403 24 26018 https://digitalcollections.library.gvsu.edu/files/original/507b6350b11fbd5163c1d8ff27c7147d.jpg 2f84b61a018bb6af3d1a616f4631273d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0017 Creator An entity primarily responsible for making the resource Brigham, D. Title A name given to the resource Ben Eddy plowing the Beech-Hurst field Description An account of the resource Benjamin Hathaway Eddy plows the south field at Beech-Hurst with the 1929 Fordson tractor. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Agriculture Farmers Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1942 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/ec6b9d24d19f28ef0bdaa08d2e1dc5d3.jpg feaa46a9f8c44e286342615452278c8e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0016 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1940 Title A name given to the resource Larry Arnett and Joan Brigham riding a tandem bicycle Description An account of the resource Photograph of cousins Larry and Joan riding a single bicycle sat side by side, circa 1940 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Bicycles Outdoor recreation Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0c06ee8fddb5399a2b7e52366ca12d33.jpg 3d822926fc0f42220f229a3adfc0bda2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0015 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1900 Title A name given to the resource Siblings Ben and Ray Eddy Description An account of the resource Studio portrait of Ben and Ray Eddy in sailor outfits, there is a small mark in the bottom right which says "South Haven," circa 1900. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Portrait photography Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/64447b698f8bb70b6074a87eab839742.jpg a233c23e5dbf4e49897adfb44bf72d8e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0014 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Scott Eddy and his big catfish Description An account of the resource Photograph of Scott holding a large catfish next to a woman in a white dress and wide-brimmed hat, circa 1920. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Fishing Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f56bf097de98b5294e1d5d588f285f26.jpg f6c84e3293375ccad71e1d561e04a5ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0013 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Woman next to a giant catfish Description An account of the resource Photograph of a woman in a white dress and wide-brimmed hat holding a large catfish, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Fishing Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fb49a0c4f046ea1a888b7f485b17c2a6.jpg cf9f8f0a9c15816fbb4e69c7af7d87bd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0012 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1899 Title A name given to the resource Portrait of the Eddy Boys Description An account of the resource Studio portrait of brothers Benjamin Hathaway and Raymond Grimes Eddy in the typical curls of that time. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Portrait photography Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/67122bcc8c699cd03d97028c66187e5c.jpg 575e8dd4b1496b9b07449204f3f4eab7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0011 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Ben Eddy on a horse Description An account of the resource Photograph of Benjamin Hathaway Eddy riding a horse. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ecc0bd9b5c1b9aece45c1e70595ddec6.jpg f25a9ed032b9323574228e9de51f8d0b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0010 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1905 Title A name given to the resource Ben Eddy with goat Description An account of the resource Photograph of Benjamin Hathaway Eddy holding onto a goat with a thin rope. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Goats Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/15fb2d1220c5ed68fe754329bfe84cfa.jpg 41f0fd52f34baa155553bb3c8c6ff455 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0009 Creator An entity primarily responsible for making the resource Brigham, D. Title A name given to the resource Beech-Hurst house on Ferry street Description An account of the resource Side view of the Beech-Hurst farmhouse, an old automobile can be seen in the background. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1920s 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/6f9f2c027c35ee3b66348f2c25feedad.jpg 1c89d72d7c22be9dac323615fb2beb2e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0008 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Mt Bald Head, Saugatuck, Mich. postcard Description An account of the resource Postcard of Mt. Bald Head in Saugatuck, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/10308e5a50013faf500dc54cf67b92ff.jpg 55d491d36b24471ffb8e71939e71ab5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0007 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Bathing Beach, Saugatuck, Mich. postcard Description An account of the resource Postcard of people at the beach in Saugatuck, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Beaches Outdoor recreation Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c6ac358ab1c4aea3fc916abbdfe0ef4c.jpg 5c865b70a29f7a113854d0cf8c74c9da Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0006 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Lake Shore Drive, Saugatuck, Mich. postcard Description An account of the resource Postcard of a scenic road in the midst of forest, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c74d856793778d9a346cf61ea459d199.jpg f2d16917ca9857af117d697979c2aa33 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0005 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource "Summer School of Painting," Old Harbor, Saugatuck, Mich. postcard Description An account of the resource Scenic view painting of the beach, with forest and a house in the distance, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bcfeedf9b7007930bae63d48ef9eb97a.jpg a493f689d660503db77e8f23401dbd6c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0004 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Hotel Butler, Saugatuck, Mich. postcard Description An account of the resource Postcard of Hotel Butler, a young women can be seen sitting on the front porchcirca 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Hotels Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5ef816e24c3fcd4b09301375d9be8b6b.jpg ccea475e1763be55935d3cd11aa68653 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0003 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Old Pets, Douglas Mich. Postcard Description An account of the resource Two children are sitting in a horse-drawn carriage infront of a house, circa 1910 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Carriages & coaches Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/55360568c67d3f5d5ad194c6b4fcd073.jpg 07affda57dd2fd88cbbed7e9c640c44b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0002 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Between Bridges, Saugatuck Mich. Postcard Description An account of the resource Front of the Between Bridges postcard depicting a road with trees on either side, circa 1910 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7b8c5fa2cc4246422ca5d24afb46dcee.jpg ef66e0fa5091701f353bb46c96fff985 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0001 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Fishing on the Pier, Saugatuck, Mich. Postcard Description An account of the resource Front of the postcard of individuals fishing on the pier in Saugatuck, Michigan Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Outdoor recreation Fishing Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7e32db56bf389496456899e766ee92a7.pdf 64114003b24cd87610a5da16b10e6eb0 PDF Text Text Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Departement Interviewee: Richard Walsworth Interviewer: Phil Carter Location: Hart Library Date: 6/18/2016 English Audio Transcription Phil Carter: This is Phil Carter and I am here today with Dick Walsworth, at the Hart Library, in Heart Michigan on June 18th, 2016. This oral history has been collected as a part of the growing community project; which is supported, in part, by a grant from the National Endowment for the Humanities (NEH) Common Heritage Program. Thank-you Dick for taking time to talk with me today, I' am interested to learn more about your family history and your experiences in living and working in Oceana county. Can you please tell me your full name and spell it? Richard Walsworth: Richard Walsworth, R-I-C-H-A-R-D W-A-L-S-W-O-R-T-H. Phil Carter: And you do not use any accents when spelling your name? Richard Walsworth: No. Phil Carter: Tell me about where you grew up. Richard Walsworth: I grew up in Golden Township in Oceana County. I spent my entire life in that township, except for a short period when I went to college. Other than that, I spent my entire life in Golden Township. Phil Carter: Who are your family members and could you give me their names? Your immediate family. Richard Walsworth: My parents were Walter and Anna Walsworth, who are both deceased. I have a sister, Joyce Ensign, and two brothers who are living, Donald and Kenny Walsworth. And I have one brother, James Walsworth, who is deceased. Phil Carter: Thank-you. What are some of your most vivid memories from your childhood? Richard Walsworth: Well, we grew up on a farm. My parents had just gone through the depression. That certainly left a strong feeling in their hearts on how we kids grew up. We grew up as poor children, but we were no poorer than the next door neighbor. Not many people in our area had much in that era, the early 1940's. Farming was a way of life, it wasn’t about making a lot of money, but it was about food and fiber. We always had plenty to eat living on a farm. In that respect we lived very well, probably better than some of our city counterparts. We all worked on the farm. The family worked as a group, we usually had a family project. We had a pickle patch and that pickle patch was always designed to finance something for the farm. Like a new furnace for the house, or kitchen covers, or the one I remember the most is when we bought a television in 1953 for 550 bucks. And you could buy an automobile, a new automobile, for $1500 in that era. So when you think about it today, the relationship between the cost of a television and a car it’s remarkable. The television was of course black and white purchased from Brisinski Hardware here in Hart. It provided tremendous entertainment opportunity for the family. �Phil Carter: Your father was a farmer? Richard Walsworth: Yes. Phil Carter: What about your grandfather? Richard Walsworth: My grandfather was what I would call a tenant farmer. He lived his entire life in the old Shana County area, worked for Hire Man. His last year was with Hawley's Nursery, owned by Monroe Hawley here in town. My dad in his teenage years lived on the Hawley farm and the whole family worked for the Hawley area. My dad moved to Golden Township in 1926. Phil Carter: Was your great-grandfather also born in Oceana County or was he an immigrant? Richard Walsworth: ... [Sigh] you know I don’t know the answer to that. Phil Carter: That's fine, not a problem. When you first came to Oceana County… and as you said, you have lived here your entire life. And you've kind of given your fresh first impression of what it was like to live in Oceana County. As a youngster growing up, what was your first impression of the area? Was it a nice place to live? Did you hate it? Is it something you just put up with? Richard Walsworth: Well, Golden Township and this area has always been a good place to live in the early years. I didn't mind it as much as my folks did. I can remember back in the late ‘40s living in the rural area in the winter was tough. I mean it was tough. Lots of times we were without roads five or ten days. I can remember hauling milk out on a stone boat and the neighbors would get two or three tractors together and we'd try to get the milk out to Bob Williams’s corner where the milkman would come get the milk. My folks, my mom especially, really did not like living that far back of the main drag. You know as a kid we would see the milkman and the mailman. We had rural gravel roads. Those two people lots of times was the only traffic you would see for the entire day. This was in the ‘40s and early ‘50s. But as far as the area goes, it’s a great place to live. We had good opportunity. Like Swimming in Lake Michigan and local fishing lakes. And we kids lived at the (Marlbed) when we were young. My brother Don, he was a great fisherman. I always tagged along. I never really got the hang of it. Phil Carter: Don is older than you? Richard Walsworth: Don is four years older, yeah. He was a good mentor. Phil Carter: Are there any particular memories about living here, maybe additional memories; thoughts or moments that are special and memorable for you? Good or bad? You mentioned some of the good ones, any other good ones. Richard Walsworth: Well [thinking pause] probably the tough one was there was a period of years when polio was running rampant and we couldn’t go to the lake. I never learned to swim because my mom said I wasn’t going to the swimming hole because there was a risk. Now that seems restrictive, but back then we all knew somebody that had polio. Well, my father in law had polio. I never saw Bob walk. That went on for years. I was in high school, I think about freshmen, when the Salk vaccine came along. That was a series of shots that we took. I think they were shots? And then later a booster thing. But that really changed how the community interacted for a good number of years. I think it was like 10 or 12 years. Bob got polio in the early 40's and I didn’t get the vaccine until ‘55 or ‘56. Phil Carter: And again, Bob was your father in law? How would you describe Oceana County to someone who has never been here before? �Richard Walsworth: Boy... it’s got a lot of [change of thought] when you think about the fact that it's surrounded by the Great Lakes; you got the Great Lakes, you got the dunes, we got inland lakes. It’s a great place to live and raise a family. Now we are so close, with good highways which you can be to Ludington in 20 minutes or Muskegon in 35 minutes. You can live in the country, enjoy the rural life, and have access to everything. The only thing that were short on.... would be maybe the arts and performances. If you want to see a good performance you got to go to Grand Rapids or now you can go to Manistee, they have some talent there. That's probably the only short coming. You got to travel to find the arts. Phil Carter: You mentioned some of the ways that the area has changed over time. Are there any other things that are vivid of that change? Richard Walsworth: Well in the world of agriculture. You know, my dad started with horses. In about 1926 when he came here it was strictly all horses. He farmed all his life and he lived to be a hundred years and six months. He drove tractors for me; you know 120 horse power tractors and fit corn ground for me when he was in his eighties. When you think about what happened in his lifespan it’s almost incredible. And probably when I gain another 20 years, I will look back and say look what happened in my lifetime! When I was in high school, we bought our first new tractor in 1950s. We were on the waiting list for 3 years after the war to get an H-Farmall. And we bought that tractor and three or four pieces of equipment for $2600. My mom said, "We always had money until we finally got a tractor." After that she said, "We spent all our money on machinery." But the changes that have taken in agriculture... in the early years if you were not smart enough to do something else, you were a farmer. That was the image that farmers had. If you couldn't do something else you could be a farmer. Today that certainly isn’t the case. You have to be well educated and willing to accept technology. It just amazes me to see how technology has come in to agriculture since the year 2000s. I remember when they were talking about how everything was going to be run by computer software. I said, "Computers and dirt will never work." And I was really wrong, because now computers are so technical that I don't do any spraying anymore. If you can't run a computer easily and fool with it, then sprayer is all done, you can't do it. Everything is computerized. And it’s all good. I mean it increases production and the ability to produce tenfold, you know. Phil Carter: Can you please describe a little more about the type of farming you family does, you know, specific crops, acreage, and number of employees that type of thing? Richard Walsworth: Well, I grew up as the son of a dairy farmer. My dad milked cows up until about 1963 when Marsh and I got married. We bought a farm closer to Hart. Just out of Hart, 2 miles on 60th avenue. My mom wanted to get closer to town, so we made arrangements. They moved to the house on a new farm. Marsh and I stayed at the home farm and my dad sold the dairy cows and put all the money into the house in remodeling, which was a lot of money, a few thousand dollars, but you know we bought that farm and 80 acres with a decent house and a decent barn for $1200 in 1963. Phil Carter: [impressed with the price] UUUUU Richard Walsworth: Actually '62, Marsh and I bought that the year before we got married. And so dad retired in about '65 and I went to work for DuPont and I worked for DuPont form '64 to '72. And my dad retired we rented the farm out to Wilberdy Rider and Wayne Sapphire for 6 or 8 years. In '68 we planted our first asparagus, like a 3 acre patch. Asparagus was really gaining popularity and farming was really tough in that era, commodities, like milk and beef and all that stuff was really cheap. And it was very difficult to make a living on a farm. So we said, "Well, we'll try asparagus." And we planted asparagus �almost every year after '68. By the time we were in the mid '70s we were probably in the 80 acre range. And asparagus was 62cents and today its 76 cents. So if you convert the dollars, asparagus was really valuable back then. From about the mid-70s to the early 80's it was really easy to buy land and to pay for it, because you could buy land in that era for 300, 400, to 500 dollar per acre. And asparagus... the varieties we were using then we were picking about 2,000 pounds to the acre. At 60 cents that $1,200 bucks you could net a $1,000, it was an excellent business. And asparagus stayed good... stayed really well until the late '90s before the Peruvians became a factor. Well there were some free trade agreements, NAFTA and CAFTA and some of those that came along. Basically gave our markets to our foreign competitors, and it has really changed the asparagus world. At one time Washington had 32,000 acres, now they’re down to about 6,000 acres. California had over 40,000 acres, they’re down to 8,000 or 9,000; Michigan had 20,000 acres and we’re about half that today. And it has really changed the industry. Michigan industry was primarily all processed, about 85 % processed up until about 2005 or 2006. Then we began to develop an infrastructure, in state, for packing lines. We now have about 3 or 4 facilities in Oceana County that process fresh asparagus for the big chain stores. And so now the industry in Michigan is probably about half fresh and the other half processed. And fresh by far is the best. You know, fresh is roughly about a dollar a pound, what we call tail gate weight. Processed is about 75 cents for cuts and tips and a dime or so more for spears. The other component that really made it better is the new varieties that have come in since about the 2,000s that have more than doubled yield. It’s not uncommon now to have 5,000 pound breaker averages, where back in the day the goal was 2,000 pounds. That’s what kept us in business, the higher production per acre; otherwise we’d be in trouble. Phil Carter: At one time... [Change of thought] well your farm is called Golden Stock Farm. Tell me a little bit about your beef operation that you were in for a while. Richard Walsworth: Yeah, we had livestock on our farm, I think, from 1932 until about 2002, we never was without some livestock. My dad was livestock farmer all his life. We had both dairy cows and then raised beef and then hogs. And in 1979 I built a feed lot and a new silo. We fed beef from about1979 until early 2000s. Never really made any money, it was so competitive. First in the agriculture world, chickens went mass production. Then pork went mass production. And the cattle feed lots in the late 80s became big and prominent. Not necessarily in Michigan, there were some, but the western states once they became so commercial, your margin per head got so little that you just couldn’t make it. There’s hardly any… I don’t know of a commercial beef operation in our county, today. There are some people that have 5, 10, or 15 heads. We had a feedlot with a capacity of a 180 heads and we turned it about every 10 months. It worked. We paid the bills and made a little money, but relative to the work that we were putting into it, we discontinued it. Phil Carter: Were there any other crops that you grew other than asparagus? Like corn, beans, potatoes, or anything like that? Richard Walsworth: Our current cropping plan for the last few years have been primarily asparagus because that’s where the money is made. We currently have about 280 acres of asparagus. It grows generally 350 to 400 acres of corn, 80 acres of soy beans; and soy beans are relatively new to this area, and we’ve been growing them probably for the last 10 years. They’ve developed varieties that do better in the northern area and closer to the lake. You know, we don’t get the sunshine here, they get in the center state, but they’ve bread some varieties. We now can grow 50 bushels beans, and if they are �underwater closer to 60. So it makes a pretty good mix, but in the final cut asparagus is where we really make our money. Phil Carter: When you were talking about underwater, you are referring to irrigation? Richard Walsworth: Yes, center [could not make word out] Phil Carter: To cure or purify that? Richard Walsworth: Yeah Phil Carter: You’ve talked about a lot of what it’s been like when you first started; you’ve talked about how it’s been and how it’s changed have. And I think you’ve probably talked about some of the challenges that you have faced as a grower. Tell me a little bit about your employee situation on your farm. Richard Walsworth: In the early years we hired local women for asparagus harvest. My wife was a crew leader and that’s back when we had 80 acres. And we would have about 10 or 12 people, all local housewives. As times have changed most local housewives now are on the work force, there are not a lot of women that don’t have a job in this day and age. So we started in the early 90s switching to migrant labor and today we hire 35 migrants and provide housing. We’ve got 4 duplexes and we house most of them at the farm. Labor is one of our very serious challenges. The immigration or the lack of immigration policy at the federal level is really making it difficult. There’s a couple like the H2A program where you can use offshore labor. Some growers are being forced into doing that, it’s very cumbersome. It’s a little on the expensive side too. I think that maybe well clear up some of those issues. We’re going to have to do more of the offshore labor because there’s less and less migrants and they’re becoming more and more educated and are less likely to do field work. The generation that’s doing fieldwork is getting older. And as they purge out of the work system, the next generations have all got at least high school education and a lot of them education beyond that. They’re not going to do field work. Phil Carter: Dick, what are some of the best things in your mind about being a grower? Richard Walsworth: [sigh, followed by thinking pause] it’s been a good life. It’s challenging. But the economics have always been good enough that if you do a good job. And asparagus is one of those things that are not easy. If it was easy, everybody would do it. It’s not easy, believe me. There are some critical things, culturally, that you have to do right. First you have to do a good job of establishing your beds. Use good culturally practices to get peak production. The other component is can you manage help? And a lot of people can’t manage help. Because we are dealing with help that’s not what you’d call mainstream help. Even the migrants that have been here 10 or 15 years, if they got their docks lined up, they’re working for Earl Peterson, or Indian Summers or some place in a more controlled environment. So it’s a challenge to keep your help happy. And how do you get 35 people to work for 8 weeks of the year? You know. It’s difficult. Phil Carter: And just to clarify, Earl Peterson and Indian Summer are fruit and vegetable processor in the county? Richard Walsworth: Yeah. Phil Carter: What are some of the special responsibilities you have as a grower? Richard Walsworth: Regulatory issues are huge responsibility. Food safety… I never believed we’d see the level of regulatory things that you have to do to comply with food safety. Third party inspection, now, �before you deliver to certain processer require third party inspections. Which means farm visits and there’s a whole host of things you have to do right to pass inspection, or your buyer will not accept your product. Regulatory issues not only in the food safety world, but the chemicals that you use on your operation. Unlabeled chemicals are not acceptable, you have to make sure all your chemicals are labeled and properly used because everybody can check and cross check. And you have to supply all that data to your processors before they receive your product. Phil Carter: Has housing for your migrant help been an issue? Richard Walsworth: Yes it is. We’ve had housing since 1988. We’ve added another duplex last year. Hosing is a necessity. If you don’t have housing, you can’t control your workers. They’re not there when you need them. Good housing builds loyalty and you have to have good housing. The days of housing in substandard conditions are gone. You have to have good housing. Phil Carter: You’ve said you’ve been doing this our entire life, has this been 50 years plus, I assume? Richard Walsworth: Yes it has. This is our 48th year of asparagus. Phil Carter: Dick, what do you do to relax and to socialize? Richard Walsworth: Oh boy… [laughs] we just travel… we’ve have gone to Florida for the last 20 years for the month of February. I have a motorcycle. I ride my motorcycle some, but it’s not a high priority with me. I like to ride, but the risk of riding a motorcycle outweighs the enjoyment. Phil Carter: Are there any places or institutions beyond your farm that are important to you that are important to you in Oceana County? Richard Walsworth: Well, yes. I’ve been on the board of directors with Great Lakes Energy for about 30 years. I’m retiring in August of this year and that has been a wonderful experience for me. A learning experience and I think I made a difference in our co-op. We’ve merged four co-ops together and became Great Lakes Energy. During my 30 years at Great Lakes, I served 24 years on the board of directors of Wolverine Power Supply, which is the supplier of power to Great Lakes Energy, and Great Lakes Energy is the cooperative that supplies energy to all of Oceana County, with the exception of the cities, otherwise we supply all the rural areas. And I’ve been chairman of Great lakes for the last four years and chairman of Wolverine power for the last four years. Both of those will come to an end in August. Phil Carter: Are there any other organizations that you participate in? Do you speak with, work with, or represent any farmer’s organizations? Richard Walsworth: Well I’ve been a member of Farm Bureau since I was out of diapers [laughs]. It’s kind of expected if you’re a farmer you should be a member of Farm Bureau, there a very important spokesmen for the agricultural industry on a state wide and national basis. I’ve been a member for as long as I can remember. I was a member of MACAMA, which is the marketing program that Farm Bureau sponsored. They have under the 232 law privilege of negotiating grower prices and terms of delivery. Phil Carter: And that’s for processing asparagus? Richard Walsworth: Yes, for processing asparagus. I was a chairman of that marketing committee for at least 15 years, maybe 20. I retired from that a few years ago and sold the farm to my son in 2005. Now he’s on that marketing committee. �Phil Carter: Wasn’t he chairman of that? Richard Walsworth: I think yeah he’s been chairman of that… MACIMA and the ability to negotiate with processors is probably the main reason the asparagus industry has been successful. We’ve negotiated favorable prices for growers in Michigan and some years in tough conditions because of international competition, but still kept the industry viable. We had some tough years, but the industry today is really in pretty good shape. And here we are last weekend of the season and everybody is still buying asparagus and eating it…so were very fortunate. Phil Carter: Let’s look towards the future now; what are some of the hopes for the future for yourself and Marsha? Richard Walsworth: Well… [laughs hysterically] health would be the first one I guess. I’m officially retired; I still do a lot of work on the farm, not the manual work. Ryan really is good about assigning projects to me if we got to build a migrant house or put an irrigation system in, he’ll say, “you take care of that for me.” I keep him in the loop and say, “here’s how much money you’re going to have to write a check for.” That’s provided a nice safety valve for me. So it’s been good you know. Phil Carter: How about your family, your children, and family members? Richard Walsworth: Well I have one son, Ryan, who has bought the farm, him and his wife Janise. They have two girls. One just graduated from high school and the other has one year of college, they are both going to Cornerstone University. And Janise and Ryan’s son is about 27; he’s out of college and working as an engineer in Grand Rapids. And I have a daughter in New York, she has two children. Phil Carter: The last question says, “Would you want your children to go into this line of work”? Richard Walsworth: Ryan is third generation and maybe [pause to laugh] when his daughters get married, well get a fourth. But at this point neither one of them have much interest in farm, but you know when Ryan got out of college, I was at about in my late forties I guess it was. And you know I really didn’t have an operation big enough for two people. And I said “hey go to the real world and maybe you’ll find something you really like.” He went into the workforce for about 10 years and then he came back to farm in ’93. He started some projects planting some asparagus. He had the opportunity to lease some asparagus form Ed Johnson in Cadillac. He got a little start and started planting his own; he probably had 70 to 80 acres of asparagus of his own. Then we got a joint venture, rented 75 acres from Larry Snyder over by the Shell airport. When I retired that project floated into his basket. Now he’s planted heavily the last four to five years, actually ten years now, because he’s been to farm twenty years now. He’s been in ownership position for twelve years; he kind of gambled and planted a lot of the Canadian variety and millennium, it was an unknown. But it turned to be a winner. I mean it is yelling really well. And he’s got a lot of acres so he’s doing well, doing a lot better than I ever did. Phil Carter: What do you think are some of the greatest needs facing this community going forward? Richard Walsworth: Well infrastructure is one. Our road system in our county is in really tough shape. There just isn’t enough money to do all the things you need to do. Roads are basic to the wellbeing of your community. You have to have good roads to fuel your agricultural business to get your products to market. Labor is going to be an issue as we go forward. More and more crops that are mechanized will develop higher acreages. Weather we can keep the asparagus industry viable depends on the labor. It really does. If we can make this government H2A program work or if our government will have an �immigration program; the labor is there if they were able to flow back and forth. And they really don’t want to live here, they want to come here and earn a living. Imagine living in Mexico where you make eight dollars per day and our people here are averaging $20 or $25 an hour working up here. Yes, its hard work! But they are being well rewarded. If we could just get the legalization system so it was easy to work with, those people would come here and just be tickled to death and November 1 st come and they would spend six months south of the boarder. They would really enjoy doing that. Phil Carter: Remember that this interview will be saved for a long time. Someone will listen to this tape 50 plus years down the road, what would you most like them to know about your life and this community right now? Richard Walsworth: [laughs and takes time to think] How do you answer that? Well we’ve had a great life and agriculture has been good to us. When we started, Marsh and I started out with nothing [voice breaks] we didn’t own any land and we started with nothing! It took a long period of years. If you set a goal, an objective, and a strategy to get there, you control 80 percent of things. The other 20 percent are uncontrollable: weather, markets, and health those are some of the things you don’t control. But we set goals and objectives and we’ve obtained most of them, we’ve been fortunate to both be healthy and have worked within the parameters of the regulatory world. We’ve had a good life and I think we have a great future. It’s different. When I was a kid in West Golden you could go down there were fifteen farmers. Each one of them owned eighty or a hundred acre farm and supported their family. Now, probably have got seven or eight of those farms under our banner, and were not the only ones, everyone’s bought their neighbors out and now the scope is that you have to own a thousand acre farm in order to make a living. Back then you could support a family on eighty to a hundred acres, but you know as times move agriculture will become more concentrated. I think in Golden Township now there are only three or four farmers that farm and make a living out of it. But a lot of those farms like Riley farms support four or five families and the Furring farm two or there. It has grown to the point where you can’t do it alone you have to have outside, additional help as well as hired help. But we have a great future and it’s a good place, everybody is a family. Rural country, yet we got access to everything everybody else has got. Now we got wheels. It used to be back in the 20s [re-word] I can remember when we to high school and my brother Don wanted to play and my folks said “No way are we going to drive to Hart to get you after basketball, that’s five miles.” So you know, now my grandkids have never rode a school bus, mom and dad take them to school every day and that’s just the way it is. But we didn’t do that. Phil Carter: Any advice for a young person that might listen to this tape? Richard Walsworth: In what respect? Phil Carter: I’ll throw the ball back in your court? What advice would you give to your grandkids? Richard Walsworth: First thing you got to do is get an education. Education is the key. If you have an education then you can open the doors. Once you get the door open you set goals and objectives and build a long term plan and try to seek it. You have to focus on them and try to complete them. Success doesn’t happen overnight. It takes a series of events over life, some you earn and some are given to you. If you got your help then you have everything. There’s a future, but you have to plan for it. Good things don’t just happen to you. They happen because of your initiative. How your peers view you and community a lot of times is included whether you’re successful or not. There are people who can do things to help you if they want to; sometimes it’s not even monetary help. �Phil Carter: Would it be safe to say that your advice in general might be playing your work and work you’re playing? Richard Walsworth: There you go, that’s just about it. Phil Carter: Anything else you will like to share in closing up? Richard Walsworth: Well, life is a series of good things at different stages. First get started and have a family. The older generations leaves and now were the older generation, so it’s been a great life. I’ve had a good life [voice breaks] been a good one. Phil Carter: Okay, Dick Walsworth, thank you very much for your time and for sharing memories with us this concludes the interview. SPANISH TRANSLATION Phil Carter: Este es Phil Carter y estoy aquí, hoy, con Dick Walsworth, en la biblioteca de Hart en Hart Michigan el día es 18 de Junio de 2016. Esta historia oral ha sido recogida como parte del creciente proyecto comunitario. Cual es apoyado en parte por una donación del Programa de Patrimonio Común vía el Fondo Nacional para las Humanidades (FNH). Gracias Dick por tomarse el tiempo para hablar conmigo hoy, estoy interesado en aprender más sobre la historia de su familia y sus experiencias en vivir y trabajar en el condado de Oceanía. ¿Puede por favor decirme su nombre completo y deletrearlo? Richard Walsworth: Richard Walsworth, R-I-C-H-A-R-D W-A-L-S-W-O-R-T-H. Phil Carter: ¿Y no usas ningún acento cuando deletreas tu nombre? Richard Walsworth: No. Phil Carter: Háblame de dónde creciste. Richard Walsworth: Crecí en el Municipio de Oro en el condado de Oceanía. Pasé toda mi vida en ese municipio. Excepto un período corto cuando fui a la universidad. Aparte de eso, pasé toda mi vida en el Municipio de Oro. Phil Carter: ¿Quiénes son los miembros de su familia y podría darme sus nombres? Richard Walsworth: Mis padres fueron Walter y Anna Walsworth, ambos fallecidos. Tengo una hermana, Joyce Ensing, y dos hermanos que están viviendo, Donald y Kenny Walsworth. Y tengo un hermano, James Walsworth, que falleció también. Phil Carter: Gracias. ¿Cuáles son algunos de sus recuerdos más vividos de su vida de niño? Richard Walsworth: Bueno, crecimos en una granja. Mis padres acababan de pasar por la depresión. Eso sin duda dejó un fuerte sentimiento en sus corazones sobre cómo los niños crecieron. Crecimos como niños pobres, pero no fuimos más pobres que el vecino de al lado. No mucha gente en nuestra área tenía mucho en esa época, la década de los novecientos cuarentas. La agricultura era una forma de vida, no era para hacer dinero sino hacer comida y fibra. Siempre tuvimos mucho para comer viviendo en una granja. En ese sentido vivimos muy bien. Probablemente mejor que algunos de nuestros homólogos de la ciudad. Todos trabajamos en la granja. La familia trabajaba como un grupo, usualmente teníamos proyectos para toda la familia. Teníamos una parcela de encurtidos y esa parcela de encurtidos siempre fue diseñada para financiar algo para la granja. Como una nueva caldera para la casa, o armarios para la �cocina, o la que más recuerdo es cuando compramos una televisión por 550 dólares en mil novecientos cincuenta. Se podía comprar un automóvil, uno nuevo, por 1,500 dólares en esa época. Así que cuando se piensas de eso en el presente, la relación entre el costo de una televisión y un coche es notable. La televisión era por supuesto blanca y negro la compramos de la ferretería Brisinski aquí en Hart. Proporcionó una tremenda oportunidad de entretenimiento para la familia. Phil Carter: ¿Tu padre era granjero? Richard Walsworth: Sí. Phil Carter: ¿Y tu abuelo? Richard Walsworth: Mi abuelo era lo que yo llamaría un arrendatario. Vivió toda su vida en el área del antiguo condado de Shana, trabajó para Hombre Contractado, su último año fue con Hawley's Semillero, Monroe Hawley, aquí en la ciudad. Mi padre en su adolescencia vivió en la granja de Hawley y toda la familia trabajó para Hawley en la zona. Mi papá se trasladó al municipio de Oro en mil novecientos veinte y seis. Phil Carter: ¿Tu bisabuelo también nació en el condado de Oceanía o él era un inmigrante? Richard Walsworth: ... [pausa y suspiro] sabes que no sé la respuesta a eso. Phil Carter: Bien, eso no es un problema. Cuando viniste aquí al condado de Oceanía. Y como has dicho, has vivido aquí toda tu vida. Usted ha dado un poco de su impresión fresca de lo que era vivir en el condado de Oceanía. Como un niño creciendo, ¿cuál fue su primera impresión de la zona? ¿Era un lugar agradable para vivir? ¿Lo odias? ¿Es algo que acaba de soportar? Richard Walsworth: Bueno, el Municipio de Oro y esta área siempre ha sido un buen lugar para vivir en los primeros años. No me disgustaba tanto como mis padres. Recuerdo que en los últimos años de los mil novecientos cuarentas en una zona rural en el invierno fue difícil a vivir. Quiero decir que fue duro. Muchas veces estuvimos sin carreteras cinco o diez días. Puedo recordar transportar leche en un barco de piedra, los vecinos tendrían dos o tres tractores juntos e intentaríamos sacar la leche hasta la esquina de Bob Williams donde el lechero vendría a levantar la leche. A mis padres, mi mamá en especialmente, realmente no le gustaba vivir tan lejos de la calle principal. Sabes que cuando fuimos niños veríamos al lechero y al cartero solamente. Teníamos rutas de grava y esas dos personas muchas veces fueron el único tráfico que veríamos durante todo el día. Esto fue en los finando años de los mil novecientos cuarentas y los principios de mil novecientos cincuentas. Pero en cuanto la zona va es un gran lugar para vivir. Tuvimos una buena oportunidad. Nadamos en el lago de Michigan y pescamos los lagos locales. Y nosotros, los niños, vivimos en el (Marlbed) cuando éramos jóvenes. Mi hermano Don era un gran pescador. Siempre lo seguí de cerca, pero la pesca nunca la conseguí. Phil Carter: ¿Don es mayor que tú? Richard Walsworth: Don es cuatro años mayor. Sí. Era un buen mentor. Phil Carter: ¿Hay algún recuerdo particular sobre vivir aquí, tal vez recuerdos adicionales; Pensamientos o momentos que son especiales y memorable para usted? ¿Bueno o malo? Mencionaste algunos de los buenos, ¿hay otros? Richard Walsworth: Bueno [pausa para pensar] Probablemente el más difícil fue que hubo un período de unos años en que el polio estaba corriendo desenfrenadamente. Nunca aprendí a nadar porque mi mamá dijo que no iba a nadar porque había un riesgo de polio. Ahora eso parece restrictivo, pero en ese tiempo �todos conocíamos a alguien que tenía polio. Bueno, mi suegro tenía polio. Nunca vi a Bob caminar. Eso continuó durante muchos años. Yo estaba en la secundaria, pienso que fui estudiantes de primer año, cuando llegó la vacuna Salk. Esa fue una serie de vacunas que tomamos. [¿Creo que fueron tiros?] Y luego más tarde una cosa de refuerzo. Pero eso realmente cambió la forma en que la comunidad interactuó durante un buen número de años. Creo que fue como 10 o 12 años. Bob tuvo polio a principios de los mil novecientos cuarentas y no puedo conseguir la vacuna hasta los cincuenta y cincos o cincuenta y seis. Phil Carter: Gracias. Phil Carter: ¿Y otra vez, Bob era su suegro? ¿Cómo describiría el condado de Oceanía a alguien que nunca había estado aquí antes? Richard Walsworth: Chico... tiene un montón de… [cambio de pensamiento] cuando piensas en la realidad que está rodeado por los Grandes Lagos; usted tienes los Grandes Lagos, tienes las dunas, y tenemos muchos lagos interiores. Es un gran lugar para vivir y criar una familia. Ahora estamos tan cerca, con buenas carreteras, que puede estar en Ludington en 20 minutos o Muskegon en 35 minutos. Usted puede vivir en el país, disfrutar de la vida rural, y tener acceso a todo. Lo único que está a corto sería los artes y actuaciones. Si quieres ver un buen rendimiento tienes que ir a Grand Rapids o ahora puedes ir a Manistee, tienen talento allí. Esa es probablemente la única venida corta de la vida rural. Tienes que viajar para encontrar los artes. Phil Carter: Usted mencionó algunas de las maneras en que el área ha cambiado con el tiempo. ¿Hay otras cosas que sean vividas de ese cambio? Richard Walsworth: Bueno, en el mundo de la agricultura. Mi papá empezó con caballos. En mil novecientos veinte y seis, cuando vino aquí, era estrictamente caballos. Cultivó toda su vida y vivió cien años y seis meses. Dirigió tractores para mí, tractores de 120 caballos y terreno tierra para plantar maíz para mí cuando tenía unos ochenta años. Cuando piensas en lo que sucedió en su vida es casi increíble. Y probablemente cuando gane otros 20 años, miraré hacia atrás y diré “¡mira lo que ocurrió en mi vida!” Cuando estaba en la escuela secundaria, compramos nuestro primer tractor nuevo en los años mil novecientos cincuentas. Estábamos en la lista de espera por 3 años después de la segunda guerra mundial para conseguir un H-Farmall. Y compramos ese tractor y tres o cuatro piezas de equipo por 2,600 dólares. Mi mamá dijo: "Siempre tuvimos dinero hasta que finalmente conseguimos un tractor.” Después de eso dijo, "Gastamos todo nuestro dinero en maquinaria." Pero los cambios que han tenido en la agricultura... en los primeros años si no fueras suficientemente inteligente como para hacer otra cosa, eras un granjero. Esa era la imagen que tenían los agricultores. Eso, si no pudieras hacer otra cosa, podrías ser un granjero. Hoy en día, eso ciertamente no es el caso. Tienes que estar bien educado y dispuesto a aceptar la tecnología. Me sorprende ver cómo la tecnología ha llegado a la agricultura desde el año dos mil. Recuerdo cuando estaban hablando de cómo todo iba a ser dirigido por software de computadoras. Dije: "las computadoras y la tierra nunca van a funcionarán". Y yo no estaba más equivocado. Porque ahora las computadoras son tan techincal que no hago ninguna pulverización más. Si no puede ejecutar una computadora fácilmente y jugar con ella, a continuación, pulverizando está todo hecho computarizado, no se puede hacer otramente. Todo es computarizado. Pero es bueno. Quiero decir que las computadoras aumentan la producción y la capacidad de producir diez veces, ya sabes. Phil Carter: ¿Puede describir un poco más sobre el tipo de agricultura que su familia hace, usted sabe, cultivos específicos, hectáreas, y número de empleados, ese tipo de cosas? �Richard Walsworth: Bueno, yo crecí como el hijo de un lechero. Mi papá ordenó vacas hasta los sesenta y tres, cuando Marsh y yo nos casamos. Compramos una granja cerca de Hart. Justo fuera de Hart, 2 millas en la Avenida 60. Mi madre quería acercarse a la ciudad, así que hicimos arreglos. Se trasladaron a la casa de una nueva granja. Marsh y yo nos alojamos en la granja de casa y mi padre vendió las vacas lecheras y puso todo el dinero en la casa para remodelaciones, fue un montón de dinero, unos miles de dólares, pero sabes que compramos la granja y 80 hectáreas con una decente casa y un buen estable por 1,200 dólares en mil novecientos sesenta y seis. Phil Carter: [impresionado con el precio] UUUUU! Richard Walsworth: En realidad en sesenta y dos, Marsh y yo compramos la propiedad en el año antes de nuestro matrimonio. Y así se retiró papá en alrededor de mil novecientos sesenta y cinco y yo fui a trabajar para Dupont y trabajé para Dupont forma sesenta y cuatro hasta setenta y dos. Cuando mi papá se retiró alquilamos la granja a Wilberdy Rider y Wanye Sapphire por un tiempo de seis o ocho años. En sesenta y ocho plantamos nuestros primeros asperges. Como un parche de tres hectáreas. Las asperges estaban realmente ganando popularidad y la agricultura era muy dura en esa era, comodidades, como la leche y la carne y todo eso era estaban realmente barato. Entonces era muy difícil ganarse la vida en una granja. Así que le dijimos: "Bueno, probaremos las asperges.” Y plantamos asperges casi todos los años después del sesenta y ocho. En el momento en que estábamos en la mitad de los años setentas estábamos probablemente en la proximidad de 80 hectáreas. Y asperja era 62 centavos y hoy 76 centavos. Así que si conviertes los dólares, el asperge era realmente valioso. Desde mediados de los años setenta hasta principios de los ochenta era realmente fácil comprar tierra y pagarla. Porque usted podría comprar la tierra en ese tiempo por 300, 400, a 500 dólar por acre. Y asperges... las variedades que estábamos utilizando entonces estábamos recolectando alrededor de 2,000 libras por hectárea. A 60 centavos era 1,200 dólares que podrían capturar 1,000 dólares, fue un excelente negocio. Y asperges se quedó bien... se quedó muy bien hasta finales de los años mil novecientos noventas antes de que los Peruanos se convirtieran en un factor. Bueno, hubo algunos acuerdos de libre comercio, el TLCAN y el CAFTA y algunos de los que surgieron. Básicamente dio nuestros mercados a nuestros competidores extranjeros y realmente ha cambiado el mundo de asperges. En una época Washington tenía 32,000 hectáreas, ahora están abajo a cerca de 6,000 hectáreas. California tenía más de 40,000 hectáreas, ahora están a 8,000 o 9,000 y Michigan tenía 20,000 hectáreas y estamos cerca de la mitad hoy. Realmente ha cambiado la industria. La industria de Michigan fue procesada principalmente, aproximadamente el 85% procesó hasta aproximadamente 2005 o 2006. Entonces comenzamos a desarrollar una infraestructura, en el estado, para las líneas de embalaje. Ahora tenemos cerca de tres o cuatro instalaciones en el condado de Oceanía que procesan espárragos frescos para las grandes cadenas de tiendas. Y lo que ahora la industria en Michigan es probablemente la mitad fresca y la otra mitad procesada. Y fresca de lejos es la mejor. Sabes, fresca es aproximadamente un dólar por libra, lo otro es lo que llamamos peso de la puerta de cola. Procesado es de unos 75 centavos para cortes y propinas y un centavo o más para lanzas. El otro componente que realmente hizo que sea mejor es las nuevas variedades que han entrado desde alrededor de los años dos mil que han más que duplicado el rendimiento. No es raro ahora tener 5,000 promedios por libras, donde de vuelta en el día la meta fue de 2,000 libras. La mayor producción por hectárea, eso es lo que nos mantuvo en los negocios, sino a lo contrario estaríamos en problemas. �Phil Carter: En un momento... [Cambio de pensamiento] ¿Así que su granja se llama Granja de Oro? Cuéntame un poco sobre tu operación de carne de vacuno en la que estuviste por un tiempo. Richard Walsworth: Sí, teníamos ganado en nuestra granja, creo, desde mil novecientos treinta y dos hasta aproximadamente dos mil dos, nunca estuvimos sin ganado. Mi padre fue ganadero toda su vida. Teníamos muchas vacas lecheras y luego criamos ganado y después cerdos. Y en los mil setenta y nueve construí un corral para engordar y una nueva ensiladora. Alimentamos ganado desde mil setenta y nueve hasta los principios de dos mil. Nunca realmente hizo dinero, era tan competitivo. Primero en el mundo de la agricultura, los pollos fueron a la producción en masa. Entonces el cerdo fue la producción en masa. Y las grandes granjas de ganado a los finales de mil novecientos ochenta se hicieron prominentes en el Oeste. No necesariamente en Michigan, hubo algunos, pero los estados occidentales cuando que se convirtieron en tan grande centros comerciales, su margen por cabeza fue tan poco que usted simplemente no podía competir. Casi no hay... no conozco una operación de carne comercial en nuestro condado hoy. Hay algunas personas que tienen cinco, diez o quince cabezas. Y nosotros teníamos un corral con una capacidad de 180 cabezas y lo giramos cada diez meses. Funcionó. Pagamos las facturas e hicimos un poco de dinero, pero en relación, con el trabajo que estábamos poniendo en él lo discontinuamos. Phil Carter: ¿Hubo otros vegetales que cultivaste más que espárragos? ¿Cómo maíz, frijoles, patatas, o algo así? Richard Walsworth: Nuestro plan de cultivo actual para los últimos años ha sido principalmente espárragos porque ahí es donde se hace el dinero. Actualmente tenemos cerca de 280 hectáreas de espárragos. Crece generalmente como 350 a 400 hectáreas de maíz, 80 hectáreas de frijoles de soya. Y los frijoles de soya son relativamente nuevos en este lugar, y los hemos estado creciendo probablemente durante los últimos diez años. Han desarrollado variedades que hacen mejor en la zona del norte y más cerca del lago. No conseguimos el sol aquí en la parte central, pero ahora tienen algunas variedades que crecen aquí también. Ahora podemos cultivar 50 bultos de frijoles, y si están bajo el agua es más cerca de 60. Así que hace una buena mezcla, pero en el último corte el espárrago es donde realmente hacemos nuestro dinero. Phil Carter: Cuando hablabas de submarino, ¿te refieres al riego? Richard Walsworth: Sí, el centro [no podía entender] Phil Carter: ¿Para curar o purificar eso? Richard Walsworth: Sí Phil Carter: Has hablado mucho de lo que ha sido cuando empezaste; usted ha hablado de cómo ha sido y cómo ha cambiado. Y creo que usted probablemente haz hablado de algunos de los desafíos que se han enfrentado como un productor. Cuéntame un poco sobre tu situación de empleado en tu granja. �Richard Walsworth: En los primeros años contratamos a mujeres locales para la cosecha de espárragos. Mi esposa era un líder de equipo y eso está de vuelta cuando teníamos 80 hectáreas. Tendríamos alrededor de diez o doce personas, todas las amas fueron de casas locales. Como los tiempos han cambiado la mayoría de las amas locales ahora están en la fuerza de trabajo, no hay un montón de mujeres que no tienen un trabajo en este día y edad. Así que comenzamos a los principios de mil novecientos noventa cambiando la mano de obra para los migrantes y hoy contratamos a 35 migrantes y le proveemos vivienda. Tenemos cuatro casas donde la mayoría de ellos viven en la granja. El trabajo manual es uno de nuestros problemas muy serios. La inmigración o la falta de acción política de inmigración al nivel federal es realmente lo que es difícil. Hay unos programas como el H2A donde se puede utilizar mano de obra extranjera. Algunos productores se ven obligados a hacerlo, pero es muy engorroso. Es un poco caro también. Creo que tal vez aclare algunas de esas cuestiones. Vamos a tener que hacer más de la mano de obra en alta mar porque hay cada vez menos emigrantes y se están haciendo más y más educados y son menos propensos a hacer trabajo de campo. La generación que está haciendo trabajo de campo está envejeciendo. Y a medida que eliminan del sistema de trabajo, las próximas generaciones han obtenido por lo menos la educación secundaria y muchos de ellos educación más allá de eso. No van a hacer trabajo de campo. Phil Carter: Dick, ¿cuáles son algunas de las mejores cosas en su mente acerca de ser un cultivador? Richard Walsworth: [suspiro, seguido por pensar en pausa] ha sido una buena vida. Es un reto. Pero la economía siempre ha sido suficientemente buena como para hacer un buen trabajo. Y el espárrago es una de esas cosas que no es fácil. Si fuera fácil, todo el mundo lo haría. No es fácil, créeme. Hay algunas cosas críticas, culturalmente, que tienes que hacer bien. Primero usted tiene que hacer un buen trabajo de establecer sus camas. Utilizar buenas prácticas culturales para obtener la producción máxima. El otro componente es ¿puedes controlar la ayuda? Y mucha gente no puede manejar su ayuda. Debido a que estamos tratando con ayuda que no es lo que usted llamaría la ayuda mainstream (popular). Incluso los migrantes que han estado aquí diez o quince años, si tienen sus conexiones alineadas están trabajando para Eral Peterson, o Indian Summers o algún lugar en un ambiente más controlado. Por lo tanto, es un reto mantener su ayuda feliz. ¿Y cómo consigues que treintas personas trabajen durante ocho semanas del año? Ya sabes. Es difícil. Phil Carter: Y para aclarar, ¿Eral Peterson y Indian Summer son procesadores de frutas y hortalizas en el condado? Sí. Richard Walsworth: Sí ellos son. Phil Carter: ¿Cuáles son algunas de las responsabilidades especiales que tiene como agricultor? Richard Walsworth: Las cuestiones reglamentarias son una enorme responsabilidad. Seguridad alimentaria... Nunca creí que íbamos a ver el nivel de las cosas reglamentarias que usted tiene que hacer para cumplir con la seguridad alimentaria. Inspección por parte de los terceros, ahora, antes de entregar �al determinado procesador requieren inspecciones de terceros. Lo que significa es visitas a la granja y hay un montón de cosas que tienes que hacer bien para pasar la inspección, o su comprador no aceptará su producto. Problemas reglamentarios no sólo en el mundo de la inocuidad de los alimentos, sino también en los productos químicos que utiliza en su operación. Productos químicos sin etiqueta no son aceptables, usted tiene que asegurarse de que todos sus productos químicos están etiquetados y correctamente utilizados, porque todo el mundo puede comprobar con una mara de equis. Y usted tiene que suministrar todos esos datos a sus procesadores antes de que reciban su producto. Phil Carter: ¿La vivienda para su ayuda migratoria ha sido un problema? Richard Walsworth: Sí lo a sido. Hemos tenido vivienda desde mil novecientos ochenta y ocho. Hemos agregado otra casa el año pasado. Alojamiento es una necesidad. Si no tiene vivienda, no puede controlar a sus trabajadores. Porque no están allí cuando los necesitas. Buena vivienda construye la lealtad y usted tiene que tiene buena vivienda. Los días de la vivienda en condiciones deficientes se han ido. Usted necesita buena vivienda para mantener sus trabajadores felices. Phil Carter: Has dicho que has estado haciendo esto toda su vida, ¿esto ha sido 50 años más, supongo? Richard Walsworth: Sí, este es nuestro 48 año de plantar espárragos. Phil Carter: Dick, ¿qué haces para relajarte y socializar? Richard Walsworth: Oh chico... [se ríe] solo viajamos, hemos ido a Florida durante los últimos 20 años para el mes de Febrero. Tengo una motocicleta. Voy en mi moto algunos días, pero no es una alta prioridad conmigo. Me gusta montar, pero el riesgo de montar una motocicleta supera el disfruto. Phil Carter: ¿Hay lugares o instituciones más allá de su finca que son importantes para usted y que son importantes para usted en el Condado de Oceanía? Richard Walsworth: Bueno, sí. He estado en el consejo de directores con la empresa de Energía de los Grandes Lagos durante unos 30 años. Me estoy jubilando en Agosto de este año y que ha sido una experiencia maravillosa para mí. Una experiencia de aprendizaje y creo que hice una diferencia en nuestra cooperativa. Hemos combinado cuatro cooperativas juntas y se ha convertido a la Energía de los Grandes Lagos. Durante mis 30 años con la compañía, serví 24 años en el consejo de administración de Wolverine: Suministro de Energía, que es el proveedor de energía para los Grandes Lagos, y es la cooperativa que suministra energía a todo el Condado de Oceanía, con la excepción de las ciudades, de lo contrario abastecemos a todas las zonas rurales. Y he sido presidente de Energía de los Grandes Lagos durante los últimos cuatro años y presidente del Wolverine durante los últimos cuatro años. Ambos terminarán en Agosto. Phil Carter: ¿Hay alguna otra organización en la que participes? ¿Hablas con, trabajas con, o representas organizaciones de agricultores? �Richard Walsworth: Bueno, he sido miembro del Departamento de Granja desde que estaba sin pañales [ríe]. Es de esperar que si usted es un agricultor deba ser miembro del Departamento de la Granja, es una voz muy importante para la industria agrícola al nivel estatal y nacional. He sido miembro durante todo el tiempo que puedo recordar. Yo era miembro de MACAMA, que es el programa de marketing del departamento patrocinó. Tienen bajo el privilegio de la ley de negociar los precios de los cultivadores y las condiciones de entrega. Phil Carter: ¿Y eso es para procesar espárragos? Richard Walsworth: Sí, para procesar espárragos. Yo era presidente de ese comité de mercadeo por al menos 15 años, tal vez 20 años. Me retiré de eso hace unos años y vendí la granja a mi hijo en dos mil cinco. Ahora él está en ese comité de mercadotecnia. Phil Carter: ¿No era presidente de eso? Richard Walsworth: Creo que sí que ha sido presidente de eso... MACIMA y la capacidad de negociar con los procesadores es probablemente la razón principal de la industria de los espárragos ha tenido éxito. Hemos negociado precios favorables para los productores en Michigan y algunos años en condiciones difíciles debido a la competencia internacional, pero todavía mantuvo la industria viable. Tuvimos algunos años difíciles, pero la industria de hoy está realmente en muy buena forma. Y aquí estamos el pasado fin de semana al término de la temporada y todo el mundo sigue comprando espárragos y comiéndolo... así que fuimos muy afortunados. Phil Carter: Miremos hacia el futuro ahora; ¿cuáles son algunas de las esperanzas para el futuro para ti y Marsha? Richard Walsworth: Bueno... [se ríe histéricamente] la salud sería primera supongo. Estoy oficialmente jubilado. Todavía hago mucho trabajo en la granja, pero no trabajo manual. Ryan es realmente bueno en la asignación de proyectos para mí si tenemos que construir una casa de migrantes o poner un sistema de riego, él dirá, "usted se ocupa de eso para mí." Lo mantengo en el lazo y le digo, "aquí es cuánto dinero vas a tener que escribir un cheque para.” Eso es una buena válvula de seguridad para mí. Así que ha sido bueno. Phil Carter: ¿Háblame de su familia, sus hijos y miembros? Richard Walsworth: Bueno, tengo un hijo, Ryan, que ha comprado la granja, él y su esposa Janise. Tienen dos chicas. Uno acaba de graduarse de la escuela secundaria y la otra tiene un año de universidad, ambos van a la Universidad de Cornerstone. Y el hijo de Janise y Ryan tiene 27 años; Está fuera de la universidad y trabaja como ingeniero en Grand Rapids. Y tengo una hija en Nueva York, tiene dos hijos. Phil Carter: La última pregunta dice: "¿Quiere que sus hijos entraran en esta línea de trabajo"? �Richard Walsworth: Ryan es de la tercera generación y tal vez [pausa para reír] cuando sus hijas se casan, así vamos a obtener una cuarta. Pero en este punto ninguno de ellos tiene mucho interés en la granja, pero ya sabes cuándo Ryan salió de la universidad, yo estaba en alrededor de cuarenta años, supongo que era. Y sabes que realmente no tuve una operación suficientemente grande para dos personas. Y le dije: "va al mundo real y tal vez encuentras algo que realmente te gusta." Entró en la fuerza de trabajo durante unos diez años y luego regresó a la granja en mil novecientos noventa y tres. Comenzó algunos proyectos de plantación de algunos espárragos. Tuvo la oportunidad de alquilar algún tipo de espárragos de Ed Johnson en Cadillac. Comenzó un poco a poco a plantar los suyos. Probablemente tenía de 70 a 80 hectáreas de espárragos propios. Luego tuvimos una empresa conjunta, alquilamos 75 hectáreas de Larry Snyder por el aeropuerto de Shell. Cuando me retiré ese proyecto flotó en su canasta. Ahora él ha plantado pesadamente los últimos cuatro a cinco años, en realidad diez años ahora, porque él ha estado a la granja veinte años ahora. Ha estado en posesión durante doce años. Él se puso a jugar y tomo un riesgo cuando plantó una gran cantidad de la variedad Canadiense, y el milenio que era un desconocido. Pero se convirtió en un ganador. Quiero decir que está gritando muy bien. Y tiene muchas hectáreas, así que lo está haciendo bien, haciendo más mejor de lo que yo nunca hice. Phil Carter: ¿Cuáles cree que son algunas de las mayores necesidades que enfrenta esta comunidad en el futuro? Richard Walsworth: Bueno, la infraestructura es una. Nuestro sistema de carreteras en nuestro condado está en una forma muy dura. Simplemente no hay suficiente dinero para hacer todas las cosas que hay que hacer. Las carreteras son básicas para el bienestar de la comunidad. Usted tiene que tener buenos caminos para alimentar su negocio agrícola para obtener sus productos al mercado. La labor va a ser un problema a medida que avanzamos. Cada vez más cultivos que se mecanizan desarrollarán mayores hectáreas. El tiempo que podemos mantener la industria de los espárragos viable depende de la mano de obra. Realmente lo hace. Si podemos hacer que este programa H2A del gobierno funcione o si nuestro gobierno tendrá un programa de inmigración; El trabajo está allí sí pudrieran fluir de un lado al otro. Y realmente no quieren vivir aquí, quieren venir aquí y ganarse la vida. Imagine vivir en México donde gana $8 dólares al día y nuestra gente aquí tiene un promedio de $20 o $25 por hora trabajando aquí. Sí, el trabajo es duro! Pero están siendo bien recompensados. Si pudiéramos obtener el sistema de legalización de manera que fuera más fácil trabajar con ellos, esas personas vendrían aquí y sólo serían cosquillas hasta el primero de Noviembre y llegarían a pasar seis meses al sur de la frontera. Realmente disfrutarían haciendo eso. Phil Carter: Recuerda que esta entrevista se va guardar durante mucho tiempo. Alguien va a escuchar esta cinta 50 años más en el camino, ¿qué es lo que más les gustaría saber sobre su vida y esta comunidad en este momento? Richard Walsworth: [se ríe y toma tiempo para pensar] ¿Cómo respondes a eso? Bueno, hemos tenido una gran vida y la agricultura ha sido buena para nosotros. Cuando empezamos, Marsh y yo empezamos con nada [pausa de voz] ¡no teníamos tierra y empezamos con nada! Tomó un largo período de años. Si �establece una meta, un objetivo, y una estrategia para llegar allí, tú controlas 80 por ciento de las cosas. El otro 20 por ciento son incontrolables: el clima, los mercados, y la salud son algunas de las cosas que no controlas. Pero establecimos metas y objetivos, y hemos obtenido la mayoría de ellos; hemos tenido la suerte de estar sanos y de haber trabajado dentro de los parámetros del mundo regulador. Hemos tenido una buena vida y creo que tenemos un gran futuro. Es diferente. Cuando yo era un niño en Oeste de Oro podías bajar allí y había como quince agricultores. Cada uno de ellos poseía una granja de 80 o 100 hectáreas y apoyaba a su familia. Ahora, probablemente nosotros hemos conseguido siete u ocho de esas granjas debajo de nuestra bandera, y no eran las únicas, cada uno compró a sus vecinos hacia fuera y ahora el alcance es que usted tiene que poseer una granja de mil acres para ganarse la vida. En ese entonces usted podría apoyar a una familia en 80 a 100 hectáreas, pero cómo los tiempos se mueven la agricultura se concentrará más. Creo que en el Municipio de Oro ahora hay sólo tres o cuatro agricultores en la granja y ganan la vida fuera de ella. Pero muchas de esas granjas, como las granjas de Riley, apoyan a cuatro o cinco familias y la granja Furring dos o allí. Ha crecido hasta el punto en el que la agricultura no puede hacerlo solo tiene que tener ayuda adicional, como la ayuda contratada. Pero tenemos un gran futuro y es un buen lugar, todo el mundo es una familia. País rural, sin embargo, tenemos acceso a que todo lo que los demás tienen. Ahora tenemos ruedas. Solía estar de vuelta en la década de los mil novecientos veintes, yo puedo recordar cuando llegamos a la escuela secundaria. Mi hermano Don quería jugar al baloncesto y mis padres le dijeron "No hay manera que vamos a conducir a Hart para conseguir después del baloncesto, ¡que es cinco millas!” Así que ya sabes, ahora mis nietos nunca han montado en un autobús escolar, mamá y papá los llevan a la escuela todos los días y así es. Pero mi generación no hicimos eso. Phil Carter: ¿Tienes algún consejo para un joven que pueda escuchar esta cinta? Richard Walsworth: ¿En qué sentido? Phil Carter: Voy a tirar la pelota en tu cancha, ¿Qué consejo les daría a sus nietos? Richard Walsworth: Lo primero que tienes que hacer es obtener una educación. La educación es la clave. Si tienes una educación entonces puedes abrir las puertas. A vez que usted consigue la puerta abierta usted fija las metas, los objetivos, y construye un plan. A largo plazo y trata de buscarlo. Tienes que concentrarte en tus planes y tratar de completarlos. El éxito no sucede de la noche a la mañana. Toma una serie de acontecimientos sobre la vida algunos usted gana, y algunos se dan a usted. Si consiguió su ayuda entonces usted tiene todo. Hay un futuro, pero hay que planificarlo. Las cosas buenas no le pasan a usted, pero pasan cuando usted sucede por su iniciativa. La forma en que tus compañeros te ven y la comunidad, muchas veces, se incluye si eres exitoso o no. Hay personas que pueden hacer cosas para ayudarte si quieren—a veces ni siquiera es ayuda monetaria. Phil Carter: ¿Sería seguro decir que su consejo en general puede ser jugar su trabajo y trabaja lo que estás jugando? Richard Walsworth: Ahí tienes, eso es todo. �Phil Carter: ¿Algo más que le gustaría compartir al cerrar? Richard Walsworth: Bueno, la vida es una serie de cosas buenas en diferentes etapas. En primero empiezas una familia. Las generaciones mayores se van y ahora eran la generación más vieja, así que ha sido una gran vida. He tenido una buena vida (pausa de voz), ha sido buena. Phil Carter: Bien, Dick Walsworth, muchas gracias por su tiempo y por compartir con nosotros sus recuerdos, esto concluye la entrevista. � https://digitalcollections.library.gvsu.edu/files/original/1a61606c89fd1714a03d0472cb668e8d.mp3 eaa9e119c89162e4a480988f837cfa20 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Descripción Spanish language Description entry Dick Walsworth es un granjero local del condado de Oceanía. La historia de su vida destaca los desafíos relacionados con mantener su negocio agrícola, en gran parte la industria de los espárragos, viable y competitiva con el reto de las fuerzas emergentes del mercado global. En esta entrevista, Walsworth comparte su testimonio de los cambios sociales, culturales, tecnológicos, e industriales que han ocurrido en el área de Oceanía desde su juventud. Este rico relato histórico, de la perspectiva de un agricultor local—con una vida de experiencia en el mundo agrícola, representa los retos que tenemos por delante en el futuro para mantener viva nuestra producción de granjas y hortalizas. Walsworth declara que el futuro depende de la mano de obra migrante, cada vez más escasa, ya que "las próximas generaciones están por lo menos recibiendo educación secundaria y no van a hacer trabajo de campo." La profunda preocupación por la política de inmigración, o la falta de políticas gubernamentales, lo hacen más difícil a las empresas locales para mantener su flujo de trabajo constante y consistente en comparación con las necesidades de la industria al nivel estatal y nacional. Sujetos Spanish language Subject terms Agrícola Espárragos Póliza de inmigración Industria Labor migrante TLCAN Condado de Oceanía Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-06_Walsworth_Richard Creator An entity primarily responsible for making the resource Walsworth, Richard Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-18 Title A name given to the resource Walsworth, Richard (audio interview, English transcription and Spanish translation) Description An account of the resource Oral history interview with Richard Walsworth. Interviewed by Phil Carter. Hart, Michigan. English language. June 18, 2016. Dick Walsworth is a local farmer from Oceana County. His life story highlights the challenges of maintaining his agricultural business, largely the asparagus industry, viable and competitive with the challenge of emerging global market forces. In this interview, Walsworth shares his testimony of the social, cultural, technologic, and industrial changes that have occurred in the Oceana area since his youth. This rich historical account from the perspective of a local farmer with a lifetime of experience in the agricultural world depicts the challenges ahead in the future to keep our farms and vegetables production alive. To this Walsworth declares that the future depends on migrant labor which is becoming increasingly short on supply since "the next generations are at least getting a high school education [...] they're not going to do field work." Walsworth also shares his deep concern with immigration policy, or lack of governmental policy, that makes it harder on local businesses to keep their labor flow steady and consistent compared to the needs of the industry in a state and national level. Contributor An entity responsible for making contributions to the resource Carter, Phil (Interviewer) Subject The topic of the resource Agriculture Asparagus Immigration Policy Industry Migrant agricultural laborers North American Free Trade Agreement (1992 December 17) Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource "Growing Community" (NEH Common Heritage) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/8fbb013aaf258fcd7211a19f66c31ff9.m4v 054b120bb41c46a914ab0f99c5158281 https://digitalcollections.library.gvsu.edu/files/original/7f0f957ecee1f7f2b9c8fe0cf04464f9.pdf 01c3e727866870a1f702c39ed71021b8 PDF Text Text Grand Valley State University Veterans History Project Interview Afghan War Nicolaus Solecki Length of interview: (1:48:36) (00:00) Early Life     Nic was born in October 1990 in Flint, Michigan He attended Flushing High School and graduated in 2009 Nic’s mother was a barber and his father worked for General Motors On September 11, 2001, Nic was in middle school o All the students were sent home that day o As the wars in Iraq and Afghanistan progressed, Nic paid close attention o Several of the boys from his town took part in the first and second battles of Fallujah (2:15) Military Life      After he ended his senior football season, Nic and a group of his friends decided to join the marines o He had a family friend who had graduated from West Point and was serving in the army; however, this was the only positive insight he had. This influenced his decision to join the marines o Another reason he joined the marines was to get his schooling paid for by the G.I. Bill A recruiter offered Nic an armorer position (of which only three were available in the country) but Nic wanted to join the infantry and fight Nic left for boot camp in San Diego on August 2, 2009 o When he arrived at the airport a drill instructor walked in and herded them to a bus. All of the recruits had to sit on the bus with their heads down When they arrived at their destination, all of them had to remove all personal items o All of the recruits were given a buzz cut, and basic military clothes and shoes. They were not allowed to sleep for the first 24 hours because the drill instructors were trying to reset everyone’s body clock (11:30) Training occurred in phases o In phase one, the drill instructors emphasized discipline and breaking down the recruits by exhausting them o The second phase (week 5-8) involved building the recruits back up in the ways of the Marine Corps. In this phase, they went to Camp Pendleton to go through rifle qualification training �         When a recruit joined the marines, a schedule was set which extended to their graduation date o If a recruit was injured, there was a significant period of time he was allowed to heal before being placed in another class Nic graduated basic training on October 30, 2009 o When he graduated, he was given a 30 day leave in which he was required to help marine recruiters In the beginning of November, Nic was sent to SOI (School of Infantry) o This is where particular infantry roles were assigned and trained for o Shortly after starting SOI, Nic was given another block leave for Christmas. This was the second significant leave he was given in the five months he was in the Marine Corps (19:20) Nic’s particular designation was an 0352 Anti-Tank Missile man o In SOI, he trained on medium and large, anti-tank missile systems. He also trained on the Javelin and Sabre missile systems o Although the enemy the United States was facing didn’t have the technology that the Americans had, they still had vehicles that made these missile systems necessary. In SOI, Nic and his comrades learned how to operate in small fire teams. In total, the training lasted for 2.5 months After SOI, Nic was sent to Twentynine Palms, California o Twentynine Palms was a large and empty place in the middle of the desert o He was placed in a weapons company, 1st Battalion, 7th Marine Division. A lot of the men in the unity had just come back from Iraq (29:00) There was a significant amount of hazing that occurred when Nic joined his unit o New replacements were often made to clean things and stay awake for long periods of time. However, hazing was something largely frowned upon in the Marine Corps. This was largely due to severe incidences that command didn’t want repeated o Ownership significantly influenced behavior in the Marine Corps. Officers of all ranks were responsible for the actions of their men, If they behaved badly, the leader took responsibility Throughout their stay at Twentynine Palms, there were a lot of brawls between Platoons. These often began when one marine insulted another and friends got involved. These fights actually built comradery within units Late in the summer of 2010, Nic was sent to Okinawa as part of the 31st Expeditionary Unit o This was shortly after North Korea had sunk a South Korean frigate off of their coast. Nic spent 3 to 4 weeks on Okinawa before getting on a ship headed to the coast of North Korea where they stayed for 2 weeks. One of the companies assisted in training South Korean troops o They also traveled to the Philippines and helped train troops as well as provide relief after a typhoon �       During this period, Nic also took part in jungle training o This was difficult because it was always very hot. There were occasions when he had to survive for an extended period of time without most of his gear. He learned how to build shelter and what foods to consume when regular rations weren’t readily available Nic’s ship, the USS Harpers Ferry, held hover craft which were used for beach landings o A lot of the exercises he went on utilized these hovercraft They worked with foreign troops from Guam, Japan, South Korea, and the Philippines (42:40) When Nic’s unit was in the Philippines, their base was set up near a small town. The people living in the town were very poor; many of them didn’t have proper clothing. These conditions gave Nic an idea of what to expect in Afghanistan o He had to sit through a lot of briefings on sexual assault and general safety because American soldiers had conducted themselves poorly in the past o In general, Nic and his comrades had a lot of time to themselves when they were on the ocean; they often called it the “Booze Cruise” o A lot of the work Nic did in the Philippines involved moving supplies into nets so that they could be air lifted o He was on the ship until January or February of 2011 After he returned to the U.S. Nic had a short leave before he reported to an anti-armor leaders course, where he achieved the rank of corporal When he returned to his unit, they had received three replacements. Another company (Animal) had received far more and was at double the normal company strength of 120 men o Command was beefing these units up so that they would be better suited to train Afghan soldiers. Four teams were set up, two would help train the Afghan Army, two would help train the police force. MPs were also attached to these units o Nic was pulled into Animal Company as a squad leader (Animal Company, Army Team 4, 2nd Squad). Each team would pair with a company of Afghan soldiers (50:50) Nic and his unit spent most of 2011 preparing to go to Afghanistan o One of the first things they did was go to Bridgeport, California to become acclimated to the sort of terrain they would be operating in o Once he returned to Twentynine Palms, Nic was put into Animal Company. After being reassigned, Nic and his comrades took a month long course in Dari, a lingual dialect spoken in Afghanistan o Afghan civilians would come in and take part in simulated operations. They would only speak native Afghan languages o The final stage of preparation was called Mojave Viper, a one month training exercise in Twentynine Palms. After Nic had completed it, he had a few weeks of liberty before shipping to Afghanistan (55:00) Afghanistan  Nic boarded a Delta airliner in California and was flown to Germany where he got on another plane headed to Manas Airbase in Kyrgyzstan �         o All troops going to Afghanistan went through Manas. They spent a week there to adjust to the climate and the time zone. o After a week in Manas, Nic was taken to Camp Leatherneck in Helmand Province, Afghanistan After spending several days at Camp Leatherneck, Nic was flown by chopper to his area of operation o Unfortunately, he was flown to the wrong forward operating base (FOB). He was taken by truck to FOB Alcatraz in northern Sangin. Nic’s platoon was attached to an Afghan Army unit there. Dog Company (Nic’s old unit) was also stationed at Alcatraz Half of Nic’s platoon remained in FOB Alcatraz while Nic and 12 other men were positioned at a small patrol base (PB Watson) 30 minutes away When they arrived in Sangin, the 3rd Battalion of the 7th Marine Division were rotating out. They helped incoming units learn their jobs The Afghan soldiers were high a lot; the first Afghan soldiers Nic saw were carrying a large garbage bag of marijuana into a hut o Nic and those in his platoon had a hard time trusting the Afghan soldiers. There was only one that they allowed into their living area o They knew that some of the Afghan soldiers were Taliban informants. The only reason that they weren’t arrested is because the Americans were getting a lot of intelligence from their cell phone activity (1:05:30) At the patrol base, there were 23 Afghan soldiers living with them; those who were suspected of being informants were kept close so the marines could watch them Nic and his comrades worked with the Afghans and their goal was to get them to a point in which they could operate on their own. o The incompetence of many of the Afghan soldiers prevented the marines from allowing them to take the lead. o Many of the soldiers we paid infrequently because their commanders would not distribute the funds given for payroll. Many of the Afghan soldiers were paid far less than they were supposed to because commanders often stole their money There was quite a bit of enemy activity during Nic’s deployment; however, the Taliban were careful not to shoot rockets at the marines because they were located close to a large amount of poppy. o Poppy fields were very important to the enemy. On one occasion, Nic witnessed a bulldozer driving into a poppy field. The silence that had lasted the whole day ended with a firefight, in which the enemy fought to protect their crop. The enemy often refrained from engaging the marines. Instead, they waited for Afghan soldiers or police to fall into an ambush. Nic and his comrades were not always able to help their Afghan allies because they wanted the Afghans to handle problems on their own Villagers were often helpful in pointing out IEDs because they didn’t want the marines walking through the middle of their poppy fields �            (1:13:30) A major flaw of the advising was the fact that a lot of the marines were not patient enough to carry it out effectively. A low-ranked marine was more enthusiastic about fighting than working with the locals Despite the issues in this advising effort, they had fostered good relations with Afghan commanders, allowing them to work through many of the problems they faced About five months into the deployment, the marines were told that they were pulling out of PB Watson and consolidating all U.S. and Afghan forces at FOB Alcatraz o During Ramadan, the Afghan soldiers were fasting in the high heat (over 100 degrees). Issues arose when several marines began to purposely chug water in front of them. When a fight broke out, one of the marines claimed that one of the Afghan soldiers tried to kill him o There had been several “green on blue” incidences where sleeper cells within the Afghan army had killed marines. When the fight occurred, the entire base went on alert because they believed this to be a similar incident As a result of this incident, all of the marines left Alcatraz and went to FOB Jackson (1:21:00) The Helmand River flowed through their area of operations. They called the area across the river “Indian country” because it was under the control of the Taliban. When patrols were conducted, there needed to be a total of 12 men, four of whom needed to be marines o The Afghan soldiers were often high but the marines tolerated it as long as they were doing their jobs o They didn’t make much contact with the Taliban; however, when the Afghan soldiers went out alone, they were often engaged o The Afghan soldiers were often able to use American transportation (such as helicopters) when going into the field with the marines Translators came from the United States (belonging to immigrant families) or local areas. Those who came from local areas were often working so that they could earn the right to move to the United States When Nic moved back to Alcatraz, he took part in the normal patrols and guarded the base On one occasion, supplies were accidentally dropped into Taliban country. Whenever Nic and his comrades saw American supplies on the ground, they refrained from toughing them because the Taliban were known to booby trap items such as MREs When the marines reduced their presence in Sangin, the Taliban began to operate more aggressively because the Afghan army weren’t able to hold them back as effectively as the marines While he was in Afghanistan, he was able to call his family on his satellite phone. However, they had to go on a roof to get a good signal; this made them targets for the Taliban (1:36:42) Nic was in Afghanistan for seven months. He got back to the United States in October 2012. � They were replaced in Sangin by the 2nd Battalion, 2nd Marine Regiment. Although Nic and his unit stayed for a short time to advise their replacements, their advice was largely ignored (1:40:20) Back in the United States    Before they were sent to Twentynine Palms, they spend a week at Camp Leatherneck learning how to readjust to civilian life Nic was released from the Marine Corps in March-April 2013. The first thing he did was spend a week in San Francisco before driving across country to Michigan. He spent the summer readjusting before starting college at Grand Valley State University. o PTSD was an issue for many men and women coming out of the military. For Nic, the skills he learned in the Marine Corps (organization and discipline) helped him land on his feet. Nic is studying international relations with a minor with a minor in international business. He has also studied abroad in Poland; he plans on going into the field of business � 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_SoleckiN1821V Title A name given to the resource Solecki, Nicolaus (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-02-12 Description An account of the resource Nicolaus Solecki was born in October 1990 in Flint, Michigan. He joined the Marine Corps after graduating from Flushing High School in 2009. After his basic training, Nic was stationed in Okinawa, Japan from Okinawa, his unit (1st Battalion, 7th Marine Division) was sent to the coast of North Korea, as well as the Philippines. In early 2012, Nic's unit was sent to the Sangin Province of Afghanistan. His mission was to assist in the training of the Afghan National Army this task was made increasingly difficult by lack of operational effectiveness that the Afghan soldiers often displayed. Nic would return to the United States in October 2012 and enroll at Grand Valley State University. Creator An entity primarily responsible for making the resource Solecki, Nicolaus Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Afghan War, 2001--Personal narratives, American United States. Marine Corps Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/d89e82cdb7fdf9871c4777acc929854c.m4v cdd4b4d5eae5ca4dd74308b77e4c3f7d https://digitalcollections.library.gvsu.edu/files/original/f2587ebd8f52e08af241e21a1e6e7ab5.m4v b8e817abc8f689c44b3752093dd54445 https://digitalcollections.library.gvsu.edu/files/original/21df2591ed4ab2c09d1a25b138a904dc.pdf aba268c1a0a81c52204086950e717e00 PDF Text Text Grand Valley State University Veterans' History Project Kent Fisher Vietnam War Era-Stateside Service Part 1 – 43 minutes 38 seconds (00:00:48) Early Life -Born on July 1, 1946 in Lansing, Michigan -Spent majority of his early life in Howell, Michigan -Father had come out of the Army as a result of World War II ending -Oldest of three children -Howell was a great place to grow up -Enjoyed life in Howell -Father worked in medical sales and his sales area was shifted to west Michigan -Had to drive 100 miles to get to his sales area -Heard that a new high school, Forest Hills Central, was being opened -Also heard that a new college, Grand Valley State College (now university), was opening -Moved to the Grand Rapids area when he was 14 years old -Attended Grand Valley State College -Wanted to attend Michigan State University to play basketball -Father wanted him to attend GVSC because of its low cost and liberal arts program -Studied English -Started Grand Valley's basketball team -Wanted to be close to home, but not too close -Moved to Allendale, Michigan in his sophomore year of college (00:04:58) Civil Unrest & the Vietnam War -Aware of the civil unrest in the 1960s especially on college campuses -Different atmosphere at Grand Valley meant there was no unrest on that campus -Students had more conservative values -Saw college as a place to prepare for a job and adulthood -Aware of the Vietnam War -Enrolled at Grand Valley in 1964 as the Vietnam War escalated -Felt that if the American government wanted to fight the war, then it must be right -To him, the escalation of the war made sense (00:08:15) Enlisting in the Coast Guard -Felt he had a duty to serve the United States -Father died after his freshman year of college -Significant personal change -His dog also died, he broke up with his girlfriend, and he became eligible for the draft in 1968 -If he stayed in school then it meant he was not at risk of being drafted -Army allowed four years of college deferment, and after fourth year he was eligible to be drafted -Didn't matter if he had a degree, or not -Took the Armed Forces Exam at Fort Wayne in Detroit -Qualified for every branch of service -Relatives had served in previous wars -Had been exposed to the Coast Guard growing up in Michigan -Remembers having a positive image of the Coast Guard in northern Michigan -Search and rescue operations, law enforcement, and a general sense of professionalism �-Attended the Coast Guard Festival in Grand Haven, Michigan -Vietnam War escalated even further in 1967 and 1968, and grew out of control -It became apparent that the United States could not defeat North Vietnam -Didn't want to get drafted into the Army -Knew the Coast Guard was a defensive branch and had better living arrangements -Slept in beds and ate hot meals -Coast Guard had a limited enlistment quota -Without a degree or an applicable skill he couldn't be an officer -Meant he would have more trouble being enlisted -Left college in the summer of 1968 after getting married -Went to the Coast Guard recruiting station in Grand Rapids and enlisted -Told to go home and wait for his call to service (00:16:14) Basic Training -Received his call to service in mid-December 1968 and reported in Detroit -Quit his construction job and within four days he was ready to leave -Wife drove him to Detroit -He was sworn in in Detroit -Sent to Cape May, New Jersey for basic training -Lasted nine weeks -Received a draft notice by way of telegram from the Army -Didn't know if he was considered a deserter -Reported to his commanding officer to ask if he was in trouble -Commanding officer tore up the telegram and threw it away -For the rest of training, his commander teased him about the draft -Never became an issue -Ten years later he ran into his former recruiter at a Coast Guard festival -Told Kent that he had just made it into the Coast Guard -Told that Cape May was in the top three most challenging basic training programs -Both physically and emotionally challenging -Removal of certain civilian habits -Learned Coast Guard vernacular -Floors became “decks,” windows became “ports,” and stairs became “ladders” -Focus of basic training was changing recruits through “shock therapy” -Rapidly immersed into a new way of life and a different culture -He was homesick -Winters in New Jersey were wet, cold, snowy, and rainy -Forced the recruits to focus on their training -If you deviated from training you were punished with extra physical training -If you made enough mistakes you were discharged or “reverted” - “Reversion” meant being sent back a number of weeks to restart training -Discharge during basic training meant you were unfit for military service -Taught him self reliance -Had to rely on himself during basic training -Basic training also instilled a high degree of teamwork -Using your personal skills to help the rest of the unit -Had to learn to trust and be confident in the skills of the other Coast Guardsmen (00:28:06) Training at Coast Guard Station Emerald Isle -Wanted to be assigned to a station in the 9th Coast Guard District in the Great Lakes area -Request was considered, but Coast Guard need took precedence �-Assigned to a station in the 5th Coast Guard District -Stations in Virginia, North Carolina, and part of South Carolina -Assigned to Coast Guard Station Emerald Isle -16 man lifeboat station close to Swansboro, North Carolina -Received ten days of leave before reporting to Coast Guard Station Emerald Isle -Made preparations for his wife to live near him -Reported to Emerald Isle on March 10, 1969 -A large deal of adjusting to the local culture -Different dialect (mix of Cockney English and American Southern English) -He was a Seaman Apprentice -Original plan was to do four years with the Coast Guard then get out -Return to Michigan, complete college, teach English and coach basketball -Believed the Vietnam War would be totally over by 1973 -Training at Coast Guard Station Emerald Isle meant learning a new set of skills -Firefighting, boat handling, ropes and lines, painting, cleaning, and radio communications -Learned these new skills on the job -Worked from dawn until dusk -He was considered exceptionally different -College educated -Had a northern accent -Some of the men thought he was a Coast Guard Intelligence officer doing undercover work -This was because he paid so much attention to detail -Stationed there for eight months (00:33:57) Training at Governors Island -Applied for Advanced Training which would lead to an advance in rank to petty officer -Note: Petty officer is equivalent to non-commissioned officer in Army, Air Force, or Marines -Applied for Yeoman School and he was accepted -Learning how to do clerical work in the Coast Guard -Courtroom paperwork, discharge paperwork, enlistment paperwork, building records, and leave records -Worked in offices -Warm and dry in the winter, and cool in the summer -Trained at Governors Island, New York -Wife stayed in Grand Rapids, Michigan while he trained at Governors Island (00:35:50) Basketball in the Coast Guard -While at Emerald Isle he played pick-up games of basketball on a parking lot court -At Governors Island there was a basketball league -Teams from other training groups competed against each other (00:36:55) Stationed at Coast Guard Station Emerald Isle -After three months of training at Governors Island he became a petty officer -Returned to Coast Guard Station Emerald Isle, North Carolina -He had only been on loan to Governors Island for training -Still part of the 5th District -Worked on a Coast Guard cutter, USCGC Verbena -100 foot long construction ship -Built navigation aids in the inter-coastal waterways and serviced buoys -Set up lights and reflective markers for boats -Used sextants to mark the locations of the navigation aids -Able to conduct search and rescue missions and assist law enforcement �-Remembers there was a junction where a waterway met a channel that led to the Atlantic Ocean -An 85 foot ship missed a navigation aid and ran aground -The station called the Verbena to investigate the situation -Insure that the navigation aid had been properly placed -Pulled the ship back into the water and went aboard to talk to the captain -See if he was drunk, or if he had improper charts -He was sober and had been sailing from New York -Asked to see his charts -Complied and produced a gas station map, not an actual naval chart -Captain of the ship sailed south and ran aground, again, in South Carolina -Got dislodged and got out of the 5th District -Last they heard he ran aground a third time in southern South Carolina Part 2 – 53 minutes 20 seconds (00:00:34) Promotion to Officer & Assignment to USCGC Munro -Promoted to the rank of E-5 (petty officer second class) -Received transfer orders -He was the second petty officer in the 5th District with the most seniority -Transferred to the High Endurance Cutter, USCGC Munro -Had its home port in Boston -Had a son by time he gained rank and received his new orders -Moved his wife and son to Grand Rapids, Michigan -Reported to Newport, Rhode Island where the Munro was being built -Coast Guard drew on petty officers from all over the country to build the ship's crew -Ship was completed in August 1970 -Met the officers of the ship and the captain -Sailed to New Orleans, then from New Orleans to Guantanamo Bay, Cuba -Conducted anti-mine training -It was a fast ship -Top speed was classified -Fast enough to keep pace with nuclear-powered submarines -Ship's home port was Boston and he and his family lived in Lawrence, Massachusetts -Sailed to Guantanamo Bay for Underway Training -Practicing basic routines to insure everyone remembered how to do them -Participated in the ship's commissioning in September 1971 -Escorted Douglas Munro's mother during the commissioning ceremony -Douglas Munro was the only Coast Guardsmen to have been awarded the Medal of Honor -Posthumously rewarded for action at Guadalcanal in 1942 (00:08:05) Drug & Alcohol Abuse Program -Assigned to Washington D.C. and stationed at the Coast Guard Headquarters -Worked in the Personnel Services Division -Trained by the Navy in San Diego as a drug & alcohol abuse specialist -By 1971 and 1972 the drug problem had ballooned -A lot of men were returning from southeast Asia with serious drug addictions -A $5/day habit in Vietnam was a $100/day habit in the United States -A lot of men turned to theft to fund their addictions -Traveled to Coast Guard stations and offices all over the country -12 District offices �-Coast Guard Academy -Coast Guard Headquarters -Training Centers -Mission was to establish drug & alcohol abuse and prevention programs -Trial and error process (00:11:00) Becoming an Officer -Selected for Officer Candidate School -Trained with enlisted men and college graduates -OCS lasted 18 weeks -He was still on active duty while other candidates were Reservists -Graduated with the rank of O-1 (ensign) and received a temporary commission -Promoted to the rank of O-3 (lieutenant) -He was discharged as an enlisted man, and was immediately sworn back in as an officer -Given an indefinite service length -Only ended if he retired, or was passed over for promotion two times -Knew the Coast Guard would become a career -Commissioned in December 1973 (00:15:15) Assignment to USCGC Tamaroa & End of the Vietnam War -Assigned to the Coast Guard cutter USCGC Tamaroa in New York -Joined the ship in January 1974 -Vietnam War was coming to an end -People complained to Coast Guardsmen about taxes and the Vietnam War -Not as much animosity toward Coast Guardsmen as toward members of other branches -Always lived and worked in a civilian community -People understood the Coast Guard assisted the Navy in Vietnam -Also understood the Coast Guard focused on humanitarian missions and saving lives (00:19:02) Stationed at Governors Island -Stationed at Governors Island, New York as a duty officer -Worked in the Coast Guard Atlantic Area Rescue Coordination Center -Conducting search and rescue missions and operating east of the Mississippi River -He was a rescue planner, worked in navigation, and coordinated with the British (00:20:48) Sinking of the SS Edmund Fitzgerald -Area commander had a search and rescue telephone linked to other rescue coordination centers -When the red light on the phone lit up, it meant a search and rescue operation was underway -On the night of November 10, 1975 the phone rang from RCC-Cleveland -A freighter named the SS Edmund Fitzgerald had gone missing on Lake Superior -Made plans to send out everything available to search for the freighter -Knew that a major storm had been coming, but powerless to stop shipping on Lake Superior -No rescue operations possible until November 11 when the storm passed -70 knot (80.55 miles per hour) winds with 30 foot high waves -Established a search and rescue plan at 7:30 p.m., but had to wait until morning to launch it -Thought about the men and their families and prayed the men died a quick death -Knew they had either died quickly from the ship sinking, or freezing to death in the water -Saddened by Gordon Lightfoot's folk ballad “The Wreck of the Edmund Fitzgerald” -Also proud of it though, because it references the Coast Guard and life in northern Michigan -The vicar, Richard Ingalls, at the Mariners' Church had been the parish priest in Howell -Rang the bell 29 times to commemorate the number of lives lost (00:28:22) Command of Coast Guard Station Cape May -Given command of the Coast Guard Station at Cape May, New Jersey �-Most active station in terms of search and rescue, anti-pollution, and law enforcement -High amount of traffic in the area, especially from Memorial Day to Labor Day -Worked 24/7 dealing with fires, medical emergencies, etc. -Had an auxiliary Coast Guard unit and a Coast Guard helicopter unit to assist them -Remembers flying out to a ship that had caught fire and been abandoned -The crew put out the fire, then abandoned the ship, but it had taken on water -He flew out, was lowered to the ship, and helped pump out the water to save the ship -First shore unit to have women working in all enlisted capacities except for radar and gunnery -Did just as good as their best male counterparts -Even the bad female personnel did better than their bad male counterparts -Received some small arms training -Search and rescue operations, search and clear ships -Conducted law enforcement operations -Seized ships, arrested a number of people, searched ships, and seized goods -Stationed at Coast Guard Station Cape May for three years (00:35:48) Stationed at 9th District Commander's Office -Transferred to the 9th District Commander's Office in Cleveland to work as a recruiting officer -Managed recruiting offices and sub-offices in the greater Great Lakes area -Visited the offices and made sure proper protocols were being followed -Had enlistment quotas -Urged to get African-American and Native American recruits -Went to Indian Reservations to look for possible recruits -Natives fired warning shots at government vehicles -Stopped once they found out they were Coast Guard personnel -Trusted them, not the “bad” government -At that time they had fewer Coast Guard personnel than the New York City police -Coast Guard has grown since the September 11th Attacks (00:40:00) Deaths of Presidents -While at the Coast Guard Headquarters he was selected for the Honor Guard at Arlington Cemetery -During President Johnson's funeral (1973) -Had been part of the Honor Guard when President Truman died (1972) -Stood for an hour by the casket then got two hours off -Had to stand at full attention in his dress uniform -Learned how to give and receive silent commands to be relieved from duty -Tremendous honor -Stood a few feet from President Nixon, but couldn't look at him or talk to him -Felt a single bead of sweat rolling down his back -Couldn't scratch his back to relieve the itch -Thought about each president's place in history, and his own place in history by being at the funeral (00:45:18) Stationed at Coast Guard Station Muskegon & Promotion to Lieutenant Commander -Promoted to the rank of O-4 (lieutenant commander) before leaving Cleveland -Sent to the Coast Guard command station in Muskegon, Michigan -Managed stations on the east shore of Lake Michigan (from Michigan City to Frankfort) -Felt great to be back in Michigan -Had a $600,000 budget for all stations -Able to use everything he had learned in the Coast Guard -Station activity slowed down in the winter -Stowed the cutters during the winter -Gave leave to station personnel �-Sent necessary personnel to Coast Guard stations on the Gulf of Mexico -They were always busy and the Michigan personnel relieved those personnel -Had “Coast Guard Night” with the Muskegon Lumberjacks hockey team (00:48:47) Retirement from the Coast Guard -Told he could retire with 19 years and six months, or go to Governors Island, or go to Adak, Alaska -Decided to return to Governors Island, New York -Stationed there for three years -Served as the Chief of News & Photos -Became the Chief of Administration for that area -Retired from Governors Island -Son was attending Grand Valley State University -Mother-in-law was suffering from late-stage Alzheimer's Disease -Both factors contributed to his decision to retire from the Coast Guard -Put his retirement orders into effect on May 1, 1990 after 22 years of Coast Guard service (00:52:11) Work & Study at Grand Valley State University -Started studying at Grand Valley State University on May 7, 1990 -Returned to Michigan and completed a degree at Grand Valley State University -Got a degree in advertisement & public relations communications -Hired by Grand Valley State University to work in Alumni Relations -Raising funds -Became the Associate Director of Alumni Relations -Did that for nine years -Retired from Grand Valley State University on January 1, 2007 � 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_FisherK1938V Title A name given to the resource Fisher, Kent E (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-13 Description An account of the resource Kent Fisher was born on July 1, 1946 in Lansing, Michigan. He enlisted in the Coast Guard in the summer of 1968 and was called up for service in December 1968. He received his basic training at Cape May, New Jersey then received further training at Coast Guard Station Emerald Isle, North Carolina. From Emerald Isle he went to Governors Island, New York, where he attended Yeoman School. He returned to Emerald Isle and worked on the Coast Guard cutter, USCGC Verbena. He was promoted to the rank of petty officer second class and received orders to join the USCGC Munro. He was selected for Officer Candidate School, graduated with the rank of ensign, and was then promoted to lieutenant. He joined the USCGC Tamaroa in January 1974 and served aboard the ship until he was reassigned to the Coast Guard Atlantic Area Rescue Coordination Center, where he helped plan the search and rescue operations for the SS Edmund Fitzgerald. He was then given command of Coast Guard Station Cape May, New Jersey and from there was transferred to the 9th District Commander's Office in Cleveland, Ohio. He also served at Coast Guard Station Muskegon, Michigan, and ended his career at Governors Island, New York, as the Chief of News & Photos. He retired from the Coast Guard on May 1, 1990 after 22 years of service and with the rank of lieutenant commander. Creator An entity primarily responsible for making the resource Fisher, Kent Edmonson 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 Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American Other veterans & civilians--Personal narratives, American United States. Coast Guard Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/8a0009678d4e2a1e45a124b1b48a661d.m4v dd42cdea8bcb38af49f80d5343fa3a76 https://digitalcollections.library.gvsu.edu/files/original/4e927ab904ab7ea87e099d830f03e8c4.pdf f29250bb5944b16791e297b1ccff0f0a PDF Text Text Grand Valley State University Veterans’ History Project Bernie Windmiller Vietnam War; Cold War 28 minutes 31 seconds *Note: Times in the outline correspond with timecode in interview (01:51:53) Early Life & Enlisted Service -Born on July 3, 1932, in Gary, Indiana -Drafted into the Army in 1954 -Left college after two years and got drafted -Sent to Fort Leonard Wood, Missouri, for basic training -Sent to Fort Knox, Kentucky, for field radio training -Learned about use of field radios and Morse code -Deployed to South Korea -Spent six (or eight) months at the demilitarized zone -Part of a small unit of nine or ten men -Five enlisted men at a small compound and the officers helped the South Koreans -Officers were attached to the 11th Republic of Korea Division -Sent to Army headquarters in Daegu and worked the switchboard -Had 11 women work with him (01:54:15) Becoming a Chaplain Pt. 1 -Raised in a very religious home -Active in his church -Involved with a religious television program in college -Before he got drafted, he felt he was heading for the ministry -While in Korea, he only saw a chaplain once every three months -Thought the Army was short on chaplains -Didn’t realize it was because his post was so remote -Felt he was being called to the chaplaincy -Returned to college and went into the seminary -Professor in seminary had been a Navy chaplain during World War II -Held an informal class at night for students interested in the chaplaincy -Part of the staff specialist corps (no uniform, and a chance to try out being in the Army) -Graduated from seminary and got into an Army Reserve unit on Southside of Chicago -Also had a church on the South Side of Chicago -Sent to basic course for chaplains at Fort Hamilton, New York -Solidified his decision to become a chaplain -Petitioned his denomination for endorsement -Sent to 5th Army Headquarters in Chicago for an interview, and was accepted �(01:57:00) Stationed at Fort Riley -Joined them in spring 1966 -Sent to Fort Riley, Kansas -Attached to the 9th Infantry Division -Trained with them (01:57:30) Becoming a Chaplain Pt. 2 -Went to Fuller Theological Seminary -Inter-denominational seminary -Prestigious seminary -Didn’t think he would’ve been accepted into that seminary -Good experience (01:58:08) Deployment to Vietnam -Part of the 3rd Battalion, 47th Infantry Regiment of the 9th Infantry Division at Fort Riley -Shipped out of America on January 1, 1967 -Sent his wife and children to Ohio around Christmastime -Returned to Fort Riley and held Christmas services -Left by ship out of California in January 1967 -Arrived in Vietnam on January 19, 1967 (01:59:42) Arrival in Vietnam & Reassignment to 4th Battalion -Went to Bearcat Base, the headquarters for the 9th Infantry Division -Received more combat training -During the final part of training, the division chaplain approached Bernie -Told him he’d be reassigned to 4th Battalion th -Stayed with 4 Battalion for the rest of his tour in Vietnam -Army Engineers built a base camp at Dong Tam for the 4th Battalion (02:01:33) Missions & Combat in Vietnam -Rotated on and off Navy ships -Went through the Mekong River Delta to various outposts via armored troop carriers -Had to contend with 10 – 12 foot tides -Mostly Viet Cong forces operating in the Mekong Delta -4th Battalion was tasked with search & destroy missions -Got into a huge fight with the Viet Cong on June 19, 1967 -Took a lot of casualties -Wanted to be with his soldiers in the field, regardless of combat -Only missed one combat operation -Tended to the wounded and helped gather the dead -Lost 60 soldiers during his tour in Vietnam -He was older than most of the men in his unit -He was 36 years old when he went to Vietnam -He was a captain, and other captains were in their mid-20s -Went on combat marches with the troops -Very close with C Company -With them on the battle of June 19th �-Originally supposed to be with A Company -C Company commander wanted him to stay with C Company, so Bernie stayed -C Company took 50 percent casualties during the battle -Attends annual reunions for C Company (02:07:50) Return to the United States -Came back to the United States on January 1, 1968 -Landed north of San Francisco -Flew to Chicago to meet his wife and be with her for a few days -Went to Ohio to be with his wife and children -Invited by the Ministerial Association of Wellington, Ohio, to speak about his time in Vietnam -After his presentation, a couple girls from Oberlin College approached him to talk -Group of antiwar protesters tried to confront Bernie about Vietnam -He told them that he went to Vietnam to help soldiers, not fight (02:12:00) Stationed at Fort Campbell -Sent to Fort Campbell, Kentucky -His division chaplain in Vietnam, Charles Meek, was the post chaplain at Fort Campbell -Stationed there for 1 ½ years -Worked with an engineer unit -Made the stockade chaplain (02:13:23) Stationed in West Germany -Sent to West Germany -Attached to the 5th Missile Battalion off the 6th Air Defense Artillery (Nike missiles) -Operated out of Baumholder, Germany -Stayed in Germany for three years -Travelled to missile sites to minister to soldiers -Taught himself to play guitar and sing hymns -Drugs were an issue in Germany at the time -Needed to counsel soldiers with drug addictions -Given a basement area in an administrative building as a counselling area -Connected with four soldiers and invited them to dinner at his home -Formed a band with them -Missiles were tipped with nuclear warheads -Needed soldiers to be sober due to the severity of their job (02:16:50) Further Education Pt. 1 -Returned to the United States in 1973 -Took the advanced course for chaplains from 1973-1974 -Studied for his master’s degree in counselling at Long Island University -Promoted to major during his time there (02:17:30) Stationed at Fort Sill -Sent to Fort Sill, Oklahoma -Made the brigade chaplain for the 212th Field Artillery Brigade -Wonderful assignment -Almost retired from the Army while at Fort Sill �-In a supervisory position and he didn’t enjoy it, just wanted to minister to soldiers -Another chaplain convinced him to stay in the Army -Convinced him by saying that supervisory positions are necessary (02:19:24) Further Education Pt. 2 -Started a doctorate of ministry degree, but was unable to complete it -Army sent him to Duke University to study world religions -He enjoyed doing that < Tape ends before interview ends > � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_WindmillerB2075V Title A name given to the resource Windmiller, Bernie (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-26 Description An account of the resource Bernie Windmiller was born in Gary, Indiana, on July 3, 1932. The Army drafted him in 1954 and he received basic training at Fort Leonard Wood, Missouri, then field radio training at Fort Knox, Kentucky. He was deployed to South Korea where he served on the demilitarized zone and at Daegu. He decided to become a chaplain, and upon completion of seminary, he reentered the Army as a chaplain. His first assignment was at Fort Riley, Kansas, with 3rd Battalion of the 47th Infantry Regiment of the 9th Infantry Division. He was deployed to Vietnam in January 1967 and was originally stationed at Bearcat Base. Shortly after arriving, he was reassigned to 4th Battalion. During his time in Vietnam, he operated in the Mekong River Delta and went on combat missions with the troops. He returned to the United States in January 1968, and was stationed at Fort Campbell, Kentucky. He then served in West Germany for three years with the 5th Missile Battalion of the 6th Air Defense Artillery (Nike nuclear missiles). He returned to the United States in 1973 and took the advanced course of chaplains, then got his master's degree at Long Island University. He served at Fort Sill, Oklahoma, with the 212th Artillery Brigade then went to Duke University. Creator An entity primarily responsible for making the resource Windmiller, Bernie Contributor An entity responsible for making contributions to the resource Keizer, Herman Jr. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/5d5222e45223e35c147929a03267f9bf.m4v 222431e745f76210921cd26caed804f7 https://digitalcollections.library.gvsu.edu/files/original/81a83ee00794f5d1bed0d2f8e0fcf038.pdf fb80f276649f2a9dc275d691e0b63ed4 PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam War Charles Whorton Length of interview: (58:33) (00:00) Early Life      Charles was born on January 2, 1947 in Mobile, Alabama When Charles was a child, his family moved to Benton Harbor, Michigan, where he grew up His father worked at Whirlpool as an electrician and his mother worked as an auto specialist Charles graduated high school in 1964 o After he graduated, he worked at several factory jobs before going to work at Whirlpool He got his draft notice in early 1966 o At the same time that he got his draft notice, he found out that his cousin had been killed in Vietnam (2:30) Military Life      Charles went to Fort Hood, Texas for basic training o The barracks were old, World War Two era buildings o When they arrived, the drill instructors immediately started screaming at them Training consisted of physical training, weapons instruction, and survival training o They also made them go through a gas chamber to see how fast they could put on a gas mask o It was easy to adjust to the discipline o About a quarter of the men were black, another quarter were Hispanic, while the rest of the men were Caucasian. All of the men got along because they were afraid After the training and a short leave, Charles went to Fort Benning, Georgia for radio training (Advanced Individual Training) o In this training course, Charles learned how to operate a small backpack radio. He also learned Morse Code o The radio training took a total of eight weeks. Charles found that he was treated better here than in basic training After AIT, Charles was sent to Fort Riley, Kansas for some Jungle training o He was there for a short time before he was given a 30 day leave and his order to go to Vietnam (11:00) Charles got on a plane to California where he boarded a ship headed to Vietnam �        o The bunks were stacked close together and there was no room to roll once you laid down o Charles spent his days on the ship cleaning vomit. The ship stopped once because one man had hanged himself o Charles was going to Vietnam with the 9th Division They landed in Cam Ranh Bay around December 13, 1966, near a party beach for officers Charles was designated as a radioman for air warning clearance control o Although he knew how to operate the radio, he still had to learn to do this particular job The 9th Division was stationed at Bearcat Base near Bien Hoa o The barracks that Charles was in was very secure After a few weeks, Charles was infused with the 11th Cavalry o This was done because the army didn’t want the entire division coming back at the same time o The 11th Cavalry was a search and destroy division. They had access to personnel carriers and tanks. Charles was put in K Troop o When he was reassigned, he was flown out into the field where K Troop was K Troop was sent on search and destroy missions as well as recon patrols (in the first few months this was largely done between Saigon and the Cambodian border) o During the night, they went on ambush patrols and set up listening posts o They operated in dense jungles. Instead of walking on existing trails, K Troop cut their own o He joined the 11th before Christmas 1966 and didn’t have major contact with the enemy until May 1967 They were often ambushed by the VC while escorting combat engineers along Highway 1 o Every Tuesday, they stopped at a village along highway 1 to assist villagers. On one occasion, a platoon stopped at a village and was nearly wiped out (21:20) Every night, several men from each personnel carrier were sent out for listening posts and ambush patrols o They never went out with a man from the same carrier. The patrols and guards would stay out all night o When they moved through the jungle, the tanks went first and knocked down the large obstacles for the personnel carriers that followed When they approached a village, they would use translators to communicate with the villagers o Charles and his comrades gathered the villagers and searched the huts for weapons. If any war materials were discovered, they were destroyed along with the huts. o None of the villagers argued with them because they were outgunned. This is why most engagements were ambushes �          They were in a base camp only when they needed to repair their vehicles. Other than that, they formed a circle with the vehicles when they stopped They never operated near the rubber plantations because the rubber trees were too valuable o If they were in an area such as this, it was only to cross from one jungle area to another (25:30) In May 1967, things start to escalate o An engineering unit and one of K Troop’s platoons had fallen under attack and Charles was part of the relief force It seemed that they were getting enemy contact every week o Whenever they got ambushed they were always on a main road headed for the jungle. The enemy always seemed to know where Charles’ unit was going o They would hit K Troop with RPGs and automatic weapons. Some of the soldiers in K Troop looked one way, some looked the other; this allowed them to cover both sides o If the VC hit a vehicle, there would be two explosions because each vehicle carried a large amount of ammunition and explosives. Each destroyed vehicle usually meant that around six men were dead o Charles used a mounted 50 caliber machine gun to fire back with. K Troop was often on their own in the situations. Air support was useful in long ambushes but not in short ones because it took a while for the aircraft to reach their position. The average ambush lasted about 2.5 hours (31:20) K Troop suffered around 50 percent casualties while Charles was in Vietnam K Troop operated independently and didn’t know what the other troops were doing for most of the time Charles and his comrades thought that marching on foot was better than riding in the vehicles o During the time that they were frequently ambushed, no one was killed by rifle fire. Explosions frightened the men more than small arms fire K Troop was eventually sent to a place called Slope 30 o They set up on top of the slope during the day and sent out patrols and listening posts o One night at around midnight, the VC attacked K Troop while Charles was outside of the perimeter with an ambush patrol. All Charles could do was lay low because he was caught between friendly and enemy fire o While the enemy force was retreating, some of them discovered Charles’ position. They engaged each other with rifles and grenades. When the fight was over, Charles and some of his comrades had minor shrapnel wounds Charles went out of the country for R&R twice, once to Bangkok and once to Okinawa o When he went on R&R, he was able to put the fear of combat behind them o They were occasionally allowed to relax in Vietnam during the periods of inactivity All supplies were brought in by chopper �      o Three or four times a week, hot meals were flown in. They ate rations for the rest of the meals o They had access to all the beer they wanted but no one got drunk because it would be miserable in the heat o K Troop came across prostitutes when they moved into populated areas Morale was difficult to maintain because they were often ambushed o Additionally, they had to pick up all of the dead bodies after an engagement (43:00) Charles was awarded the Bronze Star o Charles’ vehicle was not working properly and one of the other vehicles had to drop back so that they wouldn’t be alone. As the two vehicles were following the convoy, the reinforcing vehicle was destroyed with an RPG. o Instead of driving away, Charles turned his vehicle around and returned fire Perhaps ten percent of K Troop was black o None of the men smoked marijuana in the field. Charles tried it once but realized that it was a stupid thing to do when the enemy could attack at any time All of the officers were good except one lieutenant that came in several months before Charles rotated home o They were ordered to go out on a patrol and the lieutenant wanted to march along a dry creek bed. Charles and his comrades refused to do this because they would be sitting ducks if the enemy attacked them. Their captain agreed with Charles and they proceeded to walk the way Charles preferred As his time in Vietnam grew short, Charles was very cautious because a lot of people seemed to get killed just before their tours were up (49:35) When it was time for Charles to leave Vietnam, he was flown out of the field and taken to a processing center o He flew out of Saigon and landed in Oakland Army Base, California, it was December (49:30) Post- Army Life      When he landed in California, it was midnight but there were a few protestors Charles got on a plane to Chicago and from there he went home o He didn’t talk to his family much while he was in Vietnam Within a week of getting home, he went back to work o For about a year, he drank every day after work and got into fights (2 to 3 fights per week) o This largely came to an end when he met his wife Charles went to junior college but he didn’t know about all the things he was entitled to as a veteran o A lot of the benefits were made known to him as men returned from Iraq and Afghanistan He thinks that his time in the military made him a better person o However, he is more alert of his surroundings and his patience is not what it used to be � 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_WhortonC1898V Title A name given to the resource Whorton, Charles E (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-11-17 Description An account of the resource Charles Whorton was born on January 2, 1947 in Mobile, Alabama. His family moved to Benton Harbor, Michigan when he was young. In 1966, Charles was drafted into the United States Army and trained as a radio operator. When he arrived in Vietnam in December 1966, Charles was placed in K Troop, 11th Armored Cavalry Regiment. K Troop traveled through the jungle with tanks and armored transport vehicles. Since they were a search and destroy unit, they frequently came into contact with the enemy. When Charles returned from Vietnam, it was difficult for him to adjust to civilian life. Creator An entity primarily responsible for making the resource Whorton, Charles E. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/4d0a0960462b377bc6b130e308202064.m4v 6194e58b01a26c72bf432e85054fca38 https://digitalcollections.library.gvsu.edu/files/original/7450e5844d5214e96c806104880fc260.pdf 51ff9e7ce11198efdbcef51ca8951459 PDF Text Text Grand Valley State University Veterans’ History Project Jerome Warren World War II 29 minutes 39 seconds (00:00:11) Early Life -Born in Byron Center, Michigan, on November 11, 1926 -Moved to Traverse City, Michigan, when he was a boy -Moved to Ottawa Lake, Michigan, due to his father becoming a superintendent at a paper mill -Had steady work through the Great Depression -Oldest of five children -Graduated from high school in 1944 (00:01:21) Start of Second World War -Remembers the attack on Pearl Harbor -He was a freshman in high school -Parents and he were aware of the attack and its consequences -Didn’t think the United States was going to get into the war before Pearl Harbor -Didn’t read the newspaper or follow the news on the radio -Immediate response in the community following the attack was anger and concern -Was the United States going to get invaded? -Didn’t know what would happen -Thought it was a temporary skirmish and be a short conflict -Thought Japan was trying to flex its military muscles against America -Started paying attention to the news and following battles -Remembers the battle of Guadalcanal -A few seniors from his school joined the Marines and fought there (00:04:12) Enlisting in the Navy -Talked to his parents about enlisting -Mother was against it -Didn’t want to get drafted -Enlisted in the Navy on November 11, 1944 -Liked the living conditions in the Navy -Didn’t want to be an infantryman living outside in horrid conditions (00:06:04) Basic Training -Sent to Great Lakes Naval Station, Illinois, for basic training -Did calisthenics and marching -Had 20mm gun training -He was a cartridge loader -Each cartridge contained four-shells -Did fire drills -Had a model of a ship with compartments on fire �-Wore gas masks, and had to navigate the burning ship -Plane recognition -Went to the firing range and trained on rifles and .45 caliber pistols -Had bad aim with the pistol, because of too much recoil -Good aim with the rifle -High emphasis on discipline and following orders -A lot of recruits had trouble with that, but he didn’t -Punished with kitchen duty, or extra marching, but nothing vicious -Basic training lasted 10 weeks (00:08:13) Signal Training -Sent to Sampson Naval Training Center, New York, located on Lake Geneva -Received 12 weeks of signal training -Learned how to use blinker lights, semaphore flags, shipboard flag signals, and plane ID’ing -Had to do 12 words per minute with the lights, and 22 minutes with semaphore flags (00:09:34) Deployment to Pacific Theatre -Sent to Camp Shoemaker, California -Placed on a Dutch merchant ship headed for the Philippines -Left in late spring of 1945 -He was at Sampson Naval Training Center when FDR died (April 12, 1945) -This means he left the United States sometime in May 1945 -The ship carried American naval personnel, and had an East Indian crew -Stopped in Honolulu for a week -Stopped at the island of Samar before continuing on to Manila -Atomic bomb was dropped on Hiroshima around the time of arriving in Manila (00:11:41) Service aboard USS APL-19 -Assigned to duty aboard the USS APL-19 in Manila harbor for the rest of his service -APL: Auxiliary Personnel, Living -Place for personnel in transit to stay a few days before going to another station -Held 100-200 personnel at any given time -Looked like a two-story barge, with bunks stacked four-high -No armaments, no engine, and no propulsion -They would have been a sitting duck had they been attacked -His duty was to drive the skipper to headquarters every Monday -Never sent a signal message while in Manila -Requested a transfer to a destroyer, but there were no openings for him -Started days by getting up, having breakfast, then going to roll call -If he had guard duty, he was issued a .45 caliber pistol -Questioned any personnel that wanted to go aboard the ship -If he was on signal duty, he stood by the signal light for four hours a time -On guard duty, he stood by the gangplank (00:15:42) Crew of the USS APL-19 -Part of a 100-man crew -Had crew for food service, laundry, painting, and maintaining the ship �-There were some black crewmen -Usually handled cooking and laundry -Doesn’t recall them being segregated (00:17:01) Visiting Manila -Visited Manila -Went to some of the bars -Some men bought prostitutes, but he didn’t -City had been laid to waste -Reconstruction hadn’t begun, yet -No contact with civilians, but children followed American personnel asking for a hand out (00:18:30) Commander -One of his primary duties was to drive around lieutenant commander Fitzsimmons -Part of U.S. Navy Reserve -Nice man -Young -From Amarillo, Texas (00:19:05) Returning to the United States Pt. 1 -Stayed in Manila until 1947 -Sailed to San Diego, down the Mexican coast, through the Panama Canal, to Jacksonville -Stayed in Manila for his entire time in the Philippines -Didn’t want to travel into the countryside, and ship never left the harbor (00:20:03) Contact with Home -Wrote home to his parents on a regular basis -Had almost consistent contact with them (00:20:25) Pistol Accident -One night, he was up for guard duty, and the guard on-duty gave him his pistol -Jerome accidentally pulled the trigger and discharged the pistol -Cost him a month of liberty ashore -Chastised for the accident because he could’ve hurt himself or someone else (00:21:45) Living Conditions, Disease, & Hygiene -Hot and humid all the time -Eventually adjusted to the tropical climate -Issued salt tablets to avoid dehydration -During basic training, he was given a battery of vaccinations -Issued anti-malarial medications -Never got seasick -Remembers 100 men leaning on the railing and throwing up going to the Philippines -He didn’t do anything special, just got lucky -Stressed to keep clean -Showered daily, and got clean clothing every day -Had a special soap to be used with saltwater (00:24:33) Returning to the United States Pt. 2 -Heard a rumor they were going home six months before they left �-Rode on USS APL-19 across the Pacific Ocean back to the United States -Concerning experience, because he didn’t know how stable the ship was -Towed by an oceangoing tug -Only time he signaled outside of training (messages to/from the tug) -No storms on the return voyage, but there were some heavy seas -Closer to the United States the weather calmed -Stopped at San Diego, so the tug could refuel, then sailed down the Mexican coast -Originally planned on stopping in Cuba, but there was unrest -Sailed to Jacksonville, Florida, and the ship was decommissioned (00:27:25) End of Service -Had to stay in the Navy for an extra month despite having enough “points” -Note: points - awarded to military personnel, had to reach a number to get discharged -Sent to Watervliet Arsenal in New York for the last month of service -Discharged at Great Lakes Naval Station (00:28:02) Life after Service -Worked in the paper mill with his father -Attended college at Iowa Wesleyan University -Uncle was on the staff, and he was able to stay with his uncle for his first year -Joined Phi Delta Theta fraternity -Graduated from college in 1951 -Got a job with Whirlpool -Eventually became a manager (00:29:04) Reflections on Service -Time in the Navy taught him discipline -Taught him to be organized and focused -Taught him a good hygiene regimen � 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_WarrenJ2090V Title A name given to the resource Warren, Jerome (Interview outline and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-01-10 Description An account of the resource Jerome Warren was born in Byron Center, Michigan, on November 11, 1926. He enlisted in the Navy on November 11, 1944 and received his basic training at Great Lakes Naval Station, Illinois. He was selected for signal training, and received that training at Sampson Naval Training Center, New York. In late spring 1945, he went to Camp Shoemaker, California, and eventually boarded a Dutch merchant ship bound for the Philippines. After stopping in Hawaii and Samar, he arrived in Manila in August 1945. He was assigned to USS APL-19, a ship used to house personnel in transit. Aboard the USS APL-19, he served as a guard and as a signalman. In 1947, USS APL-19 was towed back to the United States, and was decommissioned at Jacksonville, Florida. He spent the final month of his service at Watervliet Arsenal, New York and was discharged at Great Lakes Naval Station. Creator An entity primarily responsible for making the resource Warren, Jerome Charles Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/2fac85d3794714a89590a9b5f0076169.m4v c38412bd6a7461c0e26ab81e2c3c8f32 https://digitalcollections.library.gvsu.edu/files/original/77aba69ebcf5f32a3dc9ee6536c5700e.pdf 6e362034acaf010e098797a89669fa53 PDF Text Text Grand Valley State University Veterans’ History Project Robert Vickers Cold War; Post-Cold War 28 minutes 11 seconds *Note: Times in outline coincide with timecode on interview (01:23:25) Early Life -Born in Lexington, Kentucky, on September 25, 1944 -Lived in Kentucky until his entry into active duty (01:24:00) Active Duty & Becoming a Chaplain -Went on active duty in the Army in 1975 -Went on active duty as a chaplain -Commissioned as an officer in the combat engineers in 1965 -Had been in the Reserve Officers’ Training Corps at Eastern Kentucky University -After a couple years in a reserve unit, he realized he was being called to the chaplaincy -Gt a seminary deferment for three years -Called on active duty in 1968 -Asked for branch transfer to chaplain’s school in the summer of 1969 -Transfer was granted and he was taken off active duty -Stayed in a reserve unit until 1973 -Southern Baptist Convention and Chief of Chaplains office wanted him to go on active duty -He wanted to go on active duty -Process lasted from 1973 to January 1975 -Looked forward to that duty -Obligation of eight years as a reservist, and he could have gotten out of the Army -Wanted to go on active duty and stay in the Army -Concerned he’d rush in and be disappointed -Talked with a World War II veteran chaplain about the chaplaincy -Told him to try it for three years -If he didn’t like it, he would get a guaranteed spot in a church (01:28:06) Stationed at Fort Carson -His first assignment was at Fort Carson, Colorado -Assigned to the 1st Battalion of the 77th Armored Regiment -Served as the battalion chaplain for a year -Stationed at Fort Carson for 15 months (01:28:39) Stationed in West Germany -Placed into the 76th Infantry Brigade and sent to Wiesbaden, West Germany -Old headquarters for United States Air Force command -Three units from Fort Carson were sent to West Germany -Deployed in March 1976 �-Originally a six month deployment on rotation -He was there for three months and told anyone wanted to stay in Germany could stay -More cost effective than the rotation system -Loved Germany and working with the troops -Decided to extend his tour in Germany -Family joined him -Worked on counselling as part of the alcohol and drug abuse program -Commander got him involved with that program -Felt like he was doing something useful (01:31:20) Advanced Course for Chaplains -Returned to the United States in June 1979 -Attended the Advanced Course for Chaplains at Fort Wadsworth, New York -Six months to complete that training (01:31:54) Stationed at Fort Devens -Sent to Fort Devens, Massachusetts, in January 1980 -Knew that the base was slated for closure (base eventually closed in 1996) -Stationed there for 2 ½ years -Selected for the Civilian Education Program after 1 ½ years at Fort Devens -Army wanted him to work in educational psychology -Left Fort Devens in May 1983 (01:32:57) Studying at Vanderbilt University & Working at Chaplain School -Went to Vanderbilt University and studied in the School of Education -Knew he would return to the Chaplain School to work in the Course & Development Division -Put together a strong course of instruction while at the Chaplain School -Challenging, but worthwhile -Integrating military education into chaplain education -Part of the Chaplain School faculty for four years (01:34:56) Stationed at Fort McPherson -Selected to be a staff officer for Forces Command at Fort McPherson, Georgia -Had about 5 ½ years of troop command experience -Stationed there for our years -Worked on programs as the training and readiness chaplain -Developing training conferences, mobilization conferences, and mobilization training -Went to National Training Center a number of times -Big transition period for the Army -Expanded expectation for chaplains -Worked as a chaplain and as a staff officer -Integral part of units -Difficult for some chaplains -Wanted to focus more on chaplain duties and not staff duties -Learned that chaplains didn’t get a pass just because they were chaplains -Attained the rank of lieutenant colonel while at Fort McPherson �(01:40:30) Stationed in South Korea -Deployed to South Korea and attached to the 2nd Infantry Division as the division chaplain -Stationed there from May 1991 to May 1992 -Separation assignment -Note: Meant that family couldn’t accompany soldiers on deployment -Most significant professional military experience and most personally gratifying experience -Fast-paced, and some of the best officers he worked with for extended period of time -Held chaplain and staff duties -Able to connect with officers during their personal crises -Even the best officers get stressed with their jobs and private lives -Needed counselling -Opened up to him (01:43:42) Stationed at Fort McClellan -Sent to Fort McClellan, Alabama -Made the training brigade chaplain -Slowdown in terms of promotions for officers -Six months as training brigade chaplain -Became the main post chaplain for two years -Completed a course with the Army War College via correspondence -Worked on the course at night -Sometimes worked through the night then worked as a chaplain during the day (01:45:58) Stationed at Fort Sam Houston & End of Service -Went to Fort Sam Houston, Texas -Assigned to the 5th Army’s chaplain office -Retired from the Army at Fort Sam Houston -Stationed there for 1 ½ years (01:46:37) Life after Service -Became an endorser for the Southern Baptist Convention -Allowed him to still be involved with the military in a civilian capacity -Worked with the Army, Navy, Air Force, Coast Guard, and Marines -Did that for a year -Also involved with prison and business chaplaincy -Had to quickly learn how to work in the chaplaincy outside of the military -Got help from other directors of chaplaincy -Did that for seven years and enjoyed it (01:48:10) Changes in the Army -During his active duty career, he experienced the Cold War and the mentality that went with it -Daunting -His unit in Germany was tasked with defending the Fulda Gap in the event of an attack -A Soviet invasion would have wiped out his entire unit -They would have served as more of a speed bump than as a full block -Mentality changed after the fall of the Berlin Wall and the end of the Cold War -Army began to focus more on counterterrorism �-He was at Forces Command during the Gulf War -Aware of the multiple deployments used by Army and the effects on soldiers and chaplains < Tape ends before interview ends> � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_VickersR2074V Title A name given to the resource Vickers, Robert C (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-26 Description An account of the resource Robert Vickers was born in Lexington, Kentucky, on September 25. 1944. He was in the Reserve Officers' Training Corps at Eastern Kentucky University and received a commission as an officer in the combat engineers of the Army in 1965. He decided to become a chaplain and attended seminary for three years, then went to the Chaplain School in 1969. He stayed in the Army Reserve until January 1975 when he went on active duty. His first assignment was at Fort Carson, Colorado, with the 1st Battalion of the 77th Armor Regiment, for 15 months. He was stationed in Wiesbaden, West Germany, with the 76th Infantry Brigade from March 1976 until June 1979. He studied at the Advanced Course for Chaplains at Fort Wadsworth, New York, then went to Fort Devens, Massachusetts, in January 1980. He left Fort Devens in May 1983 to study at Vanderbilt University then serve at the Chaplain School. He was stationed at Fort McPherson, Georgia for four years, then did a tour in South Korea with the 2nd Infantry Division. Robert's last two assignments were at Fort McClellan, Alabama, and at Fort Sam Houston, Texas, where he retired in 1996. Creator An entity primarily responsible for making the resource Vickers, Robert C. Contributor An entity responsible for making contributions to the resource Keizer, Herman Jr. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf