115 24 26018 https://digitalcollections.library.gvsu.edu/files/original/875e4c59cf51ad2a679d2b0bd8feea2f.pdf 5639454b185584f38072afb2cf88311b PDF Text Text ���������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incunabula Description An account of the resource The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1450/1500 Source A related resource from which the described resource is derived Incunabula Collection (DC-03) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United </a> Subject The topic of the resource Incunabula Printing 1450-1500 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-03 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource text Language A language of the resource eng it la nl de Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Das Narrenschiff [Latin] Stultifera navis [folium 189 a-j] Identifier An unambiguous reference to the resource within a given context DC-03_189Brant1497 Creator An entity primarily responsible for making the resource Brant, Sebastian, 1458-1521 Description An account of the resource Ten leaves, a-j, from Das Narrenschiff [Latin] Stultifera navis by Sebastian Brant and translated by Jacobus Locher. Printed in Basel by Johann Bergmann, de Olpe, on August 1, 1497. Illustrated with woodcuts and bound. [GW 5061; ISTC ib01090000] Publisher An entity responsible for making the resource available Basel: Johann Bergmann, de Olpe Subject The topic of the resource Incunabula Printing 1450-1500 Language A language of the resource la Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 1497 Source A related resource from which the described resource is derived Seidman Rare Books Collection Contributor An entity responsible for making contributions to the resource Locher, Jacobus (translator) Type The nature or genre of the resource Text https://digitalcollections.library.gvsu.edu/files/original/a59ea5b59f5e20f2538db732f678d06b.mp4 d4f078866cd1cdae813f1fee7faa9b68 https://digitalcollections.library.gvsu.edu/files/original/b608bc5dc402bfc2196120edcd11e934.pdf 78451e997ee1e8f1b9812216cdc8927b PDF Text Text ORAL HISTORY INTERVIEW DONALD BRAZONES TAPE 1 Born: 1924 in Racine, Wisconsin Resides: Byron Center, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, August 15, 2011 Interviewer: Mr. Brazones, can you begin by telling us a little bit about your own family background? To begin with, where and when were you born? Sure, I was born in 1924 in Racine, Wisconsin and I was the middle child of seven children. I went to school in Racine and I stayed there until I left. The first time I left was to go into the service. Interviewer: What did your father do for a living? My father was a factory worker. Interviewer: Was he able to keep his job during the depression, through the thirties? No, he worked with the WPA and I think that was the only thing he worked with at that time, and that was the only income we had at the time. We had seven children, so that was kind of tough. 1:45 Interviewer: Did your mother or the older kids kind of pitch in and earn some money? There really wasn’t anywhere to go to earn money. Actually I started my first job when I was nine years old. I sold Liberty magazines and they sold for a nickel and it was very, very difficult to get a nickel out of anybody. I was a protegé of a little friend of mine, but I was really good at selling and we would usually stand by where a streetcar stopped, 1 �there were no buses at that time, they were all streetcars, and when the people got off the streetcar he would latch onto one of those guys and he might walk two blocks with him and finally get that nickel for that magazine. Well, I wasn’t that kind of a salesman, so after he sold all of his, he would take and sell mine because he was my sponsor. 2:55 Interviewer: All right, so you had to make do and sort of get by in the thirties. Did your father get a job again in thirty-nine or forty, as things picked up? Yes, he worked in a factory in Racine after the—I suppose there was—I’m not sure when that picked up, but I suppose it was just before the war. I can remember now, I can remember. We were listening to President Roosevelt, I think it was in 1939, and he was saying that they were going to build a hundred airplanes a day, or a week, but I can remember that, so I think things must have started picking up in 1939. At that time I was fifteen or so. 3:48 Interviewer: You were able to stay in high school and finish rather than leave after the eighth grade or something like that? Yes, I went to high school. Interviewer: Now, when you were in high school in 1939, 40 and 41, before Pearl Harbor, were you paying much attention to what was happening in the world? Were you aware there was a war in Europe and all of that? No, I was worried about playing basketball and of course, I was working then too. I had a paper route. I wouldn’t skip, I was excused from the last period in school, so I could get down and get my papers and get those peddled. 4:31 Interviewer: So that, now when Pearl Harbor happens and we are at was, that is a little bit of a surprise? 2 �Yeah, well it was a surprise and it happened, as you know, on a Sunday. My friends and I were playing basketball and we played on Sunday afternoon. I was there and all of a sudden one of my friends came and said, “The Japanese bombed Pearl Harbor”, and I said, “Where’s Pearl Harbor”? I didn’t know anything about that, but the next thing that happened was that the newspapers put out what they called an “extra”, and the only communication you had with the public was by radio and the newspaper. 5:36 I just loved it when there was an “extra” because the paper cost five cents rather than three cents. The regular price of the paper was three cents, and what you would do—you would take your bundle of papers that you had and you would walk up and down the street yelling “extra, extra”, and the people would come out and ask what’s happening and you would sell them a paper. Interviewer: How soon after you learned about the news were you out there selling “extras”? The same day, as fast as they could get them printed, yeah Interviewer: So, it’s extra work for the paperboy and extra money. Yes Interviewer: When this all happened, did you figure that you would probably wind up in the service then, or did you think the war would be over in a few weeks and it wouldn’t matter? 6:31 Well, there were two friends of mine that were seniors in high school and we got talking the next day and we decided that what we were going to do was to go and join the Marines and we were going to go and kill Japs. My two friends went and told their parents what they were going to do and I went and I told nine. I said, “I’m going to join 3 �the Marines, Art Moen, Searle and I, we’re going to join the marines and we’re going to go and kill Japs”, and my mother said, “you’re going to go to school and you’re going to get your diploma and no killing Japs, so that’s what I had to do. They went into the service, they went into the Marines, and I went to school. 7:30 Interviewer: And of course, you were only seventeen at the time, so you couldn’t enlist without your parent’s permission. I guess do, I don’t know. Interviewer: Your mother said so, so that took care of it. All right, now, once you graduated did you go right away to enlist? I went—I graduated in June and I went in, in August. Interviewer: When you enlisted, did you have an opportunity to choose what branch of the service you went into? Yes, I was enlisting, so I could go wherever I wanted to go. Interviewer: What did you choose? I chose the air force; it was the Army Air Corps. Interviewer: So you could specify that? Yes Interviewer: Where did they send you first once you enlisted? 8:14 Well, the first place I went was to Great Lakes in Illinois. I was there for—I can’t remember. Interviewer: Great Lakes in mainly a naval base. Was it possible they sent you someplace else? 4 �I went to Great Lakes when I was getting out of the service. Maybe I—I was going to say St. Louis, Missouri is where I went to training. Interviewer: So, there’s Jefferson Barracks near there. Jefferson Barracks, that’s exactly where I went. Interviewer: What was the boot camp experience like? It was not very good because you—St. Louis in August, at that time of year, gets kind of warm. And when you have formations it was very common, when you’re standing at attention, that someone would keel over. 9:18 That wasn’t very pleasant. In fact, none of boot camp was very pleasant. It’s your first experience in the service, you’re just a young kid, and then you have to go through all of this nonsense. At the time we thought it was nonsense, but you feel kind of proud to be able to do it anyhow, because now you were in the service. Interviewer: You at least were in pretty good shape when you went in if you played a lot of basketball, so you could handle most of the physical stuff ok. How did you do with the military discipline, was that hard? Was it hard to learn or did you catch on pretty fast? I was eighteen years old years old and the discipline never bothered me a bit. I liked discipline and you can ask my son. 10:10 Interviewer: Did the drill sergeants seem to be people who were pretty fair, or did they vary a lot? They were not what you see on TV where these guys are yelling and everything. That’s for TV and that wasn’t the way it was, at least when I was in there, that wasn’t the way it 5 �was. Drill sergeants had a job to do and you had a job to do. You had to learn how to march and that’s one thing that you did. Interviewer: About how long did you spend in boot camp? Was it eight weeks or twelve? I would guess it was eight or twelve, yeah, I can’t remember. Interviewer: Now, at that point did they send you someplace for air corps training or what happened next? 11:06 From boot camp, I believe that you had of choice of where you wanted to go and what you wanted to do or you were just assigned, I’m not sure, but I don’t think you had too many choices at that time. I was assigned to armor school and I was sent to Denver, Colorado at Lowry Field, just a very nice place. Interviewer: What were they training you to do in armor school? You’re trained to—I could take a 50 caliber machine gun apart and put it back together blindfolded, and you also had to load the airplanes with bombs and that was about your job as an armor soldier [armorer]. 12:18 When I got out of there, instead of going to an active duty outfit, the officer on the base there decided he wanted me to work in the office. So, I graduated in armor and I was working this office and I wasn’t real happy about that, but that’s the way life is in the military. Interviewer: Why do you think he picked you to work in the office? I rally don’t know and I didn’t question it. 13:08 Interviewer: How long did that last? How long did you stay there? It lasted some months, I’m not exactly sure how long, but at that time they opened up a B-24 transition school in Denver, at Lowry Field. Everyday I would see these B-24’s 6 �coming in and landing and taking off and landing and I thought it would be more fun to fly one of those things than to work in this office. I decided to apply for the Aviation Cadets, and I did and I got in, and then I was sent to Santa Ana, California for a few weeks of hell. 14:11 We were restricted to the base. We went there for six weeks and in order to keep these young kids out of trouble, they put us to work. Every day we had to scrub the barracks and you had scrub brushes and mops and everything and you had to hang them up just so, and the mops were all cut even, so when you hung them up they were in line. The officer who was in charge would come in and inspect it and he said, “well, this looks pretty clean, but it doesn’t shine just right. Do it again tonight”. I don’t know how many times we scrubbed that damn floor. 15:15 Interviewer: What were you doing the rest of the time? Were you in classes or learning about aviation at that point or aircraft? No, this was basic training for the Cadets. Interviewer: Were the Cadets expecting to be pilots or were you training to be navigators? The point in Santa Ana was to take tests to see what you were qualified for. Whether you qualified for pilot training or navigation or bombardier or whatever it was. You would go through various tests, including co-ordination and trying to learn how to fly an airplane and doing all those machines. 16:17 Then you were classified and then you sere sent off to your particular school for whatever you’re qualified to do. They classified me as a navigator and I didn’t like that because I wanted to fly one of those things, so I went before the review board and I said, “I was classified as a navigator, but I would like to be a pilot. I prefer to be a pilot”, and they asked, “Why do you want to be a pilot?” I said, 7 �“Well, I want to fly one of those airplanes”, and they said, “What the hell do you think you do, navigate from the ground?” They said, “you either go to navigation school or the infantry”, and I said, “Where’s this school?” 17:18 When I think back now, had I been pushed out of there, I would have been hitting the beaches at Normandy. Interviewer: Or who knows where else in the Pacific. That’s right, that’s right Interviewer: Flying in a bomber over Germany wasn’t always such an easy thing either. They were all pretty dangerous jobs and not easy. No, not very much fun. Interviewer: Where did they send you for navigation school? I went to Hondo, Texas. Interviewer: Where in Texas is that? It’s about seventy-five miles west of San Antonio, out in the desert or whatever. Interviewer: Out in the wide-open spaces. Ok, what was the base its self like? What kind of a place was it? It was a bunch of barracks out in the desert and that was it. 18:20 Interviewer: What did your training consist of? What were you learning there? You were learning, I hope I get this, learning how to be a navigator. You would go on training flights and we had, I think they were called AT 10’s I believe, and you would have three navigators in this plane, students, and you would take turns directing the flight and following where you were going. Each navigator would take a leg and that’s what it was. 19:19 Interviewer: What kinds of tools did you have to navigate with? 8 �At that time you had an altimeter, a speed indicator, and you had a computer, which was called an E6B computer that was just like a slide rule really. That was a computer at that time. Interviewer: Did you work off maps? Yeah, we had maps. Interviewer: Did they teach you to navigate by the stars too? Yes, I took celestial navigation. Interviewer: About how long did you spend in navigator school? 20:20 I would guess, nine to twelve months, I can’t remember. Interviewer: That’s a long time. Did you get to go home at any point during the training process or were you just our there the whole time? I was out there the whole time, I think. Interviewer: Your out there at the base for a long time, you’re not in basic training anymore, so you can get off the base once in a while. Where would you go and what would you do? I would go to San Antonio. Interviewer: What was there to do in San Antonio? The thing to do was you could get some beer there; of course you could get beer on the base too, so that didn’t make any difference. It was getting away and out of jail, out of confinement for a while and you could say no to somebody and didn’t have to worry about it. 21:24 Interviewer: Did they have any facilities in San Antonio, Red Cross or USO to kind of help the servicemen or were you just on your own? 9 �No, they had the Red Cross and the one thing that sticks in my mind about San Antonio is that they have a river going through and a river walk. I remember we use to spend time there at that. Really, about all I can remember about San Antonio is that it was an impressive thing. Interviewer: That’s still there and it’s one of the things that San Antonio’s still famous for. What kind of guys were you training with? What sorts of people were in that school? In that school they were all in their early twenties. I believe, if I remember right, that you had to be under twenty-seven years old. If you were over twenty-seven you were an old man and couldn’t train in flight school. 22:34 It was all young guys and I was probably one of the youngest. Interviewer: Did a lot of them have some college already? I suppose so, I don’t know. I can’t tell you that, but I would imagine so. Interviewer: Were they from all over the country at that point? Yes, from everywhere Interviewer: What kinds of planes did you train in? You mentioned the first one. AT10 I think Interviewer: Was that a twin-engine plane? Yes, it was a twin-engine plane. Interviewer: Was that the only kind of plane you trained in, in San Antonio? In the navigation school, yes Interviewer: Was that complete now? 10 �There was one other, and I remember we took our final exam flight in a bigger plane. I can’t remember exactly what it was. 23:34 Interviewer: Once you complete the navigation school, where did you go next? Then I went to Ardmore, Oklahoma, and in Ardmore, Oklahoma we were assigned a crew. Pilot, co-pilot, navigator and everything and then you would start flying as a crew and try to get acquainted with all of your duties and how to fly as a crew. Interviewer: Now, what kind of a plane were you in? They were B17’s 24:15 Interviewer: Now, is this the crew that you would go over to England with? That is correct Interviewer: Can you tell us a little bit about the men in that crew? Well, there were four officers, pilot, co-pilot, navigator and bombardier. My pilot was the oldest of us, he must have been twenty-five and Bob Curtis, I’m not sure how old he was; he could have been a little older too. Interviewer: Was he the co-pilot? No, he was the bombardier and the opera guy. The co-pilot was a young guy too. Interviewer: You had enlisted men who were the gunners? Yes, and they lived separately from us. 25:26 It was interesting because—I’ll go back just a little bit—when I decided to go into the air force, a friend of mine from Racine had already gone into the air force, and when I was going I went over to see his mother and told her I might find—I might run into Don sometime, he’s in Texas. She said, “do you know how big Texas is?” She said, “from the bottom of it to the top of it is as far as from the top of Texas to Canada, and your chances of being with him are so slight”. Low and 11 �behold, where do I go? I go to Hondo, Texas and he’s a mechanic on those planes there. 26:29 The screwy thing about the service at that time, I don’t know what it is now, but when I got there I said, “oh boy, now I’m in Hondo and I can go and see my friend”, and I asked the officer, as he was getting us acclimated to the base and the rules and regulations and what was happening. I said, “I have a friend here, enlisted man, how can I go and see him? Where can I go?” He said, “well, maybe you could arrange to meet him outside someplace”. Officers could not talk to enlisted men and that was beyond what I could understand, so I saw him anyhow and I didn’t get put in jail. 27:29 Interviewer: Can you describe a little bit what you did as a crew as you were learning to fly the plane? How did that go? Well, you would have certain missions and as I think back, I think the training could have been better than it was, and particularly from my standpoint because I had to learn how to navigate. The pilot would say, “this is where we’re going to go and you tell us how to get there”, and he was also learning to fly the plane and he was also learning how to work with his co-pilot and visa versa. The bombardier also had to learn to drop bombs where he was supposed to, so all of us were trying to learn something in a very short period of time with the minimum amount of training, really. 28:42 One thing we did do in Ardmore, Oklahoma—those poor people in that city, it was just a little village, but with the B17 transition school there, they had all these young cowboys flying these airplanes. What they did, and what we did, was fly down like that and fly down Main Street. You could look up and see—I don’t know what those people did in that ton, but I guess everyone that went through that school decided that was the thing to do. 29:32 Interviewer: I suppose they got used to it after a while. 12 �You can, but how the hell do you get used to those four engines going down Main Street, Oh God, it was terrible. Interviewer: Were there problems with accidents and things in training? Did any crash? Oh yes, yes there were and I don’t know of any specific ones, but I know I heard of crashes. In fact, I’ll tell you—we were assigned one mission, so when we got in our plane—normally what you would was, you would take off from this field and you would climb to altitude like that and when you would get to your altitude you would level off and fly. 30:26 Well, in navigating it’s a little difficult to navigate at these various altitudes because the winds change and you don’t know exactly what they are ahead of time. We were going on one mission and the pilot said, “well, I’ll help you out today, I’m going to go to altitude right over the base and then we’ll fly on the mission”. That was fine and I could start navigating right from here then instead of trying to calculate all of that. Unfortunately somebody else was doing the same thing and we were coming around like that and just about met each other, but both guys dove off like that and I think the pilot was scared for the rest of the flight. That was not too smart. 31:31 Interviewer: Did the pilot ever play any games with you or do things that scared you? No, he had a job to do and we had a job to do and we just did it that’s all. Interviewer: Wasn’t there one occasion there at Ardmore when you were flying without a pilot? You were mentioning that before the interview. We were on a bombing training mission and on one day, all of the enlisted men had some bad food or something and they couldn’t fly because they had other things that were 13 �interrupting their flying, so they were all grounded. Just the four of us, four officers, were in the plane and took off in the plane. 32:38 The bombardier and I are down in the nose section and we were flying along and all of a sudden I looked around and here’s the co-pilot saying, “hi guys, how are you”, and blah, blah, blah and that’s fine you know. Then all of a sudden I turned around and here comes the pilot and I thought, “holy Mackerel, this is not good”, so he went right back up there again. He was the old man and he should have known better, but we were all in our teens and he was twenty-five or so, so he was an old man. Anyhow, after we got down he admitted that it was a dumb thing to do, but I guess he just couldn’t resist it. 33:33 Interviewer: Did these planes have an autopilot feature of some kind? Yes, he set it on autopilot and it flies by itself. Interviewer: Did you also have a Norden bombsight on this plane? Yes Interviewer: That is something were you can actually turn it over to the bombardier at a certain point to control the plane? You have—when you’re on a mission it’s all mapped out where you go and how you go and as you approach the target they have a place that’s called the IP or the initial point, so as you’re flying you fly over this initial point, you turn it into the target, and then the bombardier would take over. He would crank up his bombsight so that it would zero in on the target, and then he was under control of the plane. 34:32 He was flying the plane because he wanted it to go where his bombsight was pointing. He would do that and he would keep control of the plane until he dropped the bombs and then the pilot would take over. 14 �Interviewer: In training, how well did that work? Was he able to be pretty accurate with it? Yeah, he did pretty well. We didn’t do very many bombing missions though. Interviewer: You didn’t have a whole lot of practice then? No, very little Interviewer: We have been talking about your training with the flight crew in Oklahoma. Now, once you completed that stage were you ready then to be shipped overseas? Was that the next step? 35:25 Correct Interviewer: Did they let you go home first? I don’t think so Interviewer: Where did they send you? From Oklahoma where do you go? We went to Kearney, Nebraska Interviewer: Did you pick-up a new plane there or did you just take your old one? I’m not even sure how we got there. From Kearney we went to—that must be where we were assigned bases in England. 36:38 From Kearney we went to the port of debarkation in New York and we took a boat across. Interviewer: So you did not fly a plane over? No Interviewer: What kind of boat did they put you on? We were on a British boat, which was very nice. Interviewer: Was it a big passenger ship or a smaller ship? Did they use things like the Queen Mary to carry guys over? 15 �No—let me back up here a little bit. In Kearney we got—ok, we all got onto the ship and then we went down into the ship where there was a sort of big area almost like a mess area or something like that, and you all packed in there and sat by these mess tables and waited for everyone to get onto the ship. 38:24 We were all packed in there at these mess tables or picnic tables and we thought they were going to wait until everyone got on the ship and then send us up to our separate room to travel over there. It wasn’t too long after everyone got on the ship and there came an announcement over there—“Ok gentlemen, this is your home for the next two weeks until we land in England”. “Where are our rooms?” “Here are your hammocks, find someplace to attach them to and that’s your home for the next several weeks until you get overseas”. 39:43 Interviewer: Did you sail in a convoy or did the ship go by its self? We shipped in a convoy. Interviewer: What do you remember about the trip over? Well, the main thing that stays in my mind is that we were sailing along and there was an explosion on one of the destroyers in the convoy. These destroyers keep going up and down trying to keep you safe from submarines, but there was an explosion and one of the destroyers just staying there and we were going on, so he just disappeared over the horizon. 40:41 What we learned later was that a submarine took him out, so actually it was kind of scary until we got the heck out of there, but it was uneventful from then on. Interviewer: Was the weather reasonably good? Yes, as I remember Interviewer: Did you have a lot of guys get seasick anyway? A lot of guys got seasick and I didn’t. I was lucky I could take that. 16 �Interviewer: When you’re packed together that tightly it might have gotten ugly a few times. Well, you weren’t packed like sardines all the time. When you were sleeping that’s when you had to—you didn’t have a stateroom, your stateroom was your hammock you had hanging there. 41:34 Other than that—yeah, there were a lot of people on that ship. Interviewer: Were most of them army guys or air corps? Air force, all air force being assigned to basis in England. Interviewer: Where did they land you in England? We landed at Liverpool. Interviewer: What did that look like to you when you got off the ship? I can’t—apparently it didn’t make a big impression on me. Interviewer: Where did they send you then? What base did you go to? We went to the 91st Bomb Group that was in Basingbourne. 42:30 Interviewer: How would you describe the base there in Basingbourne, what was it like? I was a combat base and you flew your missions from there. The base I was on, in Basingbourne, was a previous Royal Air Force-Interviewer: Bomber Command base/ Yeah, well it was a British base and all of the buildings on there were permanent buildings. They were stone and brick and everything and the accommodations were very nice because it was a permanent base. A lot of the combat troops there live in Quonset huts, but we had it pretty nice there. 43:28 17 �Interviewer: Can you describe the first mission you went on? When was it and what did you do or did they split you up and put you with different crews the first time? No, the pilot flew two missions with another experienced crew, so he would know what happens. What happens is, you’re assigned a spot in the armada that’s going to be going over and bombing, so you would get up in the altitude, you would seek out the group that you should be flying with, so you would get over there and you would get in formation with them. 44:29 Interviewer: Had you done things like that, the fly in formation stuff when you were training back in Oklahoma or was this kind of new for you? There might have been one or two missions in Oklahoma, but I really don’t remember. Interviewer: So, this was relatively new for you too once you had to start to do it as a navigator? Well, it was brand new and I had been out of school for quite a while and not really doing much navigating at all and then you get to England and it was a completely different system of navigating and you were at war and that wasn’t much fun to think about either, so you had other things to think about besides navigating. 45:46 Interviewer: When did you fly your first mission over Europe? My first mission, I think, on June 4th or June 5th. It must have been prior to D-Day, a few days prior to D-Day. Interviewer: Shortly before D-Day, and do you remember where they sent you? Over—we went over onto the continent and we went in to bomb one gun site and came back. That was almost like a training mission. 46:47 18 �Interviewer: Was there much anti-aircraft fire over there? No, not on this mission Interviewer: A small enough target, so it wasn’t as heavily defended as something else might be? I think that’s a good analysis, yes. Interviewer: So you get there and you’ve joined up with your group right before DDay and at D-Day they used the heavy bombers which normally flew over Germany and things like that to attack defenses around the beaches themselves. Is that what you were doing then on D-Day? We dropped—on D-Day we dropped, supposedly the way we planned, from the shoreline in and strung out the bombing as they went in and we were one of the last groups bombing on D-day and it was like twenty minutes or so before the troops were supposed to hit the shore. 47:52 We were just in front of the troops. Interviewer: This was not the kind of mission those planes had normally flown. They didn’t usually— Oh sure, we flew many like that. Do you mean to support ground troops? Interviewer: I mean that particular kind of targeting against the coastline because they, most of the bombers missed by several miles? No, I wouldn’t say that Interviewer: That’s what the military historians and the bomb survey after the war said. You guys got better at it, but they didn’t hit the coastal defense at Omaha. No, you’re getting the 8th Air Force mixed up with the British. 48:37 The British were flying night missions. 19 �Interviewer: I’m speaking—in the history of D-Day this is pretty well documented. They put the 8th Air Force on a support mission and the idea was to bomb behind Omaha Beach. They were also bombing other stretches of the coastline, but the ones who went into Omaha missed and almost all the bombs went well inland and the German defenses were not hit by the bombers and the naval guns missed too, everybody missed. You know things that I don’t know. Interviewer: But, they weren’t telling you things and you wouldn’t know things like that, and when you flew a mission you wouldn’t know exactly what got hit or didn’t get hit unless you could physically see it yourself. 49:20 You had a—not a movie, you knew where your bombs went and how they recorded that I’m not exactly sure. Interviewer: They used different things, there were aerial cameras sometimes and sometimes you could visually see where they landed. I was thinking about recording it, but I’m not—I don’t know how it was recorded. Interviewer: Describe a little bit what you do as a navigator on one of these bombing missions. What was your job or responsibility? You’re, except for the lead navigator, your job was to follow. First off, at your briefing you were given maps and routes as to what route you were going to fly to get to your target, but the only plane or crew that led the rest of the air force were doing the actual navigating. 50:46 The rest of us were following and I lost my train of thought. 20 �Interviewer: You were describing what a navigator did, so most of the time, if you were on a mission and you were not the lead plane, the navigator didn’t have that much to do, at least as long as you stayed with the formation. You had to know where the heck you were at all times because who knew if you were going to stay with the formation or not. The lead navigation plane, of course, had what they called a “Mickey” and was radar. The rest of the planes had nothing. 51:45 When you got over the continent the enemy radar could pick you up and know where you are. What we would do, on the planes we would have what is call chaff and it was like foil strips and they would throw it out of the airplanes to try to goof up their radar. Interviewer: So, basically as a navigator, you’re still following, and checking where you are, and keeping track of your altitude, speed and direction, and you’re trying to plot out where you are with maps and that sort of thing even when you’re still in the formation? 52:42 That’s right because you don’t know when you’re going to be out of the formation. Interviewer: Did you have any other duties or responsibilities on the plane? I was a gunner. Interviewer: What gun would the navigator man? There was one on each side of the nose, two fifty-caliber machine guns. Interviewer: Now, you’re flying these missions in the summer of 1944 primarily. Did you see much in the way of German aircraft? Did they send fighters after you at all? On my eighteen missions and were never attacked by German aircraft. 21 �Interviewer: Now describe a little bit—you flew a series of missions over France and you did some over Germany too, but the ones over France, what kinds of targets did you have? What were you going for? 53:29 Like I said, on D-Day you were concentrating on a gun and after D-Day we were concentrating on bridges beyond the front lines, so you could—two things I guess, stop additional enemy forces from coming up and stop some from getting out too. We had sent a whole group of planes over to get one bridge. 54:06 Interviewer: Now, if you were trying to hit a bridge in a B17, how high did you fly when you would drop the bombs? 25,000 feet Interviewer: A bridge is a pretty small target and was the idea to just enough bombers over the area that somebody would hit the bridge? You don’t have a very good opinion of the air force do you? We hit the bridge and we hit it good. Interviewer: That campaign was actually very effective and it worked. I was just curious as to how it worked. The assumption was, usually, for the smaller target you would fly lower or send in smaller planes, twin-engine bombers or things like that. 54:42 I don’t know, I was in a B17 and it was a high altitude bomber and that’s all I know. Interviewer: That’s the idea, to find out from you, what did you do? What kind of missions you did get. We hit bridges, and we would hit gun placements Interviewer: Did you ever hit submarine pens? 22 �No, I said no, but I think there was—go ahead Interviewer: How bad was the anti-aircraft fire over France most of the time? Was that a serious problem were you losing planes on some of these missions? It was terrible, and the longer I was there the worse it got and the more accurate. As far as the Germans were concerned, it got better and as far as I’m concerned it got worse. 55:39 Interviewer: I suppose some of the bridge targets and things like that, might not been as heavily defended as a place that was fortified like when you flew over Germany. Eventually as the campaign moves forward, the Germans are retreating out of France, so you may still be attacking some of the bridges as they’re on their way out, but eventually you also fly some missions over Germany too. We flew very—the only time we went after a bridge was on D-Day and immediately after D-Day. You’re correct, you know heavy bombers, you can send fifty-four bombers off to hit one bridge. Normally you had your targets were airfields, factories and things like that rather than tactical, more strategic. 56:37 Interviewer: Did you also attack railroad centers and that kind of thing or was that not on your list? I don’t remember any, so they must not have been on the list. Interviewer: Where were the worst places to fly, at least in your experience? When you would hear about a mission going someplace, which ones would you not want to have to go on? Well, I did not want to go to Berlin. Interviewer: Why was Berlin particularly bad? 23 �I was defended; they didn’t want you to bomb Berlin. Their anti-aircraft and their aircraft were defending Berlin and they didn’t want you to bomb it, of course they didn’t want you to bomb anywhere, but Berlin, number one, was a long trip and number two, it was very heavily defended. Transcribed by: Joan Raymer, August 18, 2011 Interviewer: Now, we’re talking about your career as a navigator with the 8th Air Force bombing over Europe. You start that basically in early June of 1944 and when were you eventually shot down over Germany? Yes, when I first got there I flew thirteen missions in eighteen days and you get kind of worn out after that. Then I lost my crew. There was a navigator who had one mission left on his tour and then he could go home or stop flying combat anyhow. He wanted to take my place, so that was fine as far as I was concerned and I just wanted a day to sleep. I was just really exhausted, so he took my place. There was one plane that didn’t come back that day and that was my plane that I was supposed to be on. 2:20 I learned later that they had crash landed in Spain, or they thought that they had crash landed in Spain, but nobody really had any confirmation of that yet. So, for the what did I say, thirteen missions in eighteen days and then five missions in about three months, I think, from early July to September I flew five missions, so I’m a man without a crew. 3:03 Interviewer: So, you got assigned as a fill in or replacement for different crews? Yes, that’s right Interviewer: Let’s do a couple things, first of all, the bomber that you were originally with, do you remember the name? 24 �Yes, it was “The Heavenly Body”, now “The Heavenly Body” , and of course we had a nice gal sitting on a crescent moon, that was the nose art, but “The Heavenly Body”, I was responsible for that name because in navigation you called the stars heavenly bodies and I thought that would be a good name for us. Interviewer: Did you find out eventually what did happen to the plane and the crew? 3:53 Yes, I found out, and in fact somehow or other I got word that they were in London, the crew was in London, so I went there that night and I met with—I met with them and I went back to the base and I flew the next day and I got shot down, so that’s what happened. Interviewer: Now, can you tell us a little bit more about the missions that you flew as a replacement? When you were off camera, you mentioned an interesting one where you flew with a bunch of brass and it was a training exercise of some kind. 4:38 In fact I did very little training and that was, I think, one of the unfortunate things because when I arrived there you are getting ready for D-Day and of course everybody had to be in their—you didn’t have any time for training. You got training, on the job training, so tell me your original question. Interviewer: You mentioned something about flying with some higher-ranking officers. Well, when they wanted to go—well, I had one mission, it was called “Melcron” and it was over France and it was—I can’t remember what we had to hit, but that’s when the General was the pilot commander on the ship and who else did we have? I don’t know, a 25 �Colonel, I guess, as the co-pilot and the navigator was a Major and I went along as the second navigator. 5:58 Just in case the first one-Interviewer: Got lost? Yeah, but that was—it could have been better than that because the second one would have been lost too. You’re sitting back there, you know, and you don’t see anything and it’s really tough work. Interviewer: What kind of a mission was this? What were they doing? You mentioned something about colored smoke or something like that? Say that again Interviewer: You were talking about colored smoke. This was an orientation, I would say, and I didn’t know it at the time, for the mission to Saint Lo. 6:47 At that time the American troops were sort of bogged down. They couldn’t get out of Saint Lo, so when we viewed the mission, it wasn’t a mission, it was just a trip in England from one base to another and this other base is where they were demonstrating what it was going to be like in Saint Lo, so apparently the ground troops would light these flares, colored flares, and each group was assigned an area between the red and the green, the blue and the yellow, so you could cover the whole area and not cover one area five times, but cover five areas, so that’s what I—at that time I didn’t know any of that though. 7:47 Interviewer: They were trying to figure out how to hit particular area targets on the ground if they want to bomb the German positions, so they do it better than they did it before. One of the runs they made at Saint Lo they hit a lot of American soldiers. 26 �Well, I’m trying to think of the General’s name there. What happened, according to the Air Force, not the infantry, the Air Force, is that at the bombing was so accurate and so intense that the ground officer, the General, I can’t remember his name—8:40 Interviewer: Do you mean the famous one that got killed? Yeah Interviewer: General Mc Nair, who was head of the infantry? Yeah, he got over enthused about this bombardment and he couldn’t wait until the rest of the bombers bombed and he started going in ahead of time. Now, that’s the Air Forces story. I don’t know what the infantry’s story is. Interviewer: But that was a process, right? Tell us a little bit about flying over Germany. You flew a couple of missions over Hamburg? That was one of the places you went? Yes, that was not nice and Hamburg was—I can’t remember exactly what the target was there, but it was very heavily defended and the anti-aircraft was very intense and very accurate. It took, the plane that was flying off our wing, it had a direct hit and broke the plane in half and it went down. 9:55 I can still remember my pilot, he got on the intercom for some reason and said, “oh my gosh, right in half’. He was an older man, he was an older boy, and doing something like that of course, gets everybody excited. You’re excited enough and you don’t need that kind of stuff. He really felt bad after he did that, but obviously it was an emotional thing. Interviewer: Can you describe a little bit the physical conditions of being up in the airplane, you’re flying a mission twenty-five thousand feet up, or something like 27 �that, how did you keep warm? How long do the missions go if you go over Germany? What is it like to be up there? 10:50 Well, it wasn’t any fun at all because when you fly at twenty-five thousand, or higher, it’s colder than heck. It could be twenty-five degrees below zero and your body doesn’t operate like it does when you’re in this living room, so it’s very difficult to move and to think and to operate. It’s very tough. Interviewer: Did you have to wear oxygen masks? Oh yeah, from ten thousand feet on they say you have to wear oxygen. Interviewer: How did you keep warm? Well, you had a-Interviewer: Did you have a heated suit? No, I didn’t—they had heated suits, but I had, what the hell do you call it? I had a fleecelined suit. Is that right? It was like an overall with a big bib up here. 12:04 They kept you warm, sort of, and you wore big boots, fleece lined boots to try to keep warm. Interviewer: Why didn’t you have a heated suit? Were there not enough of them or what? I guess I just didn’t want one. Interviewer: So, you chose not to have one, all right. It’s another one of those things that show up in the history book. They say, well the first guys that flew over in B17’s, they were really cold etc. Then they had the first heated suits and then those set fire to themselves and things, but eventually they got better, so everybody had one and it was no big deal. Maybe not everybody is wearing them or you just 28 �didn’t think you wanted one, ok. If you flew, say, as far as Berlin, how long would you be in the air? Was it all day? 13:04 Five or six hours maybe and on my gunnery I would write down the length of time, but that was the time that you got credit for and that was when the wheels left the ground and when the wheels touched the ground. You’re going to have to excuse me. Interviewer: We were talking some about what it was like to be flying on these missions and being up in the aircraft etc. Did you basically have to spend most of your time as navigator, just constantly tracking stuff and keeping track of where you were or were there period when you could just not pay attention? Not while you were flying, you better pay attention because even—it was extremely difficult. They say at altitude you’re mind isn’t working the same. It’s very hard to write and you can’t see the ground. 14:22 You don’t have much to look out of anyhow, just the Plexiglas nose, so it’s extremely difficult to know where the heck you’re going. Interviewer: Were there occasions when you did have to leave formation, when you had to actually navigate your way back home? Yes, we had one mission that was aborted and thank God, it was a mission to Berlin and the pilot said that he couldn’t get one of the engines to function the way it’s supposed to and decided we would abort. 15:01 We were all the way up over the—up into the Baltic Sea when he said we had to go back, so we went by ourselves and when you get back, it’s amazing, they have about four or five officers meet that airplane when it stops and they want to know why the hell you came back and they check it out to make sure you just didn’t decide you didn’t want to go on this mission. 29 �Interviewer: Now, you had that period there, after you had lost your crew, when you only had a small number of missions over an extended period of time. What did you do the rest of the time? Did you sit around the base a wait for an assignment or could you go off base? I went off base and I went to—I went to Cambridge, which was north of us, and I went Christ’s College and I would go into their library and I would get books to read and it was nice because you’re away from it all when you’re in this quiet room and doing something different from what you were doing. 16:20 I think, and I didn’t have a crew, so it was uncertain when I would be flying, so I spent a lot of time there. Interviewer: Did you go down to London at all? Not by myself Interviewer: Had you gone with the other guys before? I’m trying to think. I went to London one time and I can’t exactly remember when that was, after all my missions or what, I just don’t remember. 17:03 Interviewer: Now, can you tell us about the mission when you’re plane got shot down? It was your last mission. Yeah, from the beginning? Interviewer: Just tell us what you remember about it. Well, as I was saying, this is sixty-seven years ago, but it’s so unusual that, that mission is burned into my scull, into my brain. And I can just about remember every single little thing that happened or didn’t happen that day, so if you want me to start from the beginning I would be happy to. Interviewer: Sure, go-ahead 17:52 30 �When we—for some reason, I was nervous that whole day, from the middle of the night when they woke us up to the time we got shot down. I got up, you get dressed and go to the mess hall and eat your breakfast, and then those who wanted to would go see the priest to get your blessing before you went off. Hoping God will watch over you and bring you back. So, that day the chaplain didn’t show up, he overslept or something I guess. 18:55 That just got me a little more excited and I couldn’t figure why that was happening, so after breakfast I went into the, I’ll say locker room, to get dressed for my flight. I would put on the heavy clothes and then your fleece lined boots, these big boots, you put them on, and as I was stringing one of those up the string broke, or the—excuse me, oh, the zipper broke, I think, and in the zipper pull, they have a little leather strap, so I took that strap out and instead of going and getting a new boots I thought to myself, “well, I don’t need these after today anyhow”. 20:05 I took that and put it around my boot and tied it into a knot to tie my boot on and that was a crazy thought to have going through your mind anyway. Interviewer: It wasn’t like this was going to officially be your last mission. It was number eighteen, which is not a magic number. It was not official anything except that to me, it was a different mission. The target was Ludwigshafen, Germany and we had a normal flight to the target, actually. 20:55 On the way I had this premonition that something was going to happen and that I better get ready for it if it does happen. I decided that what I would do when we got hit, and when you’re flying you have a helmet and a big sun shield, it’s not glasses, it’s a shield, and when you’re with that, you can’t see down here at all because of the shield. 21:50 So, I was trying to figure out what I was going to do and I said, “I better get ready for this”, so 31 �you also wear a flack apron, I call it an apron because one part comes down in front and one that goes down the back and it snaps at the shoulders. You have a red tag down here and when you pull it, it releases those fasteners up on the shoulders, so it falls off you. What you do is, you wear a parachute harness and the straps snap here and also the leg snaps up like that and the shoot itself has—the harness has two hooks here that are friction hooks. 23:23 Your parachute is a pack about that big and it’s all packed up real tight and on there you have two rings and the thing to do is to hook those rings into those hooks and then you have your parachute. Well, on my first few missions I would just put that pack by the side and not even—until I woke up and said, “this is not the United States, this is dangerous and you better”, so what I would do from then on, I would take that chute and hook it on one side here and then it would hang down like this and I didn’t know if it would work or not, but I had some protection there in case flak comes and maybe that will protect me from flak. 24:18 I had the flak suit on the front and the back and that side and on this side I would get kind of close to my instruments on the table there, but that wouldn’t have stopped the BBs, so anyhow, that’s what I started to practice and I said, “well, the first thing I’m going to do when we get hit is to pull this thing, so my flak jacket drops off, and then it will expose my harness, my parachute, and it will expose this ring, so then I can just pull this up and snap it in there, and now I’m ready to go”. You also have an oxygen hose out here and communication lines, so you have these lines out there all the time, and so I would practice. 25:20 I wasn’t doing much navigating, I’ll tell you that. I said, “OK now, when we get hit the first thing I’ll do is get rid of these lines, so I’ll just grab them and jerk them off of my face. The next thing is, I have to get rid of my flak jacket, so that flies, and I have to take my chute and bring it up 32 �and poke it into the ring there”. I would practice that, so I could do it without fail. So, sure enough, here we’re going over the target and that day I had a camera, it’s a big old thing like this, with a crank handle like that and the pilot told me to take pictures of this trip. 26:26 As we hit the IP, which is the initial point, and we turned to go into the target, I just scrunched down hoping that I wouldn’t get hit, or I was at least protecting myself as much as I could while going over this target. It’s really difficult to fly that airplane into this target area because the sky black and it’s just all bursting out there, and it’s turning black and you know that those black things, they’re just shooting metal all over the place. 27:24 Really bad news, but you can’t dodge those; you have to keep going right straight into the target. So, the pilot, he can’t do anything because he’s flying off the wing of someone else, so there isn’t anything you can do, you just sit there and pray to God that you don’t get hit. Well, I think God takes that just so many times and decides that this is your day, so we’re headed right for the target and going through all this hell and all of a sudden I see this black puff of smoke right in front of the Plexiglas nose. 28:25 You know that those 88’s, they go boom, boom, boom, boom, four of them, so it didn’t hit anything there and the next one I heard right here and POW it blew and at that moment the plane seemed to put on its brakes up there in the air. We were just sort of staying there for a second or two and then we just went over like that and from the time of the explosion, I don’t know if I said this, but I’ll repeat it. At the time of the explosion I went through all of my motions and got my chute on and I was ready—I guess I said that. 29:22 But, in the navigator’s and bombardier’s compartment in the nose of the airplane, there’s a bulkhead right behind us and an opening. You go through that bulkhead and right on the floor there’s a door that we used to get in and out of the 33 �nose section. I said, “What I’m going to do, I’m going to get all this junk ready, get my chute on and I’m going to lean back and I’m going to go out that door”. Well, I did all that and I leaned back like this to go out the door and that’s when the plane got hit and both of us just went down—the bombardier and I were just crushed into the nose and as this plane is going down in a spiral like this, the centrifugal force just pushed us into this nose. 30:21 Then we’re going down and I knew there wasn’t anything you could do about it , and this is your last day on earth. The first thing I did, of course, was to make peace with my God and I knew I was going to die. The funny thing is, you’re not very scared because you’re going to die and there’s no way of getting out of it. Thoughts go through your mind as this is happening, obviously your mind doesn’t stop, and I thought of my family first. 31:22 They’re going to be really sad when they find out that I got killed and I just sort of waited there to hit the ground and I said, “Gee, I wonder how much it’s going to hurt when we hit the ground?” Dumb things like that and all of a sudden as we’re going down like this I feel this pressure against your body, and all of a sudden I could see a little space between the Plexiglas nose and the metal body and the nose blew off. 32:17 The bombardier and I were blown out that nose. Well, it’s a very peculiar feeling when you’re first of all, falling through the sky. I look up and I could see that the planes were still going, they were going to go home. “Damn, I’m not going home with you today”, so I just kept falling and falling because you’re trained to delay pulling your chute until you can just about see windows in buildings because that will tell you that’s the height you should pull your shute. 33:12 The reason for delaying that is that is that you will not be detected for such a long period of time and when you hit the ground you can do your best to escape. If you pull the chute way up here, they’ll be 34 �watching for you and greet you as you touch the ground, so that’s the reason for that. Finally, when I falling through the air, I saw this chute up there and I said, “you know what, that’s enough”, and I pulled my ripcord. I pull my ripcord and the chute opens up and I’m floating down and I look down and I can see this building and the flames are shooting up out of it and I said, “oh God, I hope I don’t land in that”. 34:13 I’m coming down and all of a sudden I hear this roar and I couldn’t figure out what it was. I thought it was a plane, it’s one of the Luftwaffe, and he’s going to come here and he’s going to shoot me out of the sky. I turned around like that and looked and it’s not the Luftwaffe at all, it’s all these bombs and they are going down like that. It was just—I don’t know how far away from me, but not very far. When you can pick up little bombs and everything, that’s when you know you’re pretty close, and the roar of the bombs falling. In a bomb, I don’t know if you know it or not, there’s a little propeller that they put in the nose part of the bomb and it’s held in there by a wire. 35:14 So, it won’t spin until that wire is pulled out and when you lead the bomb in the plane, you load the bomb on some racks and then you take that wire and put it through a hook up here that will hold that wire while you drop the bombs. When you drop the bombs you pull that wire out from holding that propeller, and that propeller goes around until it’s off and then when the bomb hits it’s ready to explode. Without that it wouldn’t explode, so I imagine that was part of the noise I heard, I don’t know, but it was very, very scary. 36:13 Fortunately, at least as far as I could tell, that was the last group that was bombing, so I didn’t have to worry about that any more because you’re in the air and the wind is taking you and from then on it was kind of uneventful. I’m looking down and trying to figure out where the heck I’m going to land and what I will do, and as I’m coming down I could see there was 35 �a pretty darn good chance of me landing in that river, the Rhine River. So, I’m going down and sure enough, sure enough I’m going down into the river, so I take and unhook this tip part of my parachute harness and your Mae West, which is your life preserver. 37:15 It’s made of rubber and it has two CO2 cylinders down here and when you want to inflate it you just pull these two tabs and it releases the cylinders and the cylinders blow the Mae West up. So, I’m in the river and woof, I pull those off and it blows up and I hit the river. People who are not jumpers, and the one timers like the rest of us in the air force, do not realize the speed that you’re falling with a parachute, and as a result many of the guys in prison camp have sprained ankles and broken ankles. I could tell when I hit that river I really hit it, so if I was on the ground I would have gotten smashed up, too. 38:13 Interviewer: Was the parachute still attached to you or had you unhooked that completely? No, the only thing I did was unhook this and I kept it with me until I hit the water. I wasn’t going to get out of that thing until I hit the water. When I hit the water I still had these two straps holding me, so I just turned over on my belly and swam out of the chute, swam out of the straps. The wind took the chute and I went down with the current of the river. I said, “the factory’s back here, Ludwigshafen Ovens, and the river’s going that way, I’m going to stay in here a little while and get the hell out of the target area”. I did for a little while, it had to be a minute or something like that and I decided to row over and get the heck out of that river. 39:16 So, I started to swim over to the shore and as I hit the shore, get to the shore. I started to crawl up the embankment and I look up and there’s a guy standing there. I thought, “Oh jeez, I wasn’t free very long”. He was not a 36 �German he was a slave laborer and he said, “come, come, come”, so I followed him and what choice did I have, but anyhow, I presumed he was a friend because he was not in uniform and he was taking me. He took me over a little ways and then there was an opening in the ground and a ladder going down in this opening. 40:18 You go down the ladder and when you’re underground there was a big metal tank with a door on it and you would get in that tank and that would be your bomb shelter. That’s what they used for bomb shelters. So, he put me in there and just made some motions and left. He can’t talk my language and I can’t talk his, so we’re going through sign language like that. A few minutes later he comes back and he has a loaf of bread. He rips off a piece of that bread and handed it to me. “Thank you, but I can’t eat, I’m not in the mood for eating right now”, so he took it and he goes back out and another guy comes down. Aha, he saw this prize they had just gotten. 41:29 They could speak a little language and they had a leaflet. We would drop leaflets, and he said two words that I could understand, “soon here, soon here”, and the leaflets showed where the front lines were and where Patton was and they were right, “soon here”. So, they motion like this again and they go back up and a few minutes later, I don’t know how long it was, this one guy comes back down and he’s all excited, “comrade, comrade, comrade”, and I thought, “something’s going on here”, and I didn’t know if it was good or bad or what, but it didn’t sound good. 42:30 I followed him over to the ladder and he crawled out and I crawl out and as I look up here’s a German in a black uniform. At the time I thought it was an SS trooper, but I found out later he’s a policeman. So, he’s holding the gun down there and I come out. I didn’t tell you one of the interesting things about when I went into the river or did I? I couldn’t swim or anything with those big heavy boots on, so I got rid of the boots. I 37 �unzipped the one, but the other one was tied on, so I just took that thing and broke it and kicked it off. 43:26 I sort of said, “no sense in getting new boots because you wouldn’t need them after today”. That was kind of dumb because I could have used them in prison. We were up on the Baltic Sea and it was pretty darn cold up there. Anyhow, that’s the way it worked. Interviewer: So the policeman arrests you and what do they do with you once they have you? They took me—we were sort of on a, it was an open area by a factory, the factory was right there, and we walked across this open area and onto a street, then he marched me down this street. I had my hands up in the air like this and the gun in back of me, and we’re walking through this rubble and stuff and people are running in and out of buildings and I thought, “oh, oh, this is probably the end of me”. 44:47 I was one of those guys that just bombed their home there, their city. There’s no question about it because I got my hands up like that and I said, “boy I’m not going to be able to walk very far before I get shot, I know that”, but apparently nobody shot me, or obviously thankfully nobody shot me. 45:22 He took me into an office, but this office was down underground also. We walked down some stairs, I mean it was not like the dungeon I was in, but it was a funny office all underground. Apparently after years of war they started burying stuff. We went in there and the first thing the policeman does, he said, “take off your clothes”. He didn’t say it, he just motioned to take them off, so I took them off and I had my shorts on and he motioned for me to take of my shorts too and I thought, “ok, you’re the boss”. 46:21 So, I had to take off my shorts too and everything’s all wet , of course, and they had to go through everything to make sure I 38 �didn’t have any weapons of any kind. Then he gave me back my clothes, so I put on my clothes and just sat there for a while and he’s sitting there with this gun pointing at me all this time. We’re just sitting there, obviously waiting for something, and I didn’t know what, but he’s just pointing it there and finally he takes and he releases the hammer and puts it down, so the least little movement up until then and I would have been a dead cookie. I was happy to see that he relaxed a little bit too. 47:21 Then we just sat there for quite a while and then another man dressed in a suit and everything, not a uniform, but he had a business suit on. He came down and he said, “Oh my boy, my boy, what has happened to you today?” I said, “I was shot down”. They go through this every damn day and they know what’s happening. “Where are you from, where did you come from?” I said, “I come from the United States”. “No, no, no, where did you come from today?” I said, “I’m an American, I come from the United States”, so he got a little angry with me about that and said, “all right, all right”, and he leaves. He didn’t have to ask me that, he knew who I was. 48:26 He leaves and I think the next thing is that this soldier comes down there and we get out of that office building. We went to another area and went into another building, an aid station, I don’t think it was a hospital, but it was an aid station. 49:49 I went in there and then this German officer was in there and he was going through some of my things and one of the things I had was an escape pack, it was about like this and that high, and in it, it had something to put into water to purify it, so you could drink it. It had some candies in there, and I don’t know if they were potent candies or what they were, but there were candies in there and he offered me some at that time. 50:50 He was paging through that and there was also a cloth, almost like a silk, and there was a map printed on it, so in case you got shot down in enemy territory you could 39 �figure out where you were and how to get back out of there. What else was in there? I don’t remember much else, but those were the important things, I think. Then they took me and put me in a cell, I’ll call it a room, but it was a room with no windows or anything in it and I just stayed in there. 51:44 I think that’s where I stayed, for the night I stayed in there—I’m trying to figure out when I was turned over from the Wehrmacht to the Luftwaffe because that was a very important point. You could just about see day and night between the two. The Wehrmacht would just as soon shoot you, where the Luftwaffe had sort of camaraderie with the Eighth Air Force flyers. 52:40 So, I guess we didn’t have the experience on the ground with the soldiers, so we weren’t that hardened, so he was very nice to me and he was appointed to be my guard. I was glad to get rid of that other guy and I went into this room, windowless room, and there was a bed in there, not the kind of beds we know, but it was something I could lay down on and that’s where I stayed that night. 53:27 I went to sleep and the next morning, I don’t know what time it was, and I imagine it was around noon because that’s how long it takes for our planes to get back, and the Eighth Air Force came back and bombed Ludwigshafen again. I don’t know why they hit us, I didn’t think we were in Ludwigshafen, but we must have been close to it. When the sirens went off my guard comes running into the room and said, “come on”, and we go outside and we go across the street into another building and go down into the lower level of that building and here’s a bunch of people there and all of a sudden the bombs start dropping. 54:32 You just can’t imagine what it is to be bombed. You’re in this place, the bombs are dropping all around you, the big explosions—you’re just about scared out of your skin and the 40 �bombs start coming down and then all of a sudden an incendiary bomb comes down through the vent window and it’s burning there. 55:30 They cry “sand, sand sand”. Continued on Tape 3. 41 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brazones, Donald L. (Interview transcript and video, 1 of 2), 2009 Creator An entity primarily responsible for making the resource Brazones Donald L. Description An account of the resource Born in Racine, Wisconsin, Donald Brazones enlisted into the Army Air Corps at the age of 18 in retaliation to the Japanese's bombing of Pearl Harbor. Brazones trained to be a navigator and was sent to England to fly missions over Europe. On Brazones' 18th mission, he was shot down and captured by German Officers. His interview is a detailed recollection of his time in the service, especially his memories from the day he was shot down, and his subsequent capture, imprisonment and release from captivity. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Air Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-04-06 Identifier An unambiguous reference to the resource within a given context BrazonesD Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ee3a09f69be9367a363e1cec1d526bac.mp4 cc960ec6292baacdf3a10b2a33a651ba https://digitalcollections.library.gvsu.edu/files/original/991eab97791ee426e2850e6e05abd6bb.pdf 5bca74b6fd69c267babef0b8f733eb92 PDF Text Text ORAL HISTORY INTERVIEW DONALD BRAZONES TAPE III Born: Racine, Wisconsin Resides: Byron Center, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, August 23, 2011 Interviewer: We’re continuing our conversation with Mr. Donald Brazones of Byron Center, Michigan. We got to the point in your story where you had been shot down over Germany, fished out of the Rhine, and taken by the German police and turned over to the Wehmacht and the Luftwaffe. You were just being held at this point, in town, and a bombing raid begins and they take you out of your cell and into a bomb shelter and we pick-up the story there. Who was in there with you? First of all I have to restate that. I was not in a bomb shelter; we just went across the road and into another building. This building was more bomb proof than the one we were in and I’m not exactly sure, but we went down into the basement where maybe this other one didn’t have a basement. I don’t know why they took me over there. 1:13 Then while I was in there, and there were many people in there and I suppose they were employees of whatever was there, I don’t know. I didn’t feel very comfortable because I had a German guard there and yesterday I dropped all these bombs on these—I didn’t drop them—we didn’t because we got shot down before we could drop them, but anyway, the air force dropped the bombs there. Here again, I was nervous about the crowd. I wasn’t worried about my guard; he was a very nice guy as far as I was 1 �concerned, but I’m always concerned about the crowd and what they might think or do. 2:09 Interviewer: Did they know who you were? I have no idea because there was no discussion at all there. The bombs, when they started bombing that place—first of all I don’t know what that place was. I wish I did because I was in the aid center or hospital or whatever it was and I couldn’t figure out why they were bombing this, so it must have been something else or the bombs were spread out. Anyhow, down in the basement the bombs started coming down and it was just absolutely devastating, the concussions of the bombs and although they were concrete walls when they hit it felt almost like rubber. 3:10 The walls would actually move like rubber and also, they dropped incendiary bombs because the incendiary bombs came down where we were. They came through the vent window down into the area where we were and were burning this phosphorus was burning. The Germans had obviously gone through this before and knew all about it and yelled, ―sand, sand, sand‖. They had to get sand to put over those bombs and it looked to be routine, but me, being new to being bombed, I was scared out of my pants. 4:02 Then, after the bombing, my guard took me out and we walked over to the road and the first thing he did—when the first car came down he flagged it down and there was a German officer in there, and he went and said something to him and I don’t know what. He said, ―OK, come get in‖, and I got in the car and we rode out of the area. I guess they thought the bombing was over and went back to their normal living. We went to, I believe it was Frankfurt, and we got out of the car and we went into a restaurant and had our lunch and our lunch was potato soup and a beer, he bought me a beer too. I thought it must be German because their beer 2 �is like coffee or something, so that was enjoyable, and then—I don’t know if I’m getting mixed up here or not, but then, I think, we went to Oberursel, which is just a little outside of Frankfurt. 5:51 Oberursel, I’m not sure what that name means in German, but it was an interrogation center and apparently the prisoners were taken there. They took me there and put me in a room with just a little low bed, and the mattresses on those beds are straw, and they closed the door and it’s dark in there. 6:28 They have shutters on the windows, sliding shutters, and the only light that came in was through the cracks between the boards. I just lay there with nothing to do, nothing to read, and nothing to do anything you just lay there. 6:50 Interviewer: I have a question for you. When you bailed out and you landed in the river, you took off your boots, what did you have on your feet by this time? I had shoes, they fit over the shoes Interviewer: You did have shoes? Yeah Interviewer: I was wondering about that because I had visions of you going around in stocking feet the whole time. Thank god I had them, and in fact later, when you’re up there in the Baltic, I wished I had some boots there. Interviewer: They have you in the cell and it’s dark except for the light between the slats. Then three times a day they come in and give you some food, and the food—at breakfast time it’s usually a piece of black bread with jam of some type on it and I can’t remember what we had to drink. I don’t know if it was tea or what it was, I can’t remember, but we 3 �had something to drink. 7:54 Then at noon you would get a bowl of cabbage soup, no meat in it, just cabbage, and that was ok because I was getting hungry about this time anyhow. In the evening, I can’t remember exactly what we had there, but normally it’s just a piece of black bread and water, but nobody talks to you and the next day, the same thing, nobody talks to you. You lay there, and the third day it’s the same thing, and then the fourth day you get your turn at interrogation. 8:43 The interrogation officer, they take you into his office and you sit there and he, of course, speaks perfect English and knows about the United States, and apparently has been doing this for a long time. You go in there and you sit down and he’s very, very kind and asks me if I want a cigarette and I said, ―No, I don’t want a cigarette‖. I didn’t want to be chums with him at all. So then we start talking and I can’t remember much of the small talk, but apparently he could notice that I was relaxing a little bit or something because he offered me the cigarettes again. I said, ―ok‖, and I took it and he sort of smiled when I did that. He had done this for so many years and of course, it was my first time. 10:05 So, then we start talking and he brings out a big book and it’s a book on the 91st Bomb Group, and he pages through it and he has pictures of the hangar and the runways and everything, and a list of all the personnel. Before that he was trying to get me to say what I was and what I belonged to and I just said, ―I’m in the air force, in the air corps in the United States, and I was shot down on a bombing mission‖, and then he brought out this big book with all the information on the 91st Bomb Group. 10:59 He said, ―We’ve been at war for five years and we know as much about you as you know about us and you can’t tell me anything that I don’t know‖, and I said, ―fine‖. I think that was—Oh, did I tell you, when I wouldn’t tell him anything to start with, I just told him my name and I was with the 4 �American air force, he said, ―ok, we’ll just have you shot as a spy‖, and I said, ―you know I’m not a spy‖, ―no, I don’t know that, you could be a spy‖ he said. I’m not speaking all this out loud; I’m doing a lot of thinking on my own. 11:59 I’m thinking, ―if you’ve been at war for five years, you know damn well I’m not a spy, I was just shot out of the air this noon‖, so anyhow, that was the end of that. He took me back to my room and then the next morning I saw that my door was open a little bit. I think I forgot to say at the beginning, when I went there they took your shoes and your belt, so if you escaped you were going to have to hold your pants up and find someplace to walk, so that’s pretty smart. I looked out, nobody said anything, but I heard a little action out in the general area there, there were rooms all around there. 12:52 I looked outside and there were my shoes and belt and nobody said anything to me, but if they were there they were meant for me to put on, so I put them back on. Then people started gathering out in the central area, other prisoners and guards. Nobody said anything to be, but if they’re there I’m going to go there because that’s getting out of this place. I think back today, that if I only knew what the Germans were doing over there, as far as gassing people and killing them, I don’t think I would have gotten into a line unless I knew where it was going. Of course, me being ignorant of that, I just got in line and said, ―fine, we’re getting out of here‖. 13:53 That’s when they took us over to a train depot, I think, and then we got on the train and this car, and I don’t know how many other cars, but in our car it was just all prisoners, recent people who got shot down. The German trains, and I don’t know if it’s that way all over, and I think it was too in England, but the trains are built so they have the walkway on one side of the train and then the compartments are along there. They put us, I think eight of us, in this compartment and there are two seats 5 �and you sit and look at each other and that was it. 14:55 There had to be guards outside, I don’t remember seeing any, but the train started moving and going and I think it probably took two days to go up to Barth, which is up on the Baltic Sea in Pomerania. On the way, and at that time, the air force, the P47’s and the P51’s had a good time shooting at trains and sure enough we could hear one coming down, yak,yak,yak,yak, and he was apparently spraying the train and we all hit the floor. 16:07 You tried to protect yourself as much as you possibly could, but that only lasted a few minutes and that was over. The thing that happens is, when that train gets hit the doors get locked and the guards leave because they don’t want any part of that, and I can understand that. Anyhow, we got up to Barth, which is where Stalag I was and I think they disconnected our car from the rest of the train, so our car was the only one at the dock there, at the depot. 17:07 They got us all out, we’re standing there in a line, and a German officer comes up and I can’t really remember what he said or anything, from there on we could see the city of Barth because it’s—Barth had this, I’ll call it a cathedral or a church of some kind, and you could always—there was a significant identification of Barth. We saw that and they didn’t take us there, they took us away from there and into the barracks area of the prison. 18:04 I don’t think there’s anything very important from there, you’re just in a room, at barracks and a room, and the room, our room at the time, had fourteen prisoners in it. They had double bunks and the room was about 14x20, so you were kind of cozy in there. At least by this time you felt sort of secure getting there after all this havoc coming down into getting there. 19:03 You felt kind of secure. The prisoners who—this part of the prison camp was being built at this time, this was a new barracks we went into, and there were some prisoners in that barracks, but not all the 6 �rooms yet, and that’s why they were taking us in there, but the prisoners that were there, of course, were very kind and very considerate. They knew we were hungry, so they would bring out some of their food and they would share it with us. The one thing I got was a can of salmon about that big, and I said to myself, ―you don’t like salmon‖, but they opened it up and I ate the whole damn thing. 20:05 It wasn’t what I liked, but I was hungry, and it was actually very good that day, and I still love salmon. Interviewer: Did the prisoners explain to you what the rules of the place were, or how you had to act or behave, or what you had to watch out for? I believe so, I really can’t remember specifically. They had to because they were there and we just came, yes. I’ll just explain the daily life there. At least once a day a horse drawn wagon was driven into our compound and on it were big piles of potatoes, or rutabagas, and water, and they had special kettle, and it must have been for the field mess, maybe I should call it, that they would heat. 21:39 They would heat barley, and they had big pails of barley, maybe like a milk pail, so they would come and dump that and each barracks would come up and take their share of what there was, and also some black bread, so that was our meals and subsistence for quite a while. In addition to that though we were allotted one Red Cross parcel, now the Red Cross parcel, that was made up by the International Red Cross in Switzerland, but it was the American Red Cross. 22:38 In that they had good foods that we liked, and that’s where that can of salmon came from, or we’d get a can of pate, which is a liver spread, a big can of oleo margarine, and that’s significant and I’ll talk about that later, and a can of Spam and what you call D bars, about that size and very thick and very dark chocolate. 23:32 I guess it was made with good stuff, vitamins or something in them to help you. They had those in K-rations 7 �for the army, the American army they were in the K-rations. You were supposed to get one, supposed to get one Red Cross parcel per person per week—that’s right, there were also five packs of cigarettes in there, and cigarettes became very important because that was your money—I better not get off track here, but let me continue with that as long as I went there. In this compound you always—and when I found out what being in the service is, it’s really an experience because there are so many different people in the service and they all have different talents. 24:40 Sure enough, in our compound we had some guys who set up a store and you would have your cans of salmon, spam and cigarettes and everything in there and you could go in and buy stuff with cigarettes. One cigarette would buy you a can of something, or something like that, so I just wanted to explain that. Interviewer: You were talking about the daily routine, so they bring you the food, and did they actually give you the Red Cross parcels? Oh, yeah, they had the Red Cross parcels and then the barracks captain would distribute so many to each room and then the room would really put everything they had in the, away in a cabinet, so when it came time to eat we would distribute some of this food. 25:58 For instance, a can of Spam, you know how big a can of Spam is, about that big, and you would have to slice that in fourteen even slices. Later, the camp got more crowded and they had to accommodate the new prisoners, they came in each room and put a third bunk high, so now we had twenty people in our room, in the same room 14x20. You got very friendly, and then when you had this feast of Spam, you had to cut it in twenty slices, so the slices got smaller. 26:47 That was the only meat you had and you treated it like roasted Spam, not like an old Spam sandwich. Anyway, then your 8 �meals were—this was supplementing the German rations, which were very, very scarce. If you had to live on German rations, you wouldn’t live too long. We experienced that after Christmas. I got shot down in September and then in December, Christmas, we had a gorgeous meal and the main entrée was roasted Spam, and about that time too they stopped giving us potatoes. 27:47 They probably ran out of them, I don’t know, but then we got rutabagas, great big rutabagas like that, and some of the men in the camp were apparently farmers or knew about farming, and they said, ―usually you feed these to cattle‖, but we were just happy to get them. From Christmas to Easter the Red Cross parcels got spread out farther and farther, and instead of getting, well, we got hardly any—we got some, between Christmas and Easter we got some, but we mostly got rutabagas. The only meat you got was, they said it was horses, horsemeat. 29:02 Of course the stories go around that when a horse gets killed on the front, they bring it in here and feed it to the prisoners, so we don’t know about that except that was the only meat you had and it was very, very little of that. There was one day we got some meat and we don’t know what it was, but –I’ll tell you another thing. The way you cooked and kept warm in your room was, there was a stove, a coal stove or a wood stove about that long and that wide, sort of a narrow one, and then you would get a ration of coal briquettes a day, they were whatever your allotment was, ten a day, or whatever it was, so you used that to keep warm and to cook. 30:18 It was the only way you could cook anything, so during that period, that starvation period, we got so hungry that when we boiled the rutabagas, we decided that nothing was going to go to waste, so when we took the rutabagas out of the water, we drank the water thinking that maybe there was something good in the water. Rather than throwing it out on the ground, we drank it. 9 �Interviewer: Why was the oleomargarine important? Oh, I got to tell you that and I’m glad you asked. In our barracks there were no lights, I guess there was one, one light with a pull chain in this big room. 31:23 At night you had to close the shutters on the windows, you could not have them open, so we’re sitting in the dark, so somebody again figured it out that if they took their belt and cut a piece off of it, we had web belts, the GI belt, and stick it in the oleomargarine and light it, you would have a lamp. That’s what we had for light at night, burned the oleomargarine. Interviewer: What sort of contact or interaction did you have with the German guards? 32:10 The German guards would come in generally at roll call, every morning they had roll call and everyone had to get out of the barracks. They would line us up and then the guards would count and then they would report to the commandant there. If they were off you had to stand there and they had to recount and check the barracks. Well, they always left a barracks guard in there and they left a barracks guard in there for two reasons, he could usually speak German, and when the guard came in they became real friendly and then they would barter with the German guard about something, whatever it was you wanted to get. 33:19 Here again, I think the mode of payment was cigarettes or it could have been food from the parcels we got. That’s how the exchange would happen and that’s how you got different things in your barracks and rooms that were not GI issue. Interviewer: How was the health of the men in the camp? Were the men getting sick or having problems? I would say generally that the health was ok. 34:08 What happened to me though was—soon after Christmas, I can’t remember exactly when it was, I had a very sore 10 �throat, so I went on sick call and the doctor was British, the doctor was a prisoner also, and there were quite a few British in our camp. They were probably there first because they were fighting a lot longer than we were. This British doctor came and looked at my throat and he screamed out AH! I thought he meant for me to say AH, but he said, ― No, no, that was just an exclamation of what I saw in there‖. 35:15 My tonsils were just all coated with something, so they took me out and put me in isolation. It was just a room and there were two beds in the room and both of us were quarantined. They said I had Diphtheria, so the treatment for Diphtheria was Diphtheria serum or whatever it is. They came and they had a syringe, it had to be that long and, of course, as you’re looking at a syringe the size always gets bigger, and it was amazing because they filled it up and in by butt they squeezed the whole thing, left the needle in and unscrewed the reservoir and got it filled up again and screwed it back on and gave it to me again. 36:28 I remember how much it was, it was 30,000 British units or something like that and that was my treatment. Within a day I started puffing up all over my body. I was just puffing up and the Dr. came in and looked and I had a reaction to the stuff that they gave me. He came in and gave me one shot in the arm too to counteract what they had given me. The swelling went down and from then on I never got anything that I can remember. 37:24 I must have gotten medication every day, I don’t know, but I was in there about a month though. Then when I went back to the barracks they gave me a very wonderful thing. It was a can of cod liver oil. I don’t think that there would be enough money to make me take a spoon of cod liver oil when I’m normal, but I had to take that three times a day and being in the condition my body was, I just looked forward to the time when I could get some more cod liver oil. 38:18 11 �Interviewer: Well I hope it has some interesting nutrients in it. Probably more than rutabaga juice Interviewer: Most likely I’m sure that’s why they were giving it to me, to build me back up. I read stuff about fish oil being so good for you, and cod liver oil at that time, and I don’t know if it was in your youth, but at that time it was quite common. Interviewer: It was just going out of style, and as far as I could tell it was probably a good thing at that point. I was just—maybe that became popular during the depression or something, I don’t know. Interviewer: An old cure all kind of thing and it had a lot of vitamins and stuff in it. They keep talking about fish oil and anyhow, I think the point I’m trying to make here is that I was so darn hungry anything like that would really taste good, so I was looking forward to it every day. 39:24 Finally when the can was empty I got sad. Interviewer: In general you really didn’t have much contact with the Germans? They just left you alone in the compound most of the time? No contact with the Germans at all. In our compound there was a, I’m going to guess, and I heard this someplace, ten acres was our compound, and around the compound was a double barbed wire fence about ten feet tall and between the two fences they had an entanglement of barbed wire. 40:05 On the inside part of the wall, twenty feet from the inside of the barbed wire, they had one single strand of barbed wire, nailed to a post about this high, all the way around the compound. The reason why they had that was for the security of the Germans and anyone that crossed that single barbed wire was shot. 12 �We had guard towers all around and they would shoot you. You were told that, not to go over that fence and I never did, but when you walked around the compound you would walk right next to the fence all the time and that was our exercise and entertainment and everything was the walk. 41:12 We walked and walked and walked around that compound all the way, all the time and everybody did, so it was like a big parade. Interviewer: While you were there, were there people who would actually go over the wire or try to get out or by then were they behaving themselves? I would guess that they were behaving themselves more and I have no idea what it was earlier in the war, but I do to, and I’ll tell you about that. Oh, yeah, we heard one story, I did not see it, but I heard a story that—you know, we would have air raids too. The British and Americans would come and bomb around there and when the planes came, when these big planes, and our planes too, came they would blow the siren, and we had to get back into the barracks, close the shutters on the windows and stay in the barracks 42:22 One time, a person apparently did not hear the siren, so he came running out of the barracks and as he got out he realized that there was nobody out there and went to go back, but they shot him from the tower. I didn’t see it, but that’s the story that went around and I have no reason to believe it’s not true. 42:52 Interviewer: What shows up, at least in the history book, is that earlier on there were various escape attempts and those got dealt with harshly enough that eventually orders came from the outside, and said that the American and British prisoners were not under any obligation to escape and they should just stay where they were, so you had an earlier phase and by the time you got there, some of that 13 �may have kicked in, so you understood you would just mostly stay there and not try to crawl out or anything else like that. Well, if that is true that is a good thing, because in Stalag III they had this great escape and they dug down. Our barracks were up on stilts, the compound I went in, the barracks were up on stilts and in previous compounds they weren’t, so what would happen is, they would take this stove that was in the corner, take it off and put it on the side, and then they would take up some bricks, the stove had a brick bottom there, and then they would dig down from there. 44:17 If a guard was coming or anything they would take the stove and put it back up there and twiddle your thumbs while he’s walking around. I’ve read stories about this, so they had a very sophisticated method of digging and tunneling and when they would dig in that dirt, then the prisoners would take the dirt and put it in their pockets and then when they were walking around the compound they would get rid of the dirt, and they had to get rid of the dirt somehow. 45:17 I’m thinking, they had to be sure to spread it so the color of the dirt didn’t change otherwise they would suspect, but of course, they’re always suspecting someone tunneling out and getting out of there. In Stag Luft III, it was a very sophisticated tunnel and you would almost think that they were miners or something. Interviewer: They may have had some miners and they did have some miners in the camp. They went down there and they built some rails so they could crawl on their belly to the next area and very, very sophisticated. 46:12 One day they decided that it was time to dig up, so they could escape, and they went up, and I have to sort of guess at this, but their tunnel that came up was not far enough away from the outside, so the Germans, in 14 �fact, saw it and when all of the prisoners came up and spread themselves out, all of a sudden they were all captured, recaptured and they were all shot. Interviewer: When they recaptured prisoners, they didn’t always kill them, but they did often enough and it was just hard enough for any of them to get out of Germany at all, that the allied commanders decided they didn’t need to do that anymore, but as far as you can tell, the time that you were in the camp that you were in, there were not any organized efforts to escape or things like that, you were just waiting? 47:26 Not with me, and anyone that was anyone that was connected, of course, would be tight lipped, you don’t broadcast that to anybody. Interviewer: We talked about different aspects of the conditions in the camp. The food supply goes down over the course of time, and aside from walking, did you have any kinds of things for entertainment or recreation? Did you organize any kind of events or do things like that? Well, I went into the camp in September of 1944 and the invasion happened in June and the allied forces were getting closer and closer to Germany and in fact, when I got shot down I guess, they were at the German border. 48:30 There was not too much stuff going on, playing I mean, before that. They played ball, the prisoners played ball, they put on plays, and I wouldn’t doubt if that they had a band. The closer we got to the end of the war, and when the Germans had less and less, I mean, I don’t think the people in Barth had much more than we had. 49:33 Interviewer: They were getting short on food. So, there wasn’t a whole lot more going on there and you weren’t getting anything interesting coming in. What kinds 15 �of things did they trade? When swapping and bartering with the guards, what kinds of things could they get? Well, I think one of the things I remember was a radio and it was probably one of the most important things that they bartered for. I don’t know, but I guess I have to guess, if I was a German I would be smart and I wouldn’t give them a whole radio, I would give them a part of a radio. Give me some more food and I’ll give you another part of the radio, and I sort of think that’s the way it was, but I don’t know. 50:28 So, we had a radio and we could get, when I say we, I mean the whole prison, broadcasts from the BBC. Then they would take this information and write it out on a sheet of paper and— how would they copy that? Maybe they just---they had to have more than one sheet of paper, so they had to do it many times, because this got passed around to all of the prisoners in the barracks, so every night you would wait for that, someone to come and give you that paper, so that would tell you what you never get out of the Germans, you would get out of the BBC. 51:25 Where the troops were, what they captured, mostly about the war. Interviewer: Did you get any letters from home or could you write? I got letters from home, yes, and it took about three months before I got my first letter. I wrote some, but you can’t have much to say really. Even on the incoming letters, they were read by German censers because parts were all blacked out and you could see it, and I don’t think the American censors would do that. I wrote a few letters home, but they never got any of them. An interesting thing, and I don’t know if you’ve heard this before, but at that time, when you first became a prisoner, you had a chance to send a message home and you sent that message home by, I guess the Red Cross handled that, and you 16 �wrote the message that you wanted to send home to your parents and they would broadcast this over short wave. 53:29 There were a lot of short wave people, operators. Interviewer: Ham radio operators? Ham radio operators on the east coast, and they would pick-up these messages and go to find the families. This is what we heard last night, this is what we got and I got some of those yet. They would also write a letter to your parents telling them what they heard, ―your son might be a prisoner of war‖, so that was interesting. Interviewer: Were there other details or parts of the prisoner story? Yeah, this—when you first became a prisoner, they would give you a bowl about like that, a cup, and a knife, fork and spoon. The knife, fork and spoon being the normal tableware that you have here, and that was it. 54:44 But again, these different people as prisoners, they figured out that wasn’t enough and how could we cook our food because we have no pans or anything. Another thing that was in the Red Cross parcel was a can of klim, milk spelled backwards, and it was powdered milk. After that was gone, and somebody had figured out years before, that if you took that knife and put it down into that empty can, you could get the bottom out real nice. 55:43 So, then you had a nice flat piece of metal and I’ll just say they made it so you could put it together. They would take one end and bend it up and take this one and bend it up an put it together and put pressure on it, and you end up with a sheet of metal from cans. Then they would turn up the edges and had a pan, so that’s how you could cook your food. Interviewer: Now, were you able to do things like shave? Did you have razors or anything like that? 17 �I was twenty years old then and I didn’t have to shave very much. I can’t tell you because I don’t remember. 56:44 Interviewer: Did the men around you grow beards and things? No Interviewer: So, somebody was able to shave if they needed to. Yeah, but I don’t ever remember seeing safety razors, so they had to have it. Interviewer: The Germans were letting you have metal things, knives and forks and spoons, etc., maybe they weren’t too worried about you having sharp objects and things like that. Well, they were because again, it didn’t take prisoners very long to learn that if you rub that knife on a rock you can make it nice and sharp and pointed and it would become a lethal weapon, so that’s what they did. 57:30 There’s another thing here that—talking about the ingenuity of the prisoners—the bunks were wood framed and the bed part was framed, but then to make a bottom in it, it wasn’t solid. It had seven wood slats about that wide and long enough to fit into the bed frame and then you had the straw ticking for a mattress, so what you would have to do was space those seven slats so you wouldn’t fall through. Some of the, not very many, a few of the prisoners, if I had pictures it would be interesting to see, would make different things from these slats. 58:42 Well, I don’t know if they stole them from other people’s beds or their own, but they used these slats, and of course, what kind of instruments did you have? What kind of tools did you have? A knife, a fork and a spoon, so they would take this knife and they would take a rock and make big teeth in it, so now it became a saw and you sawed pieces of it out of this bed slat for the size and shape for anything that you wanted, you would do that. One 18 �man there, one boy there made a violin and I have a picture of that too. I think it’s in the museum now. Can you imagine that, making a violin? 59:47 Interviewer: He had a lot of time on his hands I guess. With the limited tools and everything, it looks just like a store bought violin. Interviewer: This tape is just about out and have you covered most of what you can think of? Well, they did have a library and there were various books in the library and I didn’t visit that very much. What else? That’s about it I guess. Interviewer: Now, as the war went on, you’re in the eastern part of Germany and the Soviets are getting closer and closer to you, was there a point at which they made you all get out and leave the camp for the west, or did you stay at the camp until the Soviets got there? : 43 That’s interesting, with the radio, we knew what was happening in the war. We knew where the American were and where the Russians were. As the war went on, we would get some news that the Russians had advanced some more, and at night some of these guys would open up their shutters and open up their windows and yell, ―come on Joe‖, calling for Joseph Stalin. We knew exactly what was happening and so did the Germans, of course. 1:46 One day all of the Germans left, they all left the camp. No more guards, no more nothing and guess what, the next day Joe comes, the Russian army is there and they go—these troops came from Stalingrad and they were hard soldiers. They had seen a lot and they were hurt a lot and they came on horses, which is interesting. 2:41 When they came into Barth, the story goes, they would go into a house and they would take their gun and point it at whoever answered the door and say, ‖Schnapps‖, and 19 �they had to get some Schnapps for them. Then, this one afternoon—we were up on the Baltic Sea, right on the shores, and there was a peninsula that went out like that and here’s this Russian going down on the peninsula, we could see him, as fast as he could go on a horse and he had a machine gun in his hand and he’s shooting off the bullets as he’s going and I thought, ―oh, my god, this is really something‖. We were more scared of the Russians than we were of the Germans because we didn’t know what they were going to do. 3:41 Interviewer: What did the Russians do? When they got to your camp did they just wave at you or go on or what? Well, they raided the city first and did what they wanted to do there and then they came up to the camp and they said, ―ok, we’re going to take you back to Russia and we will repatriate you to Russia‖, and our officers in charge said, ―no, we’re not going to Russia, we’re going to wait here until our troops get here. We’ve already notified the air force and they’re going to come in and fly us out‖, and somehow they made this guy understand that. 4:37 I’ll tell you one other thing though, what they did do for us is that, a day or two after they came there, they put on what we call a USO show, and song and dance and everything, and it was amazing. You would see these Russians do that Russian dance where they cross their arms and kick their feet like that, and it was a good show. We couldn’t understand anything they said, but their dancing was interesting. Then, it must be a day or two after that, and I can’t remember how long it was, possibly a week from the time we were liberated until the time the 8th Air Force flew in there. Interviewer: So, there was an airbase somewhere in the area they could land at? 5:30 20 �There was an airbase right outside of Barth. I don’t know how much you know about Barth, but the other thing about Barth is that it was some sort of a sub-depot for the Luftwaffe, that airbase. Also, in the city there was a concentration camp and we didn’t— I should say we did know because at times you would see some people out there in the field working and they had on striped suits and these hats, I think you would call them a tam for us, and stripes, and they were hauling stuff out of the flak zone, there was a flak zone there, and airplane parts, they would take them and distribute them out in the fields, and I don’t know why. 6:53 Maybe to keep the prisoners-Interviewer: There were prisoners held in the town and there were you guys outside of it. There must have been and I don’t know where they were held. Interviewer: At least there was a labor camp in the area of some kind? Yes, and like I say, a concentration camp was right in the middle of the city, and when the Russians liberated us, our officers in charge went around and they found in the city of Barth, prisoners being held in the basements of buildings and they were chained to the wall and some were dead and some were alive. 7:48 They released—those that were dead, they got rid of them, but those that were alive, our officers made the Germans do this, the German civilians in the city. ―You get out and clean up that place‖. It was a stinking mess and they made it there and they knew it was there. They got them to clean it up with a bunch of tears in the eyes of my men. I’m kind of mixing this up, but when we were leaving we had to all march down to the airport, to the runways, and when we saw this concentration camp in the city, that was the first time we knew it was there, there 21 �were bars on the windows and everything, and we walked by it then. 8:51 What was your question? Interviewer: I was asking you how you wound up getting out? Oh yeah, our air force came in and flew us out, and it was interesting because it was the 91st. Bomb Group that came and got us. The planes were all lined up and flying in, in a line, landing, coming around, sitting like that, shutting off two engines, we piled into the airplanes, filled it up, they started the two engines again and went and took off. Interesting because you read articles about that. They took us into France to a camp called Camp Lucky Strike, and we got showers and deloused and some food, some good food. 9:59 Interviewer: Did you have any problems getting adjusted to eating good food again? Well, we didn’t, because before the Russians came, somehow or other we got a bunch of Red Cross parcels, so we had a lot to eat and we got sick. The body wasn’t used to that kind of food, especially that much of it, so a whole bunch of us were sick, but that was about a two week period and we were already on our way to recovery by the time we got to Lucky Strike. 10:58 We had good food there and it didn’t bother us, but it bothered other people. Interviewer: When they got you out and they took you to Lucky Strike, did anyone debrief you? Did anyone ask you questions about your experience or anything like that, at that time? They just brought you in there and? They brought us in there and as I remember, we had choices of going home or you could go back to England and go home from there. We decided, me and a couple of my friends 22 �there, we’d go back to England. And one of the closest friends I had there was from New York, but his father was Scottish, so he wanted to go up to Scotland to see where his father was born and raised, so I went with him. 12:08 I’m not sure how long we were gone, but we were gone and then we went to, also in Scotland they have—do you know anything about Scotland at all? They have this castle up on the hill and the Scottish army puts on a show and it’s unbelievable, it’s really good. Interviewer: Edinburgh 12:45 We went back there after the war and saw another one, and Laraine had her picture taken with one of these guards. From there we—where did we leave from? It might have been Scotland. Interviewer: Did you take a ship home? Yeah, it couldn’t have been Scotland it had to be-Interviewer: Well, you could have gone out of Glasgow. All the troops weren’t up there, just a couple of us, anyhow, we got back to London, or wherever it was, maybe we left fro Liverpool I’m not sure. 13:51 Interviewer: Liverpool is quite possible. Anyhow, we got on a ship to go home, that was another-Interviewer: So, you sail out of Liverpool. Do you remember what kind of ship you were on? Was it a regular transport or Liner? Well, when we got up there, I’ll always remember, that in the harbor was the Queen Mary and man, we thought we were going to go home on the Queen Mary because it’s so nice, so they march us out, we go onto the dock, and onto a liberty ship that apparently carried sugar up there because there was sugar spilled around and the bees were flying 23 �around. 15:00 We said, ―what the hell are we doing here, we’re supposed to go home on the Queen Mary‖. That was our ride home, the liberty ship, and it was empty so it rode kind of high in the water and we had some pretty good rides as we were going up and down like this. It was kind of interesting and many, many of the guys got sick. I won’t even say this on the—anyway, our ride home was on this liberty ship, an empty liberty ship and it was not a very nice ride home. 16:11 Interviewer: Did they have bunks built into it or hammocks? What was it? I really can’t remember, so I really don’t know. Interviewer: But it was not the Queen Mary? No, it was not the Queen Mary she was in the harbor. Interviewer: Do you remember where you landed in the U.S.? Yes, we landed in Boston. Interviewer: From there did they let you get on a train and go home or did you have to go someplace to be discharged, what did you do? We went home, I think we got home somehow. I was home and I had a ninety-day leave, I think, so I had time to get reaclimated to civilian life in the United States. 17:17 However, the war in Japan was still going on and after my experience, I decided that I was going to do no more fighting with anyone, so I did everything I could to extend the time of my vacation. That’s why I stayed in England two or three weeks longer than I had to. I did not want to go to Japan and I don’t know of any prisoners that did, but it’s possible, I don’t know that. I didn’t want to take a chance. 24 �Interviewer: Well, they had the point system in place and they could calculate is you had enough to be discharged. Presumably, if you were a POW you would have had quite a few. 18:18 I think I was short a few of them. You needed 85 and I had 83 or something like that. I was thinking how I could get two more points. When I was shot down and I was in the plane and the plane lurched forward like that, the equipment in the plane came down and hit us, and it hit me on the back of the leg here and it drew some blood, but mostly a bruise. In order to get a Purple Heart you have to shed some blood and you get five points or something like that, and I was trying to figure out how I could get those points and get out, but I never did apply for it. 19:24 I decided there were too many other guys that really deserved the Purple Heart. Interviewer: Did the war with Japan come to an end before you had to go back, so that took care of it? Yes, my home was in Racine, Wisconsin and I was there, and one night I was out playing cards with the boys and drinking a little beer and when it was time to go home, I started driving, and I wasn’t driving too far, and all of a sudden this policeman is in back of me and he pulled me over. I didn’t think I did anything wrong and he comes over and he said, ―quick, turn on your radio, I think the war is over‖, so he got in my car and listened. 20:29 ―The war is over and isn’t that super?‖ That was kind of interesting. He wasn’t worried about how much beer I had; he just wanted to listen to the radio. Interviewer: Once the war ended, did you still have to go and report someplace to get officially discharged? 25 �Like I said, I was on a long leave and after that I had to go to North Carolina to get discharged. I went there and they took your history and everything and got your discharge papers. 21:08 Interviewer: Now, once you’re finally out, what do you wind up doing at that point? Do you go to college or go to work? Well, I first went on what was called fifty-two twenty. Fifty-two weeks you get twenty dollars unemployment and it wasn’t a year, maybe it was twenty-six twenty, but I think they extended that. I fooled around and I played golf and I felt sorry for myself, so I thought, ―I spent all that time in the clink, I’m going to enjoy myself a little bit. I’m not going to rush into work or anything as long as I can, I’m just going to enjoy myself‖, and there was a friend of mine that I went to high school with, and he was with Patton’s 3rd Army and he was home, so we caroused around for a few weeks. 22:25 After that I went to work. I went to work in a factory, both of us did, and we were assembling big hydraulic jacks and that was just something to do. Later I decided to go to college and the University of Wisconsin had opened up an extension in Racine where you could go for your first two years, in Racine. 23:25 After that I went to Madison and graduated in 1949. Interviewer: What did you have a degree in? I had a split—I had a degree in business, I had a split major of marketing and finance. I was always conniving; I got a split major because I could get out of college six months earlier. There was one required subject that I had to take for a marketing degree, but it wasn’t offered in that semester. I didn’t want to fool around for a semester, so I took a split major and got out of there, so that’s what I did. 24:19 26 �Interviewer: All right, once you had the degree, what did you do? There are two things I did real quickly, and the first one was to marry my beautiful wife. Before that I applied for a job at Oscar Meyer and Company and they accepted me and I told my boss, ―I can’t go to work for another couple weeks because I’m getting married tomorrow‖, or the next day or whatever it was. So that was that, we got married, we went on our honeymoon, we came back and I went to work for the Oscar Meyer Co. 25:04 Interviewer: Now, to look back on the whole thing now, and this is maybe too big a question, how do you think that whole experience in the military wound up affecting you? Were you a little different person or saw things differently than you would have if you hadn’t gone through that? That can’t be answered because I was eighteen when I went in, I was twenty when I got out, twenty-one when I got out, and those are kind of the tough years for a boy growing up , so had I not gone in there, I don’t know what would happen to me, I don’t know. I know that my experience in the service was good. I enjoyed it even though I had some interesting things happen. Interviewer: There are certainly parts you would not want to repeat. 26:03 No, but the service was good for me and I enjoyed the service. I’ll tell you one more thing. My son that was here the other day and he must have been about eighteen when the Vietnam War was going on and he said he wanted to go in the service and fight in Vietnam, and I said, ―no, you can’t go there. I’ll pay your way to Canada, but you’re not going to Vietnam‖. I felt Vietnam was a rotten war and we never should have been there killing all those innocent people. Interviewer: Did he not get drafted, so it wasn’t an issue? 27 �No, he didn’t get drafted and it’s too bad too because the service would have done him good. He would have enjoyed the service I think, and maybe not, at least I think he would. 27:10 Interviewer: I talk to quite a few veterans and the majority of them say that it’s a good experience and something that everyone aught to go through, or have, but a lot of them will say except for the war part. If you don’t have to fight a war, then it’s a pretty good thing. I really hate war and I think it’s the most stupid thing that mankind can do, people shooting people, why? Why are you doing that? Interviewer: You go and you look at the reasons for it and it doesn’t make a whole lot of sense. If you look at where Japan is today opposed to what they thought they wanted to be when they wanted to build themselves and empire, and they didn’t need an empire, they got out of it. Look at Germany, what did we do? We defeated them and then, bam; we flew all this food into Germany. Germany, I can understand, I can understand that war, that maniac really had to be stopped and obviously there was no one else who could do it. In fact, we had a hard time preparing for it, so I think war is stupid. 28:36 Interviewer: One thing you learn when you talk to enough people who have been in it, it really is a pretty terrible thing and you do your best to avoid it. Part of the point of this whole project, in a way, is to let people who really don’t know anything about it, understand how bad it really is and how much goes on beyond what we see in the movies or other kinds of places. 28 �Well, I was thinking that the best place I could have served this war was in the air, and the nice part about that is, you don’t see the gory part of war. You don’t have to take your rifle and point it at this young man’s head just because he’s using a different uniform or different kind of helmet. I don’t hate that guy, why should I kill him; it doesn’t make any sense to me. I wish, I hope, I really think Obama will get us out of this damn war mentality. We’ve been in it so long, I don’t know. 29:50 Interviewer: Well, the country is pretty tired of it, you’re not alone in that sentiment, and that’s part of why he got elected. Certainly anybody who can recognize what a problem it is will want to get it out. It’s a little bit beyond our control here, but in the meantime, what you have done, is you’ve told us a really remarkable story and it’s a very valuable part of our collection. I want to thank you again for taking the time to talk to us. Well, thank you for being here. 30:13 29 �30 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brazones, Donald L. (Interview transcript and video, 2 of 2), 2009 Creator An entity primarily responsible for making the resource Brazones Donald L. Description An account of the resource Born in Racine, Wisconsin, Donald Brazones enlisted into the Army Air Corps at the age of 18 in retaliation to the Japanese's bombing of Pearl Harbor. Brazones trained to be a navigator and was sent to England to fly missions over Europe. On Brazones' 18th mission, he was shot down and captured by German Officers. His interview is a detailed recollection of his time in the service, especially his memories from the day he was shot down, and his subsequent capture, imprisonment and release from captivity. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Air Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009-04-06 Identifier An unambiguous reference to the resource within a given context BrazonesD2 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/add37fcc6d45c9471122992dc464efe1.m4v 7ae2593bcb47e9a84810f4c1b9970168 https://digitalcollections.library.gvsu.edu/files/original/b20155b7d2a4b3eafa519216358f5080.pdf 2588029efc88ac5381b53e5d47fb99d0 PDF Text Text Grand Valley State University Veterans' History Project Raymond Breen World War II 1 hour 4 minutes 43 seconds (00:00:25) Early Life -Born in Zeeland, Michigan -Tenth child out of twelve in the family -Three of his siblings died in infancy -Still has one sister who is ninety seven years old -Still spends time with her -Born on February 4, 1925 -Father was a woodworker and worked in a shop building furniture -Moved to Grand Rapids, Michigan when he was seven years old -Attended an elementary school on Leonard Street -Went to Harrison Park Elementary School -Attended Union High School -Dropped out after the eleventh grade -Went to work for the Grand Rapids Label Company -Worked there until he got drafted (00:03:14) Getting Drafted -Every eighteen year old man had to register for the draft -Told the officer that he wanted to get drafted as soon as possible -Six weeks later he was in basic training -Felt a duty to go and he also wanted to go (00:03:56) Stationed at Camp Butner (Basic Training, Promotion, and Maneuvers) -Sent to Camp Butner, North Carolina for basic training -Went on maneuvers in Tennessee -Promoted to the rank of staff sergeant during his time at Camp Butner -After maneuvers in Tennessee he got a fifteen day leave -After leave all of the privates and privates first class were sent overseas -Many of them fought, and died, on D-Day -Basic training was difficult -Went on speed marches and twenty five-thirty mile hikes with a full backpack -Got promoted to staff sergeant because he did his job well -As a staff sergeant he was in charge of a squad of eight men and his squad had an 81mm mortar -Trained to be a mortar squad which is what they did in combat -He was only nineteen years old -In charge of one man who was thirty five years old and had five children -He survived the war and was one of the first men sent home -Stationed at Camp Butner from March 1943 to fall 1944 -He received his training during that time, and also helped train men (00:09:04) Deployment to the European Theatre �-Spent thirteen days on the Atlantic Ocean -Sailed with a convoy -One day they woke up and the ship was in the middle of the ocean, alone -Engines had trouble and the convoy sailed on without them -Completely at the mercy of the U-Boats -Got the engines working and they managed to catch up with the convoy -U-Boats became a problem when they got closer to England -Destroyers engaged the submarines and drove them away by using depth charges -Pulled into Southampton, England on October 26, 1944 -He did not get seasick -Ran into a powerful storm -Ship almost capsized -Ship was a mess because of material getting thrown around and men getting seasick (00:12:18) Arrival in the European Theatre -Stayed in a little English town for approximately one month -Spent the time training and preparing to go over to mainland Europe -Crossed the English Channel and landed at Le Havre, France on November 22, 1944 -Moved east into Belgium and stayed in tents for approximately one week -Saw V2 Rockets going overhead toward London -Went so fast that fighter planes couldn't shoot them down -Traveled from France to Belgium on trucks (00:14:27) Fighting in the Hurtgen Forest -They received orders to move into combat and take up positions on the frontline -His division, the 78th Infantry Division, relieved elements of the 1st Infantry Division -Mortars were already set up and ready to be fired -Mortar gunner in his squad had never fired a mortar before -During a fire mission he dropped a shell too soon causing the mortar to explode -Killed him instantly -Married before deploying and had been sure he would survive the war -First man in the 78th Infantry Division to get killed in action -Their first position was in the Hurtgen Forest -Stayed there for several weeks -Stalemate in terms of advancing -Had to wait for supplies -Shelled often -Ironically, they feared the the falling branches and trees more than the artillery -German soldiers were only a few hundred yards away -They stayed in slit trenches -Finally advanced and began to push the Germans out of the Hurtgen Forest -Encountered stiff resistance and heavy shelling -Remembers a mortar landing on his slit trench -The logs covering the trench saved his life -They moved parallel to the frontline and took up a new position down the line �(00:22:07) Advancing into Germany Pt. 1 -After breaking out of the Hurtgen Forest they advanced across German farms and cities -The German people were good people, they just got deceived by Hitler -He believes they should have figured out what he was and killed him -Sometimes went into farm houses and asked for food -Germans always gave them any food they could spare -Supplemented their meager rations -Remembers going to sit down and eat his dinner once -Picked out a snow covered log and sat down -Discovered that the log was actually a dead, frozen German soldier -Had to sleep in foxholes with only a wool blanket -No sleeping bag or tent -Could only dig down a foot and a half because the ground was frozen (00:26:00) Crossing the Rhine River Pt. 1 -His battalion in the 310th Infantry Regiment was the first to cross the Remagen Bridge -March 8, 1945 -One of only two bridges left that spanned the Rhine River -Drove up to the Remagen Bridge on trucks -Ran across the bridge to the other side of the river -German Stuka dive bombers attacked in a desperate bid to stop the Americans from advancing -All of the Stukas were shot down -He remembers diving into a bomb crater -A piece of metal from one of the planes landed next to him -The Stukas crashed into the Rhine River -One of the pilots bailed down, but was shot on his way down -The bridge collapsed on March 17, 1945 killing twenty eight men -Fought in the hills overlooking the Rhine River -Suffered from battle fatigue and a high fever and got evacuated to a field hospital for three days -By then pontoon bridges were set up (00:31:30) Advancing into Germany Pt. 2 -Rejoined his unit and continued with the advance into the hills and through the towns -Got to a house and got bombarded by mortars -Went into the basement -Man in front of him was hit with shrapnel and died instantly -On another occasion he was in the backyard running parallel to a brick wall -A mortar landed only a few feet behind and obliterated the wall -Never feared the German civilians -One of the men in his unit got wounded by a German 88mm artillery shell -They were carrying him back to a town to be treated by doctors -Came upon a wounded German soldier -One GI was left behind to inspect the soldier while the group continued -A few minutes later he heard a gunshot and the GI rejoined them -Believes that that was just cold-blooded murder -He would have at least tried to help the man back to town �-Entered the Ruhr Pocket -German industrial area with larger cities -Encountered more German civilians -His duty was as a forward observer -This meant he carried a radio and helped direct fire for the mortar teams -On one occasion he was on a hill, directing fire, and the hill took German mortar fire -There was a platoon of black American soldiers dug in nearby -One of those soldiers saw Ray needed cover -He jumped out of his foxhole and ran to another one -This allowed Ray to get into that man's foxhole and survive -During that time he saw five months of almost daily combat (00:42:24) End of the War Pt. 1 -They were in the Ruhr Pocket at the end of the war -Everyone, including German soldiers and civilians, knew the war was coming to an end -Everyone also knew that the Allies were going to win -Near the end of the war they got into a village and took fire from some of the buildings -Ray went in to clear one of the houses and caught a German soldier -He was trying to change into civilian clothes to avoid getting captured or killed -Marched the German out of the house in his long underwear -The GIs and the other German prisoners laughed -At the end of the war one GI could capture one hundred German soldiers with no problem -He could march them to a holding area for prisoners without any resistance either -The German people were terrified of the Soviet soldiers -He heard about how Soviet soldiers raped German women and murdered civilians -Remembers in one engagement they sprayed a field with machine gun fire -Germans surrendered without returning fire (00:48:36) Crossing the Rhine River Pt. 2 -After they crossed the Rhine River they ran into some German tanks -He timed their shots as well as he could to avoid getting hit by a shell -Managed to dodge the tanks and find cover -Learned quickly that a lot of survival was based simply on instinct (00:50:58) End of the War Pt. 2 -His unit was in a small town in the Ruhr Pocket when they received word of Germany's surrender -There were no major celebrations, but everyone was happy -He received some leave and got to go to southern France -Got to stay in the Riviera Hotel on the Mediterranean Sea -Went there with a group of soldiers from his unit as well other units -After his leave he rejoined his unit -They moved to an abandoned German town and got established there for occupation duty �-His squad took over a small house -Stayed in that town for months just waiting to go home -Didn't have to do anything except exercise (00:53:23) Coming Home & End of Service Pt. 1 -Had to have eighty five points to get sent home and discharged -Points were awarded based on length of service, combat seen, rank, and dependents -Taken by truck to France when he had enough points -Boarded a ship and returned to the United States (00:53:56) Bronze Star -Near the end of the war he was alerted that four GIs were wounded behind enemy lines -They were in the back of a broken down truck and needed to be evacuated -Ray volunteered to take a jeep and save the men -Brought one of the men from his squad to act as his driver -Found the wounded GIs and loaded them onto the jeep -Didn't know if they were going to get shot at, or a grenade thrown at them -Managed to get all four of the men back to the rear and evacuated to a hospital -Never found out if any of them survived -Ray was awarded a Bronze Star for valor -Learned that the driver wasn't awarded a Bronze Star -Pushed his officer to make an appeal for the driver so he could be recognized -Officer tried, but nothing came of it (01:00:06) Coming Home & End of Service Pt. 2 -Feels that God was good to him and protected him during the war -Left France on January 15, 1946 -Got home on January 31, 1946 (01:01:00) Life after the War -Got a full-time job two weeks after coming home -Got a job helping his future father-in-law -Brother served in the Pacific Theatre and made it home without getting hurt -Still wakes up thinking about certain events, things he will never forget -Married his girlfriend in September 1946 -Married for sixty nine years as of September 2015 -Had three sons and one daughter -Gary, Rick, Ray Jr., and Laura (01:04:04) Reflections on Service -Something he would not want to do again, but wouldn't trade his experience for anything -Feels blessed to have gotten through it unharmed and is thankful � 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_BreenR1874V Title A name given to the resource Breen, Raymond Jay (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-09-01 Description An account of the resource Raymond Breen was born on February 4, 1925 in Zeeland, Michigan. When he was eighteen he registered for the draft, and six weeks after registering he was drafted in March 1943 and went to Camp Butner, North Carolina for basic training. He participated in maneuvers in Tennessee and was eventually promoted to the rank of staff sergeant and placed in charge of a mortar squad of eight men. In fall 1944 he left the United States with the 310th Infantry Regiment of the 78th Infantry Division and arrived in England on October 26, 1944. He stayed in England for further training before sailing to France, arriving at Le Havre on November 22, 1944. He fought in the Hurtgen Forest, crossed the Rhine River at Remagen, and helped clear the Ruhr Pocket. Near the end of the war he helped save four wounded Americans and was awarded a Bronze Star for valor. After Germany's surrender in May 1945 he was part of the occupation force in the Ruhr Pocket and stayed in Europe until January 1946 when he was sent home and dishcarged from the Army. Creator An entity primarily responsible for making the resource Breen, Raymond Jay Contributor An entity responsible for making contributions to the resource Moore, Deb (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army Type The nature or genre of the resource 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> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/338e1d24bebbd40d093348dde410d42c.m4v d62298c92a758cced9a7e9af724fa810 https://digitalcollections.library.gvsu.edu/files/original/4491a151ff55d0293c5c507018d3a8a1.pdf faa52dfcabdde6f5f8ce480fb2c0719d PDF Text Text Grand Valley State University Veterans History Project Interview World War II Jane Breidenfield Length of interview: (38:20) (00:15) Early Life     (00:20) Born in Grand Rapids, Michigan on August 23, 1921 (00:30) She grew up in Grand Rapids and her father was a carpenter who made cabinets for ice cream stores. Eventually he was forced to work for the WPA (Works Progress Administration). He would eventually become the president of his carpenters union. (2:00) Jane went to Union High school and graduated in 1939. Before and after graduation she worked and managed a dairy store. (4:30) She learned a lot about world events from her father’s conversations. She remembers the shock of Pearl Harbor because her brother, who was in the army, was stationed in the area. (5:30) Enlistment and Training       (5:40) In 1943, she was walking by a recruiting station and decided to enlist in the Women’s Army Auxiliary Corps (WAAC). (6:30) Jane was never asked what section she wanted to be in, they would put her where she was needed. (7:30) After taking a train from Grand Rapids to Chicago, she was taken to Fort Oglethorpe, Georgia for training. There were several train cars for men joining the navy and several for the women; the navy men never entered the women’s cabins (9:00) When Jane arrived at Fort Oglethorpe, they were given cloths, assignments, and sleeping quarters (9:30) The women had to receive various shots and attend classes. Discipline was very strict during training. Additionally, there were prisoners of war working the grounds; the women were prohibited from going near the prisoners or talking to them (11:30) Adjusting to the strict rules wasn’t difficult for Jane. Following orders in the military was like obeying the rules in school. Few women in Janes group were troublemakers (12:00) Military Life in Florida  (12:20) Training lasted a total of six weeks. While Jane was awaiting her assignment, she had to remain in a bivouac area for a week. She was eventually assigned to Orlando, Florida. When the women arrived at their station, they would have to decide on whether or not they would reenlist; Jane did but many of the women she trained with did not �              (14:30) After she arrived in Orlando, she became a plotter. A plotter placed points on a large map that detailed flight missions overseas. The information would be sent to Orlando from the personnel overseas. Most of these were bombing missions in Europe. (16:40) They received the identification of the plane and its speed through headsets. The only information the plotters received was related to the plane’s location; if something went wrong with the mission, she was not told. (17:50) There were usually four plotters working at once. Jane never attempted to learn more about the missions she was plotting. Since they were always busy plotting missions, they never got the chance to look at the officers to tell if they were concerned about the missions that were being carried out. (18:50) As the missions progressed, the markers used to plot the missions were moved in real time. (20:00) Jane was a plotter for a year and a half until better radar equipment was brought in to replace the job of the plotters (20:45) Life in Orlando was rather nice. Jane had a lot of freedom to explore the surrounding area with the small group of friends that she had. (21:30) There were two female officers, one colonel and one lieutenant who were in charge of women such as Jane. (22:00) The women were allowed to mingle with the men. Much of the social interaction between the men and women occurred in a nearby beer garden, swimming pool, and social house. (23:00) Jane would also go into towns around Orlando and sell war bonds. To do this, they entertained people by singing, dancing, and acting. (24:30) Jane established a small children’s group to travel to elementary schools and sing. (25:30) When the Women’s Army Auxiliary Corps became the Women’s Army, the women had to rejoin the service. (26:00) Her experience with singing and acting was a part of her personal time as well as her military job. There was a nearby theater where she would partake in various activities. (26:45) After her job plotting and selling war bonds ended, Jane became a teletype operator. There were three shifts that the women rotated between. The most difficult part of the job was working the 6pm to 12am shift and having to get up early for inspections. (27:30) Jane began working as a teletype operator before the war ended (middle of 1945 and continued until six months after the war’s end. (28:20) Jane’s task was to send encoded messages into a room where they were decoded. After the messages were decoded, the teletype operators sent the messages to Tampa, Florida and from there they were sent to Washington D.C. (29:15) Post War Life and Reflections of Service  (29:30) After the war had ended, Jane was still working. Many of the women began to feel as if they were not needed anymore; when the women finally approached their commanding officer with their concerns, they were finally released (December 1945) �      (30:40) After being discharged, Jane returned to Grand Rapids and joined the Army Reserve (32:30) Although the reserves consisted mostly of men, Jane never felt like she was treated differently. This was much better than the way people treated them in Orlando where people couldn’t accept the women in uniform. However, this negative stigma was a result of the poor behavior of a small group of women. (34:00) In regards to racial segregation, Jane was surprised because she had never experienced it in Michigan. She remembers delivering a message and a young AfricanAmerican man was bowing to her; she felt that she didn’t deserve to be treated any differently than any other person. (35:00) Orlando was small compared to what it is today. Jane remembers that there were several great restaurants and four or five lakes to swim in. (35:50) When looking back on her experience in the service, she considers it to be some of the best years of her life. Military life allowed her to be more sociable and tolerating. Additionally, she learned to accept things that she normally would not. (37:00) Jane didn’t look for work immediately after leaving the service because she wanted to be reacquainted with her family. She would later find work in various places. � 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_BreidenfieldJ1861V Title A name given to the resource Breidenfield, Jane H (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-07-29 Description An account of the resource Jane Breidenfield was born in Grand Rapids, Michigan on August 23, 1921. She joined the Women's Army Auxiliary Corps (which would later become the Women's Army Corps) in 1943 and was trained at Fort Oglethorpe, Georgia. Jane spent her term of service in Orlando, Florida where she plotted bombing missions, sold war bonds, and worked as a teletype operator. Selling war bonds allowed Jane to participate in many theater related activities which she enjoyed and often continued in her free time. After the war ended and she was released from her duties in Orlando, Jane returned to Grand Rapids where she joined the Army Reserve. Creator An entity primarily responsible for making the resource Breidenfield, Jane H. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army. Women's Army Corps 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> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/22f17a57ffc8117870a7ac218c21fcee.jpg 6c9779a0caecdf54507958312524d2d6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS3512 .C65 1904 c.2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0163 Title A name given to the resource The Common Lot Creator An entity primarily responsible for making the resource Brennan, Alfred (Designer) Description An account of the resource Binding of The Common Lot, by Robert Herrick, published by Macmillan, 1905. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1905 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/7fae899f4a200bc04a498de0bb9a3edb.jpg 6aec213143688f8e348c52b012f4031a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS3512 .C65 1904 c.2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0269 Title A name given to the resource The Common Lot Creator An entity primarily responsible for making the resource Brennan, Alfred (Designer) Description An account of the resource Binding of The Common Lot, by Robert Herrick. published by the Macmillan Company, 1904. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1904 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/2ee2831d802042be1ea09c879369e83e.mp4 d9f9863818e95ee6cf4287e4b7ce1a1d https://digitalcollections.library.gvsu.edu/files/original/7ac53a918d24b2f8bc1e3f47b8b10b17.pdf 6efa807032fcc8f86affbf9c089e2812 PDF Text Text Grand Valley State University Veterans History Project Interview Fred Breuninger Length: 34:43 (00:03) Background Information and Training • • • • • Fred was born on April 22, 1922 His father was a banker He enlisted in the Air Force He had gone to Castle Lake Military Academy so he knew how to do all of the drills and marching The basic training was in Midland, Texas and then he was moved to Sheppard Field, Texas (5:25) Deployment • • • • • • • • • • • • Fred was sent to England with the 8th Air Force He went over on a troopship called the Queen Mary [converted luxury liner] Fred stayed in a state room above the water level Once they got to Europe they had B-24 bombers He was with the 446th bomb group There were about 50 bases each with 50 bombers Fred was part of the HQ company Most of the activity happened early in the morning He was in the S3 operations part of the HQ During his stay in England he would work nights one week and days the next There wasn’t much down time, they just worked and slept Fred stayed in an officers’ hut (22:10) War Ends • • • • • They packed up the base and Fred flew home in a B-24 Everyone thought they were going to Japan next When they got to the US they were told they were going to be discharged Fred took a plane to South Dakota and was discharged He went back to Michigan and became a traveling sales manager � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Breuninger, Fred (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Breuninger, Fred Description An account of the resource Fred Breuninger was born on April 22, 1922 and enlisted in the Air Force during WWII. He had gone to Castle Lake Military Academy, and was put into a HQ company. Fred was sent to England with the 8th Air Force in the 446th bomb group that used B-24 planes. He was part of operations in the HQ Company. They would work 14 hour shifts and alternate from days one week to nights the next. After VE day Fred went back to the US and thought he was going to be sent to Japan, but was discharged and returned home to Michigan. Contributor An entity responsible for making contributions to the resource Dion, Ben (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Air Force World War, 1939-1945--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-06-01 Identifier An unambiguous reference to the resource within a given context BreuningerF Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/399c548568fc45c17772d2ec1e847e13.pdf 4369689e52b2c984cbf0d07d40dcd770 PDF Text Text -~~- -~~~ ,,. BRllDGEWA"Ir'FUl ~::: ~UilJDUJilJll4IJiliDuAJUl4PllwlwllUIIDQUOIIIPUiiUAl)lU@4JlllJlltJJiiiUU/JiUll*UlullDIOIIOilliilliildliia! �,- ., .-. ., •. .. Bridge\Vater To\Vnship General Development .Plan , If .-, If' .-.,. •Ir ... FROM THE LIBRARY OF/ Plann'.ng & ZJn:n~ Center, Inc~ June 1992 Prepared by the Bridgewater Township Planning Commission in consultation with the Washtenaw County Metropolitan Planning Commission �BriJgewaler ~own~hip BRIDGEWATER, MICHIGAN 48115 September 1992 Bridgewater Township Residents - Friends: Over a year ago Bridgewater Township began to review its 1980 General Development Plan. Over 300 Township households helped us by completing a survey in December. Many other people attended one or more meetings of the Planning Commission. And some citizens simply contacted Planning Commission members to express their concerns and desires. Your input was valuable and helped shape our thinking. Information on development over time, as well as maps showing physical characteristics of the land, the water, the vegetation and current uses also gave us guidance as to what seems possible in the future for our Township. This report details the choices your Planning Commission made and the direction it chose. The Bridgewater Township Board adopted the Plan June 13. This General Development Plan for Bridgewater Township is a guide to future development. It is not a zoning map or a zoning ordinance. Rather, it is to be used as a broad base to guide future zoning decisions. Because the General Development Plan deals primarily with long range needs, it is a reference to guide developers, businessmen, farmers and other residents and the Township's elected and appointed officials as they carry out their responsibilities. The Township contracted for technical assistance in the preparation of this report from the Washtenaw County Metropolitan Planning Commission. Their staff deserves a special thanks for going "above and beyond" to help the Planning Commission accomplish this plan. - Also most deserving of thanks are the members of the Planning Commission - Gabe Dull, Mark Iwanicki, Heidi Cobb, Gerald Marion, Wade Peacock, Alwin C. (Charlie) Wahl, Jr., and Leonard Dayss. Their hard work (and patience with the chairman) made possible an excellent report in a reasonable amount of time. Now comes the test of our work. This report should serve you - the residents of Bridgewater Township. If it doesn't serve you, come back to the Planning Commission with your suggestions. When it does help you, let us know so we can build on those good aspects. Sin~/iA James Fish, Chairman Bridgewater Township Planning Commission �• BriJgewaler :Jown6~ip BRIDGEWATER, MICHIGAN 48115 •.. • ! •~ ·~ • •• • • Resolution I, Karen Weidmayer, Clerk of Bridgewater Township, Washtenaw County, Michigan, hereby certify that the within General Development Plan and Map was adopted by the Township Board of township of Bridgewater, at a regular meeting held on June 15, 1992. All members of said Board were present. I further certify that Member Parr moved adoption of said plan and that Member Harlin Fraumann supported said motion. I further certify that the following members voted for adoption of the General Development Plan and Map: Douglas Parr, Supervisor; Karen Weidmayer, Clerk; Harlin Fraumann, Treasurer; Andrew Poet, Trustee; and Victor Mann, Trustee. Signed:+ a. u/.itkc:;:J Karen A. Weidmayer, Clerk Bridgewater Township �Table of Contents Introduction Purpose of the General Development Plan ....................................... 3 Why Plan? ................................................................ 3 Use of the Plan ............................................................. 3 The Planning Process ....................................................... 4 County Setting .............................................................. 6 Regional Setting ............................................................ 6 Citizen Survey ............................................................. 9 Survey Summary ........................................................... 14 The Plan Plan Format ............................................................... 19 Goals, Objectives, Strategies .................................................. 19 Agriculture ................................................................ 21 Open Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Environment .............................................................. 27 Residential ................................................................ 32 Commercial ............................................................... 36 Industrial ................................................................. 39 Circulation ................................................................ 41 Community Facilities ....................................................... 44 General Development Plan Land Use Categories ................................. .47 General Development Plan Map ............................................... 49 Implementation ............................................................ 50 Supporting Data and Analysis Population ................................................................ 55 Population Projections ....................................................... 57 Household Size/Households ................................................... 57 Housing .................................................................. 57 Income Characteristics ...................................................... 57 Employment ............................................................... 61 Existing Land Use .......................................................... 61 Sewer & Water .............................................................64 Existing Zoning ............................................................ 65 Soils ..................................................................... 65 Topography ............................................................... 65 Slopes .................................................................... 65 Watersheds ............................................................... 70 Woodlands ................................................................ 70 Wetlands ................................................................. 70 Groundwater Recharge Areas ... . ............................................. 70 Circulation ................................................................ 74 Schools ................................................................... 75 Police .................................................................... 75 Fire ..................................................................... 75 �-ill • •Ill : Introduction Purpose of the General Development Plan Why Plan? Use of the Plan The Planning Process County Setting Regional Setting Citizen Survey Survey Summary �Purpose of the Plan Use of the Plan The purpose of this document is to revise and update the existing Bridgewater Township General Development Plan which was adopted in map form in 1980. In the last twelve years many changes have occurred within the Township and neighboring communities that have had an impact on Bridgewater Township. To effectively tailor planning policies and development guidelines to these changes, it is necessary to establish a written and graphic statement concerning development goals and objectives for the Township on a periodic basis. The planning process that was followed in the preparation of this plan accomplishes that task. The plan serves many functions. First, as a general statement of the Township's goals, it provides a single, comprehensive view of what the Township desires for the future. Secondly, the plan serves as an aid in dayto-day decision-making. The goals, objectives and strategies outlined in the plan, guide the Planning Commission and Township Board in their deliberations on zoning, subdivisions, and capital improvements. The Plan provides a stable, long-term basis for decisionmaking. In effect, it forms an agenda for the achievement of goals and objectives. Why Plan? The primary objective of planning is to guide future events to achieve a better environment in which to live, work and play. In other words, the purpose of planning is to aid citizens and public officials in making decisions about the future. The comprehensive plan document and map are the products of the planning process which attempt to balance community goals in order to guide the growth of the Township. The plan is not a panacea or "cure all" for potential conflicting desires of citizens and Township officials. Rather, it is a long range statement of general goals and objectives aimed at the unified and coordinated development of the Township. As such, it provides the basis upon which zoning and land use decisions are made. Bridgewater Township General Development Plan A third function the plan serves is providing the statutory basis upon which zoning decisions are based. The Township Rural Zoning Act (P.A. 184 of 1943, as amended) requires that the zoning ordinance be based upon a plan designed to promote public health, safety and general welfare. Finally, the plan functions as an educational tool. Background studies and analysis form the basis for various plan elements (along with the goals and objectives). In addition, the plan provides a statistical view of the economic, demographic, cultural and natural make-up of the Township. This analysis, coupled with a statement of development goals and objectives, gives citizens, landowners, prospective developers and adjacent communities a clear indication of the Township's vision of the future. Page 3 �The Planning Process Planning is an ongoing, cyclical process. (Figure 1) It is inherently dynamic, fluid, changing. In general, the planning process is an attempt to answer a series of questions: • What do we have I anticipate? ❖ In viewing planning as a cyclical, ongoing process it becomes'possible to make the plan a "living" document one which is flexible enough to meet changing conditions and yet firm enough to provide stable, long term guidance to decision inakers. In so doing, the planning process can become an integral part of the decisionmaking process. Research and analysis of existing conditions (population, housing, transportation, environmental, etc.) and identification of problems and opportunities. • What do we want? ❖ Determination of the Township's development goals and objectives, the Township's vision of the future. • How do we get there? ❖ The general strategies that can be utilized to create the conditions the Township desires. • Getting there. ❖ Adoption/initiation of recommended strategies to implement the plan. • Is the plan working? ❖ Page 4 Analysis of implementation results to determine if the plan is accomplishing what was originally desired. Bridgewater Township General Development Plan �• FIGURE 1 THE PLANNING PROCESS - WHAT DO WE HAVE? - RESEARCH & ANALYSIS - I WHAT DO WE WANT? • GOALS & OBJECTIVES - IS THE PLAN WORKING? - PLAN MONITORING • • GETTING THERE - PLAN IMPLEMENTATION· - HOW DO WE GET THERE? - STRATEGIES - Source: "The PLAN FOR PLANNING". Coffl)rehensive Planning Program. City ol JANESVILLE, WISCONSIN. Bridgewater Township General Development Plan Page 5 �County Setting Regional Setting Bridgewater Township is located in southwest Washtenaw County. (Map 1) Although community orientation is heavily weighted toward Clinton, Manchester, Saline, Ann Arbor and Washtenaw County, many other factors serve to define other orientations. The State of Michigan is currently divided into 13 planning regions. Bridgewater Township, located within Washtenaw County, is part of Region 1 commonly known as the South-East Michigan Council of Governments (SEMCOG). The Region consists of Wayne, Macomb, Oakland, St. Clair, Monroe, Livingston and Washtenaw Counties. (Map 1) Historically, the center of this Region in terms of population and economy, has been the City of Detroit. The Township is approximately equal distant from Jackson, Adrian and Ann Arbor and is divided by the Clinton, Manchester, and Saline School Districts. Close access.to US-12 and M-52 provide direct access for residents to Adrian, Clinton, Saline, Tecumseh, Ann Arbor, Ypsilanti and Wayne County for working and shopping. The Township itself is considered rural with a historically agricultural base. Bridgewater's picturesque topography has favored residential use and over the last three decades the Township has seen the number of residences double as the land is increasingly viewed as rural residential. Pressure for residential growth is expected to continue with agricultural uses remaining steady or declining. Page6 Although there is considerable influence from the SEMCOG Region on the Bridgewater Township area, Region II which includes Jackson, Hillsdale and Lenawee Counties has a significant regional influence when evaluating statistics relevant to place of employment and regional shopping patterns. Bridgewater Township, while not located on the extreme fringe of the SEMCOG Region, like its neighbor Manchester Township, still identifies with overlapping school districts, telephone exchanges and retail shopping centers located outside the SEMCOG region. Given the Township's geographic relationship to both SEMCOG and Region II, Map 2 identifies those areas outside of the SEMCOG region which are especially significant to Bridgewater Township residents. Bridgewater Township General Development Plan �MAP 1 County & Regional Setting Bridgewater Township General Development Plan Page 7 �MAP2 Bridgewater Township Regional Location Page8 Bridgewater Township General Development Plan �Bridgewater Township Citizen Survey In December of 1991, the Bridgewater Township Planning Commission mailed out 742 citizen surveys to all Township property owners of record at that time. Six hundred and eighty (680) surveys were actually received by Township residents. Forty four and a half percent (44.5%) or 303 surveys were returned. The survey was intended to gage the sentiment of residents and property owners on issues relating to planning and development. The following is a summary of the survey results as well as the raw answers to the survey itself. Care should be taken in interpretation not to assume that the survey results are representative of all Township residents and property owners, but representative of those Township residents and property owners that actually responded to the survey. Bridgewater Township General Development Plan Page 9 �Bridgewater Township Citizen Survey "' IX> ~ 5 A. General Information A1. Please cirde the number of the school district in which you live. 3. Manchester School District 38.0% 4. Don1 know 3.2% 1. Clinton School District 41.9% 2. Saline School District 15.5% A2. Please cirde your zip code: 48158 49.1% 48176 10.7% A3. Please answer the following for yourself and your spouse (if any). Age Sex 1=Male 2=Female Self 17-90 Avg. 50.0 M:215 F= 76 Avg. 21.7 Spouse 21-81 Avg. 48.7 M:44 F= 181 Avg. 16.8 A4. # Years Bridgewater Resident 49236 36.7% # Years Property Owner in Bridgewater 5. Other 1.4% Other 3.5% (48115, 48130, 49230, 49286) t/ if Renter # Years Education Completed (12=High School Grad., 16--College) Avg. 18.0 19 H liS. ~ S&l1.. + 2.2% 48.9% 41.4% 7.5% Avg. 13.8 yrs. Avg. 15.5 9 H liS. ~ S&l1.. + 2.3% 52.8% 36.9% 8.0% Avg. 13.6 yrs. On the lines provided, record the number from the list below that best describes your occupation (and your spouse's occupation). SefftSJ)ouse 01 . 02. 03. 04. Professional 20.0%119.2% Managerial 10.9%14.0% Skilled Laborer 17.7%110.3% Unskilled Laborer 5.8%13.1% B. Residential Attitudes B1. Which of the following are reasons that you continue to live in Bridgewater Township? (Cirde all that apply.) a. b. c. d. B2. ~ Quality of schools 21.4% Close to work 21.7% Affordable housing 17.4% Close to friends & family 31.4% B3. e. f. g. h. Like the community 49.8% Low taxes 13.0% Like rural living & the natural environment 78.3% Other 10.0% Circle the number that best describes how you feel about the rate of residential growth in Bridgewater Township. 1. Much too fast 20.0% b:l ::s. p,. 05. Farmer 12.2%12.7% 09. Student 1.0%11.3% 12. Unemployed .7%11.3% 06. Sales .7%13.6% 10. Houswife 4.8%124.6% 13. Business Owner 6.8%5.8% 07. Clerical 1.4%18.0% 11 . Retired 15.3%112.5% 14. Other .7%/.5% 08. Service Worker 2.0%/3.1% 2. A little too fast 25.0% 3. About right 48.0% 4. A little too slow 5.0% 5. Much too slow 2.0% Which lot size or density (number of houses per acre) would you prefer? (Cirde all that apply.) ~ IX> a. More than one house per acre 4.3% b. One house on 1 acre 16.7% c . One house on 2 acres 27.4% Ii ~ ~ ~ .;· i..,e.. B4. ~ ...,0 ~ ~ ::9 IX> 1:1 On what size parcel is your residence located? (Circle one number.) 1. Less than one acre 6.1% 2. One acre, but less than two 13.3% 3. Two to five acres 16.7°Ji t:I BS. d. One house on 10 acres 42.1% e . Other 14.7% 4. Six to ten acres 10.2% 5. Over ten acres 53.7% If more single family residences are added, where would you prefer they be located? (Cirde all that apply.) a. Near the Village of Clinton 44.5% b. Near Bridgewater 28.8% c. In undeveloped areas suitable for development 30.8% d. Other area 10.7% · I ----------··- I �- t:l:I ::i. p.. B6. ~ •.-----------., .• In general, do you feel that the right of the Township to regulate should come before the rights of the private landowner? (Cirde one number.) ~ ..,~ 1. Yes, always 6.0% 2. Yes, but only when the general welfare of the township can be shown 14.2% ;;3 ~ t:l c.o ..,2'. f( B7. t:l ~ "'~ ..,0 ~ Sl. ::si ~ If residential development is to continue in Bridgewater Township, which of the following would you like to see. (Cirde all that apply.) a. b. c. d. e. f. E.. t:l 3. Each case must be considered individually 38.2% 4. No, generally not 27.4% 5. Never 14.2% Large lot residential , as it is presently occuring 38.6% Higher density residential development near the Village of Clinton 19.4% Higher density residential development near Bridgewater 14.0% Single family homes dustered together, leaving open space undeveloped 18.1% Don't want more residential development in the Township 34.4% Other 6.0% C. Commercial Attitudes C1 . Which describes how you view commercial (retail and service) businesses in Bridgewater Township? (Cirde one number.) 1. Not enough 23.1% 2. About right for the size and character of the community 71.7% 3. Too much 5.2% C2. Where would you like to see future commercial growth located to serve the citizens of Bridgewater Township? (Circle all that apply.) a. Along US-12, near the Village of Clinton 40.8% b. Austin Road near Bridgewater 28.8% c. Along Bartlett Road 3.3% C3. Cirde one number from each column to identify the village and the city where you conduct most of your business. Villages 01 . 02. 03. 04. C4. d. Inside the Village of Clinton only 14.7% e. Don1 want more commercial development in the Township 32.1% f. Other area 3.3% Cities Manchester 31.7°,6 Clinton 48.5% Bridgewater 15.2% Other 4.6% 10. 11. 12. 13. 14. Ann Arbor 51.6% Tecumseh 14.5% Saline 22.2% Adrian 8.1% Other 3.6% Cirde the number that best descibes how you would feel about a small shopping center ( 4 to 6 stores) located in the Township. 1. Strongly 12.1% in favor 2. Somewhat 18.2% in favor 3. Neutral/ 19.9% no opinion D. Industrial Attitudes D1 . Which describes how you view industry in BridgewaterTownship? (Cirde one number.) 4. Somewhat 16.8% opposed 1. Not enough 18.0% 2. About right for the size and character of the community 73.0% 3. Too much 9.0% D2. '"1:1 ~ ........ Where would you like to see future industrial growth in the Township? (Cirde all that apply.) a. b. c. d. Near the Village of Clinton 33.4% Near Bridgewater 24.1% Don't want more industrial development in the Township 46.5% Other area 3.0% 5. Strongly 33.0% opposed �'ti ~ .... t.:) E. Natural Resources E1 . Which of the following best describes how you perceive the Township's natural resources (woods, wetlands, creeks, etc.)? (Cirde one number.) 1. 2. 3. 4. E2. An asset to the community that should be protected by local government 49.0% A limited resource of increasing value 22.6% Solely the responsibility of the property owners 26.2% No particular value 2.2% Should the Township consider special protective measures for any of the following? (Cirde all that apply.) a. b. c. d. Raisin River 59.5% Saline River 44.5% Wetlands 44.5% Woodlands 47.5% e. Groundwater 61.2% f. Lakes 51.5% g. Natural Open Spaces 41.1% h. Other 13.9% F. Agricultural Attitudes F1. How many a(!eS do you farm or lease? (Cirde one number.) 1. 10 - 39 acres 15.4% F2. 3. More than 100 acres 16.5% 2. 6 - 10 years 14.3% 3. More than 10 years 77.8% In your opinion, what do you consider needs more protection by the Township? (Circle one number.) 1. Agricultural land 22.1% 2. Open Space 7.4% 3. Both 48.8% 4. Neither 1 nor 2 21.7% G. Transportation G1. How many members of your household are employed outside the home? _ __ 1 =36.8% 2 =52.3% 3 =6.8% 4 : 4.1% G2. Cirde the letters which best identify where employed members of your household work. a. b. c. d. e. f. 0:, ::i. f ~ 4. Do not farm 54.2% If you presently farm 80 acres or more, how long do you plan to keep this land in agricultural production? (Circle one number.) 1. 1 - 5 years 7.9% F3. 2. 40 - 100 acres 13.9% Bridgewater Township 8.7%126 Wayne County 12.4%137 Oakland County 1.3%14 Livingston County .7%12 Jackson County 2.3%17 Lenawee County 11.0%133 g. Monroe County .7%12 h. Ann Arbor City 27.4%182 i. Ypsilanti City 10.7%/32 j. Saline City 19.7%159 k. Milan City .7%12 I. Chelsea Village 2.3%17 If one or more, continue with G2. If none skip to GS. m. n. o. p. Dexter Village 2.3%17 Manchester Village 8.0%124 Other Wash. Co. Areas 10.7%132 Detroit City 1.7%15 q. Other 12.7%138 ID ~ ,-,3 G2a. On the line beside each location you cirded at G2, please record the number of household members employed there. G3. Cirde the roads typically used by members of your household on the way to and from work. 0 ~ 1:1 ..,2'."' a. US-12 43.8% ~ b. Austin Road 52.2% c. Clinton Road 18.7"-' ~ e:.. d. Schneider Road 21.1% e. Parker Road 18.4% f. Other 14.4% t:, ~ ..,0 ~ ~ ::9 ~ G4. How far do you and each employed member of your household drive (one way) to work? (Cirde as many as apply and record the number of persons in your household who drive that distance.) a. 0-2 miles 4.3%113 b. 3-6 miles 12.4%137 c. 7-12 miles 19.1%157 d. 13-20 miles 26.8%180 e. 21-30 miles 26.8%180 t-w-.-w-1---:a-t:-l f. 31-40 miles 9.0%127 g. Over 40 miles 11.0%133 t:-- C-t: �~~-- -. -. ,--. • , ~, t:o ::t GS. f 1. Excellent ~ ~ ~ How would you describe the gravel roads in the Township? (Circle one number.) G6. .7°-' 2. Very Good 4.4% 4. Fair 39.7% 3. Good 25.0% 5. Poor 30.2% Would you support an additional millage to improve gravel roads in the Township? (Circle all that apply.) ~ ; a: a. b. c. d. "0 ~ ::, <I> a No 68.9% Yes, by increased property taxes 9.0% Yes, by special assessment based on road frontage 14.7% Yes, by other funding 8.0% t, ~ 0 "0 ..~ H. Miscellaneous H1. In general, how do you feel about the annexation of Township property by the Village of Clinton? (Circle one number.) ::, "d 1. In favor of 10.1% annexation ;- ::, 2. NeutraV 46.5% no opinion H2. Are you in favor of sewer and water being extended into the Township from the Village of Clinton? H3. If you have been a Township resident for 5 or more years, please rate how you feel the following categories have changed. Road Conditions Sarne 52.9% Better 10.2% Much Better .9% Privacy 4.9% 36.0% 56.9% 2.2% 0% Crime 4.0% 28.0% 64.0% 3.0% 1.0% Traffic 26.0% 44.4% 27.4% 1.3% .9% Natural Environment 6.3% 31.5% 57.7% 4.0% .5% H4. Would you support an additional property tax millage to improve police protection in the Township? HS. Would you support an additional property tax millage to provide trash pick-up in the Township? H6. Should the Township encourage and support the development of a public park or recreation area within the Township? (Circle one number.) H7. HS. 2. No 57.0% 1. Yes 21.7% 1. Yes 23.1% 2. No 78.3% 2. No 76.9% 3. Uncertain 23.0% Circle the number that best describes how you would feel about the building of a waste water treatment facilty to accomodate existing and future growth in Bridgewater? (Circle one number.) 1. Strongly 6.4% in favor 2. Somewhat 10.8% in favor Additional comments on Township issues: Taxes= 30.1% = Growth 29.2% Roads= 16.8% ....to 2. No 67.9% Worse 24.0% 1. Yes 20.0% "' ~ 1. Yes 32.1% Much Worse 12.0% -- "d 3. Opposed to 43.4% annexation Government= 13.3% = Clean up 5.3% Services =5.3% 3. NeutraV 26.3% no opinion 4. Somewhat 21.5% opposed s. Strongly opposed 35.0% �Bridgewater Township Survey Summary Residential Attitudes Commercial Attitudes • 23.1% of the respondents think there is not enough commercial business in the Township. • 78.3% of the respondents continue to live in the Township primarily because they like rural living, the natural environment and living close to family and friends. • 48.0% of the respondents feel that the rate of growth is about right. • 42.1 % of the respondents prefer a lot density of one house on 10 acres, while 53. 7% of the respondents live on parcels of 10 acres or larger. • 44.5% prefer more single family residences to be added near the Village of Clinton, while 30.8% • 71.7% believe there is adequate commercial busi- ness in the Township. • 40.8% support future commercial growth along US-12 near the Village of Clinton. 32.1 % do not want any more commercial development in the Township. • 48.5% consider Clinton as their Village of choice when conducting business, while 51.6% consider the City of Ann Arbor their City of choice when conducting business. prefer single family residences to be located in undeveloped areas suitable for development. • 49 .8% responded negatively to a shopping center in • How the residents feel about whether the Town- • 30.3% responded favorably to a shopping center in the Township, while 19.9% are neutral or have no ships rights to regulate should come before the rights of the private land owner: 38.2% feel each case should be considered individually, while 27.4% feel that the Townships rights generally should not come before the property owners. the Township. op1mon. Industrial Attitudes • 18.0% of the respondents feel that there is not • 38.6% would like to see large lot residential devel- opment to continue as it is presently occurring, while 34.4% don't want any more residential development. Page 14 enough industry in the Township. • 73.0% feel that local industry is about the right size and character for the community. Bridgewater Township General Development Plan �need protection by the Township, while 22.2% think neither need protection. • 9.0% feel that there is too much industry in the Township. • 46.5% do not want anymore industrial develop- ment in the township, while 33.4% would like to see future industrial growth located near the Village of Clinton. Transportation • 27.4% of the respondents work in the City of Ann Arbor; 19. 7% work in the City of Saline, and 12.4% in Wayne County. 8.7% work in Bridgewater Township. Natural Resources • 49.0% of the respondents describe the natural envi- • 26.8% (80 people) drive 21-30 miles one way to work, while the same percentage drives 13-20 miles, one way to work. 11.0% (33 people) drive over 40 miles one way to work. ronment as an asset worth protecting. • The following percentages reflect those respon- dents who favor consideration of protective measures to preserve natural resources in these geographical areas: Groundwater - 61.2%, Lakes 51.5%, River Raisin - 59.5%, Woodlands - 47.5%, Wetlands - 44.5%, Natural Open Spaces - 41.1%, Saline River - 44.5%, Other - 13.9%. Agricultural Attitudes • 54.2% of the respondents do not farm, while • 39.7% describe gravel roads in the Township as fair, while 30.2% describe them as poor. • 68.9% are not in favor of an additional millage to improve gravel roads. Miscellaneous • 43.4% are opposed to annexation, while 46.5% were neutral or had no opinion. 67 .9% are opposed to sewer extension from the Village of Clinton. • Residents living in the township for more than five years feel the following: 13.9% farm or lease between 40-100+ acres. • 77 .8% presently farming 80 acres or more plan to keep their land in agricultural production for more than 10 years. • 48.8% think that agriculture and open space Bridgewater Township Gi)neral Development Plan Page 15 �Road Conditions: 52.9% same, 24.0% worse. Privacy: 56.9% same, 36.0% worse. Crime: 64.0% same, 28.0% worse Traffic: 44.4% worse, 27.4% same Natural Environment: 57.7% same, 31.5% worse • 78.3% of the respondents do not support an additional millage to improve police protection, while 76.9% oppose a millage to provide trash pick-up. ❖ Clean Up: Clean up and beautification of community. ❖ Services: Comments about utilities, sanitation, recycling, water treatment. ❖ Government Related: Comments about annexation, property assessments, ordinances. • 57.0% say they do not support the use of tax dollars for a public park or recreation area within the Township. • 56.5% are opposed to the building of a waste water facility to accommodate future growth in Bridgewater. • General comments can be broken down according to the following citizen concerns: Taxes: 30.1%, Growth: 29.2%, Roads: 16.8%, Government: 13.3%, Cleanup: 5.3%, Service: 5.3%. Page 16 ❖ Taxes: "Too high." "Not enough services for money paid. " ❖ Growth: "Like the community the way it is. " ❖ Roadstrraffic: included comments about police. Bridgewater Township General Development Plan • • • • • • • • • • • �I •ill (ill • • • The Plan Plan Format Goals, Objectives, Strategies Agriculture Open Space Environment Residential Commercial Industrial Circulation Community Facilities General Development Plan Land Use Categories General Development Plan Map Implementation �Plan Format Goals The following pages outline the development goals and objectives of the Township. These goals and objectives were established through the planning process. During this process, the Township Planning Commission solicited public input on the problems and opportunities facing Bridgewater Township. This was accomplished through public meetings and an opinion survey which was mailed to residents throughout the Township. The Planning Commission then analyzed the responses and formulated goals and objectives designed to address the issues raised during that process. Goals should be viewed as long-range statements that are reflections of the Township's underlying values and desires. They are typically more general in nature. Next, the Planning Commission considered various strategies designed to achieve each objective. The lists of strategies following each objective are not exhaustive or mutually exclusive. They provide a broad range of options, some more feasible than others, that can be used to reach goals and objectives. They should each be viewed as one piece of the puzzle - an interlocking series of planning actions that together form the basis for eventual achievement of the development goals of the Township. Finally, it should be noted that some strategies may not be feasible given current political, legal, economic or practical reasons. While this may prevent implementation of some strategies immediately, considerations of these options in the future by the Planning Commission is possible. (Figure 2) Bridgewater Township General Development Plan Objectives Objectives are shorter term, more specific statements which are designed to partially achieve the goals. They can be thought of as one step towards meeting the goal. Strategies Strategies are specific actions which can be taken by the planning commission and board in their efforts to achieve each objective. They are definitive statements aimed at achieving specific objectives. Through this goal-objective-strategy format, a direct link has been established between Township desires (goals, objectives) and the actions necessary to achieve them (strategies). (Figure 2) In doing so, a more realistic appraisal of plan elements (goals, objectives) is anticipated. The results will be a clearer realization of the actions necessary to achieve desired goals. Page 19 �_, FIGURE 2 111ft PLANNING FRAMEWORK E 1- llf GOAL I ~ OBJECTIVE I STRATEGY Page 20 I - - I ~ - OBJECTIVE I I STRATEGY STRATEGY I I STRATEGY Bridgewater Township General Development Plan •llf •1111 • : •111 • �'1 If " "-II .. "(Ill Ill -Ill Ill • Identify prime agricultural areas within the Township where long term agricultural operations are currently located and can reasonably be sustained into the future. • Maintain zoning provisions and language that promotes agriculture as a permitted and principal use . . • Support the use of innovative zoning approaches to protect prime agricultural areas. • Support and maintain P.A. 116 Farmland appli- Agriculture Goal cations, iflocated within areas designated for agricultural uses. • Discourage the fragmentation ofland parcels Support stable agricultural areas and operations in Bridgewater Township. within rural areas. Where parcels can be split, promote zoning and platting techniques that will minimize the effects on land consumption. Objective Land Use decisions should be made with the intent of supporting existing, long term agricultural operations. Strategies • Consider forming an Agricultural Lands Com- mittee to explore and determine an interest or need to preserve prime agricultural land. Bridgewater Township General Development Plan • Consider organizing a land trust for the preser- vation of prime and unique agricultural land. Objective Discourage non-agricultural developments in active agricultural areas keeping conflicts between agricultural and non-agricultural activities to a minimum. Page 21 �Strategies • Establish zoning language that highlights the incompatibility of residential sprawl and agricultural operations. • Encourage rural non-farm residential uses to locate in clusters in order to better provide necessary rural services. zoning classification in accordance with the General Development Plan or a General Development Plan amendment. • Consider reduction of residential densities in prime agricultural areas in conjunction with innovative zoning techniques that provide incentives to protect and preserve prime agricultural land. • Where possible, establish permanent buffers of open space between urban/suburban areas and active agricultural areas. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all development within the overlay zone. • Prohibit rezonings or zoning ordinance amend- ments which allow the encroachment of suburban activities into active agricultural areas. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning requirements to preserve and protect agricultural land and open space. • Proposals for residential subdivisions and site condominiums should be rezoned to a residential Page 22 Bridgewater Township General Development Plan ,•. • • •1111 • • "'Ill •.. �~ '1 -II Ill • • ~ Objective Support related commercial and support activities which promote long-term agricultural areas and operations. Strategies • Maintain provisions and language in the zoning ordinance which permit farm implement, bulk feed and fertilizer operations as conditional uses in planned agricultural areas. Objective Educate residents regarding land use activities that could have negative impacts on the agricultural economy. Strategies • Promote and organize community wide forums which address relevant land use and environ mental issues. • Establish an information network between local officials and residents, through newsletters, and bulletins. Bridgewater Township General Development Plan Page 23 �rivers, ground water recharge areas, unusual topographic features, and steep slopes. • Amend the zoning map to include additional areas in the Resource Conservation District based on the identification of important natural resources or fragile lands. • Develop site plan design standards within the zoning ordinance that require maximum protection of environmental elements in the design process. Open Space Goal Support an open space system which through preservation, enhances the rural and agricultural character of the Township. Objective Support the protection of open space systems which encompass natural resources and fragile lands. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all developments within the overlay district. • Consider the use of Public Act 116 Open Space Easement applications, or a land trust to protect and preserve unique open space areas. • Develop a separate natural features protection ordinance. Strategies • Gather, maintain and update information re- garding all important natural resources and or fragile lands including but not limited to: wet lands, wooded areas, watersheds, streams, Page 24 Objective New development activity should be designed and oriented to take advantage of and preserve and protect the open space areas formed by streams, rivers, lakes, Bridgewater Township General Development Plan • • • •Ill Ill •Ill •'_. • • • �~ • • •II II •II ~ -"" ", valleys, woodlands, wetlands, steep slopes, and other natural features. Strategies Strategies • Require maximum retention and dedication of open space during site plan design, review and approval of projects. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning requirements to preserve and protect open space. • Restrict new development, through zoning, in areas that have been identified as having fragile lands or important natural resources. • Revise the zoning ordinance to require that a set percentage of a residential, commercial or industrial development, or the lot area of commercial and industrial lots be maintained as "open space." The percentage of open space would be in addition to existing landscape and transition strip requirements . • Develop design standards within the zoning ordinance, that through the site plan review process can be referenced so as to maintain or preserve fragile lands. • Utilize existing fragile lands or existing natural resource areas as buffer zones of open space between adjoining land uses, (i.e. housing units and agricultural operations). Objective Support open space areas and/or buffers that reduce noise, visual blight, and conflicting land uses. • Review and revise the Township zoning ordi- nance as necessary to permit and encourage alternative development designs which maximize open space (cluster housing, zero lot line construction). • Encourage the acquisition of easements on lands which are oflimited development potential, that would serve to ensure the protection of important natural resources or fragile lands (i.e. wetlands, flood plains, etc.). • Revise the zoning ordinance to create incentives for developers to provide and maintain open space areas (bonuses including residential density, floor area ratio or set back reductions). Bridgewater Township General Development Plan Page 25 �Objective Objective Support an open space network along the River Raisin that encompasses its tributaries, associated wetlands, flood plains and other natural features. Promote and establish a community awareness program within the Township that accentuates the need for open space and the natural environment associated with it. Strategies Strategies • Support continued enforcement of the current State and National wetland and flood plain protection statutes and regulations. • Promote and organize community wide forums which address relevant land use and environmental issues as they relate to open space preservation. • Consider amending the zoning ordinance to require larger setbacks from the River Raisin and its tributaries. • Establish an information network between local officials and residents with newsletters, and bulletins. • Explore the feasibility of natural river status for the River Raisin. • Encourage maximum open space retention and protection of tributaries, wetland and flood plain areas during the site plan design, review and approval process. • Explore public and private sources to finance acquisition and maintenance of public open space easements of property along designated tributaries. Page 26 Bridgewater Township General Development Plan .-, • • • • �-Ill "II • Revise the zoning ordinance to include perform- ance standards for uses which have potentially harmful environmental side effects. • Establish separate overlay districts for fragile lands and natural resource areas, outlining in the zoning ordinance specific performance cri teria for their use. • Prepare and adopt separate site plan review cri- teria which address specific environmental considerations and safeguards. Environmental Goal Protect and preserve the natural resources and features of the Township. Objective Minimize the negative impact of development on the environment. Strategies • Create and distribute standards in a developers information packet that explains Township policies and gives clear guidance on how to follow them. • Increase code enforcement inspection efforts to assure compliance with development guidelines. • Amend the zoning ordinance to permit cluster development and other innovative designs which minimize lot coverage, maximize open space and allow flexibility in accommodating environmentally sensitive areas. • Revise the zoning ordinance to require prelimi- nary site plan meetings between developers and Township officials. Bridgewater Township General Development Plan Page 27 �~ Objective Promote the protection of ground water resources from contamination and/or degradation due to potentially harmful development or land use activities. Strategies Continually update and maintain existing groundwater recharge data and base maps for use during the development review process. • Encourage the donation of ground water recharge areas to the State, Township, or a land trust. • Within the zoning ordinance, create separate site plan review criteria which incorporates ground water protection measures for developments that are of a nature that could potentially have impacts on the ground water supply. • Promote the acquisition of easements to prevent development of groundwater recharge areas. • Revise the zoning ordinance to include specific protection criteria within the existing frame work of the schedule of zoning district regulations and supplementary district regulations. • Within the zoning ordinance create an overlay zone with separate ground water recharge area protection measures which, in addition to general zoning district restrictions, must be met. • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within groundwater recharge areas. • Establish zoning ordinance language which prohibits the use of injection wells for the disposal of hazardous waste. • Encourage deed restrictions of ground water recharge areas during site plan review of proposed developments. Objective Promote the protection of wetlands from encroachment and/or degradation due to potentially hannful development or land use activities. Strategies • Amend the zoning ordinance to include a sepa- rate wetlands protection section within the supplementary district regulations which clearly details the need for the State of Michigan Department of Natural Resources (MDNR) permits prior to any development/filling activities. • • .,• w: .• , •-• 1111 •.. 1111 Page 28 Bridgewater Township General Development Plan Ill �~ '• • • • •.. -II -Ill II • Update and maintain accurate wetland data and base maps for use in the development review process. • Within the zoning ordinance create an overlay zone with separate wetland protection measures which, in addition to general zoning district restrictions, must be met . • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within wetlands. Objective Restrict development and land use within flood plains areas, including associated water ways. Strategies • Continue enforcement of existing state and federal laws concerning flood plain management. • Within the zoning ordinance create an overlay zone with separate flood plain protection measures which, in addition to general zoning district restrictions, must be met. • Establish a technical review process, to be con- ducted during site plan review, with the purpose of reviewing new developments for their impact on wetland areas . • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within flood plain areas. • Encourage deed restrictions of wetlands areas during the site plan review process. • Encourage the acquisition of easements to prevent development of wetland areas. • Encourage the donation of wetlands to the State, • Revise the ordinance to include a flood plain development section in the supplementary district regulations which clearly detail State of Michigan restrictions and sets forth Township regulations regarding development within flood plain areas. Township, or a land trust. • Within the zoning ordinance, create separate site • Revise the zoning ordinance to have specific setback and protection measures within the existing schedule of district regulations and/or supplementary district regulations. Bridgewater Township General Development Plan plan review criteria which incorporate flood plain protection measures. Page 29 �• Encourage deed restrictions of flood plain areas during the site plan review process. • Within the zoning ordinance, create separate site plan review criteria which incorporates woodlot or forest area protection measures. • Encourage the donation of flood plain areas to the State, Township, or a land trust. • Encourage the acquisition of easements to pre- vent development of forest areas. • Encourage the acquisition of easements to prevent development of flood plain areas. • Encourage deed restrictions of forest areas during the site plan review process. Objective Encourage the conservation of woodland areas. Strategies • Within the zoning ordinance, create an overlay zone with separate woodland protection measures, in addition to general zoning regulations, which must be met. • Revise the zoning ordinance to include specific protection criteria for woodland areas within the existing framework of the schedule of zoning district regulations and supplementary district regulations. • Encourage donation of forest or woodlot areas to the State, Township, or a land trust. Objective Limit development on steep slope areas throughout the Township. Strategies • Within the zoning ordinance, create an overlay zone with separate steep slope protection measures, in addition to general zoning district regulations, which must be met. • Within the zoning ordinance adopt site plan • Establish site plan review criteria for subdivi- sions, site condominiums and/or planned residential developments aimed at protecting large woodlots. review criteria which specifically details performance requirements for the development of steep slopes. • Encourage the acquisition of easements to prevent development of steep slope areas. Page 30 Bridgewater Township General Development Plan • �' I "Ill 1111 II II II • Encourage deed restrictions of steep slopes during the site plan review process. • Encourage the donation of steep slope areas to • Establish zoning language which prohibits secondary gravel and/or accessory operations, i.e. asphalt plants, concrete plants and similar operations. the State, Township, a land trust or conservancy. • Consider an overlay zone technique which exam- Objective Reduce the negative impact of sand, gravel, and other extractive operations. Strategies ines the sphere of influence or impact of sand and gravel extraction operations on existing land use activities. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. • Maintain Township ordinances regulating min- ing, excavation, stockpiling, quarrying, processing and the dumping/disposal of off site soil and/ or comparable material. • Work closely with the Washtenaw County Road Commission in evaluating haul routes and the associated long-term impacts to roadways and adjoining land use activities. • Maintain Township efforts which require existing sand and gravel operations to obtain a conditional use permit for continued operation along with approved restoration plans. Objective Oppose sanitary landfills of any type or classification. Strategies • Maintain Township policy which emphasizes the incompatibility of sanitary landfills with longterm land use goals. • Establish adequate facilities for recycling along with educating Township residents to the longterm benefits of reducing the waste stream vs. inefficient use of landfill space. • Evaluate the adoption of"sunset provisions" which would set time and/or unit extraction limits for sand and gravel operations. Bridgewater Township General Development Plan Page 31 �• Support the incorporation of site planning into the project design process. • Encourage a mixture of housing types when and where appropriate (i.e. near the Village of Clinton boundary). • Consider design standards within the zoning ordinance which will accommodate accessory uses or home sharing opportunities as an alternative way to address emerging housing needs. • Encourage the location of new residential devel- Residential Goal Consider residential development that is compatible with the Township's agricultural and rural character and meets the needs of its residents. opments adjacent to existing public facilities and service investments (utility systems, schools, and recreational opportunities). Objective Limit residential densities to not more than 1 dwelling unit per acre outside of potential sewer service areas . Objective Support adequate and affordable housing for the existing population, anticipated population growth, and households with special needs. Strategies • Support efforts to rehabilitate existing housing. • Support the use of cluster housing in the design Strategies • Support and maintain zoning provisions and language which stipulate a maximum density of one dwelling unit per acre in the Rural Residential Zoning District. • Require residential uses to locate on soils which can permanently support on-site utilities, of residential areas. Page 32 Bridgewater Township General Development Plan • • •w • :_, • • •Ill • • I �minimizing the need for future municipal water/ wastewater utility extension or the need for a package treatment facility. • Amend the zoning map to accommodate Subur- ban Residential only in accordance with the General Development Plan, and only upon receipt of a rezoning petition. • In accordance with the General Development Plan, maintain and support a Rural Residential Zoning District (one dwelling unit per acre). • Rezoning of additional land to Rural Residential will be in accordance with the General Development Plan, and only upon receipt of a rezoning application. • Amend the zoning ordinance to include language and provisions that encourage residential developments of two or more dwelling units per acre to locate, as a first priority, in areas that can be served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a · proposed development. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect agricultural land and open space. Objective Consider locating suburban residential (1-4 dwelling units per acre) in areas that are as a first priority, located within a potential area to be served by municipal sewer and water. Strategies • Amend the zoning ordinance to include provi - sions for a Suburban Residential Zoning District (1-4 dwelling units per acre). Bridgewater Township General Development Plan • Coordinate planning efforts when large projects are located along political boundaries and can effect more than one governmental unit. Objective Support innovative housing and site design which increases open space opportunities and decreases negative impacts both visually and physically between the built and natural environment. Page 33 �Strategies • Amend the zoning ordinance to permit and en- courage cluster, single family attached, zero lot line, and semi-attached dwellings within suburban residential areas (two to four dwelling units per acre). • Amend the zoning ordinance to require a pre- preliminary site design meeting between developers and the Township Planning Commission for the purpose of soliciting comments regarding innovative housing designs and site layout. • Through the zoning ordinance, develop stan- dards to serve as a guide for developers which outlines the Townships vision of what innovative housing is. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in the site plan approval process. • Review set back/yard requirements to provide for better project/site design. Objective Minimize the conflicts between rural non-farm residential uses and agricultural operations. Page 34 Strategies • The extension of municipal utilities should be limited to properties within a potential or planned sewer service area. • Consider forming an Agricultural Lands Com- mittee to explore and determine an interest to preserve prime agricultural land. • Consider the reduction of residential densities in prime agricultural areas in conjunction with . innovative zoning techniques that provide incentives to protect and preserve prime agricultural land. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect prime agricultural land and open space. • Proposals for residential subdivisions and site condominiums should be rezoned to a residential zoning classification in accordance with the General Development Plan or a General Development Plan amendment. • Amend the zoning ordinance, establishing design standards requiring buffers of open space between rural non-farm residential uses and intense agricultural activities. Bridgewater Township General Development Plan ., ., ., ., ., .-, • • • • �, , , -"II "• •Ill Objective Minimize residential sprawl by discouraging premature fragmentation ofland parcels within rural areas. Strategies • During the site plan review process for subdivi- sions, site condominiums, and planned residential developments (PRD's) establish provisions for open space which is held as common space in perpetuity, not available for further subdividing. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect prime agricultural land and open space. RES . OF CALEB BROWN. sec 5 BRIDGE WArER TP MICH • Rezone property to residential zoning districts only as it conforms to the General Development Plan and not for the purpose of economic speculation. • Investigate the adoption oflot split regulations within the zoning ordinance . Bridgewater Township General Development Plan Page 35 �under the commercial zoning district. Those commercial uses not typically associated with an agricultural/rural environment, should be removed or categorized as conditional uses. • Re-evaluate conditional uses permitted in agricul- tural districts, to ensure that they are compatible with rural areas versus being more suited to commercial or light industrial zoning. Objective Commercial Consider new commercial developments with the first priority being that they are located within areas with the potential to be served by municipal sewer and water. Strategies Goal Consider commercial activities that meet the needs of Township residents and are compatible with and required by a rural and agricultural lifestyle. Objective Consider compatible commercial uses that are associated with agricultural operators. Strategies • Amend the zoning ordinance to include language and provisions that encourage commercial developments, as a first priority, to locate in areas that are served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a proposed project. • Update and amend the zoning ordinance to establish a comprehensive list of permitted uses Page 36 Bridgewater Township General Development Plan -•1111 Ill • • • • • • • • �• •II II II II II II II • • ~ Coordinate planning efforts when large projects are located along political boundaries that can effect more than one government. • Work in conjunction with the Washtenaw County Road Commission to discourage curb cuts for individual commercial projects and to encourage combined drives, and service drives. • Support and maintain a commercial zoning district on the zoning map and language and provisions for a commercial district in the zoning ordinance. • Develop performance standards to be included in the zoning ordinance for commercial uses, which have potentially harmful environmental side effects associated with them. • Accommodate rezoning land to commercial only upon receipt of a rezoning petition and when in accordance with the adopted or amended General Development Plan. Objective Provide adequate safeguards to minimize the negative impacts of commercial activities on roads, adjacent land uses and the environment. Strategies • Revise the zoning ordinance to require a prelimi- nary site plan/design meeting between developers and Township Officials. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in approved site plans. • Prepare and adopt a separate site plan review ordinance, that is more comprehensive and addresses environmental concerns. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. • Increase landscaping/visual barrier requirements in the zoning ordinance between commercial establishments, adjacent properties, and right-ofways. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all commercial developments within the overlay zone. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. Bridgewater Township General Development Plan Page 37 j �Objective Prevent "strip development" for commercial land uses along roadways. Strategies • Develop standards or guidelines which detail graphically what the Township's "vision" of a given corridor is to be (i.e. US-12, Austin Road, Clinton Road, etc.). • Establish "Area Plans" for designated corridors within the Township to ensure balanced, welldesigned development. • Review set back/yard requirements to provide for better project/site design, service drives, and innovative parking layout. • Work in conjunction with the Washtenaw County Road Commission to reduce the number of curb cuts permitted for individual commercial developments and to encourage the use of combined drives and service drives to serve adjacent properties. • Revise the zoning ordinance to increase land- scaping/visual barrier requirements between commercial establishments and adjacent properties and right-of-ways. • Amend the zoning ordinance and map to include a "visual ov;rlay district" which would include separate landscaping and screening guidelines for a given corridor. • Consider the relationship of adjacent land uses during the site plan review process, encouraging service drives, combined curb cuts and coordinated parking areas to ensure a cohesive appearance. • Revise the zoning ordinance to require prepreliminary site plan/design meetings between developers and Township officials. Page 38 Bridgewater Township General Development Plan ., • • •.. •Ill • • • • • ~ �~ ---II II II II • " " and provisions that encourage light industrial developments to locate, as a first priority, in areas that are served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a proposed development. • Coordinate planning efforts when large projects Industrial Goal Consider light industrial development that is compatible with the rural and agricultural character of the Township. are located along political boundaries that can effect more than one governmental unit. • Support and maintain a light industrial zoning district on the zoning map and language and provisions for a light industrial district in the zoning ordinance. • Review all permitted light industrial uses in the Objective Consider new light industrial developments with the first priority being that they be located within areas with the potential to be served by municipal sewer and water. Strategies • Amend the zoning ordinance to include language Bridgewater Township General Development Plan zoning ordinance to determine if they are compatible with a rural and agricultural community. Those that are not should be removed or categorized as conditional uses. • Accommodate light industrial uses only upon receipt of a rezoning petition and when in accordance with the adopted or amended General Development Plan. Page 39 �1111 Objective Provide adequate safeguards to minimize the negative impacts of industrial activities on roads, adjacent land uses and the environment. Strategies • Revise the zoning ordinance to require prelimi- nary site plan/design meetings between developers and Township officials. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in approved site plans. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. • Increase landscaping/visual barrier requirements in the zoning ordinance between industrial establishments, adjacent properties and right-ofways. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all industrial developments within the overlay zone. • Develop standards or guidelines which detail • Consider the relationship.of adjacent land uses during the site plan review process, encouraging service drives, combined curb cuts and coordinated parking areas to ensure a cohesive appearance. • Develop performance standards to be included in the zoning ordinance for uses which have potentially harmful side effects to the environment. • Prepare and adopt a separate site plan review ordinance, that is more comprehensive and addresses environmental concerns. graphically what the Township's "vision" of a given corridor is to be (i.e. US-12, Austin Road, Clinton Road, etc.). Ill Ill Ill Ill • Establish "Area Plans" for designated corridors within the Township to ensure balanced, welldesigned development. 11111 • Review set back requirements to provide for • -Ill better project design, service drives, and innovative parking layouts. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. Page 40 --Ill -Ill Bridge'l"ater Township General Development Plan Ill �• Work in conjunction with the Washtenaw County Road Commission and the Michigan Department of Transportation to do the following: II -II II II II II II II reduce the number of curb cuts for individual developments. ❖ encourage the use of combined driveways and service drives to service adjacent properties. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. II II ❖ Objective Circulation Goal Encourage a transportation network which facilitates an efficient internal movement of vehicles and pedestrians within the Township and into the surrounding regional transportation network. Objective Minimize development on Township roads. Strategies • Revise the zoning ordinance to require preliminary site plan/design meetings between the developer and Township officials. Bridgewater Township General Development Plan Retain unpaved roads where appropriate in rural areas of the Township. Strategies • Pursue designation of natural beauty road status for appropriate unpaved roads throughout the Township. • Direct road improvement funds toward maintain- ing and upgrading existing paved and unpaved roads. • Explore alternative means of funding circulation improvements via communication by Township officials with appropriate county, state and federal agencies. Page 41 �Objective Strategies Reduce and keep to a minimum the number of curb cuts on major roads in the Township (i.e. US-12, Austin Road, Clinton Road, etc.). • Review setbacks/yard requirements for all zoning Strategies • Inventory and assess all potential traffic hazard • Revise the zoning ordinance to require prelimi- nary site plan meetings between developers and Township officials. • Work in conjunction with the Washtenaw County Road Commission to r·educe the number of curb cuts permitted for individual developments and to encourage service drives to serve adjacent properties. • Develop corridor specific area plans which re- quire designated performance standards, including minimal curb cuts for proposed development projects. • Put together a developers information packet that outlines Township policies and gives clear guidelines on to follow them. districts to provide for better project/site design, service drives, and innovative parking layouts. locations: roads, intersections, bridges. • Coordinate with the Washtenaw County Road Commission to assure that the proper right-ofways are acquired for road improvements, and for new developments. • Require developer fin~ncing of road extensions/ improvements to service new developments with subsequent dedication of improvements/extensions to the public. • Study the need for and consider adopting a private road ordinance. Objective Support alternative means of transportation. Strategies Objective Support improved circulation patterns, alleviation of potential traffic hazards, and the reduction of congestion on major roads. Page 42 • Require construction of public sidewalks in residential developments of more than one dwelling unit per acre. Bridgewater Township General Development Plan - �• Encourage a network of rural bikeway routes in appropriate locations throughout the Township. • Allow adequate car pool facilities in appropriate areas of the Township. RES. OF" -Z. , T . STARR . :sec. ~ 1 . l/,.ID.Elltl,.T E/lf ".,,cw Bridgewater Township General Development Plan Page 43 �• Consider, when needed, contractual arrange- ments with the Washtenaw County Sheriffs Department to provide added police protection as residential development increases. • In relation to the Townships general police pow- ers, maintain and update (when growth dictates) a zoning administrative function regarding both regulation and enforcement. Objective Community Facilities Goal In conjunction with school district administrators promote long-term planning for school sites or facilities to accommodate future student populations. Strategies Maintain current public facilities and support the improvement of services which accommodate the needs of all Township residents. Objective Provide for fire and police protection for the entire Township. Strategies • Prepare and adopt site plan review provisions, which address the impact of new and expanding residential development on local school system capacity. Notify the appropriate school district when various projects are approved. Objective Recognize and preserve areas of historic significance throughout the Township. • Evaluate service area needs to ensure adequate fire protection for Township residents. • Continue mutual aid agreements with adjacent communities. Page 44 Strategies • Inventory and document significant historic buildings and features as they exist within the Township. Bridgewater Township General Development Plan �-II .. .. "" " • Amend the zoning ordinance to include site plan review criteria for historic Township buildings, residential properties, farmsteads and other features that may be impacted by new or expanding development. • Consider historic preservation standards under the supplementary regulations section of the Township zoning ordinance. Objective Promote recreational opportunities for Township residents. Strategies • Coordinate recreational opportunities through the County Parks Department and the area school districts. • Encourage the dedication of parkland or other natural resource lands during the site plan review process for all major developments. Objective Encourage solid waste recycling facilities that meet current and projected Township needs. Strategies • Monitor existing conditions concerning solid waste issues. • Cooperate with existing State, County, and local groups to plan solid waste facilities. • Through local education, establish effective recy- cling operations to reduce the solid waste stream. Objective Within the Township, consider adequate package treatment facilities or the extension of municipal water and/ or sewer only where such services are required for specific land use activities and to protect the health, safety and welfare of the residents of Bridgewater Township. Strategies • Acquire detailed information from the Villages of Clinton and Manchester in regard to the capacity of their waste water treatment plants. • When appropriate, consider establishing a water/ sewer district map. • The expansion of an established water/sewer district should only be done after a comprehensive evaluation of the currently adopted General Development Plan. Bridgewater Township General Development Plan Page 45 �• -.. "" General Development Plan Land Use Category Definitions The land use categories, as decribed below, are a direct reflection of the goals and objectives as stated within the General Development Plan. Based on stated goals and objectives, it is intended that the General Development Plan Map will guide the community's decisions regarding future growth and development. There are nine planned use categories designated on the General Development Plan Map. (Map 3) The following section details the definition and intent of each category. Agriculture Planned agricultural areas are intended to accommodate and support stable, agricultural areas and operations in appropriate areas of the Township. The conservation of important agricultural lands is a primary goal of this land use designation. Rural residential land use within this district is considered reasonable where it does not threaten or conflict with viable agricultural operations. Recreation Areas within the Township where recreational activity is considered the primary long-term use of the land. The property may be under either private or public ownership. Bridgewater Township General Development Plan Low Density Rural Residential (1 dwelling unit or less per acre) This land use designation is intended to provide singlefamily housing in areas with soils that are suitable for on-site septic fields and domestic water wells. It is designed to preserve the rural character and natural features of the Township and accommodate low density single-family housing in areas not intended to be serviced with municipal sanitary sewer and water. Low Density Suburban Residential (1-4 dwelling units per acre) This land use designation is intended to provide a range of housing opportunities for the existing population along with anticipated future population growth. Depending on the timing of development and its location to municipal sewer and water, it may exist at density levels ranging from 1 to 4 dwelling units per acre. This residential category is designed to preserve the rural character and natural features of the Township, while at the same time tries to anticipate areas that might be served by municipal sanitary sewer and water. Suburban Residential will create a suburban character at densities greater than 1 dwelling unit per acre. While, the emphasis in this area is on single-family detached units, the township encourages and supports innovative housing design (attached, cluster, etc.) to ensure retention of open space and the protection of natural features. Page 47 �Commercial This land use designation is intended to provide suitable locations for general retail, service and office establishments. These types ofland uses shall be compatible with the overall agricultural and rural residential character of the township. Concentration of these areas, within the Bridgewater hamlet area is desired to provide a more focused community center. Municipal (public) sewer and water is considered a prerequisite for new commercial development. Light Industrial Lands designated for this category are intended to serve the needs of intensive commercial, research and light industrial operations. The grouping of these types of uses and prevention of an influx of incompatible uses is intended. Municipal (public) sewer and water is considered a prerequisite for new light industrial uses. Public and Quasi-Public Areas designated for public and quasi-public uses provide for establishments which are purely governmental as well as joint publir/private facilities. The location of these areas and the necessary utilities to serve them are dependent on the function each facility serves. Page 48 Important Natural Resource Areas These are areas that are considered as predominant and important resources selected to be shown on the General Development Plan Map. This category highlights the River Raisin and its surrounding wetlands, and significant woodlots, Iron Creek and its surrounding wetlands and woodlots, and Columbia Lake, Joslin Lake, Schaffer Lake and their surrounding wetlands, woodlots and creeks. Not all significant natural resources and fragile land features are shown on the General Development Plan Map. The resources shown on the map in this category were considered very dominant natural resource features in the Township. Other natural resource and fragile land features are shown on the various Natural Feature and Fragile Land Overlay Category Maps. Natural Resource/ Fragile Lands Overlay Categories Lands designated within overlay categories are considered to be an important natural resource area and/or fragile land. Performance standards for the development of such areas are proposed to be outlined within the zoning ordinance and followed during the design phase of a development project. During the review process careful consideration should be given to the long term impacts of development within these locations. The overlay categories include woodlands, wetlands, areas of steep slope, and areas of ground water recharge. Bridgewater Township General Development Plan �FREEDOM ~- - - c,·::•c-=,,-==ccBEc"M "';IS= =';== =c;===;,f-- \ rw~ :: , f==-,=-:==~== ======~ •\ ------ -,- - ~ ~ MAP3 _\\ ~ v,._ C'~~:i! ~ GENERAL DEVELOPMENT PLAN D ,.,....,.. I I ~ t [I] LOW DENSITY RURAL RESIDENTIAL U :..,J r .:~.... ,;r,,L; I I D LOW DENSITY SUBURBAN RESIDENTIAL (1- .. U.lJ ?ER ACRE) I Lj 0 z ~-.c::"•=··· ,, - A.GRICULTURE RECREATION CJ COMMERCIAL LIGHT INDUSTRIAL PUBLIC B QUASI PUBLIC ~ IMPORTANT NATURAL RESOURCE AREA - II II "" MAJOR ARTERIAL MINOR ARTERIAL 19 < ,,< ."' < (? ~ ~ LI ::: ~ WIL LO W ; COLLECTOR This map does not show the OVERLAY CATEGORIES which ore a portoflhe Genera/ Devo/opoment Plan as shown in the text.The OVERLAY CATEGORIES are available at this scale on separate sheets. Overlay Categories: I I:; 11 I. STEEP SLOPE 2. WOODLAND 3 , WETLAND 4. GROUNDWATER ~ ;o ~ 29 0 X CERTIFICATION DRA IN This is to certify that this is the Bridgewater Townsh ip General Deve lopement Pion adopted by the Bridgewater Township Planning Commi ssion on June 8, 1992 TOWNS HIP CLERK -- -+------- -+- - t? LENAIV[[ Cu1;,.,,r1 BRIDGEWATER TOWNSHIP Bridgewater Township General Development Plan CL 1N10-Y HACK it/ WASHTENAW COUNTY METROPOLITAN PLANNING COMMISSION Page49 �Implementation The general development plan serves as the broad framework within which the Township will guide future land use. Implementation of this plan will require the ongoing efforts of Township officials, Planning Commissioners, Board of Appeals members, neighboring agencies and Township citizens. The effectiveness of the plan therefore relies upon the diligence with which its provisions are acted upon. The various tools available to implement the provisions of the plan (goals and objectives) have already been listed as the strategies available to achieve each objective. These strategies are, in effect, the options available to the Planning Commission and Board as they move to act upon the Goals and Objectives of the Plan. Specific strategies (options) available to the Township for implementation of the general development plan include but are not limited to the following: • Existing Township Ordinances ❖ ❖ Zoning Subdivision • Building Code Provisions Page 50 • Adoption of separate Township ordinances ❖ Ground water recharge ❖ Slopes ❖ Wetlands ❖ Woodlands ❖ Site plan review • Existing State Laws ❖ Downtown Development Authority Act (P.A. 197, 1975) ❖ Conditional Land Transfer Act (P.A. 425, 1984) ❖ Natural Rivers Act (P.A. 231, 1970) ❖ Inland Lakes and Streams Act (P.A. 346, 1972) ❖ Soil Erosion and Sedimentation Control Act (P.A. 34 7, 1972) ❖ Local River Management Act (P.A. 234, 1964) ❖ Farmland and Open Space Preservation Act (P.A. 116, 1974) ❖ Environmental Protection Act (P.A. 127, 1970) ❖ Economic Development Act (P.A. 338, 1974) ❖ Public Improvements Act (P.A. 188, 1954) ❖ Goemare-Anderson Wetland Act (P.A. 203, 1979) Bridgewater Township General Development Plan Ill -.. Ill Ill .. Ill �• Development of a Capital Improvements Plan. • Publication of a "Development Guide" information handbook outlining Township development policies and guidelines. • Cooperative efforts with adjacent communities, county, state and federal agencies. • Township acquisition of easements and/or property. The plan was designed to be flexible by being adaptable to changing circumstances without weakening established goals and objectives. The effective implementation of this plan will require long term cooperation and effort on the part of Township officials, staff, developers, landowners and citizens. An informed and involved citizenry is therefore essential to the success of this plan. To this end, efforts should be made to increase and simplify notification procedures to ensure that a broader spectrum of the Township's citizens are informed of pending land use decisions. • Utilization of deed restrictions to protect fragile areas. II " -II -Ill Ill • Millage increases to finance desired improvements. It should be noted that the above list of options is not in any ranked order. Nor is it exhaustive. These are the most common and feasible options currently available to the Township in implementing this plan. As new legislation and court action occurs it is entirely feasible that new options will be available while some existing ones will be altered or eliminated. Specific discussion of how each of these options can be used to achieve objectives is included in the "Strategies" sections of this plan. Bridgewater Township General Development Plan Page 51 �• • Supporting Data and Analysis Population Population Projections Household Size/Households Housing Income Characteristics Employment Existing Land Use Sewer & Water Existing Zoning Soils Topography Slopes Watersheds Woodlands Wetlands Groundwater Recharge Areas Circulation Schools Police Fire �Introduction The discussion of Bridgewater Township's future begins with an examination of its demographic and economic profile, existing land use and other characteristics. What follows is an inventory and analysis of the social, economic and physical characteristics of Bridgewater Township. This information will be used as a guide in the process of updating the Bridgewater Township General Development Plan. The male-female ratio of Bridgewater Township remained stable between 1980 and 1990. In 1980, females comprised 50.3% and males 49.7%. in 1990, the percentages reversed only slightly with females representing 48.7% and males 51.3%. The population continues to be entirely white. According to the U.S. Census Bureau, there were no blacks and only five residents of other races or ethnic origin living in Bridgewater Township. \ Population Bridgewater Township experienced a small decline in population during the past decade. According to the U.S. Census Bureau, the Township's population was 1,304 in 1990. This represents a numerical decrease of 67 or -4.89% from 1980 when the population was 1,371. When comparing population growth in adjacent communities Bridgewater is most like Sharon Township. Sharon Township did not decline in population but increased by only 3 or .22%, with a 1990 population of 1,366. Sharon Township's 1980 population was 1,363 in 1980. (Table 1) Between 1980 and 1990, the median age of residents in Bridgewater Township increased from 30.1 to 37.4. Aging of the population in Bridgewater Township mirrors a national trend due to the aging of the "baby boom" generation. Bridgewater Township General Development Plan Page 55 .....J �Table 1 Total Population & Households Bridgewater Township, Adjacent Communities and Washtenaw County Population Households Number Change Percent Change Number Change Percent Change Bridgewater Twp. 1,371 1,304 -67 -4.89 423 451 28 6.62 Freedom Twp. 1,436 1,486 50 3.48 486 536 50 10.28 Manchester Twp. 1,540 1,739 199 12.92 488 586 98 20.08 Saline Twp. 1,221 1,276 55 4.50 382 412 30 7.85 Sharon Twp. 1,363 1,366 3 0.22 414 462 48 11.59 Manchester Village 1,686 1,753 67 3.97 617 651 34 5.51 Washtenaw County 264,740 282,937 18,197 6.87 92,937 104,528 11,591 12.47 2,342 2,475 133 5.70 904 929 25 2.80 Clinton Village (Lenawee County) Source: U.S. Census Bureau, 1980 Census of Population & Housing 1990 Census of Population & Housing Page 56 Bridgewater Township General Development Plan • : ... �Population Projections C : Population projections, although never exact, provide an indication of anticipated changes in the population that can act as a guide in estimating future needs of the Township. SEMCOG population projections for Bridgewater Township are shown in Table 2. These projections prepared before 1990 Census figures were released, were part of SEMCOG's Regional Development Forecast, dated June, 1990. The projections indicate population growth for Bridgewater Township and adjacent communities through the year 2010. The projections place the Township's population at 1,406 for the year 1990 and 1,591 for the year 2010. Household Size/Households : II II Between 1980 and 1990, Bridgewater Township's household size decreased from 3.24 persons per household to 2.89 persons per household (-10.8%). While household size declined, the actual number of households increased from 423 to 451 during the same time period. This represents a numerical change of 28 or 6.6%. This mirrors a national trend of more, but smaller, households. (Table 3) There has been little change in the percentage of family households between 1980 and 1990. In 1980, family households represented 86.3% of all households. In Bridgewater Township General Development Plan 1990, the figure was 83.1%. Additionally, the percentage of female-headed households represented 7.4% of all family households in 1980. In 1990, the percentage of female-headed households represented 6.1 %. This is in contrast to the national trend of increasing numbers of female-headed and non-traditional households. Housing All of Bridgewater Townships's residential stock is on large lots. There are no 1-acre subdivisions presently located in the Township. All residential units in the Township rely on individual septic systems and wells. Bridgewater's residential construction has been slow but steady in the last decade. According to SEMCOG, 37 residential building permits were issued between 1980 and 1989. SEMCOG data shows that an additional 7 residential permits were issued for 1990. 1990 Census figures indicate that the total number of housing units increased by 7.4% since 1980. Income Characteristics Per-capita income levels have increased steadily in Bridgewater Township, the surrounding communities and Washtenaw County. (Table 4) Bridgewater Township's per-capita income was $8,676 in 1979 and $13,865 in 1987. This represents a numerical increase of $5,189 or over 59.8% between 1979 and 1987 according to data from the Michigan Information Center. Page 57 �Table 2 Population Projections Bridgewater Township and Adjacent Communities 1990-2010 Change 1990 - 2010 Bridgewater Twp. 1,476 1,543 Freedom Twp. 1,412 1,458 1,529 1,603 1,684 272 19.3 Manchester Twp. 1,680 1,746 1,811 1,874 1,963 283 16.8 Saline Twp. 1,305 1,338 1,404 1,471 1,542 237 18.2 Sharon Twp. 1,595 1,630 1,679 1,735 1,795 200 12.5 Manchester Village 1,702 2,013 2,050 2,083 2,107 405 23.8 Source: SEMCOG (Southeast Michigan Council of Governments), Regional Development Forecast, June 1990 Page 58 Bridgewater Township General Development Plan �Table 3 Household Characteristics Bridgewater Township 1980-1990 # Change 1980-1990 %Change 1980-1990 Total Housing Units 445 478 33 7.4 Number of Households 423 451 28 6.6 Family Households 365 375 10 2.7 Non-Family Households 58 76 18 31.0 Female Headed Households 27 23 -4 -14.8 3.24 2.89 -0.35 -10.8 Persons Per Household Source: U.S. Census Bureau, 1990 Census of Population & Housing Bridgewater Township General Development Plan Page 59 �Table 4 Income Estimates Bridgewater Township, Adjacent Communities and Washtenaw County Per Capita* Income 1979 Per Capita* Income 1987 Bridgewater Twp. Median Household** Income 1979 Median Household*** Income 1989 $25,139 $44,922 Freedom Twp. 8,085 13,280 22,069 40,625 Manchester Twp. 8,519 13,798 24,718 40,123 Saline Twp. 8,418 14,456 24,420 46,136 Sharon Twp. 7,444 10,627 23,555 46,797 Manchester Village 8,337 14,167 21,632 34,479 Washtenaw County 8,703 14,245 20,696 36,307 • Michigan Information Center Data •• U.S. Census Bureau, 1980 Census of Population & Housing ••• U.S. Census Bureau, 1990 Census of Population & Housing Page 60 Bridgewater Township General Development Plan • • • • �Ill Ill Ill -II • • • • • Compared to the County's per-capita income figures, Bridgewater Township's per-capita income is lower, but compares well to its neighboring communities. In 1989, the median household income in Bridgewater Township was $44,922 compared to $25,139 in 1979. This represents an increase of 78.7% or $19,783 since 1979. Employment According to the Michigan Employment Security Commission, the annual average unemployment rate in 1990 was 6.9% in Bridgewater Township. The 1990 Washtenaw County annual average was 4.6% and the State of Michigan figure was 7.5%. In July 1991, the unemployment rate in Bridgewater Township was 8.6%. ln July 1991 the County's rate of unemployment was 5. 7% and the State figure was 8.6%. The 1990 Census indicates that the Township's workforce was well represented in all occupational categories. (Table 5) homes along the roads, especially at road intersections. A major concentration of single-family homes is located at the intersection of Boettner and Austin Roads in Bridgewater Hamlet. A significant number of farmsteads are still active. They are well dispersed but tend to be concentrated in the central portion of the Township east of Clinton Road. The majority of land in Bridgewater is characterized by agricultural land and large lot residential uses . The majority of Bridgewater Township's commercial uses are small and dispersed throughout the Township. A concentration of commercial and one industrial use are located in Bridgewater Hamlet. While there are no 1-acre lot, platted subdivisions in the Township there are several clusters of single-family Existing land use in Bridgewater Township is identified onMap#4 . Existing Land Use Bridgewater Township General Development Plan Page 61 �Table 5 Employment by Occupation & Industry Bridgewater Township & Washtenaw County 1990 Bridgewater Township Washtenaw County Occupation: Managerial and Professional Technical, Sales & Administrative Support 168 25.7 46,980 31.2 Service 49 7.5 19,413 12.8 Farming, Forestry & Fishing 57 8.8 1,697 1.2 106 16.2 11,633 7.6 2 0.3 542 0.3 Operators, Fabricators & Laborers 119 18.2 15,105 9.9 Totals 653 100.0 151,680 100.0 Precision Production Craft, Repair Private Household Occupations Ill Industry: Agriculture, Forestry, Fisheries, Mining Construction 36 5.5 5,480 3.6 Manufacturing 210 32.1 26,647 17.6 Transportation 8 1.2 4,068 2.7 Communications & Other Public Works 9 1.3 1,893 1.2 Wholesale Trade 18 2.7 3,917 2.6 Retail Trade 74 11.3 23,335 15.4 Finance, Insurance & Real Estate 28 4.3 7,216 4.7 Business & Repair Services 25 3.8 6,937 4.6 Personal, Entertainment, Recreation Services 15 2.3 5,253 3.5 Professional & Related Services 157 24.0 60,739 40.0 Public Administration 14 2.5 4,052 2.7 Totals 653 100.0 151,680 100.0 Source: U.S. Census Bureau, 1990 Census of Population & Housing Page62 : ... •Ill Bridgewater Township General Development Plan • • • • • • �II II II • • •II rwp FREEDOM BEMIS :: o• ... '\ - - - , - ---'r - - - . ' 2 '.', ~ , - MAP4 EXISTING LAND USE 1990 iflisw.. ~. o; 0 ' 0 '-" T J 1· 10 .LAKE, , ~ I 0 ~ °" 11:LAC.ER 12 I \"' I ~ I L:..:J SINGLE FAMILY RESIDENTIAL r •J SINGLE FAMILY ATTACHED Q:J MULTIPLE FAMILY I [:"{J MOBILE I ~ FARMSTEAD t 0 I I 14 15 - HOME COMMERCIAL /0 FFICE SALIN [ \ 0 AUN o 0 r BRIOGCll",4TER ~ ~ . 19 21 ~ ~ ;:; DRAIN h . •I ~ I • I ~ z 4 0 ~ ,o· I ~ '-r-:"·. ,j ,, \ .. . ' - ~L 0 \- 26° ."' '"~ I 1·::,~· :-~ • 1·. t ' "l, o::; I'. 0 e • \J.[, .r • ::::·:."··:%!{ ·_l o WILLOW > ~ I ~~ 24 HOELZ£R ~ ~ 22 I I ,,", ~i COMMERCIAL RECREATION t-2J D LJ RECREATION PUBLIC 8 QUASI- PUBLIC TRANSPORTATION, COMMUNICATION 8 UTILITIES INDUSTRIAL/ RESEARCH ~ EXTRACTIVE ID I oJ SCHOOLS [ _J AGRICULTURAL 8 VACANT CHURCH j4t.,,,.,,£ ~J + 36 -- ·+------L [NAW E [ COUN TY . V -+---- 1.,l lN TO N o HACK Tlt P. WASHTENAW COUNTY BRIDGEWATER TOWNSHIP Bridgewater Township G1lneral Development Plan METROPOLITAN Pl.ANNJNG COMMISSION Page 63 �Sewer and Water Currently, municipal sewer and water does not exist in Bridgewater Township. All single family homes and commercial and industrial establishments are served by private wells and septic fields. Both the Villages of Manchester and Clinton currently operate their own waste water treatment plants. The Village of Manchester is about 1/2 mile from Bridgewater Townships western border via Austin Road, while the Village of Clinton borders Bridgewater Township in the southeast comer (sections 32, 33) and is located in Lenawee County. Currently, neither Village is planning to expand there sewer and water into Bridgewater Township. It is prudent, however, to document current policy and existing situations. Village of Manchester The Village of Manchester has recently finished an upgrade in capacity to their waste water treatment plant. The plant has several hundred thousand gallons of capacity. The sewer line extends about as far as Hibbard Street, approximately 4,000 feet from Bridgewaters western border. The Village of Manchester is serving a manufactured home site (116 units) that is being constructed on the Village's northeast side. Page 64 Taking into account the possible extension of sewer and water to the east, beyond the boundary of the Village of Manchester, Manchester Township has recently planned the area between the Village and Bridgewater Townships western border for Rural Residential, 1-10 dwelling units per acre. Depending on the timing the area could develop either with or without municipal sewer and water. Manchester Township has made a clear policy statement that in the future this area will not remain agricultural. According to the Village of Man-chester they have no plans at this time to annex a portion of Manchester Township. Village of Clinton The Village of Clinton has approximatly 150,000 gallons of sewer capacity left in the waste water treatment plant that was upgraded in 1975. This equates to approximately 500 single familty homes. Clinton does not plan to upgrade the capacity of their plant until at least 2003. The Village of Clinton's current policy is not to serve any new areas outside the Villages curent boundaries. Annexation would have to take place for sewer and water to be extended. Annexation is possible, across county lines, with the permission of the Washtenaw County Board of Commissioners. At this time the Village of Clinton has no plan to annex any portion of Bridgewater Township or Bridgewater Township General Development Plan • • �•II any other areas. Village Council policy is for Clinton to retain its small town atmosphere and to serve its own needs first, within the current boundaries. Locations of Sewer and Water as they relate to Bridgewater Township: Clinton Road: 225 feet south of the Townships border. Both sewer and water available. Michigan Avenue: 2,500 feet from the Township. Both sewer and water available. Bartlett Road: 4,400 feet from the Township if road right-of ways are followed in Michigan Avenue and Bartlett (Matthews Highway). Sewer and water serves Busches Value Land on Michigan Avenue . Existing Zoning Existing zoning districts are detailed on Map #5. II II Since 1980, the Township has approved 11 requests for zoning changes. Eight of these changes have been for text changes, two changes were from agricultural to commercial and one for residential to agricultural. • Soils • •II Information derived from the Washtenaw County Soil Survey was used to develop Map #6 "Limitation to Residential Development Without Public Sewers." This map shows the soils that have slight and moderate Bridgewater Township General Development Plan limitations to residential development. While a large portion of the Township appears to have severe limitations this does not always preclude residential development. A perk test is needed to determine the ability of the soil to absorb water and filter household waste. Additional soil characteristics that were used to determine the limitations include the soil's load-bearing capacity, shrink-swell potential, and slope stability. All of these characteristics will, to some degree, affect residential development. Topography Bridgewater Township's topography is primarily the result of glacial activity. The highest point is 1,010 feet above sea level, located in the northeast 1/4 of Section 19. The lowest point is 820 feet above sea level and is located in the southwest 1/4 of Section 13. Topographic features are represented on Map #7. Slopes A slope is a natural or man-constructed land incline. Natural slopes are prominent in western Washtenaw County and Bridgewater Township were moranic hills were created during glacial times. As a result of existing topography, areas of steep slope occur throughout the Township. Map #8 shows areas Page65 �7 - - - "'·: ;•., 7.-=="',~t•"",sc=='r= 'ffF£00 <U ==i==;i-- lJ T .t P ----ir==-,,,,===l===-=c===r=="'~' - - - - - - --'T ~ - _ . , MAPS ZONING MAP BRIDGEWATER TOWNSHIP as of 6-1-92 I I I ... t ~ I I 14 '-G? I " I R IVER [BJ [EI] [BJ [BJ AG RIC ULTURAL ONE FAMILY RURAL RESIDENT IAL CONVENIENCE COMMERCIAL DISTRICT INDUSTR IAL 8NIOG£WA 'C 19 21 22 HOELZER I WILLO W i l lz 1! CERT IF ICAT\O~\ 30 i~ THIS IS TO C ERTi FY THAT THIS IS THE OFFICIAL ZONING MAP REFERRED TO IN SECTION 3.03 OF THE ZONING ORDINANCE OF BRIDGEWAT ER TOWNSHIP WASHTENAW COU NTY, STATE OF MICHIGAN, PASSED AND ADOPTED BY THE TOWNSHIP BOARD OF BRIDGEWATER TOWN SHIP THI S 15th DAY OF SEPTEMBER, 1960 ~~ I RON l6 L,._• .,. L~_ TOWNSHIP SUPERVISOR . I?' -----\--------- -+---/ TNIUtl [ i:OU' I", 1.,I INTON TOWNSHIP CLERK HACI< f HP WASHTENAW COUNTY BRIDGEWATER TOWNSHIP Page 66 METROPOLITAN Pl.ANNING COMMISSION Bridgewater Township General Development Plan �• • • • • -Ill ~- FREEDOM - - ·•=::•,,-,-==cc•,="' •1'c=s=';===i===::i-- !i rw1 ,. =-===l=s~~=====r===='~\ - - - - - - 7 - . 0 MAP6 _\\ ~ ?-, w c;. ,. ~ LIMITATIONS TO RESIDENTIAL DEVELOPMENT WITHOUT PUBLIC SEWERS ~g 2 AUST IN + ~ :: ~ w ~ ~ 10 m z ~ w r LAX'\ dl-C",:;. 12 I ' " ~; • 1 I I BUR MEISTER0 t I I " I Olf,41/V I " I DRAIN IaaJ ISLIGHT '~ .. & MODERATE LIMITATIONS DRAIN 36 0 m w z Source: USDA- Soil Conservation Service HACI< -m~- I -= -• Bridgewater Township General Development Plan Page 67 �FR££OOM MAP? TW~ TOPOGRAPHY & MAJOR WATERSHEDS CONTOURINTERVAL10FEET BR IDGEWATER - - - WATERSHED BOUNDARY '"°; l ( I DRAIN Source: USGS - • Page 68 Bridgewater Township General Development Plan • • •1111 �• • • -Ill -Ill Ill Ill FREEDOM :I' \ MAP8 STEEP SLOPE OVERLAY CATEGORY 2 AUSTIN 10 ~ i ~ ·' ~ 11 + LAKE d'GSL/N~ JOSLIN 12 \ BURMEISTER- " DRAIN B RIDGEWATER DRAIN • ✓ - I., IAREAS WITH A SLOPE OF {· 24 0 oil,. MORE THAN 12% J 1 z 29 DRAIN , 36 Source : USDA- Soil Conservation Service 0 m ~ z HACK BRIDGEWATER TOWNSHIP Bridgewater Township General Development Plan p,_, 90 Dr WASHTENAW COUNTY METROPOLITAN Pl.ANNING COMMISSION Page 69 �where the slope is 12% or greater. Depending on soil characteristics and existing vegetation, this category of slope is considered vulnerable to excessive erosion and/ or runoff. Special performance criteria should be considered for development in these areas. Destruction of this resource should be discouraged. Open Space, recreational land, and in certain instances, low density residential uses may be appropriate to preserve this resource. Wetlands Watersheds Bridgewater Township is within the River Raisin, Saline River and Macon Drain watersheds. (Map #7) The major wetlands in Bridgewater Township are delineated on Map #10. Wetlands on this map are a composite of wetlands from the WCMPC Fragile Lands Report (1981) and the U.S. Fish and Wildlife Inventory Maps. The composite of wetlands is meant to be a complete inventory, but by no means exhaustive. Some wetlands in the Township may fall under the jurisdiction of the Michigan Department of Natural Resources (MDNR) and the Goemaere-Anderson Wetlands Protection Act (PA 203, 1979). This act has specific permit and protective measure criteria which must be followed for activities affecting wetland's covered by the Act's regulations. Specific actions affecting wetlands may or may not be within the MDNR jurisdiction. Prior to initiating any activity that may negatively affect or impact a wetland, the MDNR should be contacted to insure that proper protective measures are taken. Woodlands Woodlands are a valuable natural resource. They stabilize soils, and slow runoff and erosion resulting from heavy rains, winds and flooding. Woodlands also affect local climate by moderating extremes in temperature. Woodlands in Bridgewater Township are depicted on Map #9. Page 70 Groundwater Recharge The Fragile Lands Report indicates areas within the Township that are major water recharge areas. (Map #11) Water recharge areas are areas of high surface and sub-surface permeability. High permeability de- Bridgewater Township General Development Plan • • • 11111 �- FREEDOM MAP9 WOODLAND OVERLAY CATEGORY n~====~='-'=.k=c~B ~ ~ ~ .g ~ /j ~ lr=;.=;,======·•~LLO~•~ ~ ~ ===~I •~ .. WOODLANDS Source : MIRIS, 1990 Aerial Photos CUUloJfY CLINION " tt P ~,=~~- I -•-== I= Bridgewater Township General Development Plan Page 71 �·-:-8(MIS I MAP10 WETLAND OVERLAY CATEGORY I• ~ .,.I ·~I • - I o,..,.., BRAUN '---BRIDGEWA rE'R . NO 2 DRAIN I • IWETLANDS • \ • ::> " ti 15 t; II!=====·"=LO=•~ "I • 30 , Source: US Dept. of Interior, 1990 Aerial Photos. BRIDGEWATER TOWNSHIP Page 72 "'_..,"" WASHTENAW COUNTY METROPOLITAN PLANNING COMMISSION .......... -------- Bridgewater Township General Development Plan • • • • • • • • • • • " " �I I -1- - - ·•: -- :! I BEMIS FREEDOM rw,: MAP 11 GROUNDWATER OVERLAY CATEGORY I -I • • • " ' + LAKE JOSU~ <19~ 12 I ~ . ";:_ I I BUR MEISTER' t I I I " I ORAIN :::~ ~ ~ ; GROUNDWATER RECHARGE AREAS MOST SENSITIVE TO POLLUTION ~ WILLOW IF=========~====!/ z ; 0 g z 30 29 DRAIN 36 Source : WCMPC - - -+------- - +---£? L£NIJ IY££ CUI/NTt CLINTON HACK ·11.p WASHTENAW COUNTY METROPOUTAN PlANNlNGCOMMIS&ON f: I _ . __ _ __ _ J Bridgewater Township General Development Plan Page 73 �creases the amount of time it takes for water to flow through the soil to the actual groundwater table. This time is often insufficient to adequately filter out most natural and man-made pollutants. Therefore, longterm and potentially harmful contamination of groundwater supplies may result. Locations designated as groundwater recharge areas should be carefully monitored and safeguards should be implemented to ensure that no new development has a detrimental impact on the groundwater supply. Unfortunately, monitoring groundwater recharge and potential pollution problems is an extremely costly task. Circulation The majority of the Township's roads are rural and unpaved. Paved roads within the Township include: Austin Road, Boettner Road, Clinton Road, and Schneider Road. U.S.-12 is a paved Federal Highway. According to the Washtenaw County Road Commission the following improvement is scheduled for Bridgewater Township: Bridge replacement at Bartlet Road south of Allen Road. 1980 and 1990 Washtenaw County traffic data were examined to compare 24-hour traffic counts over a ten year period. Traffic counts for designated roadway stations are as follows (numbers indicate vehicle counts over a 24-hour period): Austin Road east of Boettner Road 1980 - 2,381 1990 - 3,921 Austin Road west of Boettner Road 1980 - 2,283 1990 - 3,605 Austin Road east of Clinton Road 1980 - 1,999 1990 - 3,705 Clinton Road north of the City of Clinton 1980 - 1,225 1990 - 1,583 Clinton Road south of Austin Road 1980 - 562 1990 - 1,135 Ernst Road north of Austin Road 1980 - 194 1990 - 390 Kaiser Road south of Austin Road 1980 - 139 1990 - 303 McCollum Road north of US -12 1980 - 55 1990 - 107 Schneider Road north of Austin Road 1980 - 532 1990 - 1,446 Source: Washtenaw County Road Commission Page 74 Bridgewater Township General Development Plan • • • �US-12 east of Lima Center Road 1981 - 7,100 1989 - 12,900 Source: Ann Arbor - Ypsilanti Urban Area Transportation Study Committee State Police Bridgewater Township is in closer proximity to the Adrian State Police Post but is technically in the State Police Patrol Area of the Ypsilanti Post. Fire As evidenced by the data above, increases in average daily traffic counts have occurred on Township roads over the last decade. As growth and development continues in and around Bridgewater Township, daily traffic will increase on area roads. ~ "• : • Currently, Bridgewater Township receives fire protection from the Manchester Village and City of Clinton Fire Departments. Aid is also received from the City of Saline. Schools Bridgewater Township is split into three school districts: Clinton Community Schools, Manchester Public Schools, and Saline Area Schools. County Sheriff Law enforcement is provided by the Washtenaw County Sheriff's Department. 911 emergency calls for the County Sheriff are routed to the Sheriffs Department at the County Service Center on Hogback Road in Superior Township. New equipement is planned to make 911 routing in the Clinton _p hone exchange more efficient. Bridgewater Township General Development Plan Page 75 �•- • Bridgewater Township Township Board Douglas Parr, Supervisor Karen Weidmayer, Clerk Harlin Fraumann, Treasurer Vic Mann, T_rustee Andrew Poet, Trustee Planning Commission James Fish, Chair Gabriel Dull, Vice Chair Heidi Cobb, Secretary Mark Iwanicki Gerald A. Marion Wade Peacock Alwin Wahl Jr. Coordinating Agency Washtenaw County Metropolitan Planning Commission 110 N. Fourth Avenue Ann Arbor, Michigan 48107 (313) 994-2435 WCMPC Staff Participation Ralph R. Pasola, Senior Planner Christopher C. Vincent, Graphic Arts Coordinator ·Karen d. Paterson, Graphics Planning Specialist � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bridgewater-Twp_General-Development-Plan_1992 Creator An entity primarily responsible for making the resource Bridgewater Township Planning Commission, Bridgewater Township, Washtenaw County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1992-06 Title A name given to the resource Bridgewater Township General Development Plan Description An account of the resource The Bridgewater Township General Development Plan was prepared by the Bridgewater Township Planning Commission in consultation with the Washtenaw County Metropolitan Planning Commission Contributor An entity responsible for making contributions to the resource Washtenaw County Metropolitan Planning Commission (consultant) Subject The topic of the resource Master plan reports Bridgewater Township (Mich.) Washtenaw County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/88e0ee41c6004326c21cc6de861fecb2.mp4 2ad7bed00d6efad6459c037c0abc2f54 https://digitalcollections.library.gvsu.edu/files/original/2c44802df60fda0bcb7d87f779c8c5fe.pdf e78f25fe8aa8fce86639c67663f94c6a PDF Text Text Grand Valley State University Veterans History Project Interview EMT - Iraq War Dianne Brigalia Length of Interview: 19:11 Name of interviewer unknown. Using XX to signify interviewer. (00:02) XX: This is Dianne Brigalia. And you served as an EMT, right? In Iraq. And we’re interviewing at about 5:00 (p.m.) on May 29, 2009. So, why were you interested in becoming an EMT in the military? (00:17) DB: Um, I was interested mainly because I knew I wasn’t ready to go to college yet, so I chose to join the Army. I always wanted to be a doctor, so I knew I wanted to do anything in medical, so that’s why I decided to become a medic. XX: So what was your training for becoming a medic? DB: Well, first we had to do the nine weeks of basic training, just like everybody does. There’s all different MOS’s or jobs there. And then for our training we go to Fort Sam Houston, in Texas, for about three months. And there we first learned CPR, and got certified in CPR. And then after that we did our EMT certification, which was most of…most of the class was the EMT certification. And got licensed in that. It was a lot of hands on training, with CPR. And giving patients shots. Starting IVs and how to assess patients. And they mainly focused on doing these in the field, without having the conveniences that you would have in the real hospital. You would have to build your own hospital and learn how to work with nothing, basically. (01:48) DB: Mainly a lot of hands on, and problem solving and working with what you have. XX: So basically in was like a simulation for out in the field? DB: Yep. We did field training also. That was the last week of our training, was out in the field. XX: So how was your military life? How was food, sleeping arrangements? DB: The food in the field was not bad. The MREs, which is the food in the bag, basically. But a lot of the time, they bring the food to you, in the field, which is really nice, so you get real food. It’s not like eating at home, of course, but it really wasn’t that bad. But, like, when I got to Fort Riley, Kansas, we had our own food, so it was nice, cause we lived in our own house. So, a lot different than Korea and anywhere else, where you had to eat out of the dfac. But it wasn’t bad. �(03:05) XX: All right. So, where did you serve? Can you describe where you got shipped to, or… DB: My first duty station was Korea. Which was where I met my husband. I was in 2nd Engineer Battalion, which was on [unclear]. I worked mainly in the aid station on post. And we also had field problems there. And I would get sent to different units to help them with their field problems. And at Fort Riley I worked in the hospital, which was a lot different. It was a nice break. But there, I worked in the surgery center and I worked in the emergency room, for the rest of my time there. So it was a good experience. XX: So, were most of your cases like bullet wounds, mostly? (04:04) DB: We had a few. (laughs) Yeah. Mainly, we did like sick call and took care of easy stuff. But yeah, we had bullet wounds and more difficult stuff. And there’s a lot of older men in the military, too. So we had a lot of heart attacks and stuff like that. XX: Did you have any cases with diseases? Like, I don’t know if there was like malaria there… DB: Um, there’s actually a lot of STDs, that we saw. (laughs) A lot of STDs. So, I learned a lot about STDs. I never thought I would learn about those in the Army, but I did. And it was interesting. Other than that, no, there’s really was not many other disease. (05:17) XX: What about friendships? You know, would you get really close with your battalion? DB: That was…that was really hard for me. ‘Cause I get really close to people and I don’t like…it’s bad for me, saying good-bye. But. My husband, obviously I got close to him, and we got married, but yeah, I had, every place that I went, friends. And they’re always coming and going, which makes it really difficult, but… XX: So how did you stay in touch with people that you knew back home. With letters, or email… (05:56) DB: Um, there were a lot of letters. We didn’t really have computers in Korea, so it was hard to do the email thing. But a lot of letters. And we had cell phones. Once we got to Kansas, we…there was more email. But a lot of letters to begin with. And then email and phone calls. XX: What does it feel like to get a letter and say, oh my gosh, you know… DB: Well, I can relate that to basic training, because it was like gold, really. It was the best feeling to get a letter in the mail. Which seems small to some people, but it was a big deal. It made you feel really good. Especially when you can’t have contact with anybody. �(06:50) XX: Did you get, like, packages from like schools…I know in like elementary school, we did a package that we sent to a guy in the military. DB: Yeah. My mom sent…well, my mom is a bus driver, so she had a kid, and a teacher that really liked her, and my mom…she found out that she had a daughter in the military. So they one time sent me a box of all these cards from a second grade class. It was really cool. It was really cool. So I wrote them a letter back and everything. So, yeah, I got one of those. It was really cool. XX: That’s cool. So, what did you do when you were off-duty? (07:34) DB: Um, we did a lot of relaxing and hanging out, really. We…I was on a softball team, when I was in Kansas. I don’t know. Well, in Korea, we went out and saw the country. We went anywhere that we possibly could, so that was really cool. Other than that, we just relaxed, had barbeques. Hung out and had a good time. XX: So what was the return home like? DB: When I got out completely? XX: Yes. (08:23) DB: Oh. Well, it was a really long drive. With a baby, and two cars, and a cat and a dog. But, it was really cool coming home. They had a surprise party for us when I got home, and I cried like a baby, of course, cause I totally wasn’t expecting it. But, it was after that, after the honeymoon phase of coming home was over, it was actually really hard. I found it really hard to get a job. I still haven’t been able to get a job. Mark got a job, like six months later, but, it was really weird. It’s weird coming home and not having the job and the insurance and everything that you had before. And living life in the real world. The civilian world, as we called it. Um, it was, it was a lot more difficult adjustment than I thought it was going to be. But it was good in the end, because I was glad to be home. (09:30) XX: So how do you think serving in the military has affected your life? DB: Well, it gave me my family. Um, I learned a lot. I’m in nursing school now and my experiences in the Army and all my training, it’s prepared me for what I’m going to do next. Um, it definitely gave me people skills, that made me not quite as shy as I was, which I’m happy about. It basically was the biggest learning experience of my life and I’m glad that I did it. XX: So what kind of life lessons have you learned? �DB: Um, well, (laughs). I don’t know. I learned a lot about myself and that I am very easy to get addicted to things. Like alcohol and stuff like that. Well, alcohol. Well, when you’re in the Army…when I was in the Army, you have a lot of free time and people drink. And I got in trouble a few times and I learned a lot from it. I don’t know if this is good for high school stuff, but (laughs), um, that was probably my biggest lesson, actually. Was learning that I’m easily influenced by things like that. And I had to take a step back for a while and re-evaluate what I wanted to do with my life, because if I was going to accomplish anything, I had to grow up. So, I had to grow up really fast, which is a good thing. (11:36) DB: Um, I don’t know other than that what life lessons. I think that I’m…I think I learned that family is important. I think I took people in my family for granted before I went into the military, but I learned that it is very important and you need those people there, because they’re your biggest support. XX: So what did you have to do…like if you got in trouble, what was your punishment? DB: I got in trouble a couple of times, in Korea. When you get in trouble, you have to talk to your commander, and your first sergeant and your NCOIC, the people above you. You have to have, basically, it’s a meeting that you have to have with them. And a lot of paperwork. And, um, the first time I got in trouble, they took pay from me. They can actually take your pay. They took my rank from me, so they lower me from a PFC back down to a private. Which also takes your pay, cause you’re going down a pay grade. And they can give you extra duty, which is basically doing chores around post. As soon as you get off work, and, until whatever time they tell you to do it. Like, raking, or cleaning things. Mowing the lawn. Anything they can think of. It’s not fun. So that, too. They can make you go to alcohol classes. All kinds of fun stuff. (13:13) XX: So, back to your family. You said you met your husband in Korea. DB: Right. XX: So do you want to tell us a little bit about that, your relationship, or how it was influenced by you guys being in different places maybe, or anything like that. DB: Um, we met there, and we pretty much decided that we were going to get married, so, um, so we actually were really good friends before anything. We were both with different people. So…somehow it came together. He actually extended for an extra year in Korea and I ended up going to Fort Riley, and that was really hard. We had already decided before that that we were going to get married, but um, that was really hard being away from him. It was awful, actually. And then he went back to Korea, and he was there for another six months and I was in Fort Riley, planning a wedding, by myself. And it was really hard. And then he actually got orders to Fort Riley, so we were stationed in the same place, which is a good thing, cause I don’t know what I would have done otherwise. But we got married and he had to go to Iraq three months later. Which was awful. But we made it through that year. And we got out and now we’re here. �(15:04) XX: That’s good. So you guys got married while you were both in the military, while he was still in the military? DB: Yeah. We were both in the military when we got married. And we were both in Kansas when we got married. Yep. And we both pretty much got out at the same time, so there was never one of us in or one of us out. XX: That is a good thing. DB: Yeah. XX: Well, I think that’s about all I have. Like if there’s anything else, like if you wanna talk about your uniform a little bit… DB: Um…sure. (gets up to get uniform) I’ll bring it over here. This is my uniform. It’s missing a couple of awards, and this is my specialist rank (points to pin on left sleeve). I was a sergeant and I got pregnant and I didn’t wear this when I got promoted because I was pregnant, so I never changed my rank. (Points to patch on upper left sleeve) This is the unit I was in. My last unit, for Medac, because I worked in the hospital on Fort Riley. (points to bar on lower left sleeve) This is just for the three years I was in the service. Every three years, you put another one on. This is the medical insignia. They are different on every uniform, depending on what your MOS was. This is my badge for M16. That’s sharp shooter. And this is my 9 mil. My 9 millimeter metal. Those are for shooting on the range and you have to qualify and you get a certain ranking. (17:05) DB: (points to bars) And these are my awards. I’m missing my ARCOM and my AM, but this is a good conduct metal. You get that for being in the military for a certain amount of time. These we got after…these are for the global war on terrorism, so we got these after we went into Iraq. Everybody got those if they were in the military at that time. Um, this is my Korean defense metal, I believe. I don’t remember. This is the one you get when you graduate from AIT, which is my medic school. And this is for going overseas. And, that’s about it. XX: Do you know what the pins are, there on the shoulders? (18:13) DB: Oh, these are my unit insignia, also. Um, we have a beret that we wear and that goes on the beret, also, too, so you know when you walk by someone what unit they’re in. so everyone will have different ones of these, too. Depending on what unit they’re in. XX: And one last question about your uniform. DB: Sure. �XX: Does it still fit? (18:45) DB: (laughs) Not so much. I don’t know, I haven’t tried it on but I’m sure it fits. Just without buttoning it. Um, I don’t know. But I don’t think so. I’m not going to embarrass myself and try either. (laughter) (19:09) XX: All right. Well, thank you very much for letting me interview you. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Brigalia, Dianne (Interview transcript and video), 2009 Creator An entity primarily responsible for making the resource Brigalia, Dianne Description An account of the resource Diane Brigalia enlisted in the Army after high school because she had always been interested in becoming a doctor, but was not yet ready for college. She went through 9 weeks of basic training and then was sent to Fort San Houston in Texas for EMT training. They mostly focused on field simulations and learned how to put together make shift medical centers and basically work with very few materials. Diane was stationed in Korea after she finished training and worked at the field station with the Second Engineer Battalion. She met her husband in Korea and they later got married when they were both stationed at Fort Riley in Texas. Contributor An entity responsible for making contributions to the resource Ober, Samantha (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Army 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 2009-05-29 Identifier An unambiguous reference to the resource within a given context BrigaliaD Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7b8c5fa2cc4246422ca5d24afb46dcee.jpg ef66e0fa5091701f353bb46c96fff985 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-Brigham-D_0001 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Fishing on the Pier, Saugatuck, Mich. Postcard Description An account of the resource Front of the postcard of individuals fishing on the pier in Saugatuck, Michigan Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Outdoor recreation Fishing Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/55360568c67d3f5d5ad194c6b4fcd073.jpg 07affda57dd2fd88cbbed7e9c640c44b 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-Brigham-D_0002 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Between Bridges, Saugatuck Mich. Postcard Description An account of the resource Front of the Between Bridges postcard depicting a road with trees on either side, circa 1910 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/5ef816e24c3fcd4b09301375d9be8b6b.jpg ccea475e1763be55935d3cd11aa68653 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-Brigham-D_0003 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Old Pets, Douglas Mich. Postcard Description An account of the resource Two children are sitting in a horse-drawn carriage infront of a house, circa 1910 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Carriages & coaches Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/bcfeedf9b7007930bae63d48ef9eb97a.jpg a493f689d660503db77e8f23401dbd6c 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-Brigham-D_0004 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Hotel Butler, Saugatuck, Mich. postcard Description An account of the resource Postcard of Hotel Butler, a young women can be seen sitting on the front porchcirca 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Hotels Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/c74d856793778d9a346cf61ea459d199.jpg f2d16917ca9857af117d697979c2aa33 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-Brigham-D_0005 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource "Summer School of Painting," Old Harbor, Saugatuck, Mich. postcard Description An account of the resource Scenic view painting of the beach, with forest and a house in the distance, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/c6ac358ab1c4aea3fc916abbdfe0ef4c.jpg 5c865b70a29f7a113854d0cf8c74c9da 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-Brigham-D_0006 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Lake Shore Drive, Saugatuck, Mich. postcard Description An account of the resource Postcard of a scenic road in the midst of forest, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/10308e5a50013faf500dc54cf67b92ff.jpg 55d491d36b24471ffb8e71939e71ab5f 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-Brigham-D_0007 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Bathing Beach, Saugatuck, Mich. postcard Description An account of the resource Postcard of people at the beach in Saugatuck, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Beaches Outdoor recreation Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/6f9f2c027c35ee3b66348f2c25feedad.jpg 1c89d72d7c22be9dac323615fb2beb2e 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-Brigham-D_0008 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Mt Bald Head, Saugatuck, Mich. postcard Description An account of the resource Postcard of Mt. Bald Head in Saugatuck, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Postcards Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/15fb2d1220c5ed68fe754329bfe84cfa.jpg 41f0fd52f34baa155553bb3c8c6ff455 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-Brigham-D_0009 Creator An entity primarily responsible for making the resource Brigham, D. Title A name given to the resource Beech-Hurst house on Ferry street Description An account of the resource Side view of the Beech-Hurst farmhouse, an old automobile can be seen in the background. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 Date A point or period of time associated with an event in the lifecycle of the resource 1920s 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/ecc0bd9b5c1b9aece45c1e70595ddec6.jpg f25a9ed032b9323574228e9de51f8d0b 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-Brigham-D_0010 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1905 Title A name given to the resource Ben Eddy with goat Description An account of the resource Photograph of Benjamin Hathaway Eddy holding onto a goat with a thin rope. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Goats Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/67122bcc8c699cd03d97028c66187e5c.jpg 575e8dd4b1496b9b07449204f3f4eab7 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-Brigham-D_0011 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1910 Title A name given to the resource Ben Eddy on a horse Description An account of the resource Photograph of Benjamin Hathaway Eddy riding a horse. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/fb49a0c4f046ea1a888b7f485b17c2a6.jpg cf9f8f0a9c15816fbb4e69c7af7d87bd 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-Brigham-D_0012 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1899 Title A name given to the resource Portrait of the Eddy Boys Description An account of the resource Studio portrait of brothers Benjamin Hathaway and Raymond Grimes Eddy in the typical curls of that time. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Portrait photography Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/f56bf097de98b5294e1d5d588f285f26.jpg f6c84e3293375ccad71e1d561e04a5ba 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-Brigham-D_0013 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Woman next to a giant catfish Description An account of the resource Photograph of a woman in a white dress and wide-brimmed hat holding a large catfish, circa 1920 Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Fishing Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 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/64447b698f8bb70b6074a87eab839742.jpg a233c23e5dbf4e49897adfb44bf72d8e 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-Brigham-D_0014 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1920 Title A name given to the resource Scott Eddy and his big catfish Description An account of the resource Photograph of Scott holding a large catfish next to a woman in a white dress and wide-brimmed hat, circa 1920. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Fishing Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of 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 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives