474 24 26018 https://digitalcollections.library.gvsu.edu/files/original/eff3715ccf4bbff72fde1869dfe06ca1.mp4 4716d0c4a7299b0499b131301fb5ca34 https://digitalcollections.library.gvsu.edu/files/original/1b6153ecf45cd980c637fbb4d1b8f33e.pdf 097a64be666a611f3a11ec9365871536 PDF Text Text Grand Valley State University Veteran’s History Project Paul Meiers World War II (refugee) Length of Interview (00:53:53) Background (00:1:00) Born in Latvia, 1938 Father was in charge of a government farm; large, self-sustaining  Experimental farm; livestock and vegetable fields When the Germans [Soviets?] came, their house and farm were taken over Was 6 years old at this time, 1944 His mother was pregnant, at the time Went to stay at the grandfather’s house, the father stayed on the farm  Soldiers dressed in brown uniforms came to the grandparents’ house and took the grandfather and grandmother away His mother and he started for home, once there, got on to another wagon and headed for the coast His father sold the horses and wagon once they reached a coastal town and boarded a German ship (private or military, unknown) Mother’s brother was supposed to come on the ship, but his wife ‘had a fuss’ and both walked off the ship Later found out they were sent to Siberia Very crowded ship, being sent to Germany When the Germans had occupied their home, Meiers had an ‘altercation’ with one of the officers (00:06:10) He was looking at the equipment they were stacking One of the soldiers kicked him out of the way, so he went outside, waited for the soldier, then threw a rock at him �He hit the soldier but was too frightened to move; one of the officers stopped the soldier from doing anything in retaliation Meiers’s brother was born on the ship one day out When the [Soviet] soldiers in brown uniforms had come to the grandparents’ house, his mother and he were hidden in the field (the grandparents were also possibly sent to Siberia) (00:07:30) Germany (00:09:05) Does not know how they got passage on the ship Heading to Danzig, Germany His brother was born in the captain’s quarters as the ship was crowded Arrived in Danzig, remembers sleeping in bunks stacked three high; in a refugee camp  From there, went through three other stations on train, heading for Nuremberg  Every stop had a delousing station; ‘itched like the devil’ Arrived in Nuremberg and was herded into a gymnasium; had bunks four high Slept on the top bunk A man next to him, died two days later from overworking with coal sacks (not in a camp) At this time, the bombings were happening His father built a small room for them to live in, later moved to an apartment All of this happened during November of 1944 to the summer of 1945 When they moved to a second floor apartment, the day before, they had gone to a bomb shelter  One of the bomb shelter’s pipes had broken and they had to stand in water during the bombing  Meiers broke into a fever the next day The next day, the bomb sirens were going off ten minutes between  A wall next to their apartment was shaken loose and fell against it  A piece of metal went into Meiers’s back and bled for a day � A neighbor from Latvia, who spoke German fluently, was with them; called her ‘Aunt’  She spoke to a German Army Doctor and convinced him to take care of Meiers  Taken in an ambulance 40 minutes out of Nuremberg to a hospital where he stayed for six months  Saw his father only once and not his mother  Was operated on and when seeing his x-rays, it showed a hole in one of his ribs DP [Displaced Persons] Camp (00:16:10) Six months later, the war was over Put on a train, was scared because he didn’t know where he was going Arrived in Nuremberg where he met with his family again They were already living in a camp set up for refugees  Had fences wrapped in barb wire, made him think of a war or prisoner camp Children received two meals a day and adults received only one  Ate in a large dining hall  His mother made sure to stand in the coffee line to get a tiny shot of milk, which she would dilute with water, for them (Meiers doesn’t like milk to this day) There were a lot of people there who worked for the American Army; wore black uniforms  These people were possibly given the opportunity to go to America Red Cross parcels were shipped in The Russians came under the auspices of American Military Police to make a speech in the square  Explained the choice of going back home (to Latvia or the ‘old country’) or to America; 26 went back home Wasn’t a bad life in the DP Camp, during the four years of living there, the barb wired was eventually removed �There was a POW Camp downhill from the DP Camp near the train station; held German soldiers guarded by Americans The DP Camp’s name was Valka, just outside of Nuremberg (00:20:35) Can’t remember the food, but recalls being hungry during the war and not being hungry after it One Christmas, the GI’s rounded everyone up and took them to a gymnasium with a Christmas tree; his first experience of chocolate that he can remember After the war, warehouses were being cleared out and truck loads of potatoes and oranges were being transported; his first experience with oranges The bomb shelters had two steel doors and sometimes one could feel vibrations (00:22:35)  Recalls women always crying out during bombings, his mother would only hunch over his younger brother who was months old Had to be sponsored in order to move to America; Harvey Peterson (American) chose to sponsor Meiers’s family  Peterson owned a large farm (in McBride, Michigan) and took them in out of good will Meiers became an American citizen on June 22, 1956 Trip to America (00:25:00) Took a ship called General Hershey, took about 9 or 10 days  His mother was sick during the journey but his father had a large appetite Arrived in New York, didn’t stop in Ellis Island  Met by their father’s half-brother, Max Meiers, who lived in New York; was wealthy  Offered his father a job, but is father was committed to working with Harvey Peterson  Stayed with his uncle for one week First Impressions (00:27:55) Meiers’s first impression of New York was the foggy outline of the Statue of Liberty that the ship was heading straight at When they landed, and the fog cleared, it felt like it was another planet  Had never seen such tall building and so many limousines; saw only tricycles (often saw peddlers use these), motorbikes, or German vehicles before this � Saw the Empire State Building, the Music Hall, etc. The half-brother gave Meiers’s father money and all the children new clothes His father was able to convert a German soldier’s uniform into a suit for Meiers His father was a ‘survivor,’ he made do with what he had An immigration photo was required when coming to America Growing Up (00:32:25) Lived in Grand Rapids, Michigan, in an apartment on Crescent St. Eventually moved into a house, but Meiers was already in the Air Force by this time Sponsored by Gerald Ford to go into the United States’ Air Force Academy Graduated from Central High School in Grand Rapids Enlisted after graduating (1956) A part of Selfridge Flight (anniversary of the air field) Sworn in on the following Monday, flown to Park’s Air Force Base Basic Training (00:34:40) His mother had packed a large suitcase for him (had ignored the list provided on what to bring) Made to do Double Time, while lugging this suitcase, to the barracks (which were very far off) Put into line once arriving in the barracks; given a set of fatigues, boots, etc. Given tags for their satchels (or suitcase), and were shipped back home, never even opened the suitcase Impressions (00:36:20) Probably the best four years of his life Where else can you have: three meals a day, a place to sleep (security), and medical care Boot Camp wasn’t too bad for Meier �After service, sent to Keesler Air Force Base in Biloxi, Mississippi  Learned Communications here (remembers being told not to be a mechanic)  Radio Communications, spent a lot of time in a radio shack NY Overseas, Bermuda Boundaries; guided planes to the base  Had a Munich Overseas Circuit, but rarely worked there because he didn’t know Speed Key One experience with helping a plane that had ditched, was very nervous, but a sergeant helped him Satellite eventually came along, so was put to work in a Techtrol Facility  Sounded like a desk job and was reluctant about going into it  Went into a large room with two rows of teletype machines and an entire wall of communication tools (scopes, telephones, etc.)  One man was working at the time  Meiers knew very little about radios and electronics  Told not to worry had a great teacher; learned how to operate everything (was in Bermuda) Shipped out to McClellan Air Force Base in California Met by the Military Guard and was told he didn’t have clearance The base Strategic Air Command Circuits and a Multiple Complex with eight voiced channels and eight teletype channels Given a cryptum signal everyday which were coordinated on each end Since Meiers didn’t have clearance, he was put into supplies for six months Eventually got in front of a panel and was questioned to which they already knew the answer because the FBI had visited his mother in Grand Rapids (they withheld their reasons why)  She had written him a letter telling him this Given his clearance �Discharge (00:43:36) Was given a chance for reenlistment but rank was frozen in the years following the Korean War  He would have stayed, but if there was no advancement, he would not continue For leisure time, would usually stay on base (00:44:55) In Bermuda, he would go to the hotel during tourist season to meet girls at punch parties Also did a lot of bowling, go to the flat line to watch the airmen land One time a blimp was attempting to land and everyone was called out to grab a rope; Meier was the only one and was lifted 30 feet in the air before other men pulled the ropes Feels the Army kept him ‘honest,’ it made him into the man he is (go in as a boy, came out as a man) Did not take advantage of the GI Bill when he got out, didn’t join any Veteran’s groups Was discharged in California; stayed with a woman with two children (later became his wife) Felt he would do fine once out of the Service, had no cause that would benefit from a group (cause was his job) Father was President of the Latvian Association and one of the Founders of a Credit Union (00:50:15) Meier was a councilman for the Association after coming back, but had moved too far away (Greenville, Michigan) and decided to let it go Some of his father’s friends went through different camps and had very different experiences � 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 MeiersP Title A name given to the resource Meiers, Paul (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Meiers, Paul Description An account of the resource Paul Meiers was born in Latvia, where, at the age of six, he and his family were moved to Germany and, eventually, put in a displaced persons camp. After receiving a sponsor to live in America, Meiers enlisted into the Air Force in 1956 where he served in Communications. Contributor An entity responsible for making contributions to the resource Moore, Debra (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Air Force Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-05-06 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/715eb35101059ece4c5aa4855c618db9.pdf 78efd19878ae33f2355bec32ee4dc0ce PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Vocabularius praedicantium, sive Variloquus [folium 39] Identifier An unambiguous reference to the resource within a given context DC-03_039Melber1486 Creator An entity primarily responsible for making the resource Melber, Johannes Description An account of the resource One leaf of Vocabularius praedicantium, sive Variloquus by Johannes Melber and edited by Jodocus Eichmann. Printed in Strassburg by Johann Prüss in 1486. [GW M22728; ISTC im00464000] Publisher An entity responsible for making the resource available Strassburg: Johann Prüss Subject The topic of the resource Incunabula Printing 1450-1500 Melber, Johannes, 15th cent. Dictionaries Language A language of the resource la Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1486 Source A related resource from which the described resource is derived Seidman Rare Books Collection Contributor An entity responsible for making contributions to the resource Eichmann, Jodocus (editor) Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a411a4958809feda4469c159b9ac25c3.pdf 60ec65ede2cc1b8d8e465b8a52f49821 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Vocabularius praedicantium, sive Variloquus [Latin and German] [folium 126] Identifier An unambiguous reference to the resource within a given context DC-03_126Melber1480 Creator An entity primarily responsible for making the resource Melber, Johannes Description An account of the resource One leaf from Vocabularius praedicantium, sive Variloquus [Latin and German] by Johannes Melber. Printed in Reutlingen by Michael Greyff circa 1480. Illustrated with red rubricated initials. [GW M22711; ISTC im00459000] Publisher An entity responsible for making the resource available Reutlingen: Michael Greyff Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1480 Source A related resource from which the described resource is derived Seidman Rare Books Collection Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/01f8227de044af221e52123e72863b4f.mp4 d71eadefc4a3977e1193a35bb8e32330 https://digitalcollections.library.gvsu.edu/files/original/72c5dcf2ba45f15ce91c3b6e93a4511c.pdf d6bea77bc61611b978e69e3f519510c9 PDF Text Text Grand Valley State University Veterans History Project Greg Melonas (40:43) (:11) Early Life • (:21) Full name is Gregory J. Melonas. He was born at Harrison and Morgan, in Chicago. He was born November 20th, 1920. • (2:02) He doesn’t remember much before he went to school. • (2:15) His father was a singer, a “Good Time Charlie,” and he sang gospel songs at church. He worked for the 7-UP Company, in the factory. • (3:33) His mother worked at a shoe factory across the street from their apartment. • (3:56) His father also worked in Greek coffee houses along Houston Street. Greek coffee is very thick and bitter. On weekends his father player the zither, along with a drummer and a clarinetist. Sometimes he would bring in a belly dancer, which his mother did not approve of, but it brought money in. • (5:39) Greg went to Avondale Elementary for 3rd to 6th grade. • (6:17) He played Hide and Seek and peg and stick in elementary school. Peg and stick involved bouncing a sharpened broomstick, but he doesn’t remember the specifics. • (7:45) Sometimes they played stickball, but only rarely. They had a stickball club which other people, inaccurately, called a gang. • (8:34) He played football in high school, but stopped after he got beaten up. He was in school plays, and was once in the Christmas play. • (9:36) He graduated in 1938 or 1939, he doesn’t recall. He followed politics at the time, mostly because he was interested in studying it. • (10:32) He lived through the Great Depression, and it was rather rough. On Fridays his mother took them to the mission for dinner. The mission had good quality food. During the Depression, his father lost his job, but his mother kept her job. • (12:21) He heard about Pearl Harbor while he was in the service. He was at a movie theatre, and they announced it at the theatre. He knew where Pearl Harbor was, but many people did not. (13:49) Enlistment/WWII • (13:49) He joined the military by first joining the National Guard at the age of sixteen, while he was in high school. He attended meetings once a week, on Monday nights. �During these meetings he learned military discipline, marching, and medical training. • (16:26) He was called into the Army after Pearl Harbor. They were initially told it would be for one year, but it was later changed to “the duration.” • (17:26) He was a drill instructor in the Army at first, and thinks he was a good one. For a short time he was in the medical unit with the National Guard, and a drill instructor in the Army as well. • (18:18) He had three discharges, one from Michigan, one from Illinois, and he doesn’t recall the third. These discharged were before he was even in the Army. • (18:42) He was not given any choice as to his role in the Army. • (19:28) After being a drill instructor he became a surgical tech in the operating room. He served overseas, not domestically. • (20:19) He went to Europe, primarily in Czechoslovakia. • (20:35) He went to Europe by ship. They had good weather the entire trip, but everyone was seasick anyway. It was very hard to eat on the ship when everyone was seasick. • (21:33) They started in Fécamp, in northern France. They were in the process of moving towards Czechoslovakia. • (22:00) He earned three battle stars, but that was in Korea. He was in the reserves after WWII, and was called out to Korea. • (22:50) He worked in a field hospital in Czechoslovakia. The field hospitals were in tents similar to the one on M*A*S*H. He was in the 1437th Division Bridge Company. • (24:00) The experience was very hectic, but he made it out all right. • (24:24) He saw several USO programs. He saw Bob Hope three times, and Fred Astaire, and Ginger Rogers. It was very exciting. • (25:15) He didn’t sleep much, and the food was inconsistent in quality. • (26:34) He arrived in Europe after D-Day. (27:00) Post WWII/Korean War • (27:00) When the war ended he was helping to move things in Czechoslovakia. There was a parade in New York City, but that was finished by the time he came back. He got home on October 5th, 1945. • (28:10) He was not sent to the Pacific theatre. • (28:43) He was a member of the National Guard after WWII. • (29:07) He was in the only WWII unit called back to Korea. Two companies, the 37th and the 28th were called back, because they were medical companies. �• (30:16) He started in Pusan, Korea. They went up to the 38th parallel and were then pushed back. • (31:10) In Korea he served in field hospitals and regular hospitals. He started out in a brick and mortar hospital, working with a gas company. • (32:28) In the field hospital, he was in charge of cleaning and acquiring supplies. He was also in charge of the operating room. • (33:27) He was elevated to Master Sergeant while in Korea. (33:49) Post-War • (33:49) He came back from Korea, and went to work for Montgomery Ward in the early fifties. • (34:51) He worked at Montgomery Ward for about fifteen years, as the head of the Furniture and Appliance department. • (35:32) He then went to work for Michigan Life Insurance, and then to Metropolitan Life. • (36:00) He married in 1942, while he was in the service. • (36:18) He had one son, his son owns a KFC franchise in Cheboygan. His wife passed on some time ago. • (37:22) He lived on his own, until coming to the Veteran’s Home. He has lived there for three years, and likes it. • (38:31) He has two grandchildren, and one grandson. He is estranged from his son. � 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 MelonasG Title A name given to the resource Melonas, Greg (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Melonas, Greg Description An account of the resource Greg Melonas was born in Chicago in 1920. He joined the National Guard in 1936, and was called into the Army after Pearl Harbor. He was deployed to France after D-Day, and served mostly in Czechoslovakia. He was trained as a medic in the National Guard, and served as a medic after being a drill instructor early on. After WWII he was called back into the service to go to Korea, also as a medic. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-09-29 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/000686c1a4518afea52f25061fd76d26.m4v 701f631b1b4ceac78fcaae1579a4ff91 https://digitalcollections.library.gvsu.edu/files/original/8cada4415fb46689a1637cfcfaac7503.pdf cab3f9a3634550eac2caa2337d84d22d PDF Text Text Grand Valley State University Veterans’ History Project Peter Meloro Vietnam War 1 hour 26 minutes 11 seconds (00:00:24) Early Life -Born on April 2, 1948, in Brooklyn, New York -Grew up there -Father was an Italian immigrant and worked in a paper factory -Had a younger sister -Graduated from high school in 1965 -Went to college for one year -Had to leave because his grades weren’t high enough -Worked at bank in New York City for six months (00:01:45) Enlisting in the Army & Awareness of Vietnam War -Decided to enlist in the Army in 1967 -Knew that if he enlisted he could get a better chance of picking his job -Read the news about the Vietnam War -Knew it was dangerous -When he enlisted he was asked his preference of assignment -Wanted a job in computing, but got assigned to clerical work (00:03:06) Basic Training -Sent to Fort Gordon, Georgia, for basic training -Got one weekend leave to Augusta and it was clear that Northerners weren’t welcome -Spent most of his time on base anyway -Spent a lot of time doing physical training -Received rifle training -He’d never fired a gun in his life -Learned how to fire and maintain a rifle -Received gas training -Note: Sent into chamber filled with tear gas and exposed to it along with gas mask training -Strong emphasis on discipline -Learned that he was no longer an individual and had to work as a unit -He could be a little sarcastic, but he had no trouble making friends with other recruits -Had some difficulty adjusting to life in the Army -Remembers the shock of getting his head shaved -Strange sense of losing his freedom -Had to adjust or face the consequences -Lasted eight weeks (00:07:32) Clerical Training -Sent to Fort Jackson, South Carolina, for his clerical training -Lasted six (or eight) weeks -Consisted of typing classes, administrative classes, and more physical training -New experience to do formal typing, but it wasn’t difficult -Trained with men from all over the United States -Mostly high school graduates, but there were some college graduates -Learned how to fill out a variety of forms �-Got one pass on the weekend and got a leave during Christmas -Went to Fort Benjamin Harrison, Indiana, for more clerical training -Trained there for two or three weeks -Learned about Army financing and accounting (00:11:55) Stationed in West Germany Pt. 1 -Received an overseas assignment for West Germany -Had orders to report to Fort Dix, New Jersey, for deployment -Placed on kitchen patrol duty for two days until his orders were finalized -Flew to Frankfurt, Germany -Pulled kitchen patrol duty there for a few days until he had orders for a unit -Assigned to an artillery battery in Ober Ulm, Germany -Unit was in the field on maneuvers and he wanted to join them -There was no spot for him, so he did kitchen patrol duty for three weeks -The base at Ober Ulm was a newer base and most likely built after World War II -He was attached to the motor pool to serve as its clerk -Kept log books for vehicles of the artillery batteries -Ordered parts for vehicles -There was quite a bit of work, especially because the log books were in terrible shape -Had to clean up the motor pool due to a Command Maintenance Management Inspection -Get the paperwork in order -Had some help from mechanics, but he did most of the work on his own -Reported to the sergeant of the motor pool -Career soldier, about 40 years old -Peter got along with him -Had a lot of contact with the drivers -Had barracks with three to four men per room -Started in a four-man room then eventually got into a two-man room (00:21:45) Cold War Tension -Never thought the Soviet Union would attack -Had nuclear shells for the howitzers -Didn’t seem feasible for two nuclear superpowers to engage in willful self-destruction (00:22:41) Stationed in West Germany Pt. 2 -Stationed in Germany from March 1968 to June 1969 -The German people weren’t very receptive -Probably walked past former German soldiers -Remembers a German family avoiding him and another soldier -There was an element of tension; unfriendly, but civil -Unit moved to Augsburg -Bigger city and more interesting -Visited Munich during Oktoberfest and other parts of Germany -Assumed that he was going to stay in Germany for the duration of his enlistment -His original battery commander went to Vietnam, and the replacement came from Vietnam -Slated for promotion to sergeant, but there wasn’t an opening, so he didn’t get the promotion (00:30:23) Deployment to Vietnam -His name came up for deployment to Vietnam in July 1969 -Allowed time to go home and visit his family before deployment -Flew from New York City to Fort Lewis, Washington -Arrived a few days late -Received a week of training (rifle training with M16, jungle training, animals to expect) �-Flew on a chartered commercial flight to Vietnam -Stopped in Japan (00:34:05) Arrival in Vietnam -Landed at Cam Ranh Bay -Oppressive heat and the overwhelming smell of burning feces and trash -Taken to a processing center and told to wait for orders (00:35:28) Assignment to 101st Airborne Division -Originally had orders to join the 101st Administration Company in Bien Hoa -Placed on a C-130 and flew up to Bien Hoa -Saw the 101st Airborne Division flag and thought it was a mistake -He was now in an infantry division -Assigned to C Company of the 2nd Battalion of the 506th Infantry Regiment -Assumed that being in an airborne division mean being a paratrooper -Learned that it had changed to air assault (dropping off troops with helicopters) -Had a brief orientation at Bien Hoa when he joined the 101st -Rifle training, jungle training, and what to expect in Vietnam (00:38:39) Joining C Company -Sent to Camp Evans to join C Company -Joined them in mid-July 1969 -Most of the company was in the field when he arrived -The soldier he was replacing gave him a thorough rundown of what to do (00:40:30) Stationed at Camp Evans Pt.1 -Started with morning report, administrative tasks -Leave orders -Assignment orders -Roster for the men wounded or killed in action -Able to monitor radio traffic and hear the fighting in the field -Didn’t always know where C Company was operating -Platoons were spread out in the Lowlands conducting patrols -The company had some enemy activity, but nothing too intense (00:44:02) Captain Vazquez-Rodriguez (Commander of C Company) -Never met a better leader than Captain Vazquez-Rodriguez -He was competent, focused, and had combat experience from the Korean War -Commanded respect -Wanted to make sure his men survived the war -Convinced that the North Vietnamese knew of, and feared, Captain Vazquez-Rodriguez -Had some contact with him -One time he accidentally sent back Vazquez’s mail -He didn’t understand Hispanic naming conventions for surnames -All Vazquez had to do was glare at him and Peter never did that again (00:48:10) Stationed at Camp Evans Pt. 2 -Worked with a few supply sergeants -One of them was incompetent, but he got along with the rest of them -In charge of getting supplies to units in the field -Didn’t have much contact with men unless they stayed at Camp Evans for an extended time (00:50:53) Battle of Firebase Ripcord -He left Vietnam on July 9, 1970, shortly after the battle began -Remembers when C Company got hit on Hill 902 on July 1st and 2nd -Heard about it and monitored the radio traffic from the company �-Knew it was a bad situation -Went to the helipad at Camp Evans to see the wounded coming in (00:52:34) Stationed at Camp Evans Pt. 3 -Got up in the morning and did his daily tasks -Leaves, coming and going of troops, emergency notifications from the Red Cross -Typed up letters for the men that had been killed-in-action -Got up early and did as much during the day as possible -Capable of getting work done in a normal shift most days -Very good conditions compared to the jungle, but it was still primitive living -Used outhouses, and had gravity-fed showers -Had a mess hall that served hot food -Had a Non-commissioned Officers Club, but he felt the field soldiers deserved it more than him (00:55:21) Race Relations & Drug Use -Didn’t notice any racial tensions in C Company -Had a Hispanic commanding officer and a black sergeant -Knew of racial tension in other units -Knew there was some marijuana use, but not too prevalent -Remembers one soldier tried to go into the field with a belt of marijuana -He was stopped from going into the field -Captain Vazquez-Rodriguez didn’t tolerate drug use -Too dangerous for men to be intoxicated in the field (00:57:53) Other Duties at Camp Evans -Pulled bunker duty briefly after he arrived at Camp Evans -Stopped doing that after he became the company clerk (00:58:09) Changing Personnel in C Company -Captain Hewitt took over C Company in June 1970 -Never had much contact with him -Brought in a man from the field to replace him when it came time to leave -Had a PhD (00:59:38) Contact with Home -Did a Military Auxiliary Radio System (MARS) call home once -Using CB radios to relay a signal to get his parents on the phone -Complicated and difficult to coordinate -Wrote letters home a lot -Mothers always asked if he was safe and he told her he was -Mother knew he was lying, because she saw news that Camp Evans had been attacked (01:01:08) Enemy Contact -Relatively safe from rockets and mortars -Mortar attacks became predictable -As long as you avoided a direct hit, you were fine -Took cover in a bunker and waited for the bombardment to pass -Remembers being forced to dive into a sewage ditch once during an attack -Enemy fire was fairly random -Took minor casualties at Camp Evans -Always had enough time to take cover -Bombardments never lasted long enough to cause significant damage -North Vietnamese sappers probed the perimeter, but never mounted a full assault (01:03:27) Contact with Civilians -Had civilians working on the base �-Didn’t work near the infantry company quarters -Worked as cleaners (01:03:54) Travel in Vietnam -Went to Camp Eagle for work on one occasion -Visited the USS Sanctuary (a hospital ship) to deal with paperwork for a wounded soldier -Soldier had been mortally wounded and died on the ship -Peter had to go to the ship to fill out some paperwork for the soldier -Villages were forbidden -If you were caught in a village, you got a court-martial (01:05:00) R&R -He took his R&R in Sydney, Australia -Always wanted to see Australia -Heard good things about the Australians -Went to some clubs and met some Australian women, never had to pay for a drink -Visited in early 1970 (01:06:16) USO Shows -There was some USO Shows at Camp Evans -Entertainers from Taiwan and the Philippines came to put on shows -He selected some men to go to Camp Eagle to see Bob Hope’s Christmas 1969 show -Only picked men from the field to go to that show (01:07:20) Discipline Issues -Knew a soldier that was going to receive a court-martial for being AWOL for three months -Arrested in Saigon dealing on the black market -Sent back to Camp Evans to wait for his trial -Peter was in charge of assigning him to the mess hall for kitchen duty -Threatened to kill Peter if he tried to make him work again -Next day, Peter threatened to shoot him if he didn’t go -Had another soldier huffing gas to go crazy so he’d be sent back home -Peter tried to counsel him and make him stop, but he never did -Wound up pointing a rifle at military police -Peter talked him down and stopped him from shooting the police -He was arrested and Peter never saw him again (01:11:08) End of Tour & End of Enlistment -The end of his tour in Vietnam coincided with the end of his enlistment -He wasn’t offered a reenlistment because the 1st sergeant knew Peter wanted out -Didn’t want to try and pressure him into reenlisting -Went to Da Nang, then to Cam Ranh Bay to wait for a flight to the United States -Flew home on another chartered commercial flight -Stopped at Manila, Guam, and Hawaii -He and the other soldiers went to the airport bar in Hawaii -Calm and polite, but people still left the bar to get away from them -The flight home was quiet -Only cheered when they left Vietnamese airspace -Thinks a lot of men took the time to reflect on their time in country -Landed at Fort Lewis, Washington -Out-processed there -Given a physical examination, new uniform, and a steak dinner -Talked to finance officer about final payment -Noticed he was getting extra month of pay, but didn’t question it �-Protesters were outside the base screaming and spitting at the returning soldiers -Kept away from the soldiers to prevent violence (01:17:45) Coming Home & Life after the War -Didn’t deal with any harassment on the flight from Seattle to New York -Family met him at the airport and his mother had over extended family to welcome him home -It was jarring after recently losing so many friends at Hill 902 -Took a few weeks off to readjust to civilian life -Got a job at a butcher shop -In October 1970 he got a job as a customer service representative with Consolidated Edison, Inc. -Utility company serving New York City -Worked for them for 43 years -Paid for him to go back to college and the GI Bill also helped pay for college -Got a bachelor degree and a Master of Business Administration (MBA) degree -Graduated in 3 ½ years -Uncle got him his job at Con Edison (01:22:17) Ripcord Association Reunions -Didn’t talk about his time in Vietnam after he came home -Avoided the topic when it came up -Got involved with the Ripcord Association in 2006 -Learned about the Ripcord Association Reunions -Heard that Vazquez-Rodriguez was attending the next reunion -Lee Widjeskog, a fellow veteran from 2nd Battalion, encouraged him to go -When he got to the reunion, C Company survivors embraced him and made him feel welcomed -Got to see Vazquez-Rodriguez again (01:25:15) Reflections on Service -Trained him how to work as part of a team -Taught him how to be understanding and accepting of different people -Taught him that it was sometimes necessary to rely on others for help -Helped him in his business career after the war � 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 MeloroP1957V Title A name given to the resource Meloro, Peter A (Interview outline and video), 2016 Description An account of the resource Peter Meloro was born on April 2, 1948, in Brooklyn, New York. He enlisted in the Army in 1967 and received his basic training at Fort Gordon, Georgia. He went to Fort Jackson, South Carolina, then to Fort Benjamin Harrison, Indiana, for his clerical training. He was stationed West Germany with an artillery unit from March 1968 to June 1969. Peter received orders for a deployment to Vietnam and was sent over in July 1969. He joined C Company of the 2nd Battalion of the 506th Infantry Regiment of the 101st Airborne Division as a company clerk. He worked at Camp Evans doing paperwork for the company and also monitored radio traffic when the company was in the field. He left Vietnam on July 9, 1970, and was discharged at Fort Lewis, Washington. Creator An entity primarily responsible for making the resource Meloro, Peter 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 Source A related resource from which the described resource is derived <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Type The nature or genre of the resource Moving Image Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-08 Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9499ea6e9ed04af38d172d5ad248bd3c.pdf 16021a4417d029e523577918bfe47211 PDF Text Text MENDON ~llr:IoJ:J AT FUNCTION JUNCTION CAMPGROUND CORNER OF M-&O & M-'16 MENDON, MICHIGAN AUGUST 13•14•15 * SECURE REAL INDIAN CRAFTS * INDIAN DANCING AT ITS BEST *CAMPING FACILITIES * INDIAN DRUMMERS * PRIZES FOR CATEGORIES MUST PARTICIPATE IN ALL EVENTS FOR FINAL JUDGING NO ALCOHOLIC BEVERAGES RATIONS PROVIDED FOR PART/Cl PANTS JOHN BUSH SHELBYVILLE, MI 49344 616-792-9193 STAN MORSEAU GREGORY, MI 48137 312-498-3276 BETTY PAMP LANSING, Ml 48906 517-372-6177 RON MIX P.O. BOX 394 WATERVLIET, MI 49098 � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_mendon-pow-wow_1982-08 Title A name given to the resource Mendon Pow Wow, August 1982 Date A point or period of time associated with an event in the lifecycle of the resource 1982-08 Description An account of the resource Mendon Pow Wow flyer, Mendon MI, August 13-15, 1982, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Mendon Pow Wow Committee Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/d125468df388f5ecf64d923786e42cdf.pdf 49ef3ace42929f0392c33b058f747c51 PDF Text Text INDIANS FROM ALL OVER THE UNITED STATES & CANADA &111 'Ut.S X\fl'JCt'C, si.·,,.,.,,,, 1 AUGUST 13-14 'l)a. I~ sea.llic.e. MUST PARTICIPATE IN ALL EVENTS FOR FINAL JUDGING ADULTS:$2.00 • CHILDREN:$1.00 • UNDER 5 FREE S!'t,IISO~F1' '1IND0N /3Y P,1A1-Jv1II c,,,,M,re E I RAFFLE FOR- INDIAN BLANKET I No ALCOHOLIC BEVERAGES STAN MORSEAU GREGORY, Ml 48137 312-498-3276 BETTY PAMP LANSING, MI 48906 517-372-6177 RON MIX P,O, BOX 394 WATERVLIET, Ml 49098 � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_traditional-mendon-pow-wow_ Title A name given to the resource Traditional Pow Wow, August ???? Date A point or period of time associated with an event in the lifecycle of the resource ????-08 Description An account of the resource Traditional Pow Wow flyer, Mendon MI, August 13-14, ????, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Mendon Pow Wow Committee Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/29688031d04b9bfc388495902b5d5b07.pdf ad7aaf31ca1e6a0ed37757b8cfea45c7 PDF Text Text TRAOlTlONAL ...L.~~~ r AUGUST ttu t2 AT FUNCTION .JUNCTION CAMPC:IR_OUND,'., CORNER OF M-~ i M-fo<o ,:f MENOON,MIC.-Hl(:iAN AouL'l'S: ¼Z.22 IND1AN$ FR.OM AL.L- CNER. ,,HE. UNITE:D STATE'.S AND CANADA. • $6CUR6 KSAL INDIAN~ • ~OIAN DANGING l(f m asre OHILD~: e CAMPIN& PAOILfflSSe e INDIAN D R ~ e -~s BY DNnJal<:>.N <:»U.Y • Ne ~ . IRAPFlB fel\.INDIAN g ~ , FADmNeis. G\PILL 8':>X,~ Me.RS ... j Sf'ONSORE.D _e,'{ ME.NOON POW WOW COMMl1'f6£ 0 *I-~ DNDSR s ~ TRADERS PLEASE CONT ACT: JUDY PAMP LANSING, Ml 48906 CS I 7) 372-6 I 77 � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_traditional-pow-wow_ Title A name given to the resource Traditional Pow Wow, August ???? Date A point or period of time associated with an event in the lifecycle of the resource ????-08 Description An account of the resource Traditional Pow Wow flyer, Lansing MI, August 11-12, ????, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Mendon Pow Wow Committee Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/5d2a749c2b6a79b32cf8628081729337.pdf 8ab41223c89f5716c77803500cf8b680 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de 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/. Title A name given to the resource Formulae epistolarum [folium 106] Identifier An unambiguous reference to the resource within a given context DC-03_106Maneken1488 Creator An entity primarily responsible for making the resource Mennicken, Karolus, 1413-1493 Description An account of the resource One leaf from Formulae epistolarum by Carolus Maneken. Printed in Heidelberg by Frederich Misch in 1488. [GW M20494; ISTC im00183000] Publisher An entity responsible for making the resource available Heidelberg: Frederich Misch Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1488 Source A related resource from which the described resource is derived Seidman Rare Books Collection Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/368d53d716a2b970e5881ce8e7d7f6fb.jpg 5832cec7cfa0b961238055accdd0fd68 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley Ravines Creator An entity primarily responsible for making the resource Grand Valley State University Krohmer, Stanley Contributor An entity responsible for making contributions to the resource University Communications Institutional Marketing Rights Information about rights held in and over the resource In Copyright Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives 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 eng Subject The topic of the resource Grand Valley State University Ottawa County (Mich.) Grand River (Mich.) Ravines -- Michigan Land use Nature trails Outdoor recreation Architectural rendering Facilities Maps Photographs Publications Description An account of the resource Collection of digitized photographs, graphic materials, and documents related to the physical environment and history of the ravines on GVSU’s Allendale Campus. The items curated for this collection were digitized from the Grand Valley Ravines Natural Area collection and the Stanley Krohmer Photographs collection, in addition to other materials from University Archives that illustrate the significance of this natural feature to the GVSU campus community. 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. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001232 Title A name given to the resource Aerial photograph of snow-covered campus Creator An entity primarily responsible for making the resource Menning, Curtis Description An account of the resource Black and white photograph featuring a wintry aerial view of Grand Valley's Allendale campus and the surrounding wooded ravines in February 1973. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Facilities Ravines -- Michigan Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</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 1973 Source A related resource from which the described resource is derived University photographs, GV012-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/4d60f6a4a26d054225de2696f4872cbb.mp4 67a82aa8f7df39fc812e6cadd27de972 https://digitalcollections.library.gvsu.edu/files/original/657d7614ad54fd0d3e6db113db6ed194.pdf 9891caf345f4bf376c4fe20404ce1b80 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Dahleen Menning Date: 1984 Part: 1 of 2 [Menning] Okay, it's hard for me to think back succinctly over almost nine years since we began, since I came. I came, I think, the second year of William James. Actually, it was the third technical year, but the first-year faculty weren't teaching and I was hired the second year that faculty were teaching. So, I saw it pretty much from the time it was a tiny, very tiny college to right up to the end. It kind of went through a growth period and then had loss some students. And seemed like that even though at the beginning we were struggling with so many things: places to have classes, all kind of very basic functions of just getting the teaching job done. There was a real excitement at that point to the students and the kinds of interactions between the different individuals, the faculty and the students, and all the parts that go into to making a college, that didn't sustain itself all the way to the end, after nine / ten years. The memorable things from that early time, besides having my office in a tiny basement, squalid place, was the real independence and assertiveness of the students that would come to you and say I want to do XYZ and here's how I'd like to do it and they had a plan. They thought it all through. They were able to pretty much assess what they would need to learn and how they would go about affecting this whole thing in their lives and could see down the road and it was a very exciting thing to see that kind of independent thinking. Now we had good dialogues and some bad dialogue. I remember with students that used to argue, just for the sake of being argumentative, about their projects, their particular work, their process, but most of the time it was a really exciting, stimulating dialogue of growing and sharing, and those are the times that I remember best with the most affection I think. There was an exploring feeling amongst the faculty, as exploring feeling my student and even when things didn't go well bureaucratically for some students, often times they get hung up in the records office over procedures, those things didn't seem to bother them. We'd roll with the punches, we'd go over and straighten it out and sometimes even it was even funny and a bit humorous and we all enjoyed that. It was part of the reaching out and exploring. The students that I remember most clearly from that particular group were really wonderful creative artists that I had in class, that in spite of the fact we didn't have a traditional art program at that time, they seemed to grasp the necessary things that were necessary to the art world, and they put them together and integrated in with everything that was happening at William James and they wanted to be part of the whole thing, and yet they could retain their independence as artists and I found that very exciting and very mature and that is what I thought was the ideal and I thought we lost that about sixth, seventh year, toward the very end. �We didn't see students that exhibited that kind of independence. One that usually sticks out in my mind took us through the whole art therapy program deal because that was initiated by student who came into my office and planted her feet and said: "I want to be our therapist and I think I can do it here. Can I do it here? Here's how I'm going to do it." And I took a deep breath and said, “Well, it looks like you can probably do it here. Let’s see if we can.” [Menning] And we actually put together an art therapy program for her that involved internships and involve psychology courses, the art courses that she needed, she had to take a few things over in the College of Arts and Sciences, but by in large she put together a very strong personal program to study art therapy with the resources that we had in the college. And that was my first real introduction to internships because my particular persuasion in the arts is not an internship related thing. In the fine arts there's not much you can do. You can't really understand the painter. So, I had to go out and generate internship placements and this student went out and she and I found them. We persuaded people to let her try. It was a very ticklish situation because it involved working with people in a clinical setting and she lived up to the promise. She was very mature, she handled herself beautifully, and she set the pace and then right after her and I have no idea how students seem to hear about it but they came out of the woodwork and they found out that we were doing something with it and they want to do it too and it wasn't very exciting thing and integrated the coursework from the social sciences and from the fine arts and seem to be what the college was about and that represented I think one of the nicest ideals. And we had a group of students that went through, in the art therapy program, we didn't really have one, but they devised their own programs, more or less, and most of the students that I've kept track of have gone on to graduate school one way or another. Some by taking time off to work locally in various social service agencies around town, some of them rose to administrative positions in social service agencies and went on to graduate school, some went right away. But they all seem to make something of themselves and they all seem to use initially what they decided they wanted to do in the context of William James College. And that seem to be one of the shining examples for me and out of that discussion with a student came the class that I was the most excited about in the end, as an integrated thing, and that was the developmental art course that I taught initially, I think with Willard Bradfield, and then I taught it on my own, changing and developing and actually integrating practicum into that, plus studio experience, plus theory and it was a very involved kind of course and the students came through that course were clearly changed in their approach to things in life. And that was what was really exciting to me. That that one course made a major difference in those students in their entire life. They saw things differently, they saw how they could affect change and people even if they were never going to do it quite that way, even if they were never going to be in the classroom or if they were never going to do art therapy, in particular. They all saw that there �were methods for taking theory and then applying them and that if you learn something and used it you could make something else happen and it was a very powerful thing for me to see that happen, I think I learned a lot, and I change a lot of my own teaching philosophy from that. It was a give and take situation with me and the students. [Menning] They wanted something, ask if we can provide it, I was one of the providers, I learned, developed my teaching ideas, developed a course to suit their needs, they responded to the course they went on to do other work that was a companion to that course and went on and graduated and did something important. And that seemed to be a whole example of what the college was supposed to be about. Then later on we tried to deal with this art therapy and make it a "program" and we tried to pin it down because people got nervous about it. People, you know, college, and people across campus because it had clinical associations nervous that we wouldn't do it right or we'd damage somebody and so on. And the whole thing got rather tight and everybody got into it and then got out of it, and then we dropped it. But there were I guess three, four years there where it seemed that we really were able to do something important with students with the nucleus of the few classes, and a few faculty, and a few student working together and learning and teaching each other. Now that was one of the most memorable experiences that happened over a process of several years. There were others I think that we're maybe a little less outstanding in there William Jamesian-ness. There were students and classes in just the art courses portion of the arts and media programs that I saw do actually marvelous things and brought to class a personal integration of what they were learning in the college but didn't have such a strong identification with any one group of things and there were individual students that classes from other individual faculty and have very good dialogues with those faculty and with me and that we knew each other and had and shared that but it didn't happen in such a programmatic way. [Barbara] Then what happened? That happened a lot and then what happened? [Menning] Well, it seem to me that about the fifth, sixth year the students changed quite a bit in their independence, and they became less assertive and less self-directed and didn't seem to want to struggle with why am I doing these things this way and answering questions for themselves and they became more interested in the how should I do it and their focus and classes changed radically. I felt a real difference in their need for different teaching styles. Much more emphasis on what needed to be done coming from the teacher. Much less willingness to explore a personal route. More willingness to work hard sometimes I think, an eager beaver attitude toward let's get the work done but you tell me what the work is and the students initially were more interested in defining what the work was. And so, my teaching style changed quite a bit. I noticed that my, well first of �all, I start writing syllabi for courses, finally. Some of them are fairly loose syllabi. Certainly, wouldn't pass muster to some of the things that end up writing now. But nevertheless, I had to make a plan and follow through. I started to have to have rules about attendance. One of the other things that happen I think was we got a lot of bureaucratic nonsense laid on us that had to do with money. We had to have more students in our classes. [Menning] And all of a sudden confronting thirty students in a studio class changed the dynamics from when we have fifteen or eighteen. And it made a huge difference in how you approach them as individuals. You couldn't talk to them at length and so you had to treat them as groups. So that may have changed. And I think the times changed. There wasn't as much interest in sympathy toward an independent way of thinking and striking out on your own is there was initially. So probably a whole bunch of influences put together changed it radically for me and I found my interest the last two to three years, particularly the last two, it was very hard to sustain my own interest in that the teaching became so different that I started reverting back to more of a disciplinary approach in my own field more of an art approach that sustained my independent interest because I had lost that feeling of group. I think the faculty got a little large; was hard to maintain that cohesiveness amongst faculty. Then we did lose some faculty as programs were cut. But it seemed a little big at the end and I think maybe we outgrew what was possible to do in that same sense. [Barbara] Okay, we are rolling. [Menning] Alright, as I've put a little bit of distance between the close of William James and my own life, a number of things have passed through my mind as they have everybody, I'm sure. But there were obviously more than one group within the college, amongst the faculty, because there were different people coming from different kinds of backgrounds that had different experiences and they tended to cluster somewhat because it's only natural that you speak and commiserate with people and have a similar background and a basic understanding in the same way. And so, there were a group obviously that were centered around somewhat the arts, or at least a more applied way of doing things, and sometimes they were technological way, sometimes there are simply practical ways of getting things done. And then there were people who did a lot of the thinking and the reading and sometimes we didn't always agree and we tend to find a schism I think between two point of view very often and how to approach different issues within the college. And those are always interesting times for me, all the way through to college, but in hindsight as I look back on that; I've thought about the fact that I learned an enormous amount being a faculty member and this kind of college, perhaps more than I contributed, although that isn't the right way to say it. [Menning] But I had to stretch and reached to learn from the frame of reference of others �where they were coming from. I had to read some other books I had to look for the philosophy and understanding of what we were about, and I didn't have a similar thing to contribute in a way that seem to fit the discipline of the arts is kind of a singular process and as I tried to enter that world again, the one thing that has struck me and sometimes with a certain amount of anger and resentment and then sometimes the feeling well we choose a life course and it takes is on a route and then we accept what we getting and then we change back again sort of a live and let live attitude. I oscillate between being somewhat angry and its okay type of attitude that the growth that I experienced didn't take me down my professional path very much. It took me in a sideways way where I learned an awful lot of things. I read a lot of books, learn how to work with people that were very different from myself, learn how to appreciate their values and what they had to contribute. I'm not sure it was always mutual, and it took a ten-year hunk out of my professional life in terms of my own growth as an artist. And now that I'm reentering that world again, I find that frustrating, and sometimes threatening, and the anger builds because I didn't maintain the contact with my field that I wish I hadn't done in hindsight. It didn't seem important in the first few years. The rush of building a college was very strong. The excitement of integrating the need to talk a lot with other people and why we were going to do it this way and that way and work out some systems and build these classes seemed so all consuming that I lost personal side of my own goals. And then I began to find them again, but I didn't have an easy access route to affecting those. I didn't have a studio space. There was no academic support in the college for me to do my thing. I noticed that in particular when it was time for me to take my sabbatical, there was no money for me and the excuse was that I hadn't been doing my thing and therefore I didn't get to have money to do my thing. It was sort of like they haves got and the have nots didn't get, you know. And I felt somewhat cheated because I had done all these things for the college, for William James, the greater good, thousands of hours of countless committee work. And yet there wasn't fifty dollars in the budget for my own artwork based on the ground that I had and stay current. And I've thought about that and I thought that was unfair to this day, but I wish that I had stayed current and in hindsight I would have tried to find a way and maybe insisted on it. If there had been any other way to do the college I think that would be the major thing I would like to see change, would be to have some way that would insist that the faculty stayed current part of their own field so that they didn't lose that. And that might have retained the excitement for me, to bring that back into the college and into the mix. Maybe I went dry. Maybe we all went dry. The times were definitely different toward the end. But the initial excitement was lost, and when I came to the college I was fresh from a large body of work, my own personal was high, I wanted to share all that wonderful stuff with everybody. But then I wasn't doing it and after four, five years of not doing it there's nothing left to share. [Menning] I think I had given all that was inside of me and then it got kind of flat and I really �had to work to sustain it, and I guess that's for my teaching changed. The students were changing. We were all changing and the times are changing. But I would like to have done more with my work. I wish that the college had then sustained our own professional work now. They arrange for studio spaces for the College of Arts and Sciences Art faculty. That should have been done for the Arts and Media faculty. That we should have been given studio spaces. The adequate funding, recognition for work. That should've been done for everyone. We should have been encouraged to go to conferences, exhibit our work, retain the professional identity in our field. And that maybe would have made a major difference. It might've been the difference between the college closing and I don't know, there's so many intangibles there, but it certainly I think would have given me a sense of self-worth that was starting to wane toward the end because ourselves got so entangled up in the whole that was hard to find us. I had a hard time finding me in the end. And I guess that's why my own interest started to lag and that I started to seek way to find me again, which was to naturally revert back to where I felt strong in the beginning was in my own field. And that's both good and bad, you know there's not a clear-cut run answer to that. But now that I'm back there I feel whole again. I still have things to share that I can share with other people and like to do that. But somehow there was no balance at that time. And maybe that was the one failing aspect of the whole endeavor was that we went overboard trying to build this thing and then they maybe ten years wasn't long enough for us to have the bounce back time and then to come back to the middle and level off at some point. We got cut off for whatever reasons maybe a little bit too soon. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng 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 GV016-16_GVSU_16_Menning Creator An entity primarily responsible for making the resource Menning, Dahleen Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Dahleen Menning interview (1 of 2, video and transcript) Description An account of the resource Interview with Dahleen Menning by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Dahleen Menning was a faculty member of William James College who taught studio art and developmental art. In this interview, Dahleen discusses her overall experience being a part of the William James community and her most memorable moments including teaching a developmental art course and the growing student interest in Art Therapy within the Arts and Media concentration. This interview is part 1 of 2 for Dahleen Menning. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Art Study and teaching Art therapy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7962b21f3a15519a3b68f8f811286896.mp4 5d202f75883c15c76b0e22bcbebad4dc https://digitalcollections.library.gvsu.edu/files/original/c285beec6f8420828ed242015cf83a9e.pdf e25b52bb7f9e3ed342ed743fa74286c2 PDF Text Text William James College Interviews GV016-16 Interviewer: Barbara Roos Interviewee: Dahleen Menning Date: 1984 Part: 2 of 2 [Barbara] We are rolling. So nice. Such a nice shot. Anyway, we are rolling [Inaudible]. [Menning] Okay, I thought a lot about whether or not we gave the students a quality education. And I think we gave a lot of them very good education. I think we get a lot of them a minimum education. But I'm not sure that that's different from any other kind of college. And that’s the thing that I keep coming back to. And I think about what we gave our students and I think about what I got from a very important major university traditional education, although I didn't have a liberal arts education, I had a very specialized art education but I had their traditional distribution stuff. I also learned some intangible things from my university situation that weren't planned, that taught me more than the things that were planned. And I thought about that many times, that the things that had happened to me, particularly as a graduate student, that were not supposed to be part of the program but taught me coping skills that made it possible maybe for me to even teach at a place like William James. And I think that we gave students a lot of coping skills that were kind of side by side to coursework that they probably drew and maybe continue to draw on more in some ways because life is like that and the real world isn’t [?] a place as a university or campus settings. And so, I think of students struggling to help organize the college, and early on particularly struggling to fight for a course they wanted, struggling to argue their program through, in some instances, and try to defend why it was worthwhile for them. Those probably were good experiences for students. I think that we let some through that were non-thinkers. But they get through every place, even Harvard has some of those, I think, there's people I guess with a minimum they can do, and manage to, you know, pass things at the minimum level. So, every place has students that can do the least possible. We certainly had some. But I think that we were a challenge to students, particularly when they came to graduate. I are used to tease them, and still do, there's a few that are still finishing up this last year, that just to get out was the real test. If they can get their program approved and they can write about it intelligently that in spite of all. And that was sort of an extracurricular academic activity. It wasn't part of a regular course in spite of the fact we tried those various courses about building your program. I can't remember what they're called now, so that obviously didn't stick in my mind that well. But we did try to make students write something about their program and the ones who really struggled with that I think learn some things that were intangible that probably serve them well. And the fact that they had to get out there and maybe generate their own internship, or they actually were part of �council and that they learned how to argue a point and present their case and hold their own against some fairly strong voices that were articulate. They learned coping skills and how to work with people that were different from themselves. And when I take a look at some of those former graduates, I think, "Wow!" [Menning] Those people are doing well in the world and what is an education? And then we start to talk about deep philosophical things. Is it a mere smattering in a smorgasbord way of a certain amount of history, philosophy, English, all of those things? Or is it really learning how to learn, and enjoying what you're learning, and then in life you get around to it in turn as you begin to discover what you want to learn. Which was part of the initial goal of the college was that you would learn what you needed to learn. Well, we never really quite had time for that in four years. It didn't seem that it was time to learn something and then discover that what you needed to go forward you had to go back and learn this. That most students needed to progress through much more quickly and in a more orderly fashion. But that's how life is and that we all continue to learn things that seem important to us because of what we bring to it at that time and I think that a lot of those students that we graduated learned that. They learned that learning was fun, that there was an exhilaration to learning, that it had work attached to it, on occasion, for some people. And that was the value. And I think that because the systems were very loose there were a lot of people who escaped. And we let them escape and sometimes we had a few good arguments about some of them, and there were tears in the hall, and a few loud voices and things over a few of them. But those seem to be the exceptions. I think that by and large we gave a good education to the majority of our students. I would say probably seventy percent got probably a more personal considered education by teachers who cared about them in person, rather than them as a group, who knew their names personally, who can call their name in the hall when they met them going down a hall, and they had a more personal interaction with all of your faculty than they probably would have had in almost any other setting I can think of, other than a few similar alternative colleges around the country, on our campus, and elsewhere. That they had to maybe even confront the fact that we did know who they were in class. They couldn't hide behind a number, or seat, or an alphabet alphabetized row. That they were responsible and even though they didn't do well sometimes and they knew they weren't doing well, they knew that we knew it. It wasn't something they can escape exactly, so they had to own up. There was a certain honesty and fessing up for what was accomplished or what wasn't accomplished. And I think that was good. Even when we didn't somehow strike the right number with the right personal time, because we didn't, clearly. And toward the end I thought that the students, in general while they wanted to learn, they had a different attitude about what learning was about. And the whole thing changed quite radically there. Not just in the courses and in my own teaching, but in my opinion, in the advertising and in the way that we set up the programs. We �started to really pin the stuff down. What they had to study, some of which was good and some of which wasn't. And I think in some cases it was good because students needed that and in other cases it probably damaged a few. And so, I think on both sides there were good things and bad things. [Menning] But I think certainly the education, in my opinion, would measure up to almost anywhere, particularly for the student who grasped it for themselves took hold. [Barbara] If you had to sum up what made James in just a sentence or so…? [Menning] [Laughter] If I have to do anything in a sentence or so I'm sunk. When I think about uniqueness, as a college, I guess independence is the word that keeps reoccurring in my mind. Of all the good things that happened, the best thing happened when people took things into their own hands and then did it. Now both on the part of students and on the part of faculty that occasionally caused some abrasion and some fireworks but things got done for that individual. And the independence and then generated on the part of everyone built a better person, in my opinion, and I keep thinking about that. Integration was another one of the buzzwords that flew around a lot. But I like the idea that people took initiative, and they did things on their own and they didn't always ask first if they could, they just assumed that it was alright, and they went ahead and they tried things. That wasn't a sentence or two but that's… I think that's what sticks. [Barbara] Okay [Inaudible]. [Menning] I think one of the exhilarating things for me personally that I think contributed to a good education to students and to all of the good things that came out of William James was for me and my life was the first time that I had ever encountered a whole batch, a lot, more than one or two professional women altogether contributing to the whole in a way that really made a profound difference. In all of my undergraduate years as I thought back, I had only encountered three women faculty in the entire time none of which had a profound effect on my life. I didn't happen to study under them because of their discipline wasn't my choice. So, I only have them as a cursory experience. And I had never experienced a place where women were major part of anything, and all of a sudden, and perhaps this is where I got caught up for myself to, was a chance to actually do something and believe that I could do it, and that no one else bothered to tell me I couldn't, and nobody suggested that I couldn't. In fact, everybody said, "Well, of course you can." And that was a very heady time, I think, I had enormous respect for the professional expertise that all of those women faculty brought. And even thought I didn't get to know all them well, some of them left shortly and went on other things, there was a time there where you really felt that it was equal it was a totally egalitarian time where everybody's ideas count equally. It didn't matter who you were and it there was not an "old-boy" network that you somehow have �to plug into first. And that was one of the most exciting times. And I think that contributed to the students. The women students saw role models. [Menning] The men students saw that women were equals in this mix, and so they gave you due respect. And the attitudes were different and I noticed that immediately. And since the end of William James I have noticed a change away from that. Not in my own particular setting as much as I have noticed that around campus and other places, and I can see that that really is a very unusual situation. I think that is one of the exciting things that came out of William James. It had that wonderful sharing. [Barbara] Start take. [Menning] I think probably the one really seriously negative thing that was a thorn in my side all the way through was the tension between the two groups of faculty that I alluded to a little bit earlier. The, I think, the Arts and Media faculty particularly as a group, although didn't include all of them actually, but the people in that group who made things and who are very pragmatically oriented, and then there were other groups of people, the other body of faculty who tended to not make things and didn't have that as their experience, but they read things and wrote things. And we approach life differently. We approached organization differently. We approach things differently. And I never ever felt the kind of respect from the group of faculty that read and wrote things that I felt I should have an artist person who made things. That came out a number of instances different tilts that we had by and large. I think it affected how we resolved things in the college. Those two groups would very often line up on different sides of the issue. We could’ve almost expected to never agree on certain kinds of things. And consequently, may have contributed to the ending of the college or may not have. Tension is dynamic and wonderful in certain instances and then it's just destructive and I think that it had its destructive moments and then it had some dynamic excitement to it at that point. And so, it was both bad and good but we didn't ever resolve how to be different together and I wish we had. � 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 William James College Interviews Description An account of the resource Videotaped interviews of William James College faculty, students and administrators by Barbara Roos. William James College opened in 1971 as the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. Curriculum was organized around three concentrations that were meant to be interdisciplinary career preparation offerings: Social Relations, Administration and Information Management, and Environmental Studies. The college was discontinued in 1983 during a reorganization of Grand Valley. Date A point or period of time associated with an event in the lifecycle of the resource 1984 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Interdisciplinary approach in education 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 Roos, Barbara (Interviewer) Identifier An unambiguous reference to the resource within a given context GV016-16 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng 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 GV016-16_GVSU_17_Menning Creator An entity primarily responsible for making the resource Menning, Dahleen Date A point or period of time associated with an event in the lifecycle of the resource 1984 Title A name given to the resource Dahleen Menning interview (2 of 2, video and transcript) Description An account of the resource Interview with Dahleen Menning by Barbara Roos, documenting the history of Grand Valley State's William James College. William James College was the third baccalaureate degree granting college for Grand Valley. It was originally designed to be an interdisciplinary, non-departmentalized college consisting of concentration programs, rather than majors. The college opened in 1971 and was discontinued in 1983 during a reorganization of Grand Valley State. Dahleen Menning was a faculty member of William James College who taught studio art and developmental art. In this interview, Dahleen discusses the quality of education students received in William James College, the independent spirit that unified the community, and the personal impact of having strong female representation within the college. This interview is part 2 of 2 for Dahleen Menning. Contributor An entity responsible for making contributions to the resource Roos, Barbara (Interviewer) Subject The topic of the resource Grand Valley State University Michigan Universities and colleges Oral histories Alternative education Women in higher education Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/69">William James College faculty and student interviews (GV016-16)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fdf75dc312df999a44c365432026c0c7.pdf 29f9437bb89e57fc6742f7120c011b40 PDF Text Text Op 66-/arige leeftijd verongelµkte dezer In het Amsrfkaanss Charlottss•vi/18 domin• Arie Bsstebreurtje, beter 'bllkMd a,,. captain Harry, die in de '10f• log als verzetsheld geschiedenis schreef. Met onwaarschijnlijke koelbloedighBid d8fld hij zijn werk en krtJB(J zijn prestatiBS de hoogste binnenen.buitenlandse onderschaidingen. ZJjn passis W>OI' de oer-Holla_':'dse . • ~ werd hem in ZJJn Amen....kaanse woonplaafS noodlottig. De man ...die in de oorlogsjaren nergens voor terugschrok 811 de dood herhaaldelijk in _ de ogen keek, rtlBd op een schaats- tochtje simpelweg in een wak en verdronk. Enkele vrienden halen herinneringen op aan _, bezeten avo,:,turier, -:_die 'zi;, /even eindigde als domlnBB. "DUITSf.RS TRAPTEN BIJNA OP ZIJN HAND: "°°' ~ r. · • ' DEN HAAG, : '', _z aterdag ~ ~~D crote vraag la alUJd aeweest: hoe -.. eeft Arie (mr. dr.) Be., stebre'1rtje dominee W~Df ~ de obrlopjaren heb ik ~ I .lrunnen Triest einde d VOOr e man d.18 aIle gevaren trotseerde 'em Jenm DPJ;lJm -"onv -~-~~hrnkke ~n eld die nergens voor de. Hij werd parachu- , rugdeinsde. Dan is tist en commando en {e oorloe afaelopeu en werd ingelijfd bij het tegt hij een bloeie~de bureau "Bijzondere .tdvocatenpraktijk op- Opdrachten". d j en aaat theologie In september 1944 ,j;uderen." werd hij toegevoegd : Drs. Gerard Pijnen- ·aan de befaamde Arne>.iira, secretaris-gene.:. rikaanse generaal Ca- ·i-aJ vaii Defensie, kan vin en met I de grote nog steeds niet hele- baas geclropt boven · l)Bal over uit en het Nijmegen. In die pe.al verder ook wel een riode heç ik he~ leren !f ·aadsel blijven, ·want ,oor het Lwe.ekeind" •erdronk Bestebreur.re tijdens een schaats• htje. · . Morgen wordt in de ~rk tegenover hotel ,ionshof (tussen Nij,1egen en Groesbeek) m halfvijf een herenkingsdienst gehou- ên., I t èlle/iik iets 1 ' èaen Duitsers n, 1 6 kennen als een onverschrokken en koelbloedig , man die zichzelf volledig wegcijferde en mflar één ding voor ogen had: de vijand eruit!" Daar, heeft mr.dr. Bestebreurtje overigens meer voor moeten deen dan zijn werk in het Nijmeegse. In april 1945 werd hij vanuit Engeland opnieuw gedropt, dit keer temidden van de Duit~rs bij het Drentse Hooghalen, met als opde bruggen, over het Oranjekanaal Jnd alleen dat ze 'niet, te beschermen. ;Gerard Pijnenburg: ~ij ha<.lieitelijk nie~ ·gen de Duitsers. HIJ dracht ArieBatebreu,tJe dacht na overziin wonderliik• reddingen werddoml- bos en nestelde ~eb, ondanks hevige pijnen, onder een bed van bladeren. Later bekende hij: ,,De Duit' h d sers, die met on en de omgeving afzochten, trapten bijna op mijn hand, maar ze h.-ehbPn !ne nfot gevon•• den". Na twee dagen bivakkeren onder de bladeren, sleepte hij zich op een nacht naar een paardestal ergens in een wei, leste een brandende dorst in een waterplasje en wachtte de ochtend af, waar plotseling boer Schutten met zijn zoons verscheen. Eén van hen, Jantinus, deze week: We hebben hem toen op een platte wagen gelegd en met stro bedekt en naar de boerderij gebracht waar hij in een kast werd opgeborgen. Enkele dagen later werden we bevrijd en kon Bestebreurtje worden afgehaald. " In Hooghalen heerst verslagenheid. De vrouw van Jantinus: Arie is nog diverse keren hier geweest en we hE;bbe~ altijd heel ·diepgaand gesproken. In die periode is hij diep over het levèn en de dood gaan nadenken en toen moet hij het besluit hebben genomen om dominee te worden. Na alle verschrikkingen van de oorlog wellicht, om te helpen de mensen van verder geweld af te Nederland thuisMet ziJ'n faVoor BeSte b reurtj e ' · werd h e t een fatale ll.lie woonde hiJ. hIJ 1 e t u1·tbreken van de sprong. Van wege de ·· harde wind kwam hiJ irlog in Zwitserland, verkeerd terecht en ,aar weeken uitvervalnaar brak zijn beep op VlJ "f . erika m _.den E 1 d Plaatsen. Op ban •ns hij naarzich nge ~ar als an oor-• en knieën zoch t h lJ b egsvrijwilliger · meld- schermi~.-.-~,~ ~~~-,~,~~-......~?.~~e..~.............................. ..........,. ............•,··········•·.:;,,.~.....· ............ .. . 11 • O' rden. 11 I �,' ,. ·Verzetsheld . . f·, J,BeStehreurtJ~e~ .schaatste in wak ·. 'en verdronk ' ' . Ds. Bestebreurtje in VS overleden Van on.ze ~kredactie ROJ IERDAM - Op 66-jartge lee!tjjd is in Charlottesville (Virginia) de uJt Nederland afkomstige Predikant ds. Arie D. Best.ebreurtje overleden. Ds.- Best.ebreurtje was Predikant van de Presbyteriaanse gemeente in Charlottesville toen hij vrijdag om het leven kwam, nadat hij al schaatsend in een wak was gereden en niet meer tJJdig uit het •water gehaald kon worden. Na een rechtenstudie in Berlijn en Zürich besloot Bestebreurtje na de oor {og theologie te gaan studeren t.n de Verenigde Sta- ten. Dere preéj kant is in Nederland beter bekfmd als 'captain Harry•, onder welke naam hij µi de tweede wereldoorlog als verbindingsoffic~er in ·het Nederlandseleger dr-el nam aan enkele luchtlanàingsoperaties, onder meerbij Nijmegen. Voor zijn verdienste kr-eeg _hij de militaire W1llemsorde. � 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-144_Termaat_NWS_Captain-Harry-chronicling-Dutch-Resistance Creator An entity primarily responsible for making the resource Mensing, Martin Title A name given to the resource Triest einde voor de man die alle gevaren trotseerde Description An account of the resource Dutch newspaper article about Artie Bestebreurtje. In Dutch. Subject The topic of the resource Dutch World War, 1939-1945 -- Netherlands World War, 1939-1945--Occupied territories Netherlands--History--German occupation, 1940-1945 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b02f2f8d4f13289fc5d8240628f44058.pdf 16aa50e7d8ed574c0c5293e33310f161 PDF Text Text Young Lords In Lincoln Park Interviewee: Diego Mercado Interviewer: Jose Jimenez Location: Grand Valley State University Special Collections Date: 11/21/2012 Runtime: 02:03:03 Biography and Description Oral history of Diego Mercado, interviewed by Jose “Cha-Cha” Jimenez on November 21, 2012 about the Young Lords in Lincoln Park. "The Young Lords in Lincoln Park" collection grows out of decades of work to more fully document the history of Chicago's Puerto Rican community which gave birth to the Young Lords Organization and later, the Young Lords Party. Founded by Mr. José “Cha-Cha” Jiménez, the Young Lords became one of the premier struggles for international human rights. Where thriving church congregations, social and �political clubs, restaurants, groceries, and family residences once flourished, successive waves of urban renewal and gentrification forcibly displaced most of those Puerto Ricans, Mejicanos, other Latinos, working-class and impoverished families, and their children in the 1950s and 1960s. Today these same families and activists also risk losing their history. � https://digitalcollections.library.gvsu.edu/files/original/8259f5aeaaa682e76c4de598aeaab12e.mp4 d3f5816eada65ae6804dd5aa24c3afe9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Diego Mercado vídeo entrevista y biografía Descripción Spanish language Description entry La historia oral de Diego Mercado, entrevistado por Jose 'Cha-Cha' Jimenez el 11/21/2012 acerca de los Young Lords en Lincoln Park. Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Mexicano-Americanos--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Mexico-Americanos--Illinois--Chicago--Condiciones sociales Relaciones raciales Conflicto social Identitad cultural Partido Pantera Negra. Illinois Capí­tulo Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Mercado_Diego Title A name given to the resource Diego Mercado video interview and biography Creator An entity primarily responsible for making the resource Mercado, Diego Description An account of the resource Oral history of Diego Mercado, interviewed by Jose 'Cha-Cha' Jimenez, on 11/21/2012 about the Young Lords in Lincoln Park. Contributor An entity responsible for making contributions to the resource Jimenez, Jose, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Mexican Americans--Personal narratives Social justice Community activists--Illinois--Chicago Mexican Americans--Illinois--Chicago--Social conditions Race relations Social conflict Cultural identity Black Panther Party. Illinois Chapter Language A language of the resource spa Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-11-21 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/e87d3dce5dc0035b02ccf6b28a0c87b7.mp4 95fa58635d84386900df8b897957cbe0 https://digitalcollections.library.gvsu.edu/files/original/e65d83a83766e5326533e9d12320e069.pdf db4062a7fad0a5c6a3fb01203e4c6fa2 PDF Text Text Grand Valley State University Veterans History Project Interview John Mercurio (1:34:37) *Upon graduation, John went to school at Hartung Aircraft in Grayling Michigan working on Cadillac Tank engines for performance before being sent for installation into the tanks. • (1:42)Drafted in Air Force Reported to Fort Custer in Battle Creek, Michigan • Sinus problems prevented flight school • Sent on a train to Miami for basic training (infantry training) Miami • Basic training • Infantry training • (6:10) Biloxi Mississippi 12pm -6am training- hydraulics and patching bullet holes • Engine man • Worked on aircraft patching bullet holes-cut hole and rivets that explode to close hole up • Graduated • (7:03) Dayton Ohio (Wright Field Air Force Base) 1yr B29 engine-huge test cells, used elevators to put engines in and work on them • Worked on new helicopters-cooling issues-tight quarters to work on-tested for endurance • In-line engines-vertical placement • Started testing jet engines-only during day because they were too loud-John didn’t work on these • Japanese Zero planes-fragile and light- no armor-wing would collapse if shot • German Messerschmitt airplane-everything was attached to the engine-beautiful • Lived on base �• Went to movies and into town • Engine workers grouped with few men-worked with few civilian engineers • Bell jet plane-experimental-always built 3 • Buildings in woods made out of pressed paper-tested engines in these buildingssimulated overseas situations-tested possible situations with engines to fix problems • Go to aircraft graveyard for parts • Secrecy in operations-wouldn’t tell them what they did if asked-basic mechanic was their answer • Relieved of duty if attending school (19:36)- at night- Mississippi • • • (20:40)USS Everly 1945 towards the beginning of the year Took 5 weeks aboard the Everly to get to Biak Island Plane with lights hit the landing strip and killed 135 people on the ground-including many technicians Avenger dive bomber-hit the side of the ship-killed the 1 guy on board-fuel sprayed on ship • Evergreen tablets-taken to prevent malaria-John states he stopped taking his • Had appendicitis during first station there Biak Air Force Base • High cliffs and caves-cement ground- buried dead guys on beach-dig up later • Would apply coral engine oil and gasoline to put on tent to keep it from rotting • Shoes were from Australia kangaroo skin-steel heel lasted three months -coral would cut the shoes • During air raids the men would fall into caves and get all chewed up • Air raids were very common and the Japanese were flying from islands north and west of Biak • Guard duty-hangars fit two bombers-sirens signaled air raid approaching- one guard on duty deserted his post during air strike-John states he never returned • Original Japanese defenders were still on the island �• Lived in a 6 man tent • It rained a lot on the island-also had good drinking water • Springs were bubbling up along beach-pushed salt water out and fresh water in • John was assigned to prep bombers to be used in the tropics-removed heaters in gunsstoves tune the engines of the bombers • (31:00)worked on a B25 and replaced the wing • Worked on A Attack, B25, B29, B26, B24 bombers • Would get mail from home • (32:53) Ship brought whole box of chocolate bars-sugar and cocoa all that was left- they had dehydrated- brought chicken that turned black from freezer burn-ate Mutton from Australia • Natives on island would try to sell gifts but not food-John says they were afraid of what they would pick up from the natives- • (35:00) Men each had two pairs of shoes-fear of foot rot • They would spray water to prevent insects from laying eggs • Rain made it impossible to work on aircraft-would shut down until it would lighten up • (38:00) Caves on the beach, Japanese had their hospitals inside them, could see aircraft ammunition and gas masks • (39:00) Lights out-sirens alerted men that war was over • Heard about Atomic Bomb-did not know what it was or what it could do (40:00) Japan • Stationed when war was over • Between Yokohama and Tokyo • Locales did not like the military being there-it was unsafe to go out alone • Had local Japanese youth working in mess tents • Japanese professor taught them how to speak Japanese (Tape shows no change in timing from this point on) Motor Pool �• • Weapons carrier and jeeps Attempted to go thru the mountains-too high, high radiation • • Liberty Ship Variety of money- U.S. would only cash $50 dollars in foreign money Headed for Portland Oregon-turned south because of earthquake in Alaska • • • • Phillipines - Leyte Coconut grove Horrible water-would drink coconut milk Stationed here before Biak C-46 plane-engine would get cold and quick • San Diego German prisoners at mess hall serving food to military men • Battle Creek Michigan Discharged from there • • • Testing Aircraft Fuel capacity for B-25’s New targets in Germany the planes needed to hold more fuel Test out engines to see if they could make it without being damaged • • • • • • Battle Creek Michigan Two job offers- Ford and General Motors Took Ford job testing engines on dye mounter Aluminum engines-5 cylinder Installed rods and pistons into engines to test performance Ford built new testing facility-John was assigned to it Guys from Right Field were also working there when he was assigned • Ford Auto racing interest 292 engine converted to handle 450 horsepower-improved within 8 months to handle 600 horsepower-nitro alcohol get another 50 horsepower- very dangerous Ford Coswell engine • Europe Ferrari’s • �• • • Test cells 17 D Ford took 1st , 2nd, and 3rd place in race Henry Ford II marries Italian girl End of tape 1 • • • • • • • (:20)Ford Motor Company Employees caught selling trade secrets Ford started clean with new employees Emission work-increased prices of cars (1:50) change from leaded gasoline to unleaded gasoline (3:45) built engines for race car drivers- drivers would come to check on them Built tank engines that you could submerge into water (4:50)Overall view of the time in military Gave John experience in building and testing engines and ability to fight if needed although he never had to use it • • • • • • • (5:50)John’s years growing up and his family Mother was born in Italy 26yrs old when she came to the United States Father was in the Italian Navy-ran a business store Sister was bookkeeper for business Family moved to Detroit to start a wholesale business (7:30) Family would make their own wine and beer Business sustained even during depression Parents did not expect John to join family business although older brother did • • (8:50)Limo Driver in Japan Had to pick up officers on base and bring them places off base Brought Major to hotel with officer party • • • • (10:50)Pilots on Biak Crazy-both American and Australian pilots would speed onto runways Planes would crash land Planes would come in with engines on fire Coral illuminated the area during the day and night. You needed sunglasses during the day otherwise your eyes would burn and no lights required at nighttime for the runways (13:30) Acute Appendicitis �• • • Sneaks off to have steak and pie Doctor says he was a fine specimen of a man Down for two weeks (15:40)Based in Ohio • Was able to take leave-hitchhiked to see parents • Picked up by the owner of Sun Oil company-bought him a steak dinner • Picked up by the governor of Ohio took him to a bar and put him on a train (18:30)Biloxi Mississippi • Soldiers took over town-John says there were 100,000 men there � 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 MercurioJ Title A name given to the resource Mercurio, John (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Mercurio, John P. Description An account of the resource John Mercurio served in the Army Air Corps between 1943 and 1946. He was an aircraft engine technician who repaired and maintained bombers at fields on Biak and Leyte in the Pacific during the war, and provides a vivid description of the difficulties of working on Biak in particular. He also spent time in Japan during the occupation and worked on experimental jets and helicopters at Wright Air Force Base in Ohio. 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.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Army. Air Corps World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-11-15 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3544423da97070dbf57805f7dc181897.mp4 f6a6cd0718aff86254128bf8b523c6de https://digitalcollections.library.gvsu.edu/files/original/ef83d090ed82e4cfc738301ce8f992a1.pdf fb7454f9543db4295e0068510b2bfec6 PDF Text Text Living With PFAS Interviewee: Peggy Merrill Interviewer: Dani DeVasto Date: June 3, 2021 DD: I’m Dani DeVasto and today June 3rd, 2021, I have the pleasure of chatting with Peggy Merrill. Hi Peggy. PM: Good morning. DD: Peggy can you tell me about where you’re from and where you currently live? PM: I am from, originally, the east side of the state, and moved here after I got out of college and lived outside of Grand Rapids, Michigan for the past 30 years. And now I just recently moved to the Hastings area which is just south of Grand Rapids. DD: And how long have you been in Hastings? PM: Lived here physically for 4 months but I’ve worked here for 3 years, and my husband is originally from here so very familiar with the area. DD: Wow, so you just moved. [chuckles] PM: Yeah. [chuckles] DD: I’m sure you maybe still have some boxes and things. PM: Oh yeah, and dirt for the yard. DD and PM: [Both chuckle] DD: Can you tell me a story about your experience with PFAS, or with PFAS in your community? PM: I can. PFAS, I had no clue what PFAS was until my sister-in-law- am I able to share her name? DD: Yes. PM: Sandy Wynn-Stelt called me, this was, what, 2017, and said something about her water was being tested because they had found something near her house at a- what was it? Airport? Some kind of reserved site, or training site, for the army, I think. Anyway, and said that’s really weird. And then about, I don’t even know how much longer, she called me one day and said, “I’ve got all this PFAS in my soil!” and that is when I learned what PFAS was, had no clue what it was. 1 �Basically, it’s on everything, I think. And I think it was at that point, oh, then she had her blood drawn and her level came back higher than any blood level of PFAS in someone’s system, I think, ever that they’ve had recorded. And that is when I said to her, “that’s what killed my brother.” Because my brother had been diagnosed, about a year before all this started, pretty much of the blue with liver cancer. We- I went with her when he had to go in and get his hernia taken care of at the hospital, and you know the doctor came out and everything looked good and blah, blah, blah, and then she called me a couple of days later said she’d gotten a call saying that he had liver cancer. And so, within a span of about 2½, 3 weeks, he ended up on hospice and he died, [cries] [sniffles] and to this day they say there’s no relationship that they can correlate to his liver cancer but a lot of the tests that she has shared with me as far as the studies and stuff show that it does cause various cancers and who knows what his level was. DD: Mhm. PM: Because they lived there for 25, 30 years, almost, and he drank water every day, you know, and subsequently my sister-in-law was diagnosed with thyroid cancer and luckily that was taken care of and she has no traces of it in her system now. But this whole PFAS thing, I mean, we spent every holiday there so, drank their water. My children, when they were little, they would be babysat and spend the night and they had bottles made out of that water. It just really makes you wonder down the road, you know, what’s gonna be the effects? And my sister-in-law, I mean, I’m in the medical field, and if I were her, and I know her very well, it would be like every ache and pain or bump or lump you know “What is this? What is this?” Because, you know who knows? And so, I have just stood behind her, to this day and till the day I die will contribute that to my brother’s death. Because it was just, I’ve never, I mean I’ve seen death, I work in health care. But to see someone go from being a vibrant person to sitting in a bed at University of Michigan hospital and the doctor saying there’s nothing they can do, going home on hospice and dying a week later. I mean I know it happens to people without PFAS in their blood system but that’s my story and I’m gonna stick to it. And I’ve often wondered about getting my own blood tested and my children, I mean I know they’re not children anymore, they’re young adults, but you wonder. Everybody has it in their system, I mean I've read- my sister-in-law forwards me articles all the time- I mean you probably do Dani, but you wonder, like, gee I wonder what my level is because it’s this forever chemical and I’ve drank their water for 25+ years every time I was there. Wha-whats the level in my blood? But on the same breath, it’s kinda like, eh, [chuckles] if I find out it’s really high, there is nothing you can do about it. So that's kinda a moot point but again I’m kinda scientific so I would- I am curious in some ways, and I’m curious for my sons and my husband. So, I mean that's the story I wanted to share because I think they need to regulate it, and it just leaves me I can't talk about certain shoe distribution companies because I refuse to wear their shoes [chuckles] because of, you know, I- we’d been to my sisterin-law’s house, you know, numerous times and when she told me the stuff that was buried there I’m like, “oh yeah I remember seeing that stuff.” and since then, you know, we’ve walked around and you can see pieces of tanned leather, you know, all that concrete- or excuse me, metal barrels that were buried there and it’s just, you know, their home was a haven for them both, it still is but it’s a polluted haven in the ground. [chuckles] I remember they tried to grow a garden one year, and they did not have much success. [chuckles] [moderator chuckles] Makes you wonder why. You know you wouldn’t wanna eat the vegetables anyway I guess, but- so I mean that's kinda what I wanted to share, I will stand behind my sister-in-law forever and ever 2 �because I think she’s been a huge voice in this whole thing and I think it's important that it be shared with everybody and, again, regulated as far as PFAS goes and anything, so. DD: Yeah, well I do so appreciate you sharing it, and I’m sorry for the loss of your brother. PM: [Cries] It’s weird, you miss him, I mean we all have people die in our families, but we were very, very close, and it’s just hard. Even, what, 5 years later, 6 years later? DD: Yeah. It’s hard. PM: Yeah, and I guess one other thing, heck, as long as I’m crying I might as well cry! You know, my mom lost a daughter, my sister, and then she lost my dad, and a year after we lost my dad is when Joel became sick and, she was there when he passed away [cries] and she knew about the PFAS and it was so hard on her and until she passed away a year ago she was worried about Sandy all the time, I mean she started to get somewhat forgetful like you do when you’re 89, and she’d- “How’s Sandy? Is she really sick yet from that PFAS?” [sighs] So. [sniffles] DD: And Joel, Joel is your brother? PM: Yeah, yeah, my mom had 2 sets of twins: Joel and my brother Paul, who’s still alive, were about three years older than me, and yeah. [deep sigh] DD: What concerns- What concerns do you have about PFAS contamination moving forward, Peggy? PM: Well, I have a concern that, you know, I know this house that we built, my sister-in-law said, “get your water tested.” She said, “you will be surprised where it is and where it isn’t.” and, you know, she’s right because we live by fields where farmers know, but we didn’t get it tested cause it cost too much [chuckles], and that’s kinda sad, I mean, that is a test that if people wanna have done whether it's on their water or whether it’s a blood test, it shouldn’t be some astronomical cost. I mean again, there’s nothing they would be able to do right now, althoughwe, you know, we had it in our water we’d know to get a better filter, but the tests I think when I asked a local water conditioner place was like $300+ to get it tested for that. DD: Wow. PM: So. So, I think that’s one of my big concerns, hopefully to see it phased out and not be used on stuff or- you know. I don't know if you’ve seen some of the movies that are out there, I think once they stopped manufacturing this, now there’s some other chemical that they’ve found, you know [?] it’s kinda the same thing [nervous chuckle]. DD: Mhmm. Mhmm. Yes, yeah, I’ve heard that, you know just for some, in some cases they’ve just shortened the- the chain, the carbon chain so it’s very similar but not, not technically the same. 3 �PM: It makes you wonder down the road, are they gonna find that this is similar to the lead poisoning that they dealt with, with the kids from, you know, paint and dirt and stuff? And in 40 or 50 years, who knows? DD: Mhmm. Yeah. Do you find that your experience as a medical, someone who works in the medical field has, played a role in this or impacted your- your [?] PM: I think it’s impacted my thought process. I mean I- I honestly think the general population that isn’t interested in this or doesn’t have much knowledge of it doesn’t really realize, you know, how bad it can be. DD: Mhmm. PM: That, that movie that Mark Ruffalo did about that that was such a powerful movie, and I took friends of mine when we went to the screening with Sandy, who had no, you know, knowledge of it and they just went as support people, they were blown away by the movie and, you know, it was a good movie overall, but the information in it, and, you know. So yeah, I don't think the general public really realizes, you know, unless it’s directly affected them. DD: Mhmm, yeah. Before we wrap up, is there anything else you’d like to add that we haven't touched on today or anything you’d like to go back to? PM: I don't think so, I- I really think down the road anybody that is in an area where they question PFAS being in the soil or in the water, it would be nice to just make that a blood test that people could get their blood checked, just to see. Again, you can't do anything about it right now, but it would be interesting. So, I think that’s it. And I appreciate you sharing the story with whoever hears it, because I think knowledge is power and the more people that know the better. DD: Yeah, I agree. Well, thank you so much Peggy for taking the time to share your story today. PM: Thank you. 4 � 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 Living with PFAS Interviews Creator An entity primarily responsible for making the resource Devasto, Danielle Description An account of the resource Beginning in 2021, the Living with PFAS interviews were recorded to gather the personal stories of individuals impacted by PFAS contamination. PFAS, or per- and polyflourinated substances, are a large group of human-made chemicals used widely since the 1940s to make coatings and products resistant to heat, oil, stains, grease, and water. They can be found in countless household items, including food packaging, non-stick cookware, stain-resistant furniture, and water-resistant clothing. These chemicals are often called “forever chemicals” because they do not break down easily, can move through soils and contaminate drinking water sources, and build up in animals, plants, and people. PFAS have been linked to increased incidences of various cancers, increased cholesterol, decreased fertility, birth defects, kidney and liver disease, and immune system suppression, and thyroid dysfunction. It is estimated that PFAS are in the drinking water of more than 200 million Americans (Andrews & Naidenko, 2020). In Michigan alone, over 280 sites have PFAS contamination exceeding maximum contamination levels for groundwater (MPART, 2024). Date A point or period of time associated with an event in the lifecycle of the resource 2021 Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource In copyright Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-11 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf audio/mp3 Type The nature or genre of the resource Motion Picture Text Sound Language A language of the resource eng Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context PFAS0009 Creator An entity primarily responsible for making the resource Merrill, Peggy Date A point or period of time associated with an event in the lifecycle of the resource 2021-06-03 Title A name given to the resource Peggy Merrill, 2021 (Interview video and transcript) Description An account of the resource Peggy Merrill moved to the Grand Rapids area since the 1990s. In this interview, she discusses the discovery of PFAS in the water at the home of her brother, who passed away from liver cancer in 2017. Contributor An entity responsible for making contributions to the resource DeVasto, Danielle (interviewer) Subject The topic of the resource Oral history Personal narrative PFAs (Perfluorinated chemicals) Groundwater--Pollution Source A related resource from which the described resource is derived Living with PFAS (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d44fedcbd23e5180b666083b24a428cd.jpg 062de2cc11d2ea081aebef9b0d5613ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_001 Date A point or period of time associated with an event in the lifecycle of the resource 1931-04-27 Title A name given to the resource Trenton, N.J. Abbot's Brook looking NW near Argillite site Description An account of the resource Black and white photograph looking northwest along Abbot's Brook in Trenton, New Jersey, near Argillite site. Subject The topic of the resource Trenton (N.J.) Geology Rivers Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e5582f86c90a69040b85261d533272f3.jpg 4a161b13e4f4bc2c52e7e3d09f271478 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_002 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05-10 Title A name given to the resource Drs. Cooke and Leverett on beach at Charleston, South Carolina stumps at Folly Beach Description An account of the resource Black and white photograph of Drs. Cooke and Leverett on Folly Beach at Charleston, South Carolina. Tree stumps and sand dunes are visible in the background. Subject The topic of the resource Charleston (S.C.) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4f4438057acc8d2381d7f9b3303a4c26.jpg de14ed8c316dfe09325ba8757f67f0bc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_003 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05 Title A name given to the resource Group at Melbourne Fla. Golf course site, looking NW Description An account of the resource Black and white photograph of five people, three men and two women, on lawn of a golf course in Melbourne, Florida. A tree is visible in foreground of the image. Trees, a set of bleachers, and a house is visible in the background. Subject The topic of the resource Florida Melbourne (Fla.) Golf courses Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6b848d9d6d7022f36e8ef4121af312a9.jpg f6147d44922e12c3c6bfaa5ad4639d9c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_004 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05 Title A name given to the resource Exposed strata along Crane Creek, looking east Description An account of the resource Black and white photograph of an exposed strata along Crane Creek. Three men are visible in the photograph, with two standing next to the strata and one man working in the strata. Subject The topic of the resource Florida Geology Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8cb82e07ddc65819909fdb5a81641446.jpg f74b646b643b11accd56fd1b06b43598 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_005 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05 Title A name given to the resource Terrace in Crane Creek valley, looking north Description An account of the resource Black and white photograph taken from terrace in Crane Creek valley looking north. The photograph shows a landscape of a golf course with trees and buildings visible. Subject The topic of the resource Florida Golf courses Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e6ffa21f03f97b20a2f3c3797b1804df.jpg 5741111093bef9e8f38a47bc206cb1fc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-1_006 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05-16 Title A name given to the resource Geologists Leverett, Johnson and Wright on beach near Tampa Description An account of the resource Black and white photograph of three geologists, Dr. Frank Leverett, Dr. Douglas W. Johnson, and Wright, on the beach near Tampa, Florida. Subject The topic of the resource Florida Tampa (Fla.) Geologists Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/322bcfc4a5305da1f6865373e410f187.jpg bceacdd16add81335789408ae141b5d7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-2_001 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05-25 Title A name given to the resource Lovell's Lake, Texas looking east from road corner Description An account of the resource Black and white photograph of Lovell's Lake, Texas, looking east from the road corner along the lake. Subject The topic of the resource Texas Lovell's Lake (Tex.) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4b0022f1e587b1ecff2a2d42de6f4bb0.jpg 9211b0ebfd6058b9fb2af5bc7f865738 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_1931-2_002 Date A point or period of time associated with an event in the lifecycle of the resource 1931-05-25 Title A name given to the resource Lovell's Lake, Texas looking west from road corner Description An account of the resource Black and white photograph of Lovell's Lake, Texas, looking west from the road corner. A wire fence enclosing an area of field is visible with the lake in the background. Subject The topic of the resource Texas Lovell's Lake (Tex.) Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives