101 24 26018 https://digitalcollections.library.gvsu.edu/files/original/ed12f91af3af1603744bc14fc137fe79.mp4 bba84bb3a4021c592dc7e4556a2c07b5 https://digitalcollections.library.gvsu.edu/files/original/8f2af1f00c842decc35d7442571a1b26.pdf 2b96c5070e4c0916724208c4c5077137 PDF Text Text Grand Valley State University Veterans History Project Ted Brummel (00:49:15) (00:15) Background Information • • • • • Ted was born on May 14, 1952 in Byron Center, Michigan He lived on his father’s farm until his father started his own plumbing business in 1959 Ted graduated from high school in 1970 and worked with his father until he enlisted in 1971 His family had a long Naval history and he did not want to get drafted into the Army, so he enlisted Ted first spent one year on reserve duty (3:30) Training • • • • • • • • Ted went into boot camp in December of 1970 and then went through ship board training in Texas He went to a regular Navy boot camp, but only for 2 weeks and 2 weeks on ship board training He had much training already from being in the reserve There was not much physical training during boot camp, but they did spent a lot of time swimming They practiced with masks in case of a gas attack and did abandon ship drills Ted then trained on a destroyer called the USS Berkeley where they went out to sea once a month Sea sickness was very hard for Ted to overcome, especially since he was a cook On his aptitude tests Ted had been designated to be a radar or radio man, but was told that because he was only a 2 year reservist, they would not waste 6 months on sending to school (14:05) Cooking • • • • • • While in port, Ted had board duty and was able to leave base every night He would work after breakfast on Mondays and Tuesdays, have Wednesdays and Thursdays off, then work Friday and have the weekend off While at sea, he would work one day on and one day off Ted was married and had an apartment which his wife stayed at in Long Beach, CA They were scheduled to go overseas in July of 1972, but left in April They stopped in Pearl Harbor for supplies and in Guam for ammunition and ended up in the Tonkin Gulf �(17:15) Line Backer • • • • • • This maneuver consisted of 3 ships that pulled night shifts; 2 would go in along the North Vietnam coast and shoot at targets while the other kept watch They went on raids every night for 3 weeks Ted was cooking and was not able to watch the “show,” but was issued a helmet and life jacket anyways Most of the raids were at night and the men could not open any doors or windows to watch because it would let light out The Vietcong [North Vietnamese?] had radar to lock onto the US ships, but the Navy radar was better and could spot their radar when turned on They traveled at about 30 knots and never stayed in one spot for very long (23:40) Moving along the Coast • • • • They spent 3 months on raids of the North Vietnam coast and then 1 month working on mining the harbor They then went along South Vietnam in support of ground troops They used fire power on designated targets for about 2 months and then went back North They never encountered any enemy aircraft and only a few small Vietnam gun boats that the Marines on board would take care of (29:00) Philippines • • • • • • They often went to the Philippines and stopped at the repair port there There was a shore patrol that often came into the bars and was corrupt They made a man give them his camera so they would not turn him in for the marijuana that they planted on him There were also corrupt local police men that would take their IDs and then they could not get back on base They were warned never to go into town alone and to travel in groups of 4 There was a rumor that you could pay the Filipino police $20 dollars to get rid of someone if you did not like them (31:30) US Base • Ted was sent back to Michigan and had some time on leave to spend with his wife �• • • He then worked on the galley on dry dock in Washington from January through August of 1973 Ted had felt that the US troops were not show enough appreciation by US civilians for the services they provided The civilians in Long Beach, CA were nice while they were training there (41:20) Hong Kong • • • • • • After leaving the Philippines the men had a short time on R & R in Hong Kong before coming back to the US Ted really enjoyed the area and it was completely different from the Philippines He bought a stereo system there and lots of clothes; everything was very cheap He was later encouraged to re-enlist, but would not receive a large bonus because he had only been a cook and not received a lot of training He would have re-enlisted though if he had not had a family because it would have been nice to retire very early Ted was discharged in August of 1973 and began working in his father’s plumbing business and later became a partner �THIS IS AN IMPORTANT RECORD SAFEGUARD IT. l. LAST NAME·FIRST NAME-MIDDLE NAME M B a. - 1 . • aj. 5i ljSNR G CS3 6. SELECTIVE SERVICE LOCAL BOARD NUMBER, CITY. STATE AND ZIP CODE SELECTIVE SERVICE NUMBER 20 1281 I 52 1473 4. DATE OF IE­' PAY4 6 •. GRADE. RATE OR RANK 5. DEPARTMENT. COMPONENT AND BRANCH OR CLASS NAVY C 3 2. SEX BRUMMEL, THEOOORE LAVERNE t. BIRTH 7. DATE OF ADE RANK YEAR MONTH MAY 52 YEAR MONTH 72 NOV DAY 14 DAY 01 HOME OF RECORD AT TIME OF ENTRY INTO ACTIVE SERVICE (Slrtd. RED, Cil). Sis" arrti ZIP C,ilt} 4577 88lli STREET BYRON CENTER, MIGfIGAN 4931S 281, GRAND RAPIDS, MICHIGAN 6. STATION OR INSTALLATION AT WHICH EFFECTED 9 a. TYPE OF SEPARATION USNR RELEASED FRCN ACTIVE DUlY SS BERKELEY (DDG-15) AT BREMERIDN, WASH. YEAR DAY BUPERSMAN 3850220.4 - TO ENTER OR REWRN TO 73 SEP 08 COLLEGE. UNIVERSITY. OR VOCATIONAL/TECHNICAL SCHOOL ~7; OF C"RTIFICAT" 155Um HONORABLE RE-l 'NAVXr"R1jSjjRWA~RCENTER USS BERKELEY (DDG-IS) HP: BREMERTON, WASH. RA NKI< MAINT .ANn ?1 Qr c; AUTHORITY AND REASON t. I' I CHARACTER OF SERVICE I. MONTH EFFECTIVE DATE 10. REENLISTMENT CODE 11. LAST DUTY ASSIGNMENT AND MAJOR COMMAND )(~H TERMINAL DATE OF RESERVE/ MSS OBLIGATION 13. IM~~ YEAR 76 16 II. 14. PLACE OF ENTRY INTO CURRENT ACTIVE SERVICE (Cit]. St." •• J ZIP C,Jt) 0 1 05 BYRON CENTER, MICHIGAN b. RELATED CiVILIAN OCCUPATION AND PRIMARY SPECIALTY NUMBER AND TITLE TITLE RECORD OF SERVICE YEARS 01 00 01 01 02 01 (tI) NET ACTIVE SERVICE THIS PERIOD b. RELATED CIVILIAN OCCUPATION AND D.O.T. NUMBER DOT 313 CS - 0000 (,J TOTAL ACTIVE SERViCE (.+/J) (d) PRIOR INACTIVE SERVICE CHEF/COOKS (.J TOTAL SERVICE FOR PAY (e+t/) (j) FOREIGN AND/OR SEA SERVICE THIS PERIOD 2f. TIME LOST (Prtetdi"l TWlI frJ) NONE SECONDARY/HIGH SCHOOL 22. DAYS ACCRUED LEAVE PAID DAY 14 MONTHS 10 00 10 00 11 10 DAYS 25 00 25 08 03 09 20. HIGHEST EDUCATION LEVEL SUCCESSFULLY COMPLETED (1" Yttm) 19. INDOCHINA OR KOREA SERVICE SINCE AUGUST 5, 1964 ONO OCT 71 (6) PRIOR ACTIVE SERVICE 17a. SECONDARY SPECIALTY NUMBER AND MONTH lB. D.O.T. NUMBER DOT 313 CHEF/COOKS CS - 0000 ~YES DATE ENTERED ACTIVE' DUTY THIS PERIOD 15. YEAR 23.SERVICEMEN'S GROUP LIFE INSURANCE COVERAGE .1 24. DISABILITY SEVERANCE PAY [][NO OV05 00$15.000 OS5.000 YRS (1-12 grlldes) 25. a. TYPE -44­ COLLEGE YR5 PERSONNEL SECURITY INVESTIGATION I. DATE COMPLETED NONE OS10.000 ONON" AMOUNT 26. DECORATIONS, MEDALS, BADGES, COMMENDATIONS, CITATIONS ANO CAMPAIGN RIBBONS AWARDED OR AUTHORIZED NATIONAL DEFENSE SERVICE MEDAL; VIE1NAM SERVICE MEDAL; CCMBAT ACTION RIBBON; MERITO­ RIOUS UNIT CCU1ENDATION. VIE1NAM CAMPAIGN MEDAL WIlli DEVICE (1960~ X X X X X X X X X X 27, REMARKS "LAST DATE OF ACTIVE IUIY: 31 AUG 73. 8 DAYS TRAVEL TIME". X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X :x X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 28. MAILING ADDRESS AFTER SEPARATION (Street. RFD, Cit}, CIt.JU!. Slatr and ZIP Cet/e) 4577 88lli STREET BYRON CENTER, MICHIGAN 49315 rF-, 31. 30. TYPED NAME. GRADE AND TITLE OF AUTHORIZING OFFICER J. c. mILAND, ENS, USNR, PERSONNEL OFFICER BY DIRECTION OF THE Ca.1MANDING OFFICER PREVIOUS EDITIONS OF THIS FORM ARE OBSOLETE. S/N 0102·002·0202 29. SIGNATURE OF PERSON BEING SEPARATED 1~~~,-iI.. ~e~~ :J;iu.0'""v.,.~Q SIGNATUR" OF OFFIC~HOR,zm 9P~,<, 8"," 8' THIS IS AN IMPORTANT RECORD SAFEGUARD IT. _/4. TO SIGN . REPORT OF SEPARATION FROM ACTIVE DUTY ~ ""':);> V "-'~ ~ '\".) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brummel, Ted (Interview outline, video, and papers), 2008 Creator An entity primarily responsible for making the resource Brummel, Ted Description An account of the resource Ted Brummel was born in Byron Center, Michigan on May 14, 1952. He enlisted in the Navy to avoid being drafted into the Army. Ted was a 2-year reservist and the Navy told him that they would not spend time training him or with classes if he was only going to be there for 2 years, so he became a cook. He served on active duty between 1971 and 1973, including time spent off the coast of Vietnam on the USS Berkeley where they spent months on raids at night. Military service record appended to interview outline. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Byron Area Historic Museum (Byron Center, Mich.) BCTV Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army 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 2008-07-22 Identifier An unambiguous reference to the resource within a given context BrummelT 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/8597837a8da33f9ea199855fd6afe4e5.jpg 7c9902b6dd0366a91670570c8793c41c 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_FilmPacks_V_37_005 Date A point or period of time associated with an event in the lifecycle of the resource 1941-09-11 Title A name given to the resource Bryce another Natural Bridge Description An account of the resource Black and white photograph of a rock ledge from above. Subject The topic of the resource Bryce Canyon National Park (Utah) 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/6147b542a3aec750c2227163d0a488bc.jpg 2e0ce3f223b20f3e6f9c271708c70f24 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_FilmPacks_V_37_006 Date A point or period of time associated with an event in the lifecycle of the resource 1941-09-11 Title A name given to the resource Bryce Fairyland faults Description An account of the resource Black and white photograph of a cliff face with mountains in the background. Subject The topic of the resource Bryce Canyon National Park (Utah) 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/fe5f4ccf0dff6e4b56a812779e3dddd6.jpg 8d062157d73903a591d47917753ca881 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_FilmPacks_V_37_004 Date A point or period of time associated with an event in the lifecycle of the resource 1941-09-11 Title A name given to the resource Bryce Natural Bridge Description An account of the resource Black and white photograph of a natural stone arch bridge. Subject The topic of the resource Bridges Bryce Canyon National Park (Utah) 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/9508a5f292076190175f58d224925506.jpg 50b1ff87d5d1ec9198a9a4c3c60c8c57 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Red-Misc-03 Date A point or period of time associated with an event in the lifecycle of the resource 1989-05-25 Title A name given to the resource Bubbling Brown Sugar Description An account of the resource A newspaper article titled "Bubbling Brown Sugar Opens Red Barn Season," which has the year handwritten in the top left corner. It describes the first show of the 1989 Red Barn Theatre and its cast. There is also a photo of three actresses in show costumes. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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/cbcfbb13ced79ebe1c7793eb1846429e.jpg 460925babdd57ab108ac66b3bb3a7bd2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchenPhillip_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchen, Phillip Description An account of the resource Phillip Buchen, Vice President of Grand Valley State College Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/cef2238e884759b5cd1c45507e93e28b.jpg 3a6574fcd8ffb417694cee91d80cfcc4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchenPhillip_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchen, Phillip Description An account of the resource Phillip Buchen, Vice President of Grand Valley State College Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/a56f6a0e00801f6013abb788155e9bd8.jpg d1a6005dc58eb12987dc8707e2ad441a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchenPhillip_Photo3 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchen, Phillip Description An account of the resource Phillip Buchen, Vice President of Grand Valley State College Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/d729790452646023e31dfe401fedb3fa.jpg efc1e94f03295a76aea8dd0eb92d12ba Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchenPhillip_Photo4 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchen, Phillip Description An account of the resource Phillip Buchen, Vice President of Grand Valley State College Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/fe84142e110ffe6122617302cc0cb154.jpg b37784683c7c6923a29d28f08f929823 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchenPhillip_Photo5 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchen, Phillip Description An account of the resource Phillip Buchen, Vice President of Grand Valley State College Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/83b40891293b6ebb401d8f5953e0cd72.jpg 657a9d4e0aad34da7b37e8cbd73ceb5b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchwaldArt_Photo1 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchwald, Art Description An account of the resource Art Buchwald, visiting speaker, political humorist Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/053a29a2a3b1c100ab048fd1a41d55e8.jpg 161ab57b4ff1424f05d95d1264edbd60 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context BuchwaldArt_Photo2 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Buchwald, Art Description An account of the resource Art Buchwald, visiting speaker, political humorist Subject The topic of the resource Grand Valley State University – History Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/4bc25a8caa333634b27f49be2f9088db.jpg e6dd28f48f0c84a793b1d4e454feda8a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1581 Title A name given to the resource Buck (Pe-2, 3) USSR bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buck (Pe-2, 3) USSR bomber, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/83dc82f3b44d817a755c9d8242046ab0.jpg 34df3e9b081211ed486f7ae7120f65a8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1582 Title A name given to the resource Buck (Pe-2, 3) USSR bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buck (Pe-2, 3) USSR bomber, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9569d6eba1274947bd929ded3befb59f.jpg fda749a0eec1ee2b9aac5e7a6afa5aff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1583 Title A name given to the resource Buck (Pe-2, 3) USSR bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buck (Pe-2, 3) USSR bomber, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2d3452ab474f60a625a0ff6575e267ca.jpg c8e98525ba9781e60b811806de22d20a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X1584 Title A name given to the resource Buck (Pe-2, 3) USSR bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buck (Pe-2, 3) USSR bomber, March 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/26e065fd7c369886017a0fc6524c0ce8.jpg a105290046f751fd517bea0b1e3543a2 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 State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s 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 1960s 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_000739 Title A name given to the resource Buck-a-Brick fundraising campaign Description An account of the resource Buck-a-Brick fundraising campaign. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Signs (Notices) 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 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/36b6ebab4a0a88e5e58853a1be007228.mp4 b674823532fe1c87c3cb08fcb26dd975 https://digitalcollections.library.gvsu.edu/files/original/1104220a490c41ebc35fc40000451b26.pdf ece8ea84db1a5768dcea7d166edd1aa5 PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Veteran: Evelyn Tolley Buckingham, United States Air Force Interviewee: Linda Namenye Interview Length: (46.08) Interviewed by Dr. James Smither Transcribed by Chloe Dingens Interviewer: We're talking today with Linda Namenye of Spring Lake, Michigan and the interviewer is James Smither of the Grand Valley State University Veterans History Project. Now we're doing something a little bit different from normal here because we're actually talking about Linda's mother, was Evelyn Tolley Buckingham who served in The United States Air Force. She's no longer with us, but she wrote an account of her story and Linda knows a good deal about it, so we are going to put that story together with through a recombination of Linda's memories and what her mother wrote. All right now one thing your mother did not write about was anything about her life really before going into the Air Force, so begin at the beginning. Where and when was she born? She was born in Madison, South Dakota and just think Little House on the Prairie. She was... her father was a farmer, had lots of property outside of Madison. She grew up during the depression but she said she never felt the- the effect- the effects of the depression because her mother was an awesome seamstress, so her mother always made you know clothes out of the- the burlap bags and- and such and they always had food because they lived on the farm and weren't really connected to this to the- to the city. Madison is only about four thousand people. Interviewer: Okay now did they own their farm? �Yes, they did yes. Interviewer: Were they able to keep that through the 30s? No actually the bank did take it over for about ten years. It used to belong to my greatgrandfather and then he lost it and it went back to the bank, but my grandfather continued to farm it and then he purchased it back from the bank after those ten years. So, it's been in the- it's been in the family for about a hundred years now. (2.23) Interviewer: Okay so there's still a family member who's farming it now? Yes. Interviewer: Alright, and what kind of schooling did she have? She went to a one-room school house until she was about 8th grade and she said it was... she loved the learning because she was the only student in her class and so many times the teacher would say ya know, “Evelyn come sit in with the... you know the next oldest class and come sit in with us,” and so she learned to love to read and she used to read the dictionary at night because it was just something fun; learning new words and such. So, she was at a one-room schoolhouse until high school and then she went in town. The one-room �schoolhouse was only a mile away from where her farm was, and then- and then after, for high school she went in town to a regular high school. Interviewer: Okay and how far was that from home? It was about three miles, and I'm not sure how she got there. She had another sister- she was number three out of four children, she had another sister who was two and a half years older so I'm not sure whether her sister Shirley drove them into town. I'm sure they didn't walk into town because it was all country roads. Interviewer: So that wasn't all walking ten miles to school kind of thing. On no definitely to the one room school house it was blizzards and it was uphill both ways and yeah. Interviewer: Alight now did she tell any stories about life during World War II when she would have been still in school at that point. (3.58) Yes, she wanted to go into service and that's what makes her stories so- to me so unique is that she wanted to go into the service, she wanted to serve her country she wanted to see the world and she wanted to go into the Air Force because there was the capability of going all over the world. So, when she graduated from high school, she wanted to go into the �service but at that time she had to be 21 to go in on her own. Graduating at 18 she would need her parent's permission, and they would not sign for her. Interviewer: I guess it was asking a little bit about before that when she was still younger, when World War II was still going on? Did she kind of say anything about what life was like they ever talk about rationing or anything else like that? Not... well she never felt those effects because she lived on a farm and my grandpa got extra rations for- for fuel, because he was a farmer. She just didn't feel, she just didn't feel the rationings part of it. She just always said that she- she wanted to do something for her country. She wanted to serve her country. Interviewer: And you don't really have a sense of exactly when that feeling started for her? Late high school, I know that when she graduated from high school, she wanted to go into the service, but grandma and grandpa said no. Interviewer: Okay what year did she finish high school? She graduated in 49. (5.22) �Interviewer: Okay alright and so she wants, she wants to go in the service and her parents were saying no so what does he do at that point? She stayed in town and I know she had a variety of jobs. I know that she worked as a typesetter in- for the newspaper. So, she had jobs, but her sights were on getting into the service, and as soon as she turned 21, she signed up. Interviewer: alright and then- the, the air force offered her a chance to go different places and see things. Did she, I suppose- I guess the opportunities were still kind of limited still for what women could do in any branch of the service. Very much so in the Air Force was a newer branch. It hadn't been officially recognized for quite some time. Interviewer: Yeah but like 1947 or something like that was one of they actually broke away from the army and became its own service branch, and so they- and they were generally more progressive they certainly were in terms of integration and things like that. So, they may have been a little bit more open to having women doing things, and ultimately in the Air Force most of you stay on the ground and they need a lot of support personnel (6.30) Right, right. �Interviewer: Alright so now what did she- what do we know about the enlistment process or how she went about getting in? That I am not sure, she states... Interviewer: How does she describe going in? Okay, (reading) “after thinking of nothing else since in my teens I finally was old enough to join the Air Force in February of 52. In those days you had to be 21 or have your parents permission I thought that it was very unfair but now I see the wisdom of it I would have done just what my parents did and that was say no. That was a really big decision to make and I didn't really know what it entailed but throughout World War II I felt I needed to do something. After a tearful goodbye at the train station in Madison I and my fellow enlistees headed for Sioux Falls where we had physicals and we took the oath of enlistment. My fellow enlistments- enlistees were all men that I knew from the Madison area. Several were younger than I was, but they could enlist at 18. We were met at the train and put up at a local hotel. I had never stayed at a hotel before.” She was a farm girl. “And I found myself on the fourth floor all alone.” Because she was the only woman that was on that particular train there. “The men had to double up which was good points, but I must admit I shed a tear or two. What was ahead I really had no idea. The next morning, we went to South Dakota USA and USAF recruiting service group and at the Wilson terminal and we got our physicals. After that we had formal swearing in and then we were escorted to the train station and got on a military car. I was the only woman, at least until we got to Omaha, Nebraska when Marilyn Mikkel �joined us. We went to San Antonio, Texas by way of Kansas City we stayed on the same train all the way picking up other men and women along the way. The women had a car to ourselves and in no time we seemed to pick up new recruits at every station. at San Antonio we were picked up by military buses and were taken to Lackland Air Force Base. My life was going to change.” So, going from not hardly ever leaving Madison, to traveling completely south, and she really wasn't- she really didn't know what she was getting herself into. (8.58) Interviewer: Right and she also- but she did also note in there that since World War II she had been thinking about that. And then she also points out for us that men could- needed their parents' permission when they were seventeen but once they're 18 then they could go. Right. Interviewer: But for women they did it differently. For women it was different. Interviewer: Alright okay so and that did she tell you anything else about- either saying the physical or the induction process of the train ride beyond what you just read? It was very formal, not a lot of talking and joking going on. I think everybody was just trying to prepare themselves for what basic training was gonna be - was gonna be like. �Interviewer: Okay. And she was kind of a maverick as being- well she was the only woman until they got to Kansas City? Interviewer: To Omaha. To Omaha, yeah. And then slowly picking up more and more women. So, it was uncharted territory. Interviewer: Now what does he tell us about training? Training, oh my goodness, she said she always told me after meeting my father and marrying him boot camp was the best thing that happened to her. she was third born and very independent very much the Maverick. had no problem going against the- against the grain and so here she is she's in a place far away and she's, she's being ordered around, and she can't ask questions. So as far as the basic training… oh let's see. Interviewer: Well I mean she's written her story, so I think we can kind of… Right. �Interviewer: So, does she have... what does she say after talk about getting to San Antonio what does he put in next? (10.53) Okay, “we were given a nice welcome after being told to line up and something very few of us had ever done. It was the beginning of a great adventure for me. I would learn to take orders without questions, the most important thing I think I learned. Our barracks were brand-new, and we were the first occupants. We were then marched down to the men's mess hall they did not have separate tables. In fact, each table had two men and two women, but you could not talk. After the first week this rule was changed, but you are sure that you learned a lot of selfcontrol quickly. We got our physicals and shots galore.” My mom said that when she got her shots- lots of shots in both arms she was supposed to salute for a half an hour, and that was to help with not being so sore. “We settled down to some serious business, not to mention a lot of marching. I couldn't understand what was so important about learning to march until later: it was discipline. Our barracks were near the men's barrack barracks but no fraternizing. that held up for about three weeks and then we got to meet them. There was a building called Arnold Hall on the base and dances were held there.” My mother loved to dance she was only five foot two, very short and so she found out that dancers needed to be really tall, but she still always loved to dance so we always hear about the dances. “So, dances were held there. the local girls came, and we thought it was unfair that we had to wear uniforms but at least we got to wear our dress shoes, and not our little Abner shoes those were high-top leather boots and the only ones I could get in my size were brown. I spent the whole time trying to dye them black, even the soles.” Let’s see and then �they talked about …” There was a nice chapel near our barracks for service of all religions. our barracks got a little landscaping while we were there, so we put a few bushes around in place and we found some white stones left over from the building so in our free time we spelled out our training group was which was the seven- three seven zero zero WAF training group. she was in flight 2222 and she never got to see a gun. “I almost got to go for a parachute training and gas masks I have a nice picture of myself with it on, but weather was wrong for the test, and I didn't argue about it. Mostly we learned military protocol ranks insignias and how to salute and how to hurry up and wait, with a smile on your face. We also got to parade just once, and I was in the back.” Because she was the short one. “They started out with the tall ones and worked their way down to us shorties, this was Armed Forces Day May 17, 1952.” She does go on about drill instructors, “so our DI the drill instructors were tough, but they were nice.” Which was a different story from what I heard from my father who was in the Marines. “Sergeant King and Corporal Caboose did a great job teaching us to work together. I made good friends there, women from all over the United States.” She got to see the Alamo while she was there. “and then it was test time, my tests showed me to be a candidate for air traffic controller. they can't- I can't imagine why, my eyes would have gone crazy with that little screen. fortunately, they needed teletype operators and a group of us were transferred to Warren Air Force Base in Cheyenne, Wyoming” So from there she goes on to Wyoming. (14.35) Interviewer: Alright does she- did she tell you anything else about the training in San Antonio or life in San Antonio that wasn't covered here? �She always told me about, during basic training, you had your- your dresser and everything had to be folded up perfectly in the same way and so there were always inspections and everything was expected to be in order the same way, and she said that it was that discipline that really helped her later on in life, to learn how to do things correctly, not ask questions, follow orders. Interviewer: Did you say what happened if something was out of order? (15.18) You know she didn't. She just always stressed that pantyhose had to be exactly this size and this side of the dresser and everything else had to be perfect. So, my mom- my mom always set a high bar for herself and I think that she saw that as a challenge is to, to do her best and to get as far as quickly as she could in the service, so... and she made sergeant within about a year so… Interviewer: And she was referring to sort of the-the problem of what kind of shoes you wore and having to wear you little Abner. Now at this point where they, was the uniform- did the uniform have a skirt, or were they wearing slacks, or do we not know that or is there pictures of her? The only pictures that I saw of her were the- she was wearing a skirt. Yeah, when she was in her- was in her dress uniform. �Interviewer: Yeah okay which is likely what you’d wear if you were going to the dance too. Right right, you know we're talking the early 50s. Interviewer: The early 50s yeah but still you, you can't wear a party dress or something like that. Yes, oh yeah but- but the women that were in the service were required to wear the uniforms were women coming from off the base we're able to just you know- casual. Interviewer: Right okay alright so then let's then move on now to, to Wyoming here and Warren Air Force, what's going on here? Okay and that's- I was really impressed with because here's a woman going into the Air Force and she had never flown in an airplane before. “So, a group of us were transferred to Warren Air Force Base in Cheyenne- Cheyenne, Wyoming we flew in a DC-3 to Denver Colorado. it was my first ride in a big airplane. All I could see were flames coming out of the engine. Later I got to sit in the jump seat when we landed at Denver. Your first landing on that tiny little ribbon was very scary, I didn't leave the landing strip was wide enough until we touched down and I began to breathe again, but it was a thrill I'll always remember.” And she always loved to travel, she loved to fly. “So, we were bused to Francis E Warren Air Force Base in Cheyenne this was an old port dating from the Indian Wars. We went from a new building that had four to a room, to a hundred-year-old brick building there were about 50 of �us in one long room. They had coal heat and it looked like it had never been cleaned. it was a long building divided in the middle; guys were on one side gals on the other side with the hall doors that were sealed in between. Showers we were in the basement and you also washed your clothes there, but it was not all work and no play. She had a little redheaded friend, Joy from Georgia who woke up one morning to snow. She had never seen snow and got so excited that she ran out of the out the door in her pink pajamas. She laid down in the snow and she threw snow in the air much to the delight of the other half of the building they were hanging out the windows who would ever had had screens- window screens in the wild wild west.” So, after that then they got down to study and this was an interesting, like a pivotal point in- in my mom's training. She said, “we settled down to study, most of our class were old friends from basic training. along the way I caught strep throat and had to break down and just go to the sick bay. They promptly put me in the hospital, it seemed like another girl had gotten the same thing and it developed into rheumatic fever. So, I was not allowed to even raise my head. the vampire came regularly to suck my blood. I recovered quite nicely but that ended my short career in giving blood they didn't want any more. Of course, I was a week behind in school, so I was rewarded with a whole new classroom of men.” She was the only woman in the- in the class. “They knew that I was coming, and they had their jackets and ties on as befitted the occasion. They weren't too thrilled as the instructor had made it clear that there would be no bad language and no bad jokes, there was going to be a lady present. My how times have changed. my first surprise came when the instructor called out ‘TOLLEY.’ Behind me I heard a man say ‘here’ and the place was dead quiet. I turned around and he was a very black man.” My mom was very very pale English background. “His name was Andy and that had come before Evelyn in the- the roster I just said, ‘well hello cousin’ and everyone let out a laugh and �applauded we got to be good friends the next few weeks. I really buckled down to study as I'm sure that they thought that a woman couldn't do the work, but I did well, and I moved up to corporal from my hard work.” So, you were talking about integration and that story just… (20.32) Interviewer: Right now, so was this simply a training assignment there or was she going to actually have a regular job on that base? It was, it was no, it was a training assignment and then from there she was assigned to go to Washington D.C. to the Pentagon. Interviewer: Okay now what else does she have to say here about, about Wyoming? Social life: “so we also had a social life there I have the match box covers to prove it, and no I did not smoke. The club Araby in Cheyenne was our favorite bar, and no I didn't drink, but we used to gather there. we- once we decided it was summertime it was May in Wyoming and the Sun was warm. The group of us went to a lake and stretched out on our towels to get some Sun, I fell asleep laying on my stomach.” And my mother is very very very pale. “So, I got the worst sunburn ever, my back was blistered, and my friend Joy put some face cream on it and that really set it afire. My uniform was starched and there were some mighty uncomfortable days, but you couldn't take a day off from- from a non-military injury so I just survived” So it's interesting my father had also written his story and my mother really talks about the social side of it. The view from from being a woman as opposed to my father in �the marines, where its- you know what his assignments were and- and how he got there and such. (22.00) Interviewer: So, what was she actually learning to do there? Does she- does she ever tell you anything about the physical side? To tell teletypes she learned the communications to reading the teletypes which is what she ended up doing in the Pentagon. Interviewer: okay and had she known how to type before she went in or? Yes, yeah, she learned it in high school and then when she worked for the newspaper she also… she also did that. Interviewer: Okay she had some meaningful preparations for doing this that probably helped with her speed and a few other things. Yes Interviewer: Aright, now did she, do we have any more about that or? �No and then- and then when she was done with the training there, she had a very short leave she was able to go from Wyoming backup to Madison, South Dakota, see family for a short while. And she does talk about- she does talk about the change, let's see... no I think that's- that's when she went back again but she had a very very short time and she was put on a bus in a train in Sioux Falls and she made her way over to, to Washington DC. Interviewer: Okay so now what's her next assignment? (23.18) Her next assignment she was living on base in Fort Myer in Arlington. Right next to the Arlington Cemetery and then she was assigned to go to the Pentagon and work in the- the communications and let’s see, she does mention... “I was assigned to be a tape relay center as a communication specialist. I was the only one of my group to go there, some went to Air Force Andrew, Andrews Air Force Base and some were sent stateside to a station called JEEZ, ‘Jezz,’ and they had to go through JEZ to get into the JEV where I worked and you had to pass through the security twice to get into the hall and the bathroom. Once I was at JEV this was the overseas communication. I worked at a teletype machine, just imagine a computer six feet wide- four feet- six feet high and four feet wide and nearly that deep. There was a keyboard, but you didn't have a screen. Everything was done on a perforated tape which you would read by knowing what series of punches meant. We could send messages about work that was... and that was a printout. I got some proposals that way and a lot of nonsense, never a dull moment. In my case the military communications were scrambled or coded. You had to have top-secret clearance to work there. Can't you just see the military guy wandering �around my hometown of Madison asking questions about my character, but I guess my character was okay and my family's too. A friend of mine was Polish and her parents were immigrants, she did not get clearance because she had so many relatives overseas that could be intimidated. I love the work, but the schedule was something else we worked eight-hour shifts for eight days. Going in at 3 p.m. and getting out at 11:00 and then we had three days off. then we went back on a different shift from the 11:00 p.m. to 7:00 a.m. Another three days off and back on the 7:00 a.m. to 3:00 p.m. shift. Fortunately, we were young, and I learned to fall asleep at any time. I often had to stay late if top-secret messages were coming in because I was responsible for it.” My mother always told me that she was not able to talk about what she did with her job in the Pentagon until, until she wrote this. This is the first time that I had learned what she did. “In October of 52 I was made honor flight from my Squadron, it came with a very nice letter from Major Schultz. I also was selected in November, but his letter was shorter, but with the same sentiments.” So she was talking about, she was in charge of the teletype information coming in from Africa especially, and she said that there werewhen the people on the other end found out there was a woman receiving it that's when they would get, she would, it was ticker tape that was called throwaways, and those were the proposals and then ‘would you wait for me until I get back’ and you know ‘six more months and I'll be coming home, would you wait for me at the train station?’ So, she said those were throwaways because she just got rid of them really quickly so that nobody would know. But the information that she would get would be if someone was injured or someone was killed and then she would have to make sure that that information was passed on to the correct branch of service so that families could be notified. She said it was very hard, sometimes she would see a name that she knew, and they weren't, they weren't just �names she just always thought you know this is somebody's brother, you know somebody's son, and so it always- it always affected her. (27.35) Interviewer: Okay of course, I guess most of the- the place where most people would be getting killed at that point would have been Korea, but she was getting stuff from Africa. Now were these relays via Africa that she would... So, something from the station being sent in Africa? Yes, yeah from a station in Africa yeah. Interviewer: I'm not sure that we had a whole lot of personnel in Africa. Not much, no. Interviewer: But I guess there were some. She had mentioned some of the places that she... okay, “you were sending messages to the guys in Africa or Korea.” Interviewer: Okay or Korea. �Yes “the messages were called throw always because you wanted to get rid of them before somebody saw the message they came from the lonely guys and when they knew there was a girl at the other end, they were likely to propose.” So... Interviewer: Okay but I think then that we've got Korea there in the mix of things and that's gonna be where the casualties come from. Right right. (28.42) Interviewer: Alright so what else is she telling us about life in Washington then and what she's doing? Washington was just a wonderland for her she came from a very small Midwestern town, you know 4,000 people. People really didn't leave and now she's in Washington DC, she's in the air force and all the monuments and the government was there and- and so when sheshe went back- she went back home and then she said that she went back to- to Washington DC after the- after her time in Cheyenne she went back. Interviewer: Yeah. Yeah and she said when she first got there, she just decided to be a tourist, and she went to all the monuments. She went and did most of the monuments by herself a few times she got �the- the tours, which shows her independence you know that she didn't she was not - she was not a coward in any way. She was really on the leading edge of everything. So, she let's see she went to see a lot of the monuments, she said she took a picture of just about every, every monument that there was. “So, I spent my first few days after reporting to work of the Pentagon as a serious tourist. I think I photographed every statue in the city and there were a lot, and every building; the White House, the Capitol, the Washington Monument, the National Gallery of Art, Jefferson Monument, even the gates to the bridge that led to the Lincoln Memorial and to Arlington Cemetery. Of course, I went to see Lee's mansion and the Tomb of the Unknown Soldier and I wandered through the cemetery, which was a very peaceful place.” So, she was, her barracks were on one side of the cemetery and then my dad actually when he made it to Washington DC he was on the other side of the cemetery. (30.51) Interviewer: And did she say much about the people that she worked with or the set up in her office or anything else like that or? She mentioned the security, “the- the Pentagon was a huge maze and I knew how to get to my work, but when it came to wandering the halls I remembered the old story; there was a bird Colonel that had wandered off and was never seen before, so the rumors went. At night we would go to the upper floor to get some food the escalators had stopped so you just ran up and down them. A little snack bar that we went to was not really a place to dally. The tables were little rounds that- that were on tall pedestals, you stood at them and ate quickly. You had been standing most of the time at work, especially when you were sending the messages to the guys �in Africa or Korea.” So, she said that there was security, you had security going when you left your job and when you when you came back. So not, not really not much except for the weird schedule that she had. My father, by the time they met, he was trying to get used to that schedule and being available when she was, and he had a car as she didn't and so he would come and pick her up, you know in the middle of the night or whatever. To make sure that that she was safe and didn't have to take public transportation. (32.27) Interviewer: Okay so what else has she got in her story, that we haven't brought in yet? I think the- the change that went on. She was able to go back home for Christmas. Interviewer: Right. And so, she got there, and she said that she called her folks when she got into Sioux Falls and they came to- to get her. “It was so good to be home with family at Christmas but afterwards I realized that I had found a whole new life with my new friends. My old friends were still gossiping about everyone and none seemed to aspire much except for getting married and that was not for me.” Those are famous last words because she- she went home at Christmas time and at New Year's Eve she met my father and they were married three months later. So, “she broke off- she permanently broke off her on-again, and off-again boyfriend and headed back to DC.” So, I think she did a lot of growing, she was starting to �see the world, she was recognized for the talents that she had and she, she loved it. It was just her pace. (33.44) Interviewer: It also kind of parallels what I get from a lot of male veterans I mean some of the Vietnam guys, and certainly the both men and women who've been in the service more recently. They talked about coming back, and you know their friends from high school are still playing video games or they're doing whatever it was that they were doing, and now there's this whole other set of experiences that they have that these people don't understand. And a whole other life that was out there. Yeah meeting people from all over, she had mentioned that about when she was down in at Lackland, just she met people from Hawaii and from Georgia and she was the only one from South Dakota, the only woman but she said you know just people all over. She said her friend from Hawaii tried to teach her how to hula dance and she said she could never quite get it, she can do the dancing, but the hula was just a little bit hard for her. But she talked about her world was just opened up by meeting all these people from all over. Interviewer: Do you have any senses or how the people that she worked with treated her? Now basically the, the major real good things about her or whatever but any other sense of that? (34.56) �Everything that I get was all respect you know she worked really, really hard I think she tried to prove that a woman could do this job and so I don't know if she had that chip in her shoulder like you know I've got to prove it or something, but everything was respectful. I never got the the image that that she was just a bobble, you know just because she was a woman, and I think that- and especially at that time, I don't think they put too much value in women's service you know so, but she just always talked that they were all respected you know. Interviewer: Well it was the kind of job where good the way you were describing it you really couldn't afford to make mistakes, like you can't see what you're typing. So getting it right and getting it right matters, so if you've got somebody in there who's coming in and getting it right anybody who's in charge of that might be very happy, hence the promotion. And he did make the Honor Flight and making sergeant very quickly she was very pleased with that and I've got a feeling like my grandparents were probably very fearful you know that she's going off into this big world and, but she was doing really well. (36.20) Interviewer: Alright so now we've gotten to the point in her story here where she's gone home for Christmas and now, she comes back. Yes, yeah so, she- she had just gotten back, and it was right after Christmas and she was told by her friends you know you get lonely or something we can go out and do something. �So, this is where her life really changes, if it hadn't changed before. So okay, “I had lots of time leave time, so I went home for Christmas.” When she came back, oh this is how she, right before she went back, she was told that if she wore her uniform and she went to the train station or the bus station, if they had room, they would let her on... well she didn't get on, she didn't get on. There were higher-ranking people. So, she finally came back to the base and she still had her uniform- uniform on, so her friends were going up to, to Marine headquarters and “I was on the other side of Arlington Cemetery from Fort Myer I went a long uniform and all. I imagined that I stood out a bit at the slop shoot.” Which was the name of the NCO there. “But I had a good time and then hopped on a bus over to Andrews base again I wasn't the only one waiting. Finally, there was one other guy that said that if we chipped in on gas, he would drive all the way to, to the- to the west. He lived in Oklahoma, so there were six of us, two guys and four girls and it was a wild trip. Heavy heavy snow storms all the way. Dropped one girl off at Indiana and then I left in Kansas City for the train station.” So, she went home she realized the changes, broke it off with her on-again, offagain boyfriend. And so, her parents sent her on- a on a train back to, to Washington. So, “I got in on New Year's Eve and some of my marine friends said that if I got lonely for them to head back to DC, so my WAF friends and I headed out to the slop shoot and we were going to celebrate New Year's Eve. My good friend Whitey came in with a guy I had never seen him before but apparently he had seen me.” Because he had seen her before Christmas when she was trying to head out. “My notorious trip to the marine bar with the Air Force uniform was apparently made a good impression, and now I'm glad that I did it. Whitey's friend was called Buck Buckingham family called him Dick, but his Marine buddies called him Buck and I was impressed with this man. I had not slept for a long time, so I think I wasn't really a ball of fire, �but I had a good time, but that was just the beginning. So, buck called the next day and I think mental telepathy had something to do with that” She was probably sitting in her barracks hoping that he would call. “And then life was a whirlwind. In January he drove the float for Michigan, his home state in the inaugural parade for Eisenhower who was elected president. He looked great in his dress blue uniform, but the collar emblem literally wore a hole in his neck, because I worked multiple shifts Buck would pick me up at work, he worked days so the schedule was getting pretty rough on him. His commanding officer suggested that he should just marry me so that the young marine could get some sleep and he did. He proposed at Great Falls Virginia in February 53. A group of us requisitioned some chicken and some tools from the mess hall and we had a picnic in February. we were married in March of 1953 in the church in- in Arlington and I lived off-base. I made sergeant in April of 53. I then got a medical discharge because I was pregnant with my first child, Bruce, and so ended an exciting life in the Air Force and I went on to have an even more exciting life being married to Buck.” So, at that time if you became pregnant, you got an honorable discharge, so my mom said that she tried hiding the pregnancy for, for quite a while and she said finally being nauseous and not feeling well and starting to show. and she said then they you know, they gave her the honorable discharge, but she said it was really hard, she really wanted to continue on and she loved what she loved, she loved what she did. (41.10) Interviewer: So, this is well before the year of pregnancy uniforms and a lot of other things that they have now. �Right, and it's interesting that both my mom and my dad were in the service when they got married, but they decided to not wear their uniforms for their wedding. And I've asked several times “you know but you were in the service when that be you know great?” And they said that they wanted the wedding to be separate from the service so that when they looked back at the pictures, they would see the wedding, rather than oh we were just in the service. Interviewer: okay now did she tell any other stories about life in Washington or stuff that she did there or the Pentagon that haven't been covered here? Of her time in the service? (41.56) Interviewer: Yeah. She did mention that when she decided that she was going to marry my dad and she sat down with her commanding officer, and she said that he- he first had that commanding officer you know asking questions, and then he turned into that dad figure. “Are you sure you want to marry this man? You've not known him for very long. Your lives are very very different.” My mother came from a very, very small town, farm girl didn't really travel much. She was third born out of four kids. My father grew up in Detroit, very, you know busy place. He was the oldest of three boys, and to have these two people come from such diverse backgrounds to meet in Washington, on New Year's Eve. Married three months �later, and when my mom passed away, they were almost married 60 years. So, I think a lot of it has that, because of the military training that they had, was to, that discipline you know that working together it's a team and they were always a team. Interviewer: Alright now did she work it all out outside the home after they were married or? No, my brother Bruce came along nine months after after they got married and then they moved back to Detroit because my dad had an opportunity for a job there. And then I came along and then my younger brother. So, my mom she didn't work outside the home she worked hard enough inside the home, but she was always on that cutting edge she was the mom that was skateboarding when skateboards first came out. She was the mom that had a computer before the rest of us had a computer, because she was so she just loved being on the edge. She loved being different, she loved, she loved being independent and she was very, very involved as a mom. And it was... she kind of showed us how to think outside of the box and to always- not be afraid to step out and do something different. (44.25) Interviewer: Okay and so then where, you said a little bit about this but it's kind of a good way to close out here. I mean ultimately how do you think that military experience affected her, how did it help shape her? I think it opened her world, going from a very, very small farm community to seeing huge cities. Being involved in the Pentagon. Meeting important people, people seeing her worth. �I told you that she was five foot two she always told me TNT comes in small packages and that was her. She was she was always on the cutting edge of doing things. I think the discipline you know that she learned in- in basic training. In our home, my dad was very much the- the more stricter, you know parent but my mom still expected big things of us. So, she- she also you know had that discipline too. I think it just opened her world and it was something that she was always able to say with pride you know that she was in the Air Force. Obviously, my dad would get recognition because he was, he was a marine he was a man, but he was always the first one to point out that mom made sergeant before he did so it was something that he was very, very proud of. (46.01) Interviewer: Alright yeah well it makes for a unique story. Thank you very much for coming in and thank you very much. Thank you. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_BuckinghamE2178V Title A name given to the resource Buckingham, Evelyn (Interview transcript and video), 2018 Date A point or period of time associated with an event in the lifecycle of the resource 2018-01-11 Description An account of the resource Linda Namenye of Spring Lake, Michigan, tells the story of her mother, Evelyn Tolley Buckingham, who served in The United States Air Force. Buckingham was born in Madison, South Dakota and grew up during the Depression. She graduated in 1949 and enlisted into the Air Force in February of 1952. Following her training at Lackland Air Force Base, she was to Warren Air Force Base in Cheyenne, Wyoming to be a teletype operator. She was then assigned to go to Washington D.C. and work for the Pentagon. In the Pentagon she handled communications, reading the teletypes. Her next assignment she was living on base in Fort Myers in Arlington. She worked in JEV, secretive overseas communications on a teletype machine. After moving to Detroit, Michigan, with her Marine husband, she didn't work outside the home once they started having children. Creator An entity primarily responsible for making the resource Namenye, Linda Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Air Force Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings 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 Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/8e53029dc805d4c09dc8fc87e5266490.mp4 2c7f1af74de5157a54378b42b085914e https://digitalcollections.library.gvsu.edu/files/original/7757fe3356b7bb3b2de3b9164399ab41.pdf 20ffe83a9141e920a8fb7df8b9fbcf9e PDF Text Text Buckingham, Buck Grand Valley State University Veterans History Project Interview Name of War: Korean War Interviewee’s Name: Richard “Buck” Buckingham Length of Interview: (55:07) Interviewed by: James Smither Transcribed by: Chelsea Chandler Interviewer: “Okay. Start us off with some background on yourself, and to begin with, where and when were you born?” Detroit, Michigan. August 1st, 1929. Interviewer: “Okay, and did you grow up in Detroit, or did you move around?” Mostly Detroit. I lived outside of Detroit—in Lansing—for a year, and the rest of the time was in Detroit. Northwest Detroit. Interviewer: “Okay, and what was your family doing for a living when you were growing up?” Well, I had two younger brothers. My dad was a—He was a metallurgical engineer, and he sold dye blocks for drop forgings. (1:03) And so that’s why we moved from Detroit to Lansing and then back to Detroit. Same company, bigger job. Interviewer: “Okay, so did he have steady work during the 30s, or was it on and off?” No, he had steady work because he was a chemical engineer, and I guess they were in demand. But you could—It didn’t dawn on me what the economy was because everything was fine. But he worked all the time. Interviewer: “Okay. All right. Now you were still a kid when Pearl Harbor happened, but do you remember hearing about that?” Oh, yes. I spent the day glued to the big, old Bausch & Lomb radio, which was a monster thing, and you sit right next to it to get it all. (2:04) And that’s the way I recall it. Interviewer: “Okay, and did the war—I mean, did that change things in your community or at your school or anything?” Oh, just that things got tighter right away. Things were tight anyways because it was in—The Depression wasn’t gone yet, and like I said, my dad was gone all the time, it seemed like. �Buckingham, Buck Interviewer: “Well, did you get involved in any kind of wartime activities when there were—Some communities had things like paper drives and metal drives or things like that.” Oh, that was right away because I remember my brothers—I had two younger brothers, and we had one wagon that my dad had built. And we used to go out, I imagine, two or three times a week—maybe Thursday, a Friday, and a Saturday—and come back with a load of paper. And we would get them in twenty-five pound packages so that they could be handled, and that was the paper drive. Then, well, whenever the garage got filled up? Why, we started over again, so all the time we did that. Interviewer: “All right. Now when you filled up the garage, then did someone come and take it away, or what happened?” Yeah, it kind of was, I assume, a central pickup point. Big, old truck would back up. And it was a one car garage, and the car sat outside. But we thought we were doing our part. Interviewer: “Sure. Now did they ever have air raid drills or blackouts or anything like that?” (4:02) The first blackout I can remember was—We didn’t have too many of them. A lot of them were— The first one was really confusing because in the meantime we had moved out to a nicer home on West Outer Drive in Detroit, and it was really strange to see all the lights and—Outer Drive was a nice—It used to be a great boulevard that went all the way around the city out into Dearborn, and, boy, it was dark. There was—You couldn’t have a light. It was nothing. And they had the wardens touring on foot, walking all over to see—“Hey. What’s that light in that garage going for?” Or, “It’s blackout!” And we had, I’d say, probably—I want to say one a month, but that would have been twelve for a whole year, and that would be very much. At first, I imagine we had—I’m just guessing now—probably the first month and the second and third month. Then I think we got it down to where we could survive on—Because, you know, energy—It took all my memory. Interviewer: “Well, they may have figured out after a while the Germans probably weren’t coming after all.” Well, they probably couldn’t get through. Interviewer: “Yeah, little far to get to Detroit.” But Detroit would have been a prime target because it—Where all the automobile factories were and the heavy industry was, so there was a lot of concentration there. (6:14) So I didn’t experience anytime in the early war of rural because later on when I became twelve years old, I worked on a farm in Canada every summer for three summers. My brothers worked as I graduated. They filled in there. Interviewer: “Okay, so how did you wind up working on a farm in Canada?” �Buckingham, Buck Because my dad had worked as a—In a farm in southern Michigan when he was growing up, and he thought everybody should do that. And then it—And I guess I wasn’t a—Wasn’t in the Boy Scouts yet because I wasn’t twelve, so I was in the Cub Scouts. I guess I just wanted to do what I wanted to do. Interviewer: “Okay. All right, so now—And then in Canada—When you were over in Canada, did you just live there for several months and work out there, or…?” Usually from about the Fourth of July—About a week before that to a week before Labor Day. And I’d never been away from home before, so that was a big experience. But I—They needed people working on farms, and by that time I was a full-grown twelve-year-old. Interviewer: “Okay. Now was this a—Something that your family just arranged privately, or was there some—” Yeah. Interviewer: “Okay, so then it’s not an organized system or anything like that?” (8:01) No. Interviewer: “So did you stay with a farm family then in their home?” Yeah, and I put in more than forty hours a week. Interviewer: “All right. Okay, so now did you finish high school?” Mm-hmm. Interviewer: “Okay, and when did you graduate from high school?” 1947. Interviewer: “Okay. All right, and now at this point did you have career plans, or did you want to go to school, or…?” Oh, I wanted to go to college and ended up going to Hillsdale College for two years. Because I was a kid, I was—I got by. I didn’t realize the importance of really recording the good parts. So I went to Redford High School for four years, graduated in—You already asked me that. But then I went to Hillsdale, which was a two-year school—I had to get my efforts in the right order—and transferred to Michigan State for my junior year. Ran out of money because in the meantime my dad died in an automobile accident. A guy ran a stop sign. And we ran out of money, so… Interviewer: “Did you find a job then, or…?” �Buckingham, Buck Yeah, it was—I was working—I worked for Ford Motor Company in the Pressed Steel Building as a—I had to supply the steel. (10:23) It was—And I didn’t have to buy it. No. I was only a twenty-year-old kid. But I had to make sure the drop forge guys had enough stock. They’d hammer it out, so I was just supplying. And I worked there two summers. They needed people in the summertime, and where else could a guy make—I think I made $1.03 an hour. Big deal. Yeah, starting wage then was somewhere around ninety cents in the Ford Motor Company, so I was way ahead of the game. Interviewer: “Okay. Now were you doing that when the Korean War started?” No. Korean War was—It started in June of ‘50. I was in college. I was working wherever I could make some money because I wasn’t a veteran yet, and therefore I was trying to supply some money for tuition. When I was in college—After I went to Michigan State—See, I spent one year and ran out of money, and then I tried to find a job. (12:10) This would have been in ‘51 now. And they didn’t want somebody just for five or six weeks. They wanted somebody permanently, so—I wish I had a chance to write this down before. Then I wouldn’t be so confused. But… Interviewer: “Now did you have—And now with the war going on there was a draft going on at that time. Now were you thinking about enlisting in the military?” Yeah, I’d—I wanted to enlist in the Air Force, and—Because I wanted to fly, and I’d gone to a couple summer camps. But then there came a point where I had to find a full-time job or wherever they would put me, and so I did part-time jobs. Mowed lawns. Stuff like that. My grades weren’t very good. I had time to grow up yet. I’m glad that was available. Then I—And I tried to enlist in the Air Force to take a—Because I wanted to fly. And that was not successful because their program was cut off. This was towards the end of the war, and so they didn’t have this program anymore. So… (14:04) Interviewer: “So it was kind of a cadet program or something?” It was a—It was going to be an enlistment program, but that was discontinued. Then I had to register for the draft, which I did, and I went in on December 4th, 1951. Something like that. Interviewer: “All right, and then which branch of the service did you go in?” Well, in the draft you went where they told you, and when they told a group of us—“All right, you guys, step over here and line up. Well, raise your hand.” And I was in the Marine Corps, and it was the—I think they had just started drafting in the Marine Corps, and so we were the—I was in the first honor platoon of nothing but draftees, and this designation as an honor platoon didn’t come out until we’d been in boot camp for five or six weeks. And from then on the pressure was on us. We recognized the fact that every one of us there—I think there was sixty-five guys then. We started with about, I want to say, between seventy and seventy-five, and they’d physically went out or mentally couldn’t handle it or weren’t qualified for some reason or another. So now—I forgot your question. (16:04) �Buckingham, Buck Interviewer: “Well, we were—Basically, we had kind of—We’re getting you into the war now. So you get your draft notice, and then—And you wind up being put into the Marine Corps. Now when you first got that draft notice, where did you report to first? Did you go to Detroit or Fort Custer or…?” Detroit. Had to be there in the wee hours of the morning. My next younger brother dropped me off, and I called my mom about 10:30, eleven in the morning. “Mom, I’m in the Marine Corps .” “Where are you going?” “I’ll let you know.” I knew I was going to South Carolina. Interviewer: “Right, so Parris Island?” Parris Island. And she says, “Where’s that?” “Well, look at a map.” Interviewer: “Okay. Now how did they get you down there?” Train. And couple of drill instructors—One was a sergeant. Just got back from Korea. And the other one was a staff sergeant—one above—and he’d been in the islands in World War II. And everything you read about drill instructors was true. And I’d read a Life magazine article in September, and it was a pictorial presentation. And it was—I always wanted to get a copy, but I never could. But—Of this guy’s boot camp. I said, “Oh my god.” (18:01) But—So I knew from that what to expect because I had enough friends that had—Were in the Army. And theirs wasn’t that bad. Interviewer: “Right. Okay. Now while you were in transit—while you were on the train— were these sergeants fairly well-behaved, or were they already shouting at you?” Oh, no, they were pretty gentle. They were—Instead of, “Get your butt over here,” it was, “Get over here.” And I think there was enough of us in that first group that knew what to expect. Just do as you’re told, and do it to the best of your ability. Interviewer: “Now were you older than most of the other guys?” Yeah. Yeah, I was. I think I was twenty-two. That’d be about right, and—But twenty-two was pretty old. Interviewer: “All right. Now what happens once you arrive at Parris Island? When you first pull up there, what do they do?” “Would you line up over here?” “All right.” And I could—I was in the front rank, and—Just because I was—My last name began with a B, and also I was tall. Well, not like some of the other guys, but we had some shorties that—They didn’t meet the height, and they were gone. But I think I was—I think I shrunk an inch or something. I used to be 6’2”. I went down to 6’1”. (20:00) �Buckingham, Buck Interviewer: “All right, but when you got there, I mean, did they act—Did—Were they— When they were telling you to go line up, were they shouting at you, or was it still just regular—” No, no. No shouting. They were good drill instructors. They knew how to get the most, and later on there was a lot of voice raising. Swearing? No. In other words, different than, “Get your butt over here.” Little bit louder because when they spoke, you better do it otherwise you were in trouble. And there was no way to get thinking done, you know? So I have no trouble with it. And we lost some guys that couldn’t stand it. I remember one guy. We were in these pyramid tents. Would hold either four or five. Maybe squeeze six guys in there, but I think we had five. And there’s a potbellied stove in the middle, and it was click on. It was fueled by kerosene. Because it was the first week of December in South Carolina, and it is not balmy down there at that time. So it was cold. And the demeanor of the drill instructors was just fine until we got to where we were going. To the—Where the tents were. And I decided I’m going to do as I’m told and do my best. That was the way to do it. Interviewer: “Now were there some guys who tried to push back, or…?” (22:01) Yeah, there—“So what?” “Oh, yeah?” Well, they weren’t there because they—It’s a first step of not being able to be counted on in the Marine Corps. So I was glad I went in the Marines. Interviewer: “All right. Now what kind of training do you get at Parris Island? What are they making you do?” Discipline. Follow orders. Follow orders and excel at those because those drill instructors— That’s how their—That’s their report card. If they produce a bunch of bums that can’t understand or don’t have anything—No drive to get it done. Couldn’t hit a target with a broom. They don’t want those. I wouldn’t want to go into combat with one of those people, so… Interviewer: “All right. Now when people did mess up, what kind of punishment do they get, or how did that work?” Depended on how they messed up. If we just—“Your other left foot, stupid,” or something like that. They would work with that person, but they’d also work harder and get that person who was causing the problem squared away quick because, again, if you were—Had him on your right or left landing on a beach or whatever, you better be able to count on him because he’s counting on you, so… Interviewer: “Okay, and then did you do a lot of physical training?” Well, it was calisthenics right after when they told you to get out of your sack. (24:07) I think it was 5:30 in the morning or five or whatever it was. It was when I was sleeping. But just following orders and understanding what you were in now. These guys were professionals. They had to be. �Buckingham, Buck Interviewer: “Right. Now as far as you knew you were the first training platoon that was all draftees?” As far as I know. Interviewer: “At least for the Korean War you’re at Parris Island. Yeah.” Oh, we would have been the—We were not the first training platoon, but we were the first one hundred percent at the end of the—You know, at the graduation party. The first honor platoon. Interviewer: “And that meant you had the best record of the other platoons?” Yeah, or—I don’t know about the other platoons, but the—We had reached this level, and a bunch of draftees that, you know, weren’t worth a damn before? Now they were pretty important. Interviewer: “Okay, so at that point now how long did the boot camp last?” I think it was twelve weeks then, but I’m not sure. It’s moved. It’s been moved up and down over the years. Interviewer: “Yeah. Yes, it has, but that’s probably about right for that period. Okay. Now after you complete boot camp, now what do you do?” Okay, so we were given a ten-day leave. And so I took the leave, of course, because I couldn’t wait to get home. And I came back, and I went to Camp Lejeune area. (26:04) And one small area was Camp Geiger, and there was other—Amphibious place exist. This was in South Carolina. Interviewer: “Was it South Carolina or North Carolina now? Because Lejeune is North Carolina.” North Carolina. Okay. Parris Island was in South, and… Interviewer: “Okay, so you’re at Camp Geiger, and…?” I was at an engineering headquarters and service company, which was personnel. I could type. I had three years of college. I was later—Tried to—Been encouraged by some of the officers in the upper echelon NCOs to apply for OCS, which would have been—But I didn’t want to because I said—I was in there for two years. Korean War was starting to bend down, and I couldn’t see being gone for three—I was already older than most of them, so I figured I’d be an old man by the time I got out of there. Interviewer: “All right. Now let’s see. This is the 8th Engineer Battalion that you’re with at that point?” �Buckingham, Buck Mm-hmm. Interviewer: “All right, so now what was the battalion doing there? What kinds of stuff did the companies do?” Well, we had—The companies were A Company, B Company, and then there was a bridge— floating bridge—company. (28:08) And that was in this battalion. And so one of them was a service company, the other was administration, and the other was in the boondocks building bridges. And they were shlocking through there. So I handled mainly record books. We called them service record books. And you would enter it from a daily—I was a typist. So I was in a group of guys, and then we had one sergeant that was in charge of us. And there was two tech sergeants and a master sergeant. So big company has to move all the equipment in an engineer outfit. You’ve got to order the stuff. Well, I was taking care of personnel, and that’s pretty much what I was trained. Interviewer: “All right, so basically do you have what amounts to an office job?” Yeah, but I still went to the field, and I never was in combat. I think most of us wanted to go, but really I’m just as happy I didn’t when I got out. Yeah, Marines is a good place to be because at least they trained you for something. Interviewer: “Sure. Okay. Now let’s talk a little bit about what life is like for you while you were there in that job. What was your daily routine like?” (30:04) Well, we lived in Quonset huts, which were colder than the dickens in the wintertime and sweltering in the summertime because there was no insulation. It’s just a metal—In the old Quonsets. And Camp Geiger was at a small camp next to the big camp. And let’s see… Interviewer: “All right, so you live in Quonset huts, and then you—When does your day start?” Your day started, I think—Meaning roughly, or…? Interviewer: “Yeah, well, when do you get up?” Usually it was around a little after six, and you had to go to—Get some chow. You could straggle if you wanted to, but you’ve got to within a certain—Well, if it’s one going to this building and one go to that building, they’d form up kind of loosely, and then when everybody was there, when the time came where there was a corporal or a sergeant—Marched you over. Interviewer: “Okay, so you’re still moving around as organized groups even if you’re just heading to chow or something else like that?” Mm-hmm. Interviewer: “Okay, and then when do you start work?” �Buckingham, Buck By eight o’clock. Interviewer: “Okay. All right, and then do they give you an eight-hour day or a ten-hour day or a four-hour day?” Well, you get four-hour days where—I can’t remember why. (32:00) Most of them were—Well, even on a Sunday, you’d have to be there until one or two o’clock. Something like that. But there was very few guys. Maybe one NCO and then two privates or PFCs, which I was one, and… Interviewer: “But there’s still people coming and going on and off the base even on a Sunday, and somebody has to keep—” Oh, yeah, yeah. Yeah, and being in personnel, you always had somebody reporting in, and you’d have to report until whatever time was on his orders. But they were either twelve o’clock or by six o’clock in the evening, and that varied. So you had to have someone there. Interviewer: “Okay. All right. Now this is—You’re in the Marine Corps in a period where the military is starting to desegregate. Did you have any black Marines on the base, or was everybody white?” Yeah. Yeah, in fact, the one NCO was a staff sergeant. He was black. And I’m trying to think of his name. A French name. Chapeau. Something like that. And he was a good guy. He spoke English. There was no difficulty understanding what he meant. You followed his orders. You know, if you do what you’re told, there’s no problem, but if you think you’re better, forget it. (34:04) Interviewer: “Okay. Now you’re—Would you get to go off base much at all, or did you just stay in the camp the whole time?” Well, I had a car, and I had driven all the way down from Detroit to Camp Geiger. Camp Lejeune. So I was popular. But I didn’t loan it. Not even to the good friends that I developed because I learned a long time ago. Interviewer: “Okay, but you would sometimes—You would—But you would go off the base and travel around a little bit? Yeah, yeah, used to go over to the Atlantic Ocean and swim. Liberty town was Jacksonville. Then there was a bigger town, but that was into South Carolina. You know, a PFC didn’t have much money, and I can’t remember what the gas prices were even on the base. But when I had to fill that 1950 Ford with gasoline—That? I know… Interviewer: “That would be kind of limiting.” Yeah. �Buckingham, Buck Interviewer: “All right. Now you were in the segregated South. I mean, did you really notice that at all? You’d come from Detroit, and you would have seen all sorts of people up there.” Yeah, a little bit. More black people—Negroes—were around, and—But some of them had super jobs, some of them were great Marines, and there was no conflict that I can ever recall until later on in my short career in the Marine Corps. (36:19) Interviewer: “So what developed then later on?” Well, at that time I was in Headquarters Marine Corps. Went in as a corporeal and things were freer because I was living in—Just outside of D.C. In fact, I was living in Virginia. Interviewer: “So did you move up to Quantico then? Is that where the—” No, I never did go to Quantico. I went to—Headquarters Marine Corps was by the Navy Annex, and… Interviewer: “Is that Alexandria, Virginia or somewhere around there?” Arlington. In fact, the barracks I was in jutted out into Arlington Cemetery, so every once in a while you’d be awakened by a military funeral. Barrage of artillery or rifle fire. Interviewer: “Okay, so how long did you stay at Camp Geiger, do you think?” I was there until—I reported into Arlington—Headquarters Marine Corps—in November. I was there about a year. Interviewer: “Okay. Yeah, so November ‘52 looks like when you go up there.” Mm-hmm. Interviewer: “All right. At least that’s so—Or at least that’s when you go to Washington. So your last year. So you have about eight, nine months or whatever at Camp Geiger and then switch.” Yeah. Interviewer: “How did you wind up making that switch? Did the Marines just tell you one day you’re going somewhere else, or did you apply for a program, or…?” (38:05) Well, they were looking for particular people, and I fit whatever they wanted because I had three years of college, and I was big enough to defend myself and let them know what I thought. I had performed okay. I didn’t apply for it. They said—The officers came to me and said, “What do you think? You want to go?” And I said, “I don’t know. Let me think about it.” He said, “Well, �Buckingham, Buck I’ll give you about twenty minutes.” And I decided, “Okay.” So I was given—I didn’t take a leave because I’d used pretty much my first year’s allotted time up. And so I just drove up there. Interviewer: “All right. Now how was the job in Washington different, or at the headquarters how was that different from Camp Geiger?” Well, you had to go from wearing dungarees to wearing at least Marine green or khakis in the summer. I only wore dress blues, which I had to borrow, when I drove the Michigan Jeep for Eisenhower’s first inaugural parade. So I guess Republican Party had said that—“We’ll supply white Willys-Overland Jeeps provided Marines in dress blues will drive.” (40:07) And how I got in that? I don’t know. I don’t—I know I didn’t raise my hand. But they came pretty much from posts around the D.C. area. Interviewer: “Right. Okay, so how did they manage—And what do you remember about the inaugural and how all that stuff worked? What were you—What did you do that day, or what did you see?” Well, I remember it was colder than a billy goat and had to be—We were up at 4:30 or something like that. We had, I remember, breakfast at five, and then we had to be ready to go into D.C. from Arlington. And it was about 6:30 or seven, so it was a slow day because parade didn’t start until middle of the afternoon. And so here we are standing around in dress blues and making sure that nobody comes and messes up our white Jeep, and we were dragging a Michigan float. Each one of these Jeeps was—Had a float. And so it was pretty much protect the inventory. But we had coffee. They had coffee rounds. They’d come around. Feed you coffee. Then you had to find a head somewhere because this was just out in the street, you know. Weren’t any trees. (42:00) Interviewer: “Something—The planners hadn’t thought about that.” Yeah, but it was interesting because we had meals brought out to us. Then when we finally got in the parade where everything was well-organized, I was driving the Jeep, and I had a tech sergeant as my leader. And he was sitting to me, and it’s the first one he’d been in. But he had ribbons from here all the way up to here. He’d been all over during World War II. I hadn’t been anywhere yet. I felt like a chicken running across a farm. But it was really interesting. It really was interesting. And it was a long day, and my wife-to-be—I had met her on New Year’s Eve. She was in the Air Force. That’s her picture up there. And so she made sure that I got some rest, and we weren’t even married yet. And slept in the backseat of my car to get some shut-eye because I’d been up forever, it seemed like. Got back to the base about midnight that night. That was a long day. Well, I’ll never forget it. Interviewer: “All right. Now how did you meet your wife? You said you had on New Year’s. Did you just go to a party in there, or…?” Well, around the D.C. area there’s a lot of military bases, and she was in communications. Worked out of the Pentagon, and she’d been in about three or four months less than I had been in. (44:08) And it was a bar. New Year’s Eve of 1951? �Buckingham, Buck Interviewer: “Or ‘52 probably.” ‘52. So I was glad to hit the sack that night. I was pretty tired. Interviewer: “Okay, and then when you think—Again, so what was your actual job then when you’re at the Marine headquarters now? Was it still just personnel, or was it more complicated?” Personnel pretty much. Dealing with some people that had problems, you know, with combatrelated stuff and following through. And eventually I was in charge. I was a corporeal then. Not too long after that, I got a sergeant stripe, so—And I had only been in a year and a half. And I had offers, but I wanted to get back to civilian life. Interviewer: “All right, and then what kinds of—Who were you dealing with or working with? Did you have—Was it mostly just non-coms, or did you have a lot more officers hanging around, or…?” We had officers hanging around because each one of them were in—Really in charge of a company. And the enlisted NCOs—They probably knew more than a little bunch of officers put together because those guys were—The officers were college graduates—recent—where these other guys were six stripe master sergeants, and they didn’t have the next rank, which is—Which would get created after I got out. (46:22) But that was good, and they’re a good bunch. And there was a bad egg every once in a while, but you either skirted away from them, did what they wanted—Because the stripes mean an awful lot. Interviewer: “Okay, so that boot camp training—Just do what they want you to do. That still applies here?” Oh, yeah. It has got to be. No question. Interviewer: “All right. Now if you think to the time that you spent there working in Washington, are there particular things that happened that stand out in your memory or particular impressions of that job that stand out for you?” Well, probably it was some of the guys’ record books that I had to review and make sure everything was there. And I had to read every page, and there were citations in there. I said, “Oh my god.” And one guy was awarded—that I saw his record book—Navy Cross twice. And so the job meant a little bit more. Interviewer: “Now were you involved in processing recommendations for awards, or were you just—Was working through—” No, no. No, I had what they earned and just making sure that they were paid right. (48:07) Made—Kept track of their leave time. It was a personnel job, which helped me later on. And I �Buckingham, Buck had a couple chances to make bucks on the outside if I do this, and I’d say, “No.” Because someone’s always looking for a deal. I don’t care what they have on their arm or collar or what. Interviewer: “All right. Well, what did they think you could do for them? Just make something go away from their record, or…?” No. Well, I had—I recall—vaguely because I don’t want to remember things like that—where they change his leave time from time remaining to a more—And I didn’t know anything like that went on until I started checking with my other cohorts who were in the personnel, and—“Oh, yeah. Tell them no.” So we—It got around, and nobody ever asked me again. So I don’t know. It must have gotten that taken care of. Interviewer: “All right. Okay. Anything else that you want to put on the record here about this service time?” Met my wife. Interviewer: “Yeah, you did tell me that. Okay. Now did you get married after you got out of the service, or…?” No, we—She was in the Air Force, and we—Not a military record or a wedding because at that time I didn’t own a pair of dress blues, and that was around 150 bucks. (50:19) You’d wear them once, and that doesn’t make sense to me. And so just do what you’re told, and if you’re [blown?] out by your parents right, you’ve got no problem. Interviewer: “Okay. Now so—But you got married while you were still in the service?” Mm-hmm. Interviewer: “Okay, and then—Now were there any rules about—particularly for the women—I mean, did your wife have to leave the service when she got married, or she was able to stay around?” No, no. At one time, I guess, way back when. No, she could’ve—She loved her job because— She retired because she was pregnant. And she and I made about the same amount of money. You know, big deal. I forget what it was. I’d be ashamed to tell you. Interviewer: “Okay. Now did you get—Did you live off base then at that point, or…?” Yeah, we lived in an apartment in Arlington, and it was $90 a month. And we had to scratch to get that in. And we had commuted rations; we used to call them COMRATS. And we were paid to eat off the base, and I would—I can’t remember whether I had to pay for my lunch—I know I paid for it, but do—Whether I gave them cash or whether I wrote a check. (52:03) But I know it was done properly because someone is in charge of that, so—And same with her. She was working in the Pentagon. �Buckingham, Buck Interviewer: “All right, and now you basically finish up two years after you started, so early December ‘53 your enlistment is up. What do you do then after you get out?” I’d already applied to return to Michigan State, and we lived in—Let’s see. Married housing. Yeah, you had to, you know, get on a list. Interviewer: “Okay, so they had some married student housing but not enough for you to get into right away?” Yeah. Interviewer: “Okay. All right, and then—And what did you take your degree in?” Business administration. Interviewer: “Okay, and then what did you do after you got out?” Well, I sold insurance for a year. Didn’t like that. Went to work for Sears, Roebuck and Company. Got on their training program because I had a college degree, and I was a veteran. And thirty-two years later, I retired. Interviewer: “All right. Okay. Now you said a little bit about this already, but overall, how do you think your time in service affected you, or what did you take out of it?” I think everybody should be in the service. Not for four years or six years or whatever they want, but I think everybody has to be familiar with working with other people and depending—And I’d already passed that before I ever went into the service because I was the oldest, things were tough, my dad was killed—So I had a couple different avenues to take. (54:29) So I think it all paid out, so I’m not disappointed with my life. I got a great daughter. I got two sons; one’s already retired. So… Interviewer: “Yeah. Yeah, so you weren’t such an old man then after all. At least, not when you were in the Corps.” No. Nope. Interviewer: “All right. Well, thank you very much for taking the time to share this story today.” How can you remember all that? You can’t. You got a machine there. It recorded everything. Interviewer: “That’s right.” (55:07) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_BuckinghamR2174V Title A name given to the resource Buckingham, Richard (Interview transcript and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-12-05 Description An account of the resource Richard "Buck" Buckingham was born in Detroit, Michigan in 1929. Buckingham grew up in Detroit and graduated from Redford High School in 1947. He then attended Hillsdale College for two years before transferring to Michigan State University where he stayed for one year. In 1951, Buckingham considered joining the Air Force, but this ended up not happening because the program he was interested in was cut off. However, in December 1951, Buckingham was drafted into the Marine Corps. Buckingham first reported to Detroit and was then sent to Parris Island, South Carolina where he went through a twelve-week training program. Once Buckingham completed his training, he joined the 8th Engineer Battalion at Camp Geiger in North Carolina and began working in personnel at an engineering headquarters and service company there. In November 1952, Buckingham moved to Arlington, Virginia and started working at the Headquarters Marine Corps. During his time in Arlington, Buckingham drove a Jeep in Dwight D. Eisenhower's inaugural parade, met his future wife who worked for the Air Force, and eventually became a corporal. In December 1953, Buckingham's enlistment ended, and he returned to Michigan State University where he earned a degree in business administration. After graduating, Buckingham sold insurance for a year before landing a longlasting job at Sears, Roebuck, and Company. Creator An entity primarily responsible for making the resource Buckingham, Richard B. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Marine Corps Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings 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 Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/12d05442c0af8a709336e86c1eb1c145.jpg df90a461a1d38db8794c6a5fda049217 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_842 Title A name given to the resource Buckley U.S. destroyer escort Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buckley US destroyer escort, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a59a7bf974bf58c53598356e35eb3d4c.jpg 89e16fc3e28ace7d6ed7174daf3e5d0a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_845 Title A name given to the resource Buckley Class U.S. destroyer escort Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buckley Class US destroyer escort, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2a4898ffd8d5efd4cb7aa392a31199be.jpg aa8f3501b4b214c0eaea0e89b6d8c600 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_MX631 Title A name given to the resource Buckley class destroyer escort Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buckley class, US DE (destroyer escort), May 1, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/23218adf6574465d02fafca38a4ec2d7.jpg 2ef46f4b094ffe9a5974777e597d64ff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_843 Title A name given to the resource Buckley class US destroyer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buckley class US destroyer, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/62091c1cf08e0d15cb1aa043c74db640.jpg 370d3467dbe4190bd8889b55bda3d211 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X842 Title A name given to the resource Buckley class, destroyer escort Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Buckley class, , US destroyer escort, September 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945--Warships Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives