1048 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c1e68d1e9cddbd9f7999aa45f354b8c7.jpg 3fe2277b0b41c4f78be01a91f3ba3f99 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_LS00041 Date A point or period of time associated with an event in the lifecycle of the resource 1918-10-01 Title A name given to the resource Wei Hai Wei landscape Description An account of the resource Black and white lantern slide of the Weihaiwei coastline with boats in the harbor, taken from the water. Subject The topic of the resource Lantern slides Weihai Shi (China) Steamships Boats 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/cdbc6920eea7c34c32fa8376ba20ff5c.jpg 931a64ab959e27d7c3ef3f747106ceac 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_LS00043 Date A point or period of time associated with an event in the lifecycle of the resource 1918-10-01 Title A name given to the resource Wei Hai Wei Steamer Shenking unloading passengers Description An account of the resource Black and white lantern slide of the steamship Shenking unloading passengers in the Weihai harbor. Passengers are being rowed to shore in small dinghies. Subject The topic of the resource Lantern slides Weihai Shi (China) Steamships Boats 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/d0560db7cb864574fa363939927395e5.jpg c773677722d231ffa494bbb15da165d0 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_LS00142 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918-1921 Title A name given to the resource Wei Hu locks and breakwater walls Description An account of the resource Black and white lantern slide of a breakwater structure near a canal lock at Wei Hu, China. Subject The topic of the resource Lantern slides China Canals Locks (Hydraulic engineering) 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/404147b502e5b5a6842a26b31511c45a.mp4 e85de1c2d57b8ca1a521f2cb13e7883f https://digitalcollections.library.gvsu.edu/files/original/5b83014a6e0180b8552a0e80dc42a79e.pdf b74059e6bd0b459be467233ee834f2b4 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: World War II Interviewee: Fred Weidner Length of Interview: 00:39:25 Background              Born on November 25, 1922 in Muskegon, Michigan. His father was a metal pattern maker and his mother was home maker. He would grow up in Muskegon until he was 18 [19] years old when he joined the service. His father had to switch his occupation from one city to another, but they still lived in the same place. He was an only child. He would live with foster parents. He would learn about Pearl Harbor from the newspapers. He knew about what was going on in the world and he knew we would probably go to war soon, though not with Japan. His foster father had come from Germany and he would serve in the Pacific so as to not accidentally meet up with his family and friend while in combat. He went through high school and joined the military in 1942. He worked for a while before he joined the army, but would end up volunteering to join the armed forces. Since he wasn’t 20, he was able to pick the branch of service that he wanted to go into. He tried to get into the Navy but did not pass their physical exam. Instead he would join the Army. For basic training he was sent to Camp Hahn, in California. That is near Riverside. Training (4:30)        The camp itself was really nice. It was a new base, with new barracks and things like that. When they got there they would learn how to fire a rifle and did lots of marching and drilling. He would march 15 miles. Others with bad feet would quit, but he would go all the way. He was in good shape at the time. He would do his specialized training for anti-aircraft fire at Camp Hahn as well. He was learning how to use and repair the weapons during his training. He learned out to shoot the 30 caliber rifle, 50 caliber machine guns and the search light. He did not train in the larger guns. When he learned how to use the search light, they learned how to clean them and use them. He ran the district electric control system, which was used to position the search light. �          He would practice using the search light at night. They would practice finding drones at night. They were similar to the toy planes that people played with. He would spend a year at Camp Hahn. When he finished he was a Corporal at the time. He had been five times. He would get busted each time for insubordination for things like talking out of turn. After that he was sent to Florida and Georgia for training with the Air Corps. Here he would be able to train with the search light for real planes. He would be assigned to the 222nd Searchlight Battalion in Camp Hahn. He would stay down there for about 6 months between Georgia and Florida. While in training, he did not have much liberty to leave the base to do his own thing. But there was plenty to do in the Camps, like an obstacle course and a gun range. While he was there, Bob Hope came a number of times, especially while he was overseas. He would go home right before he went overseas, in 1943. He was sent overseas in 1944, early in the year. He left from San Francisco on a Dutch ship. The US would pay these ships to take the American soldiers over in there ship so they wouldn’t be noticed on the ocean. War in the Pacific (13:05)                The ship would sail by itself, and it would carry all the equipment as well as the soldiers over. The unit itself was at full strength, or 1000 people. When they were traveling, the pistons went out on the ship and they sat idle for 3 days. No one came to help, but they fixed it themselves. He decided before he set sail that he would not let himself be captured. Instead he would rather drown. He landed in New Guinea, which is where he unloaded. While they were there, they had to do some form of training; he chose boxing and swimming. The training they were doing would help prepare them for the invasion of the Philippines. While he was there, he was given drugs to help fight diseases like malaria. He took some, but not all of them. He would not catch any of the tropical diseases while he was there. He put a mosquito net around his bed and he kept himself dry. This would help a lot. He would then go from Finschaefen to Aitape. It was a nicer place than Finschaefen, a lot less muddy. He saw Bob Hope when he was in New Guinea. He put on a good program. It was funny sometimes and serious at other times. They kept him fed fairly well. While he was in New Guinea, he did not have any problems with the Japanese. Although he had been trained in the search light, there was not a whole lot for him to do there. From New Guinea, he went straight to Luzon. (21:00) He and the others tried to take a ship to Luzon, and it took 7 tries before they could get into Luzon. The enemy aircraft had kept them from coming in until then. �                 The enemy aircraft that he saw there were mostly bombers. Though on the way to the Philippines, he did see Kamikaze planes. He also saw them hit some of the American ships. None of them tried to attack their ship. He did finally land in Luzon. They would attack the Japanese in a place that was a surprise for them and he would land in Luzon while witnessing some of the naval bombardment that was going on. He remembers while he was there, the Japanese had tried to blow up the landing strip. They had dropped 23 bombs, but only 13 of them had gone off. They did not make very good bombs. He also remembered that they sent some bombers so close to their outfit that he could see the eyeballs on the pilots. They got bombed day and night. He would use his searchlights every air raid they had. Once he landed, the airfield there was mostly used as an emergency landing airfield. The Japanese had been chased away from the area that he stayed in. He would also see the natives as well. They Philippians did not wear any shirts. They went about their lives without the need to wear shirts. This however would make them a target for the Japanese. If a native crawled in a Japanese foxhole, and the Japanese felt that there was no shirt, it was too bad for them. The Philippians and Aussies were wonderful Trojans of war. They would help to fight in the resistance against the Japanese. He also remembers that you had to have your initials on your socks, or the native girls would take them. He would stay in the same place for the time he spent in the war. (28:00) When the war was over, he had an emergency furlough. His father had had a stroke back home. He would go to Manila on his way home. He would also see a lot of the city. There were not a lot of people there. He and a buddy had to carry their rifles around because there were Japanese snipers still in the city. He was in Manila when the war was announced to be officially over. While he was in the Philippines, he remembers his buddy’s dad died and his wife divorced him. He would not be able to go home for his father’s funeral and would be unable to defend himself in the divorce. Post Duty (32:00)      He would be flown back to the United States in a transport plane. When he got back to the US in November, he was discharged in January. He would go to work right away when he went home. He got a job in cabinet work. He would also work in a couple of other jobs. His time in the service would greatly change his life. He was married when he went in, which would cause enough problems for it to cause a divorce. He would rather not remember that stuff. His time in the service would teach him what was good for him and what was bad for him. �    When he was in the Philippines, their outfit never had a good commander. He did have one good battalion commander, one who really understood the soldiers. The platoon performed very well when they went into action. He did not receive any awards. Those who would lead the invasions would receive a bronze arrowhead, a campaign medal of some sort. � 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 WeidnerF Title A name given to the resource Weidner, Fred (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Weidner, Fred Description An account of the resource Fred Weidner served in the 222nd Searchlight Battalion in the Pacific in World War II. His unit was deployed to New Guinea in 1944, and then to the Philippines in early 1945, where he witnessed enemy bombing raids and kamikaze attacks. 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 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 2010-03-03 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/d6a060f28e1e67a7f975bfdb6ba461f2.jpg 0e7dc728b992ac9cca6e98003118d608 https://digitalcollections.library.gvsu.edu/files/original/800e938cc8323fdc5bccf7f254c0f282.jpg 1fc9a6dfb74be791ce00f7f47351c4c6 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 Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection 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 Book covers Covers (Illustration) Graphic arts Publishers and publishing Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 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-05_IB0531 Title A name given to the resource Weihnachten in Brabant: Erzählungen Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing 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 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 1938 Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Weihnachten in Brabant: Erzählungen, by Antoon Coolen, published by Insel-Verlag, 1938. Insel-Bücherei Nr. 531 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.531 Language A language of the resource de 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/39113bbc79efaa515171b0916fc8291e.jpg b96a035948934a1e1774e050990644cd 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 WeilLouisIII_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weil, Louis I. Description An account of the resource Louis I. Weil, Speaker 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/62627ed31ed0b76c2c0d418d48043703.jpg 38cba49e3e5ff9a1d0e5fd9e85dc9cac 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 WeilLouisIII_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1990 Title A name given to the resource Weil, Louis I. Description An account of the resource Louis I. Weil, Speaker 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 1990s https://digitalcollections.library.gvsu.edu/files/original/2c090d45e29f06aa8914ab6b725ff766.mp4 d839fe45523ee19e86de239075a2bc69 https://digitalcollections.library.gvsu.edu/files/original/19b527bc8efa0124ff5be9223f858573.pdf 5448c84e41927a96333c06bb0370870c PDF Text Text Grand Valley State University Veterans History Project Charles Weingate (00:46:21) (00:24) Pre-Enlistment • • • • • • • (00:30) Born in West Hazelton, PA Father was a coal miner Moved to Grand Rapids so father could work as a cabinet maker Remembers hardships of Great Depression Attended Union High School, Graduated in February, 1944 Drafted in November, 1944 Army Allowed him to graduate (04:20) Training • • • • • • • • • • • • • (04:35) Went to Fort Crowder, MO. Learned how to be in Signal Corps. Given comprehension test on signals such as Morse Code, and a good score on that got you into the Signal Corps. Was initially going to be sent to Asia. Loaded all of the equipment on to the train, and left. Got as far as Kansas before they got the information that they were going to Europe. Train had to turn around and head to New York instead. (09:10) Camp Crowder was location for Basic Training. (13:15) Was trained as a Radio Operator in Specialist Training. Four hours in the morning and four hours in the evening of practicing code. (14:40) 2000 men were taken in at Pine Camp, NY from Camp Crowder, MO, in June 1944. 200 were kept at the end of the program. Every man in the outfit had to learn how to drive every type of vehicle that the outfit used (16:20) The purpose of the outfit was to make sound so as to make the enemy think that there were more troops there than there were. Learned everything about sound, for instance the difference between day and night. (17:10) Worked with wire-mag to create the sound. Sound was projected through speaker in the turret of the M-10 tank destroyer. (18:20) Worked with the equipment in New York before they are shipped out. (19:20) Pine Camp was a location where they kept Italian POWs Lieutenant was replaced right before they were shipped over seas. �(21:50) Active Duty • • • • • • • • • • • • Transported on the Ship “Blue Goose” to Naples, Italy. Encountered a storm. Travelled in a convoy. (26:00) Was transported to Pisa, and stayed in a house that held 200 men for about a week. (26:50) Were then sent to Upper Apennines. Their job was to take tanks into mountains and make sounds so to make the Germans think that there were more tanks there than there were. (27:30) They had a battalion of British attached to them that used rubber tanks and canvas to fake the Germans into attacking the fake tanks, rather than the real tanks. (27:55) They were trying to weaken the German lines an allow the Americans to break through. They did this by tricking the Germans into thinking that there were more troops and tanks there than there were. They were fired upon on their first night. (30:50) He was in a ¾ Ton truck. He was a radio operator for the platoon. (32:25) After the Germans surrendered, they broke into the Po Valley, and captured some German soldiers. Stayed in the valley for a couple weeks. Moved then into the Southern Alps. (33:50) Given orders to move to Rome and be shipped to Asia, but that was cancelled after the war ended. Was then given the choice of what to do at the end of the war. He chose to go to the Air Force. He was shipped to Naples and helped catalogue and ship different items. Was promoted twice, achieved Tech Sergeant. (35:35) Then got enough points to be shipped home in June, 1946. During time in Naples, was able to gain some photography equipment. (38:30) Post-War • • • (38:30) Shipped to Camp McCoy, Wisconsin for discharge. Proceeded home to Michigan Got a job at a plating company after the war, then worked in die casting � 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 WeingateC Title A name given to the resource Weingate, Charles (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Weingate, Charles Description An account of the resource Charles Weingate was born in West Hazelton, Pennsylvania and moved to Grand Rapids, Michigan as a child. He was drafted into the Army in 1944 before finishing high school, but was allowed to finish. He became a radio operator in the Signal Corps. His unit's objective was to create a source of sound to deceive the enemy into thinking that there were more Americans present than there were. He landed in Naples and operated throughout the Italian peninsula. He spent some time in Italy working for the Air Force after the war was over. He was sent home in 1946. After the war, he worked several jobs, most of which were in factories. 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.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Army World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-12-13 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/3cec6b06f5b5ad602d23841b516a1d61.jpg 6bc1f81adbcc4022f633c3df2fcd6ab1 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_NE_45_1916_007 Date A point or period of time associated with an event in the lifecycle of the resource 1916-08-19 Title A name given to the resource Weirs, New Hampshire Description An account of the resource Black and white photograph of the entrance to the New Hampshire Veteran's Association building. A metal arch that reads "Veteran's Association" marks the street entrance. A garage and convenience store is visible on the street corner with a large resort building behind it. The building has two towers with balconies. A flagpole is visible on top of the far tower. Subject The topic of the resource Weirs (N.H.) Soldiers' homes 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/fff4db0931b72f7532359498cdb682a4.m4v 72ed15cc84d8bda66515f1060fc06225 https://digitalcollections.library.gvsu.edu/files/original/428f12781a3bd30360554b6dce3001a6.pdf 9d94cfc8650e7efc9c87ceb92ddb1a91 PDF Text Text ORAL HISTORY INTERVIEW ELMA WEISS Women in Baseball Born: Columbus, Ohio Resides: Phoenix, Arizona Interviewed by: James Smither PhD, GVSU Veterans History Project, August 7, 2010, Detroit, MI at the All American Girls Professional Baseball League reunion. Transcribed by: Joan Raymer, January 4, 2011 Interviewer: “Now Elma, can you begin by giving us a little bit of background on yourself?” Yes, I was born in Columbus, Ohio in 1923 and we’ll skip the early years. Interviewer: “I would like to ask a little bit about the early years. What did your family do for a living in those days?” Well, originally farmers, everybody was a farmer in that era and he was an electrician. He had a lot of work with professional buildings. He wired hospitals and businesses and part of the Ohio State University stadium because we lived in Columbus just a short distance from the campus. 55:12 Interviewer: “Did you grow up in Columbus and go to school there?” Yes, I grew up and went to school there and started at Ohio State University, and I completed three years and then the war changed people’s lived dramatically, as you know, and we had we had a shortage of teachers, but the rule at that time was, if you had completed three years of college and you could get a principal to hire you, you could teach school, so that’s what I did. After my third year I went to Port Clinton, Ohio, and taught high school for a year and then I was supposed to go back and finish, but I went back, but the urge, the desire to be patriotic again—instead of finishing my senior year I joined the navy. 1 �Interviewer: “Why did you choose the navy as opposed to another branch of the service?” 56:00 This is going to sound funny, but it was strictly because I didn’t like the khaki uniforms. I liked the navy blue. Interviewer: “You are not the first WAVE to tell us that. That they had better uniforms. Is that right? Interviewer: “So you did that and once you signed up what—where did they send you for training?” For the navy, do you mean? Interviewer: “Yes” All of us went to New York at the time and we spent—I think it was four months or six weeks, it was six weeks, in basic training and my major was in physical education, so I had another three months in New York City and then eventually I ended up in Oakland, California. Interviewer: “While you were going through basic training and then more specialized training, tell us a little bit about what that was like. In basic training, what do they have the women do?” 56:56 Well, they were trying to get us familiar with navy terms and so forth, and we had to learn that the floor was the deck and the stairs were ladders and so forth, so we spoke in navy terms and we were taught to recognize and identify airplanes and ships and so forth. Just so we could—we didn’t expect to get aboard a ship, and of course we didn’t, but we knew all the navy lingo and that’s the way they wanted it. 2 �Interviewer: “Did they teach you discipline and all that kind of thing?” Oh yes, we were under the same rules. I went home for Christmas at one time and we were snowed in on the train coming back and in the navy they don’t care about a snowstorm. What happens if you miss your ship? The war might hinge on you making your ship, so we had to serve what they call “a captain’s mast” and you had to work cleaning the decks or something of that nature. 57:54 They treated us like the young men. Interviewer: “Did they give you a lot of physical training and exercise?” No, I already had that actually, at the university, but we did go through—they called it PT and we did some exercises and swimming. Interviewer: “What year was this when you joined the navy?” It was in 1943, in 1943 I was still in school at that time, so we covered the summer and I went in the fall of 1943 and served in 1944 and was discharged at the end of 1945. Interviewer: ‘What did your physical education background—how did that affect your assignment? You mentioned you had been majoring in that, so they had you go to a particular kind of training and you stayed in New York for three or four months and what were you doing at that time?” Well, they called it Specialist I Training and I guess it’s what a drill sergeant would do more or less and when I was a student I was a student company commander and I was in charge of six sections of forty girls each. 59:05 I recall one day we mustered out in front to go to breakfast and one—she was a specialist I guess, and she called out the window that she overslept and I was standing down there and we were all standing at parade rest, two hundred girls there, and she said, “can you get them to the mess hall?” I called the 3 �company and turned them around and marched them down the street and bleeped them to the right and to the mess hall, and I was so proud of myself and I was so proud of myself as a youngster doing that, really. Interviewer: “Now, were most of the women training about the same age?” I suppose they were, you had to be twenty-one to go in—well I was, let’s see—you had to be twenty-one to go in the navy, which is one reason I didn’t go in earlier. I wasn’t that old yet. 59:54 Interviewer: “Well, the men were going into the navy at seventeen and eighteen.” But not the women Interviewer: “Not the women, alright, so basically you’re training to train other people.” That’s pretty much the size of it, yeah. The S really stood for shore patrol for the men, but we ended up being in charge of barracks. Interviewer: “So, you go out to Oakland, California, now what was there?” Well, the WAVE barracks were in the heart of town and what we had to do, we were called “ship’s company” because we didn’t go, but every morning buses would come in, and several hundred girls would get on the buses and they would be taken out to one of the navy stations, but “ship’s company”, there were about twenty of us, stayed there and I arranged recreation for them by buying books for the rec room I guess, and records and I painted a badminton court and I managed a softball team and things of that nature for the girls. 0:56 Interviewer: “All right, what do you think was the most interesting aspect of that job?” 4 �Well, I enjoyed—I took leather craft the year before—see, when I’d gone out there I couldn’t get in because I was a day late at the university, so I was out there and all I had was about seventy five dollars and I came from Ohio of course, and didn’t have enough money to go back home and didn’t know—I said, “don’t panic”, and I had training in recreation, so I went down to the city recreation department to see if they would hire me and they said, “well, you’re in luck because we’re just doing Civil Service training now and you can take the test”, so I took the test the next day, as a matter of fact, and the rule in Civil Service was that whoever got the top scores had to get the top jobs, so they had to hire me. There was a woman who had taught at the Golden Gate Recreation Center down there and she was much better and knew her job and they wanted to keep her too, so they had to create a job for me. 1:58 I ended up working at playgrounds quite a bit for a year until I was eligible to go to the university. Interviewer: “That was after the naval service then?” No, this was—let’s see, I’m getting mixed up on dates. It was after the naval service, but before the baseball. Interviewer: “All right, we were talking about the naval service itself and I asked what was the most interesting part of that job.” Well, I use to play a trumpet years ago and I recall one time we were raising the flag on our post and several officers came out and I practiced raising the reveille in the morning and took some pictures of that and that was kind of thrilling and exciting too because I wasn’t a top trumpet player. I was kind of exciting with all the people standing around saluting and watching the flag go us and here I was struggling with that bugle. 2:59 that was interesting and then we had a softball team and the navy girls played the coast guard 5 �and marine women’s group and we sang in a chorus and we went out to San Quentin one time just to sing for the prisoners, so there were recreation type of things you know. Interviewer: “Did you feel like you were doing something useful for the war effort or making a contribution?” Well, I suppose so, I didn’t really think about the war in essence, I just did the job that I was supposed to do and we were supposed to take care of the women. They trained me in leather craft during my work in the recreation department there in the city of Oakland, and I ended up teaching the craft to women in the Golden Gate Community Center. That was fun because that was strictly afterwards, but I had learned that in the navy and that was good because that was something they could really gain from. We made wallets and belts and purses and things like that. 4:02 Interviewer: “So, you had kind of a direct connection between the naval career and that work in the Civil Service that you did afterward. It all kind of fit together and they all grew out of the training that you already had in college.” You’re exactly right, the physical education and the actions there and the recreation things that I did. Interviewer: “All right, now we’re going to go back up a little bit, going back again to being a kid, how did you start playing sports?” Well, we lived near a playground and it was just about a block away, a city municipal playground, and every summer when school was out we were at the playground. They had fifteen softball diamonds there and every summer they had the industrial leagues and church leagues and other leagues there and I used to go down there all the time and sell pop for five cents to—carry a bucket with twelve bottles of coke and holler, “ice cold pop 6 �five cents”, and they would stop the ball game, and so I worked in the summer selling pop to the ball players. 5:00 In the daytime when the diamonds weren’t used , we used them and we played different, other playgrounds.. Interviewer: “Who is “we”, who were you playing with?” Well, mostly local boys and girls that I knew and who were my age level. It was from about the—well, I started doing that when I was in the first or second grade when I started playing softball, but more in the ninth grade and on into high school. Interviewer: “There were other girls beside you who were playing?” Yes and we played other local playgrounds and eventually we played night ball for a shoe company, J.K. Shoe Company, and we were hired to work at the shoe company because we played softball, so every summer we did that and we had a pretty fair team. Interviewer: “By this time you’re getting specifically women’s teams?” Women’s softball teams 5:52 Interviewer: “So, you’re actually involved in that at that time. Then did you continue to play when you went on to college?” Yes, but not so much. You know in those days women were supposed to behave differently and we were told not to play on a team that was coached by a man. That’s what they told us at Ohio State, so we—but I loved softball so much that I thought what I do in the summer is my own business as long as I make my grade in the winter, so I played for local teams that were coached by men and then we went to state tournaments and so forth, so we had pretty fair teams. Interviewer: “Did you go out of state when you were playing softball or did you stay in the state?” 7 �It was all state wide, but we went to state tournaments up around Elyria and Toledo and Cleveland, up that way. 6:41 Interviewer: “How did you wind up signing with the All American Girls Professional Baseball league?” Well, I was out in California at the University of California Berkley working on my master’s degree in 1948 and I was playing at the time with some softball players in Alameda, California and they were quite famous because they were the world champions. I knew two girls out there that had been picked to be members of the All American League and they told me about it and they told me that Bill Allington was a scout and coach and he was trying people out, so I got a hold of him and he tried me out and I was an outfielder, so he hit a lot of fly balls to see if I could catch and checked my arm out to see if I could throw and whether I could run and the next thing I knew I was in Peoria, Illinois. I was sent there to play with the Red Wings. Interviewer: “What year was that?” That would be 1948 and that was a little bit difficult for me because, well, I was older then, I was twenty five and many of the girls played ball when they were fifteen years old, but it was a little different for me and I sort of suspected that maybe they were going to make a chaperone out of me because I had the college credits and all of that, but I played there and enjoyed it very, very much. 8:03 Interviewer: “Did they have you play all outfield positions?” I was outfield and I could play any of them. The trouble is, the college wasn’t out until June and they started their spring training in April and by the time I got there they had finished their spring training and were well into the season, so I’d of had to be a pretty 8 �fair player in order to break into the line-up, so I did a lot of things, I pitched batting practice, and participated and they taught me different things. The game was different from softball, so it took me a while to learn, so one time at the end of that first season the coach said, “you’re going to start tonight. You’re going to play right field and you’re going to play the whole game”. Oh boy, I thought this was just great, so I played the game and played well. I made a couple double plays, which I figured in catching the ball and throwing the runner in off base. I thought, “Now I can show them what I can do”. This proves, in those days professional ball was the same for the women as it was for the men and it is a business. 9:08 I didn’t know it, but the next day I was shipped out to Rockford, and he let me play the game because he knew I was going to be leaving the next day, so it’s a business, you go wherever they want you. Interviewer: “All right, when you got to Rockford did you get a chance to play any more?” Well, there were two weeks left in the season, so then I went home and worked there and the next year instead of going back to Rockford they had me on the tour. They were trying to popularize the league in the south and we played in Georgia, Alabama, Arkansas and Louisiana, all the way down there for the season. Getting close to the end of the season my back was hurting me quite a bit, so when I went home I just never went back to the league. 9:51 Interviewer: “Because of the way you joined the league, coming in in mid-season and kind of moving around a lot, and maybe also the fact that you were a little bit older, did they tell you much in the way of what kind of rules you had to follow and that kind of thing?” 9 �Well, they didn’t because they were well into their training, but I learned from the other girls everything that I had to know and they had their rules, which we had to follow, as you well know. Interviewer: “So, you had to wear the skirts and so forth and all that kind of thing.” The nice thing about the league—the fact was they just accept all the girls. If you play one day, one week, one month, one year or ten years, you’re part of the family more or less. That is the thing that has been so good because over all these years we’ve all maintained a relationship with each other and I think that’s a wonderful thing. I think we did a lot really. 10:50 I was teaching school when Title IX came in and women just didn’t do things in those days and I was in on a lot of this changing and I think it was fascinating business. We didn’t know we were pioneers until the movie was made and the cards were made and we didn’t know this. Interviewer: “When they got to the point where they were making the movie were you connected with that or did you participate?” I was teaching school again and I couldn’t go. You know that’s—that was a good thing, but it also kept me from doing other things. Interviewer: “How long did you teach?” As a whole now, I’ve taught over thirty years. I have a degree from Ohio State and from the university in Berkeley, California and a doctorate from Arizona State University. Interviewer: “And did you take the doctorate also in physical education?” Yes Interviewer: “And have you taught at the university level as well?” 10 �Yes, it was almost all—I finished my last twenty-five years at Phoenix College, which is a two-year community college. 11:51 Interviewer: “Did you do coaching while you were there too?” Yes, we had to coach and that was another thing, we had intramurals and we had sports day, but women coaches were not paid, we just had to do these things, but we never got paid, we just had straight teaching jobs. We got paid for teaching and we went through all of that, we went through all the different sports and then Title IX came along and the men gave us a lot of static because they thought they were going to lose some money. That the women were going to get the scholarships and some of the money, so we had all kinds of wars with the men’s departments. It was just true over all the universities at that time and I think Title IX was—and thing like our league here being pioneers and all that, I think they were some of the best things that ever happened for women in sports and to live in that era was a very interesting thing for me. 12:47 Interviewer: “And you were really in a position to watch those changes.” Yes, I saw all those, I was department chairman when the money came in and we hired volleyball players, basketball players and I coached a softball team in college then. Interviewer: “Let’s go back to the playing days. Tell us a little bit about life with the traveling teams. How did that work?” Well, when I was with Peoria, with the Red Wings, we had so many games away from home and we were assigned by the chaperone, we had roommates in the hotels and we were given per diem money. When we were at our home base we had a family that we lived with and I guess maybe we were home about a week at a time and then we would go off on the different trips, so that was interesting. The second year when I was 11 �traveling in the south and it was kind of rugged. 13:43 They had the two teams, we traveled on one bus and I remember we had one more player than we had seats, so we alternated and walked up and down the aisle. When it was time to stop somewhere they had two rooms in a hotel and we all showered in those two rooms and we were off to a game every night, but when you’re young you can do a lot of things. Interviewer: “Because you were a little bit older, did you kind of fall into a little bit of a chaperone role too?” No, but after the end of my two years, they had never said this to me, but I kind of suspected that might have been why they kept me on because I was not playing regularly. As a matter of fact, I only played about seventeen games in those—if you take both of the summers, the summers were only two months long because of teaching, and to play seventeen games in four months was, I guess, all I could hope for, and that’s the reason I suspected maybe they had another plan for me. 14:42 Interviewer: “Aside from that game toward the end of that first season when you kind of got in there and played the whole game and made a couple double plays, were there other games when you were out there playing, that stand out in your memory?” Well, I was out there practicing certainly as hard as the rest of them and learning all the tricks and everything they were doing. I might have been called in for a pinch hitter or something of that sort, but no, whether you were home or you were on the road, you had to get there hours before the game started and of course I did the same routines all the other girls did as though I was going into the game, but most of the games I spent on the bench. 12 �Interviewer: “All right, who did you have managing you when you were going around on the tour?” Schrall, Leo Schrall that was his name, yeah, and we had a good team and there are some very famous girls that played. 15:42 Now, Twila Shively, and we had—let’s see, who were some of the others, these manes are—Terry Donahue, who was well known and Kate Vonderau, who was a catcher. That one game I played before I was sent out, and the reason I thought I was going to stay—I was playing out in the field and there was a long low fly that I had to run and reach down to catch and I just saw the runner starting in from third, so I just heaved it toward the catcher. We’re taught to bounce it in if you’re coming from center field and one bounce if you’re coming from right field, but I just heaved it and it got to the catcher on the fly and she tagged the runner coming in, so it was a double out. I thought, “boy, I got it now”, and the next day I end up in Rockford, so it’s a business. 16:30 Interviewer: “As you were traveling around, what kind of reception did you get when you went to these little towns in the south?” Oh, everybody just loved it and we had big crowds. The biggest crowd I every played before in the baseball was ten thousand they were giving away—the girls all got a suitcase and they were giving away an automobile, so when they had specialties and things like that, the crowds were bigger. Everybody would stand outside the locker room and wait for the girls to shower and then they would sign autographs, so it was exciting and you begin to think you have some importance in this world. Interviewer: “Were there any particular places that you went that kind of stand out in your memory or do they all just run together?” 13 �No, they probably did at the time, but as I look back sixty years ago, I can’t remember anything special except that it was just great. Of all the things I’ve done, the college degrees and the teaching and getting married and having children and all of that, I recall that the baseball was the thing that I remember the most and enjoyed the most of all the things I’ve done in my life. 17:44 In eighty-seven years you do a lot of living. Interviewer: “What is it about is it about the baseball, do you think, that makes it particularly distinctive and makes it stand out?” Made it stand out? Interviewer: “Yes” Probably—we played softball on the playground and I just knew since I was a kid—I remember I use to play in the second grade, at recess we would play and at a high school reunion one time a man said to me, “when you were in the second grade everyone wanted you on their team”, because not too many girls played, just the boys, and they knew that I could play some, so they enjoyed that and I enjoyed that also. I just always played softball and we had some quite good teams in softball, we really did. Interviewer: “What did you think of the “A League of Their Own” movie? What was your impression of it?” 18:41 Well, I thought it was very good. Of course, it was an entertainment feature of course, the parts with Tom Hanks and some of the other things. I don’t remember any girl that I knew that had a husband who was killed in the war or anything of that sort because they were still pretty young and there were not very many girls that had mates or anything at that time, but you just get involved, you don’t have time to do anything else. It was fun to go on the road because you would get up and have breakfast and you would go to a 14 �movie every afternoon or you would go shopping and then there would be practice and then there would be the ball game. When you were home you had more things that you could do and it just became like a sorority. We’re all sisters in the same thing, but we all admired it. The pitchers did well, they usually made about a hundred and five dollars and I made fifty-four dollars a week and that was my best salary, but that’s pretty good for sitting on a bench. 19:47 Interviewer: “Do you think you changed much or grew much because of that experience? Did that add something to your life or was it just a really good experience?” Well, I think so, it enlarged my field of acquaintances and you become quite close because you’re definitely into it in depth. You don’t just play around like amateur ball. Your money depended on it and you were competitive in other words and you wanted to play. In softball, as amateurs, we use to play men’s teams and we got a kick out of trying to beat the men’s teams, but in baseball you just wanted to make the team and play. They had more players and of course they couldn’t put them all in and they had several pitchers just like they have in ball today, so I enjoyed that. As a matter of fact, when I married my husband was a professional ball player and he AAA ball for the Chicago Cubs, so I continued liking baseball. 20:51 Interviewer: “As you were going through your career teaching and so forth after you were out of the league, did you tell people that you played professional ball?” No I didn’t, I just got busy teaching school and doing the things I had to do teaching school because it was an era of my like that was over with just as the navy was, just as the college was, and so forth. Actually it was the making of the movie that brought us all 15 �back to life again really. Before that we—it was it and it was over and it was done and when I read through a lot of the biographies of the girls, they got different jobs, went on doing their other jobs and the movie came out and all of a sudden we became pioneers. Interviewer: “But you didn’t see yourselves as pioneers when you were doing it?” Oh, no not at all, and in fact for the twenty-five years I was teaching after that until I found out they had reunions every year and I started coming back. I didn’t know any more about it, so I think that was a good thing, it makes you feel like you are part of a sorority, part of a group and it was the relationships between the players, team work. 22:00 Interviewer: “That’s something that comes up very consistently when we talk to people. It’s a hard thing to get people to talk about individuals sometimes because everybody is the group.” We pretty much liked everybody and everybody liked each other and we cooperated in the things that we did and had a good time. Faye Dancer was on our team and she was well known as liking life, but we didn’t do some of the things—well, you know a lot of times they would do what—Faye liked to put Limburger cheese on the doorknobs so you couldn’t turn the door and go in and playing pranks, but kids do that. Between fifteen and twenty-five you’re still a kid and you’re not under your parents’ authority, so you do what you have fun with. 22:49 Interviewer: “So, what have I left out? You have done a very good job and I anticipated multiple questions in the process, so you were very helpful. Thank you, thank you, I didn’t want to say too much and like I say, I wasn’t one of the top players, but I was lucky to have lasted as long as I did and I had other conflicts with 16 �school and all of that, but over the years I think I accomplished more things than many women did. That wasn’t our thing, women were supposed to stay home and cook and I don’t like to cook. 23:00 17 � 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 All-American Girls Professional Baseball League Interviews Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The All-American Girls Professional Baseball League was started by Philip Wrigley, owner of the Chicago Cubs, during World War II to fill the void left by the departure of most of the best male baseball players for military service. Players were recruited from across the country, and the league was successful enough to be able to continue on after the war. The league had teams based in Wisconsin, Illinois, Indiana and Michigan, and operated between 1943 and 1954. The 1954 season ended with only the Fort Wayne, South Bend, Grand Rapids, Kalamazoo, and Rockford teams remaining. The League gave over 600 women athletes the opportunity to play professional baseball. Many of the players went on to successful careers, and the league itself provided an important precedent for later efforts to promote women's sports. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-58)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Sports for women World War, 1939-1945--Personal narratives, American All-American Girls Professional Baseball League--Personal narratives Oral history Baseball players--Minnesota Baseball players--Indiana Baseball players--Wisconsin Baseball players--Michigan Baseball players--Illinois Baseball for women--United States Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Identifier An unambiguous reference to the resource within a given context RHC-58 Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource 2017-10-02 Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) 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-58_EWeiss Title A name given to the resource Weiss, Elma (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Weiss, Elma Description An account of the resource Elma Weiss was born in Columbus, Ohio in 1923. She attended Ohio State University and then enlisted in the Navy in 1943. She served in Oakland, California during the war and subsequently attended the University of California and was playing in a softball league in the area when she was recruited for the All American Girls Professional Baseball League. She played for parts of two seasons with the Peoria Redwings and Rockford Peaches, including a barnstorming tour of the south, and was a reserve outfielder. After her time in the league, she continued her education, received a doctorate and was a Professor of Physical Education at Phoenix College in Arizona. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings All-American Girls Professional Baseball League--Personal narratives Baseball for women--United States Baseball Sports for women World War, 1939-1945 Baseball players--Illinois Women 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 2010-08-07 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/484">All-American Girls Professional Baseball League Collection, (RHC-55)</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/7da7361f185e661c808d39aa1a087b85.jpg 68147a316ae52619e7207a0441a28028 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 WeissbergMichael Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1979 Title A name given to the resource Weissberg, Michael Description An account of the resource Michael Weissberg 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 1979s https://digitalcollections.library.gvsu.edu/files/original/f4c4ea4ed45ffed50c7688e39b187274.jpg 04ff7b6a107d0cb451003806ff5c24b1 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 WelchCliff Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Date A point or period of time associated with an event in the lifecycle of the resource 1997 Title A name given to the resource Welch, Cliff Description An account of the resource Cliff Welch, Film 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 1997s https://digitalcollections.library.gvsu.edu/files/original/b645bf3abefd362470b628c9ec4b8db1.mp4 1e9a31585a94ebdb5ffa2e5378931293 https://digitalcollections.library.gvsu.edu/files/original/401c74d5ba43e3e2548a627f801132ee.pdf 57c5c919dace38d57e60e25e36046f16 PDF Text Text Grand Valley State University Veteran’s History Project Vietnam War Gene Welch Interview Total Time: 57:54 Background  (00:12) Born in June of 1942 on a small farm in Pennsylvania o Grew up here o Midland, Pennsylvania o His father was a welder, mother was a housewife but also did farm work  (00:55) Remembers working on the farm as a young boy  (1:05) Finished high school in June of 1960 o After graduating, looked for a job but knew the country was going into a recession at the time o In August of 1960, joined the Navy o His father was in the Navy and felt that it was a better service for Mr. Welch, because of his metal working background Training  (2:25) Great Lakes Training Center north of Chicago for basic training  (3:23) Got out there by train  (3:50) Describes the first couple of days as a “flurry of activity”  (4:13) Got a physical here  (4:48) No draftees when he was here, said the army was the only group who drafted at this time  (5:14) Says most of the guys were here to get some training for a job or to get away from family  (5:47) Training consisted of getting up early, marching, learning how to use a rifle o He knew how to use a rifle and a shotgun o Did paper and bookwork as well o Learned terminology later on  (6:35) Not a lot of emphasis on discipline, which was surprising  (7:20) Most of the guys who were training him were just a few years older  (8:00) Basic training was 9 weeks o Decided that he wanted to go to a welding school in San Diego  (9:06) Took a train to San Diego o Took about 4 days, very few stops �      (9:29) The base was located on a hill o The place he was at was a school for people who were going into jobs related to mechanical things o Machine and welding shops, etc. (10:38) Arrived here in November in 1960 and noticed that people were sunbathing – he really appreciating the weather (11:20) 8-5 schedule (11:40) He trained to be a welder/metalsmith o Did a lot of sheet metal work o Made ductwork for air conditioning, etc. o Welding high pressure steam lines from the boilers and outside of the ship, etc. o This was easy for Mr. Welch to learn o There were guys from all over the country here (14:20) In boot camp, about 10% of the recruits were black, 7-8% in the training school o There were also people who had Italian, Greek, Mexican backgrounds, etc. (15:31) This training school lasted about 12 weeks o After completing this, he had a choice to go home for awhile o Didn’t do this because he’d been home for two weeks after basic training Overseas  (16:30) Met a girl whose father was on the USS Klondike – which was a repair ship o This is the ship he went aboard o The ship was about 800 feet long, 150 feet wide  Deep draft because of all the tools on board  There was a full carpenter shop o Probably about the same size as a cruiser o (18:13) About 600 men in the crew  (18:31) Thought they’d be in port for awhile doing repairs, but they headed out to the Western Pacific two months later o Headed for Japan  (19:40) Once he got on the ship, went directly to the welding shop o Lived on the ship while they were in port  (20:41) On the way to Japan, they stopped in Honolulu o Stayed here about 4-5 days to refuel and restock o Got to go off the ship o From San Diego to Japan it took over three weeks  (21:24) First stop in Japan was Sasebo o At this time it was the largest American naval facility in Japan �o o o o          45 miles from Hiroshima At this time, Japanese accepted Americans pretty well Got to look around a bit 3 evenings off, had a curfew  If they stayed overnight, they had to give an address o Interacted with natives a lot o Had to stay in uniform at this time – had to get special permission to wear civilian clothes (25:16) They were organized in groups for certain jobs (26:25) After Japan, they went to Hong Kong for a week o This was like R&R o Went into mainland China and wore civilian clothes  This was an area they weren’t supposed to go in – Kau Lung (28:24) Went to the Philippines next; Subic Bay o Here for a couple of months o They stayed on the ship and sometimes went off base into the town o There were lots of bars! o They were here during election time and couldn’t leave the base for a few days during the election (30:10) While in the Philippines, they got warnings about how to behave around the natives o Some people were in trouble and got sent home for getting into fights (31:12) Mr. Welch said that if he had a choice, he would have stayed long term at Sasebo, Japan o The natives there were not so aggressive as the Filipinos o He liked the Filipino natives but said they could be hard to live with (31:44) Came back to San Diego after the Philippines – total time about 6 months o This was about 1962 (32:27) After getting back to the US, he got a job as a dishwasher, then a bartender, and then got an apartment (was still in the Navy and doing these things on the side) o Some of the barmaids wanted to be his roommates o He got arrested for “running a house of ill repute” (not exactly the case) o Two weeks later he got transfer papers to go to an oiler ship in Long Beach (34:00) The civilian jobs were at night o This was a common thing for people to do at this time (35:18) Life on the oiler was much different than on the Klondike o Oiler spends a lot more time at sea because their job is to refuel other ships o Went back to Japan �         o Filled up in San Pedro and refueled ships on the way over to Japan  A lot of this was practice  Constant training (36:33) He was directly part of the refueling as well (38:02) On the oiler ship, they never spent more than 4-5 days in port except for San Diego (38:11) Went from Japan to Taiwan, stayed there a few days, filled up with oil o US had a contract with Taiwan to buy oil at this time o Then they went to the coast of Vietnam (39:07) October or November of 1962 was when they arrived at Vietnam o They got shot at near the south shore of Vietnam o Near the DMZ (42:54) He was on the coast of Vietnam for no more than two days o Refueled in Japan and went to the Philippines, then to Hong Kong (43:35) Went to Hong Kong first, remembers that there were lots of women who painted the ship for them (44:31) Got orders to go to South China Sea and refuel Australian ships o These were the roughest seas he’d ever seen o Lost footing in the waves and at one point he was washed overboard – the rope was too long o Did lots of pitching and rolling o This was towards the end of his tour (47:20) Remembers having a cable break on the Chemung (oiler ship) and it took off a guy’s leg (47:58) Remembers getting offers to reenlist towards the end of his tour o Got a small pay raise offer o Considered going into underwater welding but he couldn’t do it because he had a few fillings in his teeth o Had two years in active reserves left Home  (49:20) Got back to the US in late 1963 o Before this, they wanted to rebuild the Chemung, so they had it in dry-dock o Mr. Welch participated in this  (50:49) Stationed at Long Beach and got out in July of 1964 o Had an apartment on shore after he was married  (51:50) Got a job in California doing metal work �  o Stayed at this company for a few years and then took his Navy experience and went to a refinery in Southern California for 22 years (52:26) Lived in California until 1989 o A few years earlier, he had the idea to move because of political and economic problems o Moved to Bellingham, Washington for 11 years o In 1999 they decided to move to Michigan, his wife’s family lived there  It was 2000 when they officially moved (55:00) He says that his time in the Navy taught him a lot about discipline even though they weren’t really strict about it o Still had a sense of what was right and wrong, etc. o How to be careful o He said he’d do it over again o Would recommend it to young people � 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 WelchG1330V Title A name given to the resource Welch, Eugene (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Welch, Eugene Description An account of the resource Gene Welch was born near Midland, Pennsylvania in 1942. After graduating high school in 1960, he decided to join the Navy. Mr. Welch received his basic training at Great Lakes Naval Academy, and then went to a training school in San Diego to specialize in welding and metal working. He worked on the repair ship USS Klondike and the oiler USS Chemung. He made cruises to Japan, The Philippines, and Hong Kong on both of them. After returning to the United States in 1963, he was stationed at Long Beach for another year while the Chemung was being overhauled. 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 Video recordings United States. Navy 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 2011-10-17 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/e6fa5a830980ea0a27bdecec4dae7f17.jpg 6b4cb101a2f63eaab0ed42e87502af49 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_K166-0024 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 1970-07-16 Title A name given to the resource Welcome Sign, Sycamore, Illinois Description An account of the resource Black and white photograph of a welcome sign for travelers visiting Sycamore, Illinois. In the photograph, two large signs are featured on the side of a road included one that reads," Life Offers More in Sycamore," and another that says, "Welcome to Sycamore, Illinois... and Actionized Gas... for Less!." Scanned from the negative. Subject The topic of the resource Sycamore (Ill.) Signs--Illinois Signs and signboards--Illinois 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/11ea822fbcc472b9c357f96168a7df77.pdf 373e6b5cf95488bc920050088e757f26 PDF Text Text Welcome to GVSU from the LGBT RESOURCE CENTER 1161 Kirkhof Center M-Th 8a-6p F 8a-5p lgbtcente r@gvsu.edu www.gvsu.edu/lgbtrc 331-2530 � 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 GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory 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 DC-09 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 DC-09_SGF_LGBTQ_2009_Welcome-Ad Date A point or period of time associated with an event in the lifecycle of the resource 2009 Title A name given to the resource Welcome to GVSU from the LGBT Resource Center Description An account of the resource Advertisement with the location and hours of the LGBT Center. Subject The topic of the resource Sexual minorities Community centers Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Source A related resource from which the described resource is derived The Rainbow Resource Center Creator An entity primarily responsible for making the resource The Rainbow Resource Center https://digitalcollections.library.gvsu.edu/files/original/14035246fd4ac65af98ffb8d180c2149.jpg a3655c58ce25b2a351549bc43fbda503 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 GVSU Concert & Event Posters Subject The topic of the resource Posters Events Michigan Universities & colleges--Michigan Description An account of the resource Division of Student Services provides programs, services, and environments that enhance the personal, social, and intellectual growth of undergraduate and graduate students at the University. Events including concerts were managed by the office of Student Life. Posters for music, speakers, poetry readings and other campuswide events are included. Creator An entity primarily responsible for making the resource Grand Valley State University. Division of Student Services Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</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 2017-07-17 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource 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 GV028-06 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1963 – 1981 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 GV028-06_1974-10-27_welcome-weekend Title A name given to the resource Welcome Weekend Movie Orgy, September 27, 1974 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges--Michigan Events Posters Description An account of the resource Welcome Weekend Movie Orgy, Multi-Purpose Room Student Center, September 27, 1974 Format The file format, physical medium, or dimensions of the resource image/jpeg 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> Date A point or period of time associated with an event in the lifecycle of the resource 1974 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/106">Student Services concerts, events, and posters files, (GV028-06)</a> Type The nature or genre of the resource Image 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/353f6034eab76fd63dcf9505e7e050e0.jpg 65ae363c9aa2d282baec3644e88989fa 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 WeldonJohn_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weldon, John Description An account of the resource John Weldon, Chemistry 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/ffdb9d03a9313a53d60709494d9a1ec9.jpg fd0e2cf4f62dd664a8ca93599472141d 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 WeldonJohn_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weldon, John Description An account of the resource John Weldon, Chemistry 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/38dba15edffa9c1a43d26834df824a84.jpg 5d4647537c65da1548c10c0784acb763 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 WeldonJohn_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Weldon, John Description An account of the resource John Weldon, Chemistry 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/2eb22d65962e10c8d340ad0f78e92294.pdf 6cfe9ca2ec3e10aa5e777c23132a86fa PDF Text Text Well here we are: Day 70. by windoworks My daughter asked me yesterday where I got all my information. I read everything. As Craig pointed out, I have become a sort of historian. I research and factcheck and then I include it in my post. I have developed a file of interesting quotes and some are used and some are discarded. This is what I do as a contribution during the pandemic. I’m not brave enough to be a volunteer, I don’t own a sewing machine, so I can’t sew masks, but I can record what I see, hear, think and feel every day. My blogposts will be available in a special pandemic archive at Grand Valley State University. It is gratifying to think that what I have recorded daily may be of some use to students and researchers sometime in the future. Today’s stats: US cases - 1,571,131. Deaths - 93,588. We continue to increase in Kent County: cases - 2,934. Deaths - 58. Predictions for the US are looking at a total average number of 113,000 deaths by early June. I have found an article where journalists interviewed residents in famous cities around the world and I will include 2 quotes for the next few days. Today: First up, number one: Right now, Rome is visited only by Romans and it’s a strange feeling. It’s sad that we don’t have tourism because we rely on it and it will soon be an emergency if we don’t get tourists back, but we have been enjoying this brief respite. Rome is a living museum and it is a privilege to have it all to ourselves. Number two: We all know here that the notion of quarantine began in Dubrovnik — as a 14th-century act to prevent outsiders from bringing the black plague into the city — so my friends and I are often joking about how quarantine has returned to the place where it started. It gives us more confidence these days. We’ve dealt with this before — it’s in our DNA — and on some level, we know we’ll overcome this plague just like our ancestors did over 600 years ago. As far as Dubrovnik is concerned I was going to say - who knew? But of course, Craig did. As if dealing with a pandemic wasn’t enough, over the last few days Michigan has had torrential rain. In the US there are a larger number than anyone would like of substandard dams and two of these dams breached last night and a large area around Midland has been flooded to almost 9 feet in some places. Last night Governor Whitmer came on and advised all residents to evacuate immediately to either open shelters in high and middle schools, or to go to friends or relatives. She also asked everyone to continue the 3 Ws - wash your hands, wait 6 feet apart and wear a mask, although she admitted that being in crowded refuges would make that more difficult. If you’re wondering where Midland is in Michigan, picture this: turn your right hand palm up. Put all 4 fingers straight up and your thumb out. You’re �looking at a map of the lower peninsula of Michigan. Midland is close to that soft part between your thumb and and your forefinger. Oh yes - and Grand Rapids is half way up the left side of your palm edge, but a little finger width in. I have a friend who had relocated to her parents house in Midland during the isolation and this morning she was mentioned in a FaceBook post as being safely evacuated. To show you the flooding here in Grand Rapids, yesterday we drove down to Riverside Park by the Grand River. ���One year the river rose so high that they parked a train on the train bridge over the river downtown to stop the bridge from being swept away. You can’t see it from the photos above but as we watched the river flowing very fast, lost of debris like small logs came bobbing past. And, the river is right out beyond the trees, all the water in the front is flood water. And a blast from the past. My friend Merrilyn was looking through her photo albums and found this gem. When my daughter was a few months old I joined the Nursing Mothers Association of Australia. (La Leche League here in the US). Over the years 5 of us became fast friends and strong NMA members. 3 of us became Counselors and Group Leaders, and I became a national board member in charge of Publications for a while. Our group of 5 called ourselves The Milky Bar Mums and we gathered for lunch once a month. I have lost touch with the woman in pink on the left and my very dear friend MaryAnne standing next to her, died after a long battle with breast cancer some years ago now. But Merrilyn and I remain and cherish our new reconnection. �An Oliver photo; Zoe often takes him into her bed in the early morning when he’s waking up and they read the news of the day on her iPhone. He loves to put his head on her shoulder. �Today’s flashback. Another Berlin excursion. Inside the Pergamon. �������This day was exhausting. We purchased tickets and then lined up outside for quite a long time. Our queue wasn’t too long, on other days we had walked past and seen the line winding back out to the street. Of all the 5 museums on Museumsinsel, the Pergamon was by far the most popular and the only one we had to line up to get in to. Once inside you walked all the way up the old worn stairs to the top floor. It is named for the Pergamon Altar, which we couldn’t see as it was being restored - for the next 7 years (2023). There are plans to connect some of the museums close by and like much of Berlin, there were cranes and worksites all around. From the top: the Ishtar ceremonial gate from one of the palaces in Babylon, dated 6 century BCE. During that time, you reached the gate by walking down a ceremonial avenue called “The Enemy Shall not Prevail”. Next; this is part of the Aleppo Room, the oldest and most artistically valuable painted wall paneling from the Ottoman Empire. Dates from the early 17th Century. Next: the Mshatta Facade which was part of the palace of Caliph Al-Walid I, built in Jordan in the 8th century. The Ottoman Sultan gave to the Kaiser in 1903 as a gift (!) Next: an Assyrian wall relief - probably an official, around the 8th century. Next: an Assyrian winged bull-god from one of the Assyrian palaces. And lastly: this is the floor and facade of the Roman Market Gate of Miletus (in Turkey today). The Market was built in the 2nd century and destroyed by an earthquake in the 10th century. The ruins were discovered by German archeologists in the early 20th century and they brought the fragments back and reconstructed it in Berlin. There were many other rooms stuffed full of artifacts but these are some of the ones I found most interesting. More Berlin tomorrow. And so ends the 70th blog. � 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 COVID-19 Journals Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled. The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community. Date A point or period of time associated with an event in the lifecycle of the resource 2020 Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Subject The topic of the resource Epidemics Grand Valley State University College students Personal narratives COVID-19 pandemic, 2019-2020 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 COVID-19_2020-05-20_BenjaminPamela_PD-Day-70-Well-here-we-are Creator An entity primarily responsible for making the resource Benjamin, Pamela Date A point or period of time associated with an event in the lifecycle of the resource 2020-05-20 Title A name given to the resource Well here we are: day 70 Description An account of the resource Daily journal entry of Pamela Benjamin, spouse of GVSU history professor, Craig Benjamin, during the COVID-19 pandemic. Originally self-published on WordPress. Subject The topic of the resource COVID-19 pandemic, 2019-2020 Epidemics Grand Valley State University Grand Rapids (Mich.) Personal narratives Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Publisher An entity responsible for making the resource available Grand Valley State University University Libraries. Special Collections and University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/77aaccafb2f2da906b2e86f9ab847e81.jpg 04b0c8069ac4116c9f38a13de23ec856 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 Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection 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 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 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 Seidman Rare Books. PS3501.D2152 W45 1911 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-01_Bindings0423 Title A name given to the resource Wells Brothers: The Young Cattle Kings Description An account of the resource Binding of Wells Brothers: The Young Cattle Kings, by Andy Adams, published by Houghton Mifflin Company, 1911. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1911 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/15138b6a72cf1c90b9404942bf5b043a.mp4 eb13bc324441ec39ec1538d5c2a3d56f https://digitalcollections.library.gvsu.edu/files/original/5f13d447149d3f0182d9d1573bf98f44.pdf f1f0c2b52a082dba651349e449bca01d PDF Text Text Grand Valley State University Veterans History Project Interview Gerald Wells (18:10) • • • • • • • • • • • • • • • • • • • • • • • • • • • • Was in the service 1953-1955 (:07) Born 11/11/1932 (0:14) Lived with his father, his mother, and his elder brother. His brother was ten years older. (0:18) He lived on a small farm, he worked with the horses. (0:32) His father was a farmer, his mother was a practical nurse. (0:42) His father had been raised on a farm and decided to start his own farm after losing his job for political reasons. (1:00) His first car was a 1939 Plymouth convertible, it had two seats and a rumble seat in the trunk. (1:17) The car had no seatbelts. Seatbelts were not widespread until the 1960's. (1:53) He hung out at the Christian drugstore. The drugstore had a soda fountain, ice cream, and sandwiches. His favorite treat was the lemon malt, which cost ten to fifteen cents. (2:02) He had an appendix operation in high school. (2:35) His first job was a mason's tender for Barry Construction. He carried bricks, mixed cement and mud, and ran errands. (2:55) The job lasted a few months, in the summer. (3:07) Doesn't recall his wages, but probably under a dollar an hour. (3:24) WWII began when he was eleven. His brother served in WWII, and he lost some cousins in the war as well. (3:49) Everything was rationed, gas, tires, no cars were made. (4:00) Meats, sugar, flour, all the groceries were rationed as well. (4:11) Food was not a major problem for his family, due to the farm. Sugar, gas, and other staples not produced by the farm were sometimes problematic. (4:48) He had four years of high school, and two years of college at MSU. He majored in agricultural engineering. (5:00) He was drafted into the army. He had been in the Navy for two years prior to his Army service (5:27) Applied to serve in the Navy when he was drafted, but did not meet their requirements. He was able to meet the Army physical requirements, noting they had different doctors. (5:47) Drafted Feb 9th, 1953. (6:03) Went to Georgia for two years, where was an instructor. (6:17) Instructed troops on military code of ethics, and use of firearms. (6:31) Forts Gordon and Seward. (6:57) Went to the movies, bars, and chased girls in his free time. (7:06) Did not have a steady girlfriend while in the Army. (7:13) It was about fifty cents to go to the movies. (7:20) Had “army chow” in the service, which they complained about often. Notes that “it was good food, but the cooks ruined it most of the time.” (7:23) �• • • • • • • • • • • • • • • • • • • • • • • • • • • • • Frequent meal was chipped beef and gravy on toast. Tasted bad, but was passable with enough salt and pepper. (7:57) Was a good shot, enjoyed shooting the rifles. (8:21) Integration was just starting while he was in Georgia. He did not experience problems in his classes. (8:34) Some problems related to race outside the classroom. (9:00) He was not outranked by any African Americans. Since integration had just begun, few had reached higher ranks. (9:14) He was a military policeman as well. Almost all of the MPs were white. (9:30) The white men were not allowed to go into “black parts” of town. Black MPs were sent to patrol that area. (9:38) Misfires with rifles were rare, but occurred. (10:02) No one was injured as a result of misfired. (10:10) His classes were similar to high school classes today. (10:21) Trained recruits with weapons to the best of their ability. Felt somewhat sorry for the troops, as they were sent to active duty (10:44) Had a teacher-student relationship with the recruits. (10:56) Spent about six hours per day teaching. (11:10) After the service, he used his accrued leave to visit his brother in New York. Next he went home. (11:30) His brother owned a paper box factory. (11:52) He went back to work at Beecher's Food company, as the clean up man. (11:56) He was trained to be the “swing-man.” This meant he covered other worker's shift if they were sick or otherwise unavailable. Sometimes this result in working two consecutive shifts, which was exhausting. (12:45) Enjoyed his work. Was paid perhaps $1.00/hour. Got married while working. (12:45) He and his wife made less than $4,000 per year combined. (13:03) Bough his first car for $2,600 new. (13:19) Re-adjusted to civilian life very easily. (13:34) Has five daughters dispersed throughout the United States. Has five grand-daughters, the youngest of which is a sophomore in high school. (14:00) Married 11/10/1955, a day before his birthday. Didn't want to forgot his anniversary.(14:40) Divorced 1958. (14:44) Believes every young person should enlist for two years, it would do them good. The military teaches people to be independent. (15:14) Military taught him to obey rules, and to take care of himself. Going out of the base required a pass, which meant he had to keep up on his chores. (15:41) Only regrets his divorce, which was the result of miscommunication. Despite the divorce, he is still on good terms with his ex-wife. (16:32) Believes the war in Iraq is a mess, but would serve again if he were younger. (16:40) A volunteer service leads to higher quality military. The drafted soldiers �• don't care as much.(17:08) Military had a rigid hierarchy. (17:47) � 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 WellsG Title A name given to the resource Wells, Gerald A. (Interview outline and video) 2007 Creator An entity primarily responsible for making the resource Wells, Gerald A. Description An account of the resource Gerald served as an instructor in the Army from 1953 to 1955, despite failing his physical for the Navy. Gerald focuses mostly on his home life prior to and after enlistment. He also briefly recounts the complications of integration of the armed forces. Contributor An entity responsible for making contributions to the resource Greenwald, Tegan (Interviewer) Lowell Area Historical Museum (Lowell, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Army Other veterans & civilians--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource 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 2007-05-30 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/bf934785115766415baf5abfdceae6a7.jpg b7d5191e02ba572d725a910f435a3a2e 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 WellsGeraldine Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Wells, Geraldine Description An account of the resource Geraldine Wells 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/c0b0ef8a3ba927671a46e89fdfe76a63.mp4 c72f282354b82541ed6f97f4001f13ec https://digitalcollections.library.gvsu.edu/files/original/19007b545353dd4e157612e64e98de09.pdf 15987f994f74829610f47472c414e874 PDF Text Text Grand Valley State University Veterans’ History Project John Wells Korean War/French Indochina War 47 minutes 55 seconds (00:00:39) Early Life -Born in Omaha, Nebraska in 1930 -Family moved to Michigan after he was born -Muskegon, Michigan in 1931 -Family lived there for five to six years -Moved to Manistee, Michigan -Father ran the Chamber of Commerce there -Wound up in Grand Rapids, Michigan -Father ran the West Michigan Tourist and Resort Association -Went to high school in Manistee and Grand Rapids -Graduated from Central High School in Grand Rapids in 1949 (00:02:02) Awareness of World War II -Older brother was in the Michigan National Guard -Part of the 126th Infantry Regiment out of Muskegon -He was stationed in Louisiana and then joined the Army Air Corps -Flew bombing raids on B-17 bombers -Shot down twice over Germany -Was a prisoner of war for a year and a half -Brother came home after the war and went to college (00:03:39) Army National Guard -He was attending Grand Rapids Community College and serving in the Army National Guard -Part of the Officer Candidate Program -Specialized as a machine gunner in the National Guard -Went to Camp Grayling for training -Went for three summers -Learned how to fire heavy weapons (machine guns and bazookas) -Enjoyed the time spent at Camp Grayling -Battalion and company commanders were WWII veterans (00:05:53) Enlisting in the Air Force -There was a possibility that National Guard units would be sent to fight in the Korean War -Father had a lunch with Governor Williams -Told that his (John’s) National Guard unit was next up to be sent to Korea -Transferred into the Air Force -Wanted better living conditions if he was going to be sent to Korea -Joined the Air Force in February 1951 (00:07:10) Air Force Basic Training -Sent to Lackland Air Force Base, San Antonio, Texas for basic training -Taught the basics of marching and close order drill -Also had fire arm training with how to properly handle and fire a carbine rifle �-There was a heavy emphasis on discipline in basic training -Concept wasn’t foreign to him after serving in the National Guard -Made basic training easier for him -Stayed at Lackland AFB for about eight weeks (00:08:40) University of Southern California School of Aeronautics -Sent to USC School of Aeronautics for further Air Force training -Enjoyed training there -People were friendly -Able to hitchhike into Los Angeles on the weekends -Saw USO shows and given tours of Hollywood -Taught the basic aircraft maintenance fundamentals -Aviation electronics, engine repair and maintenance, how to check for problems -Given a large amount of hands on training -Had to take an engine apart, repair it, and put it back together -Worked with propeller engines only, jet engines were still being introduced into the Air Force -Course lasted fifteen weeks -Got college credit (00:10:34) Chanute Field, Illinois -After UCS School of Aeronautics he was sent to Chanute Field, Illinois -Given specialized training with the R350 engines used on the B-29 bomber -Larger and more elaborate engines than what he had worked with in the past -Training lasted nine weeks -He was able to visit Chicago on three day leaves -Also able to visit the University of Illinois and try to meet girls there (00:11:30) George Air Force Base, California -First deployment was to George Air Force Base north of Victorville, California -Located in the Mojave Desert -Stayed there for almost a year -Worked as a crew chief on a B-26 light bomber -Enjoyed the deployment -Hitchhiked to Los Angeles -Able to watch movies or see USO shows -Base was about sixty miles away from the city -Able to fly a lot during his time there -Regularly flown to nearby bases to repair aircraft there -Had to ride in the rear gunner position on the B-26 -Remembers flying over an atomic bomb factory (00:14:39) Visiting Home -Went home frequently while at Chanute -A few other soldiers were from Grand Rapids so they would car pool together -They would leave base on a Friday and get back to base on Sunday -While in California he wasn’t able to visit home (00:15:21) Tow Target Squadron -While at George Air Force Base he largely ignored the Korean War -Unaware of the situation there -His unit was a Stateside squadron that wouldn’t be deployed �-Pulled radar patrol missions in Canada to make sure the radar could pick up Soviet aircraft -He was a part of the 4th Tow Target Squadron -Worked as a crew chief -Duty was to tow a target behind a B-26 -Target practice for the anti-aircraft batteries (00:16:55) Deployment to Japan -Three or four men from his squadron were selected every month for an overseas deployment -Rotation system eventually got to him -Spent Christmas 1952 on a troop transport headed for Japan -Didn’t get seasick -Weather wasn’t bad -Sailed over with a couple thousand other soldiers -Voyage to Japan took about two weeks -Landed in Yokohama, Japan and kept at an Army holding base until he received his assignment (00:19:05) Ashiya Air Force Base -Sent by train to Ashiya Air Force Base, Kyushu, Japan -Southernmost Major Island in Japan -Fifty miles directly across from Pusan, Korea -Assigned to the 816th “Packet Rats” Troop Carrier Squadron -Used the C119 troop transport/cargo plane -About twice the size of the C-47 troop transport used in WWII -Used C119s to parachute supplies into Korea -He worked as an engine technician repairing C119 engines -He would get flown to Korea to repair engines there as well (00:22:10) Downtime during Deployment to Japan/Korea -Given three day passes while at Ashiya Air Force Base -Base was close to a small fishing community -Japanese were friendly -There was a movie theatre on base -Saw Bob Hope perform at the base a couple times -In Korea only stayed on bases long enough to repair engines and then fly back -Never got a chance to see any Korean villages that were nearby (00:23:24) Deployment to Vietnam -On a Sunday in May 1953 he received orders to report to base headquarters -Reported to Colonel Casey along with two other soldiers -Told they were being sent on a classified mission to Saigon, French Indochina (Vietnam) -Given proper vaccinations and a haircut -Flown to Saigon the same Sunday at 4 PM -Stayed overnight in Saigon -Woke up the next day to find the U.S. insignia had been replaced with a French one -Flew up to Nha Trang on the coast of Vietnam -Stayed in a French villa -Served complimentary beer and food paid for by the French government -From Nha Trang they were flown to Hanoi -Shared the airport there with Air France and Pan Am -Stayed in Hanoi for three weeks �(00:26:27) Duties in Vietnam -Assignment was to repair engines -Also had to help with basic aircraft maintenance and functions -Stationed there in the midst of the French Indochina War -Could hear artillery being fired outside of Hanoi -Saw maps that showed that Viet Minh forces were surrounding Hanoi -Aircraft were dropping troops and supplies into Dien Bien Phu to build an air base there -Surrounded by Viet Minh artillery -High susceptible to crippling artillery strikes -U.S. C119s were being used for supply missions to Dien Bien Phu -Flown by contracted civilian American pilots -Touch and go supply drops -Area was too dangerous to actually landed, just dropped supplies and took off -Moved out of Hanoi to avoid drawing attention from civilians -Moved to Haiphong -Also moved out of Hanoi because the supply chain was being destroyed by Viet Minh -Fuel trains were regularly being blown up (00:31:43) Conditions in Vietnam -Operating in Haiphong was more secure -Still took fire in the outlying areas around Hai Fong though -In French airbases they were served cognac and wine for a very low price -Rats were a common problem in Vietnam -Vietnam was very hot -Allowed to change into French military uniforms -U.S. troops were being recognized and attacked by Viet Minh soldiers (00:35:15) Leaving Vietnam -Only stayed in Vietnam for about two months -Dien Bien Phu did not fall while he was there -Not told why they were being taken out of Vietnam so soon -Later on told that it was due to keeping operations secret and for health reasons -Very high rates of dysentery in Vietnam -Flown back to Clark Air Base in the Philippines for a health examination (00:36:25) Redeployment to Japan Pt. 1 -After Clark Air Base he was flown back to Ashiya Air Base in Japan -Back in Japan he followed the French Indochina War very closely -Wasn’t surprised when the French surrendered at Dien Bien Phu -Area was too vulnerable to be sustained (00:36:57) Relationship with French and Vietnamese -Had a great amount of respect for the French Foreign Legion soldiers -Had a good relationship with the French troops -Remembers a colonial soldier from Senegal and had a good friendship with him -French troops could always recognize the American troops at checkpoints because of accents -Vietnamese civilians were very friendly towards Americans -Vietnamese children wanted to practice their English with American troops -No sign of animosity towards Americans -Only ever interacted with Vietnamese civilians in the surrounding areas outside of bases �(00:40:05) Redeployment to Japan Pt. 2 -After Korean War Armistice the focus shifted from Korea to Vietnam -Large amount of supply missions were being flown from Japan to Vietnam -Constantly repairing engines for the aircraft -Never got used to, or enjoyed, Japanese food -Didn’t really get off the base much during his second time in Japan -Remembers that the nearby fishing town had an 11PM to 6AM curfew (00:42:32) Hill Air Force Base -Returned to the United States on a Navy transport -Crossed under the San Francisco Bay Bridge -Greeted by horn blasts and water jets in the harbor -At the dock a band played “California Here I Come” -Sent to Hill Air Force Base, Utah -Stayed there for a year -Got an early release to go back to college -While at Hill AFB he was an engine technician (same job that he’d had before) -Still worked with transport aircraft -Job expanded to include bombers while he was in Utah (00:44:39) Leaving the Air Force and Life after the Air Force -Encouraged to extend his enlistment and stay in the Air Force by officers -Got out in January 1955 -Went to school for optometry at the Illinois College of Optometry -Visited the campus once during a trip from Chinook Field to Grand Rapids -Later when he applied he was accepted in immediately -In the fall 1955 he went to college -After three years he graduated from the Illinois College of Optometry -Returned to Grand Rapids, Michigan and started his own optometry practice -Shared his office with President Ford’s younger brother, Jim Ford (00:47:02) Reflections on Service -Still respects the Air Force very much -Had great officers that led him and extremely capable enlisted men he worked alongside -Appreciated the responsibility that he had to take � 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 WellsJ1590V Title A name given to the resource Wells, John (Interview outline and video), 2014 Creator An entity primarily responsible for making the resource Wells, John Description An account of the resource John Wells was born in Omaha, Nebraska in 1930 and his family moved to Michigan in 1931, graduating from high school in 1949 in Grand Rapids. He then attended Grand Rapids Community College and served in the Michigan Army National Guard. After hearing rumors that his National Guard unit would be deployed to fight in the Korean War he decided to transfer to the Air Force in February 1951. He received training at Lackland Air Force Base, San Antonio, Texas; University of Southern California School of Aeronautics, Santa Maria, California; and Chanute Field, Illinois. He was first stationed at George Air Force Base, California with the 4th Tow Target Squadron and then sent to Ashiya Air Force Base in Kyushu, Japan where he served with the 816th "Packet Rats" Troop Carrier Squadron flying supply and repair missions to Korea. From May to July of 1953 he served in Vietnam as an engine technician aiding the French air force at the time when they were building the base at Dien Bien Phu. He returned to Japan after his short stint in Vietnam, served a year at Hill Air Force Base in Utah, and left the Air Force in January 1955. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. National Guard United States. Air Force Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-03 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