1080 24 26018 https://digitalcollections.library.gvsu.edu/files/original/19ff1736ebdf4b5a0f655d8d1d9d6f8b.jpg 501394992f3016529b573c70afcddec6 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 YoungTheodore_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Young, Theodore Description An account of the resource Theodore Young, Philosophy 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/35dfa5e70fc61f97bf7f7aca1f019f0f.jpg 9b9ed6806792dd7c6387be7a9783a3a4 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 YoungTheodore_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Young, Theodore Description An account of the resource Theodore Young, Philosophy 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/77dbc87293a6f2fa75f4caa7dd9e657a.m4v f551e738e9b37977900c2426821b7485 https://digitalcollections.library.gvsu.edu/files/original/a3e5546e8add0b8ee4b875f405a5e192.pdf 1d9e42aa8709f77334d199fe1ed23adc PDF Text Text ORAL HISTORY INTERVIEW LOIS YOUNGEN Women in Baseball Born: October 23, 1933 Resides: Eugene, Oregon Interviewed by: Frank Boring, GVSU Veterans History Project, August 5, 20010, Detroit, Michigan at the All American Girls Professional Baseball League reunion. Transcribed by: Joan Raymer, December 9, 2010 Interviewer: “To begin with what is your full name and where and when were you born?” My full name is Lois Joy Youngen and I was born October 23, 1933 in a little town of one hundred people called Ragersville, Ohio. Interviewer: “What was your early childhood like?” Full of activity, I had a wonderful childhood and my mother was an elementary schoolteacher, my father was a principal and subsequent superintendent of schools and he also was coach and he also was a varsity baseball player. So, I think maybe that’s where I got some of my ability. 45:03 Interviewer: “What was your school like? You said it was a small town, was it a small school?” We had moved to a little larger town where I started first grade. The first few grades were rather uneventful and by the time I hit the fourth grade we had moved because my father got a better job and it was about then that I started playing with all the neighborhood boys because there weren’t any girls in the neighborhood and if you wanted to play outside, and there’s no television remember, and other than reading books and trying to learn how to play the piano, which I didn’t do very well and they finally gave up on me, I played outside with the boys. 1 �Interviewer: “Give us an idea what the lot was like. What was your neighborhood like for example? Was it a big back lot? Was it a full diamond where you play baseball? What was it like?” 45:57 A yard and a back yard and then a little later on when we moved again and my father got a better job, we were in—all the houses were on one side of the street and across the road it was farmland, it was pasture field, so we took our paper bags and our one ball, you only had one ball and you reused it, and our bat which had copious amounts of, I guess it’s electrical tape, it’s black and it also had a screw and a bolt through it, but that was it and I remember that the boys weren’t too excited about my wanting to play, originally when we moved to this new town with the pasture field across the street. 46:40 Interviewer: “How old were you roughly?” Let’s see—probably ten, ten years old. Interviewer: “You’re the daughter of educators, small town, you’re playing the piano, but you don’t want to play, you’re reading, which is wonderful, and how did you hear about this boys’ baseball going on? How did you happen to get involved with that?” Well, there were a lot of boys in the neighborhood and they always just played ball over there, so I wandered over naturally. I was interested and I asked about playing and they said, “You can play right field or catch”, and being rather intelligent I said, “well, if I play right field at this age, no one will ever hit the ball to right field because when we choose up teams, which you often do in elementary school, the last person to be chosen is the one who gets to play right field”, so I said, “I’m going to learn how to catch.” I knew 2 �my dad was a baseball pitcher and if he could throw to me some, I could really become proficient as catcher. 47:44 Interviewer: “Did you have a glove?” At the time I don’t know if I had a glove or not, but I know my father was supportive, which is important, so we went out and bought me a glove. I don’t think it was a catcher’s glove originally. Later on I got the real thing, but I’m not quite sure. Interviewer: “So in the early days in elementary school, why baseball as opposed to anything else?” Well, we’re talking about the nineteen forties and individual sports were only for those elite families that had money and could have private lessons. There was no physical education in the schools during the forties, there was some extra, what would you call it? Varsity sports, there were some varsity sports floating around, but baseball was one of those things that every small town had a baseball team. That had maybe changed some, but I think there were enough remnants so you could play with a limited amount of space, a limited amount of equipment and still have a very good time. 48:48 All the small schools that I went to, there was no football, no track and field when you look out and soccer was something you played in PE, I think for fifty years before it caught on as being a really important kind of sport around the world, but maybe never will catch on in this country, we’ll see how that goes. Anyway, it was a remnant of a sport that everybody could play you could join in. Everybody had a little softball game at a reunion or at a picnic. You played softball, but this was baseball with a hardball that we threw overhand. 49:24 3 �Interviewer: “Did you have access to sports either by newspaper or radio? Did you know what was going on in the world of baseball?” I had a grandfather that kept his ear to the radio to listen to the Cleveland Indians games, so we had no television, but we did have radio and I think our family was always so busy trying to earn a living—we had gardens in the summer and I had odd jobs that I did and every kid had chores to do around the house. Some of my friends at that age, in elementary school, got an allowance and other students had to work and they were doled out certain amounts of money if they asked for it and that kind of thing. I’ve lost your question. 50:13 Interviewer: “You actually already answered it in terms of did you know about baseball from the outside.” Oh yeah, the radio and newspaper, yes, yes. Interviewer: “Did baseball from the very beginning or when did baseball become more important to you than just kind of playing?” Well, that’s an interesting question. That’s a very interesting question. By osmosis I suppose, I don’t know if I ever realized when. I got to the point where we gathered more boys to play on our team and then we started to call ourselves the “Town Team” and then we walked to other small towns five miles away, no soccer moms to take us anywhere, we took our one ball and our one bat and we would walk and we would play and then we would walk home. They would walk over and we would kind of pre determine, it was usually in the afternoon because we didn’t have jobs or anything and we were free to play, and I know that one summer, I think I probably was in junior high school by then and we did this for three or four years, and finally they came down, the boys, the team, 4 �came down to my house and they told me they didn’t want me on the team anymore because the other towns teams and kids were laughing at us because we had a girl on the team. 51:40 All I know is I think I suppressed that to the point where I don’t remember it, but my mother said, yes, I was there and I heard them ask you to do that, you were devastated she said, but it took them about a week before they came trudging back down and asked me to join them again because they had lost two games and they wanted me back on the team. I said, “well, that proves that winning is more important than having a girl on the team”, so then I sort of graduated from their team. The boys got older and we did have a varsity baseball team in that town and there were a couple of women’s softball teams in the larger cities, Wooster, Ohio and Ashland, Ohio, so in the summer the manager stopped by, I don’t know how they found out about me, but they came to me and asked if I would like to play. I didn’t know if I was good enough, but then I played softball with the Wooster, Ohio softball team for a year and then I played with Ashland probably two years. 52.42 Interviewer: “A couple questions between all this, what was your father’s and mother’s reaction to your playing baseball with the boys?” Nothing, I mean it wasn’t negative, and you know the research shows, all the early research shows, that the father is supportive and supportive of their daughter playing. There’s no problem and my father was always supportive and my mother probably didn’t disagree at all because she was a horsewoman in her early years and rode a lot and grew up on a farm and farm women had to help and get out in the field, so she knew what physical work was like. She was a little bitty woman, but she use to drive when they made hay and would drive the horses, so I don’t think she thought there was anything 5 �wrong with it and like I said, dad was supportive. They didn’t get to very many games, but they had other things to do, but I think they were supportive. 53:37 Interviewer: “So a scout of the softball team somehow heard about you and came along and said, “I understand you’re a pretty good ball player?” You played for a year or two years?” I played with the Wooster team one year and Ashland was closer and I think that was one of the reasons, I can’t think of any other good reason, why I went from one to the other. I went to play with Ashland and I was in high school by now, I was in high school. Interviewer: “And you were still a catcher?” I am still a catcher. Interviewer: “Do you have a catcher’s mitt now?” I have a catcher’s mitt now. Interviewer: “This is a more difficult question I know because you’re delving back quite a few years, but did you have any indication what so ever of what you wanted to do with your life at that point? Did you want to be a teacher like your parents?” 54:31 I always knew I would go to college, that was never a doubt. That was instilled in me from the beginning, I mean as long as my folks and I communicated about anything, I knew I would go to college, so I knew I had to do well in school, which I did, but I wasn’t sure what I wanted to do after I got there and what my major might be at the time. Interviewer: “Baseball isn’t even in the consideration because it’s something you’re doing because it’s fun?” 6 �Yes, doing it because it’s fun, yes, definitely. Fun, F U N, fun and winning too occasionally. Interviewer: “Did you feel like you were pretty good?” I don’t know, I don’t think I ever really—I don’t think I thought much about that. I was interested in the fact that we were a team and that every time we won the team won. As women, I don’t think we spent much time thinking about statistics and who hit the winning RBI that high. I think it was the team winning and we were interested in the game as a team game. 55:41 Interviewer: “Now, you’re in high school so your morning you go to school, you come back in the afternoon, when are you playing baseball?” Probably on a night, like a Friday night and we might be playing on a Sunday afternoon. Interviewer: “This is a neighborhood thing, so you got the bleachers full of locals and those people egging you on with rah, rah, rah?” It was the thing to do to, and here we’re talking about the nineteen forties and people didn’t have a lot of money and I think we were much before television was popular. You might have one or two people in town that had a television set. I remember going to visit somebody in 1948 and they had this snowy television set, but I think there wasn’t a lot to do. You could go to the movies, pay seventy-five cents and go to the movies, maybe it was a dollar by then, or you might go out and watch, I’m sure we weren’t the only softball team in Ashland, the men probably had one or two teams, and they still had businesses that sponsored men’s softball teams, so I still think in the nineteen forties softball was probably a pretty popular activity for a medium sized, we’re talking about twenty-five thousand people or twenty thousand people, something like that. 56:58 7 �Interviewer: “Can you remember, and how did you hear about Pearl Harbor?” I was sitting with my father in our den and we had one of those Zenith tall radios, you wouldn’t know about that, sorry, and it had a big round dial on it and so on. Interviewer: “I actually do know about that.” You do? I wasn’t going to—and we were in Ohio and it was in the morning, I’m sure it was in the morning, it was a Sunday morning, I don’t know if we had been to church and come home or we hadn’t gone yet, I can’t tell you the exact time, but my dad was listening, I don’t know when it got turned on or anything, but I heard my father call my mother in and they sat down and I think I kneeled, I don’t know if there was a chair there or an ottoman or sofa or something for me to sit on, but I get the impression I was kneeling down and cocking my head and listening and we heard Roosevelt come on the radio and talk about the date that would live in infamy. 58:10 From there on it sort of changed everything. Interviewer: “How did it change around your immediate world?” All the good teachers went off to work in the war plants, so there was a shortage of teachers and I don’t know if you know this, but maybe you do, but once a woman got married, in the nineteen thirties, she no longer could teach. Married women could not teach, so until World War II, married women were pretty much prohibited from teaching unless they had a special kind of certificate to do something, but in general married women, if the husband taught, the wife couldn’t teach. So, my dad came home and he was the principal of a fairly good size school, and he had been losing all his teachers— you could make five times as much—you know that’s still the way it is, you can make five times as much money doing something else as you can teaching. 59:13 Everybody 8 �was leaving to go to the was plants, so what happens is dad says, “Mom, you got to go back and teach third grade, or fourth grade, or fifth grade, but you got to get back in. They are dying for good teachers”, and my mother was a very good teacher, so she got geared up to go back and teach and those were the years when people only had one car or one truck, you didn’t have two. Our life changed immediately after we started in 1941 and we had war drives and war bond drives and we collected scrap metal and I know we had scrap medal. We had recesses where we got our physical activity and remember I’m a lot younger than I was from your previous question, but we didn’t have any organized teams during that time that I’m aware of. 00:07 I had a paper route and I needed some spending money, so after we lived there a couple of years I got a paper route in that small town. Interviewer: “When did you first hear about the league, The All American Girls Professional baseball League?” I’m not quite sure whether I read about it, and remember this is 1951, actually it’s 1950 when I first went to visit a cousin in Fort Wayne, Indiana. I don’t know when I heard about the league, but Fort Wayne had a team and I went to visit my first cousin that lived there, and she and her husband had two children at that time and they said to me, “would you like to go see the girls play baseball tonight?” Well, that’s a no brainer you know, YES, and I’m sitting there and I’m sixteen years old and we’re watching the game and Fort Wayne had quite good attendance in those years and I’m sitting there and we’re getting to the seventh or eighth inning and I have no idea who won the game or even played, all I did was I turned to my cousin and I said, “you know, I can do that”, just like that, right out of the blue. 1:24 That surprised even me because I don’t think the 9 �majority of women in that generation are terribly aggressive and I surprised myself by saying that, and by golly my cousin got on the phone that next morning about eleven o’clock I had a tryout with Max Carey, our manager, our hall of fame manager and least four other Daisies were there and he put me through the paces for about an hour and he said, when we were wrapping things up, “Lois, we will be in touch with you. We will contact you probably around the first of the year”, and this was probably in August or maybe July of the previous year, so I went back home and finished my junior year and started my senior year in high school. 2:25 Along about January third or fourth I got and invitation to come to spring training in Alexandria, Virginia, Fort Wayne Daisies. Interviewer: “What was your parents’ reaction?” I think they were both very positive about it. I remember my dad talking to my mom and saying, “well, she’s going to go off to college at the end of this year. She’ll have a chaperone and that’s more than she’ll have at college. We better send her off, it might be a good experience for her”, so they were kind of positive about it. 2:57 Interviewer: “I want to walk you through very carefully, with a lot of detail, what was the preparation to go, packing and the whole bit, what you’re thinking about while you’re going through this. I don’t want to just suddenly show up there, give us an idea of what it was like.” Well, first of all during those years, every senior class had been collecting money for fifteen years to go on a senior trip. We picked potatoes and we mowed lawns and we had car washes and you know, some of the same things they are doing today and we ended up with quite a bit of money, so our senior trip was planned to go to Washington D.C. Alexandria, Virginia is real close to Washington D.C., and I thought, “well, if I can plan 10 �this and work this out, I can go with the class trip on the train, I don’t know if I had been on a train before or not, I can’t remember, and we would go down—I think we left from Akron, Ohio, went through Youngtown, through Pittsburg, on down to Washington D.C., this was my thinking, and then I could go to Alexandria and the rest of the seniors were going to go to New York because they had all this extra money and they could go to New York and spend it freely in New York City for another four days or so before we had to go back to Ohio. 4:20 It was standard for every small high school in Ohio to take a senior trip, so I’m thinking, “maybe I can maneuver this so I can get to Washington, spend some time with my class, go see some of Washington D.C. and then get myself over to Alexandria, Virginia, which is just across the river”, so I’m thinking, “well, the first thing I have to do is I have to get out of school for about three weeks in addition to our senior class week”, so this is a big chunk and whether you believe this or not, you just didn’t get out of school. You had doctor’s appointments, dentist appointments, other kinds of appointments after school or on week-ends. You just weren’t allowed to walk off the school grounds. So I’m thinking, “how am I going to maneuver this?” I’m talking to my teachers and I got an ok from all of them except one and I talked to the superintendent and it was like getting special dispensation from the Pope to get away for four weeks. 5:23 I jumped through all the hoops that they could possibly put in front of me. I had one teacher that I had to send homework back to and I promised religiously that I would do that. Everybody else said, “go with our blessing, and make the team “, even the fellow I was going to the senior prom with said,” make sure you’re back here for the senior prom”. Anyway, so I arranged it with the Fort Wayne Daisies, Ernie Bird was their business manager and we wrote letters, we didn’t call back in those days, long 11 �distance phone calls cost a lot of money, so you wrote letter and I think they probably cost three cents for a stamp too, so we wrote back and forth and we made the arrangements that I would go spend some time with my senior class and then go over Alexandria for the tryout for the Fort Wayne Daisies. 6:12 So we got on the train, there are fifteen in my graduating class, nine boys and six girls, that’s a small town, and all I remember is all the mothers and fathers were there and you would think we were going to cyber space or someplace, and they gave us sandwiches, we had food, we had this long trip to go to Washington D.C., I think it took eighteen hours, it wasn’t that far away. Anyway, I remember eating sandwiches, we left like in late afternoon, and we went through Youngstown and Pittsburgh and all the Bessemer burners in the steel mills were going strong and it was an absolutely gorgeous site to see them lit up the way they were. That’s one of my vivid memories of taking that trip. The rest would be seeing the monuments in Washington D.C. and meeting with our local Senator or Representative and having our picture taken with them, which every small class does on their little sojourn to Washington D.C. Then they left and went over to New York City and I went over to Alexandria, Virginia. 7:20 This is where, and I don’t know if you want to include this, but you may know that Peanuts, Mamie ”Peanuts Johnson” had an article in the New York Times not too long ago, and she’s an African American woman, and we get asked this a lot if we speak to groups and so on, and since Jackie Robinson didn’t get into the majors until 1947 it was obvious that there was a problem with having African Americans in our particular league as well. Well, here we are in 1951 and according to Mamie, she came to Alexandria, Virginia during that time that I supposedly was there. I never saw her, but she indicated that she came, she came with another girl, another 12 �African American girl, and they wanted to try out and whoever the management was at the time that met them and talked to them, told them that there was no place for them in the All American Girls Professional Baseball League. 8:20 Now, the girls like myself, none of us that I have talked to ever have any interaction with them or knew that she had even come and we feel bad about that, but there wasn’t really anything we could do about it when we didn’t know about it, so that’s something that we have been thinking about and talking about some. Anyway, we never did have, to the best of my knowledge, any African American player in our league. So, back to what we did there, I got the opportunity, I’m not quite sure why, but I got picked out of the group to do some public relations things and we were supposed to play in Baltimore. 9:06 Interviewer: “Let me back you up a little bit. You got there for tryouts?” Yes, so I’m trying out. Interviewer: “Ok” I’m hitting, I’m running, and I’m throwing. Interviewer: “In the movie you get this idea, and I know it was in the very beginning of the league that you saw from the movie, but you walk out onto the field and there’s all these women out there, girls playing, is that similar to what happened with you?” I don’t remember, to be honest, but I don’t think so because there were two teams and the object in the 1951 spring training was to have two teams, the Battle Creek Belles and the Fort Wayne Daisies, all have spring training together and then you would play exhibition games around, I think it was Katie Horstman talking about being in North and South Carolina and so on. Well we played—we had an exhibition game scheduled in whatever 13 �the Baltimore Stadium was at the time and we also were supposed to play in Griffith Stadium. So this was part of—we practiced in Alexandria and we didn’t practice very long before we started playing, supposedly, exhibition games. 10:04 Interviewer: “You’re the new kid.” I know Interviewer: “what was that like?” I don’t remember very much about the tryouts. What I remember about it was that I whisked off to be on the radio and whisked off to meet with Maury Povich, he was the sports supreme or one of the major sports writers in the country at that particular time. I had my first glass of wine, don’t tell on me, at one of the lunches we got feted at you know. We were taken to lunch and I had a glass of Rosé and I have no idea who ordered it, but I didn’t, but I drank it and I think I enjoyed it. Interviewer: “You are very articulate and I would imagine, because of your educational background with your parents and what not, some of the girls may or may not been able to speak as well as you. If they are going to get you on the radio, you have to be able to talk and that’s probably what happened.” Well, we were trying to get them to come out to the games. I the idea we’re playing this exhibition, come out to the game. I do want to tell you about—we got rained out of Griffith Stadium, but the one picture I have, other than with Jimmie Fox who came later, is I have a picture of Clark Griffith, the grand old man of baseball, and myself standing next to him and another rookie I have never been able to find out, and then Max Carey. 11:25 The four of us are there and Max Carey has the handle of the baseball bat and Clark Griffith has the other end of it you know and I am there in my dress, you know 14 �dresses, we must wear our dresses, and it’s an 8x10 and it’s been chopped and cut and pasted, but it is my picture with Clark Griffith and Max Carey and it’s the only one I have. The interesting thing is, I made the team and the girl next to me didn’t and I don’t have any idea who she is, but that is, that’s my picture. 12:01 The second thing I want you to know, in the world, as far as that goes, is that we went, we were in Griffith Stadium and I go and take batting practice and I stood up there and I said, “Joe DiMaggio stood here”, and I’m standing there and I turned around on the other side and I said, “Ted Williams stood here”, and we didn’t get to play, we got rained out, but at least I had the opportunity to stand there in Griffith Stadium at home plate. I never thought about getting behind the mound like a catcher would. I was thinking about hitting for whatever reason and now that I think about it in retrospect, I didn’t think about getting down there and getting into a catchers position like Jim Hagen who caught for the Cleveland Indians. 12:41 Interviewer: “Now, by 1951 was there the—did you have to go through the charm school and all that kind of stuff?” It is interesting that you mention this. If you talk to groups of people, especially younger people, one of the things they want to know is, “was that charm school really for real?” I have to say, “yes, it really was in the early years”, and most of the gals that went through it thought it was worthwhile. They didn’t pooh pooh at it and they didn’t think it was terrible. I’m sure there were some that did, but the few that I’ve talked to thought they learned some valuable lessons going through the charm school.. I think that was Mrs. Wrigley’s idea in the first place. Interviewer: “What about you? By the time you got in?” 15 �This is what I tell my audiences, “by the time they got to 1951 they had given up on us”, so that’s my response. They were more interested in the ability of the players. Some of those were still maintained through the whole twelve years, but charm school was not one of the— 13:44 Interviewer: “What were some of the rules, the ground rules, when you started if charm school was not in there, what are some of the things they told you? This is what you have to do as a player.” We always wore a dress or a skirt when you went to the ballpark, when you were out in public; you were invited to a luncheon, home from the ballpark. You lived in private homes and usually there were two of us to a private home. I think there might have been some occasions over the years where there would be four. I’m looking forward to seeing my Blue Sox roommate here at this reunion. Anyway, the pants thing, nope, no pants, no slacks and even by then women were starting to wear slacks more and blue jeans were more common as far as everyday dress. 14:33 Interviewer: “Kathryn Hepburn in particular really made it.” Took over as far as that was concerned, but that rule was sacrosanct, we did not wear pants period. Now, if we were going to the corner grocery store or something, if we happened to be lucky enough to have a day off, of course if it was pouring down rain, you could wear your jeans. You were very careful about how you presented yourself to the public that was still very important. You didn’t have to worry about make-up, you didn’t have to worry too much about the length of your hair, that was something that was included in this charm school business and make-up, yes or no depending, most of the time you put it on after the game not before. I remember the idea of dating—I don’t 16 �think—I’m going to get side tracked here, but the movie A League of Their Own, has this wonderful scene at the “Suds Bucket”, I don’t know if you remember, but where Madonna does her thing and I’m thinking, “oh, if we only had a “Suds Bucket” when I was playing ball, I would have been there at every opportunity. 15:40 I love to dance and I don’t remember my date ever asking a chaperone whether they could go out with me and I dated quite a bit. Interviewer: “Well, let’s start at the beginning, you’ve gone through the spring training with the Daisies and the key thing here, I think, is for us to understand, and remember we’re trying to get as much of your experience as possible and not the league, but your experience. You had left home to play in the league for how long?” Four years Interviewer: “Right, but for your first season, a season is what?” I think that first year Peoria was in the league and both of the Wisconsin [teams], so we had eight teams that first year and then it went to six and eventually it went to five, but we started out with eight teams. First of all I went back home, went to my senior prom and graduated from high school all in one week and then I became a Daisy. There I am in Fort Wayne, Indiana, my roommate is Pat Scott and she’s another rookie and she’s a pitcher and a very good pitcher. I’ve got my Daisy uniform on and somebody picks me up in a car to take me, I didn’t have an automobile or anything and I had no camera and by the way we didn’t have cameras, if we had cameras you’d have all kinds of things to use. The only cameras around were the little Brownie box cameras, no one had a camera to take any pictures of each other and that’s why we’re short on pictures. The girls keep asking about former players pictures and none of us had any cameras to take any pictures, 17 �let alone a movie camera. So here I am again, I’m back on track. 17:24 At the ballpark and Max Carey is our manager we’re playing seven days a week with double headers on Sunday and a seven inning first game. I think originally they had a nine inning second game, but the switched and changed that to—I think because it got a little too much with—we played a hundred and eighteen games that first season, so we had seven innings and seven innings and then you got on the bus and rode all night to Rockford, Illinois and then you played on Monday night and then you played seven more games and so on. Interviewer: “This is overhand at this point?” This is overhand, yes, this is 1951 and overhand started in 1948, so we went to—we were definitely overhand pitching. 18:12 Interviewer: “This wasn’t a problem for you because you started out overhand and as a catcher you were catching overhand anyway.” Yup, well I loved it because I have short fingers you know and the baseball is small. Nine inches is very different from a ten inch or twelve inch softball you know and my softball would every once in a while fly off into right field when I’m trying to throw to second base. So here we are, I’ve got this wonderful little nine-inch ball that I can get a hold of, so I really enjoyed playing with a regulation nine-inch ball. Interviewer: “What did you think of the uniform?” I didn’t give it too much thought, but the reaction, I think, on the part of a lot of the players in the beginning, and very much like it was in the film, was, “you mean I have to play ball in that dress?” I think once they started to play—I think the biggest problem was the strawberries, I don’t think it was—well, the other problem, and I’m going to digress here a little bit and go back. By the time I got in the league we’d already made 18 �them into mini skirts. 19:09 If you look at the original uniform it’s got like three yards of material in it. It’s got all kinds of extra skirt and it was to be worn exactly, according to the older women, it was to be worn exactly one hand length above the knee. Well, that’s pretty long and then you try to bend over and pick up a ground ball, you’ve got mostly skirt and no ball, so you know these gals—our players are smart cookies and the first thing they did was say, “we got to modify this”, so I talked to some of the older players and they said was one of the first things they did was they got safety pins and they would safety pin all this extra material of to the right and to the side, so it was more straight up and down. By the time I got to the league they had really wised up I’ll tell you, we had the first mini skirts. We took out all of the extra material, tightened it up and we lifted it up so it was right below the tight line, so you could completely spread your legs without any problem. Now, it’s still a one-piece dress and another thing, they wanted us to keep it cinched in so it looked like we had a waistline you know. 20:20 Have you ever tried to catch with your arms and your dress tries to go up in the air? It’s practically impossible, so I kept—we would loosen everything when no one was watching you know, we’d loosen this decorative belt that we had, which didn’t serve any real purpose except being decorative, so we’d loosen that up and we looked pretty great out there because according to everything you’ve read and so on, showing a lot of leg is ok, and we got to do it in the fifties when it didn’t happen all the time. They were covered up below the knee, and there were a lot of good-looking legs, so it served the purpose. Interviewer: “What can you recall, if not your first game, what’s the first memory you have of a game in the very beginning?” 19 �The first memory I have is being sent in to catch the last inning or the last two inning of the game and hopefully we were ahead. I would get to go in because I was the rookie on the team. We had two other very good catchers, and I’d get to catch batting practice often for experience, and that first year I just sat on the bench and watched everybody. 21:31 Like I said, I’d have to go out and warm up the pitcher or go out to the bull pen and warm up the reliever that was going in or maybe you got in to catch the eighth inning or the eighth and the ninth inning for experience, and I know that first year, in 1951, Max Carey said, “well, if we send her off to Kenosha for August, or part of August”, and Kenosha was a team that was folding at that time and there last year was in 1951, if I remember correctly. They were traveling by car and all of their home games were all now away games, they adjusted that somehow, so I got to play a few games for Kenosha. I don’t remember much about that; it was only for about a couple weeks. 22:18 Interviewer: “Your first season, this is going to be a touch question because it’s—I have to keep in mind that you’re a very young, seventeen your first year—Was there any sense at that point, maybe later it’s different, but was there any sense at that point, the first season, that this was going to go on anywhere beyond that year, or next year, playing?” I don’t think anybody thought too much about it, this was my first year, maybe some of the older players who had been in the league for four or five years, had a sense, when all of a sudden they’re thinking about, “we don’t have the turnout in some of these towns and we’re not going to have a team in Kenosha next year”. Dropping from eight to six-that would have been a clue to me if I had been thinking about that. 20 �Interviewer: “I guess what I’m trying to get at is, today a young boy, even to a certain degree a young girl, can dream about being a professional, not necessarily baseball, but you’re playing professional ball, but did you see yourself as a professional ball player?” 23:24 I knew I was going to college, so after the 1951, first year, I took what money I earned and paid my college tuition. I did that for four years, so in essence my four years as an all American paid for my Baccalaureate degree. So there and I think my parents were very supportive of that, but that’s the way I used the money. I never saw myself or as my one hat or one role in life as being a professional baseball player. Interviewer: “Another tough question, and this as you look back—I look at my own life and as a seventeen or eighteen year old, did I really know what I wanted to do kind of thing, but did you understand that this was something very unique and that this baseball team was something very unique at the time or was it just like at the ballpark when you played in the back lot with the kids, it was fun, but was there any sense—ok this is paying for my college, but was there any sense the this is really something great?” 24:32 At least you didn’t ask me the question; did we know we were being part of baseball history? Interviewer: “I’ll wait until later for that one.” I mean no, no, I don’t think there was ever a player that played in our league—my question to you, do you think you’re going to get the Pulitzer Prize sometime? No, everybody that I knew loved to play and the only time you didn’t love it was when you got a strawberry. Another time when you didn’t love it is when it rained in Fort Wayne 21 �and they poured gasoline on the field and burned the field in order to get rid of the water and you had to go out and play in that and slide in that and field ground balls in that. There were times when you didn’t—or you were very, very tired. Sometimes in August when it’s very hot and muggy like it is the last couple of days here in Michigan, it got pretty hot and when it got muggy we got pretty tired. 25:25 Remember, we didn’t have any weight lifting or any weight training, we might have had some batting practice in mornings at home, but very seldom on the road. We had no batting helmets, so if you got hit in the head, you got hit in the head you know. We wore men’s equipment and I was a catcher and I was forever—I don’t know what kind of tape it is, the shiny stuff. Interviewer: “Duct tape” Duct tape, there you go, I couldn’t think of it. I was forever cutting the chest protector down so I could lift my arms, and the shin guards came halfway up my thighs because that’s all we had, we had men’s equipment. Our bats were men’s bats and I couldn’t find a bat that was small enough around, Ted Williams would have loved me because he wanted that really small handle there, and I needed that because I had short fingers and the weight was thirty-five, thirty-six pounds [ounces], that’s Babe Ruth weight for a bat. 26:32 I think I probably would have been a pretty good hitter if I ever could have found a bat. We’d go into a sporting goods store to buy our bats right off the shelf and there weren’t that many. Excuse me, I’m getting carried away, but the playing of the game was made a little difficult because of the fact that there was nothing much out there, really, for women, but no, the question you asked, did anybody think they were going to be, or where were they going to be in history, how important was women’s baseball compared to others? I do know though because somebody asked me, Jean Faut asked me 22 �this, we were the first professional women’s team sport league—first professional women’s sport period. The golf people have challenged it, the PGA has that, but they didn’t come into being until 1948, 1948 I think Just a tidbit to throw in there, but I don’t think any of them ever, I never heard any talk about it, we has more fun singing on the bus and deciding what we were going to eat or what we were going to wear to something. 27:45 Interviewer: “How many seasons did you play?” Four, I terminated the league; I finished them out in 1954. Interviewer: “I want to start now in getting into the actual games, but I want to do it season to season as opposed to jumping—if you want to jump in there it’s fine, but I’m just thinking, because your experience actually grows as you get better season to season and I assume you did, so how was the first season?” I did get better, you’rer right. It was very enjoyable even though I didn’t play very much. I got to meet and get acquainted with my teammates and Max Carey was a wonderful—he was a terrific base runner, so you learned a lot about base running from him and he was a good teacher and I was very content to be where I was and continue to learn. I never thought about jumping up and down and saying, “I want to play”, which is something they would be doing now days, the men would be doing anyway or, “trade me”, one of the two. 28:49 Interviewer: “I did one of the interviews in Milwaukee and I asked this question about the managers. Did the manager treat you as a woman baseball player or did the manager treat you as a baseball player?” 23 �As a baseball player, let’s face it, look at society during those years; the men were in charge of everything, religion, economics, political, and were in charge of baseball. There were men managers, the men were the umpires, the men drove the bus, but they treated us as baseball players. That doesn’t mean they didn’t treat us with respect, they respected us as women and were concerned about things like we were up all night riding the bus. The manager was very concerned about that and the bus driver, helping us with out luggage and be careful that is a bad step or something. They were very aware that we were women, but as far as the game was concerned, we were treated like ball players. 29:51 No yelling, they were very professional about—the professional players like Jimmy Foxx and Max Carey and so on, they were very professional in their interacting. The no crying in baseball, I know that’s Hollywood proverbially, but still there are people who think that actually happened and if you made a mistake, in some ways, your manager would maybe call you off to the side or into the dugout and talk to you individually or after the game was over they might call you in. I only know of one incident in four years of a manager, in a relatively public area, having words and I don’t remember what it was about at the time, but they were very professional and I know as a catcher it was all right for me to kick a little dirt on the plate and to maybe kick a little dirt on the umpire’s shoes. 30:56 You had to be very careful what you said to him you know. I didn’t talk much to the umpire and I didn’t talk much to the other players. Interviewer: “An interesting thing came up in the interviews that I’d done in Milwaukee and was that a lot of you learned how to play baseball, as you said, just playing with the boys. You never had professional training per say, but the ones that I interviewed said that amateurs contributed a great deal because they told you 24 �little tricks or little things that professional baseball players learned in their training, but since you were kind of a new thing, did you get any kind of tricks or hints about catching that helped you become a better catcher or did you just learn it on your own?” Not too much because none of the—none of my managers were catchers. If they had been I probably would have, but that doesn’t mean I didn’t listen. I learned a lot about base running and learned some things about covering the base and certainly—we had infield practice and we’d have-- the ball would be hit in from right field and you have to hit the cutoff player you know and bounce it in on one bounce to the catcher. 32:05 We all knew the basics, I don’t know where we learned them, but we knew the basics. The manager might, some managers more than other managers, some had practice where others—it seemed to be individual, from the gals I talked to, it seemed to be individualized. Different managers worked on different things. I know one of the things, because I wasn’t playing regular, I didn’t get—I got about two swings in for batting practice because, you know, we had to get the regular players and hitters out there, and we didn’t have much bating practice before—the managers I played for, they just didn’t do that and I know darn well that I could have hit much, much better, every year I got better at everything, and I know if I’d had more hitting practice and had a bat that I could hang on to and didn’t fly out to the third baseman every time it flew out of my hands. 33:01 Interviewer: “When did it change for you, in the second season or the third season, where you were playing more? You said you were sitting on the bench most of the time.” 25 �I sat on the bench and the next year was 1952 and Jimmy Foxx, we had six, I think six teams, you can go back and check on this, but I think we dropped down to six teams that year and for the next two years I think we were at six teams, and Jimmy Foxx was the manager and don’t let anybody tell you that he wasn’t just a wonderful man, I adored him. He was renascent, well the exact opposite of Jimmy Dugan. Now, he was an alcoholic and I want the record—everybody knew that, but if you’re a health educator, you know that alcoholics can drink quite a bit and it doesn’t show, so he’d go home and do his drinking at night and he would show up at the ballpark sober the next day and he was a great big guy, so I suppose he could drink a lot. 34:01 I don’t know, but I think everybody that knew him, and Bobby Doerr lives in my part of the world out in Oregon, and I’ve talked to him about Jimmy Foxx and he said that the drinking is what caused his demise as a baseball player or helped add to that, and we just loved him. If we were lucky he would take batting practice four or five times during the season and he would hit the ball over our fence, over a pasture and out over a four lane highway, but we couldn’t get him—we just couldn’t get him to do it very often and we had to beg him, we had to grovel to get him to take batting practice, but we all adored him, so most of us feel kind of bad that sports writers and movie critics have written that the Jimmy Dugan in A League of Their Own is a thinly veiled Jimmy Foxx and every chance I get I like to say, “you think what you want, but that’s not the Jimmy Foxx that I played for”, so that kind of bothered me. 35:10 Interviewer: “In the second season did you start to play more? I played some, not a lot, we still had two good catchers and we had lost two good teams from the league. I was always the squirt, about 110 pounds, maybe 115 at my top weight. 26 �I wasn’t a home run hitter, and I was vying with six foot gals that were pretty good sized and I couldn’t get a bat that I could hold. Interviewer: “I think that was the reason. When did it change?” 1953 I started to play. I was traded to South Bend and I guess they needed a catcher, I don’t know, but I was traded to South Bend and started to play regularly. Interviewer: “Once again It’s unfair, but can you remember the feeling—because you’d been sitting on the bench for two seasons and now you’re, you got a good gig going on here, you got money coming in, you’re going to college and all, but there had to be a difference in your emotions when suddenly you’re now at south bend and now you’re playing more. Tell us about that, how did that feel?” 36:16 Absolutely, and I guess all of a sudden I realized that, “yeah, I belong here”. Maybe before I didn’t think that I quite belonged. I belonged in all these ways, but as far as being a ball player maybe I didn’t quite belong and all of a sudden I started to play and I started to be able to throw the ball down to second base alright and I got knocked on my whatever I suppose ten or twelve times and got knocked out a couple times, but I managed to make the put out at home plate and it’s not easy when you see a six footer coming at you. Anyway, I took a few of those knocks pretty well, hung onto the ball and I think my feeling was coming that I really belonged. 37:14 My hitting was coming along, I wasn’t a great hitter, and that didn’t seem to bother me. I thought it would come, but my throwing was better and I always knew in my head what was going on, more so than some of my teamates who couldn’t remember how many outs there were, but you know, I always was on top—the mental part of it wasn’t any problem. 27 �Interviewer: “I was a pitcher, a lousy hitter, but such a good pitcher, this is little league and I’m not anywhere in your league, and I’m talking as if we’re both professionals here, but I do know what you mean. There is a certain amount of compensation your players give you if you know that you’re a really good pitcher or a really good catcher. You don’t hit as well, but we got hitters and we’ll take care of it. What was the most challenging thing about being a professional catcher as opposed to this sandlot kind of catching? Or maybe there wasn’t a whole lot of difference, I don’t know.” 38:11 It’s hard to compare because you’re older and have had all these other experiences that kind of filtered in here. I think part of it might be the idea of playing everyday rather than just on occasion and you tend to build on that fact that maybe you learned something last night and you still remember it. Excuse me, but rather than, “I made that mistake two weeks ago”, because you didn’t play that often, plus the fact that we’re older and hopefully you learn some things, you read the paper, you maybe read some things about Ted Williams hitting you know. I mean, different players had a different, I think, approach. 39:06 Interviewer: “Did you have any sense of how good you were?” No, not the foggiest and you brought that up earlier and one of the things that I think is interesting is I have always felt rather uncomfortable knowing I was on a team for four years, but never contributed heaps and gobs. That I never was, although I played regularly, especially the last two years and played well and the last year I hit 284 which is in the top one third or yeah, in the top one third of all the players that played that year, and I was up there and I feel good about that, but I always felt that I wasn’t quite worthy 28 �and I don’t know quite how to explain this. I never really thought about how to articulate it, but I’ve always thought—yes, I guess that would be a way of expressing it, that I wasn’t as good as some of these other players and therefore, I’m not worthy of being included in the group and yet so many people, people that aren’t just my friends who might tell me something like this, “hey, you made the league, you made the team, you played, what else is there?” It’s just a “get a hold of yourself and quit thinking that way, that thinking is obsolete, it doesn’t make any sense”. 40:34 Interviewer: “A lot of people didn’t make the league and another thing that is really a good part of that movie, is that scene with Geena Davis and Tom Hanks where she says, “if it was easy everybody could do it”. That’s the scene I quote to everybody, throw out that” there’s no crying in baseball” and get to the heart of the game of baseball. “It just got too hard”, she said and he said, “it’s supposed to be hard, if it wasn’t hard everyone could do it, it’s the hard that makes it great”, and to me that is the summary, the overpowering scene in that whole movie that sums up what baseball is all about. 41:12 Interviewer: “I use it in my writing classes. I teach writing and I said, “If it’s not hard anybody could do it”. I use that same example.” It’s the hard that makes it great and to me that is the scene from the whole movie that the women in this league should take with them to share with friends, relatives, and admirers, fans, and forget that, “there’s no crying in baseball”, which is a clichéd kind of thing that got thrown in there so Tom Hanks could do a little acting. I guess he did it well because according to Pepper Paire, one of our catchers in the league who was one of the advisors on, or whatever kind of a role she had as far as the film was concerned, she said, “they 29 �had to have ten takes of that with Tom Hanks because the cameraman would break up every time he said, “there’s no crying in baseball”. Interviewer: “So you just got to take it realize, “well, that’s Hollywood”. 42:12 Absolutely, but I’m sorry, but that’s the real clincher in that film, that’s my scene. Interviewer: “I agree” So I got better every year, all right? 1953 I’m catching with Fort Wayne, I mean with the South Band Blue Sox and I catch a perfect game. Jean Faut, who pitched as probably one of the all time greats in our league, she could play any position, she could hit the ball out of the ballpark, she could pitch, she had all the pitches in the world, she pitched a perfect game on September 3rd, 1953 and we beat the Kalamazoo Lassies four to zip in Kalamazoo on their home turf. 42:56 I’m laughing because I have no idea if she called the game or if I called the game, but I’m sure she did call her own game, so I take very little credit for that other than the fact that I managed to hang on to the ball, all right? People keep asking me who called the game and I said, “well, when Jean Faut’s pitching she calls her own game and whether or not I called the pitches she liked and she didn’t you know. Interviewer: “Yeah, but something you might have noticed in baseball, you have to have a catcher with the pitcher. It’s essential to the whole thing and she may have been a great pitcher, but unless somebody was on the other end catching it, I’m afraid the game would just not be the same.” Anyway, that’s my big claim to fame. That and hitting one home run in Grand Rapids. 43:42 Interviewer: “I want to hear that one, please.” 30 �I hit one home run in 1953 with South Bend, I think it was—no, maybe it was 1954—all I remember is that I hit it over the fence, it was in Grand Rapids and it was my one home run and it might have been in 1954, I think it was in 1954. Anyway, 53 or 54 I got my one home run in there. 1953 I caught almost the whole season for South Bend and that’s where the perfect game came in. We were playing a shorter—I think maybe six teams, but we weren’t playing as many games and attendance was starting to fade and I think, if I’m not mistaken, when I reheard Ken Burns, they had it on PBS again, they talked in there about the fact that in the early 1950’s all the major league ballparks had problems with attendance. 44:42 So, I’m trying to put together—people want to know why we quit playing and I hadn’t realized that the attendance had really fallen off in major league baseball in the early fifties. So, it stands to reason that we wouldn’t have people coming out to the ballpark either. They didn’t give any reason for it, but they said there was a major drop off in all major league attendance during the early fifties, so obviously that happened with us as well, so 1953 the season was shortened, 1954 I got traded back to Fort Wayne. I didn’t ask why, I just picked up my stuff and went and Bill Allington was out manager then and you’ve probably heard his name because he’s the manager in the league over the years that everybody said, “if somebody cracked open his skull little baseball would roll out”. I mean, he was a taskmaster, I don’t know if he did spot quizzes, but he had the rulebook and he expected you to know the rules, he did a lot of teaching and he was the manager of the infamous Rockford Peaches for many years and then he came to us in 1954. 45:45 He said, “Lois, I’ve got a catcher, you’re too fast you’re going to be a left fielder”, and he made me into an outfielder. I didn’t –well, I roamed well and I was pretty quick, I had to make up for my other lack of strength and 31 �other things by being fairly quick, so I could read where the ball was going to go and made some pretty good catches out there and I could throw fairly accurately and in left field you didn’t need a cannon for an arm, only the right—that’s the interesting thing about playing right field, you know when you’re a kid it’s the worst place to be and when you’re in the majors it’s the best outfield position because you have to have the greatest arm and you got to hit and do other things. Left field was a good place for me because I could handle everything he needed and I hit. There’s something I want to share with you if we’ve got time. I’m playing left field and we’ve been playing with this ten inch ball and all of a sudden, around the fourth of July, I think it was a couple of days after the fourth of July, it was around the fourth of July in 1954 and all of a sudden we get a nine inch regulation baseball. 47:00 I’ve talked to the gals and I can’t get anybody for the life of me, able to explain whether or not they ever really practiced with a nine inch ball. It just sort of appeared. We got to the ballpark, the baselines had been extended, the pitchers mound had been moved back to sixty feet when we had been playing with it a little shorter than that. Same old bats and same old uniform, but they moved the outfield fences back and they kept playing with the distance so they could—I remember hearing bill Allington say, “If you can hit a home run, we got to move the fences back”, but the thing that I haven’t been really able to digest is how we could go from a major change from a ten inch ball to a nine inch ball and change the distances everywhere and not ever have practiced like two or three weeks before in the mornings or sometime with this nine inch ball, but it just appeared and bingo there we are with a whole new game. 48:02 I don’t know what the newspapers or the radio, we had those two venues, but no television, but what they had to say about it. I would like to go back sometime and do some 32 �research to find out how it happened. I know it happened because of the fan appeal and they wanted to see if they could bring some more people into the—I think most of the changes that were made over the years were made primarily to bring more people into the ballpark. Softball wasn’t a novelty, but boy, throwing it sidearm from a distance with a smaller ball that’s kind of different. The second part of my theory, since I’m allowed, is that these managers knew of the athletic ability of the gals they had playing the game. I don’t think they ever would have tried to change the game if they didn’t think the gals could handle it. 48:51 Interviewer: “How did it end for you? How did you find out that it was the end for you particularly?” Well, fortunately I was playing left field and I think it was around the sixteenth of August, around the middle of August after we’d made this giant switch to the nine inch ball, that somebody in South Bend, the catcher, got injured, so they asked me if I would go back and finish the season because they needed a catcher. They were—we kept losing the catchers, but anyway, I got shifted back and I said, “Well you know if they need a catcher, I don’t think I have much choice”. I had to go and that was the year that fort Wayne was just knocking the socks off the ball you know. They had Jo Weaver and Betty Weaver Foss and Jean Weaver and these four hundred hitters and home runs every time you turned around and locomotors on the base pad I’ll tell you that and so, I went back and finished the season in South Bend. Now, Fort Wayne won the pennant and I remember going back and I don’t know, I don’t think—they had a banquet or something, but they did give me—I got a scrapbook and it says Daisies “54” and you know I’m not sure—I got a couple of things that they gave to the players. 50:08 But I finished at 33 �South Bend and it kind of finished with a whimper and I’m not sure we did anything in South Bend to end thing s up, but I’ll ask Mary, my roommate, my married roommate with I don’t know how many grand kids she has now, but we’re rooming together and I’ll see if she has any feeling about how we ended. It sort of ended with a whimper, actually. Now the thing that probably didn’t bother me as much was because I was getting ready to go, I got my degree now and I’m out in the world, I got another goal in mind and I was fortunate enough that I was very successful in education and went on and they were four wonderful years, don’t misunderstand me, but they’re not my entire life, they don’t define me. 50:52 My four years don’t define me. Interviewer: “That’s an interesting transition for my next question. You say it ended with kind of a whimper, but you had a life ahead of you and you and you had a very productive life ahead of you. A lot of the WWII vets that I’ve interviewed and even some of the women ball players, say that they didn’t really think about their baseball experience as they’re going through their life. Is that true of you too? Did you tell people you were a baseball player when you were an educator?” I did on occasion and the response was, “oh, you’re a softball player”, and you’ll get that from everybody. No one knew who we were and where we were or what we did. I wasn’t until Penny Marshall came out with the film and people were coming out of the woodwork, former students and colleagues say, “Why didn’t you ever tell us you played baseball?” I said, “If you had been listening, I did tell you that early on and you responded with “you played softball”? And I never could explain it well enough to get you to understand that it really wasn’t softball, it was baseball”, and once the film came out—51:58 34 �Interviewer: “That’s my next question. What effect did the film have on you? I don’t mean a critical review of the film, do you know what I’m talking about?” I’m going to give you a critical review of it. I’m in Eugene, Oregon and I get a call from a local newspaper, the head of the sports section calls me and he said, “ I would like to take you to see the film and the first showing is Saturday morning at eleven o’clock”, and at a local theater, and I said, “well”, my mother lived with me for twenty-two years and she was still in good health then, so this is 1992, so I said, “yes”, and I obviously hadn’t seen it and hadn’t been invited to any of the premieres. I’m way out there where it takes a pony express to get to me and no one had ever bothered and I didn’t get to Cooperstown to the exhibit because my boss was an Englishman and he didn’t think—I suppose if I had said it was soccer he may have—or cricket, there you go, but he didn’t think I should go. 53:03 I had to work with the guy for another eight years or so and I didn’t think it was worth circumventing him to go to the Dean, which I could have done, but I opted not to do that. Interviewer: “It shows that you didn’t think it was that big of a deal I guess, huh?” Well, I had to work with this gentleman for eight years and he was in charge and he could have made life very uncomfortable for me for eight years. There we are back to the movie, so I meet him at the theater and we go in. The first thing is the music you know, overpowering music. I don’t know how many minutes we were into the film before I was crying and in another two minutes I was sobbing. I sobbed, and I don’t mean cried, I sobbed through the whole movie. Talk about embarrassed, losing my cool, I just cried and cried my heart out. I just brought back everything I hadn’t thought about for—since 1954 to 1992. 54:03 It all came rushing forward you know, excluding the hyperbole, the 35 �feel of it, and like I just said, I just sobbed for—I sobbed through the end and then I was embarrassed and he wanted to buy me a cup of coffee or something and my eyes were two big red blobs here and I told him I was sorry and I was embarrassed, but it just brought back this rush of memories and I’m sorry, this is just the way I reacted to it. 54:35 Interviewer: “How did that movie change you or change your perception of your participation after that. You’re past the crying and the emotional element and now you’re into day two, day three and the rest of your life. Did it have any effect on you in terms of other people reacting? You said your students were talking about it and stuff. How did it change you?” A number of people wanted to go see the movie with me. They wanted to know, all of a sudden there’s this big gigantic interest in this movie. It made lots of money because it’s still being shown every two months or three on cable TV, so anyway, I went, I must have gone eight times with different groups of people who wanted to go see the movie and we’d go have ice cream or something afterwards and they could ask me about the movie and then I got to—I was a chapter in a book and the university bought the book, that chapter to put in their quarterly. 55:36 Then more people had a chance to read it, but immediately after the film, I think I went seven or eight times with different groups of people and I was considerably calmer and could explain what happened and then people started asking me if I would come and speak to this group, the rotary, there are three rotary’s in Eugene and while the film was still being shown I got invited to speak to a lot of-Interviewer: “Were you at all surprised at all of this?” 36 �No, honestly no, because finally our story got told and it was the truth. Now, there are some things that are out of order and probably the most significant is the fact that in 1943 we would have been throwing underhand and not overhand, but there was a germ of truth, even Stillwell, you know I played for the Blue Sox and Jean Faut, the pitcher for the no hit game, was married to the manager, Karl Winsch, and they had a little boy and he traveled on the bus with us, but he was a little boy of the fifties and not the 1990’s, so you never heard of him, you never knew that he was there, so they took some of these ideas and did the Hollywood thing to him, which I could stand. 56:46 I’ve always said that it captured, that film captured the spirit of the league and the spirit of the women that played, the spirit of the game, those three things, the spirit of the league, the spirit of the game that we played and the spirit of the women that played because not being nit picking, I thought Penny Marshall did us just fine. 57:08 I was pleased with her film. Interviewer: “Looking back now and for the record, Where do you think this all fits into the whole scheme of things for—and lets get really big here, you’re an educator, I’m an educator and we know that in human history there are moments, some of them tragic, some of them great, some of them—you look at the time line of history and there’s all these things. We’re blips on these things, but where does the All American Girls Professional Baseball League fit into all of this?” Well, I think we need to stop taking credit for being a pioneer in women’s sports. Title IX is what did this for us. Title IX came along in 1972 and any parent that’s got a child, male or female, that can get a college scholarship now, we can’t—you know if you’re going to get $100,000.00 free scholarship to Stanford or Ohio State or Michigan or wherever it is, it’s not to be sneezed at and that came with Title IX. 58:12 Also, the 37 �proliferation of other women’s professional sports came with Title IX because until Penny Marshall got to us, nobody knew we even existed, so I see us a sort of a blip, a very fond, warm, fuzzy blip or whatever you would like to call it, an anomaly actually and I’m often asked if women belong playing with men’s teams and no, I don’t see that because of lestosterone and lack of and levers, you know, they’re bigger, they’re stronger etc., but I do think if the ever wanted to have an al American girls, Women’s professional baseball team again, and there were enough women who were interested in doing it, we have professional women’s fast pitch softball and most of those gals, that’s the way the original All Americans got started. 59:06 Most of them made the transition to the smaller ball and the longer distances, some couldn’t, but I don’t think we should e taking credit, in retrospect, for something that really title nine, through federal funding and balancing the men’s and the women’s varsity sports at the collegiate level, and the high school levels, helped balance out. Interviewer: “But you have to admit the number of women who credit you, regardless of whether the film was there or not. I talk to athletes, women athletes at our university. There’s a coach at our university who you were a major inspiration to and knew enough about the fact before the movie.” We may be an inspiration and I’m not saying that our story won’t inspire prospective women athletes, and I think we do everything we can to be the voice as well as the face of the AAGPBL speaking as often as we can, but yes, sure I would love to be an inspiration to a group of Babe Ruth baseball ten year olds, girls, and boys. Interviewer: “I’m trying to get my mind around that.” 38 �Interviewer: “Let me ask you the last question and I really appreciate you put up with this for so long. You mentioned earlier about how you played baseball as a child and you enjoyed it. You played the baseball as a professional with the idea that you were going to go to college, you had a larger picture involved, but now, looking back at that experience, and now you have pre-baseball professional baseball after you watch the things you’ve accomplished that you’re proud of, this is just one of them, I know that, but where does that fit in your life?” 1:02 Oh, it’s extremely important because I’ve been sports oriented you know, it’s right up there with some other awards, alright? It was only four years out of my like, but it’s a significant four years. I wouldn’t trade those four years for forty of some of my other years, and it’s even better now that we’re older because we can embellish all those stories that we’ve been telling over the years you know? You really did get to third base, but I tagged you, no you didn’t, it was second base, what do you mean, you never got to third base. It’s a significant part of my life. I simply meant—what I’m saying is it doesn’t define my total life, but it’s a significant portion of it and I’m extremely proud of it. I wear my ring with pride and thank god I had those four years and I probably would have played four more if they had them because it worked out well being a teacher and coming back and I was getting better. 2:10 That made me feel good. 39 � 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_LYoungen Title A name given to the resource Youngen, Lois (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Youngen, Lois Description An account of the resource Lois Youngen was born in a small town in Ohio in 1933. She grew up playing baseball with boys from her town, and played on a boys' team for several years before switching to a girls' softball team while in high school. She learned about the All American League while visiting a relative in Fort Wayne in 1950. She joined the league the next year and played for Fort Wayne, Kenosha and South Bend as a catcher and outfielder until the league folded in 1954. She used the money she earned as a player to go to college, and eventually earned a doctorate in Physical Education and taught at the University of Oregon. Contributor An entity responsible for making contributions to the resource Boring, Frank (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) 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--Indiana Baseball players--Wisconsin 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 2010-08-04 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/c07421cde92d0987cd4dd240e30be68f.mp4 8bf0bf11a896e804c3cff1d156ba24a5 https://digitalcollections.library.gvsu.edu/files/original/ce8d84cc928abc936a143a8cff5ebae0.pdf 508b280ee2d456382ad29c3a13d3d41d PDF Text Text Grand Valley State University Veterans History Project Cold War Era Gord Youngquist 2:03:35 Background information (00:07)            Born April 12th 1956 in Wheaton, Illinois (a small suburb of Chicago) (00:10) He lived there till he was 4 and then moved to Fennville, Michigan (approx 1960)(00:12) He attended School in Fennville (00:20) In Illinois his father worked as an editor for a magazine publisher. When he came to Michigan he worked as the chief engineer at John Thomas Batts He finished high school in 1975 (1:16) After graduation he attended school at Farris State University (Approx 1975-1977) (1:18) He decided March of 1977 to go into the Coast Guard (1:30) He Joined the Coast Guard in order to get the sea time needed to upgrade his captain’s license. (1:40) At this time he also wished to avoid the conflicts occurring in Vietnam [although these were over by then](3:05) He also did not want to hurt or kill people (3:25) Did not support the political reason for or action of Vietnam (4:01) Basic Training (5:30)          He attended boot camp in Cape May, New Jersey (Approx. 1977)(5:40) His first station had been at Group Saint Petersburg in Saint Petersburg Florida(5:45) Boot Camp lasted 18 weeks (5:57) The training was geared to educate as well as mentally, emotionally, and physically prepare the trainees for their service (6:15) Boot camp had only taken place on land (6:39) Military discipline had been somewhat in forced during his training, but not to the same degree that is seen in the marines or army. (7:00) When entering training he was deemed an E1 or a Seaman Recruit. (7:42) Much of the early training had been for first aid and emergency medical preparedness (8:00) Of the men he trained alongside, approx 80% had been of “no class,” had worked before, and had at least graduated high school. (8:55) �   Most men who entered boot camp had stayed with the program until its completion. (9:55) In between his first assignment and boot camp, he had been given 1 week's leave (10:43) He started out as a buoy tender. Here he scraped slime off of buoys used for navigation (11:03) Service in Saint Petersburg (11:00)            The buoys had first been secured on a ship he worked on before the maintenance of the buoys could begin (11:45) He was a buoy tender in Saint Petersburg Florida for approx. 2.5 years (approx 1978- 1979 or 1980) (13:02) An off base apartment was aloud for Coast Guard members as there had been no base housing (13:21) His pay as a jr. Coast Guard man had been approx 140 dollars a week (13:50) If men were willing, breakfast, lunch, and dinner could be provided on the ships. However at liberty time (3:00 PM) many of the men would leave the ship. (14:40) He served “1 and 3” duty. Every third day a man was required to stay on aboard the ship for a night shift to serve watch while the ship was docked. (15:20) These watch sessions were typically fairly calm while in Saint Petersburg (16:00) Women Coast Guard members had been stationed in St. Petersburg but not on the boats. They typically had more administrative office type jobs. (16:45) In spite of the negative opinion the public had over Vietnam in this era, the Coast Guard did not seem to have any difficulty recruiting (17:37) He desired to go transfer to a small boat station. These locations had been responsible for search and rescue as well as law enforcement. To do this he had to complete a request.(18:40) Small boat stations were also seen to have more of a family bond. (19:12) Service at Cortez Station (approx 1981) (20:00)      The first small boat station he served at was Cortez (19 miles west of Bradenton Florida) (20:04) 35 to 40 men had been stationed at this station at the time (20:55) 2, 41 foot ships, 2, 30 foot boats a small boat (approx 20 feet long with an Avon) had been stationed at Cortez (21:01) While at Cortez he responded to a shrimping boat call in which a man aboard had a heart attack. (22:15) His station did very little bad weather rescue as the ships Cortez were not capable of handling violent storms. (23:55) �   Most of the drug trafficking law enforcement things he had done had been the sizing of marijuana (25:00) Most of the sea crimes he encountered had fairly compliant suspects who did not fight back when apprehended (25:40) He served at Cortez for 8 months (Approx mid late 1980 to early 1981)(26:50) Service in Sarasota Florida (Flotilla 8-4 approx 1981) (26:55)               Next he served in Sarasota Florida on an 82 foot patrol boat (26:55) While serving here, one could either live on the boat or live In an apartment (27:30) Having one’s own space (such as an apartment) was highly valued. (28:00) This ship often patrolled past the 12 mile limit looking for vestals suspected of carrying illegal contraband (28:28) While on patrol he seized 30 tons of illegal contraband. (29:37) Many jobs on the ship could be done by any man on the ship regardless of ranks. (33:55) During the extensive periods his ship would spend out at sea (1-13 days at a time) encounters with suspicious ships had been rare. (33:59) Search and rescue had been the primary priority. (34:25) 1 out of 4 calls to the crew had been a search and rescue job. (34:56) Had been a Thatcher for approx 13-14 months. (approx 1981-1982)(38:30) At this point his time had been up in the Coast Guard. However, he had been transferred back to the group for administrative liaison for the Coast Guard auxiliary (38:40) The last 72 hours of his Coast Guard duty he applied to work a new session aboard a 283 foot ice breaker. Here he was given the position of the ships 3rd Quartermaster. (38:27) Before being placed on his new assignment on the ice breaker, he had been given 2 weeks leave. (40:01) He left 5 days early to accommodate his living arrangements in the areas in which the ice breaker would dock. (40:28) Service aboard the ice breaker (1982) (40:30)    The ice breaker left port and would be out at sea for a period ranging 4-6 months (40:45) The ships tasks included assisting scientist in conducting arctic surveys, as well as making routs for supply ships to reach areas such as Tully Greenland where an air base had been located. (41:47) His motive for working on an ice breaker had been to get more sea time and experience. (41:40) �                       Because of the sea time and experience he acquired during this period of his service, he was able to obtain an unlimited Masters License when he was out of the Coast Guard (42:08) Often the first thing that sailors would do aboard the ship was find their own little “nook” or personal living space (42:59) His experience on this ship exposed him to particular environmental sights (mountains, native peoples, glaciers) that he otherwise would not have seen. (43:18) He got seal skin and ivory as a souvenirs from some native arctic peoples. (45:30) On one expedition scientist aboard the ship had excavated ice and found plankton as well as leaf growth in the glacier. (46:15) It was not odd to have at least three scientist on board the ship during any particular voyage (47:40) He served 25-30 voyages aboard this vessel (47:58) He served in the Coastguard for 10 years (approx 1977-1987)(48:05) On his final voyage aboard this vessel, the ship hit a growler (portion of an ice berg located under water.) the following morning he spotted some brown matter in the water. Using a lead line and a rag to inspect the actual damaged area, he was able to deduce what was leaking was diesel fuel. As a result of this the ship was shut down, as running out of fuel in a remote location would be disastrous. (48:17) When having to go outside the ship on to the ice, some men would be armed with M16s in case of a polar bear attack. (52:00) After a quick patch was made on the ship, the vessel went to a shipyard in Scotland for repairs. (52:42) The improvised repair to the ship had been done so well, that the men in the ship yard in Scotland said they could not have done a better job. (53:06) The man doing the repair (Bill) got his name in the Guinness book of world records for the most north repair. (53:08) One trip so the South Pole was made while he served on this vessel. (54:28) This trek to the south pole took 6th months. (54:50) On a voyage this long, finding peace and quiet or time to one’s self was immensely valued. (55:28) The purpose of the South Pole voyage was simply to break ice to make a way for supply vessels. (25 feet thick sheets of ice needed to be broken.) (55:47) The most ice the vessel ever cracked while he served was 35 feet thick. (56:08) Five miles a day was considered fairly good progress. (56:40) His sleeping area had been by the portion of the ship used to for cracking ice and it had been very loud (57:10) The South Pole was incredibly dry and very little if any precipitation was seen. (58:48) A thermal pack was used by seamen in order to protect their skin from the harsh arctic conditions. (58:28) The ship compiled weather information using wet bulb thermometers, dry bulb thermometers, barometric pressure, wind measurements, sun angle, and existing �      condition. Most measurements could be taken from inside the ship but the thermometers had to be checked outside the ship (59:53) Even in the fridge temperatures of the South Pole the engine room had temperatures of 120 degrees. (1:00:52) For all men aboard the ship, many of the environmental challenges they simply adapted to or “got used to” (1:01:15) When making South Pole expeditions, the ship rarely stopped in ports save for the stop at the Panama Cannel during the voyage down from the northern Hemisphere. (1:01:40) One of the places the ice breaker did stop during its South Pole voyages had been the most southern tip of South America. (1:02:04) However when sailing around the areas by the horn (the most southern tip of South America) the ship had been primarily in open ocean (1:02:46) It was very important to stay focused while on duty, otherwise one seaman could end up injuring another. (1:03:53) Dramatic Accounts from service in Florida (Saint Petersburg) (1:05:34)           On September 10th 1979, while stationed in St. Petersburg Florida, he had been involved in a motorcycle accident. Resulting in 4 compound fractures in right leg his leg, a split sternum, 2 breaks in his hip, and a skull fracture. He woke up from a coma 2 weeks after the accident. (1:05:50) After the accident, doctors wanted to amputate his leg. (1:06:44) Unwilling to stay in his hospital bed, he was placed in epileptic cuffs which he snapped. This lead to a physiologist stating that his will to live was unbelievably strong. (1:06:50) In an effort to save his leg, the Coast Guard sent him to Tampa Florida where the 3rd best orthopedic surgeon in the U.S. at the time would operate on him. (1:07:37) At the time of the accident he had been stationed in Saint Petersburg, however was on liberty (1:08:23) Was in the hospital from September 10th 1979 to May 5th 1980 (the date he walked on his own with a healed leg for the first time) (1:09:28) The Coast Guard considered having him retire from service as a result of the injuries. He had been sent to New Orleans (approx February-March of 1980) for a medical survey to figure out if he was to be discharged (1:09:57) He had been informed about a new procedure called a bone growth stimulator. Showing this to his doctor, he decided to go through with the new procedure. A week later, Gord had become the 3rd person in the U.S. to have the bone growth simulator implanted. He also went through the procedure without anesthetic. (1:11:11) 6 weeks after the surgery, the bone had been filled and completely healed. (1:13:38) He accredits the opportunity to have this procedure down largely to being in the right place at the right time and luck. (1:15:05) �  After his leg had healed he was placed back in Saint Petersburg and was placed on full duty. (1:15:55) He then served temporary duty on a steadfast (210 foot parole boat.) (1:16:09) The Blackthorn Disaster (January 28th 1980) (1:16:55)                  The Coast Guard cutter Blackthorn had been originally in Tampa Florida at a ship yard and underwent a total switch out of all crew members. (1:17:18) The Blackthorn had been outbound from Tampa were as the Capricorn had been inbound to Tampa. During this time a large storm enabled either captain to see. During the storm the Capricorn side swiped the Blackthorn and tore a hole approx. 80 feet long approx 40 feet from the water line (1:17:44) 6 people of a full crew (approx 282) survived the Blackthorn ship wreck. (1:18:35) At the time he had been on body recovery. (1:18:55) In spite being in a cast and having crutches at the time of the wreck (January of 1980) he had been called aboard to assist with body recovery. The 3rd day after the Blackthorn ship wreck, divers had located the vessel. (1:20:39) The Harbor in Tampa Bay had been closed as a result of the ship wreck. (1:21:05) The bodies had been recovered after 3 days in salt water. The skin of the deceased had been pale while with bite makes from fish. While attempting to remove a body from the water, Gord grabbed a hold of the bodies arm. While trying to pull him in the boat, the limb detached from the body and it had been dismembered. (1:21:35) As a result of this he had been subjected to a large amount of emotional distress as a result of no knowing how to react. (1:22:30) To get the bodies aboard the ship he suggested they use the crane aboard the ship as well as a helicopter basket (a gurney) with the flotation devices removed (1:23:30) After being placed aboard ship, the bodies were placed into black unmarked body bags that were then stacked at the bow of the ship (1:24:42) The stack of bodies had been approx. 6 feet tall 20 feet across and 30 feet to the bow.(1:25:12) It had been very emotionally traumatizing for him to have this experience and yet not know any of the men or their names. (1:25:24) After the bodies had been removed from the wreck, the Commandant of the United States Coast Guard gave all the men meritorious commendation medals to the men. But Gord pushed it off and let it fall to the floor. He did not want to be given a medal for picking up dead bodies. (1:26:00) The Blackthorn event was the most prolific nautical disaster that he had experienced or knew of during peace time. (1:27:59) The media coverage of the Blackthorn ship wreck had been fairly extensive with helicopters and boats covering the event. (1:28:33) The base, however, had been restricted from media coverage and the men evolved in the rescue we’re told not to say a word. (1:28:55) �Experience with Post Traumatic Stress Disorder (PTSD) (1:30:00)              To this date he has not held a job over 30 days, due in part to the psychological effects his service has had on him. Some jobs we’re held for a week others for an hour. (1:30:13) He had checked into a mental hospital in his local area (Michigan) and then went to the Veterans Administration (V.A.) hospital in Grand Rapids Michigan. (1:30:34) When at the V.A. hospital in Battle Creek he had been diagnosed with post traumatic stress disorder (approx. 1990) (1:30:54) He noticed he had been emotionally instable. He often would have short burst of anger or would cry over something he saw on television. He would often even cry and not realize he was crying. (1:31:28) He very much cherishes the relationship of understanding that he shares with other veterans. (1:31:57) He believes that the returning veterans from the Iraq War will over whelm the V.A. system due to PTSD (post traumatic stress disorder) (1:32:55) He states that soldiers who wish to come home and live anything close to a normal life again need the V.A. for help. (1:34:00) He believes that the amount of help that is available for veterans who return from service is fantastic. (1:34:35) Because of his traumatizing experiences he had woken up one night to find that he had dragged his girlfriend out of bed in his sleep. (1:35:34) He states that the memory of his service is still very much still there. (1:36:25) He rid his home of all his “personal protection devices” (hand guns, knives) due to the fear that he might hurt someone accidentally or that he might be “triggered”(1:36:59) He had been called in to court for trespassing charges, which he has no memory of ever doing. (1:37:22) In World War II post traumatic stress disorder was called combat fatigue (1:40:25) The Sunshine Sky way Bridge Disaster (May 9th 1980) (1:41:00)     the Sunshine bridge disaster and the Blackthorn disaster happened very close to one another (1:41:20) during this incident, he served in the operations center handling the coming and going of ships (1:42:21) Approx. 6 vehicles had fallen into the water from the bridge. (1:42:58) He had been in high school at the time of the Fitzgerald ship wreck (1:47:25) �Addition information (1:48:00)            He had been discharged due to his inability to serve his duties. This had been largely as a result of the experiences on the Blackthorn disaster. (1:49:23) He reports that even his physical movements where altered and difficult. (1:50:10) A friend of his who had PTSD would often simply stare when having attacks and during these periods he was not to be bothered until he recovered himself from the episode. (1:51:45) His PTSD has lead to “rages” or periods of sudden violent outbreaks. (1:53:16) The triggers for his PTSD can be as wide ranging as the absence of his electric bill to a broken speak plug. (1:53:30) Some times Gord can feel the attacks coming on, other it is almost instantaneous. (1:55:00) He feels the need to have a certain amount of money readily available to deal with potential fines or court orders that may arise as a result of his PTSD condition. (1:56:11) Due to his condition he is unable to operate an automobile. This has lead to many inconveniences (1:58:15) On his dresser he has approx. 15 bottles of medication in order to help with cope with his situation. (1:59:20) Best therapy he has had was at the V.F.W. ((2:01:11) Isolation for individuals with this condition is dangerous (2:01:08) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_YoungquistG1287V Title A name given to the resource Youngquist, Gord (Interview outline and video), 2011 Date A point or period of time associated with an event in the lifecycle of the resource 2011-11-02 Description An account of the resource Gord Youngquist served in the United States Coast Guard from 1977 to 1987. During this period Gord served in a wide variety of positions and locations from Cortez Florida, Sarasota Florida, Saint Petersburg Florida, as well as aboard an ice breaker that did voyages in both the Northern and Southern hemispheres. In this interview, Gord recounts his time in all of these location, particularly Saint Petersburg Florida, where he helped on both the Blackthorn as well as the Sunshine Bridge disasters. Gord also accounts the repercussions his service has had on him as well as his struggle living with PTSD (Post Traumatic Stress Disorder.) Creator An entity primarily responsible for making the resource Youngquist, Gord 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 Other veterans & civilians--Personal narratives, American United States. Coast Guard Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 https://digitalcollections.library.gvsu.edu/files/original/384a27df4b20d81730ae7c095d9b40fb.pdf fd99db3f702022f96e129766ec1a1527 PDF Text Text Your Elephant Is Showing… Pottawattomie Park Potluck Picnic Richard A. Rhem Christ Community Church Spring Lake, Michigan July 23, 2008 Prepared text of the Talk No, this is not about your Republican Party affiliation if that be the case with you. Your Elephant is the total package that makes you you except for your reason – your faculty of critical rationality. I am over my head here…but this is a picnic and I hope this can be fun for us to examine our assumptions, prejudices, and deeply held beliefs as we negotiate life’s journey. It may be especially interesting for us, many of whom have experienced a disruption in the pattern of our spiritual life and practice over the past four years and find ourselves in the midst of a political campaign that began in a much too lengthy primary season and now is heating up as we move toward the party conventions. • • • • • • • • How have I come to be the person I am? How have my religious beliefs been formed and how deeply do I hold them? Why am I a Republican, Democrat or Independent and how do I respond to the political discussion? What do I think and feel about nation and the rapidly emerging global community? Do I hope the U.S. maintains superiority – the imperial power? Is that nationalism? And isn’t nationalism especially dangerous in the global community? Or, in our emerging global reality, don’t we have to begin to form world government? And then, finally, what impact on my political, social, and economic views does Jesus’ Sermon on the Mount have? Or, more broadly, am I shaped as a follower of Jesus with implications for my political, social, and economic views or is my religious life a thing apart from the nitty, gritty of my world? © Grand Valley State University   �Your Elephant is Showing… Richard A. Rhem Page 2   I have been frustrated by these questions over the past couple of years. My valued conversation partner has been Peter Hart who has been pursuing an investigation of the make-up of the brain as it has evolved in the emergence of the human being. One of the critical areas of research and reflection in the last years has been the relationship of the brain and human consciousness. The brain has been called a meaty computer – and some would reduce the human being to chemicals and electrical circuits – all a purely physical phenomenon. But what of human consciousness? What of our capacity to transcend the purely physical reality in awareness, in social relationship, in spiritual experience? You won’t be surprised that I believe we are more than the totality of blood, nerves and neurons. Obviously I would affirm that “added plus” of spiritual being. However, I have been very interested in how the physical make-up of the human being – and particularly the brain – has evolved and how one’s attitudes, beliefs, assumptions and prejudices are shaped by the physical underpinning of the spirit or mind. One of the things that I learned from Duncan Littlefair was the amazing fact that matter has given rise to spirit. Here we are, creatures who live with awe and wonder, and ,if we be religious, with reverence and gratitude and the spiritual dimension which has been birthed from matter. Matter has given birth to that which transcends the material. Again, let me be honest: I am over my head here; I have only an inkling of what I am trying to express, but my point is that the material that has birthed the mind/consciousness/spirit is still immensely engaged in the determining of the human being’s thoughts, feelings, beliefs and commitments. That is where the Elephant comes in. In an interesting book, The Happiness Hypothesis, Jonathan Haidt uses a most interesting metaphor to describe the mind/body relationship. Picture an elephant with a human rider on its back holding the reins. The Rider is our Reason – our rational capacity. The Elephant is our whole physical being – nerves, hormones, emotions, etc. that make up our total being. Haidt writes: Like a rider on the back of an elephant, the conscious, reasoning part of the mind has only limited control of what the elephant does. (p. xi) The metaphor is a vivid representation of the relationship of our conscious, rational selves as we struggle with our unconscious biological, neurological structure that is the Elephant upon which we are perched. We pride ourselves on being rational, thoughtful, conscious persons. And some of the time we are thoughtful, mindful, civil, rational, decent creatures. We take up © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 3   the reins and guide the elephant in paths of righteousness, love, compassion and civility. But then something happens that goads the elephant, prods the beast and then the beast will demonstrate a mind of its own and our sane, deliberate reasonable response is washed away by the power and strength of our accumulated evolutionary past which finds place in our being. Suddenly the Elephant shows itself. (Note: the Rider is not separate from the Elephant in the metaphor – Rider and Elephant are one.) When all is calm and collected, the Rider (or Reason) guides the whole. When the Elephant is challenged/threatened/cornered, the reasoning part, the Rider, doesn’t have a prayer. Haidt’s book goes on to describe the development of the brain, its respective parts as they developed in our long evolutionary past and I am not going into that. I have not the competence to do that, nor is that my purpose. I am using the metaphor and that to which it points to talk with you about the issues I mentioned above in order to prod you to ask yourself some interesting questions about what you assume are your well-thought-out positions on some important questions. I intend this to be fun – an exercise in self-exploration, hopefully bringing insight and self-awareness – an exercise in self-knowledge. And so, let me come back to my introductory questions. Let’s begin with the religious dimension of our lives: Why are you a Christian? Well, because Christianity is the one true religion, right? Now I suspect, were I addressing most Christian gatherings, the answer would be, “Yes, of course.” But for this group, after some years of struggling with the issue of Christian exclusivism, I would expect a more nuanced response – We are Christian because, for most of us, we were born into Christian families. We have come to understand the nature of religious tradition: a founding story / a community developing a tradition / a way of life / the moral dimension. Our Elephants are exclusivists. Tell the Elephant there is light and grace in other traditions and the Elephant feels threatened. Think back about how perhaps you struggled with that question. I remember my own painful journey. And remember we were judged to be outside the pale of Reformed Faith on this issue. © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 4   It is interesting that a recent study by the Pew Research Center claims the majority of Catholics and Protestants now believe there is salvation in other faiths – an encouraging sign. But you may remember, in our conflict with the Muskegon Classis, I said, “Scratch the word alone in the claim of ‘salvation through Jesus Christ alone’ and I will sign on” – and the answer was “No way.” A dozen years later I am amazed that was even an issue; but for me, for us, to come to that point was a struggle. Our Elephants are exclusivists. Does that mean I can go anywhere, to any kind of religious community and find my heart warmed, my mind opened, my spirit fed? No, not at all. My Elephant or, better, my being, has been hard-wired not only to be religious but has been formed by faith, vision, understanding, liturgy, worship experience, hymns, sacraments, etc., and it is those religious observances that touch me, move me, inspire me, challenge me and bless me altogether. My rational part – the Rider in me – understands I am the product of a long conditioning process that I have come to understand in its misty, mythological origins, in its evolving forms and present expression that I affirm, I choose. To use an image that, when I first used it, got me into trouble – The Cathedral at Chartres: An Englishman, Malcolm Miller, gave fascinating lectures in the Cathedral. He told how, before the printing press, the cathedral was the village library – the stories told in stained glass. The biblical story was recorded in the windows of the respective sections of the cathedral. Depending on the section – nave, chancel or choir – you “read” one of the stories. I thought to myself, one tradition reads one story, another one reads another – but the light that made the stories come alive was of a common source. I became a pluralist in that moment. If I choose, perhaps I can move into another “picture”. If I’m seeking, I may explore. Some even cross over. But I’m not so inclined. My faith understanding at this point satisfies me. And for the rest, I bless them. Perhaps I can say it this way: my rider has made peace with my elephant and in things religious my elephant is not easily roused. I have made a choice which ministers to the deep traditioning that formed me. I am at peace. Let’s move to the political dimension. I know one is not supposed to mix religion and politics but I’ve been reckless before. We are in the midst of a presidential campaign. Will it be McCain or Obama? Are you a Republican or a Democrat or an Independent? © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 5   We live in a time of too much media coverage – too many talking heads with too much air time. And since the real issue is audience share/ advertising/ the bottom line, the reality is not thoughtful, reasoned discourse appealing to our rational nature but rather which channel can best rouse the elephant in us. And the elephant does rouse, doesn’t it? I was raised in a staunch Republican home. I have said before, it seems I am always out of step with the times. As a child I remember table conversations in which FDR was the evil Satan. As the years went by, I learned FDR was ranked as one of the great presidents who constructed the safety net that has been in peril from the party of my birth. I find I’m not a very good party person anymore just as I am no longer a religious exclusivist. Yet there is an elephant dimension in me that created a feeling of guilt the first time I pulled the lever for a democrat. In Chicago on Monday I paged through a few books at Borders. One was George Lackoff’s The Political Mind. I was interested because I have recently read Drew Westen’s The Political Brain and Lackoff refers very affirmingly to Westen’s book. The Political Brain does something like Haidt in The Happiness Hypothesis in that he demonstrates how we make our political choices. We only think we are being calmly reasonable in our political choices when it is really our Elephant talking most of the time. We find those political leaders highly reasonable and persuasive when they are feeding our elephant appetites, while their opponents sound off-key. What is really happening to us is the triggering of all sorts of factors below the level of our consciousness. It can be rather depressing at first blush when I realize what is really going on – I would like to think I’m an intelligent, balanced, well-informed, fair-minded citizen, only to realize that I am a bundle of sub-rational prejudices and predispositions that I paste on the respective candidates. We wonder why politics becomes so divisive, so mean, so negative and then we learn that what is being appealed to is not our reason and civility but our passions, our prejudices, our fears – in a word, our elephant. Will that ever change? I’m really not sure. It is really not as though it is everyone else’s problem; I too am a big elephant with a little reasoning rider. Awareness helps. I become aware that there are factors affecting me on issues and candidates that cause me to react positively or negatively and, from time to time, I may be tempered in my reaction or I may give the one who is not the candidate of choice for me a bit of leeway. But the closer the issue comes to my elephant core, the more difficult it is for me to keep some objectivity in place. In the Democratic Primary there was much discussion about the issues of gender and race. © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 6   Did Hillary suffer from bias against the idea of a woman in leadership? Certainly there is a percentage of the population that would refuse to vote for a woman no matter who she was. And no doubt there is a percentage of the population that will refuse to vote for Obama because he is black. And in each case this will be by some who will state the fact openly, but probably a large percentage for whom gender or race are determinative below the surface – that is, folks who would deny that consciously and yet be controlled by those issues subconsciously. I wish I could say for me such subconscious prejudice is not the case but that would only show how little I understand myself. Are we doomed forever? No, I think we do make progress. In the case of religious exclusivism, as we saw, there is progress against exclusivism. And in the recent primary battle, it was between a woman and a black man. And it is highly possible that a black man (or bi-racial) will be elected. That is quite amazing. But the reality of the elephant remains as we make our political choice. Finally, let me come to an issue I deem by far the most critical, namely, the question of what kind of a world we envision and are committed to strive for. I began with the religious issue and moved to the political issue, in each case attempting to point out how our reasoned judgment is strongly controlled or at least influenced by our subconscious formation and conditioning. The elephant when roused clouds the rational judgment, which we assume informs our judgments. All that background heritage we carry seeps through our reasoning processes. So it is as regards our global vision. Let me make a couple observations: In its founding vision and founding documents, ours is a truly remarkable nation. We began in bloody revolution. The heroes of the Revolution we celebrated on the Fourth of July were freedom fighters. We rebelled against the Royal Crown – the legally established authority which considered us terrorists. We tend to forget that historical fact when we engage in pushing down revolts around the world. But I would argue that the nation that was born – the founding vision – was remarkable – was ahead of anything at that time – the divine right of kings, the feudal systems and emperor worship. I am no expert on all of this. I am attempting simply to make the point that our emergence as a nation was a remarkable move forward in the establishment of human dignity, human rights, and democratic government. We are still a young nation relatively speaking but have been a laboratory of human community. We © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 7   have established a free and prosperous, creative and innovative nation. In a word, this nation has been an impressive human achievement. To be sure there are dark shadows aplenty in our history – one of the most glaring –slavery and the continuing racism that manifests itself. I am not denying where we have fallen short but the ideals of our founding and the embodiment of those ideals has been a remarkable human experiment. Having said that, I must say that we are in serious danger of compromising those ideals. And here I want to suggest something that may rouse the elephant in you… In 1989, I think it was, the Berlin Wall fell as the Soviet Union imploded. It was a glorious celebration. The long Cold War ended. We remained the one great super power. No one could touch us. What a moment that was and what grand possibilities that presented. Leaving gaps in recording the history of the last two decades admittedly, there arose political thinkers who saw the possibility of a unipolar world – the era of America – one world power dominating the globe. A study paper was produced that outlined the future direction. But the world was only apparently at peace. There were festerings of the human soul in many places. The most serious challenge from what we have named Islamic Fundamentalism – 9/11 happened. And we are all too well aware of the failure to deal with that terrorist act as a police action. After removing the Taliban from power in Afghanistan, it became an occasion to invade Iraq. The rest is history… In his 2002 State of the Union address, President Bush named North Korea, Iran and Iraq as “the axis of evil”. The 9/11 event gave power to the neoconservative movement that had produced that unipolar version during the presidency of the first President Bush. (At that time in a sermon I criticized that axis of evil characterization with its hostile tone suggesting we should rather use our position at the pinnacle of power to change the world.) Imperial America was born – American Empire – and there we are today. I won’t bother you with statistics but military power is deployed around the globe. A war in Iraq – and Islamic terrorism still a threat to global community. What might have happened if at the pinnacle of power we had changed the way the world relates in global community? What if we had used our overwhelming power/ wealth/resources to unite the world through the alleviation of poverty, world health care and education, lifting up people aspiring to a humane existence? © Grand Valley State University �Your Elephant is Showing… Richard A. Rhem Page 8   There is a problem with empire. It remains in power by domination, through military might. It is always threatened and needs to react to challenge. Empires must always look over their shoulder and guard their flank. And this too – empires rise and fall, and in the meantime sustain themselves through endless war – until they die exhausted. Now being a preacher I cannot help but refer you to Jesus who came preaching the Kingdom of God. He was born in a time of brutal empire to a people living under the heel of Rome. But he changed the world through the power of love. Love your enemies…and when they crucified him, he prayed, “Father, forgive them…” And it worked too until the Church became the Empire with all the trappings of pomp, glory and power. But the memory of the dangerous life and message of Jesus has never been defeated. Of what practical significance is this? You watch your elephant rise up…. 1. 2. 3. Carefully, responsibly we must yield our sovereignty using all our resources to create a world government; There must be total nuclear disarmament; There must be an end to war. I know, I know. I hear the “Yabuts”. But what is making everything in you rise up to write that off as an “impossible dream”? Oops – your elephant is showing… References: Jonathan Haidt. The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom, 2006. Drew Westen. The Political Brain: The Role of Emotion in Deciding the Fate of the Nation, 2007. © Grand Valley State University � 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 Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> 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 Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Sunday Potluck Picnic Location The location of the interview Pottawattomie Park References Jonathan Haidt. The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom, 2006. Drew Westin. The Political Brain: The Role of Emotion in Deciding the Fate of the Nation, 2007. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-20080723 Date A point or period of time associated with an event in the lifecycle of the resource 2008-07-23 Title A name given to the resource Your Elephant is Showing... Creator An entity primarily responsible for making the resource Richard A. Rhem 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 Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Description An account of the resource A sermon given by Richard A. Rhem (Dick) on July 23, 2008 entitled "Your Elephant is Showing...", on the occasion of Sunday Potluck Picnic, at Pottawattomie Park . Format The file format, physical medium, or dimensions of the resource application/pdf Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Arc of Justice Brain Science Exclusivism Pluralism https://digitalcollections.library.gvsu.edu/files/original/3103e7111c2442162a4039928dc6b3e2.jpg ecc7257e93f38f762e80ce1b41584db7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Red-Misc-38 Title A name given to the resource Your Red Barn Theatre Calender Description An account of the resource The August and September calendar for The Red Barn Theatre, which lists the dates of six shows that would be performedbetween August 25 and September 2. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of Local History from the Saugatuck Douglas History Center for the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b79b6ad7eef11a40a21dbb7ae490671a.pdf fcd79b247733437b1efaef071103a959 PDF Text Text TEiiFLl~ B1 NAI ISRAEL · MUSKEGON, MICHIGAN YOUTH GROUP CREATIVE SERVICE MSTY 3rd Board Meeting Friday April 21, 1972 r .., * * * * * * * * * * * * .. .. �ORDER OF SERVICE Blessing Over The Candles Come let us welcome the Sabbath, but as we kindle these tapers let us r emember the European Jews of World War II let us remember the Jews of the concentration camps.' For t onight we kindle thes e lights not as a light unto the nations but as a rememberance to those who died in Hitler's death camps and to the unborn generations that will never be. Opening Hymn Opening Prayer Dear Lord, t onight our prayer is a simple one. As we sit here we pray that the world shall never see another Adolf Hitler. More important however, we pray that there won't be another geneside cf Jews or gentiles like the one seen during World War IL . The world has never known a human tradgedy like the one the Nazis inflicted upon the Jews, and we pray the world shall never see another such tragedy. We also pray that if there should be ahcther such purge that we shall stand, fight and if necessary die as free men rather than be as cattle being herded for slaughter. Bar-chu • • • Union Prnyer Book. Sh 1ma • • • • • • Union Prayer Book •• Reader ~ little mru1 ; With the long nose And the shaved head; The little man who played his guitar And kept a notebook And instead cf sa:}ring I am a Dirty Jew, as they ordered him to do~ Said simply, I am I. p. 12 p. 14 That lit.t le man They beat him With their whips and with their fists With their boots and with their words, And they made him dance round and round A stick stuck in the ground. And they Laughed, because he was so comical. Little man, With the long nose And the shaved head And the battered body And the sterilized manhood, said he could not hate them. And why't Why? Because they were men. They weren't souless raachines. Now the little man With the long nose And .the shaved head And the withered manhood And the empty eyes Stands on a streetcorner in Jerusalem. He survived, in a sense. He oils the squeaky wheels of baby carriages. Do the squeaks remind him of his long-lost guitar? And a friend of his From Dacdau Had a Rabbi say Kaddish for him, Even though he's still living, In a sense .. Carol Kuperstock Responsive Reading Reader: First they.. came for the communist, Cong: And I said nothing because I wasn't a , communist. Reader: Then they came for the Jews, Cong: And I said nothing because I wasn't a Jew. Reader: Then they can1e for me, Cong: And I said nothing for there was no one to say it to. �Silent Prayer ' Dear God, during this moment of ·silent meditation we pray that the world shall never see another Hitler, we pray that there shall never be another Dachau, Belson or Anshutz. Dear Lord .we also ask that there never be ' another purge of the Jewish People or any other people of the world. But we live in a land of freedom in which we are able to practice our religious beliefs without fear of persecution, for this dear God we thank Thee. ANNOUNCEMENTS: Bible heading •• • • • • • • .Chapter 9 verses 11-15 Kiddush • • • • • Union Prayer Book • • • • • • p. 93 Sermon • • • • • • • • • • • • • • rlichael Ashendorf President: Muskegon Ternple Youth Group Adoration • • • Union Prayer Book .• • • • • • p. 71 Kaddish and Memorial tu the Hol0caust Victims • • • • Rabbi Daniel Lowy Closing Hymn • • • • • • • • • • • • • • • • "Exodus" Benediction • • • • • • • • • • • • Rabbi Daniel ·1owy * * * * * * * * * * * * ·* . � 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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-08_BI_1972-04-21_Youth_Group_Creative_Service Creator An entity primarily responsible for making the resource Temple B'nai Israel Date A point or period of time associated with an event in the lifecycle of the resource 1972-04-21 Title A name given to the resource Youth Group Creative Service Description An account of the resource Youth group creative service program, April 21, 1972. Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/140f2769b9088bba1eb031e96e53e65e.pdf 23047d39019f4feeb6080df644b7d134 PDF Text Text The Voice of TEMPLE B' NAI ISRAEL MUSKEGON, MICHIGAN YOUTH GROUP CREATIVE SERVICE FCR PASSOVER March 31, 1972 Participants: Linda Rcthsohild, J eanett e Greenbe rg, Seth Tel es, Neil Oppenheimer, Judah Lowy �~ ('\ 0 ··..,1 The 1 Ten Commandments ... _ ~pening Hymn-Avadim Hayinu 'V- ~ndle Lighting ~ Opening Prayer ~ 13arachu W;;Jsalm 114- Responsive Reading f'a.Jo cJ ~ h 1 ma ~L, V1 ahavtah \llJJr/story or the Exodus-Responsive Reading (4)~) ~ 'Song of' the Red Sea- Responsive Reading ~ t.li...Mi Chomocho l.ioNoriginal Prayer Silent Meditation- page 230-231 Union Prayer Book Announcements, Bible reading, sermon, Kiddish Dayenu Adoration Kaddish Closing Hyran- Mizmor Shir L'yom HaShabbos 11b.is evening, Rabbi Daniel Lowy will deliver a sorrn.on entitled, nli1our Sons-Pour Fathers 11 • 2 �.: 'I'he Lord is my strength and my ·might; He is become' my salvation. This is my God and I will enshrine him, The God of my father, and I will exault him. The Lord, 'fue vJarr•ior--:-Th0 Lord is his name. Pharoah's chariots and his army he has cast into the sea. And the pick oi' his officers are drowned in the Sea of Reeds. The deeps cove r them; They went down into the depths like a stone. Your right hand, 0 Lord, glorious in rower; Your right hand, 0 Lord, shatters the foe. In Your great t~iumphs you break your opponents; You send forth your fury, it consw.ne s them like stubble, At the blast of your nostrils, the waters piled up, The flood stood straight like a wall; The deeps froze in the heart of the sea. The foe said,nI will pursue, I will overtake, I will divide the spoil; -My desire shall have its .fill of them. I will b a re my sword; Hy hand sb.all subdue them. i i You made your wind blow, tho sea covered them; They sank liko lo o.din the majestic waters. "Who is like u.,_vito you, 0 Lord, among the celestials: · 1rlho is like unto you, majestic in holiness, Awesome in splendor, working wonders! Mi Chomocho 3 ~, ~ �Responsive Reading Psalm 114 ·Wl~en Israel came forth out of Egypt, the house or Jacob from a strange language; Judah becarae his sanctuary, Israel, his dominion. The sea saw it and fled; Th.e Jordon turned backward. The mount ains skipped like rams, the hills like young; sheep. W1:1at aileth t h ee, 0 t hou sea, that thou fle est? Th.ou Jordon t h.at thou turnest backwards? Ye mountains that ye skip like rams, and ye hills like young sheep? i. rr·emble thou earth at the presence of the Lord, at the pre sence of the God of" Jacob; \ifuo turned the rock into a pool of water·, the :flint into a fountain of' waters. ~J)Jhj]f! r.i:h e r e arose a new king of Egypt, who lm ew not Joseph. He s a id unto his p e ople,il Beh.old, the Children of Israel are to o many and too mi ghty for us.H He feared that in a war, t hey might go a gainst him. Therefore, he set taskmaste rs over them to a f flict them with the ir burdens. And they built for Pharoah treasure cities., Pith.on and Rams-e s. They were slaves. And to destroy this entire people, Pharoah charged the ) e ople , i 1Every son that is born, ye shall c a st int o the river. 11 4 �A women of the tri-be of Levi placed her infant son · inside an ark of bulrushes by the · riverbank. He was· .found by Pharoah's daughter, and she called him Moses . His sister had been watching, rund she of'fered her mother as a nursemaid . Then Hoses was raised, knowing or his people. t-fnon Hoses was grown, he one day came upon an .sgyp-c ian smiting a Hebrew, and he smote the Egyptain . I1oses .fled from the face of' Pharoah. He dwelt in Median . One day, as he was guarding his flock, the voice of the Eternal spoke to him :from a burning bush saying,uI will send thee to Pharoah that t h ou mayest bring forth my people, the Children of Israel, out of Egypt. Again and again, Moses stood before Pharoah, demai1.ding, nLet my People Go. 11 But Pahroah I s heart was hardened. As it is written,nwe cried unto the Lord, The God of our Fathers, and the Lord heard our voice, and saw our affliction and our toil and our oppression. All: And the Lord brought us out o.f Egypt v.rith a mighty hand and with an outstroachecl. ai-'m and with great -r:, • terror and with signs and wonders . The Song of the Red Sea Then Moses and the Israe lites sang this song. They said: I will sing .for the Lord, fo1~ he has triumphed gloriously; Hors e and drive r he has hurled into the sea. 5 �1',~9>< ___)/ Opening Hymn Avadim Hayinu ata B 1nai Charin CJ\~OL>t. L \~\I\~~ Opening Prayer Blessed art thou, Lord our God, King or the universe, who has chosen us f'rom among all peoples, and has raised us above all tongues, and has sanctified us with his . ·~ · commandments • . And thou hast given us, 0 Lord our God, in love, Sabbaths for rest, and appointed times for rejoicing, festivals and seasons for gladness., th.is Sabbath day, and this festival of' Passover, the season of' our freedom, in love, a sacred gathering, in memory 01... the departure from Egypt. For thou ~ast chosen us and hast sanctified us from a.mong all peoples, and hast given us, for our inheritance thy Sabbath, and thy appointed holy seasons in love and favor., in rejoicing and gladness. Blessed art thou 0 Lord, who sanctifies the Sabbath, Israel, and the festivals • .Amen Barachu �How many are the good things which the Almighty has showered upon us. If he had brought us out of Egypt, BUT without bringing judgments down on our enemies---Dayenu If he had brought down judgmonts on them, BUT without judging their idols---Dayenu If he had judged their idols, BUT without slaying thoir firstborn---Dayenu If-ho had slain their firstborn, BUT without giving us their wealth---Dayenu If he had given us their wealth, BUT without dividing the sea for us---Dayenu If he had divided tho sea for us, BUT without leading us across on dry land--- Dayenu If he had led us across on dry land, BUT without sinking our enemies in its depths---Dayenu,, If' he h ad stu1.k our enemies in its depths, BUT without supplying our ne eds in tho desert for forty y oars---Dayenu If ho had supplied our needs for forty years in tho descPt, BUT with out f eeding us :manna---Dayenu If he had fod us ·with manna, BUT without granting us the Sabbath---Dayenu. If h e had granted us the Sabbath, BU'r without bringing us to Mount Siani---Dayenu If h e had brought u s to Mount Siani, BUT without giving us the Torah ---Dayenu If he had given us the 1r orah, BUT without loading us to the land of Isro.ol---Dayenu cont. on l)agc 8 7 �If he had brought us t o the Land cf Israel, building f or us the Temple - - - Dayenu \\~~ \~ Adoration ~ ~~ Mizmor Shir L'Yom Hashabbos Shabbat Shalom Bur without � 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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-08_BI_1972-03-31_Youth_Group_Creative_Service Creator An entity primarily responsible for making the resource Temple B'nai Israel Date A point or period of time associated with an event in the lifecycle of the resource 1972-03-31 Title A name given to the resource Youth Group Creative Service Description An account of the resource Ha-Kol: The Voice of Temple B'nai Israel, Youth Group Creative Service program, March 31, 1972. Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ebb0feadf580307e6ba351bd108e6642.pdf 9105f95ecfb96208f57161b818b2c00b PDF Text Text YOUTH GROUP CREATI VE SERVICE BY LI NDA ROTHSCHI LD I-lUSI C .!BliJDAH LOWY Candle Lighting : 1j G The sabath wa s cre a ted as ~day th8t would give us Knowledge and a day of r e st. The world is changing. Each morning we wa~e u p and notice th at something is different. Freedom in/the Soviet Un ion seems to~e as unatainable as the farthest star. If our world changes someday there may be freedom for the Soviet J ews. As we light these. tapers we remember a lJ/the things that hav e changed and ho pe for freedo m for our fello w blthren. I.. I;_ Boruch a toh adoney alehenu mele ch haolam asher kideshonu b ' me tzvosov vet ze_yvanu_ l echodlic ne r s hel Shabat. ~ clQ r, I\\~ \ \.c'111 \1 !\1 ,cc;; REs :ponsive reading; ~ L Re a der: When e a rth's last picture is painted, and t he tubes are twisted and dried · cong: When the oldest colors have faded, and the younge st criti c has died re ader ;We shall rest , and 1·ai t h, we shal l need it - lie down for an aeon or two cong : Til 1\the MAST ERI OF ALL GOOD Workmen shall set us to Jork a.pew! READER: And only t he J.Vlaster shall praise us, ,,and only the master shall blame; cong: And no one shall work for money, a nd no on e shallwork fo r fame Reader: But each~- for">!:~ t h e joy of the work ing, and e a ch in his separa te star cong ; ShalL,draw t he t .r,inge-as he sees it for the God of things a s they are Rudy a rd Kipl ing bo r 'chu pag e39 i n The Unch.on Prayer Book _j L �Reader: ,-j C,;,, Yesterd ay a child came out to wilin~er. Caught a dragonfly in a j a r. Fearful when the sky was full of thunder. And tea rful at moved the falling of a s t a r. Then the child ten times round the seasons. Skated over ten clear frozen steeams . must appeas e hi m. Worss li k e when your older And promises of someday m&ke his d:e.eams . A And the seasons they go t&a-t~eee round and ro und and the painted :poni es they go u p and do"-rn We r e capt ive on t he ca~el of time WE can't return we can only look b ehind From where we. c am e And go round and r ound and round In t .he circle ame Six teen springs and sixteen summers to ca rtwhe els t h ru the town. it wo n't be lo ng now . 6 one no w. Cartwheel tu rn And they tell him , t ake your time, Till you drag your feet to slow t he circles down . t And t he sea so n they gqround and round And th 0 pa inted ponies go u p and down We're cantive ontthe ca rJsel of time WE can't r e turn ~e c ~m only l ook behi nd From where we came And go round and round and round In t r'.e circle game So t h e years spi n by and now the bo y is twenty . ln.ave lost some grandeur coming true. I nlent • Before ~- ~--;:ng : Shamah Thou gh hi s draems Th ere'll be new dreams, and he las evolving year i s t hrough. ~-=::---:----::-:--:---:--~--- - ~ - ~ JO ni 1' i tchell I l a p p i n ~ s 1h a cfrcintfft-.--Mo t i-e=fr , page40 in rrhe Union Prayer Boo k Hebrew and English ~ "' Res oonsi ve Read i ng : 2 " fi ft Reader: The wo rld is changing II -- ---------------------- II II II II II Cong: People a re changing Reader: The world with all it s prob leu s i s chang ing f or the be tter. Cong: Just think what woul ha ppen if t he wo rld didn 't change . Reader: What i s here may not be to ~mo rrow and perhaps it i s bes t s o. Cong : We leave be hind to r eap the benefit s of the f utur$ �Reader: God STandeth in t he c on.g r _ga t i onl ~ - jed. of• the judges lie judgeth o In the mids&, Cong; How long will ye judge unjustly and respe ct the persons of the wick ed? REader: Judge the poor and f a therless, do justuc e to the afflicted Destitute. Cong: Res cue the poor and f atherless, deliver them out of the hand of the wicked . Read e r: They B~t ~now llnot, neither do they understand. go about i n • da r kness. Cong There i s Re ader: Soviet Jews are !Oppressed ~noor change They go in the Soviet Union. REAEER: As Elie Wiesel wrote : When I was a child, I~elieved that when the Messiah came we would all dance with Sefer Torahs, with music and v i.. t 11 e;;o \!J}~ ~,obl e"f"$ I1l led with wine. Now I am co,n vinc ~d that it will b e different . The Messiah will c ome at night and will be recieve d with burning torches and the silence~ill be s uch th a t even the angels in heaven will s to p singing. Here is why ~am certain that this is s o. It happened l ast Simh at Tor ah in lY os cow. For many hours, thous ands of Jewish Student s ha d be en danci n~in the s treete. Suddenl~ the s treet wes plunged into da r kness. very quiet. Perhaps t he light would go on again. The c rowd g rew But soon we r eali 7ed th a t someone h ad done~it on purpo se ; it was a hi nt to break u p . En ough dancing; enough singing. The Jews of MOSCOW t';;, \/ !-;-, F mus t n o t ~ do thi ngs. Come back next year . �For a moment, there was confusion •• Then a mi ghty sho ut of protest. was wrenched f r om t hous ~nds of tn ro a ts. t he ord e r. No one was willi ng t o a cc ept To Sov i et Je wry, Simh at Torah is a symbol of Jewish survival and rebirth. But how does one fi gh t darknes s ? a ne ws paper and li ght s it. Hi s friends do t he s ame. of comradeshi p , an act of meaning . one gr oup to anothe r . Thi s is ho w: a Jewi s h y outh rolls up It be comes a sign In a flash the fl ame s preads from And lij, we are in t he mids t of a t o rchli ght par a~e. No one had planned it. Everyt uing happ ened by -.:hance , as the street b ec am e a burning r i ver . But a quiet ri ve r, a silent to r r ent, t~e eeri e sti l lne ss bro ken only by the crackl ing of t he burning paper . I don't rememb e r how l ong it l as t ed; I only remembe r t he dr eaulike f e eling when a b s nd of s tude nt s climbed on a -oal cony , t orches in h cnd, and b eg an chanting in Hebrew and Russian:" Song Am t'{~6i-\ Chai Pray e r: Lt_ Dear God, I wish it would change in our world. Union. Especially in t he Soviet I'm sure you did not intend it to b e t he;!; way i t is. But still with all the struggle th at genera tions have gone through, th e Ho lecost, the struggle for a J ewi s h homeland, and now the problem in the Soviet Union. When is t he world going to changc 1 we be freed? ~ .i;,. '<~··-""~ As Yevgeny \O~ ~ Yevtushenko said in/his Babi Yar: " Let the glad "Internationale" Blare fort h When earth 's l ast anti-Semite li es in earth. Mo droiP. m;t:r e wish bih.ood fows in my veins, But anti-Semites , with a dull, gnarled hate Detest me like a Jew . O know me truely Russian t h rougg their hate! When will �W~ are now learning to live to gether . Several years ago there was alot of antisemitism in the U. S Things are changi ng. Several years ago there was a l ot of rasi sm in~the U. S. " Things are changing . '---~\--~ \~'-!.1J-\s ~ l Jast afew wee:.-cs ago in Kalamazoo tn,::_y elected Michi gans first black mayer Things are cha nging jews of ~~He-we~ld wi l l not s tand to let people be tried unfairly i n the Sovi e t Union . .i e,.Jh·, l,e,,, bA..GK., w . . t,.. \. '\- ~ \)~ Things are changigg. &Lately more and mo r e Jews ar e being Fe rmitted to go to~ Israel from the Soviet Union Things are chang i ng o Jus~ - ~ last Monday ::ehe ~ et ~la ck Mi s h · n post Things a changing BWe a re not completly free . The world still has along way to go . SILENT PRAYER : Reader:C., c__b f'\ j The calm slow ticking of my cihock .:i; The mysteries of the day unlocf o The tedious me tronome of time . Unites the fickle hour with t he sublime . Measured and slow . Days come and go . So sha ll it be . Till passing ages s e t u s free ; t h e measured ticks are we . ,::er .(r--..l CJ r '<.. \ •' ..D, ..:.. _.,la.. ~\ Kiddish page93 in.~ t ~ SERMON: Addoration page71 \ KAJ.o:r. jjrt" ·" II . Benedictinn: And it was eve r so . L Jc.l . tt~ .? \ .· \ ) Fo r locked wotrtin Life ' s greatest wyo~~ry �. r:; are now learnine to U. ve toi_;;ether. ,, ~3everal yea.rs a.go there was alot of snti semitism in the u. a rhings arc changing. several yes.rs a.go there was a lot of re.aif)ti in~the u~ s. Thi t1gs tu·~ changing Jtl~t a ow v:O(fl."8 -!',JO 1n !C[.lll\!D.UOO t ,~ y elect:)d tUoni. am.:i riNJt bl~ok nm.yor Th1nt:;a l'll"O ctlnn~fi. ns jewi-1 of. ~ .... i.U. n-Qt 9tar1d tn l~t po~r-1o bG:) tried u.u.lsd.r. y in the A>Pld Thing. ~rft ch .mgi g •. -.,r,t"!at~ly mot'e and ':H.H"e d~·.m ~:,.~ being :from tht (Jov iet Union e:n'lllitte o to; Iarael h.1 rhinga s.u-e ch~ing., Just ...~e"' laa·t t:i-:ind -;J t¼e-4ibr&~ Michigan poat Thine~ abl,.,cl< women 't•:aF; tlc fi:s~t women Oh~nging 8l"O e ~'ro not -oQ:nple'tly free. Th DILEli'.r PRAY1"R: Reader: wo ld ctill as ;..lo L- ·.ay to ·i:.>. v1ith the sublime. ✓ So shell :! t b ,.. Till .;hR i11& e,e&m the mellsu.red ticks a.re we, Kiddish pE..g;e93 m~RMOI; Addoration pnge7l It ai~t U.B :fruo; ?1or loc.ked Li:f-e•s greatest :J.j/~it.;ry '.iOt ~in �/ Several years ago there <J t-:tu. l ,several years ago there wa s a l ot of r a~imn 5; \:.i \j .Things 1/1--1 K\eo.•J,.,~ll:~t ,. 1 are changing u. in4ithe , Sc \ p .._c ,, l t .... afcw weeks a go in Kalamazoo 41h ~y telected Uchig$.nt first black mayer ~ ~C..,ot_~ hings are changing ~ , ews of 0 , ~e-w&~ld will not stand to let people be tried unf~irly in the ., .•\ ,.. \,., I l,.,_ '-.\¾ \t •·f'~ ,,. •,. '\ I ' \ ...,,, !·\· i \ '--.i .,J' 1 ,,.,,, ~ ., Things are changing. 8Lately more and mo r e Jews are being Jeermi tted to go to I Israel from the s oviet Union ' k"YL (! f> ~~· i; ../.t-1 1-}· €,t~ s u. 1,f.'. r \l I{ ' ,O mhi . '-..)•" J J. ngs are c-.h ang1ng . ~\v-::• \. ' the fi ~st t women \ { :::) _. r.;;;: Just-~ last Monday ~ MiQhigan post \ '-~-~ 11 ~ \.J ,,-.... Things ~'I,. ·'. -~ ¥.. are changing ,lus t rece1:1t~y _ft_e d Qhi_n~ "!._as .addmit__ted \t o the U. N. ~\ _ '-.,\-··,,),j\, , J 08\ (.Jt · hings ARE changing. c..' !We 8..ro not com:pletly .f ree,, The world ... till has a long ray to go. SILENT PRAYER, ~ 1 <,o 0-· n .,_.,__;!' - , (,. ~ \.,..v\l~\._ 9;.L,, -; ·_ Reader~ C ~ \, \ ~."" The ~~ alm slow ticking of my c,l ock.• The mys teries of tbe day unlocJ. ·The tedious rrictronome of time. Uni tea the :f'iokle hour with t he sublime. Measured and slow. Days come and go. So shall it be. And it was ,we:r so., Till passind ages s et us free; Por locked wot · in . the measured ticks are we. Life ' a greatest .nye'1e~ -- ------ -- . Kiddish page95 I .· I . � 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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-08_BI_Youth_Group_Creative_Service_Linda_Rothschild Creator An entity primarily responsible for making the resource Temple B'nai Israel Title A name given to the resource Youth Group Creative Service Description An account of the resource Youth group creative service program by Linda Rothschild, undated. Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/526406abed1e104ce603ddafb9b23857.pdf 8dd6f4a6cf1d94f1666c674520eb55b6 PDF Text Text TEMPLB B' NAI ISRAEL (I YOUTH GROUP CREATIVE SERVICE FOR PURJM March 16, 1973 Candle Lighting Opening Prayer R: C: R: C: R: C: Thus the mountain climbs into nw window Love is inhuman Transports my heart into the splendor of your dust. My blood becomes a melancholy granite. Love is inhuman Night and death build their land inwards and outwardsnot for the sun. Star is a sealed evening wordUpped by the inhuman upsurge of Love. Borachu • • • • Page 50 ••• Union Prayer Book That the soul be without lmowledge is not good. Happy is the man whom Thou instructest, 0 Lord, and teachest out of Thy l aw; that Thou mayest give him rest from the days of evil. This is the covenant that I will make with the house of Israel after those days, saith the Lord, I will put My law in their inward parts, and in their heart will I write it; for they shall all know Me, from the least of them unto the greatest of them, saith the Lord. Sh 'ma • • • • V'ahavta • • • Page 51 ••• Union Prayer Book Page 52 ••• Union Prayer Book R-Gsponsivo Reading: Reader There was silence; there was chaos; there was a voice. A mind went forth to form worlds; now order reigns where chaos once held sway. Congregation The law makes evening fall; the law brings on the davm. Reader Night and day persuade us there will be days and nights when we are gone. Congregation The stars follow accustomed paths, constellations their patterned ways. Sovereign is the will that orders the stars in their courses In the endless skies. �) Reader And how great is the will of the House of Israel, our people! After long nights of blood, after days and years of terror, 'When our ashes darken the sey where sail the stars in their courses, Israel endures, heart still turned to love, soul ttn'ning still to life. Congregation So day and night, rising and reclining, the painful call to rejoice will find us ready still to say beloved words: Tora h and rnitzvot, laws and precepts: 0 they are our life and the length of our days. Praised be the source of life and love, and Israel our people! Mi Chomocha • • • Page 53 ••• Union Prayer Book Readings Silent Meditation Not always sure what things called sins may be, I am sure of one sin I h a:ve done. It was years ago, and I was a boy, I lay in the frost flowers with a gun, The air ran blue as the flowers., I held my breath, two birds on golden legs slim as dream things Ran like quicksilver on the golden sand, My gun went off, they ran with broken wings Into the sea, I ran to fetch them in, But they swam with their heads high out to sea, They cried like two sorrowful high flutes, With jagged ivory bones where wings should be. For days I heard them when I walked tha. t headland Crying out to their kind in the blue, The other plovers were going over south On silver wings leaving these broken two. The cries went out one day; but I still hear them Over all the srunds of sorrow in war or peace I ever have heard, time cannot drown them, Those slender flutes of sorrow never cease. Two airy things forever denied the air! I never knew how their lives at last were split, But I have hoped for years all that is wild, Airy, and beautiful will forgive my guilt. Kiddish • • • Page 93 ••• Union Prayer Book Megilla Ilea.ding Sennon Adoration And Kaddish • • • Page 71 • • • Union Prayer Book Closing Hymn �-<"e,, On this day we weuld see the werld in a new light. On this day we w•uld add new s•ul D rv te ~ •ur lives. -0" On this day we w•uld. taste a new w rld •f peace. ·v,e w•uld rest frem strugcle :md want, ambiti•n and need. ~v w~ weuld be centent :klc t• l••k bqc beyend time nd space tward eternity. 0 may we c•me t• see the werld in a new lietht, as it is written: v Let a new liitht rf' shine upon Zien, and may eur blessint be t• see its splender. Hay the li:;ht withen us reflect Shabbat x and its beauty. sin:; blessin, h~ praise You, Lerd •ur God, King ef the universe, whe sanctifyus with Yeur c omm ndments, ' ~ ... ~'11.:;mti us to k;i..ndle th,.. Sabbath li~ts. �In ·whi :h it re".·ognize'1 its ie~th uhile ii,yi:nc0 E:i.rth, 0 earth A. Stal:r of ~ silars One tl~y a co11tstell;11tim will be c .llllei ,:airror o Then , 0 bli:nti ol1e , you will see_, •tsin __ �Ebb =lkli f'ihoocl strike a chore_ , huJAte:r .!.:it' hu»tefl. . M~ny hua.ls seek -'co ~~nsp \O" ~ stre1.gthe 1"" , bloo, is the thre~• . o•rt fo~...,.,,tjo·"":Jo ' .J bo~y p~rto ·=e teployei in i1yinr, ielil.e~tiol!1s . Fi·"<?A:r"" 'DOi111t .. ti_< ........... ...:-J ..:.· ' t"'fl',... S·t•,-...,.t. -> l1 ..,, dt_1 // ' 4. ~;·· sDell of sufferi•c - = ,I - .. �(-fe.o.T\ue f ( <°'()e./4<.., 'l'nr•u:h eut eur hi.stery we have been tl'e scape feat ef rnany pe•ples . In the d~ys •f A~a&~awares Haman pletted withJ-g-&~e fury t• xtern,inate the J ewfl • f fJ9rsa . If net f er isther theShushani weuld h ve bean destreyed. Thr~e des ade -~• Genecide actu ally did c eme t• pass., and six millien peepl• wore murdured . Dear Ged, t oo m.,,_ny times we have s.a.t by while madmen have murdu•ed millientis • •f puple. Make us respensible t•ward ethers •• tbat we will net permit this t• ever happen a,ain. �How m~ ~y (~_yil-1··,; eyes will loolc: at you Whe- youplu~k ti v~olet fron its hi~ i::. g plci co? How m _y ha ds be raise i suppli .tion In the t,·risted 1uarty:r-likc b,,. l ,,~he$ or olC1. oa.ks? How r.raC'h n,:,r ory grows i~ the bill~m or the e~eminm su~? unsf•t 0 the cr ~~leso~fS In the •i;ht crJ of tho turtleioveMany a Ol\e ni;;ht hmve plu.:·ketl st rs fror the sky, No1r the oa.« ·wmll r.iu~::;tclo it fo1., ther.it You onlookers, You who r•iee.:: 110 ha•,~ iJC. r:1urder , But wbo did ot shake the ·,1Jst From youw lonti11~, You who halted ts.ere, where th1st is chin ged To li .. ht . � 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 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-08_BI_1973-03-16_Youth_Group_Purim_Service Creator An entity primarily responsible for making the resource Temple B'nai Israel Date A point or period of time associated with an event in the lifecycle of the resource 1973-05-16 Title A name given to the resource Youth Group Creative Service for Purim Description An account of the resource Program for Purim Service Subject The topic of the resource Jews--United States Muskegon (Mich.) Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e3c109ba2811415b13812513db471bfd.mp4 62054b9ab38b09bb34f500fa18f6a5a6 https://digitalcollections.library.gvsu.edu/files/original/3d717338a7e75fd438a16135ff69a6ca.pdf 077acdb16f658c1f8508742865e59e2f PDF Text Text Grand Valley State University Special Collections & University Archives RHC-88 Fei Hu Films Flying Tigers Interviews Interviewer: Frank Boring Interviewee: Yu-Wei K'ang Date of Interview: 03-23-1991 Transcriber: Frank Boring [TAPE 1] FRANK BORING: I'd like to begin, if you give us some background… before you even became a pilot. What were you doing and what was your background? YU WEI: Actually I was born in a merchant family, my father doing cotton business. When I was nine years old my father went to northern part of China – from Shanghai, I was born in Shanghai. That's when I fear the Japanese oppressors. In [?] there were concession, the Japanese had their own territory, the British and the French, those were force. We were just like the second class citizens, from the Japanese, the Chinese were nobody's. So then I decided that we must do something about it. Of course, the paternalism really undermined all the young students. When I was 17 years old the Japanese war started July 7th. The same year I was engaged in the underground of the Japanese activities. We just [?] the young students somebody came over here, they say we must do something. So then we bomb the largest Japanese department stores, we bomb the Japanese schools, and we execute some of the traitors, the Chinese walk [?] for the Japanese. I was on the wanted list, then I had to escape, so all the way go to Chunking to General Kai-shek because we feel that he was a leader to lead us to fight the Japanese. That's a little bit of my background. But I remember that I left Hinching [?] a year �after the Japanese invasion, that was in 1938. I remember when I was sitting in my classroom, at least half a dozen times I saw a group of Japanese bombers training the Japs with bombs loaded under the belly. They flew out, in a couple of hours they were back, the bellies were empty, so the bombs were dropped somewhere, on our army or civilians, you see. So then I decided that the Air Force - I'd got to try everything to join the Air Force, to fight against the Japanese. It was as simple as that. FRANK BORING: Once you made the decision, what was your trip like to make it to Chunking? YU WEI: That was quite an experience. When I was [?] the Jap to bomb the department stores, [?] my girlfriend, her father was some sort of minister, and her mother just passed away so she is mourning. But that day I saw her all made up - girls shouldn't wear those colorful dresses, so I knew she was in war activity. Then a couple of days later, she was wounded by the Japanese and the policeman - we were working the British concession. The British police chief, the Chinese know the girl's family - warn her, you'd better get out or I'm going to have to keep you in custody to protect you, and he said your boyfriend is also wanted. So the two of us decided to leave for Chunking. We headed up from Tientsin to Shanghai, to Hong Kong, and we organize a group and we took a boat to Hanoi, at night, and took the train from Hanoi to Kunming. There I then joined the Chinese Air Force. There was no chance to [?] Air Force so I joined the Air Force Academy as a [?] officer. About a year later I was graded on the top list and I was assigned to a regiment. I didn't think they would send me out to the front to fight the Japanese, so a buddy of mine, the two of us were from the same city. Fortunately, the Air Force Academy was right beside our artillery regiment headquarters, so we're walking in and see a big sign that said, the Director of Education, Chinese Academy School or �something, so I just knocked on the door and there was a tough looking officer sitting there, so we went in and saluted him and said, "Sir we came from Gold Coast and we'd like to join the air force, that was our original intention, but we did not have a chance. We join the Army Academy and we graduate, however, we'd still like to join the air force, that's our intention." That officer looked at us, without a word, he picked up the telephone and he said, "Operator, send [?]." He slammed down the phone and looked at this document. The Flight Surgeon came in and he said, "These two young officers, you give them a physical examination." I passed this exam and I was in the Air Force, this is the same thing. That officer, I think he was a Lieutenant Colonel, not a full Colonel yet. He was a General type of man, the General of the Chinese Air Force. FRANK BORING: We're going to have to run through just the part about the what we need then is, if you could talk again about the arrival in Chunking, the fact that you couldn't get into the Air Force Academy, and then you graduated with top honors in the Military Academy and then you were stationed next to that in the [?]. YU WEI: Then I escaped from Tientsin to Shanghai with my girlfriend, my classmate. I was already eighteen years old, and we escaped from Tientsin to Shanghai, Hong Kong, to Hanoi, into Kunming and we ran out of money, so then during then, the Chinese Air Force School was not recruiting the young officers, so then I had a chance to enroll in the Military Academy as an Artillery Officer. After one year - I left Tientsin on the 1st October - I enrolled in the Academy on the 1st November, I graduated before Christmas of 1939, then I report to my regiment - Artillery regiment - I was assigned. I looked at the regiment set up - they only had 81 motors. I don't think this is the way to fight the Japanese - I don't see any sign that we would be sent to the front to fight against the �Japanese, so then I reported to the Regiment Commander, we work hard, and fortunately, the Air Force Academy was right beside our regiment headquarters. I walked in and I saw a big sign that says, Director of Training Department or something, so I knocked at the door. There was a young officer sitting there and looking very tough, and brainy looking officers, so we salute to him, a snappy salute and we said, "Sir we came from Shanghai, Tientsin, we would like to join the Air Force. We did not have a chance, now we have just graduated from the Academy as a 2nd Lieutenant, and we would like to dedicate ourselves to the Chinese Air Force." He looked at us without any answer. He picked up the telephone and told the operator to send the Flight Surgeon, Captain [?], I remember the name. So Captain Good [?] came in and took us out and gave us a physical examination. I was passed in the Air Force the same day. That officer happened to be General of the Chinese Air Force, General Tiger Wong. I think he was made a Lieutenant Colonel or something. FRANK BORING: You mentioned that the Artillery Regiment only had 80 some odd motors, and you didn't feel that they were going to be going to the front. Can you give us a better idea of why you thought that this unit was not to be transferred over? Was it just the motors or was it just the…? YU WEI: I was trained in [?], a big kind of Snyder [?], and I didn't see any Snyder's [?] or military [?] in that regiment. My original intention was to join the Air Force because, like I told you I see those Japanese bombers when they were loaded with bombs and come back with empty bellies you see. So I told myself and my buddy, we were to grab the first chance to get into the Air Force, no matter what the cost. FRANK BORING: Can you describe your introduction to the Chinese Air Force, so to speak. Here you are, you're eighteen, nineteen, twenty years old maybe? �YU WEI: Nineteen, almost twenty. FRANK BORING: First time out of your home, really. Can you give us your first impressions and your first early dealings with the Chinese Air Force? You've always wanted to do this and now, here you are! YU WEI: Of course, in about a few months we were sent to the east of Kunming, a place called Yunnanyi for basic training, we called this [?], not even a whale tail, a whale's [?] you know, a bi-plane. That was open canopy, we wear goggles and so forth. Then we had rigid training with American ?* pilots, and we had about 18 something hours, just about - we finish our training and I still remember clearly - you'd better listen to the story - Colonel [?], he was our chief instructor, he was still in Taiwan. Every damn time we are up to the flying, he would have us line up, and raise hell out of us. He talked to us for two hours. But that day, he had a real bad cold, "He said, go back to the barracks." and that time we saw a group of planes approaching the airport. We heard about American new aircraft, we thought that was new American aircraft. We were [?] they stopped to shoot, that was Japanese aircraft. Every single airplane lined up was shot and burned to pieces, and luckily, Colonel in Chief did not give us after flight instructions. We all landed in the ditch. Otherwise my class there would be few left… clearly so fortunate that he had a real bad cold, he couldn't even talk you see. He saved our lives. FRANK BORING: What was your reaction as a cadet who was flying these airplanes, feeling that sense of pride in mastering it, what was your reaction to see all those airplanes shot? YU WEI: We were furious. Someday we'll get even with them, that's the [?] I told myself. There was no warning [?], no �information, we didn't know what was going on. So they just started to shoot about what 30-40 planes, it's so frigid you know, you light a match it might burn you, but …… FRANK BORING: What was your - learning to fly and seeing the state of the airplanes that you were flying compared to the Japanese planes, what was your reaction to the fact that your airplanes were sort of old style, World War 1 and the Japanese were the new ones, what was your reaction? YU WEI: During that period, I was a cadet. I was not in the combat, and of course, there were no shutters over the head of the pilots, we know something about it. There was no match with those American Hot Three*, Hot Two biplanes, to fight against Japanese [?] or even Zero, so that was the first part of our combat, air combat in the late '30's, really give the Chinese Air Force some very, very hard time. However, I remember the 14th of August, 1937, we were still able to shoot down about 10, 15 Japanese raiders over Hong Shunks [?]. So we set up the 14th as Chinese Air Force Day. FRANK BORING: Before we get into the battle part, I'd like to get more details about the training and the period of time that you were training, because there's very little information about that. YU WEI: Then, of course, after our basic training aircraft was all [?] and destroyed, we were stuck with those old aircraft, no gasoline I guess. Then all of a sudden we heard the government has some sort of agreement with the United States Air Force to train the Chinese pilots in the United States, so then we start to freshen up our English, to prepare to be sent to the United States. Then, that was already in 1940, then in 1941, you know the Pearl Harbor? I remember clearly, we were flying a BT13, when the BT13 was the basic - pilot training - the basic training when it was three stages. Primary training was [?], basic training BT13, advanced �training more faster aircraft. We were flying those BT's and all of a sudden American [?]. We start war, we bombed Pearl Harbor. We didn't know where Pearl Harbor was we had to look in a map to find out. Then we knew American start war with the Japanese. We would have friends, internationally, especially the United States. � 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 Flying Tigers Interviews and Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, Chinese World War, 1939-1945--Personal narratives, American Description An account of the resource Collection contains original 1940s films and interviews conducted in the 1990s, documenting the history of the American Volunteer Group (AVG) "Flying Tigers." The Flying Tigers were organized by the United States to aid China during the Second Sino-Japanese War. Original filmstrips were recorded by AVG crewmen Joe Gasdick and Chuck Misenheimer, as well as Chinese Air Force Interpreter P.Y. Shu, who was assigned to assist Col. Claire Chennault as he trained Chinese pilots and established the AVG. Interviews with members of the American Volunteer Group (AVG) “Flying Tigers” were conducted by Frank Boring for the documentary film Fei Hu: The Story of the Flying Tigers, which he co-produced with Frank Christopher under the production company Fei Hu Films. The AVG Flying Tigers were a group of American aviators, mechanics, medical and administrative military personnel, led by Col. Claire Chennault to assist the Chinese Air Force in their defense against Japanese air strikes from 1941-1942. The AVG Flying Tigers also flew in defense of the Burma Road, a major Chinese military supply route. The group disbanded and returned to regular U.S. military service after the Japanese attack on Pearl Harbor. Creator An entity primarily responsible for making the resource Boring, Frank Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films Research and Production Files (RHC-88)</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 1938/1991 Contributor An entity responsible for making contributions to the resource Fei Hu Films Christopher, Frank Gasdick, Joseph Misenheimer, Charles V. P.Y. Shu Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4; application/pdf Language A language of the resource English; Chinese Type The nature or genre of the resource video; text Identifier An unambiguous reference to the resource within a given context RHC-88 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-1945 World War II Relation A related resource Veterans History Project (U.S.) Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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-88_Yu-Wei_1991-03-23_v01 Creator An entity primarily responsible for making the resource Yu Wei Date A point or period of time associated with an event in the lifecycle of the resource 1991-03-23 Title A name given to the resource Yu Wei interview (video and transcript, 1 of 4), 1991 Description An account of the resource Interview of General Yu Wei of the Republic of China Air Force by filmmaker Frank boring for the documentary, Fei Hu: The Story of the Flying Tigers. In this tape, Yu Wei describes his background before becoming a pilot and his introduction to the Chinese Air Force. Contributor An entity responsible for making contributions to the resource Boring, Frank (interviewer) Christopher, Frank (director) Fei Hu Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, American Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films research and production files (RHC-88)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/742978cbed378bd543169b2aae5cfe86.mp4 e72b609beb41d805fd2dd92b6198f70d https://digitalcollections.library.gvsu.edu/files/original/e79bccf0106ff76bf9e2de38190edc7b.pdf b14be1716d269e4ba2002cac1bec72f8 PDF Text Text Grand Valley State University Special Collections & University Archives RHC-88 Fei Hu Films Flying Tigers Interviews Interviewer: Frank Boring Interviewee: Yu-Wei K'ang Date of Interview: 03-23-1991 Transcriber: Frank Boring [TAPE 2] FRANK BORING: While you were in the United States training, how much information did you get about what was going on in China. YU WEI: Not much. We are awfully busy you see and most of us cannot read English newspaper. I did a little because I remember when I was in school my English teacher was a British woman so I had some advantage but still we know roughly want is going on. We lost a certain place. We had a victory in which part of China and so forth but we do know that in the future to come we are going to fly more advanced American aircraft to fight the Japanese. FRANK BORING: When did you first hear about Chennault and the AVG? YU WEI: That was before I was sent to the United States, because the [?] did not have his headquarters in the airport, Kunming? General Tiger Wong was the director of Chinese personnel or something. We know General Chennault. FRANK BORING: Did you ever get a chance to meet? YU WEI: After, yes. I know Mrs. Chennault very well. �FRANK BORING: While you were in the United States the AVG was getting very well know there - did you have any contact with them? Did you find out about the AVG? YU WEI: No, you see before we left for United States that was later part of '41 right after Pearl Harbor. One day we saw a group of old P-40 came into Kunming, that we read about among the airport personnel we knew them, AVG moved from Burma to China. FRANK BORING: At that time the AVG still was in existence. Did you have any contact with the Tigers during that period of time? YU WEI: No. FRANK BORING: Back track to the training period and everything. When you were being trained you said there were three different stage of training. The first stage was in China. YU WEI: Yeah. FRANK BORING: Second stage was in China? YU WEI: Yeah, part of the second stage. The third was in the United States. But we had to start all over again from primary to advance to [?] to full stage of training in the United States. FRANK BORING: What I'm trying to get you to who were the actual people. Stop a minute. Sure. YU WEI: You see in the small little village. West part of Kunming. West part of Burma even. Very let's see a couple of hundred houses. A small village. We were actually at the center of the whole area. Besides flight training, sports, jogging, basketball, football, soccer. We didn't have any activities. No social life, no movie to go, no dates. �FRANK BORING: What was your relationship with the other cadets? What we are really looking for is to get an idea of what it was like to be there. You were so excited about finally be able to get into the Air Force Academy. What were the other pilots thinking about and what was their morale like? What was their concerns? I mean. Where they going to finally get equipment? There must have been things you were talking about and concerns. YU WEI: Yes, you see. We are all from all parts of China. Some cadets they were from inland China, they didn't even see a locomotive. So we get along, but the wash out rate very high. I think we start with 290 something and least when we were in the United States only about 50 60 left. Wash out. Because you see you have to be soloed around 10 hours or less or more, but if you're not capable flying you just wash out. And the wash out rates are very high. So we see people left we feel so sorry, but however they all hold a military Army rank so still able to return to the Army. So it is well arranged. Usually air cadets must go thru training process thru the military academy so that they get the basic training as a soldier. Then this starting of flight training. FRANK BORING: When you saw the other cadets were washing out and you weren't. Was there a sense of competition or what was that like? YU WEI: Of course, I feel proud of myself, however I was worried about what was going to happen. But after I, but you see in my flight we had a flight cadets, I was the last one soloed. See my instructor was a very careful officer, he even sent me to American check pilot. American check pilot, I think, Mr. Preston?* or something like I forgot. Preston?*, he took me up he told me you can solo. So I soloed. Then they didn't �appear to come in the last stage of aerobatics. I was [?] then the better of other four. FRANK BORING: Can you remember or can you describe the feelings that you had the first time you soloed? YU WEI: I was I thought I was on the top of the world. Really feel proud of myself. People say that somebody get nervous or tension, but I did not have that kind of feeling. Only looked forward that someday I'm going to fight. Fly a fighter in the [?] with machine guns and so forth you see. Because I have so many bad experiences with the Japanese bombings. FRANK BORING: That was wonderful except we really don't have reference to what he was… oh, you have to say, “I was so proud of my solo flight I didn't feel nervous” - that always has to reference what you’re trying to document, because you won't hear my questions. YU WEI: You see Frank, I think my flight was 5 cadets I was the last one soloed. But before my Chinese instructor even sent me to the American check pilot to check me out because he was very careful. I don't know why, but after the flight I had with Mr. Preston [?] the American check pilot he told me that you can solo. So I went up and I saw I was on top of the world, I was so proud of myself. A lot of people say that you get nervous and tension, but I don't have such kind of feeling. I like flying so after I quit flying, I really miss flying. FRANK BORING: In terms of the views that you were getting at the cadet school did you have any idea how China was doing against the Japanese. YU WEI: Yes, roughly we do. FRANK BORING: Please explain about that. �YU WEI: Yes, you see the United States most of them do not largely read American newspaper, but I had some little advantage because my school training. I had a British woman as my English teacher. We don't something about it, of course the big events, but however, all the news dispatch usually government, United States government, Chinese government so we knew lost some place, we had some victory over the Japanese, but it makes us really anxious to get back. To fight the Japanese, everybody was very patriotic. Because we were having enough of the Japanese low mentality, killing people. FRANK BORING: What was your evaluation, candid evaluation of the military difference, not political, but military between the Japanese air force at that time and the resources you had as a Chinese air force. YU WEI: Of course, I was a cadet in the later part of the 30's and early 40's. There's no match. The Japanese they had their zeros or their 89's, 98, 97. Much faster, much more maneuverable you see. And we had bunch of American old biplanes, they even shoot the machine guns thru the propellers. Some Italian [?], some Russian E15, E16. There's no match. So those old fighter pilots they really had very, very hard time. Of course, after the AVG after we were back from United States brought with us a group of new P40's. We were start to wipe out the Japanese Air Force, especially in the early I think in the first part of 45 where we had a bunch P-51's from India I never had any combat with the Japanese fighters. Never saw them in the air until the war was ended. FRANK BORING: Hold up for a second. If we could look at more detail now at the style of training that you were given -- once again we are still talking about being in China not the American training -the style of training at that time, was it still in threes or now what was the actual process, if you will, the style of fighting? �YU WEI: In the basic there was no combat training. You don't have to stay in formation and so forth, but even in advance we fly those 86's you see. There was quite good aircraft. But in the old [?] breaking training unit in [?] we had all kind of, Strafing, dive bombing, aerial target shooting, formation flying, dog fight, training was really good much more than we really expected. Because a lot of training aircraft P-40's there was no shortage gasoline. Not like in China, you have to come back in the training. Most of the Burma Road was cut by the British. No supply. Everything had to be flown over the hump you see. So we were really, for instance, we can we could fly about 3, 4 hours a day during the week days from Monday to Friday. So training really have to brief you. We had really maybe what 4 flying hours before joined the combat maybe a little more. I was never trained by the [?] only by the Chinese and Americans. FRANK BORING: You can talk about the training you had with American and the Chinese so we can get a sense. Remember the training I had with Chinese the training I had with the Americans. YU WEI: I finish my primary training about 80 or something and very short period of basic training three stages. And of course in China we only had Chinese instructors and some of them have combat experience some of them I don't think they had combat experience. But in the United States we had enough aircraft, enough gasoline, enough equipment and the training went on really smoothly, intensively. Especially the weather in Arizona you can fly all year round. Not in Kunming, or [?] if it rain it start to rain to stayed on the ground for 10 days, week, so forth, so forth. Something we run out of gasoline. So I think the training you see you have to intensively train, otherwise you in between the training period you had a week or ten days left and you forgot the feelings. So I think the continuously the American air force, Chinese air force did the �right decisions to send them to Arizona because the flying weather was always good except thunderstorms for a couple of hours. It is all over. FRANK BORING: This is exactly what we are looking for. What we need to know. Say the training was the same, but the conditions, the difficulty of training in China YU WEI: You see when I just start the flight training I think that was early 1940 we had a group of fleets, that’s 120 horsepowers. About 20 or 30 of them, but we had about 20 to 90 cadets. You see that weather in [?] there are monsoon season. During the whole period everybody is stuck on the ground. Sometimes there is no gasoline because the British cut off the Burma Road. Supply line was cut you know we run out of gasoline. So the training was on and off and now intensive enough. I think then you have a 5 hour flight last week and you have to stop another 3, 5, 10 days. So it was very bad for new pilot this sort of training. FRANK BORING: We have to do that again because the siren. � 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 Flying Tigers Interviews and Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, Chinese World War, 1939-1945--Personal narratives, American Description An account of the resource Collection contains original 1940s films and interviews conducted in the 1990s, documenting the history of the American Volunteer Group (AVG) "Flying Tigers." The Flying Tigers were organized by the United States to aid China during the Second Sino-Japanese War. Original filmstrips were recorded by AVG crewmen Joe Gasdick and Chuck Misenheimer, as well as Chinese Air Force Interpreter P.Y. Shu, who was assigned to assist Col. Claire Chennault as he trained Chinese pilots and established the AVG. Interviews with members of the American Volunteer Group (AVG) “Flying Tigers” were conducted by Frank Boring for the documentary film Fei Hu: The Story of the Flying Tigers, which he co-produced with Frank Christopher under the production company Fei Hu Films. The AVG Flying Tigers were a group of American aviators, mechanics, medical and administrative military personnel, led by Col. Claire Chennault to assist the Chinese Air Force in their defense against Japanese air strikes from 1941-1942. The AVG Flying Tigers also flew in defense of the Burma Road, a major Chinese military supply route. The group disbanded and returned to regular U.S. military service after the Japanese attack on Pearl Harbor. Creator An entity primarily responsible for making the resource Boring, Frank Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films Research and Production Files (RHC-88)</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 1938/1991 Contributor An entity responsible for making contributions to the resource Fei Hu Films Christopher, Frank Gasdick, Joseph Misenheimer, Charles V. P.Y. Shu Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4; application/pdf Language A language of the resource English; Chinese Type The nature or genre of the resource video; text Identifier An unambiguous reference to the resource within a given context RHC-88 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-1945 World War II Relation A related resource Veterans History Project (U.S.) Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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-88_Yu-Wei_1991-03-23_v02 Creator An entity primarily responsible for making the resource Yu Wei Date A point or period of time associated with an event in the lifecycle of the resource 1991-03-23 Title A name given to the resource Yu Wei interview (video and transcript, 2 of 4), 1991 Description An account of the resource Interview of General Yu Wei of the Republic of China Air Force by filmmaker Frank boring for the documentary, Fei Hu: The Story of the Flying Tigers. In this tape, Yu Wei discusses when he first heard of General Chennault and the American Volunteer Group, in addition to his cadet training in China and the United States. Contributor An entity responsible for making contributions to the resource Boring, Frank (interviewer) Christopher, Frank (director) Fei Hu Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, American Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films research and production files (RHC-88)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/39e06e45c9d0fc279420505128f3f7b1.mp4 ad1c0184388cd4536cbecb5b5373d8b0 https://digitalcollections.library.gvsu.edu/files/original/ff4a5e646c6d21a9a8ee3726639de924.pdf 7339e0549e94e03ede6f4e6968a35617 PDF Text Text Grand Valley State University Special Collections & University Archives RHC-88 Fei Hu Films Flying Tigers Interviews Interviewer: Frank Boring Interviewee: Yu-Wei K'ang Date of Interview: 03-23-1991 Transcriber: Frank Boring [TAPE 3] FRANK BORING: In as much detail as possible, if you could explain the experience of training in China? YU WEI: You see I joined the Air Force Academy after I graduated from flight school. It was only one year. But the rest of group they were recruits by the Air Force flying school, but they send them to the Army for training. That took them 2 years you see. So then training start always lack of bad flying weather, we get raining there's mud on the runway and you are short of gasoline because the British cut off the Burma Road .There is only the Majestic line to the outside world. We become directly to the inland by the Japanese. So the flight training was the same, but we had wait and wait for the good weather, for the parts for the gasoline so that the training intensive. Now like later on we were in the United States with the world's best flying weather always plenty of aircraft, and gasoline. FRANK BORING: In turns of the periods of time when you were flying and then you stop and then flying and you had to stop this interfered with your ability to get better as a pilot. YU WEI: I think so. �FRANK BORING: Not just saying I think so, but if you could go thru that whole period. YU WEI: You see if you train a new pilot. You got almost [?] every day 2, 3 hours ground training and the flying combined and all of a sudden you have to stop for a few days, 3, 5 maybe a week or even 10 days during monsoon season. You forgot what you learned. You know the flying tactics is not like driving an automobile. FRANK BORING: Did you miss any of the bombings of the cities? YU WEI: We were in other city, [?], even in the morning for the basic training, but actually was ready, then I had some bad food and I was in the hospital. I remember clearly that was air raid alarm. And I was told to get out of the hospital. Which I didn't because hospital is outside of city you see the city wall of the Chinese. You build a wall. After the bombing I walk out. I was almost recovered I saw the corpses piled up to the city wall which was as high at least 20, 30 feet. That was a friendly city and the Japanese bombed? There was nothing, airports were far away and there were no aircraft were we were I saw several of those bombings. FRANK BORING: Could you describe what you saw? YU WEI: I saw all [?] pile up the corpse you know. Piled up as high as the city wall. About 30 feet high maybe more. Men, woman, all ages. And that city is a defenseless city there is no [?] in the city and they bombed the city. FRANK BORING: Why do you think the Japanese bomb the city rather than military targets? YU WEI: The Japanese, I think the Japanese want to bomb us to destroy morale, to [?] to fight against them. They bomb Chunking. �Why? There's no [?] they are all in the front. They bomb all cities, particular, Where I say I was in [?] and [?] - they were all bombed. They tried to demoralize the Chinese people so we can surrender. FRANK BORING: Why did the Chinese not surrender? Why didn't these tactics work? YU WEI: We will never surrender to Japanese. The Chinese people though in size, in military equipment, transporting, whatever in the high techs we are way behind, but we are a nation of serenity, we are proud race. We suffer from the Japanese for the last 100 years, but we weathered many storms, we suffered, my family lost everything. All the more give us more courage to fight against them. We never surrender to the Japanese. No foreign country. FRANK BORING: Did you ever have the opportunity to walk thru one of the bombed out cities. YU WEI: I witness the bombing in the city where I was hospitalized just about 2,3 kilometers from the hospital I walk there I saw all the dead bodies, right after the bombing. All ages, men and women. I don't know why the Japanese did that. If I were commander I wouldn't order my troop to defenseless city like [?] where we work. FRANK BORING: I realize this may be very painful. YU WEI: Very much so. FRANK BORING: But could you describe what it was like to walk thru that city. YU WEI: I feel so sad and furious. I really heart is breaking by looking at it. You know that people somebody see an automobile run through a dog they feel bad. And you look at those dead �bodies, thousands of them. Piles of them. And of course afterwards I just walk away and go back to the hospital. I don't know what happened, what they took the dead bodies. FRANK BORING: Just looking back from the perspective of your life now how do you react to the AVG coming to China and working with the Chinese people. What is your impressions and feeling of…? YU WEI: Big encouragement. FRANK BORING: When you say big encouragement remember we need to reference the AVG. YU WEI: Of course, you know we were encouraged by the coming of the AVG. American Volunteer Group you see. Because we were based on the same air base in Kunming. We saw AVG as P-40B, the old P-40 came in by group. I think the first flight I saw that AVG came was in early 41 or something they came by a whole group more than 10 of them. Oh, we were so happy to see them. We know that we were not alone. We are going to get some new aircraft here. Of course when I saw this aircraft I didn't know that they were AVG, but later on I asked my instructor, are they AVG? FRANK BORING: Did they have the shark's teeth? YU WEI: Yeah, already painted on. FRANK BORING: What was your impression to see this colorful group come in? YU WEI: Oh, why, I feel jump in mid-air. Because you see, Frank, the point is that every time when the air raid we saw Japanese aircraft. Because we are short in equipment, no gasoline, all of a sudden we see some [?] from outside that's AVG. �FRANK BORING: How do you rate in terms of Chinese history, in terms of your looking back in Chinese history, how do you think the AVG fit in Chinese history? YU WEI: It is very difficult question, however, I think they help us to build up more confidence in fighting against the Japanese because equipment wise and technical wise we were behind. I mean that's nothing to hide away from it. We were behind because the Japanese were preparing invading China for so many years and then AVG came in and they started up we will not be defeated by any foreign aggressors. We have outside help. I think we must see the point in the whole area. You see we don't talk about the present period, 40 something years ago. United States need a unified and peaceful China otherwise now can balance the world power. During then we have about 450 million people. Now there is about all that many. Huge population. FRANK BORING: You say it was a morale booster, but if we could get a more detailed reaction from you, as a cadet especially, I was thinking if I was 19 years old, 20 years old, if I would have seen these shark's teeth. It is different than regular airplanes and they dressed differently and I think the thing that would have impressed me most about Chinese is Chinese air force symbol on those airplanes. You know the Americans get mad, Chinese your air force. YU WEI: You know the logo. You see the sharks' teeth. This is why they call it the tiger you see. You see it really scared the hell out of the Japanese when we close strafe them you know. I think that somebody, I read about it I forgot completely. I think somebody in the AVG started, I forgot, you better check Frank that would be a good story. I thing General [?] could tell more about it. And you saw these P-40's they can dive about 10, 15 miles per hour and usually all aircraft over �150 maybe 20 miles per hour when you are diving it is so much faster. And the speed and the maneuverability deciding factor to win an air battle you see. The AVG brought us a whole thing in Indo China. And of course Chinese pilots they have a lot of experience dogfight with the Japanese, but we did not have the equipment after we have the equipment of course we can do lots. We can do lots. For instance, you see afterwards we went back to China to fight the war. In my squadron, for instance they start only few American schools, pilots. We had about 20 something pilots. I mean the proportion American side in numbers, very low the Chinese pilots of course we have about something. FRANK BORING: And with your fellow cadets who had witness how only the bombings and the anger that you felt and the frustration of not being able to fly and they were flying antiquated equipment and everything. What kind of a morale booster, could you describe what happened to your morale with the AVG arriving? YU WEI: It is very simple, Frank. You saw this aircraft and you knew some day you were going to fly them. That's all there is to it. We need the equipment. We may not need them hundred thousands of American pilots, we need hundreds of thousands of aircraft. So we can man them so we can fly them. When we think about some day in short period of time we going to fly this sort of fast, strong, aircraft. All morale was very good. Very high. Very high. FRANK BORING: More specific in terms of morale, once you started hearing that the Japanese were being defeated by the AVG what was your morale? What was your…? YU WEI: We only read the newspaper, we were not close to the AVG because we were only cadets. We read I still remember I forgot the date, 4 AVG shot down 9 Japanese aircraft over �Burma border, you know. We thought, gee, someday I'm going to be in the flight to do the same thing. That sort of thing you look forward to it. Any young air cadet they looking forward to the moment and especially we were oppressed by the Japanese for so many years. And we want to stand up and say Chinese people will not be oppressed again. This sort of thing I mean you think and really look forward to it. That sort of thing I call morale. FRANK BORING: I think that's perfect. That's just the sort of thing. � 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 Flying Tigers Interviews and Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, Chinese World War, 1939-1945--Personal narratives, American Description An account of the resource Collection contains original 1940s films and interviews conducted in the 1990s, documenting the history of the American Volunteer Group (AVG) "Flying Tigers." The Flying Tigers were organized by the United States to aid China during the Second Sino-Japanese War. Original filmstrips were recorded by AVG crewmen Joe Gasdick and Chuck Misenheimer, as well as Chinese Air Force Interpreter P.Y. Shu, who was assigned to assist Col. Claire Chennault as he trained Chinese pilots and established the AVG. Interviews with members of the American Volunteer Group (AVG) “Flying Tigers” were conducted by Frank Boring for the documentary film Fei Hu: The Story of the Flying Tigers, which he co-produced with Frank Christopher under the production company Fei Hu Films. The AVG Flying Tigers were a group of American aviators, mechanics, medical and administrative military personnel, led by Col. Claire Chennault to assist the Chinese Air Force in their defense against Japanese air strikes from 1941-1942. The AVG Flying Tigers also flew in defense of the Burma Road, a major Chinese military supply route. The group disbanded and returned to regular U.S. military service after the Japanese attack on Pearl Harbor. Creator An entity primarily responsible for making the resource Boring, Frank Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films Research and Production Files (RHC-88)</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 1938/1991 Contributor An entity responsible for making contributions to the resource Fei Hu Films Christopher, Frank Gasdick, Joseph Misenheimer, Charles V. P.Y. Shu Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4; application/pdf Language A language of the resource English; Chinese Type The nature or genre of the resource video; text Identifier An unambiguous reference to the resource within a given context RHC-88 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-1945 World War II Relation A related resource Veterans History Project (U.S.) Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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-88_Yu-Wei_1991-03-23_v03 Creator An entity primarily responsible for making the resource Yu Wei Date A point or period of time associated with an event in the lifecycle of the resource 1991-03-23 Title A name given to the resource Yu Wei interview (video and transcript, 3 of 4), 1991 Description An account of the resource Interview of General Yu Wei of the Republic of China Air Force by filmmaker Frank boring for the documentary, Fei Hu: The Story of the Flying Tigers. In this tape, Yu Wei discusses the painful memories of the bombings he witnessed and the encouragment he felt for the AVG coming to work with the Chinese people. Contributor An entity responsible for making contributions to the resource Boring, Frank (interviewer) Christopher, Frank (director) Fei Hu Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, American Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films research and production files (RHC-88)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/8964250a35e216df68f0c7535370032f.mp4 1de168de9c03b23f3bd8de3a25fabd34 https://digitalcollections.library.gvsu.edu/files/original/01a2e05986df7ac34c39bf013b6b7d03.pdf 7690dff88ab2663d543eb9f325bc362f PDF Text Text Grand Valley State University Special Collections & University Archives RHC-88 Fei Hu Films Flying Tigers Interviews Interviewer: Frank Boring Interviewee: Yu-Wei K'ang Date of Interview: 03-23-1991 Transcriber: Frank Boring [TAPE 4] YU WEI: I think that was August 18, 1944 flight of 6 P-40's bombed the railroad across [?] Peikun [?] railroad. Captain Maloney was the leader and my flight was Lt. Chen. We decided to [?] locomotive, ammunition. So we went there to bomb and were told my Captain Maloney if the aircraft was so strong we just drop the bomb and leave. But Lt. Chen decided when we look at those locomotives, [?] we really what do you call it, blood thirsty or something. He made 8 passes, I was with him. And he was a very shot up. I told him, Lt. you flight near the mountain [?] there you went into the mountain. So you get away from Japanese, but he couldn't make it. He crash near a village. I had to protect him, he climb out he was captured and released as a P.O.W. came after the war. I was shot up I couldn't make it my temperature was high so I crashed in between the mountains and hit a big piece of stone and so I had a bad cut. I almost fainted and somebody came. You see when we went on combat mission we were given [?] the guys said we are guerrillas so I fainted. The next thing I knew they stopped by bleeding with a bunch of [?] you know. So then the Japs came across the rivers so we ran thru a mountain and in about 9 days I was in friendly hands. First the guerrillas I had nothing to eat except the piece of chocolate in the parachute. But we live on piece of parachute for many 2 or 3 days. Then I was stuck there. I had some complications and �they tiny landing strip there. About 3,000 feet or something. It was little rainy weather you know. All of a [?] a plane came over. I went to see a P-40 and he dove down and I know [?] a package would drop. You know what in the package? A canteen of bourbon whiskey, four pack of Lucky Strikes and some American dollars. I was so touched. All of a sudden I saw the aircraft landing lower the landing gear, trying to land. I try to stop them. That was Major Bill Turner. I said sir, why did you do that. Because it is too short, you wait exactly, he said exactly I cannot stand to see you stand there looking miserable. You know what he did he squeezed me to the radio compartment and flew me out. Because all along Japanese there is no transporting whatsoever. So this sort of comradeship - fraternity. This is how senior officer treat junior officer. This sort of spirit you don't see much. FRANK BORING: Looking back on that period of your life, when you were a young man, a cadet and all of this, how do you , what is your recollection, what is your feeling, what is your, in terms of where that fits into the rest of your life? YU WEI: Of course, you see, I want to, you see, I didn't even graduate from high school, because I was the last year, in '38, my last year of high school, but I had to run away because I was on the Japanese war list. I thought after war I come over and go back to the school. I think the government should give me some sort of support. But then starting war with the Communists. FRANK BORING: How do you look back on that period of time, though, in terms of years? Now you're a certain age, you have been established in your life and you... YU WEI: You see, let me add a little bit of politics. In Chew King Base [?], all the reports says multitudes of land reformed. They're just [?] they're not common soldiers, I mean, that's a lot of the �state department, now I can tell you who is a land reformer. Chung Gao [?] Multitu [?]. We're the most successful land reform program in the entire world. A lot of them in China. I went back to Mainland China last May, the first time in 41 years. I wasn't very happy. I mean I was, what it cost and the journey, but I was disappointed and disgusted. I went to the CD where I was born in Shanghai. There was twelve million people. It was a very hot Mayday. Seems to me that everybody was on the street. I went to the war house where you could see two [?], there are already three floors, about more than ten families live there. I was really disappointed. And the, I think all systems here will eventually prevail. FRANK BORING: Let's just, if you could look back at that period of time when you 17, 18, 19 years old, where does that fit in terms of your life? In terms of… YU WEI: Well you see, I was too… FRANK BORING: Where a major change happened, I guess what I'm looking at is that period of 17, 18, 19 you were changed, I mean you had a goal you had a, but something happened during that period. I guess what I'm looking for is your reflection on that period of your life and what it had done to make you the person you are today. YU WEI: Well you see, actually, I was a simple minded teenager, all I want is to join the war with the Japanese. I did not have any future point. Then after the war of course, I had some plan. But then we, the Communist came and then we were in Taiwan, then I had to go along with it. I was married then, I had kids, so I had to work harder than to just for the family, food, for the [?]. You see I joined the service when I was 18. And I retired completely about 2 years ago. After I had several, many assignments. But I left the Air Force much sooner than the rest of them. I was a Lt. Col. That year I was �supposed to promote to full Col., but I was in 1957. I was assigned to her office, on loan basis. FRANK BORING: Where does that young boy, that 17, 18, where does he fit in terms of your life? YU WEI: Well, of course, my war experience, my experience in the two academies really helped me to stand on my own two feet, you see. But to do whatever I think is right for the country and for myself. Of course, long planning, I mean which is what everybody is looking for, but I did not I was lacking long planning, but as time went on, I think I'm not satisfied. I was not cute, I was not a washout, I was , you see a lot of people, you know my friend, in my squad in 30 seconds, I can't. We lost about 16 pilot. Chinese pilots in my squad in the whole squad about 25. I lost my first American flight leader, Lt. Boyer?*. He was shot down the third mission. I was with him. So you know this sort of thing can give you a different way of facing life. First you survive, then you do whatever you could. To make a better living. You see then of course, I knew that my education background is not enough to show, so to ignore this, I read a lot of Asian, Chinese books. And then the other thing, I started to practice my brush [?]… FRANK BORING: What do you think the significance of the AVG in terms of the Chinese Americans working together? YU WEI: Both these relationships, I mean, both sides, American people, Chinese people, ought to be very powerfully, we fought together, we lived together and we pursue the same war together you see, and this is why unless of course, ? and myself, we're trying everything to send this old flying person out to join the Fortunes Air Force Association, AVG and the source of forces, the hump pilot, the P-40 pilot and then we sometime we'll invite them to Taiwan. For instance, General Sloshberstig [?], we invite him here about a few years back �and we hope in a reconcile. That only the third generation, the parties should bring it up, so I was disgusted with constant shot, we must do something about. So this time, I'm trying to take my son to Thunderbird, but he was very busy, he runs a computer shop in Washington. FRANK BORING: Very good. It was excellent. � 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 Flying Tigers Interviews and Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, Chinese World War, 1939-1945--Personal narratives, American Description An account of the resource Collection contains original 1940s films and interviews conducted in the 1990s, documenting the history of the American Volunteer Group (AVG) "Flying Tigers." The Flying Tigers were organized by the United States to aid China during the Second Sino-Japanese War. Original filmstrips were recorded by AVG crewmen Joe Gasdick and Chuck Misenheimer, as well as Chinese Air Force Interpreter P.Y. Shu, who was assigned to assist Col. Claire Chennault as he trained Chinese pilots and established the AVG. Interviews with members of the American Volunteer Group (AVG) “Flying Tigers” were conducted by Frank Boring for the documentary film Fei Hu: The Story of the Flying Tigers, which he co-produced with Frank Christopher under the production company Fei Hu Films. The AVG Flying Tigers were a group of American aviators, mechanics, medical and administrative military personnel, led by Col. Claire Chennault to assist the Chinese Air Force in their defense against Japanese air strikes from 1941-1942. The AVG Flying Tigers also flew in defense of the Burma Road, a major Chinese military supply route. The group disbanded and returned to regular U.S. military service after the Japanese attack on Pearl Harbor. Creator An entity primarily responsible for making the resource Boring, Frank Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films Research and Production Files (RHC-88)</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 1938/1991 Contributor An entity responsible for making contributions to the resource Fei Hu Films Christopher, Frank Gasdick, Joseph Misenheimer, Charles V. P.Y. Shu Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4; application/pdf Language A language of the resource English; Chinese Type The nature or genre of the resource video; text Identifier An unambiguous reference to the resource within a given context RHC-88 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1938-1945 World War II Relation A related resource Veterans History Project (U.S.) Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. 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-88_Yu-Wei_1991-03-23_v04 Creator An entity primarily responsible for making the resource Yu Wei Date A point or period of time associated with an event in the lifecycle of the resource 1991-03-23 Title A name given to the resource Yu Wei interview (video and transcript, 4 of 4), 1991 Description An account of the resource Interview of General Yu Wei of the Republic of China Air Force by filmmaker Frank boring for the documentary, Fei Hu: The Story of the Flying Tigers. In this tape, Yu Wei looks back on the period of time he spent as a cadet and how it informed the rest of his life, in addition to the significance of the AVG in Chinese and American relations. Contributor An entity responsible for making contributions to the resource Boring, Frank (interviewer) Christopher, Frank (director) Fei Hu Films Subject The topic of the resource Oral history United States--History, Military China--History, Military Veterans China. Kong jun. American Volunteer Group World War, 1939-1945--Personal narratives, American Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/540">Fei Hu Films research and production files (RHC-88)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/0c39fda74d66e868d4d15d364ae77865.jpg c98f00b3bf3c9b26ceab20c7dd51db52 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001394 Title A name given to the resource Yugoslavian dancers perform during Grand Valley students' visit Description An account of the resource Yugoslavian dancers perform during Grand Valley International Studies Insititute visit to Sarajevo. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Foreign study Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1977 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/e2288ed01039d74a2a83d767a793eada.jpg 32a6c8b564e60226b68ef718906c9758 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001398 Title A name given to the resource Yugoslavian representative receives gift from President Lubbers Description An account of the resource Yugoslavian representative receives gift from President Lubbers, 1976. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/8c804ade57c1e3304b81b53cc18d7d2a.jpg 3e9a8a8a8d08cdbfefdb0cd9dea43e66 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001399 Title A name given to the resource Yugoslavian representative receives gift from President Lubbers Description An account of the resource Yugoslavian representative receives gift from President Lubbers, 1976. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/299f1a905605a95193b41c8128dcd00a.jpg b5253e8ea4ea0c585bf9a89461072aff Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001400 Title A name given to the resource Yugoslavian representative receives gift from President Lubbers Description An account of the resource Yugoslavian representative receives gift from President Lubbers, 1976. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/cb35772cb813f1af5775d357376f5eb5.jpg 242540259877e83af426c11fb2d6debf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001403 Title A name given to the resource Yugoslavian visitors at the Calder statue in Grand Rapids Description An account of the resource Yugoslavian visitors at the Calder statue in Grand Rapids, 1976 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/afd3596d019b5583843625f423c0b9de.jpg 46dff062fc2c4203316cb89f6e60a89d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001401 Title A name given to the resource Yugoslavian visitors receive gift from President Lubbers Description An account of the resource Yugoslavian visitors receive gift from President Lubbers, 1976 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/9559ccbe3b4534c599a699e3740775e3.jpg 246476818074fa270237a51c00564633 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001402 Title A name given to the resource Yugoslavian visitors receive gift from President Lubbers Description An account of the resource Yugoslavian visitors receive gift from President Lubbers, 1976 Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities & colleges-Michigan--Allendale Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> 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 1976 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 black and white photo https://digitalcollections.library.gvsu.edu/files/original/1097a86b5b39a42b88e0dd543d62b618.jpg 1a9d8da094b96598006a8d43b20b3879 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 YuhasLinda Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Yuhas, Linda Description An account of the resource Linda Yuhas, Human Resources Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/d69edfa972c44716aa002858a9e4b5a8.jpg fd677e3842ce34b0b08286e94d6a3159 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_58_1924_017 Date A point or period of time associated with an event in the lifecycle of the resource 1924-06 Title A name given to the resource Yuma Crossing Description An account of the resource Black and white photograph of a steel bridge over the Colorado River in Yuma, Arizona. Lettering on the bridge reads "OCEAN - TO - OCEAN HIGHWAY YUMA.". Subject The topic of the resource Yuma Crossing National Historic Landmark (Yuma, Ariz.) Yuma (Ariz.) Bridges 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/025643b47424f04e3f0f8b8a7794ee97.jpg 7c2abdda485d76d66c83fe3a52591523 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_HotelItza_4_1930_003 Date A point or period of time associated with an event in the lifecycle of the resource 1930-02-25 Title A name given to the resource Yuncu Cenote Description An account of the resource Black and white photograph of nine people, seven men and two women, in a cavern. Subject The topic of the resource Mérida (Mexico) Mexico 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