104 24 26018 https://digitalcollections.library.gvsu.edu/files/original/6a4df70ed4e379eae0e48a6dbab4aa7f.pdf 7690d4a49dc3c122b91343699119c52e PDF Text Text L ANDPLAN _ _ "'P~f:- Rl=-1tJ~ ~c:i: - - INCORPORATED----- MARK EIDELSON RECREATION PLANNING LANO USE PLANNING • ZONING PO BOX 747 OKEMOS, MICHIGAN 48805 15171349-8370 �Section Two A PROFILE OF BURNSIDE TOWNSHIP A practical and effective land use plan must respond to the specific characteristic of the community it is addressing. The plan must respond to the particular needs of the community through the understanding of the various elements which make the community unique unto itself. For this reason, a fundamental element in the development of the Burnside Township Master Land Use Plan is the collection of Township and related data which has ramifications upon area land use needs. This data can be divided into two principal categories, cultural and natural features, and are discussed in the following two chapters. Chapter Two CULTURAL FEATURES Probably the most unique characteristic or resource of any community is the individuals and families which provide the fundamental fabric of the community. Their characteristics and attitudes play a major role in the development of a land use plan which is sensitive to the people it is to serve. But cultural features include more than people themselves and extend to those community elements which exist as a result of the community's presence such as roads, land use, utilities and similarly related items. All of these elements can present opportunities & constraints toward growth & development. 6 �REGIONAL LOCATION Burnside Township is located in the northeast corner of Lapeer County which is situated in the southeastern portion of Michigan in what is commonly referred to as the Thumb Area of the state. ( Figure 1) . Burnside Township is unique in that its size is considerably larger than most townships which are typically six miles square an contain 36 one mile square sections. Burnside Township is approximately six miles wide, nine miles long, and contains 54 sections. Burnside Township is bounded by the Sanilac County townships of Marlette, Flynn, and Maple Valley along its northern and eastern bounds. Moving in a clockwise direction from its southern bounds, Burnside Township is Bounded by the townships of Goodland, Arcadia, north Branch, and Burlington. Brown City, a community of approximately 1,250 persons, abuts the Township along its central eastern limits. The City of Lapeer, with a population of approximately 6,500 and situated approximately 15 miles away, is the nearest city to the Township with a population greater than 5,000. Other significant urban centers in the general area of Burnside Township and their distances, are as follows: Flint (35 miles), Saginaw ( 45 miles), Bay City ( 50 miles), Detroit ( 60 miles), and Lansing (60 miles). CURRENT POPULATION CHARACTERISTICS The 1980 U.S. Census provides the most recent population profile of Burnside Township and is the basis for the information presented below. Though this data is nearly ten years old, this data is none-the-less the most accurate and reasonably accessible for a community such as Burnside Township. The age of this data becomes less of an issue as the Township has not been experiencing significant changes in it's population profile over the past ten years. Agricultural communities, particularly townships, tend to reflect a fairly homogeneous population and this is the case with Burnside Township. More than 99% of the population is white, the small remaining balance of which is principally of Spanish and American Indian background. Though the Township is fairly homogeneous by race, considerable variation exists in the ancestry of the population. While a good portion of the Township residents have a multiple ancestry background, approximately half of residents have single ancestry backgrounds and reflect more than 13 different groups. Most significant of these groups, by size within the Township, are those of German descent (approximately 13%) and English descent (approximately 10%). 7 �FIGURE 1 - REGIONAL LOCATION Lapeer County �There are approximately 508 households in the Township, 90% of which are families (blood-related). The average household size is approximately 3.5 persons. Approximately 70% of the population 15 years and older is married, 6% separated, divorced, or widowed, and 24% single (never married). Of those persons 25 years and older, . almost 50% have completed 4 years of high school and approximately 15% have had some degree of college training. The Township population is distributed fairly evenly by age with roughly one third of the population falling within each of the age categories of 0-14, 15-34, and 35 and older. The Township does, however, have a relatively small percentage of residents age 65 or older (7%). Approximately 90% of the Township residents were born within the State of Michigan. This is not surprising as 60% of the respondents to the landowner questionnaire (discussed later in this chapter) noted that they have resided in the Township for more than 20 years. POPULATION TRENDS AND PROJECTIONS Population trends refer to .the historical direction a community has followed in respect to its population counts while population projections refer to the direction a community is anticipated to follow in future years. The 1988 estimated population for Burnside Township, according to the U.S. Census Bureau, is 1,720. The Township has followed an interesting trend over the past 60 years in reaching its current population, as illustrated in Table 1. Between 1930 and 1950, the Township's population decreased slightly but continued to grow considerably from 1950 to 1970 reaching a high of 1,772 in 1980. The U.S. Census Bureau estimates a drop in population by 52 persons between 1980 and 1988. Lapeer County, on the other hand, has shown consistent growth over the past 60 years and exceptional growth rates during the sixties and seventies. While burnside Township has grown by 36.2% since 1930, Lapeer County has grown by more than 160%. Accordingly, Burnside Township's estimated share of the total county population has decreased from 4.5% to 2.3% between 1930 and 1988. 8 �Table 1 Population Trends of Burnside Township and Lapeer County Burnside Township 1930 1940 1950 1960 1970 1980 1988* 1,263 1,235 1,227 1,322 1,506 1,772 1,720 % Township Increase -2.2 -0.6 7.7 13.9 17.7 -2.9 % of County Population 4.5 3.8 3.4 3.2 2.9 2.5 2.3 Lapeer Co. Population % County Increase 28,348 32,116 35,794 41,926 52,317 70,038 74,500 13.3 11.5 17.1 24.8 33.9 6.4 * Population estimate, non-census year Source: U.S. Bureau of the Census Table 2 provides data on recent growth trends of those communities in immediate proximity to Burnside Township. As can be seen, Burnside Township has followed a trend reflective of the immediate area within which it lies. Nearly all communities experienced considerable growth between 1970 and 1980 with Burnside Township's 17.7% growth being close to average in comparison. 9 �Table 2 Population Trends & Estimates of Adjacent Selected and Nearby Communities 1970-1980 1980 1970 Census Census Population Population Change ' Sanilac County Marlette Twp. Flynn Twp. Maple Valley Twp. Marlette, Village Brown City 3,564 828 895 1,706 1,142 Lapeer County Burnside Twp. Goodland Twp. Arcadia Twp. N.Branch Twp. Burlington Twp. N.Branch,Village Clifford,Village 1;506 1,261 1,666 2,277 1,423 932 472 2,029 963 1,009 1,761 1,158 -43.1 16.3 12.7 3.2 1.4 1,772 1,534 2,347 2,721 1,562 896 406 17.7 21.6 40.9 19.5 9.8 -3.9 -14.0 1988 Estimated Population 1980-1988 Estimated % Change 1,940 880 1,060 1,650 1,220 5.1 -6.3 1,720 1,490 -2.9 -4.4 -8.6 5.4 -2.9 2,440 4.0 2,850 1,530 870 380 4.7 -2.0 -2.9 -6.4 Similarly, nearly all communities experienced reduced on negative growth between 1980 and 1988 (accordingly to U.S. Bureau of Census, 1988 estimates) with Burnside Township's -2.9% growth, again, being close to average in comparison. POPULATION PROJECTIONS Estimating future population counts in the Township is critical in order to better determine the future land use needs of the community. Projecting the growth of a community's population over 10 �FIGURE 2 HISTORICAL and PROJECTED BURNSIDE TOWNSHIP POPULATION 2,100 , I I I I I 2,000 I I I I , HISTORICAL TRENDI I " ,,, ,. I I 1,900 ,,, I I I ,>' I I I I I , 1 1' RATIO TREND I I 1,800 / , • ,I ,' I, z 1,700 ' ... ... ... ... 0 ~ ..J :::, D. 0 D. .... ... ... CURRENT T~END ' ' , .. 1,600 1,500 1,400 " 1,300 U.S. CENSUS • U.S. CENSUS BUREAU ESTIMATE, 1988 • POPULATION PROJECTION 1,200 1950 1960 1970 1980 YEAR 1990 2000 2010 �a prescribed period of time is not an exact science. The multitude of unpredictable variables which can affect growth make any set of projections somewhat speculative. On the other hand, projections do provide valuable planning guidelines when based upon sound demographic principles. By using several projection techniques, one is able to generate a range of growth estimates and this is most useful. Figure 2 illustrates several population projections for Burnside Township. The current trend approach assumes the Township will continue to grow at a rate similar to that of the past ten years. The historical trend approach assumes the Township will grow at a rate reflective of the overall rate during the past 30 years. The ratio trend projection assumes the Township will continue to capture that portion of the county population which is reflective of recent trends and is based upon county projections prepared by the U.S. Census Bureau. These projections result in a range in population from 1,656 to 1,909 in year 2000 and from 1,607 to 2,082 in year 2010. EMPLOYMENT AND INCOME According to the 1980 U.S. Census, Township employment is heavily based within the agricultural related and manufacturing industries. This is somewhat to be expected as one travels throughout the Township and is surrounded by seemingly endless farms and open spaces and several concentrations of sand and gravel extraction operations. The manufacturing employment is reflective of the large industrial region within which the Township lies although industrial employment within the Township is limited. The fact that the 1980 U.S. Census reported the average travel time to work for Township residents of 32 minutes further suggests that most of the Township residents earn their income outside of the Township. The manufacturing industries, along with the agricultural, forestry, fisheries, and mining industries comprise nearly 62% of the Township employment. Nearly 60% of the employed Township residents are employed in one of three principal occupation area: operators, fabricators and laborers (25%), farming, forestry, and fishing (19%), and precision production, craft and repair (15%). The vast majority of paid works within the Township, 73%, receive their income from private parties or individuals while approximately 7% are either federal, state, or local government workers. The remaining 20% are self-employed. Estimated per capita income in 1979 was $5,140 and rose to $6,719 in 1987 (Bureau of Census). 11 �FIGURE 2 HISTORICAL and PROJECTED BURNSIDE TOWNSHIP POPULATION , 2,100 I I I I I 2,000 I I I HISTORICAL TREND I I ,I I I I I I I / / I 1,800 '/... I // ,/ I I I I / I I " / RATIO TREND " I I / I, z ... ... 1,700 Q ~ ··• ....·..,J:. -. ~ .... .... .... .... -----,""~ ~ -=·- ··· .... :) 0 0.. - .J . ; ..J 0.. / I I 1,900 • , I . .... .... CURRENT TREND 1,600 ... ..... 1,500 1,300 • U.S. CENSUS • U.S. CENSUS BUREAU ESTIMATE, 1988 • POPULATION PROJECTION 1,200 1950 1960 1970 1980 YEAR 1990 2000 2010 �COMMUNITY ATTITUDES The most unique element of Burnside Township is the residents. It · is the residents of the community which provide the vitality and soul that moves the community forward and instills the human character upon the physical landscape. It is for this reason, and the fact that a land use plan is intended to respond to the needs and aspirations of the community it addresses, that the identification of Burnside Township residents' attitudes toward land use issues is critical in the development of this plan. To facilitate this endeavor, all land owners within the Township were provided a questionnaire (see Appendix B) addressing various land use and land development issues within the Township. Of the questionnaires distributed, 193 questionnaires were collected resulting in a ___ % response rate. Such a response rate for a questionnaire of this nature is excellent and is a tribute to the awareness, concern, and interest of the Township residents toward their community. Below is a summary of the principal findings from the questionnaire: 1) The most important item which the respondents enjoy about living in the Township is the rural atmosphere. 2) The vast majority of the respondents do not care to see increased development within the Township. The support that does exist for development is geared toward nonresidential development as 20% to 30% of the respondents supported one or more of the following: 1) recreation facilities; 2) small scale shopping facilities; and 3) small industrial facilities. If residential growth is to occur, the respondents most strongly supported low intensive residential development such as single family homes. 3) The vast majority of respondents felt that if commercial development is to occur, it should be guided into one or several particular areas as opposed to all throughout the community. Conversely, the respondents were more divided as to whether residential development should be guided in the same manner. 4) The vast majority of the respondents believe the Township should try to protect special natural areas from development (swamps, flood plains, rivers, streams, woodlands, etc.). 5) Just over half of the respondents feel that agricultural lands within the Township are being threatened while the vast majority of respondents feel the preservation of 12 �prime agricultural lands should consideration in land development. be a primary 6) The vast majority of respondents believe the operation of gravel pits and similar extraction operations should be regulated by the Township. 7) 90% of the respondents feel the quality of life is good in the Township although: 1) 50% feel the area has become less tranquil; 2) 80% feel traffic levels have increased: and 3) 63% feel the roadway network is not in good condition. It is through an understanding of the Township's character, including the community attitudes as discussed above and the cultural and natural characteristics, that enables key Township land use needs and issues to be identified. LAND USE.AND HOUSING As Table 3 and Figure 3 illustrate, Burnside Township is nearly wholly agricultural in land use. Agriculture accounts for approximately 80% of all the land area within the Township and the remaining balance is principally composed of natural areas including wooded and wetland areas. The more intensive land uses within the Township, including residential,commercial, extractive, and institutional, comprise approximately 1½% of the total Township area. Table (Source: 3 LAND USE WITHIN BURNSIDE TOWNSHIP Michigan Department of Natural Resources) Land Use Acres Agriculture 27,968.23 Natural Areas 6,109.81 (forested, non-forested, wetlands) Extractive 233.00 Residential 169.42 Commercial 55.30 Institutional 52.34 Cemeteries 13.35 Water s.so Outdoor Recreation o.oo 13 -'80.79 17.64 0.67 0.49 0.16 0.15 0.04 0.02 o.oo �• • • MOtHGOMEnY no . • * ; V> 0 z -= . ..... . . -=---. D 0 - - -==-· ..... . BARNES RO . .................... ............. ...... . co- ~ z 1 __ V> n :,: 0 n ::::::::::::: ::::::: J----M_A_Y_N_ A_R.;.. O_R_, D_ . --.,-:-1 ~ iiiii:::::::: ::::::: D 0 ··~ ,..0 .. ?D .·~· ::::::::::::: ::::::: ; "'.rll ~ STILE S RD ,:l: . . i= ~ -~ D 0 0 . ·.=.. :l: ·=· 'D 0 BROOKS RO . * 90 l: )> ·--- D V> 1-:-:- C :: . m ~-... D D 0 • • BURNSIDE RO . =· • a, • • -~- :,: 1 ·- ·*· 901-,,.:,-.;..__ • lJ 0 ....,._....,.~----'"1"'\ _.__ _ _ __.__ _ _ _ _ BURNSIDE RO . .. ·-·= / ;a z 0 -< "'"' ; ~ - lJ . . • ' . , • t-=-- • . ' ,' ' .. o· ~ :=.- :l: z• -.-. .. Q, ...-<· ==· 0 0 .. • CD ll lJ ll .. - .... ll 0 •---;---' • -- , t .::;. WILCOX RO . MARTUS RO, ' * .... I ·== ' • n ::t C D n:,: -~ , ll 0 V> nJ: , • -•. ~. m ,..,)> - -= . lJ 0 n)> 0 m ll 0 _, -- . -== .-= .-::• FIGURE 3 BURNSIDE TOWNSHIP MASTER LAND USE PLAN EXISTING LAND USE and LAND COVER LANDPLAN - - - - - INCO~PORATEO - - - - - - - - - - - - LANO USE PLANNING o ZONING • RECREATION PLA NNING f'Q nnx 1111 ()l((MOS ~rn:1ur./\N•H1nn~, m111J111JO'.Ht1 • • • ~ AGRICULTURE / RESIDENTIAL IDI WETLANDS AGRICULTURE , P.A. 116 § SCRUBLANDS COMMERCIAL • WOODLANDS INDUSTRIAL IT I I*I EXTRACTIVE SCALE IN FEET PUBLIC / SEMI-PUBLIC 0 2,000 I 4,000 �A review of some of the more significant aspects of local land uses is provided. Agriculture Nearly all of the agricultural lands within Burnside Township are used as croplands, with the most common crops harvested being corn, wheat, and soybeans. The most significant portion of those lands not used for crops serve as permanent pasture and comprise about 3% of all agricultural lands. According to the U.S. Department of Agriculture, the vast portion of the Township is classified as prime agricultural lands. Commercial Nearly all commercial enterprises within the Township are situated along Burnside Road (M-90) or Van Dyke Road (M-53). These facilities are generally small in size and include such facilities as gas and convenience stores, motels, restaurants and bars, auto repair and sales, drive in theater, and farm equipment sales. Waste Disposal The Lapeer County Landfill, operated by the Sexton Corporation, was originally opened in 1976 and approximately 23 acres have been landfilled to date. The site is currently awaiting · approval by the Michigan Department of Natural Resources to expand the facility by an additional 25 acres. The expansion would extend the facilities lifetime by at least seven years. Landfilling would occur in sequential phases with each phase consisting of a cell covering four to six acres. The remaining acreage of this total 80 acre facility is to serve as buffer area. This facility is classified as a Type II facility (typical community trash and garbage) and is the only facility of its kind in the County. Residential development within the Township is restricted to those areas immediately adjacent to the roadway network. Platted subdivisions have yet to occur within the Township. This fact, along with the agricultural nature of the area and the predominance of large lots, tend to limit development of more interior lands and encourages strip development. Few lots within the Township are less than five acres in size while some of the larger parcels approach more than 225 acres in size. Average lot sizes probably range from 75 to 100 acres. The majority of the smaller residential lots are found in the extreme southern areas of the Township. According to the U.S. Census, there were 554 housing units within the Township in 1980, approximately 20% of which were renter occupied. The vast majority of those units (83%) were singlefamily detached structures. The balance of the units were comprised of multi-family units (7%) and mobile homes or trailers (10%). Nearly 75% of the multi-family units were located within two-unit structures. Approximately 8% of the housing units in 1980 were unoccupied. All of the uni ts within the Township were between one and three stories high. Approximately 45% of the housing units 14 �were constructed prior to 1940 and 28% were constructed between 1970 - and 1980. According - to Township records, approximately 72 residential building permits were approved from 1981 to June of 1990, half of which were for mobile homes. Some of these structures were not built as of June, 1990 and some were built to replace existing structures. UTILITIES Given the rural nature of Burnside Township, the most extensive utility service is that of electricity and is provided by Detroit Edison to all area of the Township. Conversely, except for a handful of structures which receive utility services from Brown City, all structures within the Township rely on non-public sources for potable water and sewage disposal. Approximately 95% of the housing units rely on septic fields or cesspools for sewage disposal while wells account for potable water supplies for all but a handful of units. CIRCULATION The road network of Burnside Township is generally limited to the Township section lines as is often the case in very rural communities. State highway route 53 serves as the backbone of the Township's roadway network as well as being the principal thoroughfare for those coming from the Detroit area and I-69 and heading toward the central and northern thumb area of the state. Though not as heavily traveled, state highway route 90 serves as the principal east-west thoroughfare as it crosses through the middle of the Township providing direct access to Brown City. These two principal thoroughfares are supported by a few paved county primary roads including Route 36 along the norther regions of the Township, Route 39 in the west-central portion of the Township, Route 44 along the southern boundary of the Township, and Route 4 in the southeast portion of the Township, the only paved County primary road providing north-south flow. All other roads within the Township are classified as local county roads and have a gravel surface. According to the Lapeer County Road Commission, 15 traffic levels �along all of the thoroughfares in the Township are generally low and there are currently no planned improvements to the roadway network in the near future. It is of interest to note, however, that the following roads have experienced the most increase in traffic over the past five years: 30% - 40% Increase - Brooks Rd. (from M-53 to Carson City) Gosline Rd. (from County Route 36 to Montgomery Rd.) Barnes Rd. (from M-53 to western Township boundary) Burnside Rd. (from M-53 to western Township boundary) More Than 40% Increase - Clear Lake Rd. (from M-53 to Summers Rd.) The Township is experiencing an increased safety threat, as well as congestion, in the southern portions of the Township due to the sand and gravel operations and resulting truck movement. There currently exists no passenger rail service within the Township, although Chesapeake and Ohio Railroad operates a freight line in the northeast region of the Township. 16 �Chapter Three NATURAL RESOURCES Possibly the greatest influence upon an area's appropriateness for a particular land use is the area's natural characteristics including such elements as soils, topography, and vegetation. These and other natural characteristics can present both opportunities and constraints toward selected land uses and can have profound effects upon land development feasibility and cost, agricultural value, environmental stability, and similar land use considerations. The following discussion reviews the principal natural resources of the Township. TOPOGRAPHY and WATER RESOURCES The majority of Burnside Township is comprised of nearly level to gently rolling land. Except for the northeast corner of the Township, the northern two thirds of the Township exhibit vast expanses of nearly level lands with slopes rarely exceeding 3%. However, as one moves through the southern third of the Township, the land reflects more of a rolling character. While nearly level lands may still dominate, slopes of 5% and more are far more prevalent and reach as high as 10% or more in the south central region of the Township (Figure 2). Elevations within the Township range from approximately 785 feet to 1,000 feet above sea level. The highest elevations are generally in the south central region of the Township while the lowest elevations are found in the far northeast corner of the Township. The majority of the Township falls within the 820-870 elevation range. Burnside Township is characterized by a multitude of small watercourses which act to carry runoff to other principal waterways which then carry the runoff beyond the Township limits. Except for Cedar Creek in the southwest corner of the Township,all of the principal waterways are open county drains and under the jurisdiction of the Lapeer County Drain Commissioner. Due to the network of secondary and principal waterways, the Township is ultimately drained by three or four key drainage courses. Cedar Creek and the Elm Creek Drain collect the majority of runoff within the western portion of the Township. These two waterways 17 �' ' ··-- /·"--=~·~ . . -.. I ... :, - ··•! ~ DRAIN ...._ .. , •·• ✓ 0 .., MONTG OMER Y AO, ' ~"!"rT_ _ _ _ _ _ _ _ _ _ s ..._R_ NE_,S,_Ro_. ---1-----_...'!" ,_ ,._ - ..... 1' - - . - ... 53 ; \ __ ,-- .. _( ' " ) -' ( ) 'r-' ,,, , ' ,~ . '-- J \ BUR NSIDE RD. - . .I - ~ ' ~:. ,--.\ _ j': J "',J ;i: z ··~• '\ ·•: -~ ., ,-~· , , .. . ' \ . _ U-~NSIDE RD. / 9o }--,,---;,r__.,... __ __,__...,.._ _\ _ _ _ _ _ _-+-( '9o >-------"'"'4 .. . _ !~ } ...... --- ~ l~:L::Y! I: ;·---~ l ~ ' ' I ( WEAVER,.) DRAIN "' J) ,. 0 ~ J) ' .-· _J ), \ ; / ' ~ - -,-_ ~ ~ -_ -_ ~ :;, -\·-- ~ - - -- - - z n ::. -< J) ~,"' - ..... __ _;- - -. '' --- :'' , 'I l ' ____ .. ' WILCOX RD ,I ' I I I ); ---, . ,' I ••: :.• llllr~:-"n'-ni,..,-"""-f----rtCll' • 1 • • • • • ~ . • • • ..' , , .. - • ' 1 • • 1 l l I . =••,1"' .. ---- \, \ \ I • ••• ; _,,," 1 1 • •• ri.. • • • I ••••• \ : ,,,' .I • \,-- .·.·. I •:,•:• ,' ' r"' ---' -, ' '..... _,, ... - - ... I ' I '-~ ' ··.....::-.·•:.· ' .. ' .·:........ .....:.... • • ' ~ '- , 1 (') ·••-;,• ·.·.:' :•.·. ::, :::·:::,1 .... . ..·...,•,. ·.::::" .·. •...... '• ' t I • ... ···::.: ~ ·.::. ,' ... ,CEDAR \ CREE K I 1 1 • - '• • • • • • • ~ /.,,,,:'', • : 1 • '' . ~-·.... , ".•• · · · ····'=··. :: .. ~... :... ....',, ..•: , .-- _, ...... •'•· I ,,,. 1 11 ' •,;:•·•• , '. 1• :•;1 ,t •,•:\ ._,, =••. ,' ' __ ,-- l : ....I ' ' . _· ! : ~: - _,,' .., -..,_ CL EA R LAK E RD. FIGURE 4 BURNSIDE TOWNSHIP MASTER LAND USE PLAN SOIL LIMITATIONS, WATER COURSES, and TOPOGRAPHY LIMITATIONS TOWARD SEPTIC FIELDS • l•/::·1 • MODERATE TOPOGRAPHY [Ill] AREAS EXHIBITING HIGH DEGREE OF GRADES NEARING 10 % OR GREATER MODERATELY SEVERE SE VERE AND EXTREMELY SEVERE SOURCE: L A PEER CO. DR AIN CO MMISSI O NER , LA PER CO. PUBLIC HEALTH DEP T., U.S. QUADR AN GLE M APS WATER COURSES LANDPLAN ,_, ,/ 11 COUNTY DRAIN LANO USE PLANNING 6 - - - - INCOAPQAATEO - - - - - - - - - PO BOX 747 o ZONING • RECR EATION PLANNING OKEMOS. MICHIGAN 4800S 1~171349,8370 SCALE IN FEET NATURAL I 4,000 �converge west of the Township where they form the Flint River which ultimately flows into the Saginaw River and Saginaw Bay. The majority of the eastern half and northern reaches of the Township are ultimately drained by the Weaver Drain and Peters Drain respectively, which converge in the northeast corner of the Township to form the Cass River Drain which also flows to the Saginaw River. There are numerous pockets of wetlands though limited in size. There are no natural lakes of any significant size within the Township although there do exist numerous small water bodies of five acres or less in size. GEOLOGY AND SOILS The bedrock geology of Burnside Township is nearly wholly sandstone. The far south portion of the Township exhibits pockets of shale as well. Depths to the bedrock vary from approximately 100 to 175 feet and generally increase in a northwestwardly direction across the Township. According to the U.S. Department of Agriculture, the vast majority of Burnside Township is characterized by soils of reasonable similarity in that the soils are somewhat to poorly drained and characterized by a loam type subsoil. The subsoil varies from sandy loam to silt loam to clay loam although the majority of the subsoils are sandy loam and clay loam. That area of the Township which reflects a significantly different soil characteristics is limited to the far southwestern and south central third of the Township. This area is characterized by moderately to well drained soils with a subsoil ranging from sandy loam to clay loam to sandy clay loam to loamy sand. The exception to this profile is the peat and muck soils which predominate along the Cedar Creek and Madison Drain corridors. Given the rural character of the Township, a review of the area soils is particularly relevant in relation to their contribution toward prime agricultural lands and ability to accommodate on site sewage disposal adequately ( septic fields) • Though the USDA considers a number of variables when determining prime agricultural lands, it is soil characteristics and topography which plays the strongest role in most situations including Burnside Township. According to the USDA, more than three quarters of the Township is considered prime agricultural land (Figure 3). Ultimate determination of a soil's ability to accommodate septic fields must be based upon on-site investigations. However, the Lapeer County Public Heal th Department has prepared maps which provide insight into the general soil capability patterns in the 18 �MONTGOMERY RD. BARNES RO . cl I STILES RO. SOMEWHAT POORLY AND POORLY D \ SANDY LOAM TO CLAY LOAM SUB BURNSIDE RD . LINCK ROY> MODERATELY WELL ORAi ED , 0 CLAY LOA.,/ SUB OIL Y"' /, ' FIGURE 5 BURNSIDE TOWNSHIP MASTER LAND USE PLAN GENERAL SOILS and PRIME AGRICULTURAL LAND LANDPLAN ----tNCOAPOAATCD GENERAL SOILS AGRICULTURAL LANDS A MCBRIDE-MARLETTE ASSOCIATION D B CAPAC-BLOUNT-KISSIE ASSOCIATION LLJ C BOYER-MONTCALM-MCBRIDE ASSOCIATION D E F ~ CARLISLE-LUPTON-TAWAS ASSOCIATION PRIME AGRICULTURAL LANDS NON-PRIME AGRICULTURAL LANDS SOURCE: U.S. DEPT . OF AGRICULTURE, SOIL CONSERVAT ION SERVICE FABIUS-WASEPI-MUSSEY-GILFORD ASSOCIATION CAPAC-BELDING-BROOKSTON ASSOCIATION SCALE IN FEET LAND USE PLANNING PO 80)( 747 o ZONING• RECREATION PLANNING OICEMQS. MICHIGAN '10805 1:5171 349 8370 0 2,000 4,000 �Township based upon USDA soil survey maps and are very useful in land use planning endeavors. The vast majority of the Township is c l assified as offering severe or extremely severe limitations toward the construction and operation of septic fields. Those regions where soils are more supportive of septic fields are concentrated within the southern regions of the Township. VEGETATION • The fact that so much of Burnside Township is devoted to agriculture precludes the existence of vast expanses of vegetative cover beyond that of agricultural fields and lawn areas around residences and other structures. As the Township is characterized by a limited degree of intensive development, that land that is not in agricultural use is of a predominantly open space character. Of a l l non-agricultural lands, nearly 92% consist of woodland, wetland, or open shrub land. • According to the Michigan Department of Natural Resources, al.most 10% of the Township is covered by forest lands, the vast majority o f which are deciduous in character. Nearly 7% of the Township is covered by herbaceous and shrub lands and less than 2% of the Township is comprised of wetlands. • As Figure 3 illustrates, the majority of these natural areas occur in the northern and southern thirds of the Township. The largest expanse of woodlands occurs along the Cedar Creek corridor and covers approximately 500 acres . • • • • • �• • Section Three • ESTABLISHING A FRAMEWORK • Bef ore a particular. strategy can be developed to guide Burnside Township into the future in respect to its land resources, a framework must be established which relates the current character of the Township with the direction considered most appropriate for the Township to follow into the future. This framework involves the identification of key land use issues and needs facing the community and the goals and objectives adopted by the Township to address these issues and needs • • • • • • �Chapter Four ANALYSIS and NEEDS ASSESSMENT Having developed a profile of the physical and cultural character of Burnside Township, it becomes possible to gain insight into the land use needs and issues facing the Township and the development of the Plan. The following summarizes these key land use issues. It should be noted that though this discussion addresses each particular issue, the issues are not necessarily inseparable but overlap and relate to one another in varying degrees. PRESERVATION of AGRICULTURAL LANDS Certainly, one of the most dominant issues which this Plan must address and provide for is the preservation of agricultural lands. A significan~ portion of the residents of Burnside Township rely on farming and related operations as their principal source of income and financial stability. Most successful farming operations require vast amounts of contiguous land masses and the loss of farmland parcels, even on a limited basis, can potentially threaten the viability of continued successful farming efforts by local families and operators. These agricultural lands are of great value not only to the farm owners but to the geographic region within which they operate for the food stuffs which these enterprise provide. It should be understood, however, that preservation of all agricultural lands within a community can be difficult depending upon local development and growth trends. It becomes critical then that preservation of agricultural lands within Burnside Township be viewed as one of many concerns of the Township, and addressing all concerns may require a degree of flexibility. The most important issue here is that if agricultural lands must be lost to accommodate other land uses, those agricultural lands considered prime or most productive be regarded with the highest of preservation concerns. 20 �PRESERVATION of RURAL CHARACTER and SPECIAL NATURAL RESOURCES The rural character of Burnside Township is a fundamental thread in the Township fabric and is highly valued, by the Township. Whether it is the way of life which is typically associated with a rural community, or the visual images which are often attributed to rural communities, or a combination of both and more, the rural character of the Township is the foundation for the quality of life desired by the residents. An element of the Township's rural character is its special natural resources including hillsides, woodlands, waterways, and bottomlands. Their value, both to the area residents, wildlife, and associated ecosystems, is considered a conservation must. A second and larger element of the rural character is the almost continuous stretches of landscape void of expansive parking lots, paving,concentrations of buildings and similar more urban characteristics. It is important to note here that vast agricultural acreage in a community does not, in it of itself, define a rural setting. Communities may be rural and contain no agricultural lands. The phrase "rural character" is more synonymous with the lack of intensive development than existence of agricultural lands. If growth and development is to occur within the Township, and the rural character is to be preserved and special natural resources conserved, specific and aggressive measures must be taken including, but not necessarily limited to; 1) limiting development to acceptable intensities; 2) adequate landscaping and buffering of more intensive land uses; and 3) locating development areas least apt to impinge on area wide rural character. 21 �PROVISION for EXPANSION of NON-RESIDENTIAL LAND USES There is clearly a significant portion of Burnside Township residents who wish to see increased non-residential growth such as commercial and industrial land uses. As discussed above, concern for preserving the rural character and agricultural lands of the area are priorities and must not be forgotten. Accordingly, the Plan must set the foundation for allowing such growth and development to occur in a healthy and appropriately timed fashion. The Township must recognize the economic and public benefits which non-residential development brings to the Township. Similarly, the Plan must provide the guidance to minimize the less-advantageous affects such development can have on a rural community. RESIDENTIAL GROWTH noted earlier, projecting population growth is less than an exact science. Yet, when viewed from within the proper perspective, population projections must be considered when planning for future land use.. Though the U.S. Census Bureau estimates a loss of SO residents in the Township between 1980 and 1988, the Township has generally experienced continual growth in the previous four or five decades. While the 1990 Census may reveal that growth in the Township slowed or even declined during the previous ten years, current conditions suggest that the Township is apt to continue to grow, rather than decline, in the coming ten years and beyond. The fact that Lapeer County is experiencing growth and current plans exist for the extension of M-53 northward form the Detroit area suggests that Burnside Township is more apt to experience residential growth in the future than not. Based upon an estimated increase in population from 1990 to 2000 of 1810 persons (approximate average of projections) or approximately 520 households ( 3. 5 persons per household), as discussed in Chapter Two, the additional residential acreage required is noted below: As Average Lot Size 1 Acre 2½ Acres 5 Acres Total Acres Required 520 1,300 2,600 22 �The Plan must provide for the identification of how this residential growth can best be located and incorporated within the Township in the most harmonious manner. PROVISION for SPECIAL LAND USES The recent controversy over plans for the County landfill's expansion and growing concern over the day to day operation of local sand and gravel extraction operations highlights the need for the Township to provide guidance in the location of and regulation of special land uses. The Township must recognize the economic benefit of the area sand and gravel resources to both the Township and extraction operators. Still, such activities can have a debilitating effect upon a community and nearby residential areas due to congestion, maintenance, and safety hazards along the roadway network, noise, dust, potential for permanent scarring of the landscape, and other effects. The Township must not lose sight of the fundamental issue however. The real issue is not necessarily the sand and gravel operations as they are only a symptom of the bigger problem; the lack of appropriate guidance and regulation of unique or special land uses including junkyards, auto service facilities, outdoor auto sales facilities, mobile home parks, and others. While the scope of this plan is not intended to identify detail~d regulatory programs for special land uses, it is intended to identify the existing need for such programs and establish the foundation for such programs. DEVELOPMENT SENSITIVE to NATURAL CONSTRAINTS To the degree that growth and land development occur in Burnside Township over the coming years, guidelines must be established to assure that such growth and development recognizes and respects the natural constraints present in the Township facing growth and development. Most critical of these constraints is the limitations 23 �presented by the soils in nearly all areas of the Township toward on-site sewage disposal.This condition presents direct ramifications upon the cost and intensity of development on a given site and the allowable intensity of development throughout regions of the Township. The Plan must provide guidance in correlating allowable development intensity with the natural constraints present. At the sam time, the Plan must recognize the potential for utilization of alternative waste disposal systems and their effect upon allowable development intensity. SEWAGE DISPOSAL, POTABLE WATER and PUBLIC HEALTH As noted above, Burnside Township is dominated by soils which present severe limitations to septic fields. To many, this condition may be viewed as a blessing as it will undoubtedly limit the intensity of development within the Township. However, this condition should not let the Township fall into a false sense of calm about on-site sewage disposal and public health. The Township should always maintain a level of concern and planning foresight for maintaining adequate sewage disposal and a reliable potable water supply. Contamination of groundwater is always a potential and heightened by septic fields on poor soils. · Accordingly, the Township must maintain a watchful eye on the degree of growth and development in the coming years and, if necessary, examine the feasibility of more advanced sewage disposal systems (lagoons, etc). Such systems require considerable monies and planning and should be studied long before an immediate crisis occurs. Similarly the Plan must address this issue through regulating the rate and intensity of development. 24 �Chapter Five LAND USE GOALS AND POLICIES Based upon the data previously -presented in this document, and the assessment of needs and issues presented in the previous chapter, the Burnside Township Planning Commission established a set of goals and planning policy statements to guide future land use in the Township in a manner responsive to the needs and concerns identified. Within this context, "goals" serve as end-products which the master land use plan is aimed at providing while the "planning policies" are the means to which these goals are reached. The benefit of these policies is considerable and reaches beyond their ability to support a desired goal or product. adopted policies aid the public in understanding the intent of master land use plan, instill efficiency in decision-making ensure consistency of criteria and guidelines used as a basis decision-making. far The the and for These goals and policy statements form the rationale and basis of the proposed master land use plan for Burnside Township. Careful analysis of the physical and cultural characteristics of the Township and the application of these development principles will result in an understandable and defensible land use plan. BURNSIDE TOWNSHIP MASTER LAND USE PLAN To provide a land use plan that is flexible, reasonable and adequate to meet the needs and desires of Township residents and to insure the continued health, safety, and general welfare of the Township and its residents. Planning Policies 1. Burnside Township will adopt a master land use plan, indicating areas into which general land uses should be directed. The purpose of such a plan is to guide the decisions of the Planning Commission and Township Board on matters of growth, development and land usage. 25 �2. The Burnside Township Ordinances shall be continually reviewed and revised in light of an adopted master land use plan, and any subsequent changes to the plan, to reflect the proposals contained in the plan and enforce its land use policies. LAND USE/GROWTH MANAGEMENT Goal To provide for an appropriately balanced pattern of both residential and non-residential land uses in a fashion which will maintain the strong rural character and quality of the life environment in Burnside Township and be capable of meeting present and future community needs in an efficient, economical and environmentally practical fashion. Planning Policies 1. Encourage natural, heal thy growth in Burnside Township; growth that consists of orderly, planned development which protects against incompatible land uses. 2. Growth should be regulated as to its rate and intensity through specific districts, consistent with predetermined, desired characteristics. 3. The location and intensity of future development must respond to the natural and cultural constraints present, including the lack of public sewer and water facilities and limiting ability of soils to accommodate septic fields. 4. Growth should be managed to the extent that it is a function of overall carrying capacity, not only of the physical (land) resource, but also including elements of public costs and the provision of public roads, services and utilities. 5. Development shall be orderly, to reduce the energy and cost inefficiencies of discontinuous development patterns. Unmanaged sprawl and "leapfrog" development indicate an unplanned, inefficient approach to land use and should be prevented. AGRICULTURE Goal Preservation of the agricultural industry in Burnside Township must be pursued as this industry provides a foundation upon which the Township relies for economic and social welfare. 26 �Planning Policies 1. Preserve for agricultural use those lands in Burnside Township that are best suited for agricultural use. 2. Limit the development of non-agricultural uses on designated agricultural soils. Such development impairs efficient agricultural practices, removes forever the best agricultural fields from production, and could result in future conflicts between rural homeowners and farmers. 3. Limit the extension of utilities or other public improvements into designated agricultural areas that are not compatible with an agricultural-use district or that would otherwise jeopardize the integrity of these districts. 4. Identify those active agricultural areas which, by virtue of their relationship to parcels currently undergoing development or designated for low intensity development, could be best utilized as "transitional" or "holding" districts, providing options for accommodating growth and yet implementing the other policies suggested herein. THE NATURAL ENVIRONMENT The natural environment is of paramount importance to the residents of Burnside Township due to the many ways it shapes the health, safety, and welfare of the Township and must be preserved to the greatest degree feasible. Planning Policies 1. Woodlands, marshy areas and wetlands provide important resource functions, including the storage of flood waters, replenishment of the ground water supply, and provision of habitat and cover for a variety of wildlife species. The protection of these resources from disruption and destruction, to the greatest extent possible, is critical. 2. Development along water courses and in flood plains will be carefully regulated in order to protect unwary land purchasers, as well as the general public, from development practices which may cause pollution of waters, or compound potential flooding, or generally increase the threat of harm to property, individuals, and the Township. 27 �3. The natural environment fully supports the rural character of the Township which residents hold so dear and those most visible natural environmental elements should be preserved accordingly. RESIDENTIAL DEVELOPMENT Burnside Township desires to encourage adequate housing for all segments of the population in a healthful, safe, convenient and attractive living environment. Planning Policies 1. Provide a balanced range of housing types to accommodate a range of income and age groups, household sizes, location and style preference. 2. Residential development should reflect land capabilities, both in location and site development. 3. Future "group housing," be it as mobile home parks, multiple family development or even single family subdivisions, will be carefully regulated so as to blend with the existing low intensity character of the community or the character of a given area. 4. Future subdivisions will be encouraged as a unified approach to residential land use where feasible; however, such subdivisions should be located adjacent to existing areas of similar development or where residential growth will logically occur if the carrying capacity of the land permits. 5. Encourage the adoption of subdivision regulations to guide the quality of new residential development in Burnside Township. 6. Discourage extensive "strip" residential development along roadways in the township. Such development is an inefficient use of land which often commits the future use of road frontage to shallow lots, increases vehicular congestion and safety hazards, and inhibits access to interior portions of larger acreage. 28 �7. Protect residential areas from activities excessive noise, dirt; odors or traffic. that produce 8. Residential development shall be guided so as to minimize public utility costs and maximize anticipated and constructed public facilities. NON-RESIDENTIAL DEVELOPMENT To provide opportunities for limited commercial, industrial and other forms of non-residential land use in a manner which reflects sensitivity to surrounding land uses, the natural environment, and particular site characteristics. Planning Policies 1. Encourage the development of selected, non-residential development to the extent that it addresses needs of the Township without substantially sacrificing the existing character of the Township or intended character of the site. 2. Recognize that "strip" commercial development (commercial facilities that may evolve in an unplanned fashion, usually in a narrow configuration along major roadways) is not in the best interest of public health, safety and welfare, as it may result in numerous curb cuts along the roadway ( promoting confusion over turning movements, safety hazards, congestion), and conflicts with adjoining residential areas. 3. Discourage the introduction of new commercial areas which, by their location and method of development, may encourage the creation of new "strip" commercial zones. 4. All non-residential development within the township shall be of such a nature that the natural environment is free from the hazards of toxic wastes and other environmentaily unsafe products and elements possibly associated with non-residential development. S. Establish locations and measures to ensure the incorporation of special or unique land uses within the Township in a manner which protects the health, safety and welfare of the community and minimizes day to day disturbances to the community. Such measures shall address industrial land uses including mineral and related extraction operations. · 29 �PUBLIC SERVICES AND FACILITIES To provide public services and facilities in the most efficient manner possible to meet existing and future needs of township residents. Planning Policies 1. Recognize that public services and facilities should be sensitive to the needs of township residents and, therefore, be expanded or revised when necessary to more effectively serve local residents. 2. Where possible, public services should be coordinated on a cooperative basis between Burnside Township and adjacent units of government. 3. Recognize the need for long-range planning to ensure safe, high quality potable water, protection of surface water quality and safe disposal of residential, commercial, and industrial sewage. Promote the use of stringent controls over on-site wastewater disposal through tile fields and septic tanks and the utilization of alternative facilities where necessary to accomplish the above mentioned water quality goals. 4. Recognize the need for continued long-range planning to meet solid waste disposal needs, an issue that should be approached on a regional basis with no individual community necessarily bearing the full burden of waste disposal. COMMUNITY AESTHETICS To guide all physical growth or development in Burnside Township in such a manner to ensure a pleasant, attractive and desirable community in which to live, work and play. 30 �Planning Policies 1. Encourage all non-residential establishments to maintain a visual appearance that contributes in a positive manner to the image of their surroundings and the community as a whole. 2. Efforts should be made by the township to preserve and protect those areas of scenic significance and the natural beauty of the community. �( ( Section Four DEVELOPIN_G THE FUTURE ·c C The principal land use issues and needs of Burnside Township have been identified as have the goals and planning policies to address these issues and needs. The final step in the development of this master land use plan is the use of the goals and planning policies to arrive at a practical strategy for land use within the Township and the identification of alternative methods to implement the strategy. ( , C 31 C �Chapter Six A STRATEGY FOR FUTURE LAND USE The strategy for future land use presented in the following pages evolved as a result of the elements and issues previously reviewed and discussed including: 1) physical and social Township characteristics; 2) community trends; 3) community needs, concerns, and attitudes; and 4) adopted land use planning goals and policies. The overall direction of the strategy is to provide the opportunity for healthy residential and non-residential growth within the Township while preserving agricultural lands to the greatest degree feasible and maintaining the overall rural character of the area. The strategy consists of three principal elements which are intended to operate in an integrated fashion and thereby provide a comprehensive approach toward planning for the community's future well being. These three elements include the Land Use Zones Plan, Transportation Plan and the Public Utilities Plan. LAND USE ZONES PLAN The Land Use Zones Plan involves the establishment of six ( 6) principal land use categories within which the Township is divided into. Each land use category, or district, delineates the primary land use or uses intended to occupy that zone. The following pages describe each of these land use zones including their intent and location rational and are accompanied by a graphic illustration of the strategy ( Figure 5) • The determination of the district locations is based upon various practical considerations specific to each district. Throughout the development of the Land Use Plan, the intent of the district locations is to address these considerations to the greatest extent feasible. Two points should be kept in mind as one reviews the land use zone descriptions and boundaries. First, it is not the intent of this plan to suggest that existing land uses which do not comply with the intent of the zone they are currently situated in (Figure 6) are in jeopardy of continuing their current operations. While the location of some of these "non-conforming" uses may not be in the best interest of the Township, the Township is sensitive to the resources invested in those facilities. This sensitivity does not, however, preclude the Township from establishing regulations 32 �addressing the expansion, reconstruction, or other activities which may act to extend the lffetime of these less than desireably located land uses. Second, the zone boundaries illustrated (Figure 6) are purposeful and based upon a number of considerations, as noted in the following pages. This plan is, none-the-less, intended to be flexible and those boundaries are not necessarily etched in stone. However, the Township will generally not consider exceptions to these boundaries unless among other considerations, the proposed exception ( s) involve parcels in the immediate proximity to the boundary under question and the proposed land use is considered compatible with the surrounding area. AG RI CULTURAL ZONE INTENT: Agriculture is the foundation upon which the general welfare of Burnside Township rests including economic, social and environmental well being. The AGRICULTURAL ZONE is intended to recognize, preserve, and protect those agricultural areas considered most valuable toward supporting the agricultural stability of the Township. Introduction of other land uses within this zone could pose considerable threat to the agricultural productivity and stability of the individual parcels, and the community in general, and as such are deemed generally inappropriate. LOCATION CONSIDERATIONS: Principle considerations in the location of the AGRICULTURAL ZONE include: 1) 2) 3) 4) Protection of prime agricultural lands Encompass active crop and pasture lands Encompass lands within the P.A. 116 program Encompass parcel sizes more compatible with successful farming operations and overall production The AGRICULTURAL ZONE recognizes the fact that, generally, successful farming increases with the size of parcels farmed. Accordingly, parcels within the Township which reflect the location considerations noted above but are of limited acreage are not included within the AGRICULTURAL ZONE. The vast majority of the Township is contained within the AGRICULTURAL ZONE although the majority of land in this zone is in the central and northern regions of the Township. RURAL-RESIDENTIAL ZONE INTENT: The intent of the RURAL-RESIDENTIAL ZONE is to provide the opportunity for residential growth and development of a more rural character than that typically associated with urbanized areas and associated residential subdivisions and similarly, without the 33 �reliance on public sewer and water facilities. Further, that this opportunity be provided in a manner which does not conflict with the principle agricultural areas of the community. This zone responds to the Township's desire to provide housing opportunities to individuals and families unable or uninterested in pursuing commercial farming endeavors yet wish to reside on lots more reflective of a rural community. However, the intent of this zone is not to prohibit existing farming activities. Further, new future farming activities will be allowed in this zone, but shall be operated in a manner which minimizes conflict with nearby residential development. Maximum development densities within this zone will ultimately be based upon on-site sewage disposal requirements and other natural conditions which may be present. The intent of this zone is to minimize potential traffic congestion and safety hazards by limiting strip residential development along section roadways and encourage non-road frontage development. LOCATION CONSIDERATIONS: Principle considerations in the location of the RURAL-RESIDENTIAL ZONE include: 1) 2) 3) 4) 5) Minimize threat to prime agricultural lands Be relatively economical to develop Be protected from traffic and incompatible land uses Minimize environmental limitations toward on-site sewage disposal Allow for a range of residential densities This zone is principally located in the south central region of the Township. However, also included within this zone are all residential or agricultural lots ten (10) acres in size or less. Numerous sand and gravel extraction operations currently exist within the RURAL-RESIDENTIAL ZONE. This land use must be recognized as a temporary condition in that such a use can only exist as long as the mineral resources are present and accessible within the framework of applicable ordinances and statutes. Use of sand and gravel pits for residential development, upon termination of the extraction operation, is common and such developments can be highly marketable. URBAN-RESIDENTIAL INTENT: The URBAN-RESIDENTIAL ZONE is intended to provide housing opportunities of a more urban character in respect to development densities as well as, on a more limited basis, commercial services to meet the needs of the immediate area. Such development is feasible only to the extent that public utilities are available. The intent of the Plan is not to currently encourage the provision of public utilities to this zone but to designate that area of the 34 �Township most appropriate to absorb such infrastructure improvements and residential development should the need or opportunity for urban housing alternatives arise. LOCATION CONSIDERATIONS: Principle considerations in the location . of the URBAN-RESIDENTIAL ZONE include: 1) 2) 3) Nearby to existing or anticipated public utility systems Nearby to primary transportation corridors Convenient location to basic services The URBAN-RESIDENTIAL ZONE is situated along the western bounds of Brown City. COMMERCIAL INTENT: The intent of the COMMERCIAL ZONE is to provide an opportunity for commercial services and development within the Township while minimizing the potential for disruption of the current Township character. The COMMERCIAL ZONE provides the opportunity for redevelopment of existing commercial areas as well as expansion of existing and new commercial facilities. The principal commercial development anticipated to occur within the Township is typically referred to as "neighborhood services" and typically provide convenience items and personal services such as hardware stores, gas stations, small grocery stores, and similar establishments. It can be assumed that local needs for commercial facilities offering expanded selections of goods, particularly durable goods or goods typically associated with major department stores, can best be addressed by current and future commercial development in nearby urban areas including Flint, Lapeer, and Imlay City. LOCATION CONSIDERATIONS: Principle considerations in the location of the COMMERCIAL ZONE include: 1) 2) 3) 4) 5) Adjacency to adequate roadway infrastructure. Adjoin principal traffic flows. Minimize threat to agricultural lands and special environmental areas. Conveniently located to population centers. Recognize existing and anticipated land use patterns to minimize incompatible circumstances. The COMMERCIAL ZONE is situated in the area Burnside Road intersection. of the M-53 and COMMERCIAL -INDUSTRIAL ZONE INTENT: The intent of the COMMERICAL - INDUSTRIAL ZONE is to recognize that area of the Township which is presently 35 �characterized by a mixture of commercial and industrial land uses ( as wel 1 as agricultural) and provide the opportunity for this existing land use pattern to continue in a reasonably compact fashion. This area has exhibited a mixed land use pattern for some time and clearly reflects a manufacturing and service area character. Because of this area's existing character, adjacency to important transporations corridors (which commercial and industrial facilities rely on), and limited residential development, the plan recommends this area continue to absorb commercial and/or industrial growth as the need may arise. However, the plan also recommends the establishment of regulations to insure proper buffer zones and safeguards to minimize potential negative impacts between adjacent land uses. PARK and OPEN SPACE ZONE INTENT: The intent of the PARK and OPEN SPACE ZONE is twofold; 1) to protect those natural resources within the Township which have particular environmental value to the Township due to the role these resources play toward maintaining the welfare of the Township and 2) to provide opportunities for public recreation facilities and programs. "To protect" refers to the limiting of development within this zone which is apt to adversely effect the environmental resources contained within. By the act of limiting development within this zone, and the natural characteristics of these land areas, lands contained within are particularly suitable for passive recreation facilities. LOCATION CONSIDERATIONS: Principle considerations in the location of the PARK and OPEN SPACE ZONE include: 1) Wetland areas 2) Expanses of woodlands 3) Flood prone areas 4) Natural water courses 5) Proximity to existing or potential population centers At present the PARK and OPEN SPACE ZONE consists of privately owned lands in the area of Cedar Creek and nearby woodlands and wetlands as well as several other land areas toward the central and northern regions of the Township. This fact raises an important issue; the Township owns no lands currently programmed for or proposed to be programmed for recreation use. Traditional recreation standards recommend ten acres of parkland for every 1,000 population. This would equate to approximately 20 acres of parkland to serve the current population of Burnside Township and provide basic recreation facilities including playgrounds. While the survey revealed support for increased recreation opportunities within the Township, this support was not reflected by the majority of respondents. 36 �!~ _/, , I ) AGRICULTURE \ .\ I I "'--- STILES RD . '\( /\ -·-, ·---~--~ ...._____.___ - - -~ - ( 90 ~ I V ----.__ - - - - / l! ••• ···c, \ ··, < \ BROOKS RD. ' ;c J> D V, I I J: D "' l 90 \ ' ~ 39 \ .......... __. ....... BURNSIDE RD. '~--- ,_ fGRICULTURE / JP, and j ~ . -...../ \ RK / LiJ D I \ ,111RTUS RD - LINCK RO . ;c ;c m ll .I (.· < 9 ~ WILCOX RD ~ V> D 0 ,go )_,,--_ _ ____ I D 0 ~P.1E URBAN-fs10ENTIA7' \i m V, C OPEN 90 _ _ _ _ _. . . . __ _ _ _ _ e u R_N SI_D E _RD. _ _ coMMI Rc1AL _, AGRICULTURAL -• / -• ~D- ~ ~ ..llllliliiillii-!R EANVILLE RO . I J> (") " V, ' (") 0 ll z m ll AGRICULTURE ) RURAL-RESIDENTIAL - I WILLIS RD. ' \ 0 PAR~ and OPEN SPACE m J> z ll "' ! \ I ~·~·--------~-,,.---------1• ------... L:LtAH . AKt HU . i-.-) __________, FIGURE 6 BURNSIDE TOWNSHIP MASTER LAND USE PLAN LAND USE ZONES LANDPLAN _ _ - - INCOFIPOFIATEO------ SCALE IN FEE T LANO USE PLANNING PQ 80)( 7,t7 o ZONING • RECREATION PLANNING Ql((MQS M1CM1GAN40005 15171J'49 ,8J70 I 4,00 0 �It is critical that the Township maintain a close watch on the recreation needs and attitudes of the community. While private recreation facilities may meet some of the future recreation needs of the community, such facilities are not accessible to all. The Township must take responsibility for assuring basic recreation needs of the community are met. Sound recreation planning begins before conditions become extreme and drastic inadequacies arise. As the Township grows, so should the community's commitment to assuring adequate parkland and programs, appropriately located, for the individuals and families of the area. TRANSPORTATION PLAN Land use is intrinsically related to circulation and, in particular, vehicular access. The automobile plays a dominant role in our society today. Industrial facilities require adequate roadways to accommodate the relatively high volumes of traffic requiring access to such facilities, and residential neighborhoods require adequate roadways to facilitate the day to day patterns of area household. In addition, all land parcels require adequate roadways to facilitate emergency services. With this in mind, it becomes imperative that the Township's circulation system meet the land use needs of the community today, tomorrow, and into the future. Similarly, it is imperative that land uses are not introduced within the Township unless an adequate circulation system exists (or is anticipated, depending upon the circumstance) to meet the apparent land use needs. Assuming that the proper balance between roadway infrastructures and land use needs can come about only through a specific plan. As part of the Burnside Township Master Land Use Plan, the following actions are established to form the transportation plan: Action #1 CONTINUAL MONITORING and PLANNING The Township shall continually monitor traffic flows and roadway conditions to identify existing and potential conflict areas. The intent of this action is to enable the Township to identify existing and anticipated circulation conflicts so as to plan for their solution before circumstances become extreme, hazardous, or generally in conflict with the health, safety and welfare of the community. 37 �Action #2 PRIORITIZED IMPROVEMENTS Improvements to the roadway network shall be based upon an orderly and prioritized approach. Improvements shall be based upon substantiated data highlighting the need for such improvements and priority shall be given to those improvements addressing immediate hazardous conditions and/or increasingly hazardous circumstances where high or increasing traffic flows are present. Action #3 COMMUNICATION and COOPERATION The Township shall regularly communicate with the Lapeer County Road Commission to assure that each of these governmental units is aware of current efforts, concerns, and needs held by each other and that improvements are planned in an organized and cooperative fashion. This communication and cooperative approach shall be extended to all area municipalities with the understanding that poor roadway conditions and resulting improvements can have regional ramifications and must, therefore, be planned collectively. Action #4 SITE IMPROVEMENTS As land is developed for commercial, industrial, and residential purposes, traffic flows in the area of these increases as do the demands on the local roadway network. The increased traffic flows and demands upon the roadway network can create localized hazardous and congested conditions due to vehicles accessing and exiting facilities and neighborhoods. The Township shall examine proposed land development projects in relation to its effect upon adjoining roadways including conflicting or inappropriate traffic turning patterns, congestion due to limited road width or lanes, inappropriately positioned driveways, and related concerns. PUBLIC UTILITIES PLAN At present, public sewer or water service does not exist in Burnside Township. Further, the general soil characteristics in the area are not particularly supportive of septic fields for sewage disposal. Many would consider these features to be an asset of the community. The soil characteristics and lack of public services act, to a degree, to preserve the rural character of the area by limiting intensive development. However, it is the same features which put Burnside Township in a potentially vulnerable position in terms of adequate sewage 38 �disposal and potable water supply. Improperly designed and constructed septic systems, over-intensive development of residential areas, and unmonitored and mismanaged earthmoving and excavation operations can have potentially disastrous effects upon a community's potable water supply and general health, safety and welfare. Health permits must be approved by the Lapeer County health Department before land parcels can be developed within the township. It is the responsibility of the health department to assure safe and adequate on-site sewage disposal and potable water systems are designed and constructed for properties to be developed. The Township should encourage open lines of communication with the health department for advisory purposes and the exchange of pertinent information regarding proposed projects, adequate water and sewer facilities, effects of land development projects upon nearby septic fields and potable water sources, and any other issues which may be deemed pertinent in the review of proposed projects. The development of public sewer and water services requires substantial time and financial resources including feasibility studies, design, and construction. Though these services may not be necessary at present or in the foreseeable future, the Township recognizes the fact that, like all other communities, a situation may arise where the provision of these services to a particular area of the community may become essential. Accordingly, the Township shall monitor development trends and their effect upon potable water quality, on-site sewage dis9osal, and related issues. This monitoring activity, with the assistance of the county health department, should help to minimize emergency large-scale water and sewage disposal circumstances and maximize the community's ability to properly plan for public services if and when the need arises. Any plans for increased public services should recognize existing sources of sewer and water services in the region and the potential to tap into these existing infrastructures. 39 �Chapter Seven IMPLEMENTATION The overall intent of this master plan is to identify and develop the most appropriate land use strategies for meeting the land use needs of the township in a manner which supports the health, safety and welfare of the current and future township residents. These strategies are embodied within this plan, both graphically and in text. However, without the implementation of these strategies, this master land use plan becomes nothing more than a document upon a shelf. A master land use plan is a statement of policy and is ineffective unless acted upon. There are a number of avenues which the township can follow to implement this land use plan. Before implementation can occur, it is critical the appropriate township governmental bodies recognize, support and adopt this master land use plan. According to current Michigan statutes, once this plan is adopted by the Planning Commission, it is considered official and used by the Commission as a guide for future planning and resolving of conflicts. It is the Township Board, however, that has the actual authority and power to implement the master land use plan thLough the passage of ordinances, decisions on zoning and rezoning permits, and expenditure of public funds. As such, it is critical for the Board to review and officially adopt the master plan as well. Upon adoption of the plan by both township bodies, implementation activities can be initiated. LAND USE CONTROLS There are a variety of techniques available to assist in implementing an adopted land use plan. The most important of these techniques involves legal land use control ordinances and programs of which zoning is a part of. ZONING Zoning is certainly the most effective manner of implementing the township master land use plan. In 1943, the State of Michigan passed the Township Zoning Act (P.A. 184 of 1943, as amended) which vests the legislative authority to enact or amend a zoning ordinance within the Township Board. 40 �The Michigan Acts include a statement defining the purpose of zoning, a portion of which reads as follows: " . • . to meet the needs . • . for food, fiber, energy, and other natural resources, places of residence, recreation, trade, and service . . . to assure that the use of land (is) situated in appropriate locations and relationships; to limit the inappropriate overcrowding of land and congestion of population . to facilitate adequate and efficient provision for transportation systems, sewage disposal, water, energy, education, recreation, and other public service and facility 11 requirements . . The Zoning Ordinance is based upon and reflects the policies contained in the Master Land Use Plan. In meeting this end, a zoning ordinance typically prescribes and controls the use of land through the establishment of land use zones. Each zone is based upon various land development characteristics including lot sizes, development intensity, building uses, and building locations, heights, and bulk. Though the Burnside Township currently has a zoning ordinance in effect, this ordinance should be revised and updated to reflect the policies of the Master Land Use Plan and current conditions and trends within the Township. In fact, zoning ordinances are intended to serve for approximately five-year periods before being completely reviewed and revised in accordance with evolving conditions within the township. Aspects of the zoning ordinance can be revised at any time, however, based upon legally pre~cribed procedures. SUBDIVISION CONTROL ORDINANCE A township may enact a Subdivision Ordinance through the authority of the Subdivision Control Act, P.A. 288 of 1967. The Subdivision Control Act permits townships and other municipalities to enact ordinances with the intent of controlling the properness and degree of land subdividing and improvement to the land, including sanitary sewer, water supply and streets. FARMLAND and OPEN SPACE PRESERVATION PROGRAM Another local method of land use control with an emphasis on the environment is the Farmland and Open Space Preservation Program established by Act 116 of 1976. As noted earlier, much of the Township is already covered by this program. The Act under which this program is administered was originally designed to alleviate 41 �the rapid conversion of agricultural land within the state to more intensive uses which were taking place at the time. The Act also provided for the preservation of privately owned open space land. The Act defines open space land as land that conserves natural or scenic resources, enhances recreational opportunities, preserves historic sites and idle potential farmland of not less than 40 acres in size. Act 116 enables individual land owners of such open space land to enter into a development rights easement with the unit of government in whose jurisdiction the property is located. The easement is designed to ensure that the land remains in a particular use for an agreed-upon minimum period of ten years. The easement may be perpetual. In return for the restrictive covenant, the land owner is entitled to certain property tax benefits. To enroll in the program, the property owner must file an application with the township. Upon approval, the township prepares an appropriate easement which, after signing by the land owner, is subsequently recorded with the register of deeds of the country. Property owners should become familiar with all conditions associated with such an easement before entering into an agreement. MICHIGAN WETLANDS PROTECTION ACT The Michigan Wetland Protection Act (Act 203) of 1979 was passed to regulated activities in Michigan wetlands. No dredging, filling or construction can take place in wetland areas without a permit from the Michigan Department of Natural Resources. Wetland under the Act is land "characterized by the presence of water of a frequency and duration sufficient to support and that, under normal conditions, does support wetland vegetation." The Michigan statute applies to all wetlands contiguous to inland lakes, ponds, streams and rivers. They also include the wetlands of five acres or more in size that are not contiguous to surface water bodies and located in counties with populations of 100,000 or more. Noncontiguous wetlands cannot be regulated in a county of less than 100,000 population unless a wetland inventory is completed. Act 203 was designed to protect rather than preserve wetland, and controls provided for by the Act serve to regulate wetland alteration. Regulatory objectives of the Michigan statute include the protection of wildlife habitats, duck nesting areas, aquifer recharge areas, and the function of wetlands as nutrient and sediment traps for the protection of lakes and streams. The Act's regulatory program is designed to prohibit or control by permit all fill, excavation and structural development in wetlands. 42 �PURCHASE OF PROPERTY The greatest single action a township can take to guide land use is through the purchase of private property. In this fashion, the township can control the type of development to occur should the township sell a given parcel and, in the same fashion, preserve areas for open space and nondevelopment. Unfortunately, this option can be quite expensive and cost prohibitive. LOCAL GOVERNMENT PROGRAMS Constant references to this Master Land Use Plan by Township staff when making decisions and resolving conflicts is a more passive, yet very effective manner of implementing the plan. This plan must be used as a tool of reference and valued for the insight it provides. Realizing this plan's value and its utilitarian quality for local planning efforts is the easiest method of implementation. On a local and more active level is the development and utilization of a Capital Improvements Program. In essence, the program is a budget for municipal expenditures extending five years or so into the future. Using this document and the Master Land Use Plan, the Township Board may gain insight into its financial needs over the coming years and areas where public funds might best be spent. Within the framework of local government planning, it is critical that Burnside Township work closely with all other local municipal governments in a cooperative manner so that each municipality might better reach its land use goals and support one another through their individual and mutual planning efforts. CITIZEN INVOLVEMENT This Master Land Use Plan has been developed specifically for Burnside Township and though it may be adopted by both the Township Planning Commission and the Burnside Township Board, it will never be fully effective if not backed by the local public with their support and involvement. It is the residents of Burnside Township who will make it, in large part, such a unique township and their participation in the planning process is critical and should always be encouraged. Accordingly, all pertinent planning data available 43 �to the Planning Commission and Township Board should be available to the general public as well so that they may be well informed an capable of providing valuable input into the planning process based upon actual information. Similarly, the Township should utilize all facets of communication including newspapers and radio to notify residents of particular issues and provide factual insight into these issues. Finally, well orchestrated opportunities must be established for the public to voice their concerns, attitudes and insights into and about the issues facing Burnside Township today, tomorrow and the future. 44 �BURNSIDE TOWNSHIP MASTER LAND USE PLAN Landowner Questionnaire Results (Rounded to nearest percent) 1. Please check the two most important things which you enjoy about living in Burnside Township. Particular characteristics of your home and property 32% Relatively low taxes 8% 45% 2% 12% 1% 2. Rural atmosphere Employment opportunities within the Township School system Other Please check those things which you would like to see more of within Burnside Township. 20% Recreation facilities 20% Shopping facilities development) a small scale (no malls or similar large Shopping facilities of a larger scale, such as malls 9% 16% Restaurants 29% Small industrial facilities which might provide increased employment opportunities Residential growth 7% 3. of Non-residential land development is most often attracted to major thoroughfares. If increased development is to occur along M-53 and M-90, how should this development be guided? (Check one please) a. 71% Development should be guided toward one or several key intersections b. 29% Development should be allowed to occur all along these thoroughfares Please check the response which most closely describes your feelings toward the following statements. Unsure 4. The Township should try to 87\ protect special natural areas from development (swamps, floodplains, rivers and streams, woodlands, etc.) s. Commercial facilities should be allowed to locate within the Township as they wish. 6. Residential growth in the Township should be guided into one or several primary areas instead of being allowed to occur throughout all areas of the Township. Disagree 7% 6% 13\ 14' 73% 45\ 19% 36% �Disagree Unsure 7. I prefer to drive 30 miles or more to do my shopping rather than increase shopping facilities within the Township and possibly threaten the current Township atmosphere. 51\ 17\ 32\ 8. If land development is to increase within the Township, it should be allowed to do so in a random pattern. 26\ 20\ 53\ 9. 15\ Gravel pits and similar extraction operations should be allowed to operate within the Township without interference by the Township in regard to location, operation practices, etc. 16\ 69\ 10. 85\ Where feasible, prime agricultural lands should be protected from land development. 8\ 7\ 11. How do you feel about living in the Burnside Township? Unsure a. Quality of life is good? b. Shopping facilities are adequate and convenient? c. The area has generally become less tranquil? d. Roadway network is in good condition? e. Agricultural lands are being threatened? f. Additional roads are not needed? g. Traffic levels are increasing? 12. By law, a community must allow for housing types of all kinds. Which of the following housing styles do you feel the Township should allow for more of? (Check as many as you wish) a. ...l.l!_ Duplexes (2-family units) b. _§,!!.._ Single family homes c. ...11!_ Mobile home parks d. ..ML Multi-family structures 12\ �13. If growth and land development is to increase within the Township, following circumstances would you prefer? a . ....§1!_ Intensive development occurs in several selected areas, thereby maintaining the current township character in most all other areas. 14. which of the b . ~ Development occurs throughout all areas of the township-;--i:>ut at a less intensive nature. If shopping/commercial facilities were to increase in Burnside Township, which of the following locations would be best for the Township as a whole? (Check one please) a. .!ll..._ Along M-53 d. !il..._ Around intersection of Burnside Road and M-53 b. _ll_ Along Burnside Road e. llL_ Near Brown City c. i l l _ Along both M-53 & Burnside Road f. ....Q.!_ other (Please specify) 15. Which of the following items should have the strongest consideration in locating higher density residential growth? (Check one only) a . ~ Major thoroughfare nearby b. ~ Compatible soils c. ~ Similar residential growth nearby d. __&.§.L Non-threatening to agricultural lands 16. How long have you lived in Burnside Township? a . ...§!__ 0-2 years c • ....§.!__ 5-10 years b_. ...1!_ 3-5 years d. ll!._ 10-20 years 17. e. 60\ more than 20 years Does the majority of your household income come from agriculturally related work? . b. -1l,!_, No 18. Does the majority of your household income come from work performed within the Township? a • ...ll!._ 19. Yes b • ...11!_ No Do you support the Township in its efforts to prepare itself ·for growth and development pressures through the development of a land use plan? a . ~ Yes b. _J1_!_ No �20. Please use the space below to note any comments you may have regarding land use concerns within the Township. Total of 65 comments submitted. 38\ addressed concern over landfill and its expansion 32\ addressed need to keep agricultural land natural and undisturbed 9\ addressed need for road repair and dust control THANK YOU FOR YOUR EFFORT AND TIME, A REPRESENTATIVE OF THE TOWNSHIP WILL STOP BY TO PICK UP YOUR COMPLETED SURVEY IN SEVERAL DAYS. � 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 Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Burnside-Twp_Master-Land-Use-Plan_1980s Creator An entity primarily responsible for making the resource Burnside Township Planning Commission, Burnside Township, Lapeer County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource circa 1988 Title A name given to the resource Burnside Township Master Land Use Plan Description An account of the resource The Burnside Township Master Land Use Plan was prepared by the Burnside Township Planning Commission circa 1988. Subject The topic of the resource Land Use--planning Burnside Township (Mich.) Lapeer County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b55a06a79c48764895194966f6c51d25.mp4 5f8358ccd98fca9026bae209605819d8 https://digitalcollections.library.gvsu.edu/files/original/985fcc774fa359475507d10b15a66d50.pdf 52ca806670e6a7ea5d1b3e0587ae46a7 PDF Text Text Grand Valley State University Veterans History Project Michael Burton (01:02:14) (00:14) Pre-enlistment: • He was born in Detroit and grew up in Trenton, MI • Went to Grand Valley State College for in 1965 for one year • His Father worked for Ford Motor and his mother stayed home to raise children • Father paid for one year of college, and he thought GI bill would be a good way o pay for the remaining 3 years • Chose Marines because they were offering a 2 year enlistment, and the Army had a ready reserve obligations (03:49) Enlistment/Training: • Went to San Diego, CA for basic training • Was met at the airport by a sergeant who embodies what their training would be like • For 8 weeks they experienced extreme physical training, rifle training, sleep deprivation, and a lot of screaming. • Went through 2 more sessions of training after boot camp, where they went through more weapons training • First deployment was in Hawaii with the 127th Regiment for 8 months • Spent time conducting mock war exercises on islands and on boats • Sometimes they would hike with their equipment for days around an island • Had the weekends for downtime • He was on the tennis team with 5 other guys, but was kicked off the team when a captain decided he wanted to join • Could have missed the whole war if he had remained on the team • The 127th was disbanded and they were assigned to go to Vietnam as replacement troops • Went to California to get additional training like learning to use the new M16, endurance training, and more sleep deprivation training • Training proved to be useful because it helped them to adapt to their duties in Vietnam (10:40) Deployment to Vietnam: • First was sent to Okinawa for a short layover, but avoided being sent to Vietnam for a week by skipping morning formation • Went to Vietnam on a commercial airliner (PANAM) • Spent time in Dong Ha and Kontum • Found a way to be in the 3rd Marine Division, Golf Company, 2nd battalion, 9th Marine regiment. Did so to be with friend from Grand Valley • 9th Marine unit was known as the “Walking Dead” because they were almost wiped out in the DMZ • They were stationed about 500 yards south of the DMZ • Did not see the Vietcong, but did see the North Vietnamese regular army troops �• His friend thought he was crazy for coming to his unit • He was kept from walking point by the fact that his friend had arranged for someone one who owed him to take his place • Terrain reminded him of the upper peninsula of Michigan: hilly, many trees, lush, but had valleys and meadows • Never saw any of the local population • Normally walked all day and stayed in different spots every night • He knew that they were meant to engage the enemy when they found them or when they were fired upon, but other than that he knew nothing about their missions (19:15) Living Conditions/Food: • Very hot during the day especially when caring your equipment • They would carry rifles, packs, helmets, flak jackets, several ammunition magazines, 8 grenades, and sometimes rocket or mortar rounds • Total kit weighed around 35 lbs • They carried water and found water that they could use purification tablets to make potable • They carries and had delivered canned sea rations; some where better than others, and some were older than he was • Got three meals a day and received 4 cigarettes with every meal • He was able to trade those cigarettes for better meals and other goods. • Used heat tabs to heat their opened canned foods • People would carry pictures of girlfriends, Tabasco sauce, and supplemental weapons • The weapons would be anything from a shot gun, snub-nosed 38, or even one Native American soldier carried a tomahawk • M16 were normally used when things got harry (25:16) Combat: • In the field for two to three weeks before getting injured • A typical day on patrol was filled with boredom with moments of panic and chaos • Never saw Vietnamese enemy up close, only from a distance • Engagement with the enemy usually took the form of shooting at one another from a distance • His unit was able to call in air support, and both sides used mortars to bombard the other • The US used 81mm mortar shells, but the Vietnamese used 82mm which meant that the Vietnamese could use the US ammo, but the US could not us the 82mm • His friend Rob was wounded the day before he was during a mortar battle • Their group went from 54 to 15 after the casualties were taken away • Rob had shrapnel fragments all along the front side of his body • Rob survived his wounds and was sent to the Great Lakes Naval Hospital • He was wounded by mortar shrapnel the next day at midnight (29:48) Injuries: • His left leg, buttocks, and back were injured. He also had two broken ribs, a broken leg, and a chest wound that collapsed his right lung �• He ran to his hole after being wounded, but someone was already using it • His hair had caught fire after the mortar round hit (30:54) Military Discipline/Experience: • No shoe shine or other petty duties were maintained, and only performance in the field really mattered to NCOs and officers • In order to get their men’s loyalty during combat the NCOs and officers knew they had to treat them with less discipline than was normal outside of the front lines • In the field there was more camaraderie between the officers and their men than anywhere else he had seen • Officers normally had more experience than himself, but then again he was not their long • The Normal tour of duty in Vietnam was 13 months (33:01) Injuries continued: • Corpsman (medic) assessed his wounds and described them as a million dollar wound that would get him out of the war • The corpsman treated his wounds and flipped him over to prevent blood from flooding his good lung • He was loaded onto a helicopter, and was transported to a battalion aid station (MASH) • He was then sent to a hospital ship where he spent a few weeks before being sent back to the US on a hospital plane • He spent his time recovering at the Great Lakes Naval Hospital in Illinois, just north of Chicago. • He was at Great Lakes for several months until his enlistment was up • He could not get reassured that he would not lose his left leg, but he thought it was a small price to pay not to go back to Vietnam • All his wounds healed properly, but he did have to use a colostomy bag for a while • He felt that he had good medical care at every step • He was in a room that fit 80 men, and would watch Jeopardy on the one TV in the room • He was reunited with Ron and another friend, both were from Grand Valley • Spent a couple of weeks in casual company before he was released from the hospital, but when he was fully recovered his enlistment was up (38:27) Life After Service: • Stayed busy during the summer, and went back to Grand Valley in the fall • GI Bill helped him get his bachelor degree in Sociology with an English minor • Worked for the State of Michigan as a caseworker for the Welfare Department (39:19) Lessons Learned: • He learned to be less fearful than those who did not experience the war • Counselors at the VA normally tried to help them unlearn some of the things they learned during their service in Vietnam • They learned to get angry quick which was good for combat, but terrible for the work place �• He learned to not form close attachments to others, and to set limits on how far to trust others • In Vietnam everyone was doing their own time, and so it was hard to create close relationships with other soldiers (43:25) Views on the War: • He was outspoken about his opposition to the war in Vietnam • He had a letter published in Time Magazine that supported Carter’s decision to give amnesty to those who dodged the draft by going to Canada • The Kenneth Burns documentary inspired him to talk about his experience • He believes in necessary wars like WWII, but opposes optional wars like Vietnam and the second Iraq War • Why they went to Vietnam was questionable, as was the reasons for going into Iraq • He did experience moments of being treated like a killer by others because he served in Vietnam • He would have liked to challenge those views, but he did not get the chance • He was not trusted by others on the Grand Valley campus for a while after they left the military • Some in the Veterans club felt they should work to get the hippies off the campus • He thinks that the draft would make the population increase their opposition to the war in Iraq • He does not like the idea of a draft, but he also does not like the way things are going now • He would tell those going to war that their actions will stay with them for the rest of their lives, and that they need to act as individuals and not succumb to mob mentality • He also thinks that anyone coming back from war should seek some kind of counseling � 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 Burton, Michael (Interview outline, video, and papers), 2007 Creator An entity primarily responsible for making the resource Burton, Michael Description An account of the resource Michael Burton was born in Detroit and enlisted in 1966 after finishing one year at Grand Valley State College. He spent 8 months in Hawaii as part of the 127th Marine Infantry Regiment, and for a short while was part of their bases tennis team. He was then sent to Vietnam via Okinawa. He spent time in Dong Ha and Kontum, but eventually found his way to his new location near the DMZ as part of the 3rd Marine Division, Golf Company, 2nd Battalion, 9th Marine regiment. He was able to find a friend from college that was with the same unit, and spent his entire time in the field with him. He never saw the enemy, and the engagements he was involved in were from a distance. He talked about the C-rations they got during their time in Vietnam, and how the cigarettes they received were good for bartering. He also talked about the supplemental weapons the soldiers would carry, and what kind of equipment they would bring with them while on duty. He was in the field for two to three weeks before he was wounded by a mortar round. He had several injuries, as did his friend, and he was sent back to the US. Along the way he was treated at a battalion aid station, a hospital boat, and eventually at the Great Lakes Naval Hospital. He spent the rest of his service at the Hospital, and was reunited with his friends from college. He had been a vocal opponent of the war once he was discharged, and has some opinions about the war in Iraq. He also talks about how soldiers who experience war need to seek professional help when they return to civilian life, and that mob mentality needs to be avoided by all soldiers. Personal narrative appended to interview outline. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Marine Corps Vietnam War, 1961-1975--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 2007-10-16 Identifier An unambiguous reference to the resource within a given context BurtonM 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/eaa4856ea7c32aacc8d27b8500d0eed0.mp4 920015fcb30faa508b43f6c0d6590840 https://digitalcollections.library.gvsu.edu/files/original/87e00da6f0a4bc43f5548cceb740eac5.pdf f56c9b4555f99a57fc045a7f6e43829f PDF Text Text Grand Valley State University Veterans History Project Interview Robert Daryll Burton (00:21:22) Childhood (Grand Rapids, MI) - Born Jan 21, 1959 - Burton JHS 9th Grade - Central HS Grad '76 - Cub Scout, Boy Scout, YMCA, Rocket Football, Camp - ROTC in HS - Played HS Basketball, Football, Baseball - Entered Military in August 76 BCT Ft Knox KY, MOS-MP (9:06) - Sister Y Brother O - Father -Nurse Mother - GM - Ft McCollum Alabama MP Training - Ft Bliss TX, Guard duty - White Sands Missile Range, NM - Visited Trinity Site, Roswell - Highest Rank E-4 (15:30) - Ft Benning, GA Patrol (18:02) - ETS 1979 - (Kelvinator) Worked for appliance Co until 1984 - C & O RR - State of Michigan DMT motor pool 1985-90 - State Forestry Dept. Park Maintenance (21:22) - Never Married, Plenty of GF - Diabetic - Lives in Veterans Home (7mos) - Thankful for Veterans Service - Plans to reenter civilian life   � 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 Burton, Robert Darrell (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Burton, Robert Darrell Description An account of the resource Robert Darrell Burton is a Grand Rapids native and a resident at the Coit Street VA Facility. Burton spent the majority of his army service (1976-79) as a military policeman at a base in New Mexico. Burton did not see any combat during his term of service. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Other veterans & civilians--Personal narratives, American Veterans United States. Army 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 2007-05-15 Identifier An unambiguous reference to the resource within a given context BurtonR 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/d9bb3b487e9b7eb5aebaff9484cb9f98.mp4 5000795b9fd10beee8f81ce1abec0146 https://digitalcollections.library.gvsu.edu/files/original/348e5f49942be1a9c13bf2dd11f1c2d0.pdf 5e77c494e315b5cda368af3be07fd3f5 PDF Text Text Grand Valley State University Veterans History Project Ted Burzynski (55:57) Background Information (00:20) • • Ted was born in Michigan on April 18, 1916 He has been living in the Grand Rapids Home for Veterans since 2004 Las Vegas (1:30) • • • • Ted was approached by a man for a trip to Las Vegas in 1993; he had to pay $500 up front He spent $100.00 in quarters on slots, but did not win any money He then started playing on the Stars and Stripes machine and won a jack pot of $25,000 When he went to the bank they questioned him about the money and thought that it was a stolen check Joining of Senior Citizens, Young at Heart (7:15) • A friend had asked Ted to join this group • They traveled together on another trip to Las Vegas • Ted spent $1000 this time, but did not win any money Vacation (15:10) • Ted traveled to Israel and went to the area where Christ had carried a cross and met Peter • He had to travel to Chicago for his passport, which was signed by the Secretary of State • Ted went to Israel in February and then went to Rome in October • The whole trip cost him $2300 and he was also able to see the Pope • He had to stop in France on the way because there was a snow storm Pearl Harbor (26:55) • Ted was drafted after Pearl Harbor was attacked • He got married in 1940; they had a Polish wedding that lasted for 3 days • They lived with his wife’s parents for 6 months while he was looking for a job • They liked to watch silent movies in theaters; Charlie Chaplin was everyone’s favorite actor • They were in a theater when Pearl Harbor was attacked and the movie was stopped in the middle of the showing • Ted had been working in a factory as a union leader and figured that he would be drafted soon Draft Deferment (36:50) • Ted had a high position at the factory and every time that a draft notice was sent to him, the company somehow got his service deferred • He had two children when he was actually drafted in 1943 �Training (39:15) • Ted was sent to Camp Sheridan in Chicago, but had not other news of what was going on • He was on board a troop train and made many friends; they soon figured that they would be going to Europe and not the Pacific • Ted went to Camp Shanks in New York and then to Fort Dix and took a ferry across the Hudson River The Trip to Europe (44:40) • Ted boarded the Sea Devil and traveled to France • His wife was working in a candy factory in Detroit while he was gone • He had to go to a very crowded hospital because many bullets had hit the top of his helmet and had punctured his skin • Ted was in Germany on VE Day • He was very glad that he never got sent to the Pacific • Many men became POWs in Japan and had to work in coal mines • Ted was Corporal with General Patch’s 7th Army of the 3rd Infantry Division � 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 Burzynski, Thadius (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Burzynski, Thadius Description An account of the resource Thadius Burzynski was born in Michigan on April 18, 1916. Ted was married in 1940 and expected to be drafted after Pearl Harbor was attacked. Ted was deferred from service many times because of his work in a factory. Ted was drafted in 1943 and then traveled to France for his time in the service. He was in Germany on VE Day. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American 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 2007-06-18 Identifier An unambiguous reference to the resource within a given context BurzynskiT 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/01f43227526f3df1a8e105b1d76136c6.jpg 3de904440b9a582892a0d757969f5396 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_6_011 Date A point or period of time associated with an event in the lifecycle of the resource 1937-04-04 Title A name given to the resource Bus at Positano Description An account of the resource Black and white photograph of Positano, Italy from above taken from a bus. Subject The topic of the resource Italy Positano (Italy) 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/f76991b16043a6562178b84490346a1e.jpg f2fbce4623937e8c240c2c4e8b26c29f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_G063-0021a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1966-06 Title A name given to the resource Bus Stop in London, England Description An account of the resource Black and white photograph of a bus stop in London, England. In the photograph, the bus stop sign features the iconic London Transport logo and a long line of men wearing business attire are seen lining up on the sidewalk. Scanned from the negative. Subject The topic of the resource London (England) Bus stops--England--London Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/657e8525f94bd113f4e737714f5311ba.jpg 421d8d9ed956e7f578869f96eeb56d5f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M193-0017 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Busford Church, Oxfordshire, England Description An account of the resource Black and white photograph featuring an exterior view of Busford Church located in Oxfordshire, England. In the photograph, a family is gathered together while getting their photograph taken next to the church building in the distance, and a small wooden picket fence lines the churchyard in the foreground. Scanned from the negative. Subject The topic of the resource Churches--England--Oxfordshire Oxfordshire (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fd4d54f396ab5cb34cb121f2b6bcc48f.jpg a3f7aacae6d84e7af978325843433113 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M193-0026 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Busford Church, Oxfordshire, England Description An account of the resource Black and white photograph featuring the interior architecture and woodwork of Busford Church located in Oxfordshire, England. Scanned from the negative. Subject The topic of the resource Churches--England--Oxfordshire Oxfordshire (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/dab7b5a0fb43c2835e1318079f03d116.jpg d51a95b452bf5c21dbca3a42cf44d531 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_M194-0023a Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1972-06/1972-08 Title A name given to the resource Busford Church, Oxfordshire, England Description An account of the resource Black and white photograph featuring an exterior view of Busford Church located in Oxfordshire, England. In the photograph, the stone church building is framed by a wooden picket fence lining the churchyard and gravestones surrounding the building. Scanned from the negative. Subject The topic of the resource Cemeteries--England--Oxfordshire Churches--England--Oxfordshire Oxfordshire (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0e5656df33a09c1160b1d464f9647b4e.mp4 a78ac31bd1752efd39ed298cbb2cd99e https://digitalcollections.library.gvsu.edu/files/original/57a021fdb9b63e7004c807c8b549e82b.pdf b1d51254f14789901b763c42ebcc562f PDF Text Text Grand Valley State University Veterans’ History Project Sam Bush World War II 1 hour 2 minutes 13 seconds (00:00:13) Early Life -Born April 10th, 1925 near Mt. Pleasant Michigan. -Grew up on a farm. -The family bought the farm land and was paying interest. -Father got a job at a sugar company when he was 16. -Left him in charge of the farm. -155 acres. -Graduated high school from St. Louis, Michigan. -Graduated in 1943. -Turned 18 before graduating. -Enlisted in the Navy V5 program on April 1st 1943. -During high school a history teacher was instrumental to following the War. -Learned about the lend-lease program -Heard about the Pearl Harbor attack on the car radio after church. -Did not know where Pearl Harbor was at the time. -WWII gave them a “geography lesson”. -Knew that it was likely he would be drafted. -A neighbor across the road was in the Army. -The V5 program was the Navy air corps. (00:05:00) Navy Flight Training -At that time the Navy had new planes, and so they were slowing down on demand for pilots. -No expectation of a college education for pilot training program. -Told that within 18 months they would be flying. -Graduated from high school on June 3rd, 1943. -Went to Dartmouth College on July 1st, 1943 for the V12 program. -The Navy was attempting to slow down the program. -Didn’t know what to do with new recruits yet. -They received a year’s worth of college education in eight months. -21 college credits worth (with a physics lab). -He realized he could hold his own in a college setting. -Because of that and the GI bill he eventually received his college education. -Notes that he was fortunate to have that opportunity because he is white. -Black recruits would not have been as fortunate. -Dartmouth education is completed and the Navy still isn’t sure what to do with them. -They (Bush and the other new recruits) are sent to an airport ferry station in Lynchburg Virginia. -Planes that were made in Long Island were flown to this airport then ferried across the country. �-Fighter planes, bombers, etc. -It was called “tarmac” duty” -Duties: got the planes started and warmed up, help parking the planes, drove firefighting vehicle in event of a fire. -At that time the employees and pilots were all men. -Spring of 1944 at the time working in Lynchburg, VA. -For a short time they were stationed at the yard in Long Island (00:10:00) -Sent to a boot camp in Sheepshead Bay, Brooklyn to clean up the barracks. -Encountered the boxer Jack Dempsey there. -After a few weeks they were sent to a polytechnic institute for flight prep. -Met their physical training officer, Johnny Vaught, the noted University of Mississippi football player and football coach. -Thought very highly of him. -At the institute during June of 1944. -Duration of stay lasted about three months. -Prep training consisted of: -Calisthenics for two hours each morning. -Playing sports for two hours, a different sport each week. -Following the training they had a month of home leave. -Despite the fact that he recently passed a prior physical, he was given another physical and told his vision was too far off to stay on as a pilot. -It is suspected that this was their way of cutting back on pilots in training. -He heard from someone that the Merchant Marines were looking for recruits. (00:15:00) Radio School and the Merchant Marines -On the way home he stopped in Detroit to enlist with the Merchant Marines. -They called him a month later. -Heard about the Merchant Marines need for members via radio ads. -Their Officer, Harry Manning, was once the navigator for Amelia Earhart. -Received their basic training. -Basic marching, physical activity, learning who to salute etc. -Chose to take trainings in areas that he had trouble with back at Dartmouth. -Took physics training, as well as radio school training. -Boot camp was at Sheepshead Bay, Brooklyn. -Radio school was taken at Hoffman Island. -It is a man-made island off the coast of Staten Island. -At that time nets were strung between the various islands to prevent enemy ships from entering. -Nets had to be lowered for ally ships. -Hoffman Island is where immigrants were sent to recoup from their illnesses before entering the country. (00:20:00) -During a week of home leave he went to a friend’s party and met his future wife. -Radio school: learned how to use the radio, how to do repairs, checking batteries in case the generator died, how to repair typewriters, etc. -Coded messages were in numbers. �-Weather messages were in English. -Initially the training program was intended to be nine months long. -However for time constraints it was compacted to five months. -Given time every weekend to go into town to New York City. (00:25:00) -Regrets never stopping to see musical Oklahoma while it was playing in the City. -Finished the training around the 2nd week of July 1945. -Roosevelt claimed intentions to give Merchant Marines war veteran status. -That didn’t happen until 40 years later. -After returning from home leave he was sent to the West Coast. -Shipped out after three days. -He was a radio officer. -Boarded the liberty ship the Heber M. Creel. -The ship was carrying lumber cargo. -While they were crossing the Pacific the bombs were dropped on Japan. -They were somewhere north of the Marshall Islands. -They docked at the Philippines in Samar. -Orders were to unload cargo and prepare for the invasion of Japan. (00:30:00) the Philippines and the Pacific -Now that the War was declared to be over they were in limbo in Manila, Philippines. -Decisions about what to do next wavered. -He took on a more authoritative role. -Their goal changed to act as a troop ship. -They worked to ferry Philippinos to their home islands. -Stopped at 17 various locations in the Philippines. -29 different stops. -Locals were happy to socialize with the Americans. -They were transporting their families, and had money to trade. (00:35:00) -Manila was in ruins. -Locals lived quite poorly in huts. -Scraps that fell through floor fed the livestock. -The hotel was intact. -He was present in 1946 when the Philippines gained their independence. -General McArthur was within viewing distance nearby. -A local movie theater was intact, so they went to the movies. -Merchant Marines are strict with a one year enlistment. -However because of their Army orders they were now enlisted 13 months. (00:40:00) -He was acting as the Junior Radio Officer. -Upon leaving they encountered a category 4 typhoon. -Weather report updates every two hours. -Not much sleep. -Only cold cut sandwiches and coffee. -Captain would trade away some of the supplies for certain things. �-The ship was moving about 10~11 knots. -Had to eat live and onions so much that he refuses to eat it again. -The trip back to the US took 30 days. -At one point the ship ran aground because of a miscommunication. -No real damage to the ship. -Background of the crew was varied. -The man that took care of the cabins was a black man. -Chief Engineer was an old man in his 60s. -First and Second Engineer were younger but too old for military service. (00:45:00) -Captain was a retired “three-striper”. -Second Mate was a professional seaman. -First Mate was from Iowa. -The Purser was Harvard educated. -The crew were average blue collar type Americans. -Didn’t lose power in the Typhoon. -“The ship is as good as her crew”. (00:50:00) -Refusing to change course into the wind was the downfall of another ship. -Admiral Halsey -Returned to the US in August 1946. -Docked in San Francisco, California. -Extremely foggy weather. -He was offered another offer to work for a ship headed to Hawaii. -He refused. Wished to return home after being gone so long. -During his time with the Merchant Marines they stopped at Midway. -One of the crew had appendicitis. -American submarines were looming close by. (00:55:00) -In one situation he facilitated radio communication between two other ships. -Helping to find a Dr. for a different vessel. Life After the Military -Went to Alma College nearby. -They also had the V12 program so it was familiar to them. -For his military training he received a year and a half of college credits. -Finished his degree at Alma College. -Because he was in the Navy he was offered the GI Bill. -However people in the Merchant Marine did not receive the GI Bill. -While in the Philippines he contracted an infection in his ear. -Became a medical issue later. -Merchant Marines records were destroyed in 1972. -Graduated college in January. -There were no jobs available for banking. -Took a job at a bank eventually. -However their policy was to start with janitorial work. �(01:00:00) -At this time he was married and had a child. -Started working there the last day of January, 1949. -Eventually retired 37 years later, to the day. -That bank has now become Chemical Bank. � 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 BushA1902V Title A name given to the resource Bush, Alfred L "Sam" (Interview outline and video), 2015 Description An account of the resource Sam Bush was born in 1925 near Mt. Pleasant, Michigan. In 1943, at Dartmouth College, he undertook the Navy’s air corps V12 training program. Initially he spent time in Lynchburg, VA as well as Sheepshead Bay, NY working tarmac duty. In 1944 he was attending flight prep when the military screened him out with a physical exam. Instead he decided to join the Merchant Marines. He undertook basic training at Sheepshead Bay, radio school on Hoffman Island, and physics training. By July 1945 he completed his trainings and became a Junior Radio Officer aboard the Heber M. Creel Liberty Ship. Shortly after the bombing of Japan, they docked in Samar, the Philippines, where they unloaded cargo and transported locals as a troop ship. After enduring a typhoon he returned to the US in August 1946. Creator An entity primarily responsible for making the resource Bush, Alfred L. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Navy Merchant marine--United States Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2015-12-01 Relation A related resource Veterans History Project (U.S.) 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/e6c12f970e25041410ecfda42fdebd2d.mp4 d6c059490dc34005369803674321570a https://digitalcollections.library.gvsu.edu/files/original/7927e45a8ca0069261f9e39acf454d7b.pdf 4af27a2b5fc267371ba2aec1eca5dc5f PDF Text Text Grand Valley State University Veterans History Project Interview Jimmie Carrol Bush Vietnam War Total Time: 17:45 Pre-Enlistment (00:24) • • Went to Thornapple-Kellogg High School in Middleville, Michigan. Was 18 years old when drafted in January 1967. Training (00:50) • • Went to Fort Knox, Kentucky, for Basic Training . Chose the Airborne because he wanted to jump out of an Airplane. Active Duty (03:10) • • • • • • • • • Was in the 82nd Airborne Division of the Army Was in multiple different locations across Vietnam during his service, including Da Nang and others. They would be put on a helicopter and be dropped off and then picked up in a month. Spent most of his time in the hills and jungle around Vietnam. He carried an M-60 machine gun (04:33) They were attached to the 101st Airborne for a while, and they took heavy casualties during this time period. Was able to communicate with his family via letters. His mother would send him care packages. On leave, they would get to go into the city and tour. (15:55) Had the opportunity to meet and eat with John Wayne. Post-Service (11:31) • Worked as a bricklayer after the war. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bush, Jimmie Carrol (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Bush, Jimmie Carrol Description An account of the resource Jimmie Carol Bush was drafted into the Army in 1967, and served in the Vietnam War. He joined the 82nd Airborne Division, and was involved in heavy jungle fighting. His job in his platoon was to carry the M-60 machine gun. His unit spent most of its time being transported by helicopter. Contributor An entity responsible for making contributions to the resource Fischer, Brady (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2005-01-16 Identifier An unambiguous reference to the resource within a given context BushJ 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/803a6f3cc096a0bf1590743797d62ad9.jpg e14f56c85256adeb2a73149ee9279f8d 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 BushMax Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Bush, Max Description An account of the resource Max Bush, 1972 Alumnus, visiting speaker and playwright 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/c682c9f4ab2913735ac28b6a24e00bf8.mp4 e6849dcc15487470e47f7275dac41fa3 https://digitalcollections.library.gvsu.edu/files/original/05bdd3ae76aa44af673b4d227700c167.pdf 60b34f689f7801b87d9f5808bb43fc05 PDF Text Text Grand Valley State University Veterans History Project Paul Bush (37:31) Background Information (00:02) • • • • Born January 21st 1931. (00:02) Served in the early to mid 1950s. (00:02) He was drafted into the Army several months after he finished college (approx. 1953). (00:22) Paul’s brother served in World War II in the Navy. (1:00) Training (1:59) • • • • • • • Basic training lasted 8 weeks. It consisted of physical training, weapons training, and emphasis on discipline. (2:00) He had basic at Fort Knox, Kentucky. (2:34) Rather than going into advanced infantry training, Paul and his friend decided they would sign up to be cooks. (3:33) Paul and his friend were placed in a barracks by themselves for 3 weeks before being assigned to truck driver school. (4:10) The men were trained on how to drive trucks up mountains. Paul did not care for this part of his training. (5:21) There were many college graduates in Paul’s platoon. The platoon regularly had checks of barracks to see who had the cleanest barracks. If a barracks won, the men got passes. (6:05) Paul and his friend were eventually sent to Southern France. (8:07) Service in France (8:40) • • • • • • • • • • • • The Army didn’t know what to do with the unit. Most of their time was spent doing KP or guard duties. (9:14) Paul’s friend, having received a masters degree from the University of Michigan, received a job on base catered to his perceived knowledge. (10:48) Paul was made the assistant to the chaplain’s aid. (11:30) Paul served as the chaplain’s aid in Southern France for approx. 6 months. (12:17) The chaplain’s aid was immune from guard and KP duty. (12:45) After 6th months, Paul and the chaplain was sent to central France to a large base. There they had little to do as there was already a chaplain and a chaplain’s aid. They stayed there for 1 month. (13:57) The men then went to Germany. They stopped at an old German air force base. (15:03) The base was formerly used to launch rockets at England. (16:00) The basement of the base was used for storage. (17:59) Paul and the chaplain spent 2-3 months in Germany. (18:25) If a man was in the military on a two year stint they were able to get out early if they were returning to school. (19:36) Paul was given an early out in order to obtain his masters degree (approx. 1955). (20:14) �Travel Back Home (20:40) • • • Paul was flown from Germany to Ireland to Finland then to New Jersey. (20:40) The aircraft experienced engine problems while return home. The pilot didn’t repair it but rather ordered men aboard the aircraft to watch the engine to ensure it didn’t fail. (21:32) The plane landed in Chicago Illinois. Paul hitchhiked his way home to Michigan. (22:30) Teaching in Germany and in Italy (23:00) • • • • • • • • • • • Paul went overseas to teach school in Germany after completing his schooling in the U.S. (23:00) He applied at the University of Miami, Florida, for a chance to teach overseas. He could go to Japan, Italy, England, Germany, and Norway. (23:57) He was picked to be sent to Okinawa. His wife did not want to go there so he was reassigned to Germany. (25:20) Paul served as a teacher in a high school in Germany on a base. His wife did not have a job. (26:07) Paul spent 2 years in Germany teaching. (28:15) He was then sent to a small jr. high on a base in Italy. He was in charge of teaching several subjects. (29:17) Paul’s first son was born while he was in Italy. He taught there for 2 years. (30:13) He couched a foot ball team while teaching in Italy. (30:48) In the following spring, Paul was made a track coach as well. (33:36) After teaching in Italy Paul returned home and was discharged. (34:40) There was a PX on base where Paul did most of his shopping. (35:57) � 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 Bush, Paul (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Bush, Paul Description An account of the resource Paul Bush, born January 21st 1931, was drafted into the U.S. Army shortly after completing college in 1953. Paul completed his basic at Fort Knox Kentucky. Upon its competition, Paul was then sent to Southern France. Here he was made a chaplain's aide, and served with the chaplain on several bases in France and Germany. Paul returned to the states to receive a teaching degree. When he finished he worked through a military program to return to Europe and teach in schools on military bases in Germany and Italy. Contributor An entity responsible for making contributions to the resource Delaney, Matthew (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-27 Identifier An unambiguous reference to the resource within a given context BushP1394V 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/124384bc8fda0dccc8e8f13eb1ccab05.mp4 bdcf0ba9ef095719df19e4a57b2bca6b https://digitalcollections.library.gvsu.edu/files/original/1c655753075227a0a5bb567b781ebc85.pdf 1c1124b54e487bdaae2d49492063d4c1 PDF Text Text Grand Valley State University Veteran’s History Project Interview World War II Maurice Buskers Length of Interview (00:25:47) Pre-enlistment (00:00:21) Born in Grand Rapids, Michigan, on April 15, 1925 Father worked in the furniture factories in Grand Rapids Had three sisters, two older and one younger Grew up during the Depression • Only one other person that lived on his block, a man who worked for the government To make ends meet, his Father did odd jobs and his Mother did house cleaning Graduated in 1943 from Ottawa Hills High School in Grand Rapids Remembers Pearl Harbor happening (1941) • Felt that he would become a part of the war, eventually Enlistment (00:2:13) Two weeks after graduating, 1943, Buskers enlisted In high school, he took tests which determined whether or not he could get into a V-12 Program (officer’s training) Ended up in Central Michigan College for two semesters of basic training If Buskers had graduated from the V-12 Program, he would have become an officer in the Navy Transferred into the Air Corp. instead If he hadn’t passed the test into the V-12 Program, Buskers would have enlisted because he did not want to be drafted into the Army Held an interest in boats so he joined the Navy • Would often go boating in the lakes around Grand Rapids when he was a kid �Training (00:04:25) Schooling from 8:00 AM – 4:00 PM • Wore Uniforms • Was paid by the Government because he was enlisted In order to switch into the Air Corp. and out of the V-12 Program, Buskers may have taken tests that would prove him physically able to Sent to Groselle Air Station to warm airplanes up for cadets already flying • Located south of Detroit, Michigan Buskers lived on the base A lot of physical and mental training • Navigation, engines, mechanics of an airplanes, “Rules of Flying” • Did not fly, only warmed up the planes for other cadets Stearman’s (the planes used): open cockpits, bi-planes, (reputation with being easy to fly) • One seat for the instructor and one for the cadet Instructors were people who had earned their license and were good pilots; no civilians as instructors Spent three months a Groselle Navy Training (00:08:13) Transferred back to the regular Navy because they didn’t need more pilots Sent to Great Lakes for four weeks of boot camp • Boot camp was more “severe” than his officer’s training • Many of the men in Buskers’s Company were previously part of the Navy, “washed out” pilots Was given tests for assignment into something suitable Did very little while waiting to be assigned, took four weeks • Went to Chicago every weekend to watch games at both baseball fields �Submarine Base (00:10:12) Assigned to a Submarine Base in Key West, Florida where he took training as a Soundman (Sonar) • Arrived there by a troupe train, took three days to go from Chicago to Miami Was a submarine operating base (00:11:25) • Foreign submarines would come in from France and Britain; for repair or refueling His job was to watch movements of other ships by tracing the echoes of the sonar “pings” sent out by the submarine (00:11:50) Went out on wooden ships, minesweepers; prevented mines from detonating due to lack of metal (00:12:25) • About 60ft long; strictly for training For training, submarines would be sent out, then training ships. A dirigible would follow from above to watch the ships (used to spot submarines) (00:13:06) • Some ships had “anti-submarine” equipment for training • Trained Buskers to be an operator on Sonar gear for a Destroyer or a Destroyer Escort Buskers once picked up a submarine echo that wasn’t supposed to be there and a 1st Class trained officer figured it was an enemy submarine; it got away after being chased up the East Coast (00:14:16) South of Key West, conveys would form and sometimes they would be destroyed by enemy ships (00:14:52) • Still some enemy (German) ships out in the Caribbean; 1944 and early 1955 (00:15:05) Off Duty (00:15:33) Would often swim in the ocean, attend theaters (Truman’s White House, name of theater during war) Was still at Key West when Roosevelt died and Truman was elected At home on leave when the war (WWII) ended (00:16:11) Air Corp. (00:16:32) In between Pre-flight training and flying, Buskers had been transferred back into the Air Corps. �Attended University of Iowa • Trained in Navigation, positions of stars and constellations, all the basics of flying • No flight simulators, just taking classes If the war had not ended, he would have continued to learn primary flying in Iowa Was able to get back into flight-training due to the increase of deaths of pilots during the war Early 1945, when he had begun flight-training End of Service (00:18:28) Had the choice of staying in the Air Corps, going back to the Navy, or discharging when the war ended • Wanted to continued flying and was signed in, but changed his mind into discharging 30 minutes before the deadline (12:00 PM); had three buddies that decided this (00:18:45) • Thought about home and didn’t want to stay an additional three years Regrets not staying in flight school but wanted to stick together with his buddies (00:20:13) Experience (00:20:45) Feels like everyone “grew up” after going into the service; young men now-a-days should go into the service to gain discipline Helped Buskers learn how to get along with all kinds of people and the many outlooks they have on life Side Stories (00:22:00) Knew a man, from Central Michigan College, who was listed as MIA (missing in action) because he had been on a ship that had sunk; hadn’t known he was MIA When he arrived home, the man’s mother fainted • Communication was not as it could have been, this happened periodically Buskers became a Soundman because a school band teacher gave him “Doppler Tests” that he always passed with “flying colors”; correlated with his later training as a Soundman because of his acute hearing (00:23:09) When World War II first started, Buskers’s History class would listen to the radio; he would also watch news reels in the theater (00:25:12) � 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 Buskers, Maurice (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Buskers, Maurice Description An account of the resource Maurice Buskers enlisted into the Navy after graduating from Ottawa Hills High School in 1943. He was originally a part of the V-12 Program that would have made him an Officer of the Navy, but he decided to transfer into the Navy Air Corps instead. He was to become a pilot but was sent to Great Lakes for Navy training because there were too many pilots at the time. Buskers never saw battle because World War II had ended before he finished training. 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 Video recordings United States. Navy World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-03-24 Identifier An unambiguous reference to the resource within a given context BuskersM 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/4175c7153325957d0eaf33c4434b30ec.jpg 2c59fdb45627dd6c9d2722a2ce55da7e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_N015-0030 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1973-01-27 Title A name given to the resource Bust of C.S. Lewis by Alan Hadfield Description An account of the resource Black and white photograph of a bust of author C.S. Lewis by sculptor Alan Hadfield in London, England. Scanned from the negative. Subject The topic of the resource Busts--England--London Sculptors--England--London London (England) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1bac57a49cc290f3ae24df22bab0f995.mp4 de4732265ece703cce4acd90ad6b63c0 https://digitalcollections.library.gvsu.edu/files/original/81ea3c9f213b63f4f758da1ca4665ff0.pdf 75b1bbd3240fc8a28a90cca438ff699f PDF Text Text Grand Valley State University Veterans History Project Donald Buteyn (01:46:00) Introduction (00:16) Family and childhood (01:46) • Buteyn mentions that he grew up in Wisconsin, about 20 miles south of Fond du Lac. His parents were both trained morticians. He mentions that after a while his dad took a job working for a casket company in Milwaukee, WI and that he was on the road for 52 years. Buteyn briefly describes his family history. Tells of how his grandfather on his dad’s side had been a Dutch immigrant who had originally been a guard guarding the Haag. Also mentions that his grandfather on his mother’s side had been a pacifist in Belgium and had immigrated to the wilderness of Wisconsin in the 1870s. (0:02:40) • Pre-enlistment (0:02:41) • Graduated high school in June 1942. Buteyn shares his thoughts about the Nazis invasion of Poland back in 1939. Started college in Ripon, WI where he joined a fraternity of 39 guys. (0:04:37) Buteyn mentions that the day of Pearl Harbor he was listening to FDR’s speech on the radio. Shares his grandfather’s thoughts on Pearl Harbor and the Dutch Navy. Afterwards, he talks about how he and his frat buddies joined the ROTC at Ripon College. Briefly describes Silas Evans, college president, and the type of man he was. Buteyn mentions that they started training with broomsticks and eventually received 21 World War I Enfield rifles and practiced with them. • • Enlistment and Training (0:07:29) • In December, 1942 Buteyn mentions that he and his frat buddies enlisted and were sent to Great Lakes Naval Base where they received their medical shots. • Buteyn describes his time at Great Lakes Naval Base and the short visit to his parents to Milwaukee. Was stationed there for 10 days. From there he boarded a train to Denver where he changed trains and took another train to Fort Warren, Wyoming. (0:10:33) • While at Fort Warren he describes his basic training in some detail. He mentions learning how to march and fire a gun. Was stationed there for about �a year. (0:12:45) Also, mentions his time at Fort Worth for 3 months where he did more training. • First started training with water-cooled machine guns and mortars when he served with the 303rd Reg., Company M, at Fort Leonard Wood, Missouri. Buteyn describes how he would have to crawl on the ground under barbed wire while getting shot at. (0:14:10) • It was at Fort Leonard Wood that Buteyn mentions becoming a cadre (trainer for other recruits). Recounts a story of a man’s encounter with a rattlesnake while practicing being under fire. (0:18:11) Was based at Leonard Wood for 9 months. • Tells of an encounter in St. Louis while on leave of where he served as a firefighter to put out the blaze at Mark Twain National Park. (0:19:21) • After 9 months there, he was sent to San Luis Obispo, CA in the spring of 1944 where he and 20 others were interviewed for an ASTP assignment at the Univ. of South Dakota in Vermillion, SD. Briefly describes his 8-month stay at the Univ. of South Dakota where he got math and science credit. (0:24:08) From there he was sent to Camp Cook Army training Base for amphibious training under Marine commanders. • Buteyn mentioned that after 6 weeks there they were at the Marine base near San Diego conducting amphibious exercises aboard the USS Hunter Liggett off St. Nicholas Island where the navy would practice with them in how to storm an island. (0:27:58) In December 1944 they were supposed to be transferred to the Pacific from Los Angeles but then got orders telling them that they were being shipped out to New Jersey by train. • Buteyn mentions how he spent Christmas in New York City. He describes shipping out on New Year’s Day, 1945 out of New York Harbor with 53 vessels and describes their 13 day voyage across the Atlantic to France. • While crossing the Atlantic, Buteyn recounts how they lost 3 freighters to Uboat attacks and how they dropped depth charges to scare the U-boats off. Then Buteyn mentions his arrival in Le Havre, France and the sinking of his ship in the harbor in January of 1945. (0:32:33) France (0:32:34) • While stationed near Le Havre, rations were short and guards were assigned to guard the cook tent. From Le Havre, Buteyn mentions boarding an old freight car and being shuttled through Brussels, Belgium to the edge of the Netherlands. �• Buteyn described how during the 1st week of February the British had tried crossing several rivers with no success because of German artillery. Also mentions finding 88mm shell casings in the apple orchard ¾ mile away from the church he was at. Further mentions that for a short time his company was under British command, U.S. 7th Army, and then U.S. 9th Army. (0:37:04) • After this experience, they were moved to the west bank of the Rhine near the city of Bonn at the end of February 1945. Rumor had it that Eisenhower had told Bradley that the Germans were evacuating their trucks over the bridge at Remagen into Germany. (0:39:01) • Detailed description of the events that took place at the Remagan Bridge and the crossing into Germany. Buteyn explains the condition of the bridge and the difficulties involved in crossing it, as well as observing engineers construct pontoon bridges for vehicles to cross. (0:42:05) He mentions that it took them 4 to 5 days to get their equipment over the Rhine. Germany (46:07) • Buteyn describes how for several days he and his company stayed hidden while the Germans on the 700 foot bluffs shelled their position with heavy artillery. Afterwards, more help arrived and Bradley got the go ahead from Eisenhower to push forward which they did and got down to the city of Calhoun. (0:46:07) Briefly tells of how the Nazis instituted slave labor in their factories. Buteyn mentions that he was part of the the force sent south from Remagen to surround large numbers of Germans, who then surrendered to them. (0:50:28) Buteyn describes the poor conditions of the German veterans and young German high-schoolers who surrendered. • While in the city of Cologne, Buteyn mentions that they were ambushed by SS troops who were held up in closed houses. With a few bazooka rounds they silenced their guns. (0:56:05) • On the march to Dusseldorf, Germany he tells of how SS troopers set up antiaircraft guns to fire shells which would explode and unleash shrapnel on U.S. soldiers. Buteyn mentions that his squad was separated from their platoon and ran into two wounded Germans. • Buteyn describes how his unit was pinned down by enemy artillery and how he went back across a muddy field to get more ammo. On his way back to his men, he describes how he was wounded in the right ankle by a piece of shrapnel. Later mentions that 3 men carry him back to safety and take him and the two Germans back to a house. (1:00:51) They were held up in that house for two days. �• Buteyn describes in brief detail his involvement in Germany in liberating over 200 Nazi-occupied concentration camps. He remembers that while liberating the concentration camp at Flossenburg [ed. note: probably a different camp— Buteyn was wounded before US forces reached that camp] he learned that Dietrich Bonhoeffer had been hung. He describes the horrific experiences that he witnessed while librating people from Nazi concentration camps. Relates how he had nightmares about his experiences later. (1:24:42) • Buteyn mentions an encounter with a man in one of the concentration camps who came up to him and told him, “Jesus Christ will prevail.” Later on he mentions running into this same man at a lecture series about concentration camps at Berkeley CA in 1960. [ed. note—Buteyn met Martin Niemoller in Berkeley, but Niemoller was not freed by allied forces until May, and was not at the camps in the area where Buteyn was.] (1:29:17) • Buteyn tells of an encounter with a German widow who let them borrow her short-range radio and from that heard that FDR had died on April 12, 1945. (1:02:53) Buteyn then mentions being picked up by an ambulance and taken to a German field hospital. Recuperation Period (1:09:01) • While at a field hospital in occupied Germany, Buteyn remembers seeing 122 men with at least one amputation. Also mentions in some detail how he was the only American there who escaped surgery. Was there for 5 weeks. (1:09:01) Afterwards, he mentions being sent to an English hospital across the channel for 4 to 5 days and then transferred to Cambridge hospital where he was until the war ended. • Buteyn describes the victory celebrations and parades that the English people in Southampton threw the night the war ended. Fully expected to be sent to the Pacific but instead was interviewed by a colonel and asked if he wanted to become a part of a program aimed at forming a British-style West Point. Buteyn mentions that he ended up in command of 13 dance bands and all military cinemas in Britain. He mentions briefly his stay with a British family during Christmas, 1945. (1:15:04) From June, 1945 to March 1946 he was involved in this special program. • After this experience, Buteyn was stationed in Southampton where he was assigned to process British war grinds. (1:17:02) Going Home (1:17:03) • Upon arriving home in El Pan, WI he was discharged. From there Buteyn boarded a train and met up with his parents at a little junction called South Beaver Dam, WI. Spent 2 weeks at home. Then went back to Ripon College �for a semester. After a semester there he transferred to Hope College where he joined the ministry. Shares his thoughts about joining the ministry. After the war (1:30:01) • After this experience, Buteyn briefly describes his 55 years as a pastor and 8 yeas as a professor at San Francisco Seminary. Describes in some detail the events of the student uprising at Berkeley in 1968 where he was a professor. Buteyn mentions his involvement of quelling these uprisings. Describes in great detail how the city council of San Francisco handed authority over to the church to restore authority to the city. • They set up a rally where over 15,000 people from various groups like the Young Socialist Alliance and Communist groups came. Buteyn mentions that after 6 months there was no more rioting. Also shares his thoughts about the lessons he learned from the war. (1:46:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Buteyn, Donald (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Buteyn, Donald Description An account of the resource Donald Buteyn served in the US Army from 1942-1945. He served as an infantryman in the 303rd Regiment, and saw action along the Dutch/Belgian frontier early in 1945 and took part in the crossing of the Rhine at Remagen. He later participated in the closing of the Saar pocket and in the capture of Cologne and Dusseldorf. Before being wounded in April, he participated in the liberation of three concentration camps for political prisoners. His wartime experiences helped him to decide to go into the ministry after the war. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American Veterans 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 2008-01-08 Identifier An unambiguous reference to the resource within a given context ButeynD 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/c5d678573174e5abfc69f3360eb7a31f.mp4 a4e4cdd5f7876a5d18fcdd64ad0332d0 https://digitalcollections.library.gvsu.edu/files/original/bfc2dc422cdf5ecbfebc2fefa3d3f950.pdf 2875fe76f690880c2d5b176f1e5194f3 PDF Text Text Grand Valley State University Veterans History Project Interview Charles “Chuck” Butkus Korean War Total Time: Childhood and Pre-Enlistment (00:30) • • • • • • • Born in Waukegan, Illinois, in 1930 Father was an electrician Remembers getting information from the radio during World War II. Finished high school. Attended college to become an engineer. Entered Marquette University, however learned that he drew a low draft number for the Korean War. Decided to join the Air Force. Training (04:52) • • • • • • • • Attended Basic Training at Lackland Air Force Base in San Antonio, Texas, and while he was attending the training there was a huge influx of men who needed basic training, and the base became quite crowded. During the winter, they were in temporary tents. They were given 3 choices and he chose meteorology. (06:45) He was sent to Chanute Air Force Base and had to wait around for several months for a spot to open up in the meteorology program. When they did finally get in the school was 16 months. (08:25) He was then trained to use weather balloons, which involved more training. They would send up the balloons with gauges and measuring equipment that would send back a signal to the ground so that they could be recorded. Stayed at Chanute for 7 months total. He was able, on several different occasions, to hitchhike home from the base, as they were very close in Central Illinois. Active Duty (12:30) • • • Was shipped to Camp Stoneman, and was then sent to Hawaii by boat. They were shipped on the USS Mauer. And it took them 4 days to get across. In Hawaii, he was based at Hickam Air Force Base until his clearance passed and he was able to. (15:15) He was then shipped to the Eniwetok Atoll in the Marshall Islands, where they were assigned to take weather observations. They took four readings a day. They were doing this for general weather observations. �• • • • • • • • • • (20:05) They were there in for two nuclear tests, where he had to run weather tests every three hours. He experienced the tests first hand from ships that were far out at sea or on the islands. He was then moved to Hawaii to be a drop sonar operator. These operators would drop instruments from planes rather than from balloons. (26:05) Their squad flew retrofitted B-29s which were made specifically for their weather observation duties. (28:50) Their real objective, rather than weather, was radiation. They monitored the air for radiation to figure out whether the Soviets. He lived in barracks during his time in Hawaii. His missions were 3 day missions. The first day, they would prepare the instruments, the second day they would do the flight, and the third day they would analyze the data. The flights would usually take 14 hours and they would normally fly 2 missions a week. (35:00) After 18 months in Hawaii, he spent another 18 months in Eniwetok for the Castle Thermonuclear Test Project (38:29) He ended up being exposed to radiation during the tests. He volunteered to go back to the test island to relieve the other weathermen on Bikini. His job while there was to take basic weather readings. He did that four times, and took heavy doses of radiation. He ended up having cancer in several places and melanoma, which might be traceable to this radiation. They never collected the film radiation test strip that they gave him to measure his exposure, which he still has. There were six Hydrogen bomb tests done during his time there. After this service, he was discharged in Hawaii as a Tech Sergeant. Post Service (43:37) • Went home and bought a car once he got back. • Worked as an IBM programmer for a year after he got back. The computer took up a floor of the Great Lakes Naval Station. • Worked in the Telecom industry for 20 years. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Butkus, Chuck (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Butkus, Chuck Description An account of the resource Charles Butkus served in the Air Force as a meteorologist during the Korean War. He was born in Waukegan, Illinois, and his father was an electrician. He completed high school and some college before he joined the Air Force due to his low draft number. He specialized as a meteorologist, and served in the South Pacific during the atomic testing program and in Hawaii taking readings from weather balloons. 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 Video recordings United States. Air Force Korean War, 1950-1953--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-02-03 Identifier An unambiguous reference to the resource within a given context ButkusC 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/c1540986baa190a277b57abeef0d3ba0.mp4 ebe4fe2afd45e57885642f16de73d087 https://digitalcollections.library.gvsu.edu/files/original/7b817637ef06a9f082b0f7fc7d3cb57f.pdf e49988b9d683ebb07543b6ca4a5f04ab PDF Text Text Grand Valley State University Veterans History Project James Butler (59:05) (00:11) • Born in Cleveland, Ohio 1946 • His father was in the Navy in World War II. • His mother worked at the bomber plant in World War II. • When he turned 17, he had began getting calls for the draft. • Drafted into the Army. • There was a two-week period where he could join another service, he decided to join the four year Navy. • He began basic training in 1965. • After basic training he was promised to be sent to school. • He was placed in the seabees. • He was trained with the Marine Corps for combat training. • Went to California, and learned how to operate heavy equipment. • He was assigned to M Seabee Six, Which was serving in Da Nang, Vietnam. • After he was finished with Basic, he saw that there was a notice for volunteers to go to Antarctica. • He decided that penguins couldn’t shoot, and decided to take the assignment to go to Antarctica. (03:48) Draft Notice • Right after high school, his entire neighborhood was sent draft notices, including seven boys who received them on the same day. • His basic training was at the Great Lakes training facility. • Doesn’t remember basic training being very hard. • Believes the military gave him a lot of organizational training. • He was in basic training for twelve weeks. (05:58) • It was more intense, because the marines do not like the navy men. • It was also more intense because it was all combat training. (06:30) Antarctica • He was scheduled to fly to Da Nang in a couple of weeks, when he saw the notice for the Antarctica trip. • Because of his acceptance to the Antarctica program, he did not have to go to Da Nang. • He worked construction in McMurdo, Antarctica. • They built buildings and warehouses for storage. • He flew to Antarctica. It took two weeks. • They flew to Rhode Island, to California, to Hawaii to Pago Pago, to Tahiti, to New Zealand, • He spent six months in Antarctica. • His unit, Seabee Unit had about 100 people. �• He rebuilt tunnels in Byrd Station, Antarctica. • At Byrd, the highest temperature was 20 below zero. (10:50) School and Second trip to Antarctica • Went to Blasting School after Antarctica in 1967. • He became a blasting expert for the Navy. • He went back to Antarctica on a coast guard ship. • He spent his six months in Palmer Station. • Built a scientific station in Palmer, three stories high that could house thirty people. • He used explosives to make piers and docks for ships. • Only dealt with British and New Zealanders while in Antarctica. (14:45) Vietnam • Was about to go back to Antarctica, and was sent to Vietnam. • He was married, and then three weeks later sent to military training to go to Vietnam in 1968. • He was flown from California to DaNang. • Remembers DaNang smelling absolutely horrible. • Most of his time in Vietnam was spent doing construction. • He built mainly roads and piers. • More bombing began to occur after the end of the bombing campaigns in the north. • The airbase had been hit, delaying his return to the United States. • He believes he had a pretty decent experience in Vietnam. (17:50) Time in the Military • Enjoyed the four years he spent in the Navy. • He made good friends while in Vietnam. • He has Antarctica reunions every other year. (19:00) • Went to Baldwin-Wallace College. • While in school, he joined the Naval Reserve program. • He stayed in the reserve for two years. • After graduation from Baldwin-Wallace, he applied to be an officer, which he was denied due to staff cuts. • He then joined the Army Reserve and spent four years at an Army hospital unit, the 256th hospital unit. He was also denied an officer position there after four years as being a Staff Sergeant. • He joined the Coast Guard as an enlisted man. He applied for the OCS school and was accepted. After graduating from OCS school, he was commissioned as an officer. • He worked in Muskegon as the coast guard group, and then was transferred to Grand Haven. • He worked in both administration and search and rescue programs while in the Coast Guard Reserve. • He retired from the Coast guard as a lieutenant commander. (23:06) Vietnam Continued • He lived in screened barracks. �Showers were provided. It was very hot in Vietnam, reaching 120 degrees. He would work at a catholic orphanage in DaNang helping the orphans during their free time. • They spent Christmas with the orphans. • Some of the Vietnamese nuns could speak English. • He worked with many Koreans while in Vietnam. • They worked with him on construction. • His unit was awarded the civil action ribbon. • They saved some children from being burned to death in a trash fire. • He would write letters to his wife, and she to him while he was in Vietnam. • Compared to Antarctica, where he could speak to his wife via Ham radio. • He went to Hawaii for R&R with his wife, and then had to go back to Vietnam, he describes this as the worst part of his service. • He had Sundays off from work, and would spend those days either on the beach or in the orphanage. • He was able to listen to news while in Vietnam. (32:46) Work and memories of the Coast Guard • Spent 24 active years in the military over a 33-year span. • While he was not in the military, he worked construction, but there was very little work. • He also worked in materials purchasing and sales for construction companies. • During his search and rescue work in the command center, the entire west side of Michigan had to report to his office. • His most memorable search and rescue experience included a couple that skinny dipped off the side of a sailboat, and could not keep up with the boat as it moved through the water. They were in the water for a day and a half, but were rescued. • • • � 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 Butler, James (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Butler, James Description An account of the resource James Butler served in the United States Navy during the Vietnam War. He evaded earlier tours of Vietnam, by serving on two missions to Antarctica as part of a construction crew. However, he eventually served time in DaNang, Vietnam, once again as a construction member. After his active service, Butler served time in both the United States Naval Reserve and the United States Army Reserve. After failing to secure an officers position in either branch, he joined the United States Coast Guard Reserve. He became a Lieutenant Commander and served until his retirement. Contributor An entity responsible for making contributions to the resource McCauslin, Kelly (Interviewer) Spring Lake District Library (Spring Lake, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy Vietnam War, 1961-1975--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 2008-03-22 Identifier An unambiguous reference to the resource within a given context ButlerJ 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/1155a9d4773db85aa02a013cdc7fb358.mp4 d11dd6b82bbe313910ea848b75e5c71f https://digitalcollections.library.gvsu.edu/files/original/0adecce799b2165c21d6710609f08ef5.pdf 80f0ee8aa0e667e7dfa937edd920ac14 PDF Text Text Grand Valley State University Veterans History Project Oliver L. Butler (29:49) (00:06) Grand Rapids Michigan • When Pearl Harbor was hit, Oliver was working at Imperial Metal Products • Oliver enlisted in the military after the attack (00:37) South Pacific • He was stationed throughout the Pacific Theatre • He flew over enemy installations and took pictures of the targets and then returned to bomb them • He said he flew combat missions but didn’t serve in action where the bombs were being dropped • Oliver was a Staff Sergeant at the time • Oliver was attached to a dive bombing squadron and on call with them whenever he would need to go take pictures of a strip or camp that needed to be bombed • He had 5 brothers that were also in the military • Oliver first found out about the Atomic Bomb after it was dropped (4:10) Midway • The food was brought in from Australia, mutton, and boiled in big pans. He said that there would be inches of lard on the top and raw meat still below. He will not to this day eat mutton. • He said the guys tied together gas cans and created a boat to go on the ocean and they would drop grenades and grab the fish that came up to eat them. They had to be careful because there were sharks out there also. (5:50)VD and VJ Day • They were very happy about the end of the war that they stayed up and danced all night long. This was also when he and his now wife set a wedding date • Everybody was very happy about this. He states that he would not join the war today if he was the same age when he entered World War II because the politics of war have changed. • During The Korean War, he was in reserves and missed being called into war because he was in the service recovering from malaria. He said that during the Korean War they couldn’t make bullets fast enough to fight against them and it was realized too late. �• • • (8:30)Oliver says he lost at least half of his friends to the war. Very few came home but luckily for his mother all of her sons came back alive. After the war ended it took Oliver 4 months to get back to the states Oliver went through photography school in Pensacola, Florida (11:00)Midway • His unit spent 4 hours on and 4 hours off patrolling the island. He was detached from his squadron so he was not associated with the targets that he pictured to be bombed. • His primary job was escorting the submarines into Midway and would take pictures if needed • On one mission they couldn’t get the wheels down on the plane so they landed ‘belly up’ and he rolled out over the wing and messed up his knee. They sent him to Pearl Harbor for 6 days to recover and then back to his squadron. He states that he couldn’t get back in the plane when he returned so the captain came out and put him back in the plane. • (12:50) Mail was delayed many times, so receiving it was rare. • (14:30) Oliver talks about his opinion on the war we are in at this time and talks about the inadequate training being given • During Korea he was a Training Sergeant in the reserves in Grand Rapids, Michigan, and the trainees had no respect for the Sergeant over them. (16:00) Pictures are shown about his squadron • He talks about diving in a plane at 15000 feet saying that your nose will bleed, your mouth will split blood, and your eyes will be in pain. They call it 14G’s that the pull is so strong you can not raise your fingers up. • Curtis Helldivers, A25,’s is what he flew. He shows pictures of this also. • (19:26) Newspaper article showing the 3rd wing that Oliver was attached to in the Grand Rapids Haerald (newspaper) It was the 3rd wing that he was attached to when in was in photography school. The article was about a guy in the service that committed suicide because of the pressure during the war • (20:20) Clipping when his squadron went over Truk. They were the first squadron to take pictures of Truk before they dropped the bomb on Japan. • Oliver’s pictures made the maps of the strips all over the island that showed the positions of everything from the terrain of the island to the defenses they had to protect the island for the military • (21:49) He has a piece of mail that he explains how they had to address the letters when they wrote home. • (23:15) Oliver spent a total of 13 months on Midway Island �• • (25:00) He says that he didn’t get home for about 3 years and neither did two of his brothers who were both as active in the war as he was. One was on a LST ship which Oliver calls a sitting duck ship because they were a major target during the war. (25:39) Something that happened to his Commanding Officer of the Polish Squadron, BMSB 332, he was on loan till they formed the 9th Marine Division, he talks about something that happened to Commanding Officer Christenson off camera ��������� 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 Butler, Oliver J (Interview outline, video, and papers), 2004 Creator An entity primarily responsible for making the resource Butler, Oliver J Description An account of the resource Oliver Butler was an aerial photographer for the Marines during World War II and was based on Midway Island. He spent 13 months here taking pictures of terrain and enemy defenses. He remained in the reserves during the Korean War where he was a Training Sergeant. Photographs appended to interview outline. Contributor An entity responsible for making contributions to the resource Snuder, Britany (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Marine Corps World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2004-05-24 Identifier An unambiguous reference to the resource within a given context ButlerO 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/d5ad6859fe41830545906fbc842721d9.jpg bb740cd99ea3ae7079517b8b32e0a974 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 ButschThomas Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Butsch, Thomas Description An account of the resource Thomas Butsch, Art Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/910c404055ad9cc6aba776fa8261b45f.m4v e3aae25b042c8a6680d13d3d22e5eaaf https://digitalcollections.library.gvsu.edu/files/original/3070292a276d4d1f635717a201446d77.pdf 3ff89ef56bbf09e84a415c3b86ca60a2 PDF Text Text Grand Valley State University Veterans’ History Project Jimmy Butt World War II 46 minutes 51 seconds (00:00:11) Early Life -Born in Tippo, Mississippi, on October 13, 1921 -Lived on a cotton plantation until he was 16 years old when his parents died -Moved in with an uncle living in Wetumpka, Alabama -Graduated from high school there in 1939 -Attended Auburn University in Auburn, Alabama -Great Depression hit Tippah County hard -Virtually every farmer lost their property -Cotton had been estimated to sell for 30 cents, but it only sold for 6 -Farmers had to take out huge loans just to survive -They couldn’t pay them back, and their farms failed -Parents had had a 600-700-acre plantation (00:02:22) Reserve Officers’ Training Corps (ROTC) -Two years of ROTC was mandatory for male students at Auburn University -Before Pearl Harbor, he didn’t pay attention to the fighting in Europe or Asia -Trained with horse-drawn artillery pieces -Enjoyed drilling and marching -Easy to hitchhike home because of the ROTC uniform -After two years of ROTC, he applied for advanced ROTC -Paid $21 per quarter -Extremely helpful since he was paying his way through college -$400 per year for tuition -Note: In 2017, this would be equivalent to $6,938 (00:04:00) Start of the War -Accepted into advanced ROTC in spring 1941 -After Pearl Harbor, the ROTC cadets knew they would be called for service at any moment -Decided to stop studying and enjoy themselves until they were called to service -Military science professor told them to keep studying -Didn’t get called up until after they had been graduated -Graduated from college in February 1943 -Had been forced to take summer classes to accelerate his education (00:05:11) Officer Candidate School, Survey School, & Extra Training -Upon graduation, he was inducted as a corporal in the Army -Sent to Fort Sill, Oklahoma, for Officer Candidate School -Also the location of the Field Artillery School -Awful transition for a college graduate �-Had never been in such a strict environment -Total uniformity in everything (the way they stored uniforms and made beds) -Frustrating requirements -Trained with a mix of ROTC graduates and men who had enlisted in the Army -Men with military experience taught ROTC cadets how to dress and assemble rifles -ROTC graduates helped teach the military men about artillery -He had studied artillery during his time in the ROTC -Trained with mechanized artillery at Fort Sill -Had used 75mm guns in ROTC, and trained with mechanized 105mm guns at Fort Sill -After OCS, he was commissioned and sent to Survey School -Had background in surveying in college -As a survey officer, he went out to the field with a piece of paper and an instrument -Figured out where to place guns and how to create an effective field of fire -Got within a few hundred yards of targets to create reference points -Used by forward observers to call in shots -Completed OCS on June 23, 1943 -Went to Survey School for a month -Sent to another school for a month (00:10:30) Stationed at Camp Van Dorn & Assignment to 63rd Infantry Division -Assigned to the 63rd Infantry Division at Camp Van Dorn, Mississippi -Being from Mississippi made it easier to rent a room for him and his wife -Got married on June 22 so she could pin the lieutenant bars on him for commissioning -Got to Camp Van Dorn in September 1943 -Group of recruits came and he helped train them -That first group was combat ready by early 1944 and they were deployed -Got another group of recruits and did six more months of training with them -He was in the 863rd Field Artillery Battalion -When the first group deployed, all the enlisted men went over to Europe -Most of the noncommissioned officers went, and a handful of officers too -He was happy to get to stay with his wife for another six months -In the mornings, he did survey and fire direction training -In the afternoon, he went to the field and trained or oversaw gas training -Note: Gas training was to prepare soldiers for the eventuality of gas attacks -Technically, he was only scheduled for one night off the week -Created a system that allowed to go home more than one night a week -Focused on training, but knew the Allies were winning the war (00:14:25) Deployment to European Theatre -In the fall of 1944, he received his deployment orders -Infantry left in October 1944, and he left on Christmas Day 1944 -The infantry fought at the Colmar Pocket (November 1944 – February 1945) -Took heavy casualties -He departed from New York City, sailed south, then sailed across the Atlantic Ocean -Went over on a former luxury liner �-Packed with soldiers -Everyone got seasick on the voyage -No lights allowed at night -The officers took turns going into the hold to be with the regular soldiers -Entire hold smelled of vomit -Stayed in a room with six other officers (only meant to house two people) -Took eight days to reach Europe (00:17:07) Arrival in Europe -Landed at Marseille, France -Had passed through the Gibraltar Straits and was escorted by two destroyers -Supposed to take a torpedo if a U-Boat attacked them -Disembarked at Marseille and taken to a raised area like a plateau -Got to Europe in January 1945 -It was bitter cold, and they set up tents -Had to stay in the tents for a week waiting for their artillery pieces (00:18:39) Fighting in Saar River Area -Once they got their guns, they went north through France to Saarbrucken -Went on the frontline there -Joined the rest of the division there -Started intermittent fire missions immediately -Firing at random positions to disrupt the Germans and keep them awake -Working on straightening out the frontline by eliminating pockets of German resistance -During this time, a forward observer was killed, which led to him becoming one -Stayed in Saarbrucken until early spring 1944 (00:20:23) Fighting on the Siegfried Line -Had perfect maps, so they didn’t need survey officers -Assigned to forward observer duty on March 13, 1945 -Assigned to the lead platoon in an infantry company -Went with them in case they needed artillery support -During one fight, they got pinned down by a machinegun -He called in artillery and neutralized that position -Bracketed that position -Dropping shells to left and right and narrowing down to target -Took several days to punch through the Siegfried Line -Artillery bombardment preceded the ground assault -First long range, then medium range, then short range artillery -The culmination of artillery sounded like a freight train in the sky -Bombardment lasted 30 minutes -Started advancing toward Siegfried Line and encountered a German pillbox -Got pinned down and too close to call in artillery -Felt like an eternity -Still dark and the Germans used flares -He would dig, then stop when a flare went up �-He was about 50 yards away from the pillbox -One soldier tried to charge the pillbox with a white phosphorous grenade -Shot and went down, and the man was engulfed in flame -Germans eventually surrendered -Shot after they surrendered as revenge for the burned soldier -One of the worst firefights he experienced -After the fight at the pillbox, they were allowed to hang back and let other units advance -Germans had fortified the Siegfried Line -Concrete-reinforced pillboxes, trenches, and Dragon’s Teeth (concrete blockades) -Continuous line they had to punch right through -During one firefight, he and another officer figured out they were firing at each other -Took two or three days to get through the Line -Tanks showed up and helped them pursue and disrupt the German retreat (00:28:23) Crossing the Rhine River & Advancing through Germany -Advanced to the Rhine River and crossed it on a pontoon bridge -Occupied as much territory as possible to disrupt the Germans -Turned south and advanced toward Austria -Relieved by the 36th Infantry Division, who captured Hermann Goring -The 63rd Infantry Division liberated the Landsberg Concentration Camp -He wasn’t there to see the liberation -Encountered pockets of resistance as they moved through Germany -Remembers being on a hill overlooking Forchtenberg -Surveyed the area and didn’t see any signs of German movement -Received orders to call in a strike on the center of the town -As soon as he did, the Germans opened fire on his position -Watched the infantry take the town -Passed through the town after it was secured and saw wounded civilians -Got to the Autobahn and found some German jet engines hidden in the woods -Missing their engines -The nearby town had been working on building the engines -Didn’t see many German civilians -Started seeing large numbers of German soldiers that had surrendered near the end of the war -Remembers the mayor of Heidelberg coming to the general of the 63rd and surrendering -Passed through the town without a fight, and left it unscathed -Passed through numerous cities without any organized resistance aside from random snipers -Took weapons and gear from prisoners then directed them toward the rear for processing -Some were in good shape, but many were old men and young boys -Liberated three or four labor camps -Men, women, and children covered in lice -Had a special medical unit to delouse them -Let them leave and go to the rear, but robberies and rapes started to happen -Had to gather them back up and place them in the camp until rear troops arrived -Slave labor from Yugoslavia, Russia, Poland, and France �(00:36:29) Occupation Duty Pt. 1 -After Germany surrendered in May 1945, he became part of the Army of Occupation -Anticipated an organized insurgency led by the SS and Gestapo -Charged with occupation duty in a county -Set up in a German industrialist’s mansion -Huge living room with piano, swimming pool, and horse stables -Went horseback riding in the mountains in the morning -Swam in the pool in the afternoon -Sang around the piano at night -Quartered there for six weeks (00:38:05) Living Conditions in Europe -During the war, he got little to no sleep -Managed to catch an hour or two of sleep if they occupied a house -No baths or showers -Lived on energy bars and the occasional C-ration -Had field kitchens in the Saar area when he joined the rest of the division (00:39:09) Occupation Duty Pt. 2 -After initial occupation duty, they went into the field to prepare for the invasion of Japan -After a day or two of training, the atomic bombs were dropped on Japan -Once the Japanese surrendered, it was just a matter of waiting to go home -Didn’t have enough “points” to be sent home immediately -Note: points awarded based on rank, combat, length of service, and dependents -Transferred to the American military government in Germany -Started in the Food & Agriculture Section in Karlsruhe -Going to food facilities and estimating damage -If there was minor damage, they reported it and got it fixed -If a facility was beyond repair, it was abandoned -Did that for a few months until that section was closed -Assigned to run an Officers’ Club in Karlsruhe -Planned parties and kept the bar stocked -Impressed by the Germans’ cleanliness and their hospitality -Felt like being home -Shocked by the amount of devastation he saw in German cities -Entire cities reduced to rubble -First time he saw that, after the war, was in Stuttgart -Served there as a message center chief until turned over to civilian control -Directing communications since networks had been destroyed -Able to call home -Wrote a letter to his wife telling her the day and time he would call (00:42:55) Coming Home & End of Service -Left Germany in late summer 1946 -Got back to the United States in September 1946 -Travelled on a slow boat filled with returning soldiers �-Left out of a port in northern Germany (possibly Bremerhaven) -Landed at New York City -Took a train to Fort Bragg, North Carolina -Discharged from the Army there (00:44:00) Life after War -Returned to Auburn, Alabama -Wife had bought a house for them and she got a job there -Got his master’s degree at Auburn University on the GI Bill -Joined the research faculty at Auburn University -Did that from 1948 – 1956 -Got a job in Michigan -Has lived there ever since (00:45:15) Reflections on Service -Impressed by the unity of America during the war -Everybody helped in some way -Feels that farmers get overlooked despite how much they contributed to the war effort -Farmed with old equipment -Managed to feed the country, the Allies, and the Soviet Union -After the war, it was a good, economically booming time � 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_ButtJ2091V Title A name given to the resource Butt, Jimmy L (Interview outline and video), 2017 Date A point or period of time associated with an event in the lifecycle of the resource 2017-01-10 Description An account of the resource Jimmy Butt was born in Tippo, Mississippi, on October 13, 1921. He was in the Reserve Officers' Training Corps at Auburn University and graduated in February 1943. He attended the Officer Candidate School at Fort Sill, Oklahoma, and was commissioned as an officer on June 23, 1943. He completed Survey School a month later. In September 1943, he went to Camp Van Dorn, Mississippi, and joined the 863rd Field Artillery Battalion of the 63rd Infantry Division. On Christmas Day 1944, he sailed to the European Theatre and in January 1945 joined the rest of the 63rd near Saarbrucken. He participated in the fighting on the Siegfried Line and the eventual crossing of the Rhine River into Germany. He was with the division as it advanced through Germany and witnessed the liberation of multiple slave labor camps. After Germany's surrender in May 1945, he was part of the Army of Occupation and served in Karlsruhe and Stuttgart. He left Germany in summer 1946 and was discharged at Fort Bragg, North Carolina, in September 1946. Creator An entity primarily responsible for making the resource Butt, Jimmy L, Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/ac3a8d0620c20eacf62d019c601138c2.jpg e3940ca76b26e20448f2bf5d81b7e22a 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. 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_001473 Title A name given to the resource Button from the groundbreaking of the Richard M. DeVos Center Creator An entity primarily responsible for making the resource Grand Valley State University Description An account of the resource Button from the Groundbreaking of the Richard M. DeVos Center on GVSU's Pew Campus in Grand Rapids, MI, October 16, 1997. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1997 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/0590b43d105665fb98c56a08ca477a75.mp4 381caa12ab6472827e6840ad233a676e https://digitalcollections.library.gvsu.edu/files/original/6aba79fdc8dcbdd35340bdc4ea9edd79.pdf 8d9aa4bee0d9cf24e6b244991de80b24 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: World War II Interviewee: Russell Buys Length of Interview: 00:44:30 Background  Born December 27th, 1922  Served in the Army during WWII  Highest rank was platoon sergeant  He enlisted in the Army [Michigan National Guard, 126th Infantry Regiment] in 1940, because a couple of his friends had joined the armed forces.  He originally wanted to join the coast guard, but his father said no. Then he suggested the Navy, but his father said no to that too. So, they decided to join the Army.  After they graduated from high school in June 1940, they signed up and were sent out to Camp McCoy, Wisconsin, to train for the summer.  While they were there they heard rumors that they were going to be activated. After they got back, in October, they were activated.  He was aware of what was going on in Europe, especially when he was started training. (2:10)  When he went in, he became a cook for two and a half years. Eventually though he was reassigned.  After [during?] the Buna campaign [New Guinea, 1942-43], he decided that he wanted to do more than just cook. (3:15)  One day, when he went to go look for rice, he walked right into a firefight and got shot in the shoulder. Training (4:50)      He would describe training as crude. When he joined the Army in 1940, they were still using WWI equipment. His first uniform was something that looked like it came from WWI. After they got activated, then they began to use more up-to-date equipment. He was in heavy weapons when he first went in, and they would practice using an old stove pipe because they did not have any equipment. They lived in tents and their kitchen stoves were all wood fed. No one knew what they were getting themselves into at the time and he found the experience very adventurous. He did not mind at all. Active Duty (6:15)   After he was activated, he would go to Australia [May 1942]. He landed in the southern part of the country, and they would be headed to New Guinea. �                          He took a train all the way up the coast [and camped for some time near Brisbane], and took a boat to New Guinea. While they were at sea, the Coral Sea Battle broke out [this was earlier, when they were going to Australia]. (7:05) They would escape it by going around it. When he arrived, he thought Australia was quite a strange country. (7:40) Everything there was years behind the United States. He remembers being in a hotel where they still had barrels of beer. They were not so far behind us, but it was interesting. The people there were wonderful and treated them very well. They knew what they were over there for, but no one had any idea of when they were going into combat, or what it would be like. (9:00) After he left Australia, he would go to Port Moresby, New Guinea. Their battalion, the 2nd battalion, 126th Infantry, 32nd Division, would go be part of the Ghost Mountain Boys, who would cross the [Owen Stanley] mountains in New Guinea in order to fight the Japanese. It was terrible. The equipment was very heavy and difficult to carry. They did not have any food either. Any food that was sent to them would go down the mountain and they would not get it. The trip was terrible, but he’s happy to say that he made it. Once they made it over the mountains, then the real combat started. (10:30) That was very traumatic. You would be doing your job, and suddenly the guy standing next to you would just fall down, because he got shot. One of his friends got shot and he picked him up and got him out of there, but he would die two hours later. That was their introduction to what combat is. Those were the kinds of memories that stayed with him forever. Nowadays they call it PTSD; then they called it TS, tough shit. McArthur, who was a very controversial figure of the time, would do a lot of island hopping. He would chase the Japanese, and when they vacated the island, the Americans would take it over. (12:00) When they would get to a new island, they would take control of the ports, so the Japanese would not be able to get supplies. Consequently, many of them would starve. After finishing in New Guinea, he would go to the East Indies; to Leyte; to Luzon. They were defeating the enemy as they went, which was their ultimate goal. He has no special memories or recollections of his time in the military. (14:25) He would be awarded a Bronze Star, but did not know it. It was not until he got back to the States and after a few years, someone had pointed out to him that he had earned a Bronze Star that he knew he had one. He would get a copy of the paperwork and talk to his congressman and eventually get his award. They were fighting a battle in Luzon, earning the award. But by the time they had gotten the award down, he had already gone home. He would also win the Purple Heart twice and a silver star. He would also earn an award for courage. �                          The Japanese fought much differently than the Americans did. (16:45) They would fight at night, while the Americans would not come out of their fox holes at night. One of the last gun fights he was in was a banzai attack, in the middle of the night. They came up over the hill, just screaming, trying to scare the men. I had worked for some. While they were fighting in the Philippines, they had to fight in the mountains, which were completely different from their jungle fighting, which they had been used to via training and his previous combat experience. He would start out as a private in the Army and would eventually work his way up to a platoon sergeant. (9:05) He would be in charge of the 3rd Platoon of his company. They never had a full platoon. Instead he would be in charge of 30 men most of the time, though sometimes it would go way down. He would keep in touch with family through letters. (21:10) Sometimes it would take a while, but he was patient. They army would also go through the letters and sensor them. One time his buddy had died, and he wrote the man’s wife a letter. He would get it back, with a lot of it scratched out. He learned to keep his distance from the other men, just in case something happened. (22:35) He said that it was something you had to learn, because you spend every day with these men, and they were suddenly gone. It was terrible, but you had to live with it. There was nothing lower than infantrymen. Even when he had gotten some time off, it would not last. When he did get time off he would play cards. They also had baseball, boxing, horseshoes, and write letters. (24:30) He would see Bob Hope while he was there, and he was bored to death. There was someone else who came, but he can’t remember. They also had movies to entertain them and church services to attend if they wanted to. They would also do more training in down time as well. He would say that morale was high amongst the men. (26:50) He did witness some tension between the officers and soldiers. The stress would begin to get to both the soldiers and officers, and some of them would begin to kill other soldiers and people. One soldier started to go a little crazy and he sent the man to the medic. One officer there was doing awful stuff to him men, so they got the word out and he was taken away to have a couple days off. He saw men get hurt, but the saddest thing to him was seeing men lose their minds. (29:05) Some of them would keep a personal diary, but he did not. He would read a diary of one of the men he traveled with, and he remembered some stuff that he had forgotten. He would receive his discharge papers in June; the war would end in August. He saw that the war was coming to an end by that time. He never felt the advantage going into battle, but they had confidence. �Post Duty (32:45)                   After he left, he was put on a Navy ship and they stopped somewhere, can’t remember where. Then they would go through the Panama Canal, and landed in West Virginia. He smiles when he came home and remembers the parades and welcome home that he received. (33:10) From there he was shipped to Fort Sheridan. And from there he was given $25 and told to find his way home. He would take a train to Milwaukee and then take the Clipper to Muskegon. When he finally made it back to the USA, he was happy to get back. But that ran out of gas soon after. He was told to run a patrol, but he really didn’t want to, so he tried to talk his way out of it. His folks had picked him up and his mom had his bedroom all ready when he got home. Of the six children that his parents had, five of them were in the service, all at the same time. He was the first one home. One brother was in Hawaii, another was in the Air Force in Mississippi, another was in England on D-day, and the other was in the infantry in Okinawa. (36:20) Then when he got back, his younger brother would join the Navy, so there were still five of them in there for a while. It was somewhat difficult to readjust to civilian life. The hardest thing was adjusting to a sleep schedule. When he got out, he was free. So he and his buddy bought a convertible and saw the country. He would go into construction, and work with his dad. He stays in contact with other veterans who served, but there aren’t very many left anymore. They also keep in contact with wives and widows as well. (39:10) Most of the guys who had gone in with him were older, so many of them are not around anymore. After reading some of the stuff that historians got it right, he finds they were pretty close. (40:00) He can’t read anymore, because of bad eyes, but he used to read a lot, mostly about the war stories that people wrote about. He enjoyed military life. In 1950, he had a chance to go back in the guards, and he would make 1st sergeant pretty quickly. He would serve again for 3 years. He has a grandson who serves in the Air Force. Been there for 12 years now. (44:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Buys, Russell (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Buys, Russell Description An account of the resource Russell Buys enlisted in the Michigan National Guard shortly after graduating from high school in 1940. A few months later, his unit was activated and sent to Louisiana to train. He initially served as a cook with the 2nd Battalion, 126th Infantry Regiment, 32nd Division. He sailed with them to Australia, and was then shipped to New Guinea, where he and his battalion marched over the Owen Stanley Mountains toward Buna. Toward the end of the Buna campaign, he decided that he wanted to do more than cook, and became a rifleman and got himself wounded in the shoulder. He recovered and stayed with the unit through further fighting in New Guinea and the Philippines before rotating home in 1945. Contributor An entity responsible for making contributions to the resource Bolthouse, Marvin (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-05-27 Identifier An unambiguous reference to the resource within a given context BuysR0060V 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/23c8d08aec5c6764643c2099b3903192.jpg 65b4d4f2896a72004f19dc6a7317fa44 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-54 Date A point or period of time associated with an event in the lifecycle of the resource 1985 Title A name given to the resource By David Nicolette Description An account of the resource An article writted by David Nicollete that explores how the Red Barn Theatre was in the planning phases for the next season. It includes an announcement that the Gilbert & Sulivan Festival will not happen that year. It also describes the various shows and performers that would be invited during the season. 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