward (22:50) SNAG 56 • Jay was assigned to the Special Naval Advanced Group #56 • Jay was shipped out to Long Island for the staging point • Jay was commissioned and boarded ship with 500 other hospital staff in January of 1944 (27:45) Overseas �• • • • • Jay crossed the North Atlantic in very cold weather headed for Greenock, Scotland There was 10,000 men on the ship and most of them were in the Army They were only allowed on the deck once a day for some fresh air They disembarked in Scotland, took a train to Ireland, crossed the Irish Sea, and then took another train to London They were taken by Marine trucks to a base for more training, unaware that they were preparing for the invasion of Normandy (34:50) Victorian Hospital • Jay and others began working in an old Victorian hospital preparing for D Day, but were not told any specific details • The hospital consisted of a surgery area, burn ward, 1,000 beds, and an isolation area • Jay felt very well prepared for the patients that would come in after the invasion • Jay was assigned to the neuropsychiatric area (39:20) Invasion • Many casualties began coming in after the third day of the invasion • The patients would start in the sorting area to be evaluated and assigned to a care unit • Patients came in by the hundreds at first and some surgeons were working 24 hours a day • Psychiatric patients that could be “trusted” were put in the open ward and others were put in isolation for further observation (50:30) Treatments • Some psychiatric patients were put to sleep by medication • It was a very deep sleep that lasted 48 hours while their vitals were checked every hour • They were slowly brought back awake while a psychiatrist interviewed them to try to find a historical point that caused them to “break” • Manic depressives and others that were self-destructive went through shock treatment Disc Two (54:30) (3:05) Patients • Most of the patients were British and American, but after the invasion there were men coming in from Holland and France • There were some German POWs that were kept separate under special guard • Also there were some British that had been fighting in North Africa • There was a steady flow of patients after the invasion for about one month (8:40) Leaving the Hospital • The Army had started to establish other hospitals in France and Belgium �• • • • • Many patients were being transferred to hospitals back in the United States In October of 1944 they received orders to ship the medical personnel back to the US They first went to Liverpool to pick up more people to bring back On the ship they carried back German POWs and others with psychiatric problems Jay worked with German POWs that had mental problems; most of them spoke English and were very submissive (16:20) Back in the US • They landed at a receiving station in Boston • Jay went to Tennessee on leave for three weeks and was waiting for his next assignment • He boarded a troop train to San Pedro in December of 1944, but did not know what his assignment was • They took a ship to Seattle to pick up more troops and supplies • They had to stop the ship because it was flooded with four feet of water • They launched an investigation and missed the convoy they were going to travel with (21:30) Guadalcanal • On the way to Guadalcanal they stopped in Hawaii for fuel and supplies • Then they headed to the Philippines in February • Jay was initiated with the King Neptune ceremony after they crossed the equator (28:20) Liberty in Manila • The area had been invaded 1.5 years [months?] ago, but some of it was still devastated • The locals were burning Japanese weapons and many service men were selling supplies to the civilians • Jay and others went through amphibious training, preparing for the invasion of Okinawa • At the time, Iwo Jima was being attacked • The hospitals that Jay worked at in the Pacific were not as safe as those in Europe (35:45) Okinawa • Jay went to the west side of the island in April of 1945 and landed near Buckner Bay • They landed with the 2nd Marine Division and set up an aid center on the shore • There were not very many casualties at first because the Japanese were not fighting back with such force • Jay was there for 9 days before kamikazes began attacking (41:17) Back to the US • They left from Guam and refueled in Pearl Harbor, where they also worked on more training maneuvers • Then they went to Maui to continue training for the invasion of Japan �• They stopped by the states to pick up more trips and then headed to Okinawa (42:30) Okinawa • A ship near them was attacked by kamikazes and they were almost attacked also • They left again to go back to the US to pick up more troops for the battle • They stopped back in the Philippines to pick up a division for the occupation of Japan after the war had ended (46:20) Bombs Dropped • Jay heard the news of the bombs being dropped on Japan on the radio • They went to China and back to the Philippines, continuing to transfer troops • Many people in the Philippines did not even know that the war was over • Jay was back in the US and done with his service in December of 1945 � 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 Huston, Jay (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Huston, Jay Description An account of the resource Jay Huston was born in Erie Pennsylvania on August 25, 1925. He graduated in 1943 and then enlisted in the Navy to avoid being drafted into the Army. Jay went through basic training at Great Lakes in Chicago and went through advanced training there to be a hospital corpsman. He was then stationed in London and preparing a hospital for the incoming patients after the D Day invasion. After working in Europe, Jay also worked in hospitals in the Pacific, including on Okinawa, during the war with Japan. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Naval Reserve World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-02-12 Identifier An unambiguous reference to the resource within a given context HustonJ 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/20cd048daea9ace23b821e6b498e3a96.mp4 29239880b7eece70e7ba256263885b31 https://digitalcollections.library.gvsu.edu/files/original/8c1a6b03138432a3bff83b9952163d2e.pdf 759ab29fe52e8d9390499a919a8a6227 PDF Text Text Grand Valley State University Veterans’ History Project Ron Hutson Vietnam War 1 hour 6 minutes 37 seconds (00:00:15) Early Life -Born in Muskegon, Michigan in 1950 -Moved at the age of two to the town of Temperance, Michigan -Father worked for Consumers Energy -Lived ten years in Temperance through the sixth grade -Beginning of seventh grade they moved to Holland, Michigan -Wound up graduating from Holland schools -Had an older sister named Irene and a younger sister named Denise (00:01:23) Awareness of Vietnam War -Didn’t pay a lot of attention to what was happening in Vietnam -Other priorities in his life took precedence -Heard and saw some of the news about it (00:01:47) Enlisting in the Marines -Graduated from high school when he was seventeen -Sick of going to school -Didn’t think he could make it in college -Decided to enlist -Father helped him by signing paperwork that allowed for seventeen year olds to enlist -Joined the Marines -Wanted to be tough for Vietnam if he was going to go there because of the draft (00:02:40) Basic Training -Began basic training on August 28, 1968 -San Diego, California -Flown there out of Detroit after military physical -Given only a two year enlistment as opposed to a four year enlistment -Draftees and enlistees had been in the physical -Physical examination took two days, very thorough -After arriving in San Diego they were taken to the San Diego Depot by bus -Ordered to stand at attention when they got to the depot -Taken to San Diego Base in the middle of the night -Given a haircut -Had to give up civilian clothes for fatigues -Started to have second thoughts about joining -Didn’t know a lot about the Marines prior to enlisting -Given bunks at 2 AM, and at 3:30 AM they were woken up by drill instructors -Training started immediately -Drill instructors wanted to break down the recruits and rebuild them through training �(00:06:57) Adjusting to Military Life -Homesick at first but accepted it -Father had advised him to say tough -Father had been an Army Sergeant in the Philippines and a truck driver in WWII -There was some resistance from some of the recruits -They were disciplined or simply dishonorably discharged -Majority of recruits were able to graduate (00:08:35) Basic Training-Details about Training -Woken up before daylight every day -Went on ten mile runs -After ten mile runs they were allowed to eat breakfast -Only given thirty seconds to eat -After breakfast they were subjected to more training -Physical training, drills, or base duties (cleaning, maintenance) -Drill sergeants were intimidating -Thirty year olds that had been in peak physical and combat conditions for years -Basic training lasted about thirteen weeks (00:11:16) Basic Training-Drill Instructors -Everyone got harassed pretty equally -All three of his drill sergeants had already been to Vietnam -A lot of propaganda, and not a lot of actual advice was given to the recruits (00:12:41) Camp Pendleton-Infantry Training -Went to Camp Pendleton after receiving job designation -Assigned to be a truck driver -Welcomed the job position because of it supposedly being easier -Went through infantry training at Camp Pendleton, California -Firearms training in the mountains, hiking, forced marches -After infantry training was allowed leave for thirty days (00:14:28) Camp Pendleton-Truck Driver Training -Went to truck driver training at Camp Pendleton -Had some experience with mechanical work from working on his own car -At Camp Pendleton they were given pragmatic advice about Vietnam -Truck driver training lasted about six weeks -After training he was sent to the staging area’s motor pool -No leave was given after truck driver training was complete (00:16:30) Deployment to Vietnam -Loaded onto chartered commercial plane -Stopped in Hawaii to refuel after flying out of Norton Air Force Base, California -Landed in Da Nang, Vietnam -Extremely hot and humid during the day -Almost difficult to breathe -Arrived in April 1969 -Stood in line and issued camouflaged fatigues, boots, and firearm -Because he was a truck driver he was issued the M1911 .45 pistol -Later requested an M16 rifle after getting caught in an ambush �(00:19:48) Assignment to Unit in Vietnam -Assigned to M105 Battery (self-propelled artillery unit) -Went on minesweeping operations and did other jobs besides driving the trucks -Stationed at the “Rockpile” north of Dong Ha -Dong Ha was eighteen miles south of the demilitarized zone -The Rockpile was three miles south of the demilitarized zone -Occasionally the North Vietnamese would try to attack the Rockpile (00:22:55) Main Duty in Vietnam -Main duty was to bring in supplies to the Rockpile -Food, clothing, ammunition, etc. -Either went to Dong Ha or Khe Sanh for supplies -Unit had five, five ton trucks -Would go to the mess hall in the morning -If food was needed a small convoy of three trucks would be sent for food -No escorts were given to the trucks -Sometimes had to go by himself -Only one man was in the cab of the truck -No heavier defenses than the drivers’ firearms (00:25:46) Conditions in Vietnam -Got picked on for being the new guy -Indicated that you were in a war zone and were in for something -Benign harassment -Harassment lasted until other new soldiers showed up -There wasn’t a lot of instruction given when he got to Vietnam -Roads were rough which meant slow travelling -Driving fast on the roads usually led to damaging the trucks in some way -At the Rockpile they lived in earthen bunkers -At Dong Ha they lived in wood and metal huts (00:29:34) Contact with the Enemy -Never recalls ever actually seeing the North Vietnamese or the Viet Cong -They got shot at by them, but never actually saw them -Rapid engagements whenever they happened -The NVA and Viet Cong avoided the DMZ and stuck to the Ho Chi Minh Trail -Easier to cross into South Vietnam via the Trail -Sappers would occasionally hit Khe Sanh -Dong Ha and the Rockpile were never targeted by the sappers during his stay -Both positions were too fortified and not important enough -Army would camp out on their perimeter at the Rockpile and guard them -Fairly safe to drive the roads -Ninety percent of the time it was safe -Harassing gun fire and landmines were always a threat though -Remembers a truck in front of him hitting a landmine -Disabled the truck, but didn’t hurt the driver (00:34:48) Minesweeping -Pulled minesweeping duty a few times -Main job was to protect the minesweepers while they looked for and detonated mines �(00:35:23) Leadership in the Marines -Captain wasn’t very personable, but he didn’t have a lot of contact with the captain -Most of the corporals and the sergeants were good leaders -Wouldn’t ask you to do anything they wouldn’t do -Some of the leaders that he encountered were cowardly or foolish -Would order soldiers to do risky things, or things they wouldn’t do themselves (00:36:38) Vietnamese Civilians -No civilian presence around the Rockpile -Most civilians had moved out to avoid the DMZ -Civilians were present at Dong Ha -Worked for the military doing menial labor (00:38:29) Drugs and Entertainment -The only drug present was weed -No hard drugs were present during his deployment -No one smoked while they were on duty, only off duty -Given a nightly beer ration -Two beers a night -Hid a case in his truck one time and pulled it out as a surprise when they ran out of beer -At the Rockpile the only “entertaining” building they had was the mess hall -Used it to watch second run movies -Went to a USO show in Dong Ha featuring a Filipino entertainment group (00:41:14) Leaving Vietnam -Deployed to Vietnam from April 1969 to November 1969 -Eight month deployment as opposed to twelve month deployment -He was about to get R&R before they left -Wanted to go to Thailand or Hawaii -3rd Marines were pulled out before he could go on R&R (00:42:02) Race Relations in Vietnam -Served with a diverse group of soldiers -Most of the time the races stuck together out of comfort, but not out of animosity -No problems when it came to integration -Was best friends with a black soldier (00:43:06) Artillery Duty -Trained how to work with the artillery crews on the guns -Usually only fired when they were given specific orders to harass the NVA -Once or twice “fired for effect” (rapid bombardment) to support troops in the field -Recoil from the guns made their fortifications slightly unstable -Helped with handling ammo for the artillery -Mostly focused on firing on NVA as they crossed the DMZ -Wanted to quarantine NVA movements around the border (00:46:40) Typhoon -Got hit by a typhoon soon after his arrival to Vietnam -Never experienced severe weather like that before -Winds were strong enough to rip apart buildings and cause flooding -One soldier was cut in half by corrugated roof getting torn off by the wind �(00:47:48) Threats in Vietnam -Considers himself blessed for never having to go into the jungle -Was never wounded by accidents or in combat -Remembers having run-ins with Vietnamese water buffalo -One charged their line at the Rockpile -Took fifty eight shots to finally kill it -Water buffalo were friendly with Vietnamese -Did not like Americans -Ran into a water buffalo standing in the middle of the road -Tried to nudge it with the truck to get it to move -Buffalo ripped off the fender before clearing the path -Once saw a giant snake cross the road -Didn’t want to take any risk by running it over and just let it pass (00:51:25) Leaving Vietnam and Japanese Deployment -Whole unit was moved out together -Took a whole month to clean off vehicles before boarding LST (landing craft transport) -Went to Okinawa, Japan -Stayed there for a month -Deployed to Mt. Fuji, Japan for cold weather training -Everyone got sick with colds and flu because of rapid temperature change -Went to Yokohama for leave -Men that weren’t from northern U.S. couldn’t adjust to the cold -After Mt. Fuji they returned to Okinawa via jet helicopter -Did manual labor for the rest of the time he was at Okinawa (00:54:56) Returning to the States and Camp Lejeune -Shipped home individually on an airliner -Overseas deployment was finished -Okinawa had felt like a vacation after Vietnam -Went back to Camp Lejeune outside of Jacksonville, North Carolina -Spent last three months of his enlistment at Camp Lejeune -Did manual labor there, worked in the motor pool, and pulled guard duty -Given thirty days of leave before having to report to Camp Lejeune -Never ran into harassment from civilians while on leave (00:58:32) Going Home -After Camp Lejeune returned to Michigan -Still had four years of Reserve duty left -Never got called up for anything -Staying in for the full two years made him eligible for VA (Veterans Affairs) benefits -Pressured by the Marines to reenlist -Offered monetary and rank promotions -Declined (00:59:45) Post Military Career -Wasn’t aware of how Vietnam veterans were viewed -Difficult to get a job because of the stigma attached to them -Wound up getting a job with the Zeeland Black Top Company -Drove a dump truck for them �(01:00:54) Reflections on Service -Felt a little angry coming out of the Marines -Had to relax and watch his language -Learning how to drive trucks in the Marines gave him job training -Took a while to figure out that he had PTSD -Army friend helped him realize it -Began to attend VA Clinic after -Learned that anyone, military and civilian, can have PTSD without knowing it -Being in the Marines helped him to mature -Learned how to handle different things -Taught him how to know himself � 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 Hutson, Ron (Interview outline and video), 2014 Creator An entity primarily responsible for making the resource Hutson, Ron Description An account of the resource Ron Hutson born in Muskegon, Michigan in 1950 and enlisted in the Marines in 1968. He trained as a truck driver and was assigned to a 105mm self-propelled artillery unit in the 3rd Marine Division in Vietnam. His unit was based at the Rockpile, just south of the DMZ. He served there between April and November, 1969, when the division left Vietnam. After spending several months in Japan, his unit returned to the US, and he completed his enlistment at Camp Lejeune, North Carolina. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) 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. 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 2014-01-30 Identifier An unambiguous reference to the resource within a given context HutsonR1566V 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/31a883c7715ffeca7c7012ff8781a0f3.m4v fb90b04ad0467e0f33b9fc11acd0be20 https://digitalcollections.library.gvsu.edu/files/original/f9caf603ba55d890b59619290c22b6ca.pdf 3ff0bb1cbc88a0457f1a8991d1ae7886 PDF Text Text Grand Valley State University Veteran’s History Project Vietnam Era Dan Huver Interview Length: (00:19:30:00) Pre-enlistment / Training (00:00:14:00)  Born September 28, 1943 (00:00:14:00)  Served in the Army as a sergeant E-5 during the pre-Vietnam era (00:00:18:00)  Born in Lowell, Michigan at his parent’s farm (00:00:42:00)  Went to Lowell High School and graduated in 1962 (00:00:58:00)  After high school, Huver was not sure what he wanted to do; he thought about joining the Michigan State Police and going into law enforcement (00:01:07:00) o At that time, there were only two schools available for that type of training, each at different times of the year, and when Huver graduated, there were no schools available, so he decided to go into the Army (00:01:16:00)  When he enlisted, the military draft was in effect (00:01:35:00) o Ever male signed up for selective service when they were twenty-three or twentyfour and if a man’s name came up, then he served for two years (00:01:46:00) o Huver was eighteen and he decided that he would have his name moved up on the list; instead of enlist for three years, he got drafted to serve for two years (00:01:54:00)  In September 1962, Huver was inducted (00:02:17:00) o Initially, he went to Detroit, Michigan, passed his physical exam, then went on to Fort Knox, Kentucky for his basic training (00:02:24:00) o After eight weeks of basic training, Huver was selected to go to an NCO (Noncommissioned Officer) training school (00:02:35:00) o After NCO school, Huver went into the armor training where the men learned how to drive the tanks and how to fire off all of the tank’s armaments (00:02:51:00) Deployment (00:03:10:00)  After graduating from armored training, Huver went to advanced training at Fort Riley, Kansas, where the Army was preparing an airlift to Germany (00:03:10:00) o The Army was taking a complete division of troops and transporting them to Rhein-Main, Germany (00:03:24:00) o The Army did this every six months; in seventy-two hours, they took an entire division from Fort Riley and transported them to Germany and brought the troops in Germany back to Fort Riley (00:03:38:00) o Huver gained experience being involved in the airlift, such as learning to be at the right place at the right time; experience that allowed him to be promoted to sergeant (00:04:03:00)  After his promotion to sergeant, Huver was in charge of training troops (00:04:25:00) �    o When he came back to Fort Riley, it was at the beginning of the Vietnam conflict (00:04:35:00) o Everyone who took basic training went on to some sort of advanced training, such as armored or infantry (00:04:47:00) o The Army turned Fort Riley into an advanced training location for infantry, which meant that soldiers fresh out of basic training went to the fort for the advanced infantry training (00:05:03:00)  At that time, the instructors were focusing on Vietnam; how to training, protect, and advance the trainees (00:05:25:00) o At this time, Huver was an instructor at the fort (00:05:37:00) The experience in Germany was wonderful; the people were friendly towards all of the soldiers (00:05:52:00) o In the early 1960’s, the German people loved and looked up to the American soldiers; if the soldiers went off-base, German civilians would invite the soldiers in for dinner (00:06:03:00) While he was in the service, Huver’s girlfriend wrote him a letter every day; at mail call, he could count on his name being read (00:06:27:00) Huver also made several good friends while in the service (00:06:52:00) He had a lot of memorable experiences while in the service, but training the troops to go to Vietnam was the most stressful (00:07:42:00) o Because it was early in the war, the instructors were not exactly at that point in time that they knew what the military were getting into or how they should be training the troops; however, the instructors did the best that they could (00:07:55:00) Training cont’d (00:08:14:00)  Basic training was interesting (00:08:14:00) o Going from a high school farm boy into the Army meant discipline (00:08:18:00) o The men woke up at five in the morning; when reveille sounded and the lights came on, the men hit the floor running (00:08:26:00) o Every morning, the men did PT (Physical Training), calisthenics and ran two miles, all before breakfast (00:08:37:00) o Before the men got to eat breakfast, each man had to do fifty to sixty feet of monkey bars and if he fell, a man had to go to the back of the line; the men learned very fast that if they wanted to eat, they held on (00:08:51:00) o The training was good for a lot of the men; the heavier men lost weight and the regimentation helped all the men (00:09:22:00) o Huver enjoyed the training, but it was still tough (00:09:35:00)  Huver went into armor early on, but there were a lot of other avenues that Huver could have taken (00:09:50:00) o At that point in his life, he did not know what he wanted to do, so Huver just went with the flow; he still thought that when he got out of the military, he could still go into law enforcement (00:10:15:00) o However, he did not follow up on that avenue, although the military did offer wonderful military police programs (00:10:32:00) � When he arrived at Fort Riley, it was a culture shock; he came from Lowell high school, where it was all white males (00:11:06:00) o Because of the airlift to Germany, the Army had brought in troops from all over the United States to build up the division (00:11:22:00) o Huver figures that it was around 60 to seventy percent black troops in his division (00:11:38:00) Video pauses at 11:55 Germany / Fort Reilly cont’d / Post-Military Life (00:13:02:00)  The airlift from Fort Riley took Huver to Germany (00:13:02:00) o From there, the division spent six months doing maneuvers (00:13:06:00) o At that time, the Soviet Union had a large force that the United States had to defend against, so the division spent time preparing to fight them (00:13:11:00) o At one point, Huver went to Berlin and saw the Berlin Wall (00:13:20:00)  West Berlin was almost like the United States but when Huver went on a tour of East Berlin, the communists did not allow any cameras (00:14:08:00)  For the tour, Huver went through “Checkpoint Charlie”, which was just machine gun nests and barricades; when the tour bus went into East Berlin, it was like night and day (00:14:38:00) o West Berlin was busy, had industry, and socially, everything was going; in East Berlin, the buildings that had been bombed during World War II were not repaired and sometimes they just put a freshly painted façade over the bombed-out building (00:14:57:00)  It was interesting to take the tour and see East Berlin (00:15:39:00) o Huver met a lot of nice people while he was in Germany (00:15:51:00)  Eventually, the division airlifted back to the United States after six months and went back to Fort Riley (00:16:01:00) o While at Fort Riley, Huver helped with the training for soldiers before they went over to Vietnam (00:16:10:00) o Although the United States had some soldiers in Vietnam in late 1959, the conflict did not escalate until the mid-1960s (00:16:17:00) o To assist, the Army turned Fort Riley into an advanced infantry training location and Huver was assigned to a training station (00:16:36:00) o While training, he met a lot of troops that he and the other instructors prepared as best they could for what the soldiers would encounter in Vietnam (00:16:52:00) o At that point in time, Huver was a “short-timer”, which meant that he was getting close to the end of his two-year enlistment (00:17:12:00) o After the training, the Army shipped the entire division, the 1st Division, to Vietnam in July – August of 1964 (00:17:27:00)  Unfortunately, the division did not have the best results while in Vietnam (00:18:24:00) � When he was discharged, Huver went back to Lowell and at that point in time, he had married his high school sweetheart (00:18:32:00) o The couple stayed in the Lowell area and raised their family (00:18:57:00) o Huver’s State Police and law enforcement career never panned out, but everything worked out in the end (00:19:01:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Huver, Daniel (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Huver, Dan Description An account of the resource Dan Huver was born in September 1943 in Lowell, Michigan. After briefly thinking about joining a law enforcement academy, Huver requested that the military move his name up on the draft list so that they would draft him and he would only serve for two years instead of the three years had he enlisted. After he received NCO and armored training, Huver was part of an airlift to Germany, where his entire division performed maneuvers of six months. Following Germany, Huver returned to United States and served at Fort Riley, Kansas as an advanced infantry instructor for soldiers going to Vietnam. Contributor An entity responsible for making contributions to the resource Huver, Quinn (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings 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 2010-05-15 Identifier An unambiguous reference to the resource within a given context HuverD 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/dd3da711b287b2b33b6926e0bb3c07d7.mp4 95365306306d6d38568b313523be3ea5 https://digitalcollections.library.gvsu.edu/files/original/27c321929738b2c2dc96e7d1e31d0c7e.pdf 0d0ac6c4c01046bb49bf6ce9679c59b5 PDF Text Text Grand Valley State University Veterans’ History Project William Huyser World War II 35 minutes 46 seconds (00:00:10) Early Life Pt. 1 -Born August 3, 1924 in Pella, Iowa -Grew up on a farm that his parents were renting (00:00:33) Start of the War Pt. 1 -He remembers December 7, 1941 and hearing the news about the attack on Pearl Harbor -Believed that a war with Japan would be over quickly (00:00:49) Early Life Pt. 2 -Stayed on the rented farm until he was sixteen (or seventeen) then his parents bought a farm -The Great Depression was already a difficult time, and drought only made it worse (00:01:49) Start of the War Pt. 2 -Didn’t pay a lot of attention to events happening with the Germans and the Japanese -Knew about the “peace talks” Japan was having with the United States -From what he heard it seemed like they were going well -He knew men that were getting drafted, or were enlisting prior to Pearl Harbor -He was aware of Hitler’s presence in Europe and the damage that he was causing -He began to see rationing early on in the war -He graduated in summer 1941 before Pearl Harbor, but was given a deferment -It was determined that farmers were too essential to be drafted -His older brother was also turned away from the service because of a heart murmur (00:05:58) Volunteering for the Draft -As the war went on he grew uncomfortable with being deferred -Knew men that had gone to the war and come back -Deferred men were looked down upon -He and a friend gave up their deferment at the same time -He reported for duty on April 14, 1945 -Reported to Jefferson Barracks, Missouri to be processed (00:07:33) Basic Training -Sent to Camp Hood, Texas for basic training -Received training with the M1 Garand rifle -Went on long marches and bivouacked a few times -Remembers one march was twenty miles with a full backpack -Had weekly rifle and uniform inspections as part of instilling discipline -Adjusting to Army life wasn’t too difficult -He was used to demanding physical work from growing up on a farm -Followed orders because the only option was to cooperate -He was given a furlough (leave) at the end of basic training -His training began close to when Germany surrendered (May 8, 1945) -His training ended shortly after the atomic bombs were dropped (August 6 & 9, 1945) �(00:12:10) Deployment to Japan -After his leave he reported to Fort Riley, Kansas -Took a train to San Francisco, California and boarded a ship there -Train ride took three or four days -Boarded a ship in San Francisco and sailed directly to Yokohama, Japan -Took about one week to sail across the Pacific Ocean -Three or four days were spent in Typhoon Louise -Arrived in Yokohama in October 1945 -Remembers that rebuilding efforts had not begun yet -City had effectively been laid to waste by the bombing campaign -Most people were living in shacks (00:17:47) Utsunomiya, Japan -From Yokohama was sent one hundred miles north to Utsunomiya, Japan -Utsunomiya was a rural area and had largely been spared the worst of the war -Mission in that area was to patrol the roads and search buildings -Keeping the peace and looking for any weapons caches -Didn’t run into too many Japanese civilians in Utsunomiya -Went there as part of a nine hundred man battalion -Lived in barracks -Stayed there for about three months (00:20:36) Yokohama, Japan -Sent back to Yokohama and assigned to a port (transportation) company -Overseeing the Japanese foremen who were overseeing the Japanese dockworkers -Japanese civilian workers were being used to unload American ships -A rebuilding effort had begun in Yokohama -Living in barracks again about one mile from the harbor -Noticed that the Japanese workers were deferent and also a little fearful (00:23:26) Downtime in Japan -He was able to visit Tokyo -Most of Tokyo was heavily damaged -Only the business district and the Imperial Palace were intact -Got a chance to go shopping -Saw U.S. soldiers fraternizing with Japanese women -Shop owners were respectful and eager to do business with Americans -Spent his downtime reading or writing letters to his girlfriend and family -He was used to going to church on Sunday and was able to do that in Japan -Thought about ways that he could spread the Gospel to the Japanese -Also thinking about ways to get missionaries to Japan (00:27:58) End of Service -His tour in Japan ended in November 1946 -Took a ship from Yokohama back to California -Had good weather this time -Travelled from California to Illinois to be discharged from the Army -This happened in December 1946 -Visited his girlfriend in Grand Rapids, Michigan then returned to Iowa �(00:30:17) Life after the Army -Enrolled in college at Calvin College and began there in January 1947 -Studied theology there -Graduated from Calvin College and Calvin Seminary in 1953 -Worked at a variety of churches around the Midwest -First one was in northern Michigan, north of Cadillac -Worked there for three years -Second one was in Madison, Wisconsin where he started a church -Worked there for six years -Third one was in Kalamazoo, Michigan for thirteen years -Worked at Western Michigan University as a campus minister for nine years -Last four years were in Lansing, Illinois -Working at WMU the goal was to have a good impression on the campus -Worked with some of the international students -Remembers a couple from Nigeria -Worked with a young man from Iran -Helped him with housing once because his money didn’t come through -Has maintained contact with him since then -Part of his wedding when he married an American girl -Not allowed to return to Iran because of the Iranian Revolution (00:34:24) Reflections on Service -Got a chance to meet a wide variety of people -Including other types of Christians from around American and the world -Appreciated the opportunity to different kinds of people -Got a chance to experience different people and different cultures � 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_HuyserW1746V Title A name given to the resource Huyser, William (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-04-16 Description An account of the resource William Huyser was born in1924 in Pella, Iowa. He grew up there and graduated from high school in summer 1941. He was deferred from the draft because he worked on his parents' farm, but gave up his deferment in 1945. On April 14, 1945 he received his draft notice and he began basic training at Camp Hood, Texas in early May, 1945. After basic training he was sent to Fort Riley, Kansas and was then sent to Japan as part of the occupation force in October 1945. He was stationed in Utsunomiya and Yokohama and returned to the United States in November 1946. He was then sent back to Illinois and was discharged from the Army there in December 1946. Creator An entity primarily responsible for making the resource Huyser, William Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/5dedfe6526eafec20ec6022593535cad.pdf 04d80340b0bfe8f82ddc5047406262fc PDF Text Text Young Lords In Lincoln Park Interviewee: Hy Thurman Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 1/22/2012 Biography and Description Hy Thurman arrived in Chicago when he was seventeen years old from a small farming town in eastern Tennessee. He settled in Uptown. Most of his neighbors there were also southerners; many of them had come from textile and coal mining regions that were losing their jobs due to mechanization. For many workers from these “company towns,” losing one’s job also meant losing your home. In Uptown, housing was dilapidated because just like in Puerto Rican La Clark -- where southerners also had settled and lived next to, but segregated from, Puerto Ricans -- most of the housing was owned by absentee landlords. Converted hotel buildings were infested with roaches and rats, and were frequently unsafe in need of major repairs. Once urban renewal began, arson also became a problem as landlords would seek to collect the insurance on their properties and force their tenants out rather than make repairs. In the process, many poor residents lost their lives. There were few opportunities for children, as the city’s focus was on increasing the tax base and many in the official neighborhood associations sought to cleanse the areas of minorities and the poor, to raise their property values and profit margins. Mr. Thurman recalls his experiences growing up in Uptown over this time. He also describes co-founding the Young Patriots. In 1969, the Young Patriots became part of the original Rainbow Coalition, along with the Young Lords and the Black Panther Party. It more like an alliance, as all three groups had already been active within their own communities when they came to sit at the table. For example, Hy Thurman, �Jack “Junebug” Boykin, William “Preacherman” Fesperman, and many of the Young Patriots had already been involved with JOIN (Jobs or Income Now), a project run by Students for a Democratic Society, and the Goodfellows, JOIN’s de facto anti-police brutality committee, for several years which is what led them to form the Young Patriots. One of the Young Patriots’ main organizing efforts led to the Summerdale Scandal which exposed the then accepted criminal activities of eight policeman and put them in jail for burglaries, thefts, and extortions. This investigation also later led to the uncovering of a similar scandal at the 18th Police District, then located on Chicago Avenue, now closer to Old Town and Lincoln Park at 1160 North Larrabee Street. It was here that Commander Braasch, who daily picked up and harassed the Young Lords and their supporters on false charges, eventually went to jail for extortion of the local businesses in Old Town and in Lincoln Park. It was proven in court that he and an elite group of his officers would sell car and widow sticker labels while making a personal profit by offering special protection, “from the Young Lords and other gangs.” The Rainbow Coalition was symbolic in that it encouraged other groups to coalesce but put more focus on organizing the grassroots proletariat within their own their own communities and supporting each other. The participating groups also began to show solidarity by participating in each other’s actions, including holding many press conferences, speaking tours, neighborhood rallies, and demonstrations. Members of the Young Patriots participated in the over 1000 member March and Caravan to Mayor Richard J. Daley’s home for Young Lord Manuel Ramos, after he had been shot and killed by off duty policeman James Lamb. The Young Patriots and Panthers also participated in the Manuel Ramos March to the 18th District Chicago Avenue Police Station where gangs were used by the Gang Intelligence Unit to try to stop the March as it passed through the Cabrini Green Housing Projects and where the police set fire to a garbage can to try to instigate a riot in order to arrest the demonstrators. The Young Patriots and Black Panthers came to dozens of court hearings in support of the Cuatro Lords who were arrested for making a citizen’s arrest of Officer Lamb.The Concerned Citizens of Lincoln Park, Poor People’s Coalition, Rising up Angry, Black Panther Party, LADO, Young Patriots and several other neighborhood groups, also participated with the Young Lords led take-over or occupation of McCormick Theological Seminary. And at the Chicago Eight Trial, the Young Lords daily organized hundreds of Puerto Ricans and Lincoln Park residents to support the Chicago Panthers and Chairman Bobby Seale. Rising Up Angry and the Young Patriots were also represented. Young Lords would travel on a regular basis to Uptown and to the West and South Side Black Panther offices and vice versa. During the Jiménez for Alderman Campaign in 1975, since the 46th ward included major parts of Uptown, the Young Lords continued to work with members and supporters of the Young Patriots. Today, Hy Thurman has a B.A. in Cultural Anthropology, has conducted ethnology interviews with a prominent anthropologist, worked for VISTA and for the Uptown People’s Northeastern Illinois University Center, and has held benefits for community organizations via Bluegrass Inc. He is also a teacher who specializes in Appalachian history and migration. �Transcript HY THURMAN: We had an affiliation with the Young Lords as well as the Black Panthers, and we formed the original Rainbow Coalition, which is the models being used today for community organizing. The Young Patriots were mostly of Southern descent, various states, Tennessee, North Carolina, South Carolina, Georgia, Virginia, many other states down the Appalachians. We actually had members from Texas, and Oklahoma, and other states, but, mostly, they were from the southern states that lived in predominantly a Southern, white community in Uptown. It was a port of entry for them to come into the North [00:01:00] because most of the people didn’t have jobs down South, and they had to migrate to the North, and Uptown was one of the (break in audio) the efficiency apartments. There were many buildings there that were divided into efficiency apartments. The rent was very cheap, so that’s where most of the Southern white people came into other than Detroit, and Cincinnati, and those areas. JOSE JIMENEZ: What were some of the other leaders in the Young Patriots, and what was your symbol like, and your colors, and all that? HT: Well -- JJ: I know the Young Lords and Panthers had different color berets, black berets for the Panthers, and the Young Lords had purple berets, and -- HT: Yeah. For a lot of us, we had -- we started out as being somewhat of greasers. You know, a greaser? Out of a [00:02:00] organization called the Uptown Goodfellas, and, to identify us, a couple things. A leather jacket, for one. The 1 �other was a Confederate flag that we had that we would wear, and that symbolized, of course, people from the South, but it also -- we were trying to take that flag and give it a whole different definition of what you’re accustomed to it to be. We were giving it to the people in the community, but we were saying that it’s not white power, per se, but it’s a white power that respected all people. Okay? And we were trying to change that definition of what that flag stood for, and I think we did ’cause we were also using [00:03:00] phrases, “Power to the people.” We were using, you know, equality as a basis for that flag because we wanted to tear down what that flag had meant to people. Of course, it meant slavery to a lot of people, and we were able to tear that down to give it a whole different definition. We were saying, “Okay, be proud of who you are, but let’s don’t be proud of some of the things that this has represented, so let’s change it.” Now, we could have picked something else, but we wanted to pick something that people identified with, and that was the Confederate flag. So, we were able to use that. We were able to term that as meaning something different. So, we were a group of non-racist Southern white people, [00:04:00] trying to do something in our community, and the whole thing wasn’t about racism anyway. It was about trying to make some changes within our community, and that’s how we got into forming the -- to help to form the Rainbow Coalition with the Black Panthers and the Young Lords of Lincoln Park at that time because all these communities were going through the same political upheaval. They were going through repression by the police. They were going through urban renewal, 2 �poverty, unemployment. So, we were able to form a coalition with them so we could have unity. JJ: Okay. There was some (inaudible) were involved in -- what were --? (break in audio) HT: Yeah. [00:05:00] One, for instance, one program that we were interested in, we (break in audio) rehab the community, and the city of Chicago had a proposal that they would displace 90 percent of the Southern white people that lived in the community, which is an area roughly, I think, probably 10 blocks long or something like that, and they would literally put a college in that area, tear down the community, and displace these people, without any alternative programs, without placing them in any other community, without any other housing. So, we, along with some other groups we had joined, formed [00:06:00] what was called the Hank Williams Village. This was a community that would be the alternative to the college, which would also include education because it would include schools. It would include schools, healthcare, housing for the people. So, therefore, we wouldn’t have to move people out. People could stay where they were, but we could be able to strengthen the city of Chicago by strengthening the community. Well, that didn’t work out very well. When we went to our meetings to -- went to meetings that were provided by the city, for instance, the committees that the city had set up, they would allow us to talk, but then, it would be like, “No, thank you. This is what we’re gonna do.” [00:07:00] So, we were involved in that struggle for housing. We were -- JJ: Was there a vote in the city council or anything about --? 3 �HT: Yes. There was a vote. There was a vote for this particular college to be put into the uptown community. JJ: (inaudible). HT: Truman College is the name of it now. It was a City of Chicago college. There was a vote by the city committee, you know, that was controlling it, and it was 100 percent unanimous, to my understanding, that they would put the college in the area. So, they had disregarded any proposals that we had set up for them or any of our comments because those committees were controlled, basically, by the City of Chicago, by Mayor Richard J. Daley. And so, what they wanted to do [00:08:00] Uptown at one time was a Gold Coast Community. At one time, it was the Hollywood in filmmaking. There were numerous studios in the area, and any major film was probably made in Chicago back in the ’30s, ’40s, you might say, in those times. The community was a very wealthy community. I mean, you have the Aragon Ballroom, which anybody that was anybody that sang, very wellknown would perform at the Aragon Ballroom. The housing was just beautiful. It was beautifully architect. Frank Lloyd Wright has a house in there that’s been developed, that he developed in there. Couple of ’em, I believe. Is that the name? Frank Lloyd Wright? Yeah. Architect? JJ: Yeah. HT: Yeah. JJ: Yeah. HT: [00:09:00] Also, these -- it (break in audio) houses were beautiful, but the movie industry moved, and they moved to Hollywood. And then, there was an exodus 4 �of people moving to the suburbs. It left a lot of vacancies, a lot of buildings vacant, and they tried to rent those out for a while, couldn’t do it. The landlords, of course, were absentee landlords ’cause they were owned by people maybe in California, other parts of the -- or they went to the suburbs. So, there were very few homeowners there left. So, they split these buildings up into apartments, efficiency apartments. [00:10:00] People started coming in and renting them. Now, it wasn’t necessarily Southern people that were doing that. These were other people that were coming in. So, by the time that the Southern people came into the area, the buildings were already dilapidated. They could have contributed to it because they don’t own the building, of course. And then, of course, if you got, you know, absentee landlords, they don’t really care about the building. Buildings become dilapidated. There was lead-based paint, children were getting lead poisoning, stairwells that weren’t safe, and the whole landscape of the community deteriorated. Now, the city knew that, at one time, that that was a Gold Coast and still could be, so their idea was to come in with urban renewal, with HUD, Housing and Urban Development, and tear the buildings down, [00:11:00] build new buildings, put a college in the area. Therefore, they could attract wealthier people to come into the community, and that’s what they wanted to do. So, they did, and we lost the battle, of course, to the City of Chicago because they already knew what they wanted, and they were gonna get it. Richard Daley -- that’s what he wanted. That’s what he got. So, it displaced 90 percent of the Southern population right there. Now, they had a Southern migration that went from, you know, Chicago, to Detroit, to Cincinnati, 5 �back home. So, we were involved in some of those committees. We were trying to get placed on those committees and could not be placed on it, so we would go to the meetings and air our grievances, our plans, plans that had been [00:12:00] drawn up by a very professional architecture firm that was being backed by other businesses outside the community, but it just never -- they wouldn’t listen. They totally ignored us. JJ: Going back (inaudible) how the Young Patriots formed as a group. How did that start? HT: Well, the Young Patriots -- I’ll have to go all the way back to when they first stared coming into the community. The community has always been economically depressed, and, because of that, it was oppressed by the city. It was oppressed (break in audio) had no representation in housing. [00:13:00] Sometimes, it’s said, one time that, sometimes, we thought that the only ones that ate well were the cats that came out and ate the mice in the buildings because they were infested. There were no jobs. And the belief was that there were jobs in Chicago. When they got here, there were no jobs. A lot of them have to go to the day labor agencies, where they would get maybe one day a week work at minimum wage, but, then again, they would have to pay off the man that was in charge of the day labor agency to get a job, so they never made much money there either. Southern people are a proud people, keeps to themselves a lot, doesn’t like handouts, that they call handouts, but would have to go get welfare. A lot of times, [00:14:00] the father would have to leave, or at least say they left, so they could show that the mother and the family was 6 �abandoned so they could get some type of welfare. So, it was a cultural shock that was going on, and, because there wasn’t a lot of things to do, people were on the street a lot. You know, a lot of things were happening on the street, any time there’s -- especially in the summertime. So, there was a large police presence in the area. There was a group of young guys, got organized and led a march on the police station because of police brutality. The city had been known to take some of their problem police officers and put ’em in this community. JJ: Were these the [00:15:00] Young Patriots, or --? HT: These were called the Uptown Goodfellas. JJ: Goodfellas, okay. HT: And this group basically was a group of people that sat around and just played the guitar, sang. Wasn’t a lot to do. Some of ’em worked, but most didn’t. Couldn’t find jobs. Couldn’t get schooling because there was nothing for them, to offer them to get school. And, you know, you’re talking about people that are 16, 17 years old. I mean, you’re not talkin’ about real adults. You’re just talkin’ about kids that had a -- they could go in either direction. They could become a street gang, which a lot did. And out of that grew a lot of frustration, as in any poor community at that time. [00:16:00] Police presence was very strong. A lot of people on the street. People killed. I mean, there were several people that were killed by the police. None of ’em were really trying to fight the police, but some of ’em were just literally murdered by the police. So, there are a lot of frustration, lot of things going on. You got to understand too that, if people came up from the South and they had what was called black lung, a black lung disease that they 7 �have from working in the mines, and they were no longer useful to the mines, so they would fire them. Some of them were actually living on property and in shanties that belonged to the mine, [00:17:00] so, therefore, they’d have to vacate. So, there were no jobs. They were sick. What are they gonna do? Well, Cousin Joe lives in Chicago, so let’s just go to Chicago and see what we can do. So, that’s how they ended up, a lot of times, in Uptown. Brown lung was also something that people got out of the textiles, from breathing fabrics. So, no insurance. No job. Families -- you know, what are you gonna do? Then, you had areas that had mostly farming. You had a lot of economic problems, banks taking over the farms, which got rid of a lot of the farmers, but also got rid of the people who were working on the farms, so they had no other place to go. They knew about what happened in California, and the Dust Bowl, and Oklahoma, and all those areas, but [00:18:00] they really didn’t want to go there, so they went to Chicago, Detroit, Cincinnati, those areas. When they got to Chicago, there were no jobs. They couldn’t take care of their family, living in deplorable conditions. Alcoholism became a problem. People that didn’t drink start drinking a lot of times. Now, some did make it out. Some did. I’m not saying that everybody didn’t, but some did, but, for the majority of the people who didn’t have educations, didn’t have the contacts, it was pretty tough. So, for the young guys, all they saw was poverty, and all they saw was, you know, let’s go hustle on the street. Let’s go do somethin’. And some of us were [00:19:00] hustling on the street. I mean, we had to. We had to survive. Myself being 17 years old when I came here, couldn’t find a job. Didn’t have an education. What am I gonna do? 8 �I have no other place but my buddies on the street. Well, any time that there were three or more on the street, it can be considered a gang. Therefore, you could be taken in to jail. You can be, you know -- so you had to get off the street, but there’s no other place to go. So, there was a lot of frustration. There are a lot of confrontations with the police. So, essentially, what happened was there were -- the Students for a Democratic Society, for instance, came into the community, and they formed a organization called JOIN, Jobs or Income Now, and what they wanted to do was to reach some of the people. [00:20:00] What they wanted to do, they wanted to reach some of the people, to get them to start fighting for their rights to try to make some conditional changes within the community. At the same time, they were talking about the civil rights movement and how, in these other communities, and other parts of the country, and down South, that they’re fighting for justice and rights. You’re in a very unique community ’cause you’re in a Southern white community, you know, and majority of the oppression that Blacks were getting was in the South, and other -basically, culturally, the Southern white people are clannish people. They stick to their own. They don’t want to be bothered. So, because [00:21:00] of the -- I would say the education of racism within the South and what they’d been taught - what we had been taught, I have to say -- was the fact that we were a superior people to Blacks, or Hispanics, or American Indians, you know. But there were a few of us that were beginning to look at this and say, “Well, we don’t believe this is true,” because we started getting political ideology from some community organizers that came in from Students for a Democratic Society. 9 �JJ: Want some water, or --? HT: Yeah, let me get a drink. M1: (inaudible) on the table there. Let me get it. (break in audio) HT: That some of them had come out of the Uptown Goodfellas, which was a group that got together a few years before, and I’m talkin’ about maybe [00:22:00] sixty- I have to get the dates right, but I think it’s probably around ’65, ’66. Somewhere around in there. They actually organized a march onto the local police station. Now, this local police station, the Summerdale station in Uptown, was known for corruption. I mean, there was no secret about it. I know myself of police officers that would confiscate drugs and resell them. I know that -- police officers that would sell prostitution and I know that would sell stolen goods. At the same time, I’m not saying that every police officer there was bad, but, for the majority of them, they were, and they didn’t want to be controlled at all. So, if you get [00:23:00] a community, because of police brutality, to do a march on their police station, then there’s a problem. You’re gonna have a serious problem. And especially the fact that, later on, where they would let an alderman ride around in a police car, stopping people, you know you got a problem. So, some of us -- very few number -- decided that we really needed to try to do something in this community, and some of the group had come out of the Uptown Goodfellas, and they were political. They were becoming political, and I was becoming political at the same time with JOIN, community union, and other groups in the community. So, we formed a group to do some [00:24:00] 10 �organizing within the community and try to provide some services. Now, we got together initially because we were interested in a wide range of subjects, but what we could work on was urban renewal and the police issue. So, we formed a group and started calling ourselves the Young Patriot organization. We thought that’s our way of bein’ patriotic. If we’re gonna try to help our community, then we are patriots. If we’re gonna fight against oppression, we are patriots. So, that’s what we had started working on. We were a nonviolent group. I mean, we weren’t a militant group at all, although we had also participated in the Poor People’s Campaign in Washington. We’d been known to go down on military bases and handed out the Vietnam GI newspaper. We’d been known to [00:25:00] support other organizations and agencies, women’s rights, so we were becoming political at an early age. And so, what we did -- we heard about the Young Lords, Lincoln Park. We heard about the Black Panthers, of course. We knew about them, but our concept about the Young Lords was as a gang. Just a gang over there, a Puerto Rican gang that we didn’t want to fight against. You know, we didn’t want any fights. But then, we heard about the Young Lords becoming political, and we thought, wow. That’s pretty cool because that’s what we’re doin’ too. They had called us a gang, but we’re not a gang -- and started doing some organizing in their community and was doing some marches and that type of thing, and we’d already knew about the Black Panthers. [00:26:00] So, we were approached by some people to say, “Why don’t we get together for a meeting and see what happens with you guys?” You know, so, we did, and out of that meeting came the original Rainbow Coalition, and we had taken -- and 11 �because we were involved in other organizations within the Uptown community, mainly with the Uptown Area People’s Planning Coalition, JOIN, Native American Committee, Japanese American committees, a number of other organizations, we came up on the name of the Rainbow Coalition by taking a Nixon Agnew button and painting the color, a stripe, for each of the [00:27:00] peoples represented in the community, and that’s how we came up with what was called the Rainbow Coalition, and that was the beginning. Jesse Jackson didn’t create it. He used it. That’s all right. He can use it, you know, but that’s where it came from, and, from there, the Coalition started working together -- it’s said that and documented that, three days after we became the Coalition, the Rainbow Coalition, the FBI started putting us under surveillance, considering us to be dangerous. If you’re trying to do something for your community, why would it be dangerous? We weren’t militant. We were never proven to be militant. Okay? And we were never really proven to be a threat, but, somehow, we were determined by J. Edgar Hoover himself that this coalition was dangerous and that we were dangerous. So, [00:28:00] we started working more with the Coalition and were able to get resources from that to set up a free health clinic, offering people, those black lung people, those kids that were getting lead poisoning, those people who were chronically sick or people that just needed physicals for jobs -- you know, because they couldn’t afford a physical, they couldn’t get a job. So, people needed medication. There were doctors coming in from various hospitals, and colleges, and universities, and they were willing to give their services to help people. They were professional doctors. They weren’t just 12 �some hack. They were people who already were established in their communities, already established in hospitals. [00:29:00] Surgeons. There were social workers that were willing to work with people to get through this red tape every time they went somewhere. There were lab technicians, you know, pharmacists. There were people who really did have a concern about what was going on in this community but never, ever had a way of taking care of it, of offering their services. (break in audio) JJ: You can just go right into that, after -- you know, describe (inaudible). HT: Okay. M1: Okay? HT: Yeah, I’m ready now. M1: I’m ready. HT: But, no matter where we went with the program, we always had problems. We always had outside problems, and it was either code violation, or somebody putting pressures on the director of a facility, or something like that. We’d have to continuously move. Now, what was happening because of that -- now, we also had [00:30:00] people going to the other organizations and agencies and working. Okay? One of ’em, which was very successful, wasn’t controlled by the Patriots, but it certainly had the Patriots’ representation, and, because of that, the Patriots was, I think, one of the reasons they were brought into the community, was an educational program from Northeastern Illinois University. That’s how I got my college degree. Now, you understand that, when I came to Chicago, I 13 �was reading at a third grade level as a ninth grade dropout. Okay? But, because of that program and because I wanted to go get an education and get other people involved, I managed to get a degree in cultural anthropology with honors. It wasn’t given to me. I had to really work for it. But we also brought other people in there that they could get an education off the street. Same people. Just like me [00:31:00] but rainbow color, people from every nationality, every color represented. Some were nurses. Actually, one’s a medical doctor. Some are nurses. Some are social workers. One of ’em was actually in charge of, I believe, the placement for Northeastern. So, you know, other people went off and became firemen. Some people -- but it gave them an opportunity to make a living, but then, therefore, they are involved in other organizations and other place where they can offer their services, and that’s how it worked. It just spread out from there, but, because we were successful, the city -- what they should have been doing with the war on poverty money that was coming in at that time that was started by the Kennedy and Johnson administration to send a lot of money into the cities and other parts of the country just to help people get [00:32:00] an education, to help people find jobs and to give people jobs -- we didn’t know where the majority of the money was going. It certainly wasn’t going to the community. They hired people from the community, but the people literally didn’t do very much until election time, and then they were supposed to go out and get votes. The free health clinic became a black eye for the city because, when the press started talking about, “Why doesn’t the city offer these types of services? You got communities offering them.” And we started -- well, the 14 �harassment started before that. It started, like, three days after we made the Coalition possible with the Young Lords and the Black [00:33:00] Panthers. We were all involved in that. We started getting harassed. Our apartments would be raided. We’d get on the street. We would be stopped, harassed. Just almost everywhere we went, we’d be harassed. The alderman was riding around with the police, which showed that, I mean, had Daley’s stamp of approval to do whatever you wanted to do. There were informants we know of that were sent inside the organization to help destroy the organization. There were people sent out in the community to say that we were KKK in various communities -- with the Black Panthers, for instance. They had rumors going around that we were involved with the KKK. All kinds of things going on. All kinds of harassment. [00:34:00] Beatings from -- with? some of our people. So, the City of Chicago wanted to try to get rid of us. They wanted to try to get rid of our programs, so, therefore, they would, every chance they got, you know, to make us look like the bad guy, the dangerous coalition. We were working with the Black Panthers. Black Panthers working with us. Young Lords working with us. Us working with the Young Lords. So, it was like they were trying to play everybody against each other. This was happening in all the communities, but it turned out to be a very powerful coalition. It turned out to be a coalition that the -- we had no way [00:35:00] of knowing. You know, the Young Lords had no way of knowing, and the Panthers had no way of knowing just how powerful it would be because it was considered to be probably one of the most dangerous coalitions in the country. Why? We don’t know why. We were out working in the community. 15 �But it was considered to be that by J. Edgar Hoover, and it was considered to be that by Mayor Richard J. Daley. It was kind of making ’em look bad. That what was happen-(break in audio) JJ: Coalition. What was the philosophy? I mean, were the Panthers in Charge of the Young Lords and the Young Patriots, or -- how did that work, or --? HY: No. It was equality. It was a coalition built on mutual respect for each other’s community and each other’s people. Not one [00:36:00] group would have dominance over the other group. People were saying that, you know, the Black Panthers were gonna control this and that, but no. The Black Panthers never tried to control us. The Young Lords never tried to control us. Both were much bigger than us in our groups, but no, it was -- we got nothing but respect, and, in a lot of times, honor from the Black Panthers and from the Young Lords, and we were considered to be brothers, brothers and sisters, at that point. But, you know, the powers that be saw it differently. They didn’t want that to happen ’cause it was pretty dangerous for them. JJ: (inaudible). I’ve heard that mentioned. Was that part of the Coalition, or --? HT: Yes. Self determination, self dignity, respect. Yeah. [00:37:00] We wanted all that because we wanted people to gain and regain their self-respect that had been taken from them, that they had been treated, in a strange land that they were in, like they were different, they were nothing. Excuse me. (coughs) But, no, self-determination was something that was very important to us -- entire Coalition because I think that was one of the biggest ingredients. Self- 16 �determination for your own community, not to be controlled by outside powers to be, and, even though the city government thought that it was a part of the community, it was only a little part of the community. It wasn’t the community itself, and the [00:38:00] community was the grassroots people that was in the community, that lived there, that went through their everyday, [and day, and day?], not expecting anything, but just expecting to live and make a living, you know, that they could go to church. They could go shopping. That they could put their kids in schools without having problems with it, but it seemed like, everywhere you went, there was some kind of harassment or problem in those days. I know it’s hard for people to believe, but it’s absolutely true. You couldn’t go anywhere without having a problem, and those problems were not caused by people in the community. They were caused by people outside of the community. They were caused by, basically, the city administration. They wanted to control every part of your life at that point. Somehow, you’re being controlled, every part of your life, that you didn’t have a self-worth, that they were the ones that knew how to make the decisions [00:39:00] for you. And, of course, with the city administration, it all has to do with votes. And, let’s face it. If the city had put in programs and helped people, they would have got all the votes, but where was that money going? It had to be going somewhere else, and that was our question. Where is it going? You know, so, the only time you saw your precinct captain was voting time, and that’s when he came around. You didn’t see him at meetings. You didn’t see him trying to work for decent housing, or for healthcare, or anything like that. You only saw him around during voting 17 �time, but you saw heavy police presence around all the time, and the Rainbow Coalition was exactly that. It was, you know, the American Indians, the Hispanics, the Blacks, [00:40:00] the Southern whites, the Japanese Americans. Everybody. Everybody was the same, and I know a lot of people like to say that, well, the Black Panthers were so militant. Well, they were in certain areas, but yet, they started strongly believing in equality, that, no matter what color you is, you are, but, if you’re going through poverty, then you’re pretty much the same. Poverty has no respect for anybody. It’s gonna treat everybody the same. So, that Coalition actually formed the ideology of -- we can make a change with our community, but we cannot make a change when our community -- when we’re divided. We can only do it by working together and cooperating, and, you [00:41:00] know, you see that today. Even see it in political campaigns. They talk about grassroots, coalitions, everybody being involved. Back in those days, it was just the old, white men up there. They didn’t care. They were just controlling everything, but they can’t do that anymore. The only way you’re gonna make a change is down in your community, I think, and it comes from there. JJ: So, okay. (break in audio) And it led to a lot of different groups split between the Panthers, split between the Young Lords. HT: Mm-hmm. JJ: I understand there was a split within the Young Patriots. Can you describe how that came about, that process? HT: Well, that came about by -- we had -- 18 �JJ: Split. HT: -- couple of members, yeah, that wanted the organization to go national, and we were at a [00:42:00] point where we didn’t -- we being some of the leaders within the Young Patriots -- did not want that to happen. Now, the Young Patriots were formed, actually, by three people. That was Jack “Junebug” Boykin, Bobby Joe McGinnis, and myself. We were the three people that formed it because we had a way of going out. I mean, we can actually go out in the street and talk to people, and we were becoming political because of, you know, SDS, and JOIN, and other -- just life, basically. Made sense. There were some other people that came into the organization that had not been through that, had not gone through what we and others in the group had gone through in the community, but had a good ideology politically, wanted to be a little bit more radical, wanted [00:43:00] to be a little bit more militant. We were not ready for that. The community wasn’t ready for it. They knew the community wasn’t ready for that, and the community wouldn’t have done it, I don’t believe. So, they split off and formed what was called the Patriot Party, and we told -- literally, we don’t really want much to do with it. We want to organize here. We really want to organize here, get it together. This is for people that- then, let’s do something. And so, they took it to other parts of the country -- New York, Oakland, some other areas, I think, if I’m right -- and did health clinics, that kind of stuff, but, also, I understand there was an offshoot of that [00:44:00] one. I’m not sure, but they became more militant, and they ended up with a lot of prob—(break in audio) it came down on us real hard. So, that was a part of the split right there, and, you know, the -- you know 19 �your stuff. The Young Patriot Party didn’t last very long. We’re considered to be very short-lived, but it was our concept that’s been carried on now, and I think it’s being carried on in, you know, the Coalition. Concept has been carried on. So, we were just a part of that. We were only a part of the Coalition, and the Patriot Party had all kinds of problems. There were people -- weapons as I know of. I do believe that there were probably drugs planted on them. I do believe that [00:45:00] the government itself had a lot to -- I don’t think everything that they were accused of actually happened. Okay? But I do know that they were a little bit more militant than we were, and we were not ready for it. We just did not want that to happen. JJ: (inaudible). M1: Yeah, we are. JJ: Okay. Okay, so, I mean, was it just that they were more militant? I mean, did they have connections in the community like you did, or what happened when they became more militant? HT: I don’t think they had the connection to the community like we did, and to the grassroots coming up -- JJ: (inaudible). HT: Right, because we came up through the community, basically. We knew the community. We were a part of the community. We were poor like the people in the community we were trying to work with. We were the [00:46:00] uneducated that we were trying to work with, and we were actually -- when I’m saying uneducated, I’m saying academically. There’re some very intelligent people that 20 �don’t have the academics, very, very -- but what I’m saying is some of the people that were involved in the Patriot Party, you know, had their degrees and really had other places to go. We didn’t have any other place to go, for instance. These guys could go anywhere. They had other places to go. We didn’t really have anywhere to go. We had to stay where we were. In other words, we had to take a stand where we were. We didn’t have the resources to go anywhere else. So, it was sort of like the students that came into the area. They had places to go. They could go back. They could go home. They could go here. [00:47:00] Some of ’em lived in the suburbs and could always go back, but we couldn’t go anywhere. We had to stay exactly where we’re at. JJ: Was there any (inaudible) had a big effect? I know some of us went to the (inaudible) we went over there for the (inaudible) -- HT: Mm-hmm. JJ: -- there. Were you guys at the (inaudible)? [I’m not sure?] -- HT: I don’t remember. I think so, but I don’t remember. JJ: How did it affect the Patriots? HT: Oh, yeah. It affected us in a lot of different ways. Course, first of all, we’re part of the Coalition, and we can really see what’s going on, and there was never a doubt in our mind that he wasn’t (inaudible). We knew that. We knew that that was a whole setup from the beginning. It’s been proven. But we knew [00:48:00] that we had to start being a little bit more careful about how we were organizing or, you know, being public, actually, because, around that time, we started getting a lot of heat also, but it affected us because, boy, it was a devastating 21 �thing that happened. We knew that it was just a planned assassination, basically, is what we knew. I think it’s hard for people to believe, people that weren’t there. People even today are like, “How can this happen?” Well, it certainly did happen, and it was -- even today, when I walk through Uptown, I have to look behind me. You know, [00:49:00] I don’t know what’s there. I’m like-- you know? I can always tell when there’s someone around me. So, I don’t think it’s anything that I’m ever gonna lose. Some of the other Patriots probably never lost that either, that they’re constantly looking around. But I’d have to take pride in what happened with the Coalition. I really do. I think it’s something that I believe, that I didn’t know, okay? But I always believed it, ’til recently, that it started changing the whole face of organizing, as a way of organizing. If we can help one person, that’s worth it. JJ: What about (break in audio) you’ve come back. I mean, when you came back -- HT: Mm-hmm. JJ: -- when you look at the way Uptown is today, I mean, what sort of changes and how -- your feeling towards that? HT: [00:50:00] Well, I think, for a while there, you know, the city did exactly what it wanted to do. It got the college in it, tore down buildings, put up new buildings, rehabbed other buildings, took some of the buildings, turned them into lofts, flats, you know. So, it changed the architecture of it. It changed the landscaping of it, and it started promoting it to get wealthier people in the community, and it did. That was the place to live for a while, Uptown. Well, now, it looks like there’s boarded-up buildings there, and other buildings are getting very dilapidated, so I 22 �think it’s going [00:51:00] back to way it was before, so they may have to do it all over again. I don’t know, but the way I feel about it was it -- I think they should have went along with our program. I think that our program would have made the city much stronger. You could have said that it was a very racially mixed city they’d be proud of, but it didn’t. So, now, it seems like they’ve replaced one group of people with another group of people, and that people have gone somewhere else, that being the yuppies, I guess, as they call ’em, whoever -you know, the young, white, middle-class, upper middle-class people, lived there for a while, and, now, they’ve moved out. So, they’re having problems getting people in there now, and I don’t necessarily like what they did, course, but I think [00:52:00] that, if they’d gone with our program, they would have had a much stronger community. JJ: Are a lot of the Southern people still there, or --? HT: No. There’s not a lot of Southern people there at all. Course, most of the people at that time are probably -- they’ve probably passed away by now. It’s been 40 years or so. But there’s not a large population of Southern people there. There is a noticeable Black population there, and there is a gang problem there again. So, it’s sort of like what they did was temporary. It didn’t become part of the Gold Coast like they wanted. It didn’t get those businesses. It didn’t get those people coming in, and, if you drive through there, you’ll see some very modern, big buildings. Hospitals are -- it’s closed. I mean, they’re vacant. The buildings are vacant. [00:53:00] What are they gonna do now? You know, split that up into efficiency apartments and start all over again? Very well could, but -- I guess the 23 �only way to keep history from repeating itself is don’t allow it to repeat itself, you know? So, I don’t know what they’re gonna do, but, if they would listen to some of us, we can tell ’em what to do. Something that would work. JJ: Okay. END OF AUDIO FILE 24 � https://digitalcollections.library.gvsu.edu/files/original/cacff1bbc74fec3439c2e56374a98339.mp4 722ff5d48ae1108be32f9ab2fc2abdc0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Hy Thurman vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Narrativas personales Justicia social Activistas comunitarios--Illinois--Chicago Campo a la ciudad migración--Illinois--Chicago Pobreza--Illinois--Chicago Young Patriots Organización Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Thurman_Hy Title A name given to the resource Hy Thurman video interview and transcript Creator An entity primarily responsible for making the resource Thurman, Hy Description An account of the resource Hy Thurman arrived in Chicago when he was seventeen years old from a small farming town in eastern Tennessee. Mr. Thurman co-founded the Young Patriots. In 1969, the Young Patriots became part of the original Rainbow Coalition, along with the Young Lords and the Black Panther Party. Hy Thurman, Jack “Junebug” Boykin, William “Preacherman” Fesperman, and many of the Young Patriots had been involved with JOIN (Jobs or Income Now), a project run by Students for a Democratic Society, and the Goodfellows, JOIN’s de facto anti-police brutality committee, for several years which is what led them to form the Young Patriots. One of the Young Patriots’ main organizing efforts led to the Summerdale Scandal which exposed the then accepted criminal activities of eight policeman and put them in jail for burglaries, thefts, and extortions. Today, Hy Thurman has a B.A. in Cultural Anthropology, has conducted ethnology interviews with a prominent anthropologist, worked for VISTA and for the Uptown People’s Northeastern Illinois University Center, and has held benefits for community organizations via Bluegrass Inc. He is also a teacher who specializes in Appalachian history and migration. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Rural-urban migration--Illinois--Chicago Poverty--Illinois--Chicago Young Patriots Organization 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 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-01-22 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/28be1d9baf8e2915654a5c8571f39d3c.jpg 44123d899e89b135b231203d9204dfe8 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 HyattJohn Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Hyatt, John Description An account of the resource John Hyatt Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/29f82366e41715bba40e9fc41adf16e8.jpg 6940acb663472a718006ca3a6465534b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_3_1911-1915_010 Date A point or period of time associated with an event in the lifecycle of the resource 1911-08-16 Title A name given to the resource Hymen Terrace Description An account of the resource Black and white photograph of Hymen Terrace, Yellowstone National Park. Two women can be seen standing in the foreground of the image. Subject The topic of the resource Yellowstone National Park Wyoming Rock formations Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/547ca3919a0de70e42182b0e97bcd6d9.mp4 cf86423dcdc93ad55ba4f2b40002fda8 https://digitalcollections.library.gvsu.edu/files/original/125d7b5e995639b32f7bdfc3735c4497.pdf 105bc3693841efd7cf7067d9ebb58e82 PDF Text Text Grand Valley State University Veterans History Project Interview George Hyslop Korean War Total Time: 18:15 Childhood and Pre-Enlistment (00:23) • • • Grew up in Big Rapids, Michigan. Decided to join the National Guard, and was drafted into the Army in 1951. Had graduated high school and was working when he was drafted. Training (02:41) • Once he was drafted, he was sent to Battle Creek, MI and then to Fort Riley, Kansas for 8 weeks of basic training and 8 weeks of field wiring school, which was training for being a telephone and telegraph operator and cable/line layer. Active Duty (05:45) • • • • • • • • • • • When he landed in Korea, he thought he had gone back in time 300 years. He was generally in the area North of Seoul. The weather there varied by time of the year. His duties involved doing electrical and wiring work. For instance, he had to wire a generator while he was there. (08:30) His work often put him in the direct line of fire, and sometimes even behind enemy lines. Recalls one episode where they were rebuilding a bunker, and they were shelled. Wrote letters home to his family to stay in touch. He remembers the food as being good. (12:05) They were positioned 20 miles behind the DMZ, so they had very little contact with the civilians. For entertainment, they would have movies that would be played at their base. (14:16) He was sent home after the hostilities had ceased, and he got his points to head home. Post-War (14:53) • • Got a job and went back to work when he got back working at a factory in Grand Rapids, Michigan. Joined the Disabled American Veterans and the American Legion when he got back. � 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 Hyslop, George (Interview outline and video), 2004 Creator An entity primarily responsible for making the resource Hyslop, George Description An account of the resource George Hyslop grew up in Big Rapids, Michigan and was drafted into the Army to serve in the Korean War. He did basic training as a wiring specialist and worked in this capacity while he was in Korea. He returned to the United States at the conclusion of the war and worked in a factory in Grand Rapids, Michigan. Contributor An entity responsible for making contributions to the resource Maul, Katie (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings 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 2004-12-06 Identifier An unambiguous reference to the resource within a given context HyslopG 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